A Case of Using Competency Analysis for Organizing Competency-Based Liberal Arts Curriculum of K Junior College

Abstract

In this study, K College’s competencies were analyzed in order to systematically apply the competency-based curriculum, which is emphasized in higher education, to the liberal arts curriculum. In order to obtain data for competency analysis, a survey was conducted targeting students and professors, and through the use of Borich needs and LFF analysis, competencies that should be considered preferentially were extracted while organizing a liberal arts curriculum. The subjects of the survey were students and professors. The students were classified according to their age (25), and the priority of competency for each group was derived. As a result of the analysis, ‘Interpersonal Skills (O2)’ were recognized as being of high importance to both students and professors, and the competencies that were considered important to both groups were ‘Setting Career Goals’, ‘Job Competency Analysis’, and implementing a ‘Self-directed Learning Strategy’. The biggest difference between professors and students was their perception regarding prior competency. Looking at the data more closely, professors percieve competencies concerning interpersonal and problem-solving skills to be important, while students perceive career-related competencies as most important. For the students over the age of 25, the demand for competencies related to ‘Self-direction (F2)’ scored higher. From these results, the implications are as follows: first, it is necessary to consider career design-related subjects as being more important, and second, the lectures that can help learner-directed learning are needed. Thirdly, we need to increase our understanding in these areas between professors and students.