• Journal of Korean Academy of Nursing Administration
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• v.9 no.3
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• pp.481-494
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• 2003

Purpose: This study was to develop nursing competencies, sub-competencies and behavior indicators according to the clinical ladder of emergency nurses. Method: index of content validation was used by 21 clinical experts. Results: This study had three phases to develop nursing competencies, sub-competencies and behavior indicators. In first phase: 12 nursing competencies and 33 sub-competencies were developed through the literature review on nursing competency and emergency nurses' job description. The content of 12 competencies and 33 sub-competencies were reviewed by 3 nursing professors. The 12 competencies and 33 sub-competencies were followed: clinical judgement and measures(6 sub-competencies), processing ability of ward works(2 sub-competencies), flexibility(2 sub-competencies), resources management(2 sub-competencies), confidence(3 sub-competencies), cooperation(2 sub-competencies), professional development power(2 sub-competencies), patient service orientation(3 sub-competencies), inclination toward ethical value(5 sub-competencies), influence power(2 sub-competencies), developing others(2 sub-competencies), self control(2 sub-competencies). In second phase, 132 behavior indicators were developed according to nurse clinical ladder: novice, advanced novice, competent, proficient. In Third phase, content validity was examined on 132 behavior indicators by 21 clinical experts. 126 among 132 indicators had over 70% agreement among experts and 6 indicators under 70% were revised. Conclusion: nursing competencies, sub competencies and behavior indicators can be used nurses' clinical performance as well as establishing proper directions for professional growth related to reward system.

• The Mathematical Education
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• v.58 no.1
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• pp.55-77
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• 2019

Textbooks play a very important role as a medium for implementing curriculum in the school. This study aims to analyze tasks for mathematical competencies in the high school 'mathematics' textbooks based on the 2015 revised mathematics curriculum emphasizing competencies. And our study is based on the following two research question. 1. What is the relationship between core competencies and mathematical competencies? 2. What is the distribution of competencies of tasks for mathematical competencies presented in the textbooks? 3. How does the tasks for mathematical competencies reflect the meaning of the mathematical competencies? For this study, the tasks, marked mathematical competencies, were analyzed by elements of each mathematical competencies based on those concept proposed by basic research for the development of the latest mathematics curriculum. The implications of the study are as follows. First, it is necessary to make efforts to strengthen the connection with core competencies while making the most of characteristics of subject(mathematics). Second, it needs to refine the textbook authorization standards, and it should be utilized as an opportunity to improve the textbook. Third, in order to realize competencies-centered education in the school, there should be development of teaching and learning materials that can be used directly.

• Journal of the Korean earth science society
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• v.33 no.5
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• pp.450-458
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• 2012

This study explored ways to implement a competencies-based curriculum in schools by reviewing exemplary cases that have introduced Key Competencies (KCs) in the school science curriculum. Since the OECD redefined key competencies as 'what people should know and do in order to lead a successful life in a well-functioning society', many countries have emphasized the use of a competencies-based curriculum. Foreign and domestic classroom cases, which have used a competencies-based curriculum in science teaching, were collected and analyzed. Through open-ended interviews with teachers and principals, we investigated changes of teachers' professional knowledge and practice that were evident as a result of the implementation of competencies-based curriculum in science class. Foreign science teachers suggested ways to relate competencies-based curriculum and science curriculum including maintaining a balance between competencies-based curriculum and content-based curriculum. They also integrated KCs into all subject-based curriculums, gave priority to KCs over subject matter knowledge, and developed KCs through teaching science contents that students wanted to learn. On the other hand, Korean science teachers suggested reconstructing competencies-based curriculum by extracting common attributes from the existing subject areas. They also made KCs realized through content teaching, and developed various KCs within science contexts. Implications of the competencies-based curriculum for science teaching and learning were discussed at the end.

• Korean Journal of Human Ecology
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• v.14 no.6
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• pp.937-945
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• 2005

The purposes of this study were to examine the correlations of children's competencies perceived by fathers and mothers, and to investigate differences of children's competencies in relations to characters of the children and that of the parents. The subjects were 225 pairs of father-mother of 7 and of 12 year old children in Daejon. The major findings were as follows. (1) Children's competencies perceived by fathers and mothers were positively correlated with each other. (2) The gender of child affected much on father-perceived esthetic and musical competencies, and on mother-perceived responsible, intellectual, esthetic, and musical competencies. Child's age also had a great effect on father- and mother-perceived esthetic competencies of child. (3) There were no significant differences in children's competencies in relations to characters of parents except in father-perceived responsible competence by fathers' age and in intellectual competencies by income, and in mother-perceived social competences by mothers' job.

• Journal of Community Nutrition
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• v.8 no.3
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• pp.119-126
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• 2006

The purpose of this study was: 1) to investigate whether Korean dietitians are engaged in Foodservice Systems Management (FSM) competencies in their current jobs, and 2) to identify the relationship between types of dietetic practice areas and Korean dietitians' usage of FSM competencies. Fifteen FSM competencies were widely used, 17 were somewhat used, 13 were seldom used and the remaining two competencies were little or not used by the dietitians. The most used competency was related to menu planning (98%). Whereas, the least used competency was related to marketing skills (17%). As a whole, the categories of 'technical and communication skills' (78%) and 'production and distribution management' (77%) were more widely used than other FSM categories. Of 47 competencies, 34 competencies were found to be significantly associated with the type of practice area. Considering the findings, the type of dietetic practice area was a strong factor of Korean dietitians' usages of FSM competencies. Of 34 competencies associated with the type of dietetic practice area, 25 FSM competencies were more likely to be used by the dietitians from health care facilities.

• Journal of Agricultural Extension & Community Development
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• v.8 no.2
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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.

• Journal of Engineering Education Research
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• v.21 no.6
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• pp.63-73
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• 2018

This research aims to analyze core competencies of engineering students in Korea as well as to explore the application plans of extracurricular activities(hereafter, ECA) and programs in order to enhance their core competencies. Participation in ECA has long been recognized as having positive benefits and impacts upon students. To achieve the purpose of this study, first, we investigated whether there were differences between core competencies in undergraduates according to majors, gender and grades. 'Core competencies', first introduced in management theory as 'core competency' can be defined as personal attributes or underlining characteristics, capable of delivering a role or job. 'Core competencies' has received particular attention in recent years and there has been much related research (domestic and foreign) combined with diverse factors. However, few studies have addressed the question on engineering student's core competencies as well as the ways of their enhancement. This study was conducted with a total of 286 students, and core competencies have been measured online, through K-CESA. Our findings show that firstly, there were significant differences in undergraduate students' core competencies by majors. Engineering students scored significantly lower in core competencies overall. Second, there was no significant difference in students' core competencies by gender and grade. Third, there was a significant correlation among components of core competencies. Finally, there was a significant correlation between core competencies and grades(GPA, grades in major subject & liberal arts subject), rather levels in the correlation were low. Furthermore, the study suggested that the appropriate application of extracurricular activities would enhance core competencies of students.

• 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.

• The Journal of Information Systems
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• v.27 no.3
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• pp.161-180
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• 2018

Purpose One of the success factors of information system projects is to reduce requirements uncertainty through user engagement. So, in many recent IS development environment, a business analyst or business analysts are positioned between users and developers to drive user engagement to reduce requirements uncertainty. But, there are few studies that research about the competencies of business analysts for training and staffing. So, this study analyzed which underlying and practical competencies that positively influence user engagement are required. Design/methodology/approach The level of underlying and practical competencies required for business analysts and the level of user enagement in the IS development environment are collected through the survey. And, the causal relationship between the construct concepts which are underlying competencies, practical competencies and the user participation is analzed through the PLS analysis. Findings The results of this study show that the practial competencies of business analysts that positively have a significant impact on user engaement were studied as requirements development skills. Additionally, the underlying competencies of business analysts which have a significant impact on requirements development skills were examined as business knowledge and interaction skills rather than technical knowledge and communication skills.

• 대한공업교육학회지
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• v.30 no.1
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• pp.96-105
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• 2005

The purpose of this study is to measure the level of the key competencies of college students and to use it as the basic material so as to improve the key competencies. So the subject was 161 college students. The instrument used to measure the key competencies is that developed by Cheol-Young Jeong, which was partly revised with the help of a group of experts. The results of this study showed that most of the key competencies were above the average(3.0). But it appeared that the english document understanding skills(M=2.59) and international sense skills(M=2.91) of college students were below 3.0. Therefore, the university authorities will have to try to improve the key competencies with the development of a new curriculum concerning the key competencies of college students.