국가직무능력표준(NCS) 커피 교육프로그램이 교육만족과 실무전이에 미치는 영향

Abstract

In the domestic coffee market, the amount of import and consumption has increased even during the COVID-19 pandemic. It represents that the coffee market has changed and increased in diversity of size and consumption side, and causes the co-expansion of coffee-related industries and coffee-related workers based on this. However, despite the expansion and change of these industries, the coffee industry is still acquiring certificates according to private qualification registration. Moreover, since each educational institution is composed of different contents, the question of whether practical-oriented talents suitable for the field are properly trained is raised. In order to solve these problems in the industrial sector, the country developed the National Competency Standards that standardizes each job for the connection and utilization of the field and education, and expanded to all industries since 2015. If so, it is necessary to find out whether coffee education is currently solving the problems of the coffee industry through NCS and how satisfaction with NCS education is. In addition, we would like to check whether NCS program is possible to develop human resources required in the field. Therefore, in this study, the contents of the NCS coffee education program were composed of four factors: educational environment, educational method, educational content, and educational instructor. In addition, I would like to empirically investigate how these factors affect education satisfaction and transfer of training, and how education satisfaction affects transfer of training. For this purpose, this survey was conducted on the students of universities and academies who experienced the NCS coffee education, and the final 204 questionnaires were empirically analyzed using the SPSS 26.0 statistical program. The results of the empirical analysis are as follows. First, among the components of the NCS coffee education program, educational method, educational contents, educational instructors had a positive effect on educational satisfaction, but the educational environment had no significant effect on educational satisfaction, so hypothesis 1 was partially adopted. Second, among the components of the NCS coffee education program, the educational contents and the educational instructor had a positive effect on the transfer of training, but the educational method and the educational environment had no significant effect on the transfer of training. Third, educational satisfaction was found to have a positive effect on the transfer of training, so hypothesis 3 was adopted. The results of this study have the following theoretical and practical implications. First, as it is the first study that analyze the effect of the NCS coffee education program factors on educational satisfaction and transfer of training, and the effect of the NCS coffee education program on transfer of training, it presented a differentiation that suggested the effect of the practice-oriented curriculum. Second, the NCS coffee education program was composed of the educational environment, educational content, educational method, and educational instructor, and a measurement model of the coffee education program was presented. Through this, it clarified what factors of the coffee education program should be strengthened for educational satisfaction and transfer of training. Third, based on the research results that the NCS coffee education program had a significant effect on transfer of training, it is necessary to increase the proportion of education programs that applied NCS to the curriculum to be opened in the future. Fourth, as it is found that educational satisfaction affects transfer of training, it can be seen that education to meet learners' expectations to obtain through NCS education should be conducted in order to strengthen practical skills in the field. Fifth, it was analyzed that the educational environment did not affect educational satisfaction and transfer of training among NCS coffee education programs, so the laboratory may not have been derived because it was inappropriate for field training, suggesting the need to establish an educational environment most similar to that of industrial sites. Sixth, it suggested the importance of applying and utilizing the NCS course as an axis of fostering field-based talent so that NCS education can play a role in a sustainable direction beyond simple practical education. In spite of these various implications, there are future research directions based on the limitations of this study. First, in future studies, if the scope of the survey is expanded to study the NCS coffee education program, the education program will further contribute to the development of human resources suitable for the coffee industry. Second, by developing an educational program that includes unique characteristics of coffee education in addition to the educational environment, educational contents, educational methods, and educational instructors, it is necessary to supply the necessary manpower to the changing coffee market. Third, research should be conducted to improve educational satisfaction and practical experience and to develop an effective NCS coffee education program that is more helpful to learners through additional repetitive studies that reveal the causes of preceding variables that did not have a significant effect due to diversification of questionnaire composition.

Key Words : NCS(National Competency Standards), NCS Coffee Education Program, Educational Satisfaction, Transfer of Training