The differences in the core competency based on personal variables of university students

In order to achieve global competitiveness, university students should have core competency as creative convergent talent that can actively respond to changes, recreate culture with new ideas, and play a leadership role in a constantly diversifying society. Therefore, it is very important to analyze the core competencies of university students according to their major, grade, and gender, and to develop differentiated and systematic curriculum based on this. In this study, a core competency test (by S University, 2016) was conducted on 5770 students in years 1 to 4 at “S University” in Seoul. We analyzed the core competencies of students (creative competence, convergence competence, community competence, communication competence, leadership competence, and global competence) according to their major, grade, and gender. The results showed that there were differences in the 6 core competencies among college students according to their majors(p<.05): creativity and convergence competence were the highest in Art and the lowest in Law and Sports; communication and leadership competence were the highest in the convergence specialized free majors, and the lowest in Art; the highest communication competence was found in the humanities, and the lowest in convergence specialized free majors; global competence was the highest in the humanities, and lowest in the sports majors; Overall the six core competencies of Soongsil are the highest among those students in the convergence specialization. In addition, there were differences in core competencies among Korean university students according to the year of study students were(p<.05) in all 6 core competencies (p<.05), with the students in the 4th year being the highest in all 6 core competencies including the core competency total. The core competence of students was found to be higher in males than females in all areas of creativity, convergence, global competence and core competence, except communication. Based on these results, universities should develop appropriate curriculum considering majors, grade, and gender in order to effectively cultivate core competencies of students.

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An Input–Process–Output Model of Pilot Core Competencies

Aviation Psychology and Applied Human Factors ◽

10.1027/2192-0923/a000120 ◽

2017 ◽

Vol 7 (2) ◽

pp. 78-85 ◽

Cited By ~ 5

Author(s):

Heikki Mansikka ◽

Don Harris ◽

Kai Virtanen

Keyword(s):

Path Analysis ◽

Team Performance ◽

Core Competencies ◽

Core Competency ◽

Principal Component ◽

Analysis Model ◽

Input Process ◽

The Core ◽

Performance Framework ◽

Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

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A Study on the Core Competency for Product-Service System

Productivity Review ◽

10.15843/kpapr.29.2.201506.171 ◽

2015 ◽

Vol 29 (2) ◽

pp. 171-195 ◽

Cited By ~ 1

Author(s):

Hong, Yong-pyo ◽

Young Jun Kim

Keyword(s):

Service System ◽

Core Competency ◽

Product Service System ◽

The Core ◽

Product Service

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66. Innovation in the academic half-day CanMEDS medical expert competency for residency educations

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2827 ◽

2007 ◽

Vol 30 (4) ◽

pp. 65

Author(s):

H. R. Rajani ◽

C. Good

Keyword(s):

Core Competency ◽

Core Knowledge ◽

Specialist Training ◽

Medical Expert ◽

Learning Session ◽

Training Requirements ◽

The Core ◽

Case Based Learning ◽

Contact Hours ◽

Didactic Presentation

Over the past decade we have attempted various iterations of the academic half-day, but recurring trainee complaints of only didactic sessions, a parallel resident-directed “Nelsons” rounds, and low attendance necessitated a reconsideration of the approach. After discussion with the postgraduate trainees we divided the academic year into two blocks. An initial 8 week “summer program” with 24 student contact hours, focuses on the introduction to and review of common, critical care and emergency pediatric issues. The following 40 weeks has 120 student contact hours. Two thirds of the time is directed at the CanMEDS Medical Expert Core Competency. The postgraduate trainees have developed a three year core knowledge curriculum. The 200 “core” topics are mapped onto four international curricula; the RCPSC’s Objectives of Training and Specialty Training Requirements in Pediatrics using the Systems-Based Educational Objectives in the Core Program in Pediatrics, the American Board of Pediatrics – General Pediatrics Outline, and the Royal College of Pediatrics & Child Health (RCPCH) Framework of Competencies for Basic Specialist Training, and Core Higher Specialist Training in Paediatrics. The two hour Medical Expert session is divided equally into a postgraduate trainee didactic presentation, and a collaborator case-based learning session. Six weeks prior to the scheduled session the trainee and the assigned faculty collaborator receive the core Medical Expert topic mapped to the four international curricula. The pediatric trainee develops a didactic presentation along with a two page summary. The collaborator, a resource for the trainee’s didactic presentation, develops three clinical cases that emphasize core knowledge, and attends as a Medical Expert resource person. We are currently surveying the postgraduate trainees and faculty about this international-based core medical expert program of study.

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