大学アドミッション専門職の職務領域と職能開発に関する韓日比較 : 職務能力，職務遂行要因，資格制度との関連

This study was conducted with the purpose of confirming the status of profession and professional development of University Admissions Professions in Korea and Japan, and to provide suggestions for the future direction of professional development in Korea and Japan. For this purpose, an open-ended questionnaire survey and interviews were conducted with University Admission Professions in both countries to analyze the job status of University Admission Professions. The survey consisted mainly of 1) job domains of University Admission Professions, 2) job competencies, 3) job development (training), 4) factors influencing job performance, and 5) qualification systems. First, although there are differences between Korea and Japan, the job domains of University Admission Professions are generally considered to be as follows. 1) “Evaluation” domain: covering the entire evaluation process from data collection to analysis, qualitative and quantitative evaluation, etc. 2) “Admission design” domain: including development, planning, improvement, and reformative design of selection methods, criteria, selection materials, and other elements included in selection guidelines. 3) “University introduction, consultation, and public relations” domain: including the dissemination and introduction of various information related to university education, and the provision of information for high school students, high school students, and prospective students. 4) “High school-university articulation” domain; some universities have a separate department, but this area is discussed from a broad perspective. 5) “Data analysis, research and education” domain; data collection, organization and analysis, data structuring, statistical analysis, follow-up surveys, etc. 6) “Education” domain; this area is particularly emphasized in Korea. The domain of “Education”; “education for admission assessors (professional ethics, attendance of various training courses and lectures to improve professional skills),” which is particularly emphasized in Korea, was considered as one area by only a few respondents in Japan. However, even in Japan, we decided to set it as one area because explanations of admissions policies and practices, guidelines for essay writing and interviews, etc. are provided within universities to promote understanding and cooperation among departments. Second, the job competencies of University Admission Professions may be broadly divided into “basic qualities and abilities” and “professional job competencies,” but the following areas are generally considered. 1) “Admission (selection) planning and management” (development of selection methods that lead to improvement of Entrance Examinations, such as which selection materials are collected, how they are collected, who analyzes and evaluates them, and how the results are determined), 2) Evaluation (including evaluation knowledge and skills from multiple and comprehensive perspectives), 3) Communication (explanation, consultation, referral, persuasion, etc.) 4) Understanding of the education system and admissions policies (understanding related to high school curriculum and evaluation methods, school life and school script, systems and policies, high school-university articulation, etc.), 5) Analysis, research, and education skills (statistical analysis, effectiveness measurement, education, etc.), 6) Administrative and management skills (budget execution, admissions administration management, etc.) , 7) Professions ethics and practical skills. Of course, this does not mean that all of these job skills should be acquired by a single person in charge of admission. Based on the above job domains and job competencies of university admissions specialists, I would like to discuss the future development of university admissions. As a result of efforts at the national level, Korea was able to secure University Admission Professions with basic qualities and backgrounds in a very short period of time. With t