• Journal of Internet of Things and Convergence
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• v.10 no.2
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• pp.93-102
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• 2024

The purpose of this study is examine the validity of digital competency indicators in order to develop a tool that can measure the digital competency of preschool teachers. To review the validity, exploratory factor analysis and confirmatory factor analysis were conducted on the data of 272 preschool teachers. The exploratory factor analysis resulted in four factors, and the confirmatory factor analysis verified the fit, validity(convergent validity, discriminant validity) and reliability of each competency group and the model composition of sub-competency indicators. The four factors validated were named 'Understanding Digital Technologies', 'Digital Technology Understanding', 'Digital Technology Application', 'Digital Technology-based Communication', 'Digital Ethics Understanding and Practice'. The analysis results demonstrated the reliability and validity of the tool for measuring the digital competencies of preschool teachers, and it is meaningful in that it can provide a foundation for measuring the digital competency of preschool teachers and conducting education program suitable for each digital competency level.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.20 no.10
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• pp.1987-1993
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• 2016

The core value of the college of Interdisciplinary & Creative Studies is rely on the supporting system which can develop the learners' practical 'performing' competency. For aiming this, educational process of university constitutes the competencies which can be expected at the local field and develop the competency-oriented extracurricular & its operating system. Defining the creative convergent talent, as 'collaborative creative convergent one, bricoleur' and categorizes core competency named as TX competency. T competency contains humanities and the professionals of each major field needed. X competency consists of creative problem solving, convergent thinking ability, self-oriented learning ability and cooperative leadership. Developing extracurriculum & its operating system learners can be exposured the systemic learning and managing process. They can develop their potential abilities and can accumulate a proper mileage at their learning achievement. This research can be expected as a model of competency-based extracurriculum and its operating system which can develop learners' multiple competency overcoming the limit scope of curriculum.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.49-59
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• 2022

This study was conducted to develop a teaching competency scales customized for teaching programs conducted by Center for Teaching & Learning at A University. To achieve this purpose, a preliminary study was set up, which consists of three competency groups (basic competency, practice competency, innovation competency) and 26 learning competency factors through a review of previous studies. In order to verify the reliability and validity of the provisional teaching competency scales, an online survey was conducted on A university teachers in September 2020, The collected questionnaire data were organized and exploratory factor analysis and confirmatory factor analysis were conducted. As a result of exploratory factor analysis, 26 teaching competency was reduced to 17. As a result of the confirmatory factor analysis, the model was found to be good, Also, as a result of analyzing the construct reliability and AVE of the confirmed teaching competency factors, all 17 factors showed a good level of .7 or more. The teaching competency scales developed through this study can be used as basic data for performance evaluation and development of new programs of CTL teaching program.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.6
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• pp.317-326
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• 2020

Previous studies have suggested that individuals need to invest in the accumulation of career competencies. To demonstrate how to acquire career competencies, a model consisting of the knowing why, knowing how, and knowing whom competencies was actively discussed in the previous studies. This study seeks to identify the relationships among these competencies based on three ways of knowing, and their effects on perceived work performance. Furthermore, this study tried to identify the importance of each of these competencies in predicting perceived individual performance in the business workplace environment. The findings showed that the knowing why, knowing how, and knowing whom competencies all have a statistically significant positive influence on perceived individual work performance. Also, the study results showed the relative importance of the three competencies for perceived work performance. Specifically, the study results showed that the effects of the knowing why and knowing whom competencies are greater than the effect of the knowing how competency. The theoretical and practical implications of the study results were provided, including empirical evidence of the validity of the career capital model, the appropriateness of the career competency model based on the three ways of knowing, and assignment of resources for the acquisition of career competencies.

• Journal of Convergence for Information Technology
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• v.11 no.10
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• pp.302-313
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• 2021

As the domestic consulting industry matured, consultants were required to have insight into customer's business and consulting business. Gaining these insights requires deep understanding of the business domains and high degree of competencies. This study empirically analyzed the data collected through the survey in order to apply the ICMCI competence model to domestic consultants. As a result of the study, it was found that business competency and technical competency had a positive effect on project performance, but values & behavior competency were not statistically significant. On the other hand, it was found that only technical competency, values & behavior competency had a positive effect on social-relational competency. Through this study, it was confirmed that a deep understanding and perception of the consulting business is necessary to grow into a professional consultant, but there is a limit to generalizing the research results because the characteristics of the population cannot be sufficiently reflected with a small sample.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.389-395
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• 2022

This study aims to develop a core competency model for adult college students. For this purpose, the core competencies of adult college students were derived by analyzing domestic and foreign literature studies. And the Delphi survey was conducted for the validity of core competencies. The SPSS 18.0 program was used for analysis. As results of the analysis, there are 11 core competencies of adult college students derived: communication, problem-solving and meta, interpersonal, personal management and development, digital information literacy, major knowledge, citizenship, convergence, character, professional job, and global. The core competency model of adult college students was developed by assigning numbers from 01 to 11 based on the results of the Delphi survey. Core competencies of adult college students were organically linked, so the cultivation of one core competency affects other core competencies.

• Journal of Information Technology and Architecture
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• v.9 no.1
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• pp.79-93
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• 2012

This study is designed to define the competencies of EA experts. We investigated domestic and oversea curriculums and finally suggested basic and common competencies of EA experts. Especially, various EA stakeholder can commonly refer and use our competencies. Therefore those can be the foundation of continuous EA competencies development model. We define 4 EA core competencies such as common, development, analysis, management and provide definition of competencies. And we also classify the competencies importance of 3 career paths (Architect, Enterprise Architect, Chief Architect). The results of this research can help EA experts and IT personnel to understand EA and to enhance their competencies by providing standard competencies of teaching course and curriculum.

• The Journal of Korean Association of Computer Education
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• v.21 no.6
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• pp.15-26
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• 2018

This study aims to examine whether software education has effects on improving creative competency. To this end, the study designed software education lessons to strengthen creative competency for 15 weeks and developed assessment tools. Based on the designed lessons, the 15-week lessons were provided for university students, including a pre-test in the first week and a post-test in the 15th week. The result showed that there was a significant difference in the effects of the lessons, with the mean value of creative competency 0.31 point higher and p-value of 0.002 in the post-test than in the pre-test. The sub-factors of creative competency, including flexibility, originality, openness, and creative implementing skills showed significant differences with p-value all lower than 0.05.

• Journal of the Korean Applied Science and Technology
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• v.40 no.5
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• pp.1022-1032
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• 2023

The purpose of this study was to identify the relationship between communication, leadership, and ethical nursing competency for nursing students and to identify factors that affect the ethical nursing competency of nursing students. The subjects who participated in this study were 328 people, and data were collected using questionnaires after obtaining research consent. The collected data was statistically analyzed using the SPSS/WIN 28.0 program. As a result of this study, ethical nursing competency and communication (r=.67, p<.001) and leadership (r=.56, p<.001) showed a significant positive correlation. The factors that affect the ethical nursing competency of nursing students are communication (𝛽=.52, p<.001) and leadership (𝛽=.23, p<.001) has been identified. The regression model of this study was significant (F=155.74, p<.001). The explanatory power of the model was 48%. Therefore, it should include improving communication skills and leadership when developing a program to inhance the ethical nursing competency of nursing students.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.5
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• pp.187-203
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• 2022

As the economic, social, and environmental problems of the local community reach a serious level, our society is realizing the need to foster young talents who discover opportunities in local issues through entrepreneurship education and create social values through creative challenges. However, entrepreneurship education programs are generally focused on commerciality, so customized education programs to solve regional problems are insufficient. Therefore, this study aimed to develop a community problem-solving entrepreneurship curriculum. In this study, a competency based curriculum model was applied to develop the curriculum, and regional problem-solving entrepreneurship competencies were derived through expert advice from a total of 10 people. In the process, the Delphi methodology was additionally used to reduce the possibility of errors in the competency model. As a result of the study, a total of 23 regional problem-solving entrepreneurship competencies were confirmed, and knowledge(K) - skill(S) - attitude(A) by competency consisted of 5, 9, and 9, respectively. By applying this to Dunham's problem-solving six-step model, modular learning support measures were developed in the order of phase 1(problem discovery), phase 2(problem analysis), phase 3(plan), phase 4(measure), and phase 5(evaluation). This study is meaningful in that it integrated theory and practice by developing specific entrepreneurship curriculum and learning support measures based on the theoretical model devised in social welfare. In addition, it has implications in that it developed a regional problem-solving entrepreneurship competency model based on expert advice and proposed a specific curriculum based on this.