대학교수의 경력별 직무역량 요구분석과 지원 방안

초록

The purpose of this study was to identify competencies that are required for conducting university faculties' job performance and to explore support strategies that can be helpful in improving the identified competencies. To achieve the purposes, first, university professors' core job competencies were identified by literature reviews and delphi meetings. Second, a survey was administered with 207 professors at a university in Seoul, Korea. Third, collected data were analyzed by t-test, Borich need assessment formula, and the Locus for Focus model. The identified competencies were prioritized according to their importances. Additional data analysis based on the level of teaching experience (less than 10 years, 10-20 years, over 20years). followed. The results are as follows: First, six competencies were identified from all faculty members. They included ① understanding students, ② stimulating students’ motivation to learn, ③ instructional content delivery, ④ creative thinking, ⑤ convergent thinking, and ⑥ communication. Second, analysis by the level of teaching experience shows that all faculty members perceive four competencies as important regardless of their teaching experiences. The competencies included ① stimulating students’ motivation to learn, ② instructional content delivery, ③ creative thinking, and ④ convergent thinking. In particular, faculty members with less than 10 years of teaching experience perceive three competencies as important. They included ‘understanding students’, ‘understanding curriculums’, and ‘leaderships’. Faculty members with 10 to 20 years of teaching experience perceived three competencies as important. They included ‘understanding students’, ‘communication’, and ‘teaching expertise. Faculty members with over 20 years of teaching experience perceived two competencies as important. They included ‘communication’ and ‘teaching expertise. Support strategies and implications were suggested for each group of faculty members based on the findings.

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