The purpose of this study is to analyze the effect of development and operation of competency-based curriculum on the core competencies of university students. The improvement of core competency of departments that operated competency-based curriculum was confirmed by the paired sample T-test. In addition, an independent sample T-test was conducted to compare core competencies between operated departments and non-operated. Independent sample T-test and ANOVA were performed for comparative analysis of core competencies by gender, major, and grade. In the case of departments that developed and operated competency-based curriculum at K-University, in 2021 compared to 2020, statistically significant improvement was shown in both core competencies and sub-variables of K-University. Significant results were also obtained in comparisons by gender, major, and grade level. As of 2021, female students had the lowest average values of creative problem-solving ability and male students had the lowest average values of global leadership. They were more positively influenced by the competency-based curriculum. As a result of the analysis by grade level, the effect of the competency-based curriculum in the process of going from 2nd to 3rd year was particularly significant in local transformation ability. After setting core competencies reflecting the university’s special educational vision, ideology, and talent, develop and operate a major competency major curriculum, liberal arts curriculum, extracurricular curriculum linked to core competencies, and then use the self-developed core competency diagnosis tool to evaluate the effectiveness of the competency-based curriculum It can be used as a verified example.