• 농촌지도와개발
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• 제8권2호
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• pp.159-177
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• 2001

This research aims to clarify what kind of competencies are the source of the competitiveness of an enterprise and the standards for the development of human resources. Its specific objectives are the following; First, to develop methods for examining competencies to carry out one’s job. Second, to draw out the competencies necessary for carrying out the jobs by jobs on the basis of the developed methods. Third, to clarify the competencies commonly needed to carry out all kinds of jobs. This study collected materials for drawing out the competencies needed to perform 21 jobs in six job groups. This was done with the help of a panel of professionals. The process for drawing out the competencies required to perform certain job was designed in six steps. These steps combine classical methods using particular reference groups as well as model methods for particular job competencies. The materials for the R&D job were gathered for three months starting from February 2001. Materials from 20 other jobs were also collected three times from the end of May to the end of October 2001. This was done through workshops with professional groups. The highlights of this study are as follows: 1) The results applying the methods developed for drawing out job competencies to the duties of investigation & research part in R&D job were presented as an example. 2) The job competencies of the company totaled 215 in 21 jobs irrespective of overlapping, which means each job has about 10 competencies on the average. 3) The common job competencies of the whole company totaled eight. namely: competency for collecting information/processing/analyzing, communication competency, presentation competency, competency for utilizing the web, competency for planning projects, competency for solving problems, competency for understanding organization/business/products of the company, and competency for satisfying customers.

• 한국과학교육학회지
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• 제32권8호
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• 대한간호학회지
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• 제28권4호
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• pp.1075-1087
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• 1998

For producing large numbers of professional nurses who could manage 21th century's human health, it is necessary to review the direction of registered nurses' national examination which evaluates the nursing education and is granted a licence. For adapting to social expectation of the nurse, we have to nurture the nurses' problem solving capability in clinical setting. Seven divisions of Korean Academy of Nursing suggested clinical competency according to their categories. This paper was presented in the work-shop for setting up direction of registered nurses' national examination. We expect that this paper would be more refine and confirm through reviewing subdivisions' learning objectives and discussing clinical minimum level of competence contents with clinical leaders.

• Asian Journal for Public Opinion Research
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• 제4권2호
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• pp.88-107
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• 2017

Background: Adolescent mothers may find the transition to motherhood to be Aim: The aim of this study was to investigate the viewpoints of nurse managers and directors of nursing services in community hospitals regarding the essential competencies of head nurses. Methods: A qualitative descriptive design was used to investigate the perspective of nurse managers and directors of nursing services about essential competencies of nurse managers in community hospitals. A total of ten participants (four directors of nursing services and six nurse managers) were interviewed. Findings: Nurse managers and directors of nursing services identified leadership, management, communication, professional ethics, and policy and healthcare environment as the essential competencies for their positions in community hospitals. Conclusions: These findings can be used by executives of community hospitals and nursing institutes to plan for competency development for nurse managers. They should be included in nursing administration programs.

• 공학교육연구
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• 제22권3호
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• pp.3-10
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• 2019

The purpose of this study is to analyze the educational needs of the industry for engineering education using the engineering competency scale. For needs assessment, t-test, Borich Needs Assessment and the Locus for Focus(LFF) were conducted using 400 employees' answers of industry. The results of this analysis are as follows. First, there was a significant difference between the level of importance and actual level. Second, all items were ranked using the Borich's needs assessment formula. Third, as a result of LFF model, 19 items were placed in the highest priority HH section. Fourth, 17 items with the highest priority in engineering education were selected. Finally, the highest educational needs were 6 items related with interpersonal skills, 2 items related with leadership, and 9 items related with professional attitude and ability. Based on the results of this paper, it is necessary to develop and operate an education program to reduce the gap between the industry requirement and the current level of engineering students.

• 대한안전경영과학회지
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• 제23권3호
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• pp.67-82
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• 2021

The domestic professional engineer qualification system has been changed after the enactment of the law in 1963. However, the domestic professional engineers have been unaccepted and unrecognized internationally. In addition, the domestic professional engineer system is operated in accordance with the individual laws of each ministry, but the official qualification examination is conducted by the Human Resource Development Service of Korea. Thus, the domestic professional engineer system has many problems in system itself and operating. In this research, we compare the domestic qualification system with the systems of other foreign countries, and propose how to improve the qualification system. This study limits the scope to the qualification examination for P·E. We suggest 3 ways to improve the qaulification examination; (1) The structure of the qualifications, (2) The testing method, and (3) The unification of the qualification system and operation.

• 공학교육연구
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• 제24권6호
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• pp.30-39
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• 2021

The present study aims to demonstrate that it is possible to objectively evaluate the competency (referred to as graduate attributes or program outcomes) of graduates of engineering education programs. To strengthen the link between engineering education accreditation and the qualification/certification system of engineering professionals, referred to as K-Engineering Professional (K-EP), individually assuring the quality of accredited graduates using multiple-choice test as main assessment tool is proposed. Test questions related to the basic vocational skills of NCS are developed for seven of the 10 program outcomes of the ABEEK KEC2015. The three program outcomes, PO1, PO3, and PO5, which need to fully accommodate the characteristics of each disciplinary field, are excluded. A pilot test involving graduates of eight accredited programs is conducted. Applying on Rasch model based on Item Response Theory (IRT), the item difficulty, fit and discrimination of multiple choice test are demonstrated. The pilot study strongly suggests that individual competency evaluation is possible at a certain level for seven program outcomes tested. For PO1, PO3, and PO5, however, questions that address the characteristics of each disciplinary field need to be devised. If a suitable pool of questions is built, it can be used as a program outcomes assessment tool by the accredited programs.

• 한국간호교육학회지
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• 제10권2호
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• pp.262-270
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• 2004

Purpose: The purpose of this study was to define cognition of the preceptors on the preceptor's role stress and competency pre-post preceptorship experience. Method: This study was designed as a one group pre-test and post-test study. The subjects of this study were 22 preceptors who had the preceptor preparation education and then worked as preceptor for four weeks at a university hospital. For data analyses, percentage, mean, paired t-test, Pearson's Correlation Coefficient were adopted with the use of SPSS WIN 10.0. Result: The results of this study showed that after the preceptorship experience, role stress of the preceptor decreased significantly compared to before the preceptorship experience. All of the score of sub domains was decreased. Especially, there was a significantly difference in education conducting and evaluation, personal relation and communication, professional development. Also, after the preceptorship experience, competency of the preceptor increased significantly compared to before the preceptorship experience. All of the score of sub domains was increased. Particularly, there was a significantly difference in socialization facilitator and educator except learning planning performance. There was a significant positive correlation between educational experience and the number of learner before preceptorship experience of general characteristics and competency, but was not correlation between general characteristics and role stress. Also there was not correlation between role stress and competency. Conclusion: The finding above indicated that the preceptorship was effective in decreasing preceptor's role and increasing preceptor's competency.

• 복식문화연구
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• 제30권3호
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• pp.414-428
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• 2022

The goal of this study was to develop a curriculum based on practice and job competency, reflecting opinions on the required job competence of nail practitioners and professionals related to nail beauty. Through in-depth interviews with nail experts, the research focuses on developing nail beauty competency-based curriculum and curriculum profiles that reflect practitioners' needs of job competence in the field. In-depth interviews with 11 field experts and surveys of 154 people were conducted to develop a competency-based curriculum for beginner nail hairdressers. The results of this study show that the existing 38 National Competency Standards (NCS) job competencies were reduced to 21 job competencies. In addition, based on the common opinions of experts who reflect the current trend, two tasks on "eyelashes" and "waxing" were added, and they were modified and supplemented with 23 core competencies. The development of a competency-based curriculum and educational programs for nail beauty was performed based on the requirements of the core competencies investigated and the development of a systematic map for the core competencies of beginner nail technicians and hairdressers. In conclusion, the need for professional education and training for nail hairdressers is growing, and it can be seen that a curriculum building multi-faceted abilities is needed for their qualifications as experts. This study found that it is necessary to develop interpersonal communication skills that include marketing elements other than practical skills such as personality and customer response methods in the nail beauty curriculum.

• 대한예방한의학회지
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• 제27권2호
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• pp.73-84
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• 2023

Objectives : We tried to propose the direction of Korean medicine education through the consideration of 'professionalism as a competency beyond knowledge-skill' that modern medicine should take and therefore the perspectives of the competency-based curriculum in Korean medicine education. Methods : Competency-based curriculum, professionalism education phase and competency at medical school, student demand survey, Korean medicine education Accreditation Standards, and related research articles were used. Results : Proposed development measures to cultivate students' professionalism in Korean medicine education are as follows. self-care and emotional stability programs, communications between patient and doctor and among the colleagues, career exploration programs based on global medical trends and government policy, standardized professional training programs, and the evaluation of teaching experiences and achievements. Conclusions : The main purpose of the reorganization of the competency-based curriculum should be for improving Korean medicine education. The contents of phase performance, process performance, and course performance should be carefully organized so that the core contents and spirit of traditional Korean medicine can be achieved. In modern medicine, education of professionalism has been used to cover the problems that arise from taking achievement goals only from a biomedical perspectives. Accordingly the education of professionalism is also important in Korean medicine education as the modern Korean medicine follows the aspect of modern medicine,