• Journal of The Korean Society of Integrative Medicine
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• v.6 no.1
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• pp.15-24
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• 2018

Purpose : This study aimed to identify the effects parent-adolescent intimacy, parent-adolescent communication, and empathy on the clinical competency of nursing students. Method : Data were collected by 175 nursing students using a self-questionnaire from May 17 to 31, 2017. The data were analyzed with the SPSS 21.0 using an independent t-test, Pearson correlation coefficients, and multiple regression. Result : There were significant positive correlations between clinical competency and the other variables. The strongest predictors of clinical competency were parent-adolescent intimacy (${\beta}=.33$) and academic record (${\beta}=.21$), and the model explained 11.3% (F=16.04, p<.001) of the variance. Conclusion : The findings indicated that further studies are needed to explore various factors influencing clinical competency and develop education programs for college nursing students.

• Journal of Korea Society of Digital Industry and Information Management
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• v.18 no.1
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• pp.65-77
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• 2022

The purpose of this study is to develop a competency strengthen program with the aim of training designers who respond to changing national policies in the era of artificial intelligence. To this end, this study was conducted through a total of five steps. First, through literature research and analysis of prior research and literature related to the role of training designers and HRD managers was investigated and analyzed, and based on related prior research, theoretical and academic grounds for training designer competency modeling were prepared. In the second stage, a draft training program was developed to strengthen the competency of training designers based on the needs analysis of stakeholders and advice from education experts. In the third stage, a pilot program was conducted based on the draft training program. In step 4, the effectiveness verification was confuted and the deficiencies of the training program were derived from the pilot program. Finally, the final draft of the training program for strengthening the competency of training designers in the era of artificial intelligence was developed. The final training program consisted of 10 modules and was designed to run for three days. The details of specific training program are presented in the article.

• Journal of Korean Library and Information Science Society
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• v.46 no.4
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• pp.227-244
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• 2015

The study aims at identifying professional competencies of collection development librarians in academic libraries. For this, the study collected data through qualitative interviews with 8 librarians who are in charge of collection development programs in four-year university libraries. As a result, the professional competency components emerging from interviews were divided into three parts; knowledge in library and information science, knowledge in subject field, and professionalism. Detailed components of three parts of professional competency were divided into 13 sub-categories, with 37 meanings. It is expected that the study as an exploratory research may provide further research to design educational and training programs for collection development librarians with basic data.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.40 no.4
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• pp.191-202
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• 2017

The purpose of this study is to develop an engineer competency model using Analytical Hierarchy Process (AHP) to improve the national technical qualification system. Korea has managed technical human resources at the government level through the operation of a national technical qualification system that certifies engineers with national certificates or technical grades by laws. However, there have been increasing concerns that the government system is separated from global standards and does not reflect an engineer's comprehensive capabilities. For these reasons, the new architecture of the system has been continuously discussed and becomes a major policy issue of the Korean government. For the development of the engineer competency model, domestic and global models were separately structured using 554 valid questionnaires with a consistency ratio (CR) of 0.1 or less. The relative importance of engineer competency factors in a domestic model was career (0.383), qualification (0.253), academic degree (0.195), and job training (0.169) whereas the order in the global model was career (0.308), global ability (0.237), job training (0.175), domestic qualification (0.147), and academic degree (0.134). The results of AHP analysis indicated that the evaluation factors and methods recognized by engineers were different from a current government model focusing on domestic qualifications. There was also perceptual difference in the importance of engineer evaluation factors between groups depending on the type of organizations and markets. This means that it is necessary to reflect the characteristics of organizations and markets when evaluating engineer competency. Based on AHP analysis and literature reviews, this paper discussed how to develop a new engineer competency index (ECI) and presented two effective index models verified by simulation test using 59,721 engineers' information. Lastly, the paper discussed major findings of our empirical research and proposed policy alternatives for the improvement of a national engineer qualification system. The paper contributes to the management of technical human resources since it provides quantitative competency models that are objectively developed by reflecting market recognition and can be effectively used by the policy makers or firms.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.405-413
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• 2021

The purpose of this study was to investigate empathic ability, Nunchi, learning flow and clinical competency, and to identify the influencing factors on clinical competency of nursing students. Method: There were 179 nursing students as participants in K city, who were surveyed between May 10 and May 14, 2021, using a self-report questionnaire. Data were analyzed by frequencies, t-test, ANOVA, Pearson's correlation, multiple regression using SPSS Win 21.0. Result: There was a positive correlation between empathic ability and Nunchi(r=.148, p=.048) and between learning flow and clinical competency(r=.605, p<.001). In the multiple regression, Academic achievement(𝛽=.129, p=.049), Age(𝛽=-.116, p=.014) and satisfaction of clinical practice(𝛽=-.242, p<.001) were associated with clinical competency. These factors accounted for 38.4% of the total variance in clinical competency. Therefore, to improve clinical competency of online nursing practice of nursing college students, it is necessary to develop a specific strategy to improve academic achievement and to develop various activities and programs to immerse students in satisfaction of online practice.

• Journal of Engineering Education Research
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• v.24 no.4
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• pp.3-20
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• 2021

As we have become more interested in 'competency' that means ability to do something around the world, the competency of the best performers has also been introduced in the university curriculum as a concept of core competency. Research continues on why this competency-based education is needed compared to existing academic-oriented education, how it can be introduced into existing curricula, and how it can be developed and evaluated in detail. This study develops and validates core competency assessment tools that can diagnose core competencies of engineering students. Therefore, this research paper conducted a literature review related to core competencies and also core competency assessment tools of university students. It seeks to explore the implications of core competency assessment tools for engineering students and then lay the foundation for competency-based teaching and learning at engineering colleges. And also it defines the concepts of core competencies and each core competency of engineering students through prior research analysis of competence, core competence, and core competence of university students. The primary core competency assessment tool consisted of sub-factors and questions of core competencies. It were modified through the expert validation of the primary one and then it was used as a core competency assessment tools for preliminary investigation. The core competency assessment tools for engineering students are consisted of 6 competencies, 22 sub-factors, and 91 questions. There are core competencies as follows: engineering basic competencies, major engineering competencies, self-management competencies, communication competencies, interpersonal competencies, global competencies. The preliminary survey was conducted on 426 engineering students attending the Engineering Education FESTA 2019. The preliminary findings were derived by conducting exploratory factor analysis, confirmatory factor analysis, question characteristics analysis, and reliability analysis for validation. The core competency assessment tools developed through this study can be used to verify the effectiveness of the curriculum and programs for students at engineering colleges. In addition, the developed core competencies, sub-factors, and questions can be utilized in a series of courses that design, conduct, and evaluate engineering curricula and programs as competency-based curriculum. The significance of this study is to lay the groundwork for providing competency-based education engineering students to develop core competencies.

• Journal of Engineering Education Research
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• v.19 no.4
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• pp.35-46
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• 2016

With the emphasis on core competencies, the University of Seoul has exerted efforts to reflect the importance of core competencies in university curricula. The main assessment tool used in Korea is the Korea Collegiate Essential Skills Assessment (K-CESA), developed by the Korea Research Institute for Vocational Education and Training (KRIVET). This study examined whether core competencies measured using K-CESA are valid as a tool for assessing educational achievements among college students, and analyzed the correlation between K-CESA scores and course grades. The analysis was performed on approximately 204 engineering students at the University of Seoul. According to the correlation analysis between core competencies and courses, MSC courses were shown to be related to the resource and through information use competency and higher order thinking competency. Through the Analysis of Variance, students in the accreditation programs and students living in urban area showed higher competency scores. In the multiple regression, it was shown that Accreditation and MSC courses grades were the important variables to predict the competency of the students. Based on these findings, we confirmed that the K-CESA tool has a certain level of correlation with academic performance and that it functions as one of several ways to evaluate the program outcomes of engineering education accreditation.

• Journal of Cadastre & Land InformatiX
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• v.45 no.1
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• pp.45-58
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• 2015

The Korean government strives to transform the society from one that stresses academic and qualification to one that stresses individual competencies. National Competency Standards(NCS) has been adopted to this end. However, NCS classifies cadastre into a group with survey and spatial information collection. Such classification limits cadastre to encompass cadastral administration, cadastral survey, geospatial survey, etc. This study reviews current status and implications of NCS, and proposes few solutions: improvement of classification system, introduction of cadastral industry cooperation model, curriculum development based on competency level, unification between NCS developer and learning module writing group, etc.

• Journal of the Korea Safety Management & Science
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• v.19 no.4
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• pp.189-208
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• 2017

This study is for figuring out major components of construction quality infrastructure and suggesting improvement plan by benchmarking global best practice model and analyzing gap between the model and sample practice. Based on improvement plan, researcher could derive major characters and components of construction quality infrastructure, and also about the priority among core competency components of construction quality experts. The result showed that the 'human resource' was ranked the best priority followed by 'method' 'environment', 'equipment' among major characters and components of construction quality infrastructure. Also, for core competency components of construction quality experts, 'number of years in work places' was the best priority, and the 'professional knowledge on engineering' was another priority ranked. Far from general perception on competency components, 'academic education' ranked the last. It may allude that the current education system in this country is not effective in developing competency of quality engineers. In summary, this study shows professionalism of quality engineer is the most important thing in all the components.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.1
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• pp.147-159
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• 2000

The purpose of this study was to investigate the performance of clinical competency in nursing graduates and clinical nurses. The total of 234 subjects returned the questionnaire with 95% of response rates. The subjects of the study constituted of 195 nursing graduates and 39 clinical nurses. Self report questionnaires were used to measure the clinical competence of nursing graduates and clinical nurses. This instrument had four dimensions of competency : client and health need, nursing process, professional role, and nursing interventions. The data were analyzed by utilizing SPSSWIN and the results were as follows. 1) The mean score of the nursing intervention dimension was the most with 3.82 compared to professional role dimension(3.06), nursing process(3.03), client and health need dimension(2.94) in nursing graduates. 2) The mean score of the nursing intervention dimension was the most with 3.04 compared to client and health need dimension(2.82), professional role dimension(2.81), nursing process(2.77) in clinical nurses. And all of these dimensions' scores were lower than the nursing graduates' scores. 3) The mean scores of nursing process (t=3.76, p<.001) and professional role dimensions(t=3.53, p<.001) in nursing graduates were significantly higher than clinical nurses' scores. Our suggestions based on the results of this study is : 1. It is recommended to repeat the same designed study in large sample of clinical nurses for further study.