• Title, Summary, Keyword: 핵심역량

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Analysis of relationship between K-CESA and creativity confluence competency and coaching skill of undergraduate students (대학생 핵심역량(K-CESA)이 창의융합역량에 미치는 영향과 코칭역량의 매개효과)

  • Park, Ji-Young
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.21 no.5
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    • pp.206-215
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    • 2020
  • This study analyzes the relationship between K-CESA of undergraduate students, and their coaching skill and creativity confluence competences. Totally, 344 students attending private colleges in G province were evaluated for their competence. The data collected were analyzed by descriptive statistics, Pearson's correlation analysis, multiple regression analysis and Sobel test, using the SPSS/PC 22.0 computer program. Our results indicate that K-CESA, coaching skill, and creative convergence fulfill the assumption of normality. Moreover, significant positive relationships were determined between K-CESA and creativity confluence, as well as between coaching skill and creativity confluence. Furthermore, K-CESA was an important factor that predicts the creativity confluence competency, and coaching skill had mediating effects on the relationship between K-CESA and creativity confluence competency. In conclusion, our results indicate that K-CESA and coaching skills are important factors that will help strengthen creativity confluence competences.

핵심역량 지향성과 IT 아웃소싱 프로세스 관리역량이 IT 아웃소싱 성과에 미치는 영향에 대한 연구

  • Kim, Yong-Jin;Song, Jae-Gi;Nam, Gi-Chan;Gu, Cheol-Mo
    • 한국경영정보학회:학술대회논문집
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    • pp.198-204
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    • 2007
  • 본 연구는 핵심역량 지향성을 중심으로 고찰한 IT 아웃소싱 성공요인 및 결과에 관한 것으로, 아웃소싱 프로세스 관리역량과 기업의 핵심역량 지향성이 IT 아웃소싱된 업무 복잡도와 아웃소싱 성과에 영향을 미치는 지, 그리고 아웃소싱 프로세스 관리역량이 기업의 핵심역량 지향성과 아웃소싱 성과의 관계를 매개하는 효과가 있는지에 대한 실증 연구이다. 따라서 본 연구는 독립변수로 핵심역량 지향성과 종속변수로 아웃소싱된 업무 복잡도 그리고 매개변수로 아웃소싱 프로세스 관리역량을 사용하였다. 국내 IT 아웃소싱 협회에 등록된 회사의 IT 부서를 대상으로 200 개의 데이터를 확보하였고 공분산 구조방정식 모델로 분석하였다. 연구결과, IT 아웃소싱 프로세스 관리역량은 핵심역량 지향성이 아웃소싱된 업무 복잡도와 아웃소싱 성과에 미치는 영향을 매개하는 것으로 밝혀졌다. 그리고 핵심역량 지향성은 아웃소싱의 성과에 긍정적인 영향을 미치지만 아웃소싱된 업무 복잡도엔 유의한 영향을 미치지 않는 것으로 나타났다.

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Ways of Restructuring Key Competencies for a Revision of Science Curriculum (과학과 교육과정 개정에 대비한 핵심역량 재구조화 방안)

  • Kwak, Youngsun
    • Journal of the Korean earth science society
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    • v.34 no.4
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    • pp.368-377
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    • 2013
  • The purpose of this research was to investigate ways of restructuring key competencies (KCs) in preparation for a revision of Korean science curriculum. Recently a number of countries have reformed their curricular using competencies as a key element because they believe that competencies-based curriculum helps students build up the necessary skills to live in the future society. Through literature reviews, in-depth interviews with experts and teachers, expert meetings, Delphi methods, and surveys with teachers, three major categories of KCs emerged as follows: Character competencies, Intellectual competencies, and Social competencies. For each major category, its definition, characteristics and teachers' comments are discussed. The specific components of KCs for each major category and implementing KCs should be determined at the subject- and teacher-level based on teacher professionalism. In the conclusion section, we suggested a couple of important points that deserve readers' attention when we reconstruct science curriculum by incorporating three major categories of KCs. When we develop a science curriculum in the future, we need to include three major categories of KCs, and set up KCs as a minimum set of goals for all students. We need to remember that specific components of KCs for each major category and linkage among KCs may vary depending on science topics and objectives.

A Convergence Study on the Core Competencies of students: G university (G 대학 대학생 핵심역량 설정에 관한 융합연구)

  • Kim, Chang-Gyu;Jang, Kee-Duck;Chun, Yeol-Eo
    • Journal of the Korea Convergence Society
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    • v.9 no.7
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    • pp.77-86
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    • 2018
  • This research is based on core competency in order to provide diverse educational opportunities and to train compatible human resources according to industrial change. The research set up the core competency of university students according to document research and the importance of core competency of students, professors, faculty and parents. As a result, a total of 14 competencies were deducted by importance and validation from enrolled students, graduated students and professors. A total of 5 core competencies and 14 detailed competencies were deducted. Creativity, problem solving ability, self-directed overall problem solving abilities, expertise ability, data processing ability, technology application according to industry, consideration and serving character, community service, communicational ability, self-management, inter personal relationship, foreign language ability, global, leadership and competence were the 14 elements of this research. Based on the result of this study, it is necessary to improve the competence of university students by applying them to the curriculum development and operation and to find out the extent of the students competence enhancement through the development of future capacity measuring tools.

The study on the structural relation among professors' core competency, college students' cognitive learning competency and life competencies (교수의 핵심역량과 대학생의 인지역량 및 생애역량의 구조적 관계 분석)

  • Kim, Dae-Myung
    • Journal of Digital Convergence
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    • v.15 no.6
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    • pp.97-105
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    • 2017
  • The subjects were 500 college students in 7 provincial areas for the study on the structural relation among professors' core competency, college students' cognitive learning competency and life competencies. The statistical methods of this study were as follows: frequency analysis, descriptive statistic analysis, exploratory factor analysis, reliability analysis, correlation analysis, confirmatory factor analysis, and structure equation model analysis. The results of the study are as follows. First, the lifelong learning educators' college students recognized core competency significantly affects on the college students' life competencies. Second, the lifelong learning educators' core competency significantly affects on the college students' cognitive learning competency. Third, the college students' cognitive learning competency significantly affects on life competencies. Fourth, the college students' cognitive learning competency has a significant mediating effect between the lifelong learning educators' core competency and the college students' life competencies. In other words, the lifelong learning educators' core competency based on the college students' cognitive learning competency has great effect on life competencies.

Study on Korean Science Teachers' Perception in Accordance with the Trends of Core Competencies in Science Education Worldwide (과학교과에서의 핵심역량에 대한 세계의 동향에 준거하여 우리나라 현장 교사들의 인식 연구)

  • Koh, Eun Jung;Jeong, Dae Hong
    • Journal of The Korean Association For Science Education
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    • v.34 no.6
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    • pp.535-547
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    • 2014
  • This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.

경영 위기 시대의 최우선 과제, 핵심역량을 확보하라

  • 김준범
    • Product Safety
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    • pp.8-13
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    • 1998
  • 체계적으로 구축된 핵심역량을 확보하고 있는 기업은 경영 환경이 변하여도 크게 어려움을 겪지 않는다. 기업 내부적으로 강인한 체질로 무장하고 있는 셈이기 때문이다. 뿐만 아니라, 핵심역량은 기업들에게 장기적이고 차별적인 경쟁 우위를 제공한다. 따라서 핵심역량을 확보하는데 총력을 기울이는 도전적 자세만이 어려운 경영 환경을 극복할 수 있는 유일한 대안일 것이다.

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Core Competence Evaluation Model of Play Worker Based on Delphi Technique (델파이 조사를 통한 놀이 전문가 핵심역량 분석)

  • Park, Hye-Jin;Kim, Yong-Young
    • Journal of Convergence for Information Technology
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    • v.9 no.2
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    • pp.100-107
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    • 2019
  • The purpose of this study is to develop an evaluation model to measure the core competences of actual play workers by exploring what competences are necessary for them to provide quality play. Based on literature review, we selected five core competences : knowledge of play, program development, understanding play culture, creativity, and information sharing & applying. In order to achieve the research purpose end, a two-round Delphi survey was conducted on 10 play and education experts. The findings drew scholarly consensus on the competences of play workers to have and proposed basic data by developing competences evaluation model to measure them. Each of the key competences has three sub-conpetences, each of which included two behavior elements. Furthermore, this study presented future research directions so that play can be voluntarily planned and supported in a social and cultural context.

The Study on Essential Competencies for University Students in consideration of University Specialization and Major: Focusing on Hotel and Tourism Management (대학특성과 전공을 고려한 대학생 핵심역량에 관한 연구: 호텔관광경영전공을 중심으로)

  • Jung, Hae-Yong
    • Journal of Digital Convergence
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    • v.13 no.10
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    • pp.19-32
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    • 2015
  • This research was performed to provide a basic data for reforming University and Hotel & Tourism Management Curriculum Framework based on competency-based education, especially through identifying university students' competency categories of that reflect on the specialization and major of university. For the purpose of this research first, based on the literature review and empirical study, this paper grouped competencies into four areas: Generic Competencies, Specific Competencies, Personality Competencies, and University Specialization Competencies. Second, this paper examined empirical test through a survey of university students by Importance-Performance Analysis on four main categories. As a result of empirical test, four main categories were statistically verified, and the differences among majors about importance, performance and educational needs of each four competencies were analyzed significantly. There were proved that hospitality major is higher than other majors in importance of Generic and Personality Competency and performance of Generic Competency as well.

Exploring Multi-faceted Understandings and Issues Regarding Science Subject Matter Competency: Considering the Relationship with General Core Competency (과학교과 역량의 다면적 이해와 쟁점의 탐색: 일반 핵심역량과의 관계를 고려하여)

  • Lee, Gyeong-Geon;Park, Jeongwoo;Lee, Sun-Kyung;Hong, Hun-Gi;Shim, Han Su;Shin, Myeong-Kyeong
    • Journal of Science Education
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    • v.43 no.1
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    • pp.94-118
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    • 2019
  • The purpose of this study is to explore the multi-faceted understanding and issues of science subject matter competencies from the trends of competency-based curriculum discourse, and to examine the relationship between general core competencies and science subject matter competencies. First, we examined the theoretical background of competency-based curriculum focusing on behaviorism, humanism, and its comprehensive synthesis. After that, we reviewed OECD's competency-related projects (DeSeCo; OECD Education 2030), US Next-Generation Science Standards (NGSS) and Korea's 2015 Revised National Curriculum from the viewpoint of competency-based curriculum. After that, we summarized and systematically analyzed a list of competencies, 105 general core competencies and 45 science subject matter competencies proposed by 15 important documents from home and abroad. The results of this study are as follows: First, the issues of the proper number, appropriate dimension, and how individual competencies should be unique and independent were pointed, in terms of defining and categorizing competencies. Second, it was suggested that the competency items are presented in various dimensions such as personal-micro dimension, community meso-dimension, and social-macro dimension. Meso-dimension was placed on both general core competencies and subject matter competencies. Third, in the relationship between general core competencies and subject matter competencies, the former emphasizes macro-dimension, and the latter emphasizes micro-dimension, revealing an existing gap, and where the two can meet each other is the meso-dimension. These discussions are thought to provide insight into the understanding of competencies in the national curriculum, including the 2015 Revised National Curriculum.