Analysis of Achievement of Academic Major Competency in College Women Majoring in Beauty

Abstract

This study attempted to diagnose the achievement of academic major competencies and use the results as basic data in setting up an education plan. In terms of overall achievement, ‘creativity, communication, empathy’ was the highest, followed by ‘problem-solving ability’ and ‘science-art convergence capability’. In achievement of academic major competencies by academic year, ‘2^nd-4^th years’ was higher than ‘1^st year’. The achievement of academic major competencies was high in ‘students who started to learn Beauty early’ and ‘those with a high academic grade in the latest semester’. In terms of such achievement by the extracurricular program, ‘students participating in 1-6 program(s)’ were higher than ‘those with none or 7 or more programs’. According to correlation analysis by academic competency, ‘science-art convergence capability’ revealed a positive relation with ‘problem-solving ability’ and ‘creativity, communication, empathy’ with statistical significance. In addition, a positive correlation was found between ‘problem-solving ability’ and ‘creativity, communication, empathy’. For the balanced improvement of academic major competencies, therefore, it is required to sort and support the courses which can help students have a better understanding of science, a sub competency of ‘creativity, communication, empathy’ with the lowest achievement of academic major competency, adjust a difficulty level based on students’ opinions and develop an academic major-connected extracurricular program. In ‘problem-solving ability’, in addition, ‘decision-making’ was low while ‘business startup and management’ was low in ‘creativity, communication, empathy’. Therefore, it is needed to help students have an understanding of their job through the expansion of practical courses and field training and build the ability to solve problems.