• 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.

• Journal of Fashion Business
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• v.18 no.5
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• pp.144-158
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• 2014

National Competency Standards(NCS) is to systemize the competency that is necessary for performing duties in industrial fields and to utilize synthetically duty, vocational education training, and qualification at the national level. The purpose of this study is to analyze the process of NCS development and verification, which systemizes competency units and competency unit elements through the analysis of duty in pattern field. It is to cultivate competent people to be able to promote the development of pattern industry ultimately through being a complementary to educational circles and industry then to give them practical knowledge that is demanded in the field. Furthermore, it is to be utilized as a fundamental data for reforming the system of duty competency evaluation so as to manage personnel career systematically and to improve their competency. Focus Group Interview(FGI) was adapted as the method of this study, which was proceeded 3 times, and validity of the drawn result is verified through expert questionnaire survey. Research result, which is competency units, is 10 as follows; Fit trend analysis, Analysis of sample garment Specification sheet, Pattern making for sample garment, Pattern making for manufacturing garment, Creation of sewing specification, Instruction of manufacturing technique, Sample garment Inspection for quality control, Grading, Calculation of the required material quantities, Quality control.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.103-113
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• 2022

The purpose of this study is to correlation analysis between technological problem-solving traits and engineering design competency. To this end, correlation analysis and regression analysis between technological problem-solving traits and engineering design competency were used to analyze the relationship between each other. To collect data on individual characteristics, technological problem-solving traits, and engineering design competency, a survey was conducted with university students. As a result of the analysis, there was no difference in engineering design competency by gender, but there was a difference in technological problem-solving traits. There was no difference in technological problem-solving traits by major, but there was a difference in engineering design competency. As a result of correlation analysis, the correlation was found. In the case of regression analysis, a statistically significant result was found in the problem-solving trait domain, and the regression analysis model was found to be suitable. The results of the analysis of differences in engineering design competency according to technological problem-solving traits showed that the effective problem solvers were significantly higher.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.43 no.3
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• pp.191-203
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• 2020

This study aims to present the differentiating factors of B2B salesperson competency through comparing the suppliers and buyers in Korean steel industry in their perception on the importance and priority of B2B salesperson competency. Based on previous studies, analysis on B2B salesperson competency has been analyzed using the B2B salesperson performance competency measure factors and appropriately reorganizing them for better application to the steel industry. The required performance competencies of B2B salesperson can be categorized into 3 different types, namely social exchange competency, advisory sales competency, and skill & knowledge competency. AHP analysis was performed for analyzing the relative importance of B2B salesperson competency based on the factors of previous studies, in which categorization of the aforementioned types had been done. As the result, first, it has been confirmed that there is a difference in 1st layer main factors between the supplier group and buyer group. The supplier group valued the advisory sales competency, while the buyer group valued skill & knowledge competency. Second, it has been proved that there is same result of relative importance in 2nd detailed factors between the supplier group and buyer group. Both group confirmed that customer member, identify customer needs and communication skill are very important factors. Third, as the result of analysis on the gap between B2B salesperson competency of the suppliers and buyers, the gap in the product knowledge and sales team member need improvement for buyer's satisfaction according to overall results of relative importance and priority. The steel supplier was able to develop B2B salesperson competency according to the buyers' needs based on the result of this study, and furthermore it is expected that this study will be able to contribute to increase in buyer competitiveness through differentiation in B2B salesperson competency.

• Journal of the Architectural Institute of Korea Structure & Construction
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• v.34 no.3
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• pp.77-86
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• 2018

Recently, Korean construction industry is moving from quantitative growth to qualitative growth. Among the changes in the construction industry, the competency of the project manager who represents the construction project as well as the construction company has been referred to as a factor that effects qualitative growth. This research utilized previous research analysis and expert interview in order to extract essential competency factors of a construction project manager. DEMATEL method was utilized to analyze the quantitative and objective causal relationship between the competency factors. The causal relationship of the competency factors were visualized through Digraph (directed graph) and competency areas of the project manager that requires strengthening were also suggested. Analysis result showed that the important competency categories of a project manager were Internal & External Communication, Project Management Body of Knowledge, and Inspirational Leadership. The analysis results of this research can be utilized in developing competency enhancement method for future project managers and as a basic data in developing an education program.

• Korean Journal of Human Ecology
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• v.17 no.2
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• pp.207-221
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• 2008

This study examined different individual, family factors and classroom environment that affect children's perceived competency. For an analysis, achievement motivation, intrinsic locus of control and anxiety were included in individual variables. For family factors, parental support and marital conflict were examined. For classroom psycho-social environment, teacher support, peer relations, classroom involvement and teacher control were used. The sample consisted of 565 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, Factor analysis, frequency, percentage, t-test, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis. First, boy's perceived academic competency was higher than girl's. And no sex difference was in children's social and athletic competency. Second, boy's and girl's perceived academic and social competency and boy's perceived athletic competency had a positive correlation with achievement motivation, intrinsic locus of control, parental support, teacher support, peer relations and classroom involvement. And girl's perceived athletic competency had a positive correlation with achievement motivation, intrinsic locus of control, parental support and peer relations. But boy's and girl's perceived academic and social competency and boy's perceived athletic competency had a negative correlation with anxiety and parental marital conflict. Third, the most important variable predicting boy's and girl's perceived academic competency was achievement motivation. The most important variable predicting boy's and girl's perceived social competency was peer relations. And the most important variable predicting boy's perceived athletic competency was peer relations. On the other hand, the most important variable predicting girl's perceived athletic competency was father's support.

• Fashion & Textile Research Journal
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• v.20 no.4
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• pp.369-378
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• 2018

This study started with the need for transition to competency-based education as well as the witness of fast changes in fashion industry's job environment. The goals of this study were (1) to explore fashion designers' competencies that are necessary for a successful careers in global fashion industry, and (2) to establish fashion designer competency model. In-depth individual interviews were conducted with 15 participants who have charged for design department and moreover have shown high performance in national, licence or designer brands in Korea fashion industry. Grounded theory was adopted to analyze data. As a result of analysis, the 4 core competencies emerged: problem-solving, research, inter-personal, and self-development. Each core competency has sub-competencies. Creativity, commerciality, control, decision making were sub-competencies for the problem-solving competency. Information management, innovation understanding & application, trend analysis & forecasting were sub-competencies for the research competency. Consumer, inside company, and outside company relationships were sub-competencies for the inter-personal competency. Self-awareness, self-management, expertise were sub-competencies for the self-development competency. In order to acquire these competencies, knowledge (academic, practical, multi-discipline), skills (sense, analysis, synthesis, communication), and attitude (interest, enjoyment, perseverance, personality) were essential. Based on these findings, implications for university fashion design education and further research areas were suggested.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.49-59
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• 2022

This study was conducted to develop a teaching competency scales customized for teaching programs conducted by Center for Teaching & Learning at A University. To achieve this purpose, a preliminary study was set up, which consists of three competency groups (basic competency, practice competency, innovation competency) and 26 learning competency factors through a review of previous studies. In order to verify the reliability and validity of the provisional teaching competency scales, an online survey was conducted on A university teachers in September 2020, The collected questionnaire data were organized and exploratory factor analysis and confirmatory factor analysis were conducted. As a result of exploratory factor analysis, 26 teaching competency was reduced to 17. As a result of the confirmatory factor analysis, the model was found to be good, Also, as a result of analyzing the construct reliability and AVE of the confirmed teaching competency factors, all 17 factors showed a good level of .7 or more. The teaching competency scales developed through this study can be used as basic data for performance evaluation and development of new programs of CTL teaching program.

• Journal of Internet of Things and Convergence
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• v.10 no.2
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• pp.93-102
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• 2024

The purpose of this study is examine the validity of digital competency indicators in order to develop a tool that can measure the digital competency of preschool teachers. To review the validity, exploratory factor analysis and confirmatory factor analysis were conducted on the data of 272 preschool teachers. The exploratory factor analysis resulted in four factors, and the confirmatory factor analysis verified the fit, validity(convergent validity, discriminant validity) and reliability of each competency group and the model composition of sub-competency indicators. The four factors validated were named 'Understanding Digital Technologies', 'Digital Technology Understanding', 'Digital Technology Application', 'Digital Technology-based Communication', 'Digital Ethics Understanding and Practice'. The analysis results demonstrated the reliability and validity of the tool for measuring the digital competencies of preschool teachers, and it is meaningful in that it can provide a foundation for measuring the digital competency of preschool teachers and conducting education program suitable for each digital competency level.

• 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.