Analysis of college students' awareness and educational needs on global leadership competency by global experience levels

Abstract

The purpose of this study is to analyze college students’ awareness the educational needs on global leadership competency by their global experience levels. To conduct this study, total of 137 college students from H University in Seoul participated in an online survey to provide data to analyze importance and performance awareness level on global leadership competency, and also to draw educational needs by students’ global experience levels by using IPA matrix, Borich’s formula and Locus for Focus model. The result of comparative analysis on importance awareness level by college students’ global experience levels indicated that regardless the levels of student global experience, global leadership competency in all domains had high importance awareness level generally. The result of comparative analysis on performance awareness level showed students with Level 5 global experience had significantly higher level of performance in global leadership competency, especially on ‘understanding of changes in global environment’, ‘predicting changes in global environment’, ‘understanding different cultures’, ‘global communication’, ‘use of foreign language’, and ‘global manner and etiquette’. The result of core development area by IPA matrix indicated that higher the experience, students didn’t have high demand on communicative competencies like ‘global communication’ or ‘use of foreign language’, rather it shifted to networking skills like ‘managing human network’. The results of global leadership competency development needs analysis through Borich’s formula and Locus for Focus model had similar indication that higher the experience, higher the demand on managing human network. The core development area from IPA matrix corresponded with prior development competencies from Locus for Focus model. The result of priority order of global leadership competency development needs among 18 competencies showed competencies in ‘global mind’ domain was the most demanded in common. It also showed competencies in ‘global network’ were mostly demanded highest among lower levels, while competencies in ‘performance improvement skills’ were mostly demanded highest among higher levels. The analysis is meaningful in taking holistic approach on global leadership by college students’ global experiences for demonstrating current status precisely, being a possible milestone for colleges and students individuals to make practical decisions on fostering their global leadership competency. This will contribute colleges a form of dash board to offer wide range of programs and curriculums with aims differentiated based on students’ global experience levels.|본 연구는 대학생의 국제경험 수준에 따라 글로벌리더십역량 인식수준 및 교육요구도를 분석하고 향후 대학생의 글로벌리더십역량 개발의 방향을 제시하는 것을 목적으로 한다. 이를 위해 선행연구에서 도출된 글로벌리더십역량을 바탕으로 국제경험이 있는 H대학의 학생 137명을 대상으로 글로벌리더십역량 주요영역 및 핵심과제에 대한 중요도 및 수행수준간 인식의 차이를 비롯한 교육요구도를 one-way ANOVA, Borich 계수, IPA 매트릭스, Locus for Focus모델을 활용해 분석하였다. 주요 연구결과로는 첫째, 대학생의 국제경험 수준에 상관없이 대학생들의 모든 영역의 글로벌리더십역량의 중요도 인식수준이 매우 높은 것으로 나타났다. 둘째, 국제경험 수준 5에 해당하는 대학생들이 다른 수준의 학생들보다 ‘국제환경 변화이해’, ‘국제환경 변화예측’, ‘이문화 이해’, ‘글로벌 커뮤니케이션’, ‘외국어 구사 능력’, ‘글로벌 매너 및 에티켓’에 대한 글로벌리더십역량 수행 인식수준이 높은 것으로 나타났다. 셋째, 집중개발영역 분석 결과 대학생들의 국제경험 수준이 높을수록 ‘글로벌 커뮤니케이션’이나 ‘외국어 구사 능력’과 같은 의사소통 관련 역량에 대한 집중 개발 요구도가 ‘인적 네트워크 관리’와 같은 네트워킹 스킬로 전환되는 것으로 분석되었다. 이와 같은 현상은 Locus for Focus모델을 통한 주요 항목의 범위의 분석에서도 동일하게 나타났다. 넷째, 글로벌리더십 역량의 우선순위 분석 결과 ‘글로벌 마인드’ 영역의 역량들이 모든 국제경험 수준에서 가장 높이 요구되는 역량으로 분석되었다. 또한 국제경험의 수준이 낮을수록 ‘글로벌 네트워크 형성’ 영역의 역량의 우선순위가 높게 나타났으며, 국제경험의 수준이 높을수록 ‘성과향상 스킬’ 영역의 역량의 우선순위가 높게 나타났다. 본 연구결과는 학문적으로 글로벌리더십역량을 대학생들의 국제경험 수준에 따라 분석한 실증연구로서의 의미가 있으며, 현재 현상을 정확히 짚음으로써 이정표의 역할을 제시하는데 의의가 있다. 실용적인 측면에서는 연구대상을 국제경험 수준에 따라 구분하여 비교 분석함으로써 대학차원 및 개인차원의 역량개발의 기반을 마련하는 기능을 하며, 대학에서 글로벌리더십역량 개발과 관련된 커리큘럼 및 프로그램 개발 시 필요로 하는 데이터와 틀을 제공하고 있다.; The purpose of this study is to analyze college students’ awareness the educational needs on global leadership competency by their global experience levels. To conduct this study, total of 137 college students from H University in Seoul participated in an online survey to provide data to analyze importance and performance awareness level on global leadership competency, and also to draw educational needs by students’ global experience levels by using IPA matrix, Borich’s formula and Locus for Focus model. The result of comparative analysis on importance awareness level by college students’ global experience levels indicated that regardless the levels of student global experience, global leadership competency in all domains had high importance awareness level generally. The result of comparative analysis on performance awareness level showed students with Level 5 global experience had significantly higher level of performance in global leadership competency, especially on ‘understanding of changes in global environment’, ‘predicting changes in global environment’, ‘understanding different cultures’, ‘global communication’, ‘use of foreign language’, and ‘global manner and etiquette’. The result of core development area by IPA matrix indicated that higher the experience, students didn’t have high demand on communicative competencies like ‘global communication’ or ‘use of foreign language’, rather it shifted to networking skills like ‘managing human network’. The results of global leadership competency development needs analysis through Borich’s formula and Locus for Focus model had similar indication that higher the experience, higher the demand on managing human network. The core development area from IPA matrix corresponded with prior development competencies from Locus for Focus model. The result of priority order of global leadership competency development needs among 18 competencies showed competencies in ‘global mind’ domain was the most demanded in common. It also showed competencies in ‘global network’ were mostly demanded highest among lower levels, while competencies in ‘performance improvement skills’ were mostly demanded highest among higher levels. The analysis is meaningful in taking holistic approach on global leadership by college students’ global experiences for demonstrating current status precisely, being a possible milestone for colleges and students individuals to make practical decisions on fostering their global leadership competency. This will contribute colleges a form of dash board to offer wide range of programs and curriculums with aims differentiated based on students’ global experience levels.