Abstract
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.
Highlights
Humans make mistakes because they are forced, by their psyche, to consider many options while making decisions
Microsoft Excel is used for data cleansing and removal of outliers and SPSS is used for demographics Javed et al (2014)
Descriptive statistics are shown in table 01 below. 21.2% (n=88) of our respondents lie within the range of 18 to years, 28.8% (n=120) are within the range of to years, 38.5% (n=160) are in to 45 years of age and 11.5% (n=48) are above 45 years of age. 59.6% (n=248) male and 40.4% (n=168) are female respondents
Summary
Humans make mistakes because they are forced, by their psyche, to consider many options while making decisions. Choosing an option can lead to benefit or loss, satisfaction or regret, whether that option is considered perfect at the time or not. Sometimes people make financial decisions such as spending in profit making stocks or spending money very consciously where it’s needed but sometimes those decisions lead to loss. But not all the time, bad financial decisions whether in saving or investing. Due to online available contents, a smartphone which has the ability to restrict someone from financial mistakes, the risk of impulsive decision-making behavior can be controlled (Farooq, 2018; Kumar, 2018; Meyer, 2018; Varadarajan, 2018). Marshmallow Theory suggests that better selfcontrol leads to better well-being and bright future (Angeles and Uni, 1972)
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