디지털융복합연구 (Journal of Digital Convergence)

  • 제17권5호
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  • Pages.51-63
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  • 2019
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  • 2713-6434(pISSN)
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  • 2713-6442(eISSN)
한국디지털정책학회 (The Society of Digital Policy and Management)
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공학교육인증을 위한 디자인과 소프트웨어 융합전공의 학습성과

Learning Outcomes of Design and Software Convergence Major for Engineering Education Accreditation

  • 최지은 (인하대학교 디지털예술공학) ;
  • 진성희 (한밭대학교 인문교양학부)
  • Choi, Ji-Eun (Department of Digital Arts and Technology, Inha University) ;
  • Jin, Sung-Hee (Division of Humanities and Liberal Arts, Hanbat National University)
  • 투고 : 2019.03.06
  • 심사 : 2019.05.20
  • 발행 : 2019.05.28
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초록

4차 산업혁명 이후 빠르게 변화하는 사회에서는 복잡한 문제를 해결할 수 있는 융합인재양성이 중요한 이슈로 대두되고 있다. 본 연구는 (사)한국공학교육인증원(이하, 공인원)에서 제시하고 있는 공학교육 인증기준인 융 복합분야의 프로그램 학습성과를 설정하기 위해 필요로 하는 핵심역량을 제안하는데 그 목적이 있다. 연구의 목적을 달성하기 위해 사례연구방법론을 적용하였다. 분석사례는 국내외 대학의 디자인과 소프트웨어 융합 전공이다. 선정된 전공의 교육목표 및 교과목의 강의계획서를 분석하였다. 연구결과 공인원에서 제시하고 있는 프로그램 학습성과 10개 외에 디자인 소프트웨어 융합전공에서 추가로 달성해야할 핵심역량 4가지가 도출되었다. 새로 추가된 핵심역량은 융합능력, 창의적 사고, 창업가능력, 디자인 능력이다. 이 연구의 결과는 향후 융합전공을 위한 공학교육인증 융 복합분야의 평가체계 개발에 기여할 수 있을 것으로 기대된다.

In the rapidly changing society since the Fourth Industrial Revolution, the cultivation of convergence talents that can solve complex problems is emerging as an important issue. The purpose of this study is to propose the core competencies required to establish the program learning outcomes of the engineering and education curriculum, which is the accreditation standard of engineering education proposed by ABEEK(Accreditation Board for Engineering Education of Korea). Case study methodology was applied to achieve the purpose of the study. The case of analysis is design and software convergence majors of domestic and foreign universities. The educational objectives and course syllabi were analyzed. As a result of the research, four core competencies to be achieved in the design and software convergence majors were derived in addition to the ten program outcomes presented by ABEEK. New core competencies are convergence ability, creative thinking, entrepreneurship, and design ability. The result of this study is expected to contribute to the development of the evaluation system for the convergence engineering education field.

키워드

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Fig. 1. Technologies by proportion of companies likely to adopt them by 2022(World Economic Forum, 2018)

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Fig. 2. Analysis procedures of Convergence Education

Table 1. 19 Industrial Engine Projects[14]

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Table 2. Comparing skills demand, 2018 vs. 2022, top ten(World Economic Forum, 2018)

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Table 3. Configuration for key competency elicitation

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Table 4. IT Core Competency

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Table 5. Global Software Development (GSD) Competencies

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Table 6. Analysis of Core Competencies for Design and Software Convergence Education

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Table 7. Courses Analysis of Domestic and Foreign Design and Software Majors

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Table 8. ‘Entrepreneurship Capability’ related keywords

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Table 9. Analysis results of Competencies included in Educational Objectives of Convergence Majors

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Table 10. Analysis results of Competencies included in Course Syllabi of Convergence Majors

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Table 11. Design and Software Convergence Program Outcomes(PO)

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