역량기반 전공교육과정 개발 및 인증의 효과와 개선 방안

Abstract

Objectives This study was conducted with the purpose of deriving the effect and improvement(&accreditation) plan of H university's competency-based major curriculum development. Methods Qualitative exploration through individual interviews and quantitative collection through questionnaires were conducted for professors in the major curriculum of H University. Nine professors with experience in competency-based major curriculum development (&accreditation) participated in individual interviews, and the collected qualitative data were analyzed in frequency according to the Consensual Qualitative Research-Modified (CQR-M) procedure by Hill (2016). A questionnaire was organized based on the results of qualitative analysis, and a survey was conducted on all professors of the major curriculum to collect opinions from H University education members. A total of 29 people responded to the questionnaire based on a 5-point Likert scale, and it was confirmed that there were no insincere responses, so the responses were analyzed based on the responses of 29 people. The following is a summary of the key contents derived based on the results of the qualitative data analysis and the comprehensive analysis of the quantitative data. Results First, as the main point of the development effect of the competency-based major curriculum, the core contents were derived by categorizing it into ‘systematization and improvement of the curriculum’ and ‘effects in terms of educational members’. Second, key contents were proposed in ‘content aspect of development’ and ‘process aspect of development’ as major improvements in the development of competency-based major curriculum. Third, the effect of the major curriculum accreditaion system can be said to be ‘internalization of the contents and methods of the curriculum centered on educational consumers’ and the opinion on ‘the need for accreditaion incentives’ was the highest. Fourth, it was interpreted that the most important improvement in major curriculum accreditation system needs to be reviewed as a accreditation index considering the educational direction of H University. Conclusions Based on the results of this study, the effective aspects of H University's competency-based major curriculum development and accreditation process were examined, and the future improvement and implications of the competency-based major curriculum development and accreditation system for continuous educational quality were discussed.