A Case Analysis of Competency-Based Personality General Education : Focused on the D College’s Required Course

Abstract

This study analyzes the educational outcomes of the <HiT Personality> subject developed by D College and derives the implications for personality education in junior colleges. Reflecting society's demand for personality education, <HiT Personality> was designed based on the competency-based curriculum approach to achieve learning objectives derived from behavioral indicators of three competencies (communication, collaboration, and citizenship), which have been regarded as highly related to personality among the core competencies of the institute. This curriculum was implemented based on the corresponding learning topics and instructional strategies to the competencies. By analyzing the results of the competency self-diagnosis (pre-post) evaluation, lecture evaluation, and the satisfaction surveys of students, we confirmed that the educational outcomes of this subject have been consistently and meaningfully achieved. Considering these consequences, junior colleges need to systematically run personality education so that graduates can develop their adaptability to human relationships in society and nurture the talents of good citizens. In addition, personality education should be implemented with a long-term perspective in mind, and it is necessary to systematize personality education from admission through graduation so that the results obtained through personality education can lead to changes in actual behavior. To this end, we recommend the creation of a common joint evaluation rubric so that the learning outcomes achieved through the personality subject can be used for team assignments or team projects such as capstone design subjects during major courses. Also, we recommend that an educational culture needs to be established to encourage student-led social service activities or support programs that can lead to extracurricular activities.