이 연구의 목적은 우리나라 대학입학사정관의 역량모델을 개발하는 데 있으며, 이러한 연구 목적을 달성하기 위해서 문헌고찰과 심층면접을 통해 대학입학사정관 역량에 대한 자료를 수집하여 대학입학사정관 잠정적 역량모델을 구안하였다. 구안된 대학입학사정관 잠정적 역량모델은 포커스 그룹 인터뷰와 전문가 검토를 통해 2차례 수정되었고, 수정된 잠정적 역량모델의 타당성 검증을 위해서 설문조사를 실시하여 최종적으로 대학입학사정관 역량모델을 개발하였다.
대학입학사정관의 역량모델은 공통역량과 직무역량의 2개 영역으로 구분되는데, 공통역량은 윤리성, 전문가 의식, 자기관리, 의사소통, 팀워크, 리더십 등 6개 역량으로 구성되었다. 직무역량은 지원자의 입학여부를 결정하는 평가자, 대입전형 및 제도에 대한 연구자, 대입전형 일정을 수립하는 기획가, 대학입학사정관제에 대한 안내자 등 4개 역할에 따라서 청소년 이해, 고등학교 교육현장 이해, 전형 평가자료 이해, 전형 과정 이해, 전형자료의 신뢰성 검증, 평가기준 및 지침 이해, 전형자료의 분석 및 평가, 지원자 합격 판단, 전형 결과 분석과 전형 결과 활용, 국내외 대입정책 및 전형 분석, 평가준거 요소ㆍ추출, 평가지침 개발, 인터뷰 문항 개발, 전형 일정 수립과 전형 평가 일정 수립, 대학 행정 이해, 홍보 프로그램 기획, 홍보 전략 수립, 홍보 자료 구성, 홍보 자료 전달, 전형 상담을 위해 상담 수행 등 22개 역량으로 구성되었다.
The purpose of this study was to develop and validate a competency model for college admissions officers in Korea. To pursue this goal, literature review and in-depth interview was conducted for data collection about college admissions officers' competencies. Focus group interview and 4 SMEs review were implemented to revised the draft competency model for college admissions officers. A survey with 109 college admissions officers of 21 university were conducted to validate a draft competency model. As a result of the survey, the final competency model for college admissions officers was constructed with two competency areas, four roles, six common competencies and twenty-two task competencies. The competency areas were common competency and task competency and the roles were evaluator, researcher, planner, guider. The six common competencies were ethicality, professionalism, self-management, communication, teamwork, leadership. The twenty-three task competencies were the understanding of high school context, the understanding of high school context, the applicants’ documents of college entrance exam, the process of college entrance exam, verifying the reliability of applicants’ documents, understanding of assessment criteria and guidelines, analysis and assessment of applicants’ documents, judgement of the successful candidates, analysis of the college entrance exam results, utilization of the college entrance exam results, the understanding of admissions officers policy, analysis of the domestic and foreign college entrance exam policy, deriving the assessment criteria and elements, developing the assessment guidelines, developing the interview questions, scheduling the college entrance exam, scheduling the assessment of college entrance exam, the understanding of college administration, planning the public-relations programs, developing the promotional strategy, making the promotional material presentation, consulting.
The purpose of this study was to develop and validate a competency model for college admissions officers in Korea. To pursue this goal, literature review and in-depth interview was conducted for data collection about college admissions officers' competencies. Focus group interview and 4 SMEs review were implemented to revised the draft competency model for college admissions officers. A survey with 109 college admissions officers of 21 university were conducted to validate a draft competency model. As a result of the survey, the final competency model for college admissions officers was constructed with two competency areas, four roles, six common competencies and twenty-two task competencies. The competency areas were common competency and task competency and the roles were evaluator, researcher, planner, guider. The six common competencies were ethicality, professionalism, self-management, communication, teamwork, leadership. The twenty-three task competencies were the understanding of high school context, the understanding of high school context, the applicants’ documents of college entrance exam, the process of college entrance exam, verifying the reliability of applicants’ documents, understanding of assessment criteria and guidelines, analysis and assessment of applicants’ documents, judgement of the successful candidates, analysis of the college entrance exam results, utilization of the college entrance exam results, the understanding of admissions officers policy, analysis of the domestic and foreign college entrance exam policy, deriving the assessment criteria and elements, developing the assessment guidelines, developing the interview questions, scheduling the college entrance exam, scheduling the assessment of college entrance exam, the understanding of college administration, planning the public-relations programs, developing the promotional strategy, making the promotional material presentation, consulting.
