Job Competence of College Students in Korea: An Expansion of Core Competence Theory

Park, Cheol Kyun Asian Society for Innovation and Policy 2015 Asian Journal of Innovation and Policy Vol.4 No.1

The purpose of this study is to find what competence determines the employment of college students using data from the K-CESA (Korea Collegiate Essential Skills Assessment) of a Korean university during 2009-2014. This test comprises of 6 categories of competence: self-management, global readiness, interpersonal relationship, resource/information/technology handling, communication and comprehensive reasoning. In addition to these competences, we add the comprehensive variable, grade point average. In order to identify the qualities of employment, employment was classified into 3 types: all employment, employment in decent jobs and employment in the top 500 companies. Results are as follows: For all employment and decent jobs, GPA and comprehensive reasoning were the meaningful variables. However in case of the top 500 companies, interpersonal relationship was added. Based on the analysis, this study suggests the fundamental concepts of college students' job competence: job specific competence, job basic competence, and basic competence.

역량기반 교육과정의 가능성 탐색

이흔정 교육종합연구원 2010 교육종합연구 Vol.8 No.3

It has been attempted to apply competence-based curriculum to leverage educational competitiveness for nation wide perspective. The major goal of competence-based curriculum emphasizes not what learners know but what they can do. Competence can be referred as personal capabilities to handle problems with their own knowledge, cognitive skills, attitude, emotion, value, and motivation as a comprehensive concept. Competence-based curriculum was originated from vocational training because it was valuable for those to apply new perspectives to a traditional approach for school management. A traditional curriculum was based on input oriented process; however, a competence-based curriculum was based on output oriented process. It is also important to have a better understanding of competency for those to apply competence-based curriculum. First, it emphasizes functional approach, which includes cognitive aspect and affective mode too. Second, it is based on internal structure that focuses on what they can do rather what knowledge is. By focusing on capability it would be easier to conceptualize what a learner can do. Third, competence is based on situational feature. A learner who has own competence can control and activate resources to solve problems. This study concluded that it would not be recommendable to accept competence-based curriculum just because it is a brand new concept. Rather, it was concluded that it is important to delineate what is key features for renovation and critical values by applying competence-based curriculum.

Job Competence of College Students in Korea: An Expansion of Core Competence Theory

박철균 아시아기술혁신학회 2015 Asian Journal of Innovation and Policy Vol.4 No.1

The purpose of this study is to find what competence determines the employment of college students using data from the K-CESA (Korea Collegiate Essential Skills Assessment) of a Korean university during 2009-2014. This test comprises of 6 categories of competence: self-management, global readiness, interpersonal relationship, resource/information/technology handling, communication and comprehensive reasoning. In addition to these competences, we add the comprehensive variable, grade point average. In order to identify the qualities of employment, employment was classified into 3 types: all employment, employment in decent jobs and employment in the top 500 companies. Results are as follows: For all employment and decent jobs, GPA and comprehensive reasoning were the meaningful variables. However in case of the top 500 companies, interpersonal relationship was added. Based on the analysis, this study suggests the fundamental concepts of college students’ job competence: job specific competence, job basic competence, and basic competence.

일반논문 : 학교교육에서 문화적 역량 모델링의 가능성 탐구

강현석 ( Hyeon Suk Kang ),유제순 ( Jae Soon Ryu ) 한국교육철학회 2010 교육철학 Vol.41 No.-

The purpose of this study is to preliminarily study the nature of the cultural competence modeling in schooling. Conceptions of competence are discussed in various ways in sphere of general and special education. There are many critics about the nature and epistemological stance of educational objectives and contents. As for the alternative of traditional schooling, emphasis on the competence and cultural competence made subject education effective in forms of curriculum framework. Furthermore DeSeCo project and previous literature study show us the importance and value of competence in pedagogical domain. So we need to search the possibility and relevance of cultural competence modeling in schooling. Because the study of competence and cultural competence have been discussed in specific job and skill training, now we have to change the conception of competence with a view to redesign a school curriculum. We think of competence as deeper and integrative thing. In subject education the importance of competence has been emphasized for its function and role of designing a schooling at various levels. This study focuses on the reconsideration of the critics about the nature of educational objectives and contents in the light of cultural competence. Now we can consider cultural competence modeling as constitutive role of schooling at various of subject education. As a result of this study, the nature of cultural competence has not only to be discussed, but also to be generated to teaching a various subject. In the end subject education and conception of cultural competence is restructured on the basis of competence modeling in parallel liberal education.

기독교교육 관점에서 역량중심교육에 관한 고찰

장화선 한국기독교교육학회 2015 기독교교육논총 Vol.43 No.-

This article examines Competence-based education within the context of Christian education. To expound upon this theme, the concepts of 'competence' and 'life competence' will be discussed, as well as the background of the socio-culture of Competence-based education. We will divide our discussion of Competence-based education in light of Christian education into two main categories:, knowledge-based society and human capital theory. The grounds of socio-culture of Competence-based education are further delineated into life long learning and the accountability of education. Discourse on Competence-based education in light of Christian education is divided into four sub-categories, that is: the learner, knowledge as the contents of education, value as an educational aim, and educational methods. The discourse on Competence-based education in light of Christian education is described in two ways, those being life learning and accountability of education. In conclusion, the department of Christian education as influenced by Competence-based education concentrates upon the learner as the image of God, the Bible as the source of knowledge, pleasing and glorifying God as the aim of education, and the Holy Spirit as the key element of educational practice. 본 연구는 우리나라 교육이 학습자의 ‘역량’ 혹은 ‘능력’ 배양에 초점을 두는 역량중심교육으로 나아가고 있는 시점에 기독교교육의 관점에서는 역량중심교육을 어떻게 수용할 것인지에 대한 문제를 다룬다. 이러한 관점에서 본 연구는 우선 역량과 생애역량의 개념을 살펴보고 이어서 역량중심교육의 배경과 근거를 서술하고자 한다. 역량중심교육에 대한 기독교적 관점에서의 논의는 교육에 대한 기독교적 관점과 역량중심교육의 근거에 대한 기독교교육적 논의로 구분한다. 본 연구에서 교육의 기독교적 논의는 학습자, 교육내용으로서의 지식, 교육목표로서의 가치 그리고 교육방법으로, 이와 더불어 역량중심교육에 대한 기독교적 논의는 평생학습과 교육의 책무성을 서술하고자 한다. 본 연구는 우리나라 교육이 역량중심교육으로 전환되는 시점에 기독교대학의 기독교교육과 및 관련학과는 기독교적 인간관에 근거하여 학습자를 이해하고 지식의 원천을 성경에 기초하고 최우선의 가치를 하나님을 기쁘시게 하고 영화롭게 하는 것에 두며 교육방법으로 성령님의 사역을 인정하여야 한다는 관점에서 역량중심교육을 살펴보고자 한다.

미국에서의 중재인의 권한판단권한(Competence-Competence)에 관한 고찰

강수미 한국중재학회 2012 중재연구 Vol.22 No.2

Competence-competence refers to an arbitrator's power to determine whether he or she has jurisdiction to decide a controversy. Although the arbitrator's power to rule on one's own jurisdiction is generally recognized throughout the world. But, in the United States, neither the courts nor the legislature have recognized its significance or the reasoning behind its wide spread adaption. Section 3 of the Federal Arbitration Act is notorious arbitration statues for its failure to incorporate the competence-competence. In the United States, when courts rule on the issue of competence-competence, it is referred to as an issue of who decides arbitrability of the case. In the United States, the use of the competence-competence as a term of art is still limited to scholarly writings. The answer to the competence-competence inquiry is under an interpretation of section 3 of the FAA which empowers the courts to decide arbitrability issues. The Supreme Court before First Options and most commentators have interpreted sections 2 and 3 of the FAA as conferring issues of arbitrability on the federal court, including the ability to rule on the validity and scope of the arbitral agreement. Traditionally, United States courts have denied the competence-competence to arbitral tribunal. Recently, however, they have confounded rules by placing primary importance on the arbitration agreement between the parties. The Supreme Court, in a series of cases, has underscored the necessity of giving full effect to the intentions of the parties as expressed in their agreement to arbitrate. The result of the Supreme Court's emphasis on contractualism in determining the issue of arbitrability is most evident in the Court's decision in the First Options of Chicago, Inc. v. Kaplan. Under First Options, courts are to decide arbitrability issues, unless there is a clear and unmistakable assignment of these issues to the tribunal itself. The Court is appraised that it has attempted to compromise between contractual freedom in the arbitral setting and the rule of law that is necessary in a society that depends on the concept of ordered liberty. In the Court's decision in Howsam, the Court have clarified the definition of arbitrability by attempting to draw a clear line between questions of arbitrability that are to be decided by courts, and those matters that bear on the decisional allocation between courts and arbitrators but are not questions of arbitrability.

기업의 제품개발역량과 IT역량이 융합능력을 통해 신제품 개발 성과에 미치는 영향

최상민,문태수 한국정보시스템학회 2020 情報시스템硏究 Vol.29 No.3

Purpose: This study examines the influence of product development competence and IT competence on new product development (NPD) performance in the context of Korean companies. To achieve this goal, this study presents and empirically tests a model of how NPD competence and IT competence can be exploited to positively influence NPD performance through convergence capabilities. Design/methodology/approach: The NPD competence are based on the research construct developed by Zhang et al. (2013). IT competence is based on the research construct developed by Lu and Ramamurthy(2011) and the NPD performance are based on the performance construct developed by Sivadas and Dwyer (2000). To complete the investigation, we conducted a survey from Korean 1000 big companies, which enrolled in Korean stock market. Randomly contacted 171 Korean companies, including firms of all sizes and types. To test our hypotheses, structured equation model (SEM) with partial least squares (PLS) method was employed. Findings: The findings indicate that NPD competence and IT competence are antecedent to convergence capabilities, while IT competence is higher influence than NPD competence. Also, convergence capabilities has very significant relationship with NPD performance. This study provides a better understanding of the relationship between NPD competence, IT competence, convergence capabilities, and NPD performance. So companies should focus on improving NPD and IT competence on NPD performance through convergence capabilities.

L2 대학생 한국어 학습자의 의사소통능력 영역별 학습 전략 사용 양상

이유림,김인희,썬쑤완나씨 사야몬,김영주 한국어의미학회 2019 한국어 의미학 Vol.65 No.-

This research investigates language lstrategies focusing on the four domains of communicative competence. A survey was conducted among 421 participants in three different countries over three years using Language Strategy Use Inventory. The quantitative data from the survey was analyzed using univariate ANOVAs and Pearson correlation in SPSS 24. The findings are as follows: 1) The greatest frequency of strategies appeared in the category of discourse competence followed by strategic competence, grammatical competence, and then sociolinguistic competence. 2) The analysis of strategies according to the variables of learners revealed that grammatical competence is influenced by Korean study place; sociolinguistic competence is influenced by gender, overseas study experience, Korean study place, graduation/schooling country, KFL/KSL, and heritage status; strategic competence is influenced by gender; and discourse competence is not influenced by any factors.

학생용 다문화 역량 척도의 신뢰도 및 타당도 분석

한동균,권순구 서울교육대학교 초등교육연구원 2022 한국초등교육 Vol.33 No.2

In this study, a new scale that can be used to analyze the current status of students’ competencies who live in a multicultural society was developed. Furthermore, the educational performance of cultural education was analyzed and the validity and reliability of the scale confirmed. Consequently, six questions for each competence were developed in accordance with a previous study from which the concept of multicultural competence with the goal of multicultural education was derived. A survey was conducted by using the newly developed scale. Thereafter, factor analysis was conducted by dividing the entire sample randomly (N = 622) into two independent samples. First, exploratory factor analysis was conducted on sample 1 (n = 132) and the newly developed scale’s construct validity was verified in accordance with the conceptual definition of multicultural competence. Subsequently, by employing sample 2(n = 301), confirmatory factor analysis was performed on the same structural model as that of the exploratory factor analysis. The structural model was set as a competitive model and the validity was confirmed by comparing the model fit index. Finally, reliability analysis was performed on the response data of the entire questionnaire. A multicultural competence scale for students was thus developed that comprised 24 items, including foundation competence (self-understanding competence, situational understanding competence) and basic competence (critical thinking competence, creative problem-solving competence, communication competence, community competence). This study is meaningful in that it developed a useful scale that can be employed to understand the current status of multicultural competence of students living in a multicultural society and for follow-up studies related to multicultural education. 본 연구에서는 다문화사회에서 살고 있는 학생들의 관련 역량 현황을 분석하고, 다문화교육의 교육적 성과 분석에 활용할 수 있는 새로운 척도를 개발하고 타당도와 신뢰도 검증을 수행하였다. 이를 위해 다문화교육을 목표로 다문화 역량 개념을 도출한 이전 연구를 기초로 각 역량별 6개 문항을 개발하였다. 새로 개발한 척도를 활용하여 설문조사를 실시하고, 전체 표본(N=622)을 독립된 두 개의 표본으로 무작위 분할하여 요인분석을 실시하였다. 먼저, 표본 1(n=321)을 대상으로 탐색적 요인분석을실시하고, 다문화 역량의 개념적 정의에 따라 새로 개발한 척도의 구인타당도를 검증하였다. 다음으로표본 2(n=301)를 활용하여 탐색적 요인분석 결과와 동일한 구조 모형에 대한 확인적 요인분석을 실시하였다. 전체문항을 활용한 구조 모형을 경쟁모형으로 설정하여 모형 적합도 지수를 비교하여 타당도를 검증하였다. 마지막으로 전체 설문 응답자료를 활용하여 신뢰도 분석을 실시하였다. 그 결과, 토대역량(자기이해역량, 상황이해역량)과 기초역량(비판적 사고역량, 의적 문제해결역량, 의사소통역량, 공동체역량)의 총 24문항으로 구성된 학생용 다문화 역량 척도를 개발하였다. 본 연구는 다문화사회를 살고 잇는 학생들의 다문화역량 현황 파악과 다문화 교육과 관련한 여러 후속 연구에 활용할 수있는 유용한 척도를 개발했다는 점에서 의의를 찾을 수 있다.

국어과 창의, 인성 교육의 실행 원리 탐색 : 국어과 핵심 역량의 개념화를 바탕으로

김규훈,김혜숙 한국어교육학회 2013 국어교육 Vol.0 No.140

This study aims at exploring implementation principles of the creativity & personality education in Korean language subject based on a conceptualizing the key competence of Korean language subject which could be using it in Korean language class and applying to creative experience activities. It has a meaning of planning effective teaching-learning ways by consideration of a theoretical connection between the key competence of Korean language subject and the creativity & personality education in Korean language subject. The creativity & personality education in Korean language subject could be implementing by conceptualizing the key competence of Korean language subject. Because the creativity & personality education in Korean language subject is an educational method for aiming the key competence of Korean language subject as a goal. The key competence of Korean language subject is a competence which is especially achieved by Korean language education among the key competence of all subjects. These categorized key competence are the competence of “Text Communication, Complex Literacy, Task Research, Self Examination, Environmental Corresponding, Culture Enjoyment”. And then this study define elements of the creativity & personality education in Korean language subject to connect with these key competences. The elements of the creativity education are “thinking” as an original quality and “discovery and solving” as an activity feature. And the elements of the personality education is focused on the moral “attitude” which is in lists of personality virtue. These elements are subordinately connected to those six categories of key competences, and each class theme could be planned. This study shows a real theme of class, “Environmental Corresponding Competence-oriented, the Grammar understanding and inquiring through the Reading-Playacting"