• Title/Summary/Keyword: competency-based education

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Entrepreneurship Competency-Based Education Research: EntreComp (Entrepreneurship Competence) Frame for Advancement of University Startup Education (기업가정신역량기반 교육 연구: 대학 창업교육 고도화를 위한 EntreComp(Entrepreneurship Competence) Frame 도출)

  • Bian, Jhi-Yoo;Lee, Jang-Hee
    • Asia-Pacific Journal of Business Venturing and Entrepreneurship
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    • v.15 no.6
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    • pp.189-207
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    • 2020
  • The government has achieved quantitative growth in university start-up education while supporting start-up education. However, it failed to systematize start-up education from an academic, policy, and practical perspective and to reveal the relationship between education and achievements in supporting start-ups. Therefore, there is a lack of interest and effort to promote effective education. In Europe, in-depth research has already been done over many years to establish an EntreComp system. Competences create values for others and attempt to apply them to education, viewing them as the people's lifelong competitiveness. On the other hand, it is urgent to improve the education system as domestic university start-up education is mainly focused on cultural level start-up skills and easy-to-access education from a business administration perspective. Based on this, the entrepreneurship competence-based start-up education system was designed. Next, eight EntreComp frames were drawn for university students through the Focus Group Interview (FGI) and Delphi survey methods, as well as domestic and international prior studies on EntreComp. In 2018, 919 start-up education programs of 42 start-up leading universities were conducted to derive the status of education by EntreComp. Prior studies of 25 entrepreneurship competences, including data from Bacigalupo et al.(2016), which studied EntreComp in the EU, were investigated and reflected the frequency of research and the importance of education and start-up perspectives. Based on the purpose of the university start-up education presented in this study, the entrepreneurship competence frame consisting of a total of eight, including spotting opportunities, value creation, self improvement, mobilising resources, technology application, strategic management, relationship, and learning through experience, was derived through expert verification. It also investigated the current status of education by competence, the degree of reflection of competence education, and the relationship with the results of support for start-ups that reflect the number of students enrolled in each university. Through this, it was suggested that future start-up education at universities could be improved from the EntreComp perspective. It has a differentiation in research in that it conducted a thorough survey using the data on start-up courses operated by leading startup universities for a certain period. However, it is difficult to generalize because the number of samples of leading startup universities is limited. Nevertheless, this study proposes the educational goal of advancing university start-up education from the perspective of entrepreneurial competence, cultivating future required competences, and fostering entrepreneurial talents that create value for others. In addition, it is meaningful in that it presents a clear direction for subsequent research by preparing a framework for research from a more essential perspective on the entrepreneurship competence frame.

Field Manager's Opinion of the Dental Hygiene Student's Competency: In-Depth Interview Study (치위생학과 학생에게 바라는 역량에 대한 특성화 선택과정 실습기관 실무자의 의견: 심층면접)

  • Kim, So-Mang;Kim, Ji-Yeop;Park, Eun-Bi;Choi, Jeong-Eum;Choi, Hye-In;Park, Go-Eun;Kim, Nam-Hee
    • Journal of dental hygiene science
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    • v.14 no.1
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    • pp.81-86
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    • 2014
  • The aim of this study was to take the field manager's opinion about the dental hygiene student's competency. Study design was cross sectional contents analysis with the in-depth interviews. Twelve subjects were randomly selected in half an hour interview. They were signed there's own autograph on the informed consents. The contents of the qualitative interviews were divided into two parts: students' competency required for the field practice and the system of the field practice. The first part consisted of the attitude of the field's practice, how well has accomplished the job, and demanded requirements for the better performance. And the other part was made up of duration of practice, the number of students per institution and other opinion. The results showed that most of them have positive conception about student's competency. They mentioned that many students have 'enthusiastic behavior and attitude in task performance' and 'progressive attitude and mind in duty'. While 'lack of interest in practice and sociality', 'the arrogant demeanor in the fields', and 'passive behavior and attitude in the interpersonal relationship' should be avoided for excellent competency. It is required for dental hygiene students to write daily practice record and clarify their reasons to choose the institution for better performance. In addition, it should be considered to make concrete evaluation items and students and field managers should have mutual responsibility.

A Study on the Teacher's perception in Vocational High School for the Subject of NCS-based Metal Machining (NCS기반 절삭가공 실무과목 수업에 대한 특성화고 기계계열 교사의 인식)

  • Park, Su-han;Kim, Jin-soo
    • 대한공업교육학회지
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    • v.45 no.1
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    • pp.42-62
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    • 2020
  • The Ministry of Education has been quick to apply National Competency Standars (NCS) to industrial sites and educational·training institutions in order to resolve discrepancies between practical affairs in industrial sites and vocational education, training & requirements. Full implementation of NCS-based curriculum in vocational education of vocational high schools has been mandatory since 2018. This research used a region-stratified sample of 350 from teachers in 'machinery' and 'machine·metal' majors in mechanical departments of vocational high schools to investigate the awareness of practical courses for metal machining among the teachers. The research results are as follows. First, a majority of the respondents indicated the availability of turning process, milling process, computer integrated manufacturing and measuring courses in mechanical departments. Second, capabilities required by the industry are considered most in selecting practical courses and competence units. Third, positive changes with the introduction of practical courses in the school education are students' practical skills improvement and satisfaction of industrial requirements. Fourth, negative changes with the introduction of practical courses in the school education are too difficult learning modules used in practical courses for students and students' difficulty in learning because of the difference between equipment in schools and industrial equipment in learning modules. Fifth, teachers' satisfaction with practical courses classes and overall conditions is above the average, and their satisfaction with the level of practical courses and bookbinding or purchase of rearranged textbooks of practical courses is below the average. Therefore, application conditions of above-mentioned representative 4 practical courses should be examined and taken care of for consistent improvement to stabilize NCS-based educational courses in mechanical departments.

Nurses' Perception and Willingness to Pay for Nursing Career Ladder System in General Hospital (상급종합병원 간호사의 임상경력개발시스템에 대한 인식과 지불의사)

  • Lee, Mi-Joon
    • Korea Journal of Hospital Management
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    • v.24 no.3
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    • pp.61-71
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    • 2019
  • Purposes: The purpose of this study is to analyze nurses' perception on the clinical career ladder system which was introduced to enhance the nursing capabilities in general hospital. Methods: Research data has been collected for approximately 30 days since March 28, 2017 from 171 nurses who had been involved in the clinical career ladder system, 177 nurses who had not participated, and a total of 348. Finding: The study results showed that nurses' perception on the cost effectiveness of clinical career ladder system is significantly different depending on the sex, age, program experience, personal stage in the clinical career ladder system and the individual's health condition. In addition, the nurses' willingness to pay for the clinical career ladder system was significantly associated with their department and the needs for the system. With adjusted age, gender, position, education and marital status, nursing competency was 8.71(95% Confidence Interval; 4.79 to 12.63) in the presence of system experience, but the perception on clinical career ladder system was 4.34(95% Confidence Interval; -6.84 to -1.84). Practical Implications: Based on the study results, we expect that more hospitals introduce the clinical career ladder system and also use these study results as basic data for securing excellent nurses.

Effectiveness of the Infectious Disease (COVID-19) Simulation Module Program on Nursing Students: Disaster Nursing Scenarios

  • Hwang, Won Ju;Lee, Jungyeon
    • Journal of Korean Academy of Nursing
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    • v.51 no.6
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    • pp.648-660
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    • 2021
  • Purpose: This study aimed to develop an emerging infectious disease (COVID-19) simulation module for nursing students and verify its effectiveness. Methods: A one-group pretest-posttest quasi-experimental study was conducted with 78 under-graduate nursing students. A simulation module was developed based on the Jeffries simulation model. It consisted of pre-simulation lectures on disaster nursing including infectious disease pandemics, practice, and debriefings with serial tests. The scenarios contained pre-hospital settings, home visits, arrival to the emergency department, and follow-up home visits for rehabilitation. Results: Disaster preparedness showed a statistically significant improvement, as did competencies in disaster nursing. Confidence in disaster nursing increased, as did willingness to participate in disaster response. However, critical thinking did not show significant differences between time points, and neither did triage scores. Conclusion: The developed simulation program targeting an infectious disease disaster positively impacts disaster preparedness, disaster nursing competency, and confidence in disaster nursing, among nursing students. Further studies are required to develop a high-fidelity module for nursing students and medical personnel. Based on the current pandemic, we suggest developing more scenarios with virtual reality simulations, as disaster simulation nursing education is required now more than ever.

Development and application of career experience programs for fashion majors using LED devices (LED 디바이스를 활용한 패션전공 진로체험 프로그램 개발 및 적용)

  • Paek, Kyung Ja
    • The Research Journal of the Costume Culture
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    • v.30 no.2
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    • pp.319-329
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    • 2022
  • This study started from the practical need for a career experience program in the fashion major that is creative and responds to current methodologies. The purpose of this study is to propose a fashion work experience program that combines digital technology and practical experience. The research methods and procedures were as follows: fashion items and wearable devices were selected, the LED smart bag program was developed, and it was executed. A total of 123 students participated in the program, and a satisfaction survey was conducted after observation and oral evaluation. All of the participants completed the LED smart bag processes of design ideation, material selection, production, and styling using an eco-bag (one of the fashion items and as an LED wearable device). As a result of the participants' satisfaction (on a 5-point scale), most items showed a high level of satisfaction of 4.39 points or more. The smart bag program was evaluated to increase interest based on the time allotted and the students' level and to bolster their understanding of, and interest in, the fashion major. Therefore, this study is expected to be baseline to explore diversification of the fashion major work experience program, in order to create interest in the fashion major based on creative convergence competency.

Evaluation of Concordance between Learning Outcomes of Basic Medical Education Courses and Assessment Items of the Medical Licensing Examination (기본의학교육과정의 학습성과와 의사 국가시험 평가목표의 일치도 분석)

  • Kim, Na Jin;Park, In Ae;Kim, Eun Ju;Baek, Seung Ae;Kwon, Nani;Lee, Hye In;Kim, Su Young
    • Korean Medical Education Review
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    • v.17 no.1
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    • pp.33-38
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    • 2015
  • During the education reform in 2009, the Catholic University of Korea College of Medicine (CUMC) adopted body systems as the basis for structuring basic medical education. After running the new program for 5 years, we need to evaluate the program by comparing it with nationwide standards. This study was designed to evaluate the coverage of our basic medical education program by comparing it with the assessment items of the medical licensing examination for physicians in the Republic of Korea. We built a relational database populated with 3,017 learning outcomes from all the courses on basic medical education. We tagged each learning outcome according to 2 criteria: 206 physician encounters and 9 outcome domains. A majority of the learning outcomes were in the domains of 'knowledge' and 'critical thinking'. In addition, we repeated the categorization process with 584 assessment items of the medical licensing examination in the Republic of Korea and compared them with the categorization results of the learning outcomes. Among the 206 physician encounters, we found that outcomes on family violence and sexual violence were missing in the learning outcomes of CUMC. Eighty-two physician encounters were associated with more than one outcome domain, and 96 physician encounters were covered in more than one course. Twenty-one physician encounters were repeated in 5 or more courses and 34 physician encounters had outcomes categorized into 3 or more domains. Thus, we showed that the 2-way categorization could be applied to the comparison and evaluation of two different education formats.

Delphi Survey to Develop an Analysis Framework for Mathematics Textbooks from a Critical Mathematics Education Perspective (비판적 수학교육 관점에 따른 수학교과서 분석준거 개발: 전문가 델파이 조사를 중심으로)

  • Song, Ryoon-Jin;Ju, Mi-Kyung
    • Journal of Educational Research in Mathematics
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    • v.27 no.1
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    • pp.113-135
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    • 2017
  • The purpose of the research was to develop an analysis framework for Korean mathematics textbooks from a critical mathematics education perspective. For this, we conducted a comprehensive literature review regarding critical theory, critical education, and critical mathematics education. Based on the literature review, we derived a preliminary framework for textbook analysis. To validate the preliminary framework delphi survey was carried out twice with 21 expert panelists in the field of mathematics education and multicultural education. The first delphi survey was conducted with open-ended questions to investigate diverse opinions regarding educational goals, contents, and teaching methods of critical mathematics education. The second delphi survey was conducted with Likert-type scale and it was analyzed using Mean, Contents Validity Ratio, Degree of Consensus. As the result of the whole research procedures, the final analysis framework was developed consisting of four categories: classical knowledge, community knowledge, communicative knowledge, and political knowledge. A development of the analysis framework from a critical mathematics education perspective could give a significant impact on the mathematics curriculum or mathematic teacher education in the Korea and a meaningful initial step for the effort of practicing critical mathematics education. It is expected that this study could not only incite consideration for the better mathematics education but also expand the prospect of research and practice in mathematics education. This study would provide a new paradigm of future mathematics education with which to teach and guide students to become members of world civil society with mathematical power and critical competency.

The Content Analysis of the Textbooks of Career Counseling: Focused on competency components for career counseling professionals (진로상담교재에 대한 내용분석: 진로상담전문가 역량 요소를 중심으로)

  • Kang, Hye-Young
    • 대한공업교육학회지
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    • v.39 no.1
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    • pp.23-46
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    • 2014
  • The purpose of this study was to analyze the textbooks of career counseling which are written or translated in Korean so as to understand the usefulness and limitation on the usage of career counseling textbooks. Research questions are as follows: 1) what contents are included in textbooks of career counseling? 2) what are the differences of content rates among textbooks of career counseling? 10 textbooks of career counseling were analysed(6 textbooks: introduction to career counseling, 4 textbooks: focused on career counseling skills and techniques) based on the competency components for career counseling professionals presented by Yoo(2009). Results indicated that 1) 6 textbooks of introduction to career counseling have the most content of 'category1: theories and concepts related to career counseling'. In comparison, 4 textbooks focused on career counseling skills and techniques have the most content of 'category4: career counseling competency'. 2) Based on the unit of analysis chapter, the highest rates are 'category4: career counseling competency(33.33%)' and 'category1: theories and concepts related to career counseling(28.15%)'. 3) It is hard to find the contents related to the knowledge and skills of individual and group counseling(category 2), the competencies of network, problem solving, peer counselor feedback, administration, ethic(category 8,9,10,11,13), the growth and self-management as professionals(category 12,14).

Development of Curriculum for Dept. of Environmental Education toward a Sustainable Green Society (지속가능한 녹색 사회를 향한 환경교육과 교육과정 개발)

  • Choi, Don-Hyung;Kim, Dae-Hee;Lee, Jae-Young;Cheong, Cheol;Kim, Kee-Dae;Cho, Seong-Hoa;Ahn, Jae-Jung;Park, Hye-Gyeong;Hong, Hyun-Jin
    • Hwankyungkyoyuk
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    • v.24 no.4
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    • pp.111-128
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    • 2011
  • This study was aimed at developing a common curriculum for the department of environmental education from 5 colleges of education. The need and background of curriculum reform can be summarized as follow; first, it has been recognized that new national curriculum of 2009 and 2011 created need for training teachers equipped with more integrated competency. Second, global environmental problems such as climate change and energy crisis asked for more responsible choice and action from all citizens. Third, the extremely low hiring rate resulted in the consideration of new working fields for teacher students majoring in environmental education. Fourth, the expansion of new environmental education paradigms including education for sustainable development called for practicing reconstruction of both contends and methods. From a series of research processes including analysis of current curriculum, DACUM, opinion survey and interest groups review, several new approaches for developing new curriculum had been identified as follow; first, content areas of environmental education should be extended beyond environmental natural science. Second, new learning approaches such as project-based learning need to be emphasized for strengthening the identity of environment as a separate subject. Third, more selective majoring system need to be applied in connection with environment government officials, researchers, and social environmental educators. It was recommended that the application of new curriculum developed by the study would be evaluated and managed by teaching conditions surrounding each of the five university members joined this developing processes. However, it needs to be noted that there is not much time because we had experienced zero hiring rate for the last 4 years and environmental policy and education programs are moving rapidly toward sustainable development.

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