대학생의 진로역량 교육 요구도 분석

Abstract

The purpose of this study is to analyze the needs of unversity students for career competency education and to secure basic data for the development and operation of career course and career employment curriculum of universities. The research tools were made in two areas: 'career consciousness' and 'career attitude and behavior'. The subjects of this study were 301 students from A university. Descriptive statistical analysis, t-test, one-way ANOVA, IPA analysis, and F-test were conducted to analyze the career competency education needs of university students. The results of the study are as follows. First, university students perceived the level of readiness as low compared to the importance of ‘elements necessary for career development and career adaptation’. The factors that answered highly in terms of importance are 'the ability to develop self through various experiences', 'positive interaction and networking with others', 'the ability to adapt to the changing occupational world', and 'major-based learning motivation and performance ability'. The factors that answered highly in terms of readiness are 'positive interaction and networking with others', 'vocational self-understanding and positive self-concept', and 'understanding of career decision-making process for career problem solving'. On the other hand, the respondents answered that they had low importance and readiness in terms of 'creative thinking for construction of convergence career' and 'presentation about their career'. Second, as a result of IPA analysis on 'elements necessary for career development and career adaptation', 'ability to develop self through various experiences', 'ability to acquire, maintain, and change career', 'evaluation and interpretation of career and job information related to major', 'ability to adapt to changing career world', and 'understanding the effect of social change on the career world' were analyzed as 'concentration improvement elements'. Third, as a result of analyzing the necessity of 'how to operate career course', university students responded to 'job-centered career course by major', 'customized career course by grade', and 'concrete case-centered career course' at a high level. Fourth, when comparing the difference of sub-competency and sub-factors of career competency in the area of 'career attitude and behavior', most of the education departments were the highest and the arts and physical education departments were the lowest. Fifth, there was a significant statistical difference when comparing the sub-competency and sub-factors of career competency. In sub-competency, reflection competency was the highest, communication competence was the lowest, and career reflection was the highest in sub-factors, while networking and career management were low. This study could understand more about the nature of career problems faced by university students due to uncertainty, and confirmed that the core of career competency education for university students is to have career adaptability, which is the ability to respond and adapt to them. It is expected that the purpose, contents and methods of education will be further advanced by analyzing various needs for career competency education and applying the latest career theory.