• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.3
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• pp.241-251
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• 2017

Purpose: The purpose of this study is to examine how the acceptance of diversity of nursing college students affects creativity and to verify empirically the role of individual cooperative learning competency and unlearning competency in such influence relations. Methods: This study surveyed 209 nursing college students and analyzed the structured questionnaire data using SPSS WIN 21.0 and AMOS 18.0. Results: The results of this study were as follows. First, the creativity of the subjects showed significant correlations with all other variables. Second, diversity openness directly affected creativity. We also confirmed that diversity openness and cooperative learning competency have a positive effect on creativity through mediating unlearning competency. Conclusion: In order to enhance the creativity of nursing college students, diversity openness should be actively reflected in the curriculum. In addition, concrete teaching-learning strategies should be developed in order to increase and enhance the unlearning competency and cooperative learning competency of nursing students.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.477-493
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• 2018

The six core competencies included in the mathematics curriculum Revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the creativity and convergence competency is very important for students' enhancing much higher mathematical thinking. Based on the creativity and convergence competency, this study selected the five elements of the creativity and convergence competency such as productive thinking element, creative thinking element, the element of solving problems in diverse ways, and mathematical connection element, non-mathematical connection element. And also this study selected the content(chapter) of the graph in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the five elements of the creativity and convergence competency were shown in each textbook.

• Journal of Engineering Education Research
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• v.27 no.3
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• pp.26-33
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• 2024

This study aimed to verify the learning effectiveness of students who took courses in the field of new and renewable energy, which have been operated within a convergence university system. To achieve this, data were collected from 1,228 students who participated in 34 courses jointly developed and conducted by seven universities as part of standard curriculum offerings. The study analyzed learning effectiveness (course satisfaction, transfer motivation, learning transfer, creativity-convergence competency) using Excel 2018 and SPSS 25.0. It also examined inter-university differences in learning effectiveness and identified factors influencing creativity-convergence competency. The main findings are as follows: (a) Course satisfaction (M= 4.20), transfer motivation (M=3.62), learning transfer (M= 4.06), and creativity-convergence competency (M=3.92) were generally high. (b) Analysis of learning effectiveness differences between universities showed no significant differences among universities A, B, C, D, and E. University F was lower compared to other universities, while University G was significantly higher than others. (c) Sex, grade, number of courses taken, course satisfaction, transfer motivation, and learning transfer had effect on creativity-convergence competency. The results of this study provided implications for promoting activities to attract students, expanding transfer opportunities, and ensuring student agency.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.513-518
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• 2024

This study was to investigate the relationship and impact the job autonomy, teaching creativity and play support competency of early childhood teachers. As the research subjects, 252 early childhood teachers in G City were randomly sampled, and a questionnaire survey was conducted. The collected data were subjected to Pearson's correlation analysis and multiple regression analysis through the SPSS 21.0 program. The results of this study showed a positive correlation between job autonomy, teaching creativity and play support competency of early childhood teachers, and job autonomy affect teaching creativity and play support competency. The results of this study are expected to reveal the impact of job autonomy on teaching creativity and play support competency, providing basic data for creating an environment to guarantee and the development of job training programs for early childhood teachers.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.17-26
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• 2020

In this paper, the effect of daily creativity of engineering students on problem-solving ability is addressed through the dual mediating effect of teamwork competency and self-directed learning ability. To this end, a regression-based statistical mediation analysis has been performed on the dual mediation model in which daily creativity and problem solving ability were treated as independent and dependent variables respectively, and teamwork competence and self-directed learning ability were included as mediation variables. The analysis result confirmed that the daily creativity has direct effect on the problem-solving ability, as well as indirect effects through teamwork competence and self-directed learning ability. In particular, the serial mediating effect of teamwork competency and self-directed learning ability was also confirmed to be statistically significant in the relationship between daily creativity and problem-solving ability. This verifies that problem-solving ability can be improved not only directly by improving daily creativity but also indirectly by improving teamwork competence and self-directed learning ability. In addition, teamwork competency showed greater indirect effect on problem-solving ability than self-directed learning ability, so increasing teamwork competency has a more significant effect on improving problem-solving ability than increasing self-directed learning ability. Therefore, in order to develop better problem-solving ability, it is necessary to identify and improve the learners' teamwork competency first and to strive to create an environment where learners can solve problems based on mutual trust with their teammates.

• Journal of Distribution Science
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• v.17 no.10
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• pp.93-105
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• 2019

Purpose - First, empirical research will reveal how personal creativity affects the knowledge sharing and innovation behaviors of organizational members. Second, self-management competency will be verified to explain the causal relationship between independent and dependent variables as a mediating variable and to reduce the time interval. Research design, data, and methodology - There are two major research models. First, personal creativity (professionalism, emotional intelligence, internal motivation) has a positive impact on knowledge sharing (creation of knowledge, organization of knowledge, use of knowledge) and innovation behavior (deriving ideas, implementing ideas, promoting ideas). Second, self-management competency (intellectual capacity, emotional capacity, personality capacity) plays a mediating role. In addition to descriptive statistics and correlation analysis, Cronbach's α was calculated for 259 workers in the retail industry. In addition, confirmatory factor analysis was performed using the AMOS 24.0 program, and the influence on the measurement model was analyzed to verify the structural equation model. Results - First, personal creativity had a positive effect on knowledge sharing and innovation behavior. In other words, it was confirmed that the decision-making process accompanied by individual creativity can create an atmosphere of knowledge sharing and continue to innovate. Second, personal creativity had a positive effect on self-management competency, and self-management competency had a positive effect on knowledge sharing and innovation behavior. Third, self-management competency was found to partially mediate the influence of personal creativity on knowledge sharing and innovation behavior. Conclusions - First, it is important for managers to recognize the value of creative talents who can be a fundamental source of organizational success and competitive advantage, and to attract talented people. Second, managers should be able to develop decision-making processes to develop potential creativity and encourage creative ideas, opinions, or solutions when organizing the work environment of their members. Third, managers should promote the sharing and integration of new knowledge that underlies the creative views and attitudes of teams and organizational members. Unlike previous studies, which emphasize the role of the work environment in which creative behaviors are promoted, this study shows that creativity of individual members, itself, is an important determinant of knowledge sharing and innovation behavior.

• 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.

• Journal of Fashion Business
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• v.27 no.3
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• pp.150-165
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• 2023

The purpose of this study is to propose a fashion design creativity convergence education program based on creative thinking that can be effectively used to create a creative fashion design in the fashion education field, and to verify the suitability of this program and its effectiveness in improving creativity. To this end, a fashion design creative convergence program combining divergent thinking and convergence thinking was designed, and an experimental study was conducted among college students in the fashion design department. Creativity evaluation was conducted by evaluating students' creative ability and creativity of fashion design results. In addition, an open survey was conducted to collect learners' opinions on the suitability of the program and the convergence process of divergent and convergent thinking. As a result of this study, it was found that the fashion design creative convergence education program based on creative thinking improves the creative competency of major learners of fashion design and is the learning performance competency in the process of producing creative results. This study is meaningful as it is a basic study that proposes a fashion design education program to foster the creative competency of fashion design majors, and is expected to be used in various ways in the educational field.

• The Journal of the Convergence on Culture Technology
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• v.10 no.5
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• pp.53-60
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• 2024

The purpose of the study was to examine the effects of early childhood teachers' empowerment on play support competency, mediated by teaching creativity. The subjects of this study were 173 early childhood teachers working in kindergartens and childcare centers in the metropolitan area, and the main variables were measured through questionnaires. To investigate the research questions, correlation analysis using Pearson's correlation coefficient, regression analysis, and mediation effect verification were conducted using SPSS 28.0 and PROCESS macro 4.2 programs. The results are as follows. First, higher levels of early childhood teachers' empowerment and teaching creativity were associated with higher level of play support competency. Second, it was revealed that early childhood teachers' empowerment influences play support competency through the mediation of teaching creativity. This suggests that when early childhood teachers perceive their level of empowerment to be high, it positively impacts their level of teaching creativity, thereby enhancing their play support competency. Based on the results, we suggest that empowerment and instructional creativity are crucial factors in strengthening early childhood teachers' play support competency, which is essential for implementing a play-based early childhood curriculum.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.656-664
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• 2020

This study obtained basic data for developing human resources with creativity convergence competency by surveying and analyzing the level of creativity convergence competency of university students. The study was conducted from October 1, 2019 to November 10, 2019 on university students attending the departments of computer science, pharmaceutical engineering, physical therapy and dental hygiene. The data from 296 students was finally used for this study, and IBM SPSS/Win statics 23.0 programs were used to analyze the data. Students who graduated from Seoul/Gyeonggi High School or those students with high undergraduate satisfaction were found to have high creativity convergence ability, and these results were statistically significant. Further, the group of students who had experience with Campus/Suburban competition, Global Competency training/ International exchange programs or the Capstone Design/Team Based Project showed high creativity convergence competency, and these results were statistically significant. Thus, this study identified the necessity of developing and operating various extra-curricular programs at education institutes in order to enhance students' creativity convergence capability.