공학계열 대학생의 핵심역량 진단(K-CESA) 결과에 따른 차이 분석

• 영문명: Analysis of the Differences in the Core Competencies Diagnosis(K-CESA) Result in Engineering Students: Focused on Major Field, Accredited Status, Gender, Admission Types
• 발행기관: 한국공학교육학회
• 저자명: 신동주(Sinn, Dongjoo ) 황지원(Hwang, Jiwon) 송오성(Song, Ohsung)
• 간행물 정보: 『공학교육연구』제22권 제4호, 50~60쪽, 전체 11쪽
• 주제분류: 공학 > 공학일반
• 파일형태: PDF
• 발행일자: 2019.07.30

영문 초록

This study aims to examine the differences between groups through the results of the core competency diagnosis, and to find out the differences in core competences depending on engineering education accreditation, gender, admission types. To this end, we analyzed the differences in K-CESA results on self-management capabilities, resources & information use, global competency, higher order thinking competency, and interpersonal competency in 2017 for the fourth graders of S University. An ANOVA of major field showed that the humanities had high overall competencies. The results of t-test of engineering students showed that accredited students had relatively low flexibility of their global competency, and that the analysis of their higher order thinking competency was relatively high. There were no statistically significant differences between groups depending on the admission types. Through these analyses, we presented suggestions such as the provision of specialized programs based on differences among different groups, the development of comprehensive thinking skills such as capstone design, the need to secure flexibility in engineering education accreditation, and the enhancement of female students resources & information use.

목차

Ⅰ. 서 론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 시사점

키워드

Engineering College students Major field Engineering education accreditation Admission types Core competency K-CESA