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The functions and roles of universities are required to change due to rapid social changes and the Fourth Industrial Revolution. The government is conducting a basic competency assessment of universities, and universities are aiming to cultivate talented people according to the needs of modern society. Based on the characteristics of each university, core competencies are set and the curriculum is reorganized to implement at competency-based curriculum. This study identifies the effects and improvements of core-competency education through an analysis of the learning performance of students who took an English conversation class at K University, which set and implemented core competencies. We would like to find out an effective direction for general English education based on core competencies that meets the needs of learners and develops the intended talents of universities. To this end, this study compared and analyzed learning outcomes using a preand post-test design, and reviewed them in detail in each academic field. In addition, we analyzed ‘Reasons for Studying English’ and ‘Satisfaction with English Conversation classes’ by academic field to uncover problems and suggest a direction for general English education.

본 연구의 목적은 초등교사들의 직무수행을 위해 필요한 핵심역량을 분석하고, 탁월한 수행자들의 사례 및 노하우를 통해 발견된 요소들을 교육내용에 직접 반영시킬 수 있는 구체적 자료를 개발하고자 하는 것이다. 이 과정에서 효과적 방법으로 EPP(Education Planning Process)모델을 적용하였다. EPP모델에 따른 교사핵심역량분석과정은 크게 6단계의 절차(1단계: 교사직무 및 핵심역량에 관한 기초연구, 2단계: 교사 핵심역량에 관한 전문가 협의, 3단계: 핵심역량에 관한 실제사례분석, 4단계: 핵심역량 수행성과 모델 초안개발, 5단계: 교사직무 과제 및 핵심역량 매트릭스작성, 6단계: 핵심역량 수행성과 모델 검증)에 걸쳐 진행되었다. 교육전문가는 물론 해당 직무를 탁월하게 수행하는 교사들, 현장전문가 등의 전문패널들이 참여하여 결과물에 대한 타당성과 신뢰도를 높였다. 또 현장의 상황을 잘 반영할 수 있도록 최고직무 수행자들을 심층면담함으로써 패널 또는 설문조사로 밝혀내기 어려운 구체적인 내용과 실천적 과정 등을 이끌어 낼 수 있었다. 도출된 모델 초안을 검증하는 단계를 가짐으로써 교사교육을 위한 교육내용 개발에 훨씬 면밀한 준거자료를 제시할 수 있었다. 초등 교사들의 핵심역량은 무엇인가에 대한 결과는 총 여섯 가지의 테마로 학습자 기반 역량과 전문성 개발 역량, 직무처리 역량, 교육에 관한 태도 역량, 관계 역량, 그리고 기질적 역량으로 나타났다. 이는 또한 직무별 핵심역량으로 교육과정개발을 위한 매트릭스로 작성되었다. 탁월한 수행자가 발현하는 차별성 있는 핵심역량이 무엇인지 분석되어 제시된다면 연수대상별로 요구가 다양하게 나타날 것이고, 이를 바탕으로 적절히 개발된 교사교육과정은 훨씬 효과적인 결과를 보여주게 될 것이다.

The purpose of this study was to analyze core-competency of elementary school teacher, which knowledge, skills, ability, and attitudes, required to perform teachers’ tasks and to examine the process of the acquisition based on EPP(Educational Planning Process) model. The EPP model was initially utilized by Hewlett Packard company to develop their educational program through analyzing and adopting the know-how and successive cases of high performers in their company. This model was consisted of 6 steps of executing, which are 1) basic study of teachers’ tasks and core-competency, 2) panel discussion of teachers’ core-competency, 3)analysis of practical cases, 4)development of draft performance model, 5)framing matrix of teachers’ tasks and core-competency, 6)confirmation of the final version of the model. 6 themes of the core-competency domain were emerged as the contents of this study. The 6themes were 1)learner based competency, 2)expertise developing competency, 3)tasks processing competency, 4)perspectives of education competency, 5)relationships competency, and 6)personality competency. More specific core-competency were classified based on the 6themes.

Purpose: To develop a comprehensive framework for evaluating the core competencies of nursing facultywithin the realm of international collaborative education, aiming to establish clear criteria for recruitment,training, and teaching assessment that will enhance the sustainability and quality of internationalnursing education programs. Methods: Drawing on the principles of "cross-cultural theory,” "role theory,” and the "iceberg competencymodel,” this study utilized a mixed-methods approach, including literature review,semi-structured interviews, work logs, the Delphi method, and analytic hierarchy process (AHP) todetermine the content and weight of core competency indicators for nursing faculty in internationalcollaborative education. Results: A core competency framework for nursing educators in international collaborative programswas developed through two rounds of expert consultations, resulting in 7 primary indicators, 15 secondaryindicators, and 55 tertiary indicators. The primary indicators are as follows: international nursingprofessional competency (.37), humanistic care (.23), teaching quality management and enhancement(.12), critical thinking ability (.10), internationalization in research and collaboration (.08), internationalnursing management and collaboration (.06), and informatics capabilities (.05). The framework's reliabilitywas validated using analytic hierarchy process, with authority coefficients ranging from .92 to .94. Conclusion: The established framework for evaluating the core competencies of nursing faculty underthe auspices of international collaborative education is scientifically robust, comprehensive, and detailed. It serves to delineate the capabilities required of nursing educators in international collaborative settings,offering educational institutions a basis for recruitment, training, and instructional assessment. Thisfacilitates the sustainable advancement of international collaborative nursing education.

Purpose: This study aimed to examine the relationship between future core nursing competencies and key variables, identifying factors influencing these competencies among senior nursing students. Methods: This cross-sectional study included 150 third- and fourth-year nursing stu- dents in South Korea. Based on King’s Dynamic Interaction System Model, perceived work value and individual innovative behavior were categorized as personal systems, interpersonal competence as an interpersonal system, and adhocracy culture as a social system. Participants completed self-reported online questionnaires to assess factors influ- encing future core nursing competencies. Results: Hierarchical multiple regression analysis identified interpersonal competency (β=0.32, p=.012) and adhocracy culture (β=0.23, p=.010) as significant predictors of future core nursing competency explaining 30.9% of the variance. Conclusion: Enhancing future core nursing competency among senior nursing students requires continuous education and counseling programs to strengthen interpersonal competency. Establishing an adhocracy culture involves recognizing creative ideas, fos- tering open communication for freely expressing ideas, and encouraging innovation. Therefore, developing interpersonal competence and promoting an adhocracy culture is essential for improving future core nursing competency in senior nursing students.

Purpose: Hemiplegic patients often experience malnutrition and feeding risks due to disabilities and inadequate nursing support; nursing roles regarding mealtime assistance remain unclear in China. Therefore, this study aimed to clarify the core knowledge and skills of nursing competency regarding mealtime assistance for hemiplegic patients in China. Methods: A cross-sectional survey of self-administered questionnaire to 640 nurses (response rate: 57.7%) from two tertiary teaching hospitals and two sanatoriums was conducted. Survey content included 25 items regarding the mealtime assistance competency plus 6 items on demographic characteristics. The factor structure of the 25 items was explored and verified by exploratory and confirmatory factor analysis. Its reliability was confirmed by Cronbach's alpha. Results: Three factors including 22 items with a cumulative rate of 60.9% were identified: “Assistance knowledge and skills for acute period”, “Knowledge about assistance and guidance for recovery period,” and “Professional basic knowledge regarding hemiplegia.” Its reliability was ensured with Cronbach's alpha ranging from .86 to .96. In addition, evidence for its construct validity was obtained, as structural equation modeling revealed a good fit to the data within the allowable range based on various fit indices. Conclusion: This study clarified the core knowledge and skills regarding mealtime assistance competency for hemiplegic patients, with “Assistance for acute period” most concerned, followed by “assistance and guidance for recovery period,” and “Professional basic knowledge,” and the latter two need more attention. Obtained results can provide useful evidence for competent nursing practice to improve the quality of mealtime assistance for hemiplegic patients in China.

본 연구의 목적은 가이드라인에 따른 임상핵심역량강화 프로그램 개발과, 개발된 프로그램의 효과 를 검증하는 것이다. 본 연구에서 개발된 임상핵심역량강화 프로그램은 38시간 8주의 교육으로 기본 역량, 시스템 기반 역량, 실무역량 강화를 위한 모듈로 구성되었다. 개발된 프로그램은 전문가 내용 타당도 검증을 거친 후 2020년 3월부터 7월까지 신규간호사 47명에게 적용되었다. 중재 전, 후, 중재 8주 후 임상핵심역량은 유의하게 향상되었다(F=31.65, p<.001). 임상핵심역량의 하부 요인을 살펴보 면 자료수집(F=14.32, p<.001), 기본간호(F=48.70, p<.001), 의사소통(F=32.35, p<.001), 비판적 사고 (F=9.92, p<.001), 교육과 리더십(F=3.72, p<.032), 간호관리(F=8.25, p<.001)가 유의하게 상승되었다. 임상핵심역량강화 프로그램의 적용은 신규간호사의 임상역량향상과 간호의 질적 향상을 가져올 수 있을 것이다.

The purpose of this study is to develop the Clinical Core Competency Empowerment Program (CCCEP) according to existing educational guidelines and identify the effectiveness of the developed program. The CCCEP is a 38-hour, 8-week program consisting of three empowerment modules: basic competency, system-based competency, and practical competency. This program was revised through an expert content validity verification process and offered to 47 participants-all new graduate nurses-from March to July 2020. The nurses' competency was assessed before, immediately after, and 8 weeks after the CCCEP was rolled out; the results showed that the nurses' clinical core competency had significantly increased following the intervention (F=31.65, p <.001). Specifically, the sub-factors of their clinical core competency were significantly improved, including data collection (F=14.32, p <.001), basic nursing care (F=48.70, p <.001), communication (F=32.35, p <.001), critical thinking (F=9.92, p <.001), teaching and leadership (F=3.72, p <.032), and nursing management (F=8.25, p <.001). Therefore, these results suggest that the use of the CCCEP could improve new nurses' clinical core competence and the quality of nursing practice.

본 연구는 반도체 설계전문기업의 경쟁력수준을 분석하는 데 초점을 맞추고 있다. 해당 기업의 경쟁력은 제품개발, 축적기술, 시장관련능력, 인적자원 그리고 경영시스템 등의 범주에서 분석하였다. 분석대상은 73개 기 업으로 하였고, 이들 기업의 자료는 설문지 수거와 직접 응답방식을 병행하여 수집하였다. 설문은 명목척도를 활 용하여 경쟁력 범주에 대한 중요도 순위와 경쟁력 범주별 세부항목의 수준(100점 기준)에 대하여 응답하도록 구성 하였다. 분석결과, 중요하다고 인식하고 있는 경쟁력 범주와 실제 간에는 차이가 존재하고 있었다. 경쟁력 범주에 대한 중요도 인식순위는 제품개발, 축적기술, 시장관련능력, 인적자원 그리고 경영시스템 등으로 나타났다. 그러나 실제 현실적인 경쟁력 수준은 인적자원역량의 경쟁력이 가장 높았고, 그 다음으로 경영시스템, 제품개발 및 축적 기술 등의 순으로 확인되었다. 가장 경쟁력이 취약한 범주는 시장관련역량으로, 이 범주의 경쟁력 제고(고객층 발 굴, 시장 및 고객정보수집, 관련 정보분석 등)를 위한 노력이 더욱 필요하다고 볼 수 있다.

The purpose of this study is to analyze the level of competitiveness of semiconductor design firms of Korea. The categories of competitiveness are divided into product development, accumulated technology, market-related competencies, human resources, and management system. The sample of 73 semiconductor design companies were used, and the analysis data were gathered by parallel with the questionnaire and the surveyor visited. For respondents, importance of competitiveness factor was prioritized using nominal scale and the competitiveness of each item is expressed based on 100 points. It was confirmed that there was a difference between the order of importance and the actual level of core competence. The ranking of the importance of core competencies is in the order of product development, technical capability, market-related competencies, human resources, and management system. However, in terms of actual competitiveness in each category, human resources were the best, followed by the management level. The product development and technology competencies were in order. The market-related competitiveness was found to be the most urgently raised. In order to increase the market related competitiveness, a new customer base must be developed and the information acquisition capability of the customer, and the ability to analyze their data needs to be improved.

Purpose: This study was aimed to find out the effect of core competency and teaching style on preceptor self-efficacy among preceptors. Methods: One hundred twelve nurses working at four university hospitals with previous preceptor experience participated in the survey. The data were analyzed by t-test, ANOVA, Pearson correlation coefficients and multiple regression. Results: The preceptors used 'judgment-initiative' teaching style most frequently, and reported the highest scores in the role model dimension of core competency. There were significant positive relations between age (r=.266, p=.005), clinical experience (r=.274, p=.004), preceptorship experience (r=.204, p=.032), core competency (r=.593, p<.001) and preceptor self- efficacy. But preceptor self-efficacy was not significantly different depending on the teaching style (F=0.72, p=.54). The most predictive factors of the preceptor self-efficacy were core competency and teaching style (judgment)(F=31.849, p<.001). The explained variance for preceptor self-efficacy was 35.9% in the model. Conclusion: The preceptor self-efficacy is essential for the preceptors' successful teaching experience and the clinical competency improvement of the entry level nurses. Management for an effective preceptor training program needs to focus on the improvement of core competency of preceptors, which will lead to strengthen their self-efficacy.

국내 지역대표도서관은 「도서관법」에 따른 개별 공공도서관인 동시에 광역시·도를 대표하는 도서관이다. 그러나 현 단계 대다수 지역대표도서관의 위상과 역할은 대규모 공공도서관에 불과할 정도로 취약하다. 이러한 현실에 주목하여 본 연구는 지역대표도서관의 주요 약점과 한계를 분석한 다음, 그 명칭을 광역대표도서관으로 개칭해야 한다는 전제 하에 「도서관법」의 개정·보완, 수행업무의 재구성과 충실화, 핵심역량과 직결되는 인력 및 운영조직 확대 등의 측면에서 위상정립 및 운영의 정상화 방안을 제시하였다.

According to the library act, the regional central library is not only a public library but also a library representing the metropolitan municipalities in Korea. But the status and role of current representative libraries are so weak that they are nothing more than large public libraries. Focusing on realistic vulnerability, this study analyzed the major weaknesses and limitations of regional central libraries and suggested ways to normalize legal positions and operations in terms of revising and supplementing the library act, restructuring and strengthening the tasks to be performed, and expanding the manpower and operating organization directly connected with core competencies.

Purpose: This study attempts to examine the extent to which competencies were identified in a Korean community nursing practice based on the 11 core competencies required by US health nurses. Methods: This was a descriptive research study, and the subjects of this study were 11 students who were in a four-year nursing course. Data were collected by means of a questionnaire from October 19 to November 22, 2016. Results: Core competencies in total were practiced in 60.0% to 98.5% of schools in Korea. Among these, competencies corresponding to the practice level of 'high' were identified as 'communicating effectively with community nursing subjects and colleagues, and accepting various personal characteristics without criticism or prejudice'. On the other hand, competencies corresponding to the practice level of 'low' were identified as 'to comply with social justice, public good, public health principles, and leadership in a community nursing practice'. Conclusion: This study can be used as a resource to categorize the competence of nursing students expected in the field of community nursing. Based on a careful review of core competencies with low practice, it is necessary to seek specific practical strategies to strengthen these competencies in the future.

목적: 본 연구는 프리셉터 간호사의 갈등관리 유형을 유형화하고 갈등관리 유형이 프리셉터 간호사의 역할인식과 핵심역량에 미치는 영향을 파악하는 것을 목적으로 하였다. 방법: 2022년 7월 1일부터 7월 31일까지 종합병원에서 2년 이상 근무경력이 있는 프리셉터 간호사 192명을 대상으로 자료를 수집하였다. 구조화된 도구를 이용하여 갈등관리 유형, 프리셉터 역할인식 및 프리셉터 핵심역량을 조사하였다. 갈등관리 유형분류를 위하여 K-means 군집분석을 실시하였고 일반적 특성 및 갈등관리 유형에 따른 종속변수의 차이는 독립표본 t-검정, one-way ANOVA을 실시하였다. 종속변수에 영향을 미치는 요인은 다중회귀분석을 이용하여 분석하였다. 결과: 갈등관리 유형은 4가지 유형[종합형(군집1), 통합/의무/타협형(군집2), 미분화형(군집3), 의무/회피형(군집4)]으로 분류되었다. 갈등관리 유형이 계사의 역할인식에 미치는 영향은 군집2(통합/의무/타협형), 군집4(의무/회피형) 순이었다. 다음으로 군집1(종합형), 군집2(통합/의무/타협형), 군집4(의무/회피형) 순으로 나타났다. 결론: 프리셉터 간호사가 갈등관리의 다양한 속성을 고루 혼합하여 사용할 때 효과적인 역할인식과 핵심역량을 발휘하는 것으로 나타났다. 따라서 프리셉터 간호사를 위한 갈등관리 훈련프로그램 개발 시, 프리셉터 간호사의 갈등관리 유형을 파악한 후 부족한 부분을 보완할 수 있는 훈련프로그램을 개발하여 적용하는 것을 제안한다.

Purpose: The objectives of this study were to categorize the conflict management types of preceptor nurses anddetermine the effects of these types on preceptors’ role perception and core competencies. Methods: Data wascollected from 192 preceptor nurses with at least two years experiences in general hospitals, from July 1 to July 31,2022. Conflict management type, preceptor role perception, and core competency were investigated usingstructured instruments. The data was analyzed using K-means cluster analysis, Independent samples t-test, One-wayANOVA with Scheffe?‘s test, and multiple regression analysis. Results: The conflict management types werecategorized into four types; comprehensive type (cluster 1), integrating, obliging, compromising type (cluster 2),undifferentiated type (cluster 3) and obliging, avoiding type (cluster 4). The effect of conflict management types onpreceptors’ role recognition occurred in the following order of cluster 2 (integrating/obliging/compromising type),cluster 1 (comprehensive type), and cluster 4 (obliging/avoiding type). Next, cluster 1 (comprehensive type), cluster2 (integrating/obliging/compromising type), and cluster 4 (obliging/avoiding type) were shown in the order of theimpact on the core competencies of the preceptor. Conclusion: When preceptor nurses use a mixture of variousattributes of conflict management evenly, they have been shown to demonstrate effective preceptor role recognitionand core competencies. Therefore, it is proposed that future development of conflict management training programsfor preceptor nurses should begin with identifying their conflict management type, followed by creating a programthat addresses any deficiencies.

최근 학부 대학교육에서 직무를 성공적으로 수행하는데 필요한 역량인 직업기초능력 향상의 필요성이 강조되고 있다. 이에 본 연구는 사회복지분야에서 필요로 하는 직업기초능력과 실제 활용도를 파악하여 현장 요구에 부합한 교육체계 마련을 위한 기초 자료를 제공하고자 이루어졌다. 이를 위해 공공 및 민간 영역의 사회복지사 269명을 대상으로 사회복지 실천에 있어서 직업기초능력의 필요도와 활용도, 이들 간의 차이를 분석하였다. 분석 결과 필요도의 경우 대인관계능력, 자기관리 및 개발 능력, 문제해결능력 점수가 높았고, 활용도의 경우 대인관계능력, 문제해결능력, 의사소통능력 순으로 나타났다. 필요도와 활용도의 차이를 분석한 결과 자원활용능력, 자기관리 및 개발능력, 조직이해능력의 차이가 큰 것으로 나타났다. 이러한 결과를 기초로 사회복지분야 학부 교육의 개선 방안을 제안하였다.

The purpose of this study was to explore necessity and utilization of core competency in the field of social work and the gap between them(necessity and utilization). For the purpose 269 social workers were surveyed in Chonbuk province. The Major finding are as follows. First, The most necessary core competencies were human relationship, self management and development and problem solving. Second, Core competencies that were being most frequently in practice were human relationship, problem solving and communication. lastly, core competencies that were having big gap between necessity and utilization were resource use, self management and development and organizational skills. On basis of these results, this paper provided some strategics for improving social welfare education program for undergraduate students.

연구목적: 본 연구의 목적은 병원 간호단위관리자의 핵심직무-핵심역량 매트릭스를 개발하고 확인된 핵심역량의 중요도-수행도의 수준을 확인하는 것이다. 연구방법: 7명의 간호단위관리자로 구성된 전문가 집단을 대상으로 핵심직무-핵심역량을 확인하였고, 도출된 핵심직무-핵심역량 매트릭스에 대한 전문가 검증 단계를 거쳤다. 간호단위관리자 핵심역량의 중요도-수행도의 수준 측정은 196명의 간호사를 대상으로 설문조사를 통해 확인하였다. 연구결과: 병원 간호단위관리자의 38개의 핵심직무와 5개 역량군, 37개의 핵심역량이 도출되었다. 5개의 역량군은 임상수행역량군, 인간관계역량군, 전문직 역량군, 리더십 역량군, 비즈니스 역량군이었다. 확인된 핵심직무와 핵심역량을 바탕으로 핵심직무-핵심역량 매트릭스를 개발하였다. 핵심역량에 대한 중요도-수행도 측정 결과는 중요도(3.50±.30)의 평균이 수행도(3.03±.34)의 평균보다 높게 나타났다. 결론: 병원 간호단위관리자의 핵심직무와 핵심역량의 도출은 간호관리자의 역량을 증진시키기 위한 프로그램을 개발하고 간호관리자의 역량을 평가하기 위한 기초자료를 제공할 수 있을 것이다.

Purpose: The aim of this study was to develop the nursing management core task and competency matrix for hospital unit managers. The perceived level of importance and performance of identified core competencies by unit managers were also investigated. Methods: Literature review and expert survey identified nursing management core task and competencies. Subsequently, the core task and competency matrix was developed and validated by expert panel. A survey of 196 nurse managers from 3 cities identified perceived importance and performance of core competiences. Results: Thirty-eight nursing management core task and thirty-seven nursing management core competencies were identified comprising five categories; Clinical practice knowledge, Evidence-based practice, Employee development, Strategic planning and Initiative. Based on the core task and competencies, the task and competency matrix for unit managers was developed. In the analysis of importance and performance of core competencies, the mean score of importance (3.50±0.30) was higher than the mean score of performance (3.03±0.34). Conclusion: The development of core task and competencies for unit managers in hospitals provides a guide for the development and evaluation of programs designed to increase competence of unit managers.

본 연구는 간호대학생의 국제보건간호역량과 셀프리더십, 핵심역량에 간호역량개발 글로벌 특강 프로그램 이 미치는 효과를 검증하기 위해 수행되었다. 간호대학생 53명을 대상으로 간호역량개발 글로벌 특강프로그램 전 과 후 국제보건간호역량, 셀프리더십, 핵심역량을 측정한 단일군 전후 비교조사를 진행하였으며, SPSS/WIN 24.0 프로그램으로 분석하였다. 간호역량개발 글로벌 특강 프로그램은 총 610분 과정으로 진행되었으며, 3개의 섹션으 로 구성되었다. 프로그램 내용은 간호사의 역할과 책임, 미국간호사 되기, 간호사의 미래에 대하여 강의식과 Zoom을 통한 미국 교수와 미국 간호사와의 토론 방법으로 진행되었다. 프로그램 중재 결과 국제보건간호역량 (t=-6.72, p<.001), 셀프리더십(t=-3.30, p=.002), 핵심역량(t=-4.70, p<.001)이 모두 프로그램 적용 후에 향상되었으 며, 이는 통계적으로 의미가 있었다. 연구결과를 바탕으로 추후 국제보건간호역량, 셀프리더십, 핵심역량을 향상 시킬 수 있는 프로그램의 적용을 통해 간호대학생의 간호역량을 향상시키고, 나아가 국제적 리더로서의 간호사를 양성하는데 도움이 되기를 바란다.

This study was conducted to verify the effect of the nursing competency development global program(NCDGP) on global health nursing competency, self-leadership, and core competency of nursing students. This survey was conducted with 53 nursing students before and after the NCDGP program. Analysis was performed using the SPSS/WIN 24.0 program. NCDGP consists of three sections. The contents of the program included lectures on the roles and responsibilities of nurses, becoming a nurse in United state, and the future of nurses, as well as discussions with professors and nurses in United state via Zoom. As a result of the study, global nursing competency(t=-6.72, p<.001), self-leadership(t=-3.30, p=.002), and core competency(t=-470, p<.001) increased significantly. Based on the research results, it is hoped that it will help to improve nursing competency and educate as an global leader.

이 연구의 목적은 대학 무용전공자의 핵심역량 지수를 개발하는 것이다. 이를 위해 핵심역량 관련 문헌연구를 기반으로 전문가회의를 통해 대학 무용전공자 핵심역량 진단도구를 구성하였으며 무용전공 대학생을 대상으로 설문조사 를 실시하고, 핵심역량 지수 개발을 위해 전문가를 선정하여 가중치를 도출하였다. 자료분석은 탐색적 요인분석, 확인적 요인분석을 실시하여 신뢰도와 타당도를 확보하고 AHP 분석을 실시하였으며, SPSS 21.0 프로그램과 MS excel을 사용 하였다. 그 결과 첫째, 대학 무용전공자의 핵심역량 진단도구는 학습역량(학습인식, 학습자세, 학습실천, 학습관리) 19문 항과 직업역량(직업이해, 진로탐색, 진로설계, 진로계발) 19문항으로 개발되었다. 둘째, 대학 무용전공자 핵심역량 진단 도구의 요인별 가중치 분석을 위해 AHP 분석을 실시한 결과, 학습역량이 직업역량보다 평균 및 가중치 부여 후의 평균이 높게 나타났으나 두요인 모두 중상 수준인 것으로 나타났으며, 가중치 부여 후 학습실천(84.91)이 가장 낮고 학습역량의 학습관리(97.74)로 가장 높게 나타났고, 직업역량의 경우 진로계발(80.76)이 가장 낮고 진로설계(85.88)요인이 가장 높게 나타났다. 결론적으로 대학 무용전공자 핵심역량 수준은 높으나 실천적인 행동 요인이 낮은 것으로 나타나 역량 발휘의 실천력을 높일 수 있는 지도자의 역할과 프로그램이 필요할 것이다. 대학 무용전공자의 핵심역량 지수를 개발하여 핵심역량의 수준과 특성을 살펴본 것에 의의가 있다.

The purpose of this study is to develop a core competency index of university dance majors. For this study, an experts’meeting was conducted to construct a university dance major core competency diagnosis instrument. Then weightsof core competency index were extracted. The study findings are as follows. First, a university dance major core competency diagnosis instrument consisting of learning competencies and vocational competencies was developed. Second, according to the result of AHP analysis conducted to analyze weights of individual factors of learning competencies had a higher average than vocational competencies even after weights were added, but both factors were at a mid-upper level. After weights were added, among learning competencies, learning practice had the lowest average and learning management had the highest average. Among vocational competencies, career development had the lowest average and career design had the highest average. In conclusion, the level of core competencies of university dance majors was high, but the level of practical behavior was low. This means instructor’s role and program for improving performance of competencies are required.

본 연구에서는 교수의 핵심역량과 대학생의 인지역량 및 생애역량의 구조적 분석을 위해 전국 7개 대학의 대학생 500명을 대상으로 빈도분석, 기술통계분석, 신뢰도 분석, 상관분석과 확인적 요인분석, 구조방정식모형 분석을 실시하였다. 연구결과, 교수의 핵심역량은 대학생의 생애역량에 유의한 영향을 미치는 것을 알 수 있었으며, 교수의 핵심역량은 대학생의 인지역량에 유의한 영향을 미치는 것을 알 수 있었다. 또한 대학생의 인지역량은 생애역량에 유의한 영향을 미치는 것을 알 수 있었으며, 대학생의 인지역량은 교수의 핵심역량과 대학생의 생애역량 사이에서 유의한 매개효과가 있음을 확인할 수 있었다. 이는 교수의 핵심역량이 대학생의 인지역량을 기반으로 생애역량에 더 많은 영향을 준다고 할 수 있다.

The subjects were 500 college students in 7 provincial areas for the study on the structural relation among professors’ core competency, college students’ cognitive learning competency and life competencies. The statistical methods of this study were as follows: frequency analysis, descriptive statistic analysis, exploratory factor analysis, reliability analysis, correlation analysis, confirmatory factor analysis, and structure equation model analysis. The results of the study are as follows. First, the lifelong learning educators' college students recognized core competency significantly affects on the college students' life competencies. Second, the lifelong learning educators' core competency significantly affects on the college students' cognitive learning competency. Third, the college students' cognitive learning competency significantly affects on life competencies. Fourth, the college students' cognitive learning competency has a significant mediating effect between the lifelong learning educators' core competency and the college students' life competencies. In other words, the lifelong learning educators' core competency based on the college students' cognitive learning competency has great effect on life competencies.

Purpose: The purpose of the study was to investigate the core competency and educational needs of paramedic students in disaster management. Methods: A self-reported questionnaire was completed by 207 paramedic students between June 1 and October 29, 2017. The study instrument included disaster preparedness (15 items), disaster management core competency (26 items), disaster education needs (26 items). Data were analyzed using t-test, ANOVA, and Duncan’s multiple range test using IBM SPSS 24.0. Results: The students reported that only 13% had experienced or witnessed disasters; however, 95.2% would be willing to help in the event of a disaster. Their disaster preparedness was 1.84 points on a 3-point scale. We did see differences in disaster preparedness by background: hospital practice (F=5.352, p=.001); fire-fighting practice (F=8.994, p=.000). The students had a core competency of disaster management at 3.25 points on a 5-point scale with differences depending on major satisfaction (F=3.760, p=.006). The level of student demands for disaster education was 4.29 points. Conclusion: If variety of educational environments are provided for disaster-related learning and training, the core competency of disaster management for paramedic students will improve. The students will be available as disaster management experts in various fields, even after graduation.

Purpose: The purpose of the study was to investigate the core competency of disaster management of 119 paramedics. Methods: A self-reported questionnaire was completed by 242 paramedics in C area from April 28 to May 12, 2017. The study instrument included general characteristics of the subjects (4 items), disaster experience, recognition, and preparedness (20 items), and importance and performance of disaster management core competency (24 items) by Likert 5-point scale. Data were analyzed using t-test, ANOVA, Pearson’s correlation coefficient using IBM SPSS 24.0. Results: The seriousness of personal disaster was 4.02 points and the importance of disaster-related education was 4.28 points. The importance to core competency of disaster management was 4.39 points and the ability to perform core competency was 3.58 points. The seriousness of personal disaster and the importance of disaster-related education were positively correlated (r=.600, p=.000). The importance and ability to perform core competency were positively correlated (r=.389, p=.000). Conclusion: It is necessary to strengthen core competency of disaster management in paramedics who are the first defense line of disaster.

본고에서는 학력이나 학벌과 무관하게 일반적인 핵심직업능력을 평가하는 시스템의 설계문제를 중심으로, 그 필요성과 외국사례, 국내 추진 현황 등을 개관한 후 향후 발전 방안을 모색해보았다. 학력이나 학벌보다 업무수행능력을 더 잘 보여줄 수 있는 새로운 신호기제의 구축을 위해서는 어떤 직업에도 적용가능하고, 가장 기초적이면서 핵심적인 업무수행능력, 즉 일반적 숙련을 측정하는 핵심직업능력평가시스템이 필요하다. 이를 위해 호주의 GSA(Graduate Skills Assessment), 미국의 CLA(Collegiate Learning Assessment)와 MAPP(Measure of Academic Proficiency and Progress)처럼 국내에서는 이미 교과부와 한국직업능력개발원이 중심이 되어 대학생 핵심역량 진단 시스템(K-CESA)의 구축이 추진되고 있다. 그러나 기업들에게 효과적인 종업원 선별기제(screening device)나 부가가치(value-added)측면에서 대학교육의 성과를 평가하는 기제로 활용되려면 K-CESA의 진단문항이 직업세계와 유사한 상황과 테스크(task)를 담을 수 있도록 수정, 보완되어야 하며, 이를 위해 본 과정에 산업계와의 협력체제가 구축되고 교과부와 고용부가 협력하여 공동으로 시스템 구축을 추진하는 것이 바람직하다.

This paper aims at investigating the ways of the development hereafter for system design problem to evaluate the core general vocational ability irrespective of educational background, following overview of the need, foreign cases and promoted status in Korea. To establish signal which is able to prove the performance better than educational background, it needs core competency evaluation system to apply any occupation, the most basic and core employee performance. To this, Korea has already been carrying forward the plan to establish K-CESA from Ministry of Education, Science and Technology, and Korea Research Institute for Vocational Education and Training in Korea, like GSA in Australia and CLA and MAPP in U.S. To accomplish the purpose to make device evaluating the performance of a university education in the aspects of value-added and using for effective employee screening device to corporation, question of K-CESA has to be modified for taking a similar situation demanded in the world of work and task. It is advisable for this to build a cooperative system with the industrial world, co-operated by the Ministry of Education, Science and Technology and Ministry of Employment and Labor.

본 연구는 디지털·AI 전환과 K-컬처 산업의 글로벌 확산에 대응하여 글로벌 K-컬처 융합인재에게 요구되는 핵심역량을 도출하고, 신뢰도와 타당도를 갖춘 진단 도구를 개발하는 것을 목적으로 한다. 선행연구 분석과 14인의 전문가를 대상으로 한 2차 델파이 조사를 통해 역량 구조와 문항의 내용 타당성을 검증하였으며, 이후 안면 타당도 검증, 탐색적 요인분석(EFA), 확인적 요인분석(CFA), 신뢰도 분석을 단계적으로 수행하였다. 연구결과, 핵심역량은 창의력, 소통력, 문제해결·분석력, 콘텐츠 제작·기술력, 융합력의 5개 역량군과 12개 하위 요인으로 도출되었으며, 최종 15문항의 진단 도구가 개발되었다. CFA 결과 모형 적합도(CFI=.960, TLI=.947)가 기준을 충족하였고, 내적 일관성(α=.983) 또한 높게 나타났다. 집단 간 분석에서는 성별과 참여 유형에 따라 일부 역량에서 유의한 차이가 확인되었다. 본 연구는 K-컬처 분야 핵심역량을 실증적으로 규명하고, 교육과정 설계 및 학습성과 평가에 활용 가능한 진단 도구를 제시하였다는 점에서 의의를 가진다.

This study aims to systematically identify the core competencies required of global K-Culture convergence talent in response to digital and AI transformation and the global expansion of the K-Culture industry, and to develop a competency diagnostic tool with established reliability and validity. Based on a review of prior literature, the conceptual framework of core competencies was established, followed by a two-round Delphi survey with 14 expert panelists to verify the competency structure and content validity of the items. Face validity assessment, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability analysis were then conducted sequentially. The results identified five core competency domains—Creativity, Communication, Critical Thinking, Contents Production and Technical Skills, and Convergence—comprising 12 sub-factors. The final diagnostic instrument consists of 15 items, with CFA results demonstrating satisfactory incremental fit indices (CFI=.960, TLI=.947) and very high internal consistency across all items (α=.983), confirming the tool's validity as a measurement instrument. Analysis of group differences revealed statistically significant variations by gender (Critical Thinking) and participation type (Creativity, Communication, Critical Thinking, and Convergence). This study contributes to the field by empirically identifying the core competencies required in K-Culture education and the content industry, and by presenting a diagnostic tool applicable to curriculum design and learning outcomes assessment.