• Proceedings of the Korea Contents Association Conference
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• 2017.05a
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• pp.245-246
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• 2017

세계경제 포럼(World Economic Forum)에서 발표한 '교육의 새로운 비전(New Vision for Education)'은 '인재야말로 21세기 혁신, 경쟁력, 성장을 이끄는 핵심 요소'라고 하였다. 이처럼 인재의 중요성이 더욱 강조되고 있는 상황에서 본 연구는 4차 산업혁명 시대에 맞는 R&D 인력 육성을 위해 기업가역량을 중심으로 위험을 감수하고 포착된 새로운 기회를 실현하는 도전정신을 가진 기업가 육성을 위한 방안을 고민해 보고자한다. 다시 말해 4차 산업혁명 시대는 지금까지의 문제 해결중심의 창업, 교육과정과는 다른 문제를 정확히 인식하고 미래변화에 인내를 가지고 유연하게 대처하는 능력의 인재 육성이 필요하다. 이를 위해 본 연구는 신입 R&D 인력 대상으로 현재 기업가역량을 평가하고 부족한 역량에 대해서는 보다 개선/강화할 수 있는 방안을 제안한다.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.3
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• pp.357-365
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• 2018

In the 21st century, as the emergence of the age of creative economy is expected, interest in the cultivation of creative talents required in society around the world is newly rising. Sustainable development education should not be limited to school education, but should be promoted and supported at all social education sites for the purpose of lifelong education. Therefore, the purpose of this paper is to consider the relationship between the possibility of formal and informal learning and the development of capacity in higher education. Exploratory and qualitative research based on intensive groups was designed using several groups of formal and informal learning settings. In China, the creation of a creative economy is set as a major national policy direction for the new government. What is required for talented people in the creative economy era and how to educate them is becoming a major policy issue. The development of core competencies requires multiple contexts based on cognitive non-cognitive disposition. By combining the formal and informal learning environment within higher education for the purpose of a new learning culture, it can provide a variety of situations and improve competency development. While this study can identify aspects of formal and informal learning settings, the interdependencies between them are still difficult to grasp. However, practical implications can be seen clearly. In other words, based on the results, you can point out key aspects of competency acquisition that can be a key element in the higher education environment. As a result, this study analyzed implications for formal and informal learning environments for new ways of developing core competencies in higher education.

• Journal of Digital Convergence
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• v.13 no.2
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• pp.91-103
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• 2015

This research aimed to investigate the benefits of incorporating Problem-Based Learning(PBL) approach in Business English classes in a Korean university. This study focused on student experiences of learning in a PBL environment. The study examined the feasibility of cultivating students' key job competencies, that of their learning achievement and their satisfaction with the PBL approach. Data on student experiences were gathered from questionnaires. The analysis of the data showed, first, that the PBL could cultivate students' key job competencies. Second, the PBL could have a positive effect on students' acquisition of business content knowledge and their English language development. Third, the PBL approach achieved above moderate level of student satisfaction.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.639-646
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• 2017

As computational thinking(CT) is gaining focus as a key 21st century skill much attention has been paid to promoting CT through software education. However, more studies are needed to design and implement effective CT assessment methods. This study aims to investigate the effects of three CT assessment methods in a course designed to enhance CT competencies of 52 pre-service teachers with a non-computer science background during one semester. To analyze pre-service teachers' CT competencies, we used 3 CT assessment methods: (1) pre-and post-testing based on Bebras computational thinking challenge questions, (2) Dr. Scratch to analyze group scratch projects automatically, and (3) scratch exam designed in this study to evaluate the development of CT. Our results show the positive effects of integrating assessment methods for promoting CT competencies. We end this paper with the discussion of advantages and implications of this integration.

• Korean Journal of Comparative Education
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• v.28 no.4
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• pp.221-248
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• 2018

The purpose of this study was to analyze the performance of the Daegu Happiness Competency Education Program. It was confirmed that students, parents, teachers, and education professions are aware of the middle and higher level of education for happiness in Daegu in terms of the formation and operation of the curriculum. There is no significant difference between students and parents in terms of average value, and teachers' perception level is relatively high, which is understandable in that teachers are the subjects of the curriculum organization and operation. In addition, there was no statistically significant difference between the parents and the school level, but there were significant differences between students and teachers. In particular, students' and teachers' perceptions were lowered as the number of schools increased, unlike the predictions. They showed the lowest results in the special schools, autonomous schools and special schools. The reason for this is that Daegu Happiness Competency Education was implemented in 2014, and it was because there was little room to recognize and accept the new curriculum due to the burden of college entrance examination or employment. In the future, it will naturally improve as the education process is settled, but here we can find suggestions for the establishment of Daegu Happiness Competency Education.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.93-105
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• 2014

Group creativity has recently been heightened as a core competence in the 21st century. Therefore, there is a need for introduction of concepts on design thinking emphasizing the collaboration and empathy to science education as an effective method for fostering group creativity. Understanding design thinking for effective introduction should be preceded, so we explore the characterizations of design thinking through the generic model overlay method, focus group interview, and critical incident technique analysis. The results reveal 4 cluster units of competency and 15 core competencies. The collaboration cluster consists of 5 competencies and they are as follows: organization of the team, communication, self-control, persuasiveness, and initiative competency. The integrative thinking cluster consists of 3 competencies and they are as follows: analytical, strategic, and intuitive thinking competency. The human-centeredness cluster consists of 3 competencies and they are as follows: user-orientation, relationship building, and interpersonal understanding competency. The multidisciplinary cluster consists of 4 competencies and they are as follows: achievement orientation, information seeking, curiosity, and flexibility competency. Findings are expected to provide the basic data for developing programs and establishing strategies in order to foster group creativity as well as introducing design thinking to science education effectively.

• Journal of Service Research and Studies
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• v.8 no.3
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• pp.37-49
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• 2018

In this study, we conducted an exploratory study for designing service science as a degree program that will lead the 21st century. In the new era, the convergence of industries is accelerating and the mobility of the profession is greatly increased, so the talents to be trained in higher education will be greatly changed. We must cultivate human resources capable of creating their own jobs through competency development and cultivate talented individuals who can demonstrate creative initiative in the ecosystem where the boundaries between industries are dismantled. To this end, it is required to switch from the existing vertical majors and systems to horizontal majors, and service majors are expected to play a key role in this transition. In this study, we designed the service science degree program reflecting the changes of the new economy and reflecting the demand of the new education. The service science curriculum provides an analysis as it can award a degree as an independent major, or may serve as a sub-major or an associate major with existing majors. Service studies are expected to play the most effective role in cultivating the capabilities defined by the 21st century human resources in the World Economic Forum.

• Proceedings of the Korea Association of Information Systems Conference
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• 2003.11a
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• pp.276-287
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• 2003

21세기에 접어들면서 기업의 경영환경은 급속한 속도로 변화하고 있다. 이러한 급격한 환경변화 속에서 기업이 핵심역량에 집중하고 기업의 경쟁력을 극대화하기 위해 기업의 정보관련 시스템 및 어플리케이션을 아웃소싱하기 위해 사용하는 개념이 ASP 서비스이다. ASP 서비스는 기업내부에 정보시스템 전담 조직을 갖추지 않고서도 각종 소프트웨어를 저렴한 값에 사용할 수 있고, 기업 자체의 전산시스템 및 운영 전담인력이 필요없으며, 하드웨어 및 소프트웨어를 구입할 필요성이 없는 등 여러 가지 이점을 가지고 있어 최근들어 기업들로 하여금 큰 논의와 함께 많은 투자가 이루어지고 있다. 하지만 ASP 서비스의 개념이 비교적 최근에 등장한 개념이기 때문에 관련 연구들이 개념정립이나 도입 의사결정 요인에 관한 연구에 머무르고 있는 실정이다. 이러한 배경하에서 본 연구는 첫째, ASP 서비스에 대한 체계적인 연구를 통해 ASP 서비스의 개념에 대한 명확한 이해를 제공하고, 기업의 정보화 추진 방법으로서 ASP 서비스가 가지는 가능성을 분석해 보고 둘째, 기업이 ASP 서비스를 도입하고 운영함에 있어서 성공적인 수행에 어떠한 요인들이 중요한 영향을 미치는지 살펴보기 위해 개념적인 모형을 도출해 보고자 한다.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2000.11a
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• pp.763-780
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• 2000

21세기 경영전략 중 속도와 유연성을 가능하게 하는 것은 디지털을 기반으로 하는 정보기술이다. 1959년 Edith Penrose 가 "경영자원론적 기업론"에서 핵심역량 이론을 통해 연구한 후로, 지식증가의 중요성은 더 이상 무시될 수 없게 되었다(Penrose,1959). 지식 및 지식경영에 대한 개념이 구체적으로 형성되기 전에 1980년대 초부터 실무에서 먼저 지식의 중요성을 깨닫고 기업에서 이러한 지식을 어떻게 축적ㆍ관리 할 것인가에 초점을 둔 활동들이 수행되었다. 특히, 상당부분의 관심이 기술적 지식을 창출, 조직화, 이용하고 그래서 결과적으로 혁신을 가져올 원천들을 응용하는 방법에 집중되고 있다. 특히, 그 초점은 새로운 제품이나 프로세스를 창출하거나, 기존 제품 혹은 프로세스를 개선해서 보다 잘 시장의 요구에 부합하고 지속적으로 경쟁우위를 유지할 수 있도록 하는데 있다(Cole, 1998).(중략)1998).(중략)

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.388-401
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• 2012

This study attempted to propose a theoretical model for STEAM education, entitled to the Ewha-STEAM education model, which could provide more concrete guidelines for science educators and curriculum developers to execute STEAM ideas. We identified key knowledge and key competencies to nurture future creative/convergent human resources. Key knowledge included an understanding of core ideas cutting across traditional disciplinary boundaries as well as the nature of different disciplines. And additionally, key competencies implied such abilities as to explore the scientific world, to resolve problems, and to communicate and collaborate with others. We also added creativity and character as an essential part of key competencies. In order to provide more specific guidelines when developing, implementing, and evaluating STEAM curriculum, we suggested three elements of convergence to consider: 1) unit of convergence (i.e. concept/skills, problem/phenomenon, activity), 2) degree of convergence (i.e. multi-disciplinary, inter-disciplinary, extra-disciplinary), and 3) context of convergence (i.e. personal, societal, global). It is expected that the Ewha-STEAM education model would contribute towards diverse education communities understanding the direction of STEAM education and its educational potentials.