• The Journal of Economics, Marketing and Management
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• v.11 no.4
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• pp.31-39
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• 2023

Purpose: This study attempted to systematize a support system that can enhance teaching core competencies by establishing a scale for diagnosing teaching core competencies at University A. Research design, data and methodology : To this end, the first Delphi was conducted With six experts related to university core competency modeling research by extracting factors and designing structured questionnaires through a literature review process that collects and analyzes prior research related to domestic and foreign university teaching competency. The derived questions were diagnosed on 27 professors, and independent sample t-verification and ANOVA were conducted using SPSS 24.0 for analysis by key teaching competency factors. Result: What is the standard suitability of KMO. It was shown as 929 (KMO standard conformity value is close to 1), and Barlett's sphericity verification showed χ2=5773.295, df=1081, p<.It appeared as 001 and confirmed that it was suitable for conducting factor analysis. Conclusions: The core competencies of A University teachers were set based on the educational goals of A University, such as basic teaching competency, creative teaching competency, practical teaching competency, and communication teaching competency. This means that the concept and factors of the core competency of professors are likely to change, and in the end, continuous efforts to upgrade and apply research on core competency of professors are essential to quickly and organically respond to changes in competency required to increase the competitiveness of universities.

• 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 Information Technology Applications and Management
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• v.12 no.2
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• pp.45-61
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• 2005

Recently, increasing attention has been paid to IT outsourcing and core competency of the corporation. Many companies are expected to focus on core competency rather than reduce IT cost from IT Outsourcing. But, by this time there are no a framework for evaluating intensity of core competency and maturity of IT outsourcing capability. This paper is conducted to provide a framework for evaluating intensity of core competency and maturity of IT outsourcing capability. This paper is to verify if the company's core competency and IT outsourcing capability have a significant influence on each other.

• Journal of dental hygiene science
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• v.19 no.3
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• pp.170-180
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• 2019

Background: Recently, competency-based education has been reorganized in the dental hygiene curriculum. In education, non-cognitive factors are emphasized. Grit, the non-cognitive ability to persevere to achieve an individual's long-term goals, is emerging. This study aims to identify the degree of grit and core competencies in students and to investigate the relationship between them and the factors that affect these core competencies. Methods: This study was conducted using 350 dental hygiene students who were randomly assigned a structured questionnaire to complete. The final analysis included 321 students. The survey contents evaluated grit, core competencies, and general characteristics. The difference in the degree of grit and core competencies in conjunction with the general characteristics of the subjects was analyzed using the t-test/Mann Whitney U-test and the ANOVA/Kruskal-Wallis H test. Multiple regression analysis was then conducted to determine the factors affecting the core competencies of the subjects. Results: The difference of 'grit' according to general characteristics was statistically significant in 'major satisfaction', 'relationship', 'perceived academic achievement', 'grade point average (GPA)'. The difference in 'core competency' according to general characteristics was statistically significant in 'grade', 'department selection', 'major satisfaction', 'relationship', 'perceived academic achievement', 'GPA'. Among the sub-areas of 'grit', 'perseverance of effort' showed a high correlation with 'core competency' and was statistically significant. As a result of regression analysis, 'major satisfaction', 'perceived academic achievement' and 'grit' of dental hygiene students had a statistically significant influence on 'core competency'. Meanwhile, 'GPA' was not seen to be statistically significant in 'core competency'. Conclusion: Grit, a non-cognitive factor, had a statistically significant effect on core competency, while the effects on GPA, a cognitive factor, were not statistically significant. Among the sub-factors of grit, 'perseverance of effort' had a statistically significant effect on 'problem-solving competency' and 'academic competency', which are 'core competency' sub factors.

• Journal of Information Technology Applications and Management
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• v.12 no.3
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• pp.81-96
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• 2005

ASP (Application service provider) as a new type of information systems service has been popular recently and has taken a much attention of information systems professionals and researchers. One stream of the research on ASP performed by IS community dealt with utilization and benefits of ASP systems use. The other researchers argue the importance of ASP vendors' capability to provide users with appropriate services. Kern, Lacity and Willcock (2002) summarized the components of core competency of service providers based on their extensive case studies on application service providers. Also, Levina and Ross (2003) developed a value delivery process of application service Providers in their case study This study is developing Prepositions and an empirical model based on the theory of core competency from strategic management study. The dimension of core competency is composed of management competency, technical service competency and customer service competency. Each dimension is made up of competency items derived from previous studies and adapted by professionals in ASP industry. The validity of the dimensions and items in each dimension has been checked with factor analytic method for empirical test. The core competency dimensions are correlated with performance factors of application service providers including growth of revenue, asset and customer base.

• Journal of Korean Academy of Nursing Administration
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• v.18 no.4
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• pp.460-473
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• 2012

Purpose: This study was done to provide information on issues of nursing core competencies needed in the fields of nursing practice for graduates in nursing, from the perspective of nursing managers, and to make suggestion for improving nursing education programs. Methods: Ten nursing managers participated in this study. They were in charge of clinical nursing education in the fields of nursing practice. Data were collected using focus group interviews and analyzed with the content analysis methodology of Downe - Wamboldt's. Results: Six types of nursing core competency - therapeutic nursing competency, professional nursing competency, administrative nursing competency, humanistic nursing competency, relational nursing competency, and personal nursing competency - were identified as nursing core competencies needed in the fields of nursing practice for graduates in nursing. Conclusion: Results of the study show important evidence for decision-making about nursing curriculum revision based on nursing core competency, both in the classroom and in nursing practice areas. These results should contribute to the development of evaluation indicators for nursing students or new nurses. Further research is required to measure degree of nursing core competency in graduates of nursing and to identify the effect of competency-based education for improving nursing core competency.

• Journal of Korean Academy of Nursing
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• v.43 no.6
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• pp.714-725
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• 2013

Purpose: This study was done to provide fundamental data for the development of competency reinforcement programs to prevent addictive behavior in adolescents through the construction and examination of an addiction prevention core competency model. Methods: In this study core competencies for preventing addictive behavior in adolescents through competency modeling were identified, and the addiction prevention core competency model was developed. It was validated methodologically. Results: Competencies for preventing addictive behavior in adolescents as defined by the addiction prevention core competency model are as follows: positive self-worth, self-control skill, time management skill, reality perception skill, risk coping skill, and positive communication with parents and with peers or social group. After construction, concurrent cross validation of the addiction prevention core competency model showed that this model was appropriate. Conclusion: The study results indicate that the addiction prevention core competency model for the prevention of addictive behavior in adolescents through competency modeling can be used as a foundation for an integral approach to enhance adolescent is used as an adjective and prevent addictive behavior. This approach can be a school-centered, cost-efficient strategy which not only reduces addictive behavior in adolescents, but also improves the quality of their resources.

• The Korean Journal of Emergency Medical Services
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• v.21 no.3
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• pp.35-48
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• 2017

Purpose: The purpose of the study was to investigate the core competency of disaster management of 119 paramedics. Methods: A self-reported questionnaire was completed by 242 paramedics in C area from April 28 to May 12, 2017. The study instrument included general characteristics of the subjects (4 items), disaster experience, recognition, and preparedness (20 items), and importance and performance of disaster management core competency (24 items) by Likert 5-point scale. Data were analyzed using t-test, ANOVA, Pearson's correlation coefficient using IBM SPSS 24.0. Results: The seriousness of personal disaster was 4.02 points and the importance of disaster-related education was 4.28 points. The importance to core competency of disaster management was 4.39 points and the ability to perform core competency was 3.58 points. The seriousness of personal disaster and the importance of disaster-related education were positively correlated (r=.600, p=.000). The importance and ability to perform core competency were positively correlated (r=.389, p=.000). Conclusion: It is necessary to strengthen core competency of disaster management in paramedics who are the first defense line of disaster.

• Journal of Digital Convergence
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• v.12 no.8
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• pp.175-186
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• 2014

The purpose of this study is to demonstrate the effectiveness of core competency courses by scrutinizing H Corporation case. The primary data survey was taken from direct and indirect participants of H Corporation core competency courses. The findings from the study are as follow. Firstly, before-and-after average differences were significant in inspecting core competency courses. Secondly, participants' own expected core competency was comparatively lower than how observers evaluated the participants. Thirdly, Core competency courses directly and indirectly influenced on the business performance. Therefore, the conclusions of the study are firstly, core competency courses may work effectively for the goal of the company in changing employees' organizational behavior. Secondly, for the better result of the core competency courses, customized and integrated learning transfer model for the particular company should be designed from the beginning of the education.

• Journal of Korean Clinical Nursing Research
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• v.19 no.2
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• pp.275-284
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• 2013

Purpose: This study was aimed to find out the effect of core competency and teaching style on preceptor self-efficacy among preceptors. Methods: One hundred twelve nurses working at four university hospitals with previous preceptor experience participated in the survey. The data were analyzed by t-test, ANOVA, Pearson correlation coefficients and multiple regression. Results: The preceptors used 'judgment-initiative' teaching style most frequently, and reported the highest scores in the role model dimension of core competency. There were significant positive relations between age (r=.266, p=.005), clinical experience (r=.274, p=.004), preceptorship experience (r=.204, p=.032), core competency (r=.593, p<.001) and preceptor self- efficacy. But preceptor self-efficacy was not significantly different depending on the teaching style (F=0.72, p=.54). The most predictive factors of the preceptor self-efficacy were core competency and teaching style (judgment)(F=31.849, p<.001). The explained variance for preceptor self-efficacy was 35.9% in the model. Conclusion: The preceptor self-efficacy is essential for the preceptors' successful teaching experience and the clinical competency improvement of the entry level nurses. Management for an effective preceptor training program needs to focus on the improvement of core competency of preceptors, which will lead to strengthen their self-efficacy.