With the advent of the 21st century knowledge-based society and the 4th industrial revolution era, on top of the social demand for university education suitable for the cultivation of future talent, the demand for the quality improvement of university education is also increasing. In order to accord with such social demands, universities of Korea are introducing the concept of competency to university education, and also performing diverse attempts for the reinforcement of student competencies. Such efforts are mainly shown as the improvement of teaching method for reinforcing the teaching competency of university professors. However, before the improvement of teaching method, the curriculum according with the goal of university education should be designed first. Thus, this study aims to analyze the problems with curriculum design of Korean university education, and also to explore the measures of alternative curriculum design. In the results of this study, the problems with the university curriculum design method included the knowledge delivery-type lesson by the content knowledge-centered design, decrease of learners participation by the teacher-centered design, meaningless activity by the topic-centered design, non-connectivity between goal and evaluation, and the absence of process-centered evaluation. As the alternative design measures for the improvement of the existing design method, the competency-centered curriculum design and the backward design for learners enduring understanding were suggested.