As an educational institution, the university has an obligation to provide students with
diverse educational experiences so that they can explore and prepare for their own career,
including major education. In this study, 2,906 students of 21 PRIME universities.
This study analyzed the experience of college students receiving career education from
their universities and analyzed the difference of career development competency according to
career education experience. Through factor analysis of 12 representative career education
activities, career education experiences is composed of two factors; self-directed career
education experience and university-initiated career education experience. In addition, career
education experience is analyzed in two dimensions, quantitative experience and qualitative
satisfaction. We could find that university-iniated career education is more actively offered at
all 21 universities than self-directed career education. There are significant differences among
universities. Some universities provide actively both self-initiated and university initated career
education, while other universities provided less in both areas. As a result of analyzing the
satisfaction of experienced students, it is close to the satisfaction of 3 points out of 4 points.
Satisfaction with experienced students is generally high. Variances between universities appear.
When comparing two aspects of experience and satisfaction, there are universities in both
areas that are below average, schools with significantly above average, some schools with
relatively rich experiences but low quality.
We analyzed the relationships between five, three, and five competencies in three areas
of career development readiness, entrepreneurship, and core competence, with career
experience and satisfaction as independent variables. As a result of controlling and regression
analysis of gender, grade, school, and affiliation, experience of career education, especially
university-initiated career education experience showed significantly positive relationship with
career development capability, such as self-understanding, knowledge of major and occupation,
relationship utilization efficacy, decision-making efficacy, entrepreneurial competence, attitude,
will, self-management competence, interpersonal competence. However, career education
experience has negative relationship with K-CESA's cognitive competence, such as
communication capacity, resource information utilization capability, and global competence. The
satisfaction of career education shows similar results, but the relationship is not clear
compared to career education experience.
In this study, the criteria of career education, self-directed learning experience,
quantitative experience and qualitative satisfaction in the career education experience that we could find in this study can contribute to the promotion of effective support for the career
development of college students. It is expected to be that in the follow up study, longitudinal
research on the relationship with career development competence is needed.