Competency Assessment: Korea’s Official Development Assistance in Higher Education
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This study provides an empirical framework that hardly measurable competency can be estimated based on the confirmatory factor analysis and also assess the effectiveness of overseas higher education, more specifically evaluate competency assessment for one of higher education official development assistance (ODA) programs, Masters in Korean Economy and Development Cooperation (MKE) at Kyung Hee University, in order to provide positive career achievements and access to better job opportunities. Moreover, we are able to split the overall competency factor into four different types of dimension (initially six dimensions) which will find a way to analyze strength and weakness of specific higher education ODA program in terms of competency dimensions. This also implies that donor countries need to invest their resources efficiently to ensure that their students’ competency profiles align with their ultimate goals. By putting competency assessment processes in place, donor countries are able to analyze critical competencies and take steps to address fields that need more development. In the long run, the analysis of competency assessment will be helpful to address the changing context and the multiple actors involved for the development of any higher education ODA programs.
Abstract
This study provides an empirical framework that hardly measurable competency can be estimated based on the confirmatory factor analysis and also assess the effectiveness of overseas higher education, more specifically evaluate competency assessment for one of higher education official development assistance (ODA) programs, Masters in Korean Economy and Development Cooperation (MKE) at Kyung Hee University, in order to provide positive career achievements and access to better job opportunities. Moreover, we are able to split the overall competency factor into four different types of dimension (initially six dimensions) which will find a way to analyze strength and weakness of specific higher education ODA program in terms of competency dimensions. This also implies that donor countries need to invest their resources efficiently to ensure that their students’ competency profiles align with their ultimate goals. By putting competency assessment processes in place, donor countries are able to analyze critical competencies and take steps to address fields that need more development. In the long run, the analysis of competency assessment will be helpful to address the changing context and the multiple actors involved for the development of any higher education ODA programs.
참고문헌 (31)
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