• Journal of the Health Care and Life Science
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• v.10 no.2
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• pp.179-186
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• 2022

This study was conducted to identify factors that affect nursing students' cultural competency and to contribute to the development of a cultural competency strengthening program. The data were analyzed using descriptive statistics, t-test, ANOVA and multiple regression with SPSS/WIN 19.0 from 470 subjects. There was a significant positive correlation between cultural competence and self-efficacy(r=.230, p=.000). The significant factors influencing cultural competence of nursing students were multicultural experience through mass media, self-efficacy, fluentness of foreign language. This study suggest that It need to develop multicultural education using strategy improving self-efficacy for nursing students.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.369-376
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• 2021

The purpose of this study is to develop a coaching model which can enhance teaching ability of lifelong educator. To achieve this purpose, this study verifies and analyzes several documentary records related with diverse teaching capabilities, operation reality and coaching method run by lifelong educator. Furthermore, an in-depth interview about teaching capability was undertaken for field experts who have worked at the institutions of lifelong education for more than 10 years. As a result, the study could develop a coaching model to identify teaching capability of lifelong educator by conducting matrix analysis. First, according to the documentary studies, the paradigm for lifelong education has been shifted to centralize learner's demand with the advent of 4th industrial revolution and it suggests coaching capability which could enhance educator's capability should come first. A lifelong educator should have capabilities including identification of vision and goal, creation of mission declaration, development of coaching skill and procedure, management of crisis and coaching capability as an expert in the lifelong education field. Second, a model which can centralize learners could be developed for lifelong teaching capability by adopting a teaching capability suggested by field experts, According to the experts, it is essential to develop a program model to acquire professional knowledge, communication capability, understanding of adult learner, personal relations capability. If there is a model which can develop such capabilities, it is able to strengthen lifelong teaching capability to focus on learner's demand, mainly adult learners, a major consumer of the field. Third, a coaching model to enhance teaching capability for an educator is to acquire and implement sufficient step-by-step teaching capability which has been suggested from a procedure comprised of entrance, progress, critique and return. This, present study suggests, after the critique, a lifelong educator oneself can newly develop and extend a teaching capability basis on pursuing teaching capability as a lifelong educator through the return process.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.123-136
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• 2024

This study examines the performance expectations (PEs) and clarification statements of each PE in the 2022 revised national science and mathematics education standards from a data visualization competency perspective. First, the authors intensively reviewed data visualization literature to define key competencies and developed a framework comprising four main categories: collection and pre-processing skills, technical skills, thinking skills, and interaction skills. Based on the framework, the authors extracted a total of 191 mathematics and 230 science PEs from the 2022 revised science and mathematics education standards (Ministry of Education Ordinance No. 2022-33, Volumes 8 and 9) as the main data set. The analysis process consisted of three steps: first, the authors organized the data (421 PEs) by the four categories of the framework and four grade levels (3-4th, 5-6th, 7-9th, and 10th grade); second, the numbers of PEs in each grade level were standardized by the accomplishing period (1-3 years) of each PE depending on the grade level; lastly, the data set was represented by heatmaps to visualize the relationship between the four categories of visualization competency and four grade levels, and the differences between the competency categories and grade levels were quantitatively analyzed using the Mann-Whitney U test and independent sample Kruskal-Wallis tests. The analysis results revealed that in mathematics, there was no significant difference between the number of PEs by grade. However, on average, the number of PEs categorized in 'thinking skills' was significantly lower than those in the technical skills (p = .002) and interaction skills categories (p = .001). In science, it was observed that as grade level increased, PEs also increased (pairwise comparison: Grades 5-6 vs. 7-9, p = .001; Grades 5-6 vs. Grade 10, p = .029; Grades 3-4 vs. 7-9, p = .022). Particularly, the frequency of PEs in 'thinking skills' was significantly lower than in the other skills (pairwise comparison: technical skills p = .024; collection and pre-processing skills p = .012; interaction skills p = .010). Based on the results, two implications for revising national science and mathematics standards and teacher education were suggested.

• International Commerce and Information Review
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• v.15 no.3
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• pp.3-24
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• 2013

This study has examined the relationship between entrepreneurial orientation(EO), dynamic capability(DC) and export performance of international new ventures(INVs). Also, the moderating effect of external environment factors(the hostility at domestic markets and the industrial dynamics) were analysed. Empirical analysis was performed on 101 INVs. It was conducted using the PLS(Partial Least Square). The result of empirical analysis showed that there is a positive relationship between EO, DC and export performance. The result of moderating effect showed that two external environment factors have positive moderating effect on the relationship between EO and DC. However, there was not moderating effect of external environment factors on the relationship between DC and export performance.

• Industry Promotion Research
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• v.3 no.2
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• pp.9-20
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• 2018

The purpose of this study is to examine the influence of orgaizational capability(Organizational management capability, marketing capability, relationship formation capability, governance capability) of management perceived by the members of the social enterprise on performance of organization(both economic and social). For such goal, empirical analysis of research hypothesis 1 (organizational competence and economic performance) and research hypothesis 2 (organizational competence and social performance) was conducted using the statistical program of IBM SPSS 24.0 for the final 195 candidates who work in social enterprise. Both hypothesis 1 and 2 were adopted, as the result of the hypothesis 1 and 2, H1-1 H2-1 (organizational management competence and economic performance and social performance), H1-2 H2-2 (marketing competence and economic performance social performance), H1-3 H2-3 (relationship formation competence, economic performance, and social performance), and H1-4 H2-4 (governance capability and economic performance and social performance) all have a significant effect on economic and social performance. Therefore, the importance of organizational capability of management, executive body of social enterprises, was emphasized for the success and strive of social enterprise and sustainable management. Therefore, it is necessary to establish an education and training system to strategically develop and strengthen the organizational capability of the management, and provide a systematic and long-termed education system and training.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.113-135
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• 2019

The purpose of this study was to analyze the characteristics reflected in the 2015 revised home economics curriculum for the key competencies presented in the OECD education 2030 project. The results indicate that first, in general, about 46.5% of the competencies could be classified into the skill, attitude and value category; 17% into the learning concept framework category; 24.2% into the competency development cycle category; and 12.5% into the complex competency category. Overall, the competencies of the OECD learning framework are found to be reflected primarily in the achievement standards(59%), followed by characteristics(16.1%), teaching-learning and assessments orientation(9.4%), content system(8%), and goals(7.6%). Second, the key competencies were reflected in the middle school curriculum, more often in the descending order of action, problem-solving, communication, respect, creative thinking, conflict resolution, empathy, critical thinking, self-regulation, and student agency. In the high school curriculum, the competencies were reflected more often in the descending order of action, empathy, problem-solving, anticipation, global competence, self-regulation, student agency, literacy for sustainable development, reflection, and critical thinking. Third, the heat map shows that the competencies corresponding to the third and fourth levels are most frequently reflected in the curriculum. Therefore, it is advisable to develop effective plans to execute and support the reflection of key competencies in the curriculum. Through this study, home economics educators are expected to understand the inter-connectivity between the key competencies emphasized by the OECD learning framework and the competencies of home economics as a practical subject, and to scrutinize how to help individual students develop their overall competencies and be prepared for the future.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.19-39
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• 2019

The purpose of this study is to explore the main characteristics regarding of implicating competence-based curriculum in Finland's home economics curriculum by analyzing curriculum documents and related literature. The research findings are categorized into four main characteristics. First, home economics in Finland belongs to the 7-9 grades. The key content areas are composed of 'food knowledge & skills and food culture', 'housing & living together' and 'consumer & financial skills' at an integrated approach. Secondly, the subject competences of home economics are not presented; however, the general objectives of transversal competences are defined in Finland's curriculum document. Transversal competences describe the aspects of the objectives that are emphasized in grades 7-9 and strengthens the connectivity with each subject. Thirdly, the objectives of home economics included in the instructions in Finland consist of a content system that links learning skills, content areas, and transversal competences. Both learning skills as a role of subject competences and content areas as objectives support teachers who restructure an curriculum. Fourth, in terms of achieving subject objectives, the assessment criteria in Finland home economics is to evaluate the achievement of good knowledge and skills through actual performance. Based on the research findings, the main features of the revised curriculum in Finland include encouragement of flexibility in education systems and learner's uniqueness in schools. If the implementation of subject competences in home economics is to be strengthened, it is necessary to intergrate the knowledge and competence, require a curriculum system for implements' subject competence, carryout assessment as learning to learn, and facilitate school community and teacher community for deeper co-operation.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.171-181
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• 2019

In order to confirm whether innovation can be realized through the direction that companies pursue, this study empirically analyzed the relationship between strategic directionality and innovation capacity. Specifically, strategic directionality is divided into customer orientation and technology orientation, and innovation capacity is classified into strategic planning capacity, R&D capacity, and technology commercialization capacity based on previous studies. And the effect of customer and technology orientation on each innovation capacity was analyzed. Data collection was carried out by 368 questionnaires from the workers of manufacturing industry in Gyeongbuk area and the proposed hypotheses were tested by using structural equation. As a result, it was confirmed that technology orientation had significant effects on all three innovation capacities. However, the effect of customer orientation on strategic planning capacity and technical commercialization capacity was accepted, but the relationship with R&D capacity was rejected. These results can provide implications for how to draw innovation from the organizational strategic direction and culture perspectives by explaining the impact of organizational orientation on innovation capacity.

• Korean Journal of Construction Engineering and Management
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• v.16 no.5
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• pp.21-30
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• 2015

Recently, the construction policy is rapidly changing and construction project becomes larger and more complex. Specialty contractors are in charge of the actual construction work, but they are considered to have low competence level. To strengthen competence of specialty contractors' employees, above all, it is essential to evaluate and to analyze the competence factors level for specialty contractors' employees. However, there is no in-depth research on competence factors level for specialty contractors. Therefore, the purpose of this study is to analyze the competence factor in order to find the high priority factor. The result of this study can be utilized for development of effective educational program for enhance specialty contractors' competence.

• The Journal of Korean Association of Computer Education
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• v.21 no.5
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• pp.25-35
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• 2018

As one of the key competencies required in the era of the Fourth Industrial Revolution, interest and importance of digital competency is the growing. Digital competency means the ability to search and analyze necessary information using digital technology through collaboration and communication with other people to solve problems given in digital society and to produce the result. In this study, we will consider what factors should be included in the digital competence required in the era of the Fourth Industrial Revolution. To do this, we systematically classify factors that are considered to be important through analysis of relevant research on domestic and foreign digital literacy, and propose a digital competence model suitable for domestic reality based on this classification. In order to design a digital competence model, we first define the operational factors of the digital competence and then define and refine it by experts.