Concept Of Core Competence Research Articles

Exploration of the Teaching Model of Music and Art in Universities under the Cultivation of Core Competencies

Core competencies connect teaching objectives with teaching practices. The cultivation of core competencies is the fundamental task of implementing moral education and promoting the modernization of education in China. Under the guidance of core competencies, musical art education in universities should readjust its course, deepen teaching reform, optimize teaching models, comprehensively improve the teaching quality of music majors, and promote the long-term development of music teaching in universities. Based on this, this paper takes the cultivation of core competencies as the object of music and art education in universities, and explores its educational reality. The paper explores the path of modernization development of music education in universities under the concept of core competencies from five aspects, including creating a core nurturing environment, expanding music basic knowledge courses, enriching music literacy teaching content, optimizing music literacy teaching strategies, and strengthening music literacy teaching management. It aims to provide useful references for relevant research.

A Study of Strategies for English Pragmatic Teaching in Senior High School under Core Competency

Pragmatic competence is an indispensable element of communicative competence, which is also one goal of core competencies. The introduction of the concept of core competency in General Senior High School English Curriculum Standards puts more emphasis on cultivating students’ pragmatic competence and on teachers’ input of pragmatic knowledge in English teaching. This paper begins with clarifying the theories of pragmatic competence and pragmatic failure by referring to other linguists’ explanations. Then, it briefly discusses the importance of pragmatic teaching in senior high school English classrooms. Finally, this paper proposes some feasible teaching strategies to promote high school students’ pragmatic competence.

A Study on Strategies for Cultivating Core Competencies in English Reading Teaching in Senior High School

English core competencies are the centralized embodiment of the value of discipline education, and they are the correct values, necessary character and key abilities that students gradually form through discipline learning. The development of core competencies not only promotes students to become well-rounded people, but also lays the foundation for their lifelong development. As the focus of English teaching, reading is the main channel to develop students' English core competencies. Teachers should explore and use various strategies to put the concept of core competencies of English subject into practice in the process of teaching English. In this thesis, the author will explore how to develop students' core competencies in senior high school English reading teaching by using situational teaching, adopting emotional experience, guiding multi-dimensional interaction, and focusing on strategy guidance in order to improve students' language competence, cultivate their cultural awareness, enhance their thinking quality, and develop their learning ability, so as to improve teachers' teaching efficiency and students' learning effectiveness.

A Literature Review of English Discourse Teaching in Senior High School

Cultivating students' core competence is the primary goal of today's basic education stage, and the use of Discourse Teaching in the classroom is the main channel to cultivate core competence. With the proposal of the concept of core competence in English, teachers and researchers have begun to pay attention to how to explore thematic meaning based on discourse in English teaching. Teachers gradually realize that in-depth study of discourse is the premise to guide students to carry out thematic meaning exploration activities. However, in foreign language teaching, most teachers have long been used to teaching vocabulary and grammar knowledge, ignoring discourse learning, which obviously cannot meet the teaching needs for the purpose of educating people. This paper collects relevant literature through the China National Knowledge Infrastructure (CNKI), summarizes the relevant research on "Discourse Teaching" from 2017 to 2021, summarizes the general situation of "Discourse Teaching" in China at present, and puts forward suggestions.

Establishing Entrustable Professional Activities of Taiwan Radiation Technologist

<p>可信賴專業活動(Entrustable Professional Activities, EPAs)的重要概念，是將核心能力整合成臨床實務專業任務，以信賴等級作為能力進展的依據，供臨床監督授權參考，有助於融合核心概念於臨床照護，應用在職場的教學行為。為進一步推動臺灣醫事放射職類落實勝任能力導向醫學教育(Competency-Based Medical Education, CBME)，本專案活動透過嚴謹共識程序，召集醫事放射職類醫學教育專家完成三大部門之EPAs。活動成果提升了專案對象之EPAs整體概念與五大核心能力理解程度(p<0.001)，問卷調查顯示共識建立法可有效凝聚專家共識（名義團體法4.87分、修正式德菲法4.82分），亦提升EPAs臨床教學助益（4.88分）及醫事放射職類之專業認同（4.87分）。下階段預計號召教學醫院進行場域實踐，以提升整體醫事放射醫學教育水平，促進醫療服務品質。</p> <p> </p><p>Integration of core competencies into professional tasks in clinical practice is the core concept of entrustable professional activities (EPAs). The progression of competencies can be examined using entrustability scales, which are also applied as a reference for clinical supervision and authorization. Through EPAs, core competencies are effectively integrated into clinical care and applied in workplace teaching. To implement competency-based medical education (CBME) in Taiwan for medical radiation technologists, we established the EPAs of the three departments of radiation technology by adopting solid consensus methods. The results revealed that our methods effectively improved the overall understanding of the concept of EPAs and profession-specific core competencies (p<0.001). In addition, the effective consensus methods (4.87 and 4.82 points) improved the applicability of EPAs in clinical teaching (4.88 points) and professional identification in medical radiation technology (4.87 points). In the next step, nationwide teaching hospitals will be invited to implement CBME. Extensive practical experience and feedback will be collected to tailor the program according to local needs.</p> <p> </p>

A Study on the Concept and Validity of 'Competency-Based Education' in University Liberal Arts Education

This study will discuss three topics. First, whether competency-based education as a national educational policy has validity, second, if competency-based education is applicable to liberal arts education at universities, and third, how members in charge of liberal arts education perceive competency-based education. First, this paper revealed that the definition of 'competency' originated from evaluating the specific job performance ability of individuals belonging to an organization. In this way, the concept of “competency” considered in the strategic aspect of the organization has expanded to be essential to a person’s “success in life” according to the OECD's “DeCo Project,” the EU's “Key Components” agreement, and the US P21 Committee's proposal for the 21st century. Based on the concept of core competencies, the Korean government implemented competency-based curriculum reorganization in public education, and accordingly aimed at the input and output of elementary, middle, high school, and university education, that is, it quantified educational effects and employment rates. Second, this fact was supported through examples of competency-based curriculums at domestic and foreign universities. In foreign countries, competency-based curriculum is selectively applied to practical and professional fields rather than pure learning and liberal arts. Even if it is conducted by the government, it is given considerable autonomy within universities and plays a role in providing necessary support, which is different from the examples found in Korea. Third, in this study a survey was conducted on the perception of 'competency-based education' for university instructors. As a result of the survey, respondents of this survey recognized that it was difficult to apply competency to the teaching-learning process or achievement evaluation process because each university did not sufficiently collect opinions from instructors when setting core competencies and mapping core competencies for their subjects. In addition, competency-based education contributes to enhancing the competencies required by the current society, and it is expected to be effective when applied to specific subjects with instrumental, practical, and professional characteristics. However, it is expecting too much for it to be applied to the entire liberal arts area. In conclusion, this study revealed that competency-based education can be effective only in certain fields, but it cannot be an educational method encompassing liberal arts education, including the humanities, society, and the arts. In addition, this study also revealed that competency-based education is not appropriate as a government’s policy for public education and university education based on various perspectives, such as the theoretical approach, case studies, and perception surveys.

Criticism of the Educational Validity of Compentency-based Liberal Education

This research aims to reconsider the idea that liberal education cultivating core competencies is an acceptable one in terms of the ‘educational validity question’. This research focuses on the identity of liberal education in a university in relation to the concept of core competencies. This study critically examined whether the usage of the ‘establishment of a liberal education to enhance core competencies’ or the ‘organization and operation of the liberal education curriculum’ to improve core competencies is suitable and valid. This research looks into the problems that university liberal education is facing in our society ‘now and here’. The conclusions are as follows: The discourse of core competencies can not go along with the essence of liberal education. However, core competencies can go along with a student’s major. Core competencies may be covered in vocational education and in major education at a university. In fact, the phrase ‘core competency’ is mostly related to certain capabilities that are to be developed in the major departments of a university. Major education is already aimed at developing a student’s chosen major capabilities, including the core competencies of their chosen major. However, the goal of liberal education is to develop ‘cultural capabilities’. Liberal education does not develop core competencies but various types and kinds of learning abilities. These abilities should be cultivated in liberal education at a university. We need to reconsider how to cultivate these competencies once more.

Identification of Employee Core Capability Through Knowledge Management (Study at Plant Conservation Botanic Gardens, Indonesian Institute of Science)

The ability of employees known as employee competency is one of the strengths for the organization. Recently the concept of core competency has shifted to a core capability that is an organizational ownership that is different from the others. The aim of the research is to identify the core capability of employees at Plant Conservation Botanic Gardens through knowledge creating activities. This type of research uses a description method with a qualitative approach. The results showed that in the Plant Conservation Botanic Gardens has carried out a process of knowledge creating activities consisting of consisting of joint problem solving, integration of new tools and methodologies, experimentation and prototype preparation, and absorption of knowledge from outside the organization so that core capability from skill dimensions and knowledge.

A Study on the Integrated Unit Reading Teaching Strategy of High School English to Cultivate the Thinking Quality

The thought trend of holistic education has emerged influenced by the Holism philosophy and the Gestalt psychology since the last century. And the learning theory, curriculum theory and pedagogy of holism have gradually emerged and improved. In China, the concept of core competence of English discipline was first put forward in the new English Curriculum Standard for Senior High School (2017), and then the unit design, which also attaches importance to the integration of unit content, has attracted more and more attention. And in recent years, many scholars proposed the integrated unit teaching approach in primary and secondary schools. The English Curriculum Standard for Senior High School (2017 Version 2020 Revision) states that teachers should set learning objectives, interpret reading texts and then design reading activities based on the integrated unit guided by the unit theme. Besides, the 2019 FLTRP senior high English textbooks, compiled based on the new English curriculum standard, are designed unit-theme-guided and also activity-driven. And the new textbooks’ reading activities of each unit are structured reflecting Bloom’s taxonomy of educational objectives in cognitive domain from lower-order thinking to higher-order thinking. In addition, reading teaching is the main way to develop students’ core competence in English class, and thinking quality reflects the mental characteristics of core competence in English. So it is worth further exploring how to comprehensively understand the new English textbooks and make good use of them in order to achieve the goal of cultivating the core competence of English discipline in reading class. Based on this, this paper points out the integrated unit reading teaching strategy of “Focus on logical thinking ability in Pre-reading; Cultivate critical thinking ability in While-reading; Develop creative thinking ability in Post-reading”. After that, the writer also elaborates on this strategy with specific reading text, aiming at exploring how to use the new textbooks to cultivate students’ core competence of English discipline in English reading teaching.

The Artificial Intelligence Era and Science Education

4차 산업혁명 시대는 세상을 급속도로 변화시키고 그 속도도 한층 빨라지게 만들었다. 이러한 변화는 우리 생활을 편리하게 만들었지만 인공지능이라는 새로운 존재와 함께 공존하게 됨을 의미한다. 그간 과학교육은 시대의 요구를 반영하며 다양한 방식으로 변모해 왔다. 하지만 네트워크의 폭발적 성장과 비인간적 존재와의 역동적인 연결 상황이 주는 과학교육의 전체적인 지향점을 제시한 연구는 없었다. 따라서 본 연구는 인공지능 시대의 과학교육이 나아가야 할 방향과 시사점을 인공지능의 자율성과 관계성을 중심으로 조명하고자 한 연구이다. 연구 결과, 인공지능의 자율성의 수준은 인간과 비교할 때 준자율적 수준인 것으로 나타났다. 이는 빅데이터에 대한 처리 속도가 매우 빨라져 과학교육적인 측면에서 이용할 수 있는 정보의 양은 많아지고 질은 높아지지만, 데이터 이용상에 발생할 수 있는 오류 문제와 유연한 문제해결을 위한 통찰력에는 한계점이 있음을 의미한다. 따라서 교사의 역할은 단지 데이터만을 위한 인공지능의 도구적 활용을 넘어선 빅데이터 기반의 지식의 상생적 매개자 역할이 되어야 한다. 또한, 현재 과학교육에서 강조하고 있는 문제해결 역량에 인간의 감성적 가치 요소가 포함된 새로운 개념의 핵심역량을 제시해야 할 것이다. 인공지능과의 관계성 측면에서는 근대적인 이분법적 사고를 지양하고 상호작용 중심의 현대적인 관점을 초월하여 좀 더 유기적인 관계 개념인 시스템적 관점을 지향해야 한다. 또한, 인공지능이 가지고 있는 표현의 편리성과 유연성은 창의성의 다원주의적 해석이 가능하게 하며, 집단 창의성 발현에 다양성을 추구할 수 있다. 그리고 인공지능과의 학습공동체 조직으로 인한 적응적 교수환경 조성 및 인지적 자원의 공유가 새로운 과학 학습의 개념을 보여줄 것이다. 본 연구를 토대로 짧아진 기술 발전 주기와 인공지능 시대에 필요한 과학교육의 방향을 제시하고 올바른 인재상을 도출하여 다가오는 새로운 시대를 현명하게 준비하는 척도가 되기를 기대하는 바이다.The era of the 4th Industrial Revolution has rapidly changed the world and further accelerated the pace at which this has taken place. Such a change has made our lives more convenient, but it means coexistence with new beings. Science education has hitherto transformed in a variety of ways by reflecting the demands of this new era. However, no studies have offered an overall point of direction for science education provided by a dynamic situation of connection between the explosive growth of networks and nonhuman beings. Therefore, the present study attempted to shed light on the direction and implications of science education in the era of artificial intelligence with a focus on the autonomy and relatedness of artificial intelligence. The results of the study indicated a semi-autonomous level of autonomy for artificial intelligence when compared to humans. This means there are limitations with regard to insights into error issues that can occur in data use and their resolution. With that said the huge increase in processing speed for big data has improved the quality and the amount of information available from an aspect of science education. Therefore, Transcending the instrumental use of artificial intelligence simply for data collection, the role of the teacher is to serve as a mediator for coexistence with regard to big data-based knowledge. Furthermore, it must offer a new concept of core competencies, which adds human emotional value elements to a problem-solving competency emphasized by science education. From an aspect of relatedness with artificial intelligence, it must avoid modern binary thinking and transcend the interaction-based contemporary perspective, with an aim at a more organic relationship concept―a systematic perspective. Furthermore, the convenience and flexibility of expression possessed by artificial intelligence enables a pluralistic interpretation of creativity and the pursuit of diversity in manifestations of group creativity. In addition, the building of an adaptive teaching environment and the sharing of cognitive resources, as a result of organizing learning communities with artificial intelligence, will show a new concept of science learning. The present study is expected to serve as a scale for wisely preparing for the approaching new era by presenting a direction for a science education necessary to a shortened cycle of technological advancement and the era of artificial intelligence and subsequently by producing the right model of talent.

Text Interpretation Framework Based on the Core Competence of English Subject

The English Curriculum Criteria for Regular High School (2017 Edition) proposes the concept of core competence for English subject, which mainly includes language competence, cultural awareness, thinking quality and learning ability. Text interpretation is the bridge to implement the cultivation of students’ core competence. Therefore, following an analysis of the current misunderstandings in text interpretation, the current study proposed a modified framework for text interpretation based on a discussion of two text interpretation frameworks proposed by Chinese scholars.

중국어 전공교육과정의 핵심역량 고찰 — 대학별 사례를 중심으로 —

It has already been more than ten years since the university education in Korea began to focus on “core competences.” At this time, the main purpose of this paper is to investigate the embodiment of core competences (major abilities) in Chinese curricula of various universities, analyze Chinese curricula examples based on core competence cultivating, and then evaluate the correlation between core competences (major abilities) and these curricula. The research methods are as follows. Firstly, the paper interpreted the concept of core competence, then listed the basic competences that Korean college students must possess. Based on it, a curriculum aimed at cultivating core competences was designed according to the standards of universities’ basic competence evaluation. Secondly, taking Chinese-related majors of seven Korean universities as the research scope, the paper investigated the correlation between the core competences (major abilities) required by the Chinese major and the curriculum setting, and analyzed the Chinese curriculum examples based on the cultivation of core competences (major abilities). Through the research, it can be found that due to the different levels of students and educational objectives, Chinese-related majors in the above-mentioned universities have different emphasis on the cultivation of core competences (major abilities), and there are differences in the requirements for comprehensive thinking ability, practical ability and Chinese application ability. However, the courses of these schools have all implemented the cultivation of communication ability and globalization ability related to China and Chinese culture. This is mainly due to the characteristics of the major. This paper made a detailed case study among four of the seven universities and investigated the correlation between core competences (major abilities) and Chinese curricula. The four universities have set the core competences (major abilities) to be cultivated according to students’ level and educational objectives of each major, then set up curricula, and carried out teaching based on it. The degree of correlation between the core competences (major abilities) and the major curricula in the above-mentioned universities was analyzed and mapped in a detailed way. On this basis, an in-depth study on two of them was carried out. The study jointly described and mapped the core competences of university and the core competences of major, then separated the knowledge (K), skills (S) and attitude (A) required in the process of ability cultivation, and clearly wrote out the basis for listing each item. Through this, the conclusion can be drawn that the correlation between the core competences (major abilities) required by Chinese-related majors and the curricula setting in Korean universities is in the primary stage. It is believed that the establishment of a Chinese major curriculum system based on core competences (major abilities) can foster students to adapt themselves to the changing educational environment and meet the demands of society. This study is expected to serve as the basis for research for the proper, universal and standard core competences (major abilities) of the Chinese curricula.

MEDIATING ROLE OF THE PERCEPTION OF ENVIRONMENTAL UNCERTAINTIES OF IMPACT ANALYSIS ON INTELLECTUAL CAPITAL AND CORE COMPETENCIES

Entelektüel sermayenin değere dönüştüğü, reel dünyada anlam ve nitelik kazandığı kapsam temel yetenekler olarak ifade edilmektedir, çünkü temel yetenekler konsepti sürdürülebilir rekabet avantajı sağlamak için örgütün eşsiz özelliklerini veya ürünlerini öne çıkardığı alan olarak betimlenmektedir. Her iki kavram arasındaki etki ilişkisinde ise çevresel koşullar ve çevresel belirsizlik algısının aracı etkisi oldukça belirleyici olmaktadır. Söz konusu koşullar ve durumlara ilişkin algıdan bağımsız ilişkinin modellenmesi doğru genellemeler yapılmasına mani olabilmektedir. Alan yazınından ve bu alanda yapılan benzer ampirik araştırmalardan yola çıkılarak bu çalışmada, entelektüel sermaye ile temel yetenekler arasındaki etki analizleri, çevresel belirsizlik algısının aracılık rolü etkisi dâhilinde tartışılmaktadır. Etki analizleri ve aracılık rolü yapısal eşitlik modeliyle analiz edilmiş olup veri toplama aracı olarak online anket formu kullanılmıştır. Çalışma devam ederken vuku bulan Covid-19 global salgınının (pandemi) bütün dünyayı etkisi altına alması ve insanların evlerinde karantina altında tutulması sonucu çalışmanın veri toplama sürecinde yüz yüze matbu anket formlarına başvurulamamıştır. Araştırmanın örneklemini yenilikçi girişimlerde (startuplarda) görev yapan girişimciler oluşturmaktadır. Araştırmanın evrenini oluşturan alan 6.614 yenilikçi girişimden 2762 girişimciye çevrimiçi anketler gönderilmiş olup 245 katılımcıya ait veri araştırmanın analizlerine dâhil edilmiştir. Araştırmanın veri analizlerinde AMOS, SPSS ve LISREL yazılımları tercih edilmiş olup varsayımsal ve ampirik çalışmalar doğrultusunda oluşturulan hipotezler yapısal eşitlik modeli tekniğiyle test edilmiştir. Çalışmanın sonucunda entelektüel sermaye ve temel yetenekler üzerine etki analizlerinde çevresel belirsizlik algısının aracılık rolü olduğu tespit edilmiştir.

The Status and Perception of the 5th Rank Deputy Director Promotion System

교육행정 환경이 변화함에 따라 공무원의 승진제도 방식도 바뀌었다. 교육행정공무원 사무관 승진제도의 경우도 시험제도에서 역량평가를 포함한 심사승진제도로 전환되고 있다. 이 연구는 문헌조사와 설문조사를 통해 얻은 자료를 종합하여, 지방공무원 사무관 심사제도의 변화 과정과 주요 요소를 파악하고 제도 운영에 대한 인식을 분석하였다. 교육청별 심사승진제도 운영 계획을 분석하여 제도변화와 구성요소를 파악하였다. 설문조사는 전국 17개 시도교육청 지방교육행정공무원을 대상으로 5급 사무관 심사승진제도에 대한 인식 조사를 실시하고, 그 중 3,485명이 응답한 자료를 분석하였다. 승진제도에 대한 전반적인 인식(문제점과 적합성)과 집단 간(지역, 근무기관, 연령, 경력) 인식 차이를 분석하였다. 연구의 결과는 교육청의 인재상과 비전에 따른 공무원의 필수 역량 구축 등을 통한 역량평가의 수용성 개선, 생애주기별 역량 모델링 및 교육훈련, 역량평가에 대한 체계적인 학습 기회 제공 등 다양한 노력의 필요성을 제시하였다.The civil officers’ promotion system has changed as educational administration environment changed. The promotion system for deputy directors(5th level) of local education agencies changed from requiring promotion exams to having a promotion system with capabilities approach. This research examined the process and main factors of the promotion system development by synthesizing the related literature as well as conducing a survey on the perceptions of the promotion system management. It analyzed the deputy director promotion plans of 17 local agencies in order to analyze the promotion system’s current status and components. A survey was conducted targeting 67,132 local education agency officers on their perceptions of the promotion system and procedures. The result, based on the 3,485 participants’ responses, was analyzed for general perceptions (problems and appropriateness) and groups differences (based on regions, organizations, age, and career experiences) in terms of their perceptions. The results indicated local education agencies need to develop their own concept of talent and core competencies which accord with their organizational vision and purpose in order to increase the officers’ receptivity. They also may create life cycle of capability modeling and educational programs in order to provide systematic learning opportunities.

The Theory of the Core Competencies and Its Development and Countermeasures in Junior and Primary Schools in China

Since the new century, the concept of core competencies has come into being and formed three main schools, namely, OECD core competencies, the EU key competencies and the United States’ Framework for the 21st Century Learning, etc. because of the challenge of information technology to the traditional education. During the procedures, on the one hand, China’s junior and primary schools have some conflicts with the core competencies because of historical and practical reasons, etc.; but on the other hand, affected by external environment and some other factors, core competencies have being constructed and implemented after continuous self-renewal by the efforts of the junior and primary schools, families and the whole society. The paper is to discover the procedure how China’s junior and primary schools accept the core competencies and analyze the reason why they practice slowly as well as to put forward solutions to the question by social surveys.

A Study on the Core Competence of the Third Party Logistics Enterprises -- Taking Rongqing Logistics as an Example

With the strengthening of global economic integration as well as the rapid development and the improvement of maturity of the third party logistics industry, the strong competitive pressure of the international and domestic market puts forward higher requirements for the third party logistics. the key to win the competition lies in the cultivation and promotion of core competence. The paper aims to explore the problem of core competences. Firstly, the concept of core competence is put forward; and to analyze the influencing factors. Secondly, taking Rongqing logistics company as an example to explore the problem in the process of building core competence of the third party logistics enterprise. Finally, to put forward measures, strategies and suggestions on building the core competitiveness of the third party logistics enterprise.

Korean Academic Listening Curriculum based on Core Competency

The purpose of this study is to develop an academic listening curriculum based on core competency. Traditionally, since learning involved obtaining static and absolute knowledge and skills, the structure of knowledge played a major role in the curriculum. However, a rapidly changing society requires efficient problem-solving abilities regardless of circumstances. Therefore, attention has now shifted to core competencies in developing curricula. First, in order to develop a Korean academic listening curriculum, the concept and traits of core competencies will be revisited. Second, we will identify implications from the cases of curricula based on core competencies and establish the direction of developing our curriculum. Third, we will show how the Korean academic listening curriculum of Sungkyunkwan university is developed based on the core competency approach.

Study on the construction of evaluation system and the selection of evaluation methods of Chinese hospital core competence

In this paper, based on theoretical analysis, the concept of hospital core competence is redefined, combined with the needs of hospital's development in medical service market, the connotation is also clearly definition, and the characteri stics is summarized. Meanwhile, on the basis of all above, this paper has carried on a thorough discussion about the construction of Chinese hospital core competence. Key words: Hospital; Core competence; Connotation definition; Theoretical analysis

Regional Core Competence on the Basis of Small Scale Industries (SSIS): Case of Makassar City, Indonesia1

The objective of this study was to propose the practical methods to apply core competencies concept in small scale industries (SSIs) for determination regional core competence of the Makassar City. Two groups of samples respondent consisting of 12 experts and 20 entrepreneurs of owners SSIS selected by purposive sampling method. The data were collected through survey techniques and two series of focus group discussion (FGD), then analyzed using identification, matrix ranking, tree diagram and expected value, value chain, regional core competence, and SWOT. The result of the case study and FGD shows that the core competence of the core product (i.e. passion fruit juice products) was distinctive aroma and flavor and medical content which identified in the operating activities. The core competence of SSIs determined as regional core competence of Makassar City. To develop of the regional core competencies recommended several strategies priority, such as developing human resources abilities of farmers and entrepreneurs, building information and knowledge sharing between the entrepreneurs with farmers and traders, building cooperation with universities, and improving a business environment that is conducive to SSIs. The implication of this study is that this will contribute to the theory by providing practical methods to apply the concept of core competencies in regional development. This study also offer practical and social implications, such as strenghtenig competitive advantage and profitability of SSIs, improving the region's economy and competetitiveness, and and finally be able to assist in the alleviation of poverty in the region. DOI: 10.5901/mjss.2015.v6n2p215

한·중 제조기업의 중간재경쟁력 및 핵심역량이 고객가치와 기업성과에 미치는 영향에 관한 실증적 연구

본 연구는 기업의 중간재경쟁력 및 기업의 핵심역량과 내부고객가치 및 기업성과의 관계를 밝혀내고자 하는 데 목적이 있다. 연구모형의 검정에서는 양국 조직구성원들이 느끼는 고객가치와 기업성과에 대한 관계를 파악하고자 한다. 연구의 결과를 요약하면 다음과 같다. 한국 기업집단의 경우는, 중간재경쟁력은 제품의 신뢰성과 제품의 혁신성에 유의한 영향을 미치고, 핵심역량은 제품의 신뢰성과 제품의 혁신성에 유의한 영향을 미치는 것으로 나타났다. 제품의 신뢰성은 고객가치에 유의한 영향을 미치고, 고객가치는 기업의 성과에 유의한 영향이 있다. 그러나 제품의 혁신성은 고객가치에 유의하지 않은 영향이 나타났다. 한편 중국 기업집단에서 중간재경쟁력은 제품의 신뢰성, 제품의 혁신성에 유의한 영향을 나타냈다. 또한 핵심역량은 제품의 혁신성에 유의한 영향을 나타냈지만 제품의 신뢰성에 유의하지 않은 영향이 나타났다. 그리고 제품의 신뢰성은 고객가치에 유의하지 않은 영향이 있지만, 제품의 혁신성은 고객가치에 유의한 영향을 나타냈다. 마지막으로 고객가치는 기업성과에 유의한 영향을 미치는 것으로 나타났다. The purpose of this paper is to study the effects of the competitiveness of intermediate goods and enterprise's core competency on customer value and enterprise performance. And it is surely meaningful to investigate the intermediate product competitiveness with the variable of interest to recent corporate values and corporate customers with business performance by exploring their relationships. This research focuses on the intermediate goods competitive dimension and the company's core competency, and then several models are proposed. The research model is based on the existing core competencies of the conceptual model, which consists of intermediate goods competitive, core competencies, product innovation, product reliability, customer value and corporate performance. The automobile company in China and Korea are focused in this paper; empirical analysis method is applied to examine the relationships in these areas. The concept of core competencies in the existing competitive enterprises in product and process is defined as the relative advantage. Eight hypotheses are introduced for statistical hypothesis testing. Employees and typical intermediate products in automotive companies in China and Korea are investigated.