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The purpose of this study is to analyze the effect of the factors on the problem-solving competency of engineering graduates. To this end, we use the 2016 Korean survey data among the Program for the International Assessment of Adult Competencies (PIAAC) survey data conducted by the Organization for Economic Co-operation and Development (OECD). In summary of the study’s major results, older people and females have lower problem-solving competencies (Model 1); higher literacy and numeracy competencies lead to higher problem-solving competencies (Model 2); and those with more experiences of sharing work-related information have higher problem-solving competencies. However, those who give more presentations have lower problem-solving competencies (Model 3), and those who make frequent use of Information and Communications Technology (ICT) to send or receive e-mails or conduct real-time discussions have higher problem-solving competencies (Model 4). These results present implications from the two perspectives of “sustainability” and “integration.” Sustainability is further classified into the following two perspectives: (1) sustainability from the longitudinal viewpoint of middle school, high school, and then job education, and (2) sustainability from the cross-sectional perspective of sustainable organization cultures. In addition, the implications of integration are based on common growth with other related core competencies besides problem-solving competencies.
Yoon et al. (Mon,) studied this question.