• Journal of Engineering Education Research
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• v.25 no.4
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• pp.35-41
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• 2022

In order to enhance basic competencies for freshmen at engineering college, whose learning ability is gradually declining, a new course was developed to review basic mathematics and physics through a process of collecting opinions from fellow professors. Tests in six fields of math and physics with the same problems showed the correct answer rate rose from 24.8% at the beginning of the semester to 59.0% at the end of the semester after operating the course developed. According to the survey, the students' self-evaluated confidence on the basic competencies in 16 fields of math and physics showed a significant increase. Students with high confidence in basic competencies also received high actual grades. General high school graduates' confidence point in basic competencies improved from 54.7 at the beginning to 75.3 points at the end of the semester, while specialized high school graduates' enhanced from 38.3 to 64.0 which is higher than that of general high school graduates at the beginning of the semester.

• 대한공업교육학회지
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• v.34 no.1
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• pp.196-209
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• 2009

The purpose of this study was to analyze engineering basic competencies about the time completed a course and educational needs of engineering college graduates. Survey method using questionnaire was the major research method of this study. A survey of 807 engineering college graduates was carried out. Questionnaire were made of the level of engineering basic competencies of engineering college graduates, its priorities of actual vocation and level of engineering basic competencies of major. Major results of the study, some recommendations for future researches were made as follows: The level of engineering basic competencies of engineering college graduates was 3.3 average(5 full marks). Engineering basic competencies that educational needs were high respectively, were an ability to communicate effectively, an ability to design a system, component, or process to meet desired needs, an ability to function on multi-disciplinary teams, an ability to understand global culture and cooperate internationally, an ability to design and conduct experiment as well as to analyze and interpret data, and an ability to engage in life-long learning.

• 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.13 no.6
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• pp.57-71
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• 2010

This paper is a study on the perception of current competency and expected competency of engineering freshmen by extracting core competencies acquired from university education. It also aims to suggest proper way for engineering university education. This study extracts competencies in the following five areas as core competencies: 'knowledge on major area', 'cultural ability', 'foreign language ability', 'basic learning ability', 'intercommunication ability'. To achieve this purpose, this study surveyed 'C' university engineering department freshmen (584 students) with questionnaires about their perception of core competencies. The results are as follows. First, engineering freshmen perceived current competencies were weak in every area, especially their capacities in 'foreign language ability' area were perceived to be weakest. Their demand for education is the highest in 'foreign language ability' area, and the second higher in 'knowledge on major area'. Secondly, there exists meaningful difference between perception of current competency and expected competency depending on the gender, high school department (science/liberal arts), high school location, types of college admissions, and types of mathematics in NAST. According to these results, this study suggests enhancement of foreign language (English) education in engineering department, design and implementation of various educational program to overcome individual difference, promoting importance of competencies in the 'cultural abilty' and 'intercommunication abilty', necessity of continuous adjustment and complementation for engineering educational program through accumulation of feedback processes, activation of career education through engineering education and special programs.

• Journal of Engineering Education Research
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• v.23 no.3
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• pp.49-58
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• 2020

In the era of the fourth industrial revolution, the world is undergoing rapid social change. The purpose of this study is to predict the expected changes and necessary competencies and desired curriculum and teaching methods in the field of mechanical engineering in the near future. The research method was a Delphi study. It was conducted three times with 20 mechanical engineering experts. The results of the study are as follows: In the field of mechanical engineering, it will be increased the situational awareness by the use of measurement sensors, development of computer applications, flexibility and optimization by user's needs and mechanical equipment, and demand for robots equipped with AI. The mechanical engineer's career perspectives will be positive, but if it is stable, it will be a crisis. Therefore active response is needed. The competencies required in the field of mechanical engineering include collaborative skills, complex problem solving skills, self-directed learning skills, problem finding skills, creativity, communication skills, convergent thinking skills, and system engineering skills. The undergraduate curriculum to achieve above competencies includes four major dynamics, basic science, programming coding education, convergence education, data processing education, and cyber physical system education. Preferred mechanical engineering teaching methods include project-based learning, hands-on education, problem-based learning, team-based collaborative learning, experiment-based education, and software-assisted education. The mechanical engineering community and the government should be concerned about the education for mechanical engineers with the necessary competencies in the era of the 4th Industrial Revolution, which will make global competitiveness in the mechanical engineering fields.

• Journal of vocational education research
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• v.29 no.3
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• pp.61-83
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• 2010

The purpose of this study was to analyze high schools' general and special subject required to successfully complete same stream curriculum which is identical to their major from agricultural high school, and to offer basic data on strategies of organizing agricultural high schools' curriculum for improving universities' major basic competencies. Using purposeful sampling technique, the professors of 116 universities professors in 8 agricultural university were analyzed through the survey research. The result was as follows. first, it appeared that for successful completion of major subjects of the same stream university, the basic science subject such as biology and chemistry has high relation with major basic ability, however math and physics are related highly in agricultural machine and agricultural civil engineering department, economics and math are in agricultural produce distribution department. Second, the basic ability such as linguistic competence and foreign language ability are essential to complete major subject. Third, if we look into relation of agriculture and life science industry stream specialized subject with major basic competencies, we can find considerable similarity between major field of university and subject name of specialized high school. Fourth, the main opinion is that basic concept and principle, laws of nature are should be main contents which is able to be practical, however experiment and practice is in food processing department, and academic theory is in biotechnology department.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.225-234
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• 2022

There is an increasing number of competency-based major courses organized and operated to develop various competencies. Here, competencies include key competencies/major competencies in the evaluation of basic competency diagnosis in universities, Program Outcomes of engineering education certification, and NCS competency units. The Ministry of Education's evaluation of basic university competency requires all major courses to be organized and operated to improve the major competency of the department, and major courses in the department that operates engineering education certification should be linked to Program Outcomes. Various types of competency-based major courses should be educated to improve related competencies, and educational performance should be measured by selecting a competency evaluation method that allows students to check the level of achievement in consideration of both the process and results of performance. Therefore, this paper examines the types of competency evaluation used to measure educational performance in major subjects related to competency, proposes an evaluation method that synthesizes and measures various types of competencies at the subject level, and presents examples of applying them to major subjects.

• 대한공업교육학회지
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• v.36 no.2
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• pp.181-199
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• 2011

The purpose of this study is to determine the level of key competencies and teacher efficacy of pre-service industrial teachers as related to their personal backgrounds, and to analyze the correlation between personal variables, key competencies and teaching efficacy. This will be provided as basic resources for pre-service teacher training program to improve the understanding of key competencies and teaching efficacy of pre-service industrial teachers. The results of this study are as follows. First, the teacher efficacy of pre-service industrial teachers was found to be above average (M=3.0), and teaching efficacy (M=3.41) was found to be a bit higher than personal teacher efficacy (M=3.28). Upon analyzing the significant differences of teacher efficacy resulting from background variables, it was found that gender and major had no difference while the effect of school year on teaching efficacy of teacher efficacy showed statistically significant differences. Second, the lower regions of key competencies of pre-service industrial teachers all were above the average 3.0. Gender and school year were exhibited no significant difference, and only the global competence of key competencies showed significant difference. Third, it was found that the gender and major of pre-service industrial teachers had no correlation with teacher efficacy and key competencies. On the other hand, school year variable showed significant positive correlation with teacher efficacy (r=.274) and key competencies (r=.168). Lastly, it was found that key competencies and teacher efficacy had positive correlation of r=.475.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.421-426
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• 2013

Under the education system which is shifting to smart circumstances the level of literacy competencies of pre-service teachers who carry out teaching and learning in the future will be drawn in this study. Because above all the role of inservice teachers is so important that smart education may be smoothly carried out and established, this study has been done for the purpose of establishing the understanding of smart literacy of pre-service teachers who carry out smart education in education field in the future and proposing what competencies be needed. To achieve this goal, first, examined the understanding of smart literacy of pre-service teachers on a basic research. Second, analyzed the competencies level of pre-service teachers on the basis of the index of core competencies for smart education. Third, proposed improvement plan for building up smart literacy core competencies of pre-service teachers. The subjects of this study were surveyed pre-service teachers in a college of education. On the grounds of study it is necessary that define a concept of smart literacy applicable to pre-service teachers and derive standard indexes of core competencies for smart education, also study proposed the requisite curriculum which is capable of fulfilling smart literacy core competencies and improvement plan for building up smart literacy core competencies which is able to reinforce field adaptability as smart education carried out in the high-tech learning circumstances like real education field.

• Asian Pacific Journal of Cancer Prevention
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• v.14 no.1
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• pp.153-158
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• 2013

This paper reports on part of a large study to identify competencies of oncology nurses in Malaysia. It focuses on oncology nurses' communications-related competency. As an important cancer care team member, oncology nurses need to communicate effectively with cancer patients. Literature shows that poor communication can make patients feel anxious, uncertain and generally not satisfied with their nurses' care. This paper deliberates on the importance of effective communication by oncology nurses in the context of a public hospital. Four focus group discussions were used in this study with 17 oncology/cancer care nurses from Malaysian public hospitals. The main inclusion criterion was that the nurses had to have undergone a post-basic course in oncology, or have work experience as a cancer care nurse. The findings indicated that nurses do communicate with their patients, patients' families and doctors to provide information about the disease, cancer treatment, disease recurrence and side effects. Nurses should have good communication skills in order to build relationships as well as to provide quality services to their patients. The paper concludes by recommending how oncology nursing competencies can be improved.