한국대학의 국제화 전략연구 : 중국인 유학생 유치의 질적 극대화를 위한 전략적 개선방안을 중심으로

封棟澤 한국외국어대학교 국제지역대학원 2016 국내석사

Research on Globalization Policy of Universities in Korea : Focused on Maximization Strategies in Recruiting Chinese Students This research aims to improve the enrollment and management system of Chinese students in the universitie s in Korea. Through this study, statistical data regarding qualified enrollment plan of Chinese students in universities in Korea are provided to analyze and enhance the enrollment system. Through survey and interview, this research investigates the situation and needs of Chinese students including those who currently enrolled in the university and the Chinese university staffs who take responsibility for Chinese students. According to the survey results, limitations of current enrollment and management system of Chinese students, and practical solutions are proposed. During the process of enrollment and management of Chinese students, efforts from different parties are essential to make improvement. Firstly, the effort of the government is needed. For instant, Chinese students who consider studying abroad concern the expense of studying abroad the most. Among all, universities in Korea of which the expense is relatively low, which led to many Chinese students choose to study in Korean. However, they usually confront two problems. First comes the language obstacle, they can hardly well understand the information of universities or majors. Secondly, without a Korean guarantor, they cannot apply for Korean language courses in any university in Korea. Most of the Chinese students choose service agency to solve the above problems. However, information of universities and major studies they can get from the agency is very limited. Moreover, complicated application procedure and the differentiated cost of each agency create great obstacles to the enrollment and management of universities in Korea. Then it comes to effort of the universities. For instant, foreign students have to submit materials during the enrollment, which include academic record and authentication of diploma. However, some of the universities do not verify the authenticity and conformity of the materials submitted by the students. As there are difference between Chinese and Korean education system, some students should not be qualified to enroll into the four-year educational system in Korea. All of these create negative impact in quality control of foreign students and increase attrition rate. It will also damage the image of these Korean universities in China To tackle the limitation and find out solution, survey and interviews were conducted with Chinese students including the ones who have graduated as research subject. Analysis results indicated that when the universities enroll and manage the Chinese students, three phrases should be improved. First of all, before enrollment, promotion catering to the Chinese students should be more effective, especially the information about major studies and introduction to the school. Many Chinese students wish that they could know more about the major courses and the direction of education. After enrollment, sufficient language guide for foreign students is needed. Especially, the guidance about Korean writing should be improved. Besides, government and universities should provide training courses for employees who are responsible for the enrollment and management, including enrollment and management of foreign students, verification of enrollment materials and understanding of multi-culture. Eventually, in the graduation phrase, sharing of employment guidance and information should be supported to students, regarding guidance of personal development and career direction. Besides, by actively establishing network of overseas school alumni could help sharing overseas employment information for the internal students hence promoting the universities. By data analysis and proposing solutions, this study aims to make improvement for the Korean government and universities in the aspect of expansion in the enrollment of excellent Chinese students. ??大???化?略?究 : ?化中?留?生?招?量的?略性改善方案 本文的主旨是?了改善和解???大?中?留?生招生和管理中出?的??。通?本文的分析?究,??改善??大?中?留?生的??性招生方案提供基?的?据,最???中?留?生的??性?大招生。本文使用???卷和采?的方法,了解包括??中?留?生??的中???和在校留?生在?的中?留?生的意?和需求,其次根据??的?果???在中?留?生招生和管理中出?的???行分析,最后提出可行性建?。 在中?留?生招生和管理的?程中存在着?多需要改?之?。首先是政府?面的努力。比如?,中?的大多???留?生在??留??都?首先考?留?的?用。因此,留??用要求相??低的??大?成?了大部分留?中?留?生??的主要原因之一。但是, ?中??生??留???大?后?面??大??。一是因??言不通,不能?好地了解??大?以及??的信息。二是因??有???保人无法申???大?的?言?修?程。大部分中?留?生?了解?上述????,??通?留?中介?解?上面的????。但是,通?中介了解到的??大?以及??情?是非常有限的。其次手?繁?和?用?差不?的?象,??如今??大?的留?生招生和管理工作??了?大的阻碍。其次是?校?面的努力。比如?,留?生在入??首先?提交入?材料,?其中包括在校成?,以及????。 但是,一部分大????生提交的在校成?以及????在?的入?材料,??有?一步的??和??材料的??性和合格性。?如今,中???的高等?育形式多?多?,部分?育形式??于大?本科?育。因此其?格?不能新入或?入??大?的正?4年制?程。?些??的出???致人才?量的下降,退?率升高,甚至?影?到?大?在中?境?的形象。 本文?合了包括以上???象在?的等多???,向包括??生在?的中?留?生?行了采???和?卷??。分析?果表明大?在招收和管理中?留?生?,需要在三??段中做出改善。首先,在入?前?段中,面向留?生的宣??不到位,特?是??宣?和介?方面需要提高。?多中?留?生希望在入?前可以更??地所???的?程??情?和?育方向。在入?后?段中。面向留?生的?言指??不到位,特?是包括外??生的????作在?的指?方面需要提高。此外,政府和?校?向??外?留?生招生和管理的??定期提供?育?程,其中包括:留?生招生和管理,入?材料?核,多文化理解在?的等多??育?程。最后,在???段中,面向留?生的就?指?和情?共享?不到位。特?是????生的去向信息管理需要提高。此外,??地?建和使用由??生?成的海外校友??,在海外宣??校的同??在校生提供海外就?情?共享。 本文?以上?象在?的???行分析,得出的?果可以???政府和大?在以后?大招收?秀的中?留?生的工作中提供基??据。

중국과 미국 대학의 교수평가 비교 연구

염리한 우석대학교 대학원 2020 국내박사

In recent years, with the rapid development of Chinese society, it has put forward a constant increasing demand for talents, as well as higher requirements on the quality of instructors. Instructor evaluation is an important basis for university management, which can also guarantee university instructorsʼ quality. However, there still are many problems in China's university instructor evaluation system, which hinders the improvement of both instructor and student quality, thus making it necessary to reform the system. With the significant impact of the Higher Education System in America on global education pattern, and even thought the evaluation system of instructors in America ranks first in the world, American universities once had the same problems as Chinese universities. But through the guidance of the fourth generation evaluation theory and the integration of other countriesʼ experiences, American universities have formed a relatively mature instructor evaluation that is worth learning for Chinese universities. This thesis adopts literature review method and comparative method to conduct an in-depth research, and selects four universities as research objects, namely Beijing Normal University, Nanjing Normal University, University of California, Berkeley, and Georgia University, in which three questions are studied. First, What differences between a Chinese university and an American university about instructor evaluation? Second, What reform measures are needed for instructor evaluation at a Chinese university? Third, After the reform, what is the model of instructor evaluation in a Chinese university? First of all, the aim of Chinese and American university instructors evaluation are different. The aim of instructors evaluation is about rewarding or punishing in Chinese university, while the aim of instructors evaluation is to promote their career development of instructors in American university. Secondly, the teaching evaluation between Chinese and American university are also different. The instructor evaluation subject in Chinese universities is the group of administrators, while the subject in American universities is instructors themselves. Different from the evaluation methods of Chinese universities including student evaluation, peer evaluation, teaching supervision evaluation and teacher self-evaluation, those of American universities contain student evaluation, peer evaluation, teacher self-evaluation, alumni evaluation and teaching portfolio evaluation. Both them attach great importance to student and peer evaluation, but the American universities emphasizes more on peer evaluation. Chinese universities usually evaluate instructors by quantity, while quality becomes the major evaluation indicator in American universities. The result of instructor evaluation are used for the reward, punishment and promotion of instructors in Chinese universities, and those of American universities help the self-improvement and curriculum development of instructors. Finally, there are differences in academic evaluation on instructors between Chinese universities and American universities. The subjects of academic evaluation in Chinese universities are ʻadministratorsʼ, The subjects of academic evaluation in American universities are pluralistic with more attention paid to democratic participation, respectively. Chinese universities adopt ʻbibliometricʼ, peer evaluation and network measurement, while American universities employ peer evaluation as the main evaluation method, supplemented by quantification. The evaluation standard of Chinese universities is quantity, while the evaluation standard of American universities is quality. The instructor evaluation results of both Chinese and American universities are used for the promotion of instructors. Through comparison, the fourth generation evaluation theory is combined to propose reform measures. In order to ensure the authoritativeness of the evaluation results, the evaluation subject in Chinese universities should enlarge its scope, highlight the its advantages, and increase the participation of peers and experts. The method of instructor evaluation in Chinese university is supposed to highlight the negotiation behavior of relevant stakeholders, and not be limited to orders assigned by administrators, but focus on the implementation process of evaluation. The improvement of instructorsʼ values should be regarded as the standard rather than the number. The diversity of instructor should be fully respected, and corresponding evaluation policies should be formulated. The results of instructor evaluation should be evaluated twice, instead of being just a result, so as to assist in forming a circular evaluation process. At the same time, the participation of third-party evaluation institutions is also needed to guarantee the fairness of evaluation results. Based on reform measures, this thesis puts forward the model of Chinese university instructor evaluation, which provides the possibility for the establishment of instructor evaluation community. 최근 중국 사회가 급속도로 성장하고 있고, 인재에 대한 수요가 계속 높아지는 만큼 대학교수의 수준에 대한 기대치가 높아지고 있다. 대학의 교수평가는 대학의 정책 결정에 중요한 근거가 되고 교수의 수준도 보장할 수 있지만, 중국 대학의 교수평가 체계에 여러 문제가 나타하면서 교수의 수준과 학생의 수준이 떨어지게 되었고, 중국 대학의 교수평가 체계에 개혁이 불가피하게 되었다. 미국의 고등교육 평가시스템은 세계교육 구도 전반에 걸쳐 중요한 위치를 차지하고 있고 미국 대학의 교수평가 시스템이 세계의 선두에 위치해 있으나, 미국의 대학 역시 중국 대학과 유사한 문제가 있었다. 그러나 미국의 대학은 4세대 평가이론을 적용하고, 다른 국가의 경험을 융합하여 현재 비교적 성숙한 대학 교수평가 체계를 형성하고 있다는 점은 중국 대학이 참고할 만하다. 본 논문은 문헌 종합서술법과 비교법을 적용해 중국의 북경사범대학(北京師範大學)과 남경사범대학(南京師範大學)의 2개 대학과 미국의 버클리대학(University of California, Berkeley)과 조지아대학(Georgia University)의 2개 대학교를 대상으로 비교 연구를 실시하였다. 연구문제로는 첫째, 중국 대학의 교수평가와 미국의 대학 교수평가 사이에 어떤 차이가 있는가? 둘째, 중국 대학의 교수평가에 어떤 개혁이 필요한가? 셋째, 개혁을 통한 중국 대학의 교수평가 모형구축은 어떻게 해야 하는지를 설정하였다. 중국과 미국의 대학 교수평가는 평가목표의 측면에서 다르다. 중국 대학의 교수평가는 대학교수의 관리를 목적으로 하여 교수들을 격려하거나 징계하는 것이 목표이지만, 미국의 대학 교수평가는 교수들의 직업 전문성 발전을 촉진시키는 데 있다. 또한, 교수평가의 주체 측면에서 중국 대학의 평가 주체는 대학관리자이지만, 미국 대학의 평가 주체는 교수들 자신이다. 중국 대학의 평가방법으로는 학생평가, 동일종사자 평가, 교수감독평가, 교수자율평가가 있고, 미국 대학의 평가방법은 학생평가, 동일종사자평가, 교사자율평가, 교우평가, 교수파일포트폴리오평가가 있다. 중국과 미국 모두 학생평가와 동일종사자평가를 중시하지만, 미국에서 더 중시하는 것은 동일종사자평가이다. 중국 대학의 평가 기준이 양적이라면, 미국 대학은 질적이라 할 수 있다. 중국 대학의 평가결과는 대학교수의 상벌과 승진에 활용되지만, 미국 대학의 평가결과는 교수 자기계발과 수업과정 발전에 활용이 된다. 마지막으로 중국과 미국은 대학 교수들의 학술평가에도 차이가 있다. 중국 대학의 학술평가 주체는 ʻ행정가ʼ이지만, 미국 대학의 학술평가 주체는 다원적이고 민주적 참여를 중시한다. 중국 대학은 ʻ문헌표본계측법ʼ, ʻ동일종사자평의ʼ와 ʻ인터넷표본계측법ʼ을 차용하지만, 미국의 대학은 ʻ동일종사자평의ʼ를 주로 하고 표본계측은 부차적인 것으로 하는 평가 방법을 채택하고 있다. 중국 대학의 평가기준은 수량인 반면, 미국 대학의 평가 기준은 가치라고 할 수 있겠다. 중국과 미국 양국 대학의 평가 결과는 모두 교수 승급에 활용된다. 중국과 미국 대학의 교수평가 비교를 통해 4세대 평가이론을 적용한 개혁방안을 제시하였다. 중국 대학의 교수평가 주체는 그 범위를 넓혀 평가 주체의 이점을 부각시키고 동일종사자나 전문가의 참여도를 높임으로 평가 결과의 권위성을 보장해야 한다. 중국 대학의 교수평가 방법은 이해관계가 있는 이들의 협상 행위를 부각시켜야 하는데 행정가가 명령을 내리는 데 그치지 않고 평가의 집행 과정에 집중해야 한다. 양적인 면보다는 대학 교수들의 가치향상 여부를 기준으로 삼아 교사의 다양성을 충분히 존중하고 그에 상응하는 평가정책을 마련해야 한다. 도출되는 평가결과는 2차 평가로 연결되어 단 한 번의 결과 도출만이 아니라 순환적인 평가프로세스가 형성되고, 동시에 제3자인 평가기관이 참여해 평가결과의 공정성을 보장하도록 해야 한다. 본 논문은 개혁방안을 통해 중국 대학의 교수평가 모형을 제시하고, 이를 토대로 평가공동체 마련을 위한 가능성을 열고자 하였다.

중국과 미국 대학의 교원능력 개발 비교 연구

심열 우석대학교 일반대학원 2021 국내박사

대학 교원능력은 교원 자신의 발전뿐만 아니라 대학의 발전 및 학생교육과 직결된다. 대학 교원능력 개발은 오래전부터 정부, 대학, 학자, 나아가 많은 국민들의 주요 관심사 중 하나이며, 대학의 발전 수준을 향상시키는 효과적인 대책으로 인식되고 있다. 그러나 아직까지 중국 대학 교원능력 개발은 걸음마 단계여서 체계적인 시스템을 갖추지 못하고 있다. 최근 고등교육의 대중화, 학생 집단의 인구통계 변화, 교원능력 개발의 현실적인 딜레마, 새로운 교수법의 출현, 교원능력 개발의 새로운 세계적 추세 등은 중국 대학의 교원능력 개발에 많은 과제를 던져주고 있다. 중국 대학들은 이러한 요구에 대해 채택 가능한 교원능력 개발 모델을 찾아 적용하려고 노력하고 있다. 미국 대학들은 종합적인 교원능력 개발 시스템을 잘 갖추고 있다. 또한 미국 대학들은 사회적․시대적 변화와 요구를 반영하여, 교원능력 개발을 촉진하기 위해 보다 효과적인 시스템을 지속적으로 모색하고 적용하고 있다. 따라서 중국 대학은 미국 대학의 교원능력 개발 프로그램에 대한 분석과 연구를 통해 일정한 시사점을 얻을 수 있을 것이다. 이러한 맥락에서 본 논문은 중국과 미국 대학 교원능력 개발의 함의, 조직, 실천의 세 가지 측면에서 비교 연구를 실시하였다. 연구의 목적은 중국 대학과 미국 대학의 교원능력 개발의 실태를 비교 분석함으로써, 중국 대학에 적절한 교원능력 개발 모형의 도출을 위한 시사점을 얻고자 하였다. 이러한 목적을 달성하기 위해 세 가지 연구문제를 설정하였다. 첫째, 미국과 중국 대학의 교원능력 개발의 함의, 조직 및 실천 측면에서 어떤 유사점과 차이점이 있는가? 둘째, 중국 대학의 교원능력 개발의 문제점과 미흡한 점은 무엇인가? 셋째, 미국 대학과의 비교를 통해 중국 대학 교원능력 개발에 주는 시사점은 무엇인가? 연구문제를 수행하기 위하여 문헌연구, 사례연구 및 비교분석의 3 가지 연구방법을 활용하였다. 보다 실제적인 사례연구와 비교분석을 위해 미국 대학과 중국 대학 3곳을 각각 선정하였다. 미국은 미시간대학교(University of Michigan), 하버드대학교(Harvard University), 펜실베이니아주립대학교(Pennsylvania State University), 중국은 저장대학교(浙江大學), 푸단대학교(復旦大學) 샤먼대학교(廈門大學)이다. 중국과 미국 대학 간 교원능력 개발에 대한 비교를 통해 몇 가지를 차이점을 확인할 수 있었다. 미국 대학은 교원의 개인적 만족을 우선시한 반면, 중국 대학들은 정부와 학교의 행정요건을 우선시하고 있다. 그리고 미국 대학들의 교원능력 개발 조직은 중국 대학들에 비해 다양하며 교원 개발 활동도 개인화 되어 있다. 또한 미국 대학에서의 교원능력 개발 실제는 학교 단위로 이루어지는 반면, 중국의 경우에는 정부의 요구 조건 하에서 획일적으로 진행되고 있다. 이러한 비교연구 결과를 Bergquist와 Philip의 종합적인 대학 교원능력 개발 모형에 적용하여 중국 대학의 교원능력 개발에 대한 일정한 시사점을 도출하였다. 그리고 이러한 시사점을 토대로 중국 교원능력 개발에 대한 함의, 조직, 교수방법, 개인 개발의 4가지 측면에서 제언을 하였다. 본 논문의 연구결과는 중국 교원능력 개발 향상을 위한 미래지향적인 방향성을 제시할 것이며, 중국 대학의 교원능력 개발과 중국 고등교육의 발전에 도움을 줄 것이다. The faculty development of University is directly related to university development and student education as well as teacher's own development. The faculty development is gradually receiving increasing attention from the government, universities, scholars and, even the public, and it has become an effective measure to improve the development level of universities. However, in China, faculty development is still in its infancy. It has not become a fruitful practice in many colleges and universities, nor has a mature system formed. The new century has brought a number of new challenges to Chinese universities' faculty development including the realistic dilemma of Chinese faculty development, popularization of Chinese higher education, the changing demographics of Chinese student body, the emergence of new instructional methods, and the new world trend of faculty development. As a result, it is necessary and urgent for Chinese universities to find a suitable improvement plan of faculty development to meet these challenges and solve problems. It is well known that American universities and colleges have successful experience in cultivating faculty through conducting comprehensive faculty development systems. In the face of external and internal circumstances, American universities gradually explore and form a relatively effective model and experience to facilitate faculty development. Faculty development has become an important method for American universities responding to social challenges in complicated circumstances and achieving space and resources of self-development. America has accumulated a large amount of experience in faculty development and done a lot of researches on this topic. Consequently, comparisons with American universities' faculty development may shed light on providing suggestions for Chinese universities' faculty development. This paper is concerned with a comparative study of faculty development between Chinese and American universities in terms of three dimensions: connotation, organization, and practice. It aims to find what deficiencies of Chinese universities' faculty development, learn useful experience from American universities and eventually build a suitable improvement plan of Chinese faculty development. In order to achieve these purposes, this paper answered three questions: Firstly, what are the similarities and differences on faculty development connotations between American and Chinese Universities? Secondly, what are the similarities and differences on faculty development organization between American and Chinese Universities? Thirdly, what are the similarities and differences on faculty development practice between American and Chinese Universities? Fourthly, what is a suitable improvement plan of Chinese faculty development? This paper adopts literature review, case study, and comparative analysis as three main research methods. For the purpose of making a comparison on faculty development clearer and convinced, three representative American universities and Chinese universities respectively have been selected to do the case study and comparative analysis, namely, University of Michigan, Harvard University, and Pennsylvania State University in America, and Zhejiang University(浙江大學), Fudan University(復旦大學), and Xiamen University(廈門大學)in China. Through detailed comparison on faculty development between Chinese and American Universities, it can be found that American universities take teachers' personal satisfaction as a priority, while Chinese universities take government and schools' administrative requirements as a priority. The faculty development organizations of American universities are more diversified, and the faculty development activities are more personalized compared to Chinese universities. The practice of faculty development in American universities has school-based characteristics, while Chinese faculty development practices are mostly uniform under the requirements of the Chinese government. Absorbing useful experience from American universities' faculty development, and combining with the current status of the faculty development of colleges and universities in China, based on Bergquist and Philips' comprehensive faculty development model, a improvement plan of Chinese faculty development has been built according to the enlightenment gotten from the comparison on faculty development of Chinese and American universities. The plan offer suggestions on Chinese faculty development fom four dimensions which are connotations' development, organizational development, instructional development, and personal development. This improvement plan of Chinese faculty development aims to do a favor in accelerating Chinese universities' faculty development and Chinese higher education's improvement.

중국 대학 한국어 전공자를 위한 번역 교육 연구

Quan, Honghua 경희대학교 대학원 2021 국내박사

This study aims to propose effective translation methods and content that can support the acquisition of practical Korean translation skills by Korean language major in Chinese universities. With the advent of the fourth industrial revolution era, interactions among countries and individuals with different language backgrounds have unprecedentedly increased. Accordingly, foreign language proficiency and translation skills have become fundamental capabilities that people should acquire for work in modern society. Generally, translation courses have been provided by departments of foreign languages at universities to meet such social needs, despite concerns over university students’ insufficient foreign language proficiency for successfully completing such translation education. Korean language departments at universities in China also offer both Korean language education and Korean translation education at intermediate and advanced levels. However, Korean language major do not generally have practical Korean translation skills that can satisfy expectations due to the quality of translation teaching at undergraduate level provided by university Korean language departments based on the perception that translation skills are nothing more than slightly advanced foreign language proficiency. The stagnant level of translation education has also been affected by social prejudice that someone who can speak a foreign language can perform translation in the foreign language as well. Moreover, instructors who obtained their degrees in Korean language or literatures tend to teach both Korean language and translation. For this reason, most Korean translation courses have been provided through comparisons of translated text by students with exemplary translation text in terms of merely language code conversion. Unlike the current direction of Korean translation education, the delivery of translation outputs should focus on achieving the appropriate functional purposes of a target text (TT) in consideration of situations and context rather than accurately converting a source text (ST) to TT. When translation is performed practically at work, the TT can be differently translated according to functional purposes to be achieved through the translation. In this regard, students should develop appropriate translation skills based on consistent standards to complete practical translation tasks by themselves in work environments that they will encounter after being employed and in which they cannot receive exemplary translation texts and feedback from instructors. Previous studies on Korean translation education provided to Korean language major in Chinese universities pointed out problems of Korean translation education such as the inadequate capabilities of instructors, insufficient Korean language proficiency of learners, and a lack of teaching materials, practical translation practice, and education infrastructure and presented measures for solving the aforementioned problems. However, these studies overlooked the fact that learners should cultivate their linguistic capabilities for independently solving foreign language translation problems that can occur in the process of handling practical translation tasks. Few studies have raised questions on current Korean translation education, which was developed mainly based on Korean language education. Moreover, research has not been conducted to systematically connect Korean language education and Korean translation education to generate synergy effects. In addition, there has not been research on applying appropriate translation theories according to the distinct characteristics of Korean language major to encourage systematic translation education. As indicated above, it is difficult to find previous studies on practical Korean translation that applied systematic translation theories to effectively connect Korean language education and Korean translation education and present consistent standards for solving problems related to Korean translation. Thus, this study proposes practical Korean translation education methods and content by applying the Allgemein Translationstheorie, which has a theoretical frame similar to the structure of practical translation tasks, in Korean translation education provided by Korean language departments at universities in China. Through this process, it intended to increase the effectiveness of Korean translation education within a limited teaching and learning period. The introduction section indicates the necessity and purposes of Korean translation education provided to Korean language major in Chinese universities. It also presents problems of Korean translation education and solutions for these problems that were reported in existing studies on analyzing Korean translation education provided by Korean language departments at universities in China and clarifies missing points that were overlooked in these studies. Subsequently, it proposes three main problems related to translation theory application methods, the establishment of goals for translation education, and the translation education content and methods that are to be intensively examined in this study as well as research methods for solving these problems. Chapter 2 examines the Allgemein Translationstheorie, whose frame is similar to the structure of practical translation tasks, based on the Skopostheorie and translation action theories, which serve as the core of the Allgemein Translationstheorie, to provide a theoretical basis for the development of the discussion in this study. ificatioIt also analyzes the translation-oriented text analysis model proposed by Nord to establish methodological standards for forming translation briefs, which are used as written requests, and developing solutions for translation problems in the process of determining functional purposes to be achieved through TT translation. Accordingly, it reviews text type classn, translation skills, and approaches to translation teaching to ascertain the connections between these items and translation education. Furthermore, it suggests that necessary skills for Korean language major in Chinese universities to perform translation considering functional translation layers include a capability for obtaining a translation brief, a capability for analyzing the ST, and a capability for forming the TT. The three capabilities are displayed in the form of a diagram. Chapter 3 investigates policies and guidelines on educational curricula at universities in China to set a macroscopic direction of establishing goals, forming educational content, and developing educational methods for Korean translation courses. It also analyzes educational curricula and courses that are provided by Korean language departments at three universities in China and identifies problems in these curricula and courses. Through this process, it intends to inspect the practical application of Chinese policies and guidelines on university education in courses provided by such departments and examine the core content of Korean language and translation education provided by these departments. Moreover, it analyzes three types of translation textbooks, which are considered the most important education materials for translation, used in these departments at target universities in China and derives problems with these textbooks and relevant implications regarding their status. Chapter 4 shows the results of a survey administered to 61 instructors and 403 learners to identify problems that they encountered in the process of teaching or receiving translation education provided by the Korean language departments as well as the teaching and learning demands required by them. It also shows six implications derived from the analytic result of the aforementioned survey to develop effective translation education methods and content. Subsequently, it examines a demand for talent who can speak Korean based on 375 samples selected in the job market according to types of industries, occupation, and common expectations to indicate necessary skills and capabilities that learners should obtain through translation education. Chapter 5 presents principles for developing translation education content and measures and reviews the present status of translation education by combining the implications derived from the aforementioned content, including existing theories introduced in Chapter 2, the status of translation education curricula provided in the Korean language departments in universities in China in Chapter 3, and the survey analysis results on the demand investigation based on instructors and learners in Chapter 4. This study proposes six principles for developing translation education content in consideration of distinct characteristics of Korean language major as follows. First, the career path selection of Korean language major and the demand for talent who can speak Korean in societies and markets should be combined and reflected in balance. Second, a systematic connection between Korean language education and Korean translation education should be created. Third, learners should be encouraged to build their translation skills in stages. Fourth, learners should be supported to increase their understanding in translation tasks. Fifth, learners should obtain capabilities for solving problems related to translation. Sixth, achievement of well-rounded education stated in Guobiao(≪國標(국표)≫) should be reflected. The study also presents the application of approaches to translation teaching with a focus on learners, tasks, and texts by referring to educational approach methods indicated in Chapter 2 as well as relevant principles. Moreover, prior to establishing a translation education goal for Korean language major, this study determined that a demand in societies and markets, guidelines on educational curricula established by the government, policies formulated by educational institutes, capabilities of instructors, capabilities of learners, and target language communities are factors that can affect the establishment of such a goal. Based on these factors, the translation education goal was established as the “training of semi-professional translators who have combined comprehensive capabilities including fluency in Korean and practical translation skills at a basic level.” Regarding the present status of translation education provided in Korean language departments, this study proposed nine principles for translation education. Based on the three necessary translation capabilities of learners considering the functional translation layers mentioned in Chapter 2, it established eight subjects related to the improvement of basic capabilities in addition to the three main capabilities as subjects to be reflected in translation education content. These subjects include translation theories, acquisition of translation briefs, text analysis, translated text formation, cultural knowledge, translation techniques, cooperation methods, and tool application methods. Regarding translation education methods, it presented a staged course arrangement structured across three semesters and designed a general translation course model for Korean language major based on the Allgemein Translationstheorie and the translation-oriented text analysis model proposed by Nord, which were explained in Chapter 2. It also indicated examples of translation lectures on informative text and operative text by referring to text classification standards according to functional types developed by Reiß and Kim et al. (2017). In addition, this study suggested translation education evaluation methods and translated text evaluation standards for Korean language major in the education evaluation section of the final chapter. It is expected that the proposed methods and standards have significance in that they were not specifically analyzed in previous studies on translation education based on Korean language major in Chinese universities and that they can be referred to as objective standards for the evaluation of learners in consideration of functional translation layers. This study applied the Allgemein Translationstheorie considering the external context from a given text and the achievement of functional purposes in Korean translation education. This approach is opposite to that of the current translation education that is provided by Korean language departments at universities in China that regards translation as a language code conversion process without applying systematic translation theories. Thus, this study has significance in that it proposed practical translation education content and methods that can encourage learners to independently perform translations between Korean and Chinese and solve translation-related problems based on consistent standards in their future workplaces. Furthermore, its significance can also be found from the fact that it proposed a general translation course model for Korean language major and systematically combined language education and translation education with a focus on learners through the convergence of language skill improvements and translation education. This approach is evaluated as outstanding because it is different from that of previous studies, which regarded translation education provided by Korean language departments at universities in China as a measure for increasing the Korean language skills of learners or distinguished Korean language education from Korean translation education as dichotomous.

A Study on the Influence of Engagement of Chinese : Focusing on the Mediating Effects of Professional Happiness and Psychological Capital-

양려곤 세한대학교 대학원 2024 국내박사

Taking Chinese university professors as the research object, this study examines the effects of professional identity, professional happiness and psychological capital on work engagement, and focuses on the mediating role of professional happiness and psychological capital in the relationship between professional identity and work engagement, with a view to providing theoretical basis and practical guidance for the improvement of work engagement of university and university professors. In this study, Chinese university professors were selected as the survey objects, and the data were collected by convenience sampling. Chinese university professors from more than a dozen Chinese universities in North China (including Beijing, Tianjin, Hebei and Shanxi provinces), East China (including Shanghai, Jiangsu, Zhejiang, Anhui, Fujian, Jiangxi and Shandong provinces) and Central China (including Henan, Hubei and Hubei provinces) were selected. Network tools such as Juanxing (https://www.wjx.cn/) were used to publish and collect questionnaires, and 586 valid questionnaires were successfully collected. The measurement tools of this study include professional identity, professional happiness, psychological capital and work engagement. The research procedure of this study is conducted through questionnaire survey, which is divided into preliminary research analysis and hypothesis setting, measurement tool making and verification, pre-survey, sampling and questionnaire distribution, questionnaire survey results collection and data analysis. In this study, SPSS 26.0 and AMOS 28.0 were used for data processing. In order to understand the professional identity, professional happiness, psychological capital and work engagement of Chinese university professors, the average and standard deviation were calculated respectively, and the differences among the sub-factors were compared. In order to understand whether gender, age, marital status, teaching experience, professional title and educational background of Chinese university professors have differences on professional identity, professional happiness, psychological capital and work engagement, independent sample T-test and one-way analysis of variance were conducted. In order to understand whether the professional identity of Chinese university professors has an impact on work engagement through professional happiness and psychological capital, the structural equation path analysis was carried out. The results of the study are as follows: (1) Professional identity of Chinese university professors has a significant positive impact on professional happiness, work engagement and psychological capital. Professional identity can significantly positively predict professional happiness. professors' professional identity affects the direction of professors' professional development, their educational and teaching beliefs, behavior patterns and professors' professional happiness. Professional identity can significantly positively predict work engagement. professors' professional identity directly affects professors' engagement in their own profession. professors with higher professional identity have higher work enthusiasm and job satisfaction. Professional identity can significantly positively predict psychological capital. Chinese university professors with a high level of professional identity tend to have higher autonomy motivation, better self-monitoring ability, more initiative to change the surrounding environment, show a positive learning attitude, and have a higher degree of psychological capital. (2) The professional happiness and psychological capital of Chinese university professors have a significant positive impact on work engagement. Professional happiness can significantly positively predict work engagement. A higher level of professional happiness is conducive to improving the work engagement and job satisfaction of Chinese university professors. Psychological capital can significantly positively predict work engagement. Positive psychological capital enables Chinese university professors to actively tap their own mental energy to improve their work commitment when facing difficulties and challenges. (3) Professional happiness and psychological capital play an intermediary role. The professional identity of Chinese university professors can affect their work engagement through professional happiness and psychological capital. university professors' positive working attitude, excellent psychological quality, good mental state and other resources are the important source of university professors' work engagement. Based on the above research results, the following suggestions are put forward to improve the work engagement of Chinese university professors. Policy suggestions: First, the state needs to increase support and increase funding for higher education. The state should continuously improve the economic benefits, living conditions and working environment of university professors from the strategic concept of rejuvenating the country through science and education, lifelong education and learning society by means of policy preference and public opinion propaganda. Second, actively advocate the social trend of respecting professors and valuing education, promote the whole society to form the ideological tendency and psychological atmosphere of respecting professors and supporting professors, timely affirm and support professors' good performance in their work, and effectively improve the social status of university professors. Thirdly, universitys and universities should strengthen professors' professional awareness and enhance their professional identity and professional development. universitys and universities should establish an effective incentive mechanism for university professors, create a relaxed and harmonious working environment, stabilize the team of university professors, mobilize the enthusiasm of professors and improve their professional happiness. universitys and universities should pay attention to the development of professors' psychological capital, strengthen the training of professors' psychological guidance ability, enrich professors' interest groups, pay attention to the dynamic changes of professors' psychological capital and work engagement, and guide professors to maintain a high mental state and full working state. Practical advice: First, university professors should take the initiative to cultivate a sense of professional identity, enhance their sense of professional development and working environment, participate more in educational practice and critically reflect on their own practice, and devote themselves to the cause of education with the greatest enthusiasm and energy to obtain higher career satisfaction and professional happiness. Second, university professors should have firm faith, maintain a good attitude, seriously and rationally think about life and career, reshape educational beliefs, strengthen teaching and training, participate in scientific research activities, gradually master the ability and method of scientific research in practice, pursue professional happiness, and promote their own professional happiness. Third, university professors should correctly understand their own personality, interests, advantages and disadvantages, work ability and their own role, find a correct position, give full play to their own personality advantages, have the courage to face difficulties, challenge themselves, constantly enhance the ability to resist frustration and social adaptability, and release and relieve various pressures in a correct way. Fourth, university professors should correctly recognize themselves, constantly update their knowledge structure, change their thinking, dare to challenge and innovate, promote teaching innovation with practice, promote education reform with innovation, devote themselves to teaching work, and adapt to the vigorous development of modern education. Academic advice: First of all, in terms of sample collection, the scope of data collection will be expanded in the future to strengthen the persuasiveness of research conclusions. Secondly, in terms of variable measurement, future empirical studies can be analyzed by combining subjective evaluation with objective data, and further improve the scale to make the research more valuable. Thirdly, the scope of research can be expanded. In the follow-up study, leadership style, sense of organizational support, work-family conflict, empathy ability, psychological resilience and other variables can be selected for further study. Keywords: Professional Identity, Professional Happiness, Psychological Capital; Work Engagement, Chinese university professors

Case Studies of Chinese Universities' International Student Recruitment

주견견 우석대학교 일반대학원 2022 국내박사

At present, in order to attract international students, Chinese universities are cooperating with more and more international student recruitment agencies. Although there are various problems in this process, there is not much academic research about it. In this context, this research is carried out in order to better understand the relationship between Chinese universities and international student recruitment agencies and make agencies play a certain role in the internationalization of China's higher education. In order to achieve the research purpose, three research questions are explored. First, why Chinese universities choose to cooperate with international student recruitment agencies? Second, how do international student recruitment agencies influence Chinese universities? Third, how do Chinese universities resolve issues in cooperating with international student recruitment agencies? To solve these research purposes and resolve research problems, case study method is adopted. This research takes four Chinese universities as the objects, collects data through interviews, document analysis and observation, obtains results for case studies, and adopts academic capitalism theory. Through the case study, the following contents are confirmed: First, Chinese universities cooperated with international student recruitment agencies for a variety of reasons. In order to achieve the volume target, international student recruitment agencies are widely used in most Chinese universities in attracting international students. This can increase the financial revenue of the university, enable the university staff to better communicate with international students, obtain market information and reduce enrollment expenses. Moreover, some universities in China rely too much on international student recruitment agencies, which is the only way to recruit international students. This is because it is easy to convince education authorities and leaders and ensure the budget. In addition, China's top universities are actively using international student recruitment agencies to select high-level foreign students. Second, overall, the cooperation with Chinese universities and foreign student enrollment enterprises has affected all universities in terms of the number of international students, campus cultural diversity, international student enrollment strategy, daily work and international student management. But in this relationship, there are also various problems. Thirdly, in order to solve these problems, the theoretical basis and practical scheme are studied. The research results are as follows. The new knowledge circulation, the formation of the new university cultural system, the change of higher education behavior and the improvement of university management ability are closely related to academic capitalism theory. In this regard, the use of international student recruitment agencies by Chinese universities in attracting international students will help to improve their market share in the global international education market. However, the system should be improved to make international student recruitment agencies realize that they play a very important role not only in economy, but also in improving the level of Chinese university education. In particular, the Chinese government can see from the examples of the United States and Australia that it should formulate evaluation and supervision plans for international student recruitment agencies. 현재 중국 대학에서는 국제학생 유치를 위하여 유학생 모집 업체 이용이 날로 증가하고 있다. 이러한 과정에서 다양한 문제점이 발생하고 있으나, 이에 대한 연구가 많지 않은 실정이다. 이러한 맥락에서 본 연구는 중국 대학과 유학생 모집 업체의 관계를 더욱 잘 이해하고, 유학생 모집 업체가 중국의 고등교육 국제화에 일정한 역할을 담당할 수 있는 논의의 단초를 제공하기 위하여 수행하였다. 연구의 목적을 달성하기 위하여 세 개의 연구문제를 설정하였다. 첫째, 중국 대학은 왜 유학생 모집 업체와 협력하는가? 둘째, 유학생 모집 업체는 어떻게 중국 대학에 영향을 주는가? 셋째, 중국 대학은 유학생 모집 업체와 협력하는 과정에서 발생하는 문제점을 어떻게 해결하는가? 이를 통하여 중국 대학과 유학생 모집 업체가 협력하는 원인, 협력이 대학에 가져온 변화, 유학생 모집 업체와 협력하는 과정에서 발생하는 문제의 해결 방법을 모색하였다. 이러한 연구 목적과 연구 문제를 해결하기 위하여 사례연구 방법을 적용하였다. 네 개의 중국 대학과 협약된 유학생 모집 업체를 대상으로 인터뷰, 문서 분석과 관찰을 통해 데이터를 수집하였고, 사례연구의 해성과 결과 도출을 위하여 학술자본론을 적용하였다. 사례연구를 통하여 다음과 사실을 확인하였다. 첫째, 중국 대학이 유학생 모집 업체를 사용하는 일반적인 이유는 다양하다. 외국인 유학생 충원 인원의 목표를 달성하기 위해서, 국제학생을 유치하는 데 있어 유학생 모집업체를 이용하는 방식은 대부분의 중국 대학에서 광범위하게 사용되고 있다. 이를 통하여 대학의 재정 수입이 증가하고, 국제학생들과 더욱 잘 소통할 수 있고, 시장 정보를 얻으며, 유학생 모집에 드는 비용을 절감할 수 있다. 그리고 중국 내 일부 대학들은 유학생 모집 업체에 지나치게 의존하고, 이것이 유학생을 모집하는 유일한 방법으로 사용되고 있다. 이러한 방식은 교육당국과 지도자를 쉽게 설득할 수 있고, 예산 확보에 용이하기 때문이다. 그 밖에, 중국 내 상위 대학은 유학생 모집 업체의 이용을 수준이 높은 유학생의 선발을 위한 방편으로 적극 활용되고 있다. 둘째, 전체적으로 중국 대학과 유학생 모집 업체와의 협력은 국제학생 수, 캠퍼스 문화 다양성, 유학생 모집 전략, 일상 업무와 유학생 관리 등의 문제에 있어 모든 대학에 영향을 미쳤다. 그러나 이러한 관계에서 여러 가지 문제를 노정하기도 하였다. 셋째, 이러한 문제를 해결하기 위하여 이론적 토대와 실제적 방안을 탐구하였던 연구결과는 다음과 같다. 새로운 지식 순환, 새로운 대학문화 체계의 형성, 고등교육 행위의 변화, 대학 관리능력의 확대의 네 가지 측면은 학술 자본주의 이론과 밀접한 관계를 가진다. 이러한 측면에서 중국 대학이 국제학생의 유치에 있어 유학생 모집 업체를 이용함으로써 전 세계 국제교육 시장에서 시장 점유율을 높이는데 많은 도움이 될 것이다. 그러나 유학생 모집 업체가 단순히 경제적 측면에서 뿐만 아니라, 중국 대학교육의 수준향상을 위하여 매우 중요한 역할을 하고 있다는 점을 인식하도록 시스템을 개선하여야 한다. 특히 중국 정부는 미국과 호주의 사례에서 볼 수 있듯이 유학생 모집 업체에 대한 평가와 감독 방안을 마련하여 적용하여야 한다.

중국 대학 태권도지도자의 감성지능리더십이 리더신뢰, 동일시, 지도효율성에 미치는 영향

유천남 우석대학교 일반대학원 2022 국내박사

이 연구는 중국 대학 태권도지도자의 감성지능리더십이 리더신뢰, 동일시, 지도효율성에 어떻게 영향을 미치지 알아보는 것이 이 연구의 목적이다. 이에 중국의 대학 태권도선수를 대상으로 유목적적 표집방법을 사용하여 550명의 온라인을 통해 자료를 수집한 후 37건의 부적절한 설문지를 제외한 513건의 설문지를 이 연구에 사용하였다. SPSS 25.0을 활용하여 빈도분석, 탐색적 요인, 신뢰도 분석하고 상관관계분석, 다중회귀분석 및 Sobel의 검정을 사용하였다. 그 결과 다음과 같은 결과가 나타났다. 첫째, 중국 대학 태권도지도자의 감성지능리더십 요인 중 관계관리, 자기관리, 자아인식은 리더신뢰에 긍정적 영향을 미치는 것으로 나타났다. 둘째, 중국 대학 태권도지도자의 감성지능리더십 요인 중 관계관리, 자기관리, 자아인식은 동일시에 긍정적 영향을 미치는 것으로 나타났다. 셋째, 중국 대학 태권도지도자의 감성지능리더십 요인 중 자기관리, 자아인식은 지도효율성 요인 중에 인지된 기능수행 향상과 인지된 지도만족에 긍정적 영향을 미쳤으며, 관계관리는 인지된 지도만족에 긍정적 영향을 미쳤지만 관계관리는 인지된 기능수행 향상에 통계적으로 영향을 미치지 않는 것으로 나타났다. 넷째, 중국 대학 태권도지도자의 리더신뢰는 지도효율성 요인 중 인지된 기능수행 향상과 인지된 지도만족에 긍정적 영향을 미치는 것으로 나타났다. 다섯째, 중국 대학 태권도지도자의 동일시는 지도효율성 요인 중 인지된 기능수행 향상과 인지된 지도만족에 긍정적 영향을 미치는 것으로 나타났다. 여섯째, 중국 대학 태권도지도자의 리더신뢰는 감성지능리더십과 지도효율성 간의 관계에서 부분 유의한 매개 역할을 하는 것으로 나타났다. 일곱째, 중국 대학 태권도지도자의 동일시는 감성지능리더십과 지도효율성 간의 관계에서 부분 유의한 매개 역할을 하는 것으로 나타났다. 리더신뢰 및 동일시는 매개요인으로써 중국 대학 태권도지도자의 감성지능리더십과 지도효율성 간 관계에서 부분 유의한 매개역할을 하였다. 이 연구 결과에 따라 중국 대학 태권도지도자는 학생선수를 지도함에 있어 감성지능리더십을 향상시켜 리더십 및 동일시를 그 만큼 높이고 태권도지도자의 지도효율성에도 부분 긍정적인 효과를 가져 올 수 있도록 적극적인 노력을 기울여야 할 것이다. The purpose of this study is to explore the effects of emotional intelligence leadership of Chinese university taekwondo instructors on leadership, identification, and instructional efficiency. Accordingly, a questionnaire survey was conducted for university taekwondo athletes in China, and 513 valid questionnaires were collected. In this study, frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, and multiple regression analysis were used through SPSS25.0. The results derived from the above research method and procedure analysis are as follows. First, among the emotional intelligence leadership factors of taekwondo leaders in Chinese universities, relationship management, self-management, and self-awareness were found to have a significant positive effect on leader trust. Second, among the emotional intelligence leadership factors of Chinese university taekwondo instructors, relationship management, self-management, and self-awareness were found to have a significant positive effect on identification. Third, among the emotional intelligence leadership factors of Chinese university taekwondo leaders, self-management and self-awareness had a significant positive effect on perceived functional performance improvement and perceived instructional satisfaction among the instructional efficiency factors, and relationship management had a significant positive effect on perceived instructional satisfaction. However, relationship management did not have a significant positive effect on perceived functional performance improvement. Fourth, it was found that the leader trust of Chinese university taekwondo instructors had a significant positive effect on perceived functional performance improvement and perceived instructional satisfaction among the instructional efficiency factors. Fifth, identification of Chinese university taekwondo instructors was found to have a significant positive effect on perceived functional performance improvement and perceived instructional satisfaction among the instructional efficiency factors. Sixth, it was found that the leadership trust of Chinese university taekwondo instructors plays a partially significant mediating role in the relationship between emotional intelligence leadership and instructional efficiency. Seventh, identification of Chinese university taekwondo instructors was found to play a partially significant mediating role in the relationship between emotional intelligence leadership and instructional efficiency. Leader trust and identification as mediating factors played a partially significant mediating role in the relationship between emotional intelligence leadership and coaching efficiency of taekwondo instructors in Chinese universities. Through these research results, it is proved that Chinese university taekwondo instructors should make active efforts to improve emotional intelligence leadership when instructing student athletes to increase leadership and identification as much as possible, and to have a positive effect on the teaching efficiency of taekwondo instructors.

문화콘텐츠에 기반한 대학기념품(goods)의 지각 가치가 대학 이미지에 미치는 영향 연구 : 중국의 대학교를 중심으로

왕예영 대구대학교 대학원 2022 국내박사

대학기념품은 이미 대학의 이미지와 대학 문화를 전파하는 새로운 수단이 되었으며, 상품 가치로서 문화 사회와 커뮤니케이션을 향상하고, 본교 구성원의 유대를 강화하는 데 중요한 의의를 가진다. 이에 본 연구는 중국 대학 문화콘텐츠를 기반으로 한 대학기념품 디자인의 지각된 가치가 대학 이미지에 미치는 영향을 알아보는 데 그 목적이 있었다. 대학 문화콘텐츠에 의해 대학기념품이 갖는 특성이 지각 가치 및 대학 이미지에 미치는 영향, 그리고 대학기념품을 통한 지각 가치가 대학 이미지에 어떤 영향을 미치는지 밝히고자 하였다. 따라서 중국 대학기념품의 디자인 전략 방향성을 제시함으로써 중국 대학 이미지 제고 및 대학의 경쟁력을 강화하는데 기여하고자 한다. 이러한 연구목적을 달성하기 위해 이론적 검토는 물론, 각국 대학의 기념품에 대한 사례 연구로 비교 분석을 진행하였다. 또한, 실증분석을 통해 문화콘텐츠에 기반한 대학기념품 디자인, 지각된 가치와 대학 이미지 간의 관계를 분석하고 기념품 구매 경험이 있는 중국인 500명을 대상으로 설문조사를 실시하여 본 연구의 가설을 검증하였다. 이와 같은 연구과정으로 아래와 같이 의미 있는 결론을 도출할 수 있었다. 첫째, 각 대학교는 전통문화와 현대 트렌드의 결합을 통한 예술적 표현으로 학교 특색을 살려 기념품을 디자인하고 제작하였다. 대부분 대학기념품은 현대화된 예술적 표현을 통해 중국 전통문화를 계승함과 동시에 학교의 역사문화콘텐츠, 학교 멀티미디어 콘텐츠와 음악 출판 콘텐츠에 구현된 문화적 디자인 요소를 구현하였다. 또 학교의 특별한 이벤트를 지속적으로 발굴해 한정판 대학기념품을 출시해 소비자의 구매를 적극 유도하고, 소비자와 정서적 공감을 형성하는 방식으로 대학기념품의 소장가치를 높이고 있다. 둘째, 해외 대학기념품의 디자인 현황 분석을 통해서 비교한 결과, 중국의 대학기념품은 시각적 이미지 구현이 부족했고 학교 자체의 특유한 정체성이나 상징성이 부족했다. 이에 따라 중국 대학기념품은 학교의 아이덴티티 전용색상의 정체성을 높여야 하고, 학교 심벌마크와 로고타입을 디자인 요소로 유연하게 적용하여야 한다. 또한, 대학기념품을 다른 브랜드와의 협력을 통해서 그 자체의 부가적인 브랜드 가치를 높여야 할 필요도 있다. 셋째, 대학 문화콘텐츠를 기반으로 한 대학기념품의 디자인 특성이 지각된 가치와 대학 이미지 모두에 유의미한 영향을 미쳤다. 그중에서도 특히 문화성이 지각된 가치와 대학 이미지에 가장 많은 영향을 미친 것으로 나타났다. 따라서 소비자들은 대학 문화콘텐츠 기반의 대학기념품을 통해 학교의 오랜 역사, 전통문화의 구현, 긍정적인 정신이념을 감지할 수 있고 학교가 전달하고자 하는 문화적 함의와 정체성을 형성할 수 있다는 점을 보여준다. 이는 결국 소비자의 지각된 가치는 물론 대학 이미지에도 영향을 미친다. 넷째, 중국 대학의 기념품 디자인 요소는 소비자의 지각된 가치에 현저한 영향을 미치는 것으로 나타났다. 하지만 기념품의 미적 요소는 지각된 가치에 절대적 영향을 미치지는 않으며 기능적 가치에도 영향을 미치지 않는 것으로 나타났다. 소비자는 대학기념품에 내포된 해당 학교의 문화적 함의와 정체성, 디자인 아이디어와 자신의 소비수준을 결합해 대학기념품이 더 높은 가성비를 보유하고 있는지를 판단하는 것으로 나타났다. 따라서 대학기념품의 문화적 정체성과 보다 합리적인 가성비야말로 지각된 가치에 영향을 미치는 중요한 요소라고 할 수 있다. 다섯째, 중국 대학기념품에서 나타난 디자인 특성은 소비자의 지각된 가치를 효과적으로 높일 수 있지만, 대학 이미지에 완전히 영향을 주지는 않았다. 하지만 대학기념품을 통한 문화적 정체성, 다차원적이고 창의적인 영감 표현, 대학의 특색 있는 상징물은 소비자의 지각된 가치와 대학 이미지를 효과적으로 높일 수 있는 중요한 요소가 될 수 있다. 여섯째, 중국 대학의 문화콘텐츠 기반의 대학기념품에 대한 소비자들의 지각된 가치가 대학 이미지에 모두 상당한 영향을 미치는 것으로 확인되었다. 대학기념품 디자인 과정에서 기본적인 제품 품질, 제품 기능, 제품의 실용성 및 제품의 높은 가성비를 유지하면서 대학기념품에 지각된 제품에 대한 소비자들의 긍정적인 감정 표현과 학교 특성을 살릴 수 있는 상징성을 높여주고, 이를 통해 대학기념품의 정서적 가치와 사회적 가치를 높여 궁극적으로 대학 이미지를 제고할 수 있다고 볼 수 있다. 중국 대학은 대학 문화콘텐츠 기반의 대학기념품 디자인을 통해 디자인 속성을 제고하여 대학 브랜드의 지속가능한 경쟁력 강화를 도모하여야 한다. 마지막으로 본 연구가 향후 중국 대학의 대학기념품 디자인 관련 학술 연구 및 디자인 개발을 위한 기초자료로 활용될 수 있기를 희망한다. 주제어 : 문화콘텐츠, 대학기념품(goods), 지각 가치, 대학 이미지, 중국 대학기념품 The purpose of this study was to investigate the effect of perceived value of university souvenir design based on Chinese university cultural contents on university image. The purpose of this study was to clarify in detail the effect of the characteristics of university souvenirs on the perceived value and image of the university by university cultural contents, and how the perceived value through university souvenirs affects the image of the university. Therefore, by examining the design strategy of Chinese university souvenirs and suggesting the direction, we intend to contribute to enhancing the image of the university and strengthening the competitiveness of Chinese universities. In order to achieve this research purpose, not only a theoretical review, but also a comparative analysis was conducted as a case study on souvenirs from universities in each country. Through empirical analysis, the relationship between university souvenir design and perceived value and university image based on cultural contents was analyzed, and the hypothesis of this study was verified by conducting a survey of 500 Chinese who had experience in purchasing souvenirs. Through this research process, meaningful conclusions could be drawn as follows. First, each university designed and produced souvenirs utilizing the characteristics of the school through artistic expression through the combination of traditional culture and modern trends. Most of the university souvenirs inherited traditional Chinese culture through modernized artistic expression and at the same time realized cultural design elements embodied in the school's historical and cultural contents, school multimedia contents, and music publication contents. In addition, by continuously discovering special events at the school and releasing limited edition college souvenirs, we are actively encouraging consumers to purchase and enhancing the collectible value of college souvenirs in a way that creates emotional empathy with consumers. Second, as a result of comparing the design status of overseas university souvenirs, Chinese university souvenirs lacked visual image realization and lacked the unique identity or symbolism of the school itself. Accordingly, for Chinese university souvenirs, the identity of the school's exclusive color should be enhanced, and the school symbol mark and logotype should be flexibly applied as design elements. In addition, it is necessary to increase the value of an additional brand of university souvenirs through cooperation with other brands. Third, the design characteristics of university souvenirs based on university cultural contents had a significant effect on both perceived value and university image. Among them, it was found that culture had the greatest influence on perceived values and university image. Therefore, it shows that consumers can sense the long history of the school, the realization of traditional culture, and the positive mental ideology through university cultural content-based university souvenirs, and form the cultural implications and identity that the school wants to convey. This ultimately affects not only the perceived value of consumers but also the image of the university. Fourth, it was found that the souvenir design elements of Chinese universities have a significant effect on the perceived value of consumers. However, it was found that the aesthetic elements of souvenirs did not absolutely affect the perceived value and did not affect the functional value either. It was found that consumers judge whether university souvenirs have a higher cost-effectiveness by combining their consumption level with the cultural implications, identity, and design ideas of the school contained in the university souvenirs. Therefore, it can be said that the cultural identity of university souvenirs and a more reasonable cost-effectiveness are important factors influencing the perceived value. Fifth, the design characteristics of Chinese university souvenirs can effectively increase the perceived value of consumers, but do not completely affect the university image. However, cultural identity through university souvenirs, multidimensional and creative expression of inspiration, and distinctive symbols of the university can be important factors that can effectively enhance the perceived value of consumers and the image of the university. Sixth, it was confirmed that the perceived value of consumers for university souvenirs based on cultural contents of Chinese universities had a significant effect on the university image. In the college souvenir design process, while maintaining the basic product quality, product function, practicality of the product and high cost-effectiveness of the product, it enhances the positive emotional expression of consumers toward the product perceived by the college souvenir and the symbolism that can save the school characteristics. Through this, it can be seen that the emotional value and social value of university souvenirs can be raised, and ultimately the image of the university can be improved. Chinese universities should promote the sustainable competitiveness of university brands by enhancing design attributes through university cultural contents-based university souvenir designs. Finally, it is hoped that this study can be used as basic data for future academic research and design development related to the design of university souvenirs in Chinese universities. Keywords : Cultural contents, university souvenirs (goods), perceived value, university image, Chinese university souvenirs

A Study on the Application of Story Based Teaching in an Ideological and Political Theory Course in Chinese University

양검홍 세한대학교 일반대학원 2022 국내박사

Abstract This study aimed to develop a story based teaching suitable for ideological and political theory courses in Chinese universities and confirm its teaching application ef ect. Therefore, this study investigates the relevant theories and models of various story-based teaching methods and then formulates the theoretical frame of story based teaching methods for ideological and political theory courses in Chinese universities. After expert interviews verify the theoretical frame, it constitutes the es ential teaching frame. On this basis, the teaching method developed is implemented in a Chinese university to demonstrate the ef ect on the participation of students' learning engagement and learning at itude and analyze the students' perception of teaching. The results of this study are as fol ows. First, through literature review and expert interviews, the story basis course frame of ideological and political theory courses in Chinese universities is mainly combined with the nar ative teaching design model of Lauritzen and Jaeger (19 7) and the story form model of Egan(1986). There are thre parts of teaching objective set ing, story based teaching implementation, and teaching mat ers ne ding at ention. The story based teaching implementation stage is 1) selecting context, 2) inquiries, 3) the goals filter, 4) explorations, 5) culminations and as es ment. Second, after the practical implementation of the developed teaching method in Chinese universities, it has be n confirmed that this teaching method af ects students' learning engagement and at itude,as wel as their perceptions of the course. In addition, the experimental group's student perception, study engagement, and at itude were significantly improved compared with the control group. Therefore, the conclusions of this study are as fol ows: First, the combination of story based teaching methods and ideological and political theory courses in Chinese universities is appropriate. Second, story based courses promote university students' learning engagement, at itude, and perception. The theoretical frame of “the story based ideological and political theory course” derived from this study wil inspire other similar systems in universities, such as general political education courses, to apply story based teaching methods.

중국대학의 교수학습센터 현황분석 및 발전방안 탐색 : 한국사례를 중심으로

주, 기언 부산대학교 대학원 2021 국내박사

본 연구는 한국 교수학습센터의 사례를 바탕으로 중국 교수학습센터의 발전과정을 분석하고, 향후 중국 교수학습센터를 위한 미래 발전방안을 탐색하는데 주요 목적이 있다. 이를 위한 연구방법으로는, 첫째, 문헌연구와 실제센터의 사례연구를 수행하여 중국과 한국의 교수학습센터의 사회·정책적 현황을 분석하고, 둘째, 학술연구 동향분석 및 네트워크 텍스트 분석법을 활용하여 교수학습센터에 관한 학계의 논의 경향을 도출하였다. 셋째, 이를 토대로 중국과 한국의 교수학습센터에 관한 쟁점 및 문제점을 나열하고, 넷째, 최종적으로 중국 교수학습센터를 위한 발전방안을 제시하였다. 본 연구의 핵심 연구 결과를 요약하면 다음과 같다. 첫째, 중국과 한국의 대학 센터 현황을 비교해 보면, 전반적으로 중국 대학 센터의 접근과 운영이 한국 대학 센터에 비해 미시적이고 협의적인 경향이 있으며, 활동·대상·내용·영역 등 다 측면의 개선이 요구됨을 파악할 수 있다. 둘째, 중국과 한국 대학 센터의 연구동향 비교 분석 결과, 각 국가의 센터 발전 흐름에 따라 연구 주제가 변화하고 있는데, 센터 설립 초기인 중국은 교육의 개발단계에 몰입하여 센터의 운영·관리·평가에 관한 연구적 접근이 부족한 편이다. 셋째, 중국 대학 센터는 설립 초에 한국의 과거 발전사에서 단계별로 나타났던 문제들이 총체적이고 동시다발적으로 등장하고 있어, 다른 선진국들의 센터 발전 과정을 보다 적극적으로 참고하여 추진방안을 수립할 필요가 있다. 넷째, 최종적으로, 상기의 연구 결과를 종합하여 다섯 가지의 센터 발전 방안을 제시하였는데, ① 센터를 위한 대학 차원의 조직 체계 재구성 및 지원 강화, ② 센터 프로그램의 교육 대상 확대 및 교육 방법의 다변화, ③ 센터 발전을 위한 협력 네트워크, ④ 센터에 대한 대학 구성원들의 인식 개선 및 홍보 활동 그리고 ⑤ 센터 활성화를 위한 참여자 대상 인센티브 지급 및 선발 제도 운영을 위한 노력이 요구된다. 끝으로, 중국 대학 센터의 발전을 위해서는 학교차원, 정부차원, 그리고 학계의 공동의 물적, 인적 지원에 기초한 체제적 지원이 꾸준히 이뤄져야 할 것이다. 또한 중국과 한국의 대학 센터의 체계적 발전을 위해 센터의 각 측면에 관한 이론적 바탕을 구축하기 위해 이론적인 연구를 많이 진행할 필요가 있다. 본 연구는 중국 센터의 발전과정을 비교할 수 있도록 중국 정부가 뽑은 30개 시범 교수학습센터의 교사를 연구대상으로 연구를 진행하였다. 향후의 연구에서는 더 광범위하게 연구대상을 설정하여 지원을 못 받고 있는 센터들의 상황 및 요구도 확인할 필요가 이다. 키워드: 대학 교수학습센터, 중국 대학, 한국 대학, 현황분석, 발전방안 The main purpose of this study is to analyze the current status and to explore the future development plan of Chinese universities' Centers for Teaching and Learning based on the case of the Korean cases. As a research method for this, first, literature review and case studies from practical centers were used to analyze the social and policy status of Centers for Teaching and Learning in two countries. Second, research trend analysis and network text analysis were conducted to derived the development trend of academia regarding the Centers for Teaching and Learning in two countries. Third, based on the analysis above, issues and problems regarding Centers for Teaching and Learning of each country were derived. Finally, the further development plan for the Chinese universities' Teaching Learning Centers were presented. The key findings of this study are summarized as follows. First, comparing the current status of university centers in China and Korea, the overall approach and operation of Chinese university centers tends to be microscopic and narrow compared to Korean university centers, and improvements in various aspects such as activities, targets, content and areas are required. Second, as a result of comparative analysis of research trends between Chinese and Korean university centers, research topics are changing according to the development of centers in each country. Research approaches are lacking in terms of center's operation, management and evaluation. Third, since the problems that appeared at the beginning stage of the establishment of the Chinese university centers are similar to Korea's development history over the past 20 years, it is necessary to establish a development plan with more active reference to the center development process in other developed countries. Finally, by combining the above research results, five center development plans were proposed: ⓵ reorganize the university-level organizational system and reinforce the support for the center, ⓶ expand of the educational targets of the center program and diversify methods of education, ⓷ Efforts are required to establish a cooperative network for the development of the center, ⓸ improve the awareness about the center and public relations activities among university members, and ⓹ provide incentives for participants to activate the center and operate a selection system. Last but not least, in terms of the development of Chinese university centers, systematic support based on common material and human support from schools, governments, and academia should be continuously provided. In addition, in terms of the systematic development of university centers in both China and Korea, it is necessary to conduct a lot of theoretical research to establish a theoretical basis for each aspect of the centers.study was conducted with teachers from 30 pilot teaching and learning centers selected by the Chinese government to compare the development process of these centers. In future research, it is necessary to set the research target more broadly to check the situation and needs of centers that are not receiving government's support. Keywords: University Center for Teaching and Learning, Chinese Universities, Korean Universities, Current Status Analysis, Development Plan