교양교육의 글로벌 역량 강화 방안 사례 연구: 비교과 영역을 중심으로
Case Study on Global Competency Reinforcement of Liberal Arts Education: Focusing on Non-Curricular Areas
Department of Global Aviation Service, Pai Chai University, Daejeon, KoreaCorrespondence to:
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Korean J Aerosp Environ Med 2021; 31(1): 24-30
Published April 30, 2021
Copyright © Aerospace Medical Association of Korea.
Methods: In order to explore ways to reinforce the sub-competence of global competencies, this study was conducted at a four-year university in Chungcheong-do for one year in 2019, such as ‘Global Culture Talk’, ‘Global Travel’, ‘Global Nanta’, and ‘Making Global Friends’. Cases of comparison and application of educational programs were analyzed. The program was attended by the Department of Business Administration, Department of Aviation Service, Department of Design, Department of Manga Animation, Department of Broadcasting and Film, and foreign exchange students. The competency-centered curriculum not only has clear educational goals, but is also very advantageous in establishing a feedback system by measuring its performance. This study will assess the effectiveness of the education plan by diagnosing the change in competencies before and after the comparison and curriculum is operated.
Results: The overall global competency has increased by 0.2 points compared to 2017. By sub-sector, it was found that the flexibility increased by 1.4 points. In the field of cross-cultural understanding, it rose 0.6 points, and in the field of global understanding, it rose 2.2 points, showing the largest increase in the sub-fields. Nevertheless, the field of global interest remains at a low level. This is considerably low compared to flexibility and ability to understand other cultures, and it is expected that measures for improvement should be continuously sought. Since the understanding of other cultures has already exceeded 60 points, it is expected that the global competency of the university will be strengthened if the level is consistently maintained and the emphasis is placed on enhancing flexibility and improving global understanding.
Conclusion: The importance of strengthening global capabilities is steadily rising. Universities are also reorganizing the curriculum by analyzing the needs and satisfaction of education consumers to respond to this. The programs operated and analyzed in this study were also made as part of this effort. However, since there are various factors that affect global competency, it cannot be but admitted that it is not easy to gauge the change in competency with only a few programs and short-term efforts. However, if the efforts pursued by this study are accumulated and supplemented through feedback from a long-term perspective, it can be expected that there are not a lot of contributions to strengthening global competencies in liberal arts education.
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