대학행정직원의 핵심역량에 대한 인식과 교육 수요에 관한 연구 : 거점 국립대학을 중심으로

다국어 초록 (Multilingual Abstract)

In rapidly changing modern society, universities should be in a flexible position. The society demands various roles and changes to universities, such as creation of new knowledge, cultivation of creative elites that will lead the changing society, and provision of motive force for growth through academic-industrial cooperation.
University staff education(training) is significant because a university administration supports smooth operation and efficient goal achievement, from establishing school's vision and development target with school's board of directors, planing them, and performing them, to conducting routine office work. In reality, however, the operation of education(training) university staffs for improvement of their expertise is not so gratifying.
The object of this research is to present core competence of the staff education(training) in national universities and their improvement plan, based on the cognition and needs through the survey for national university staff education(training) demand.
The object of this research is explained in detail as the below;
First, there is no or yes difference of the cognition core competence which is needed university staff by the sex, the class of his position, the business in his charge, and his post.
Second, there is no or yes difference of the needs of core competence which is needed university staff by the sex, the class of his position, the business in his charge, and his station.
The third, there are results and conclusions shown by the needs and cognition for core competence of university staff.
In order to establish above the object, the research stated with investigating 8 core competence(①self-innovation competence, ②foreign language competence, ③communication competence, ④numeration competence, ⑤problem solving competence, ⑥human-relationship competence, ⑦presentation competence, ⑧information technology competence) of the staff in university through foreign industry basic competence(USA, England, and Australia etc). and so, the survey was taken into the national university in hub positioning korea. Survey data ware analyzed by the methods of frequency, paired t-test, and one-way ANOVA. The results of the study are as follows:
The first, education for self-innovation competence, numeration competence, and problem solving competence is stronger and we tried to devolve programs which is considered the above competence.
The second, Results for the cognition of 8 core competence by the sex, the class of one's position, the business in one's charge, and one's post are as the follow; there is difference for communication competence, human-relationship competence, presentation competence, and information technology by the sex. Male-staff is more cognizing than female-staff, all core competence has no difference by the class of one's position and one's post, and communication competence has only difference by the business in one's charge. The staff works academic and planning office is in more need communication competence than the staff works others office.
The third, Results for the needs of 8 core competence by the sex, the class of one's position, the business in one's charge, and one's post as the follow; there is difference for foreign language competence, communication competence, numeration competence, human-relationship competence, presentation competence, and information technology by the sex. male-staff is more cognizing than female-staff. there is difference for information technology by the class of one's position. staff(below 7 grade) is in more needs than other staff(over 7 grade). there is difference for problem-solving competence, human-relationship competence by one's post. the center for academic office is more needed than other post. there is difference for human-relationship competence by the business in one's charge. the staff works academic and planning office is more needed human-relationship competence than the staff works others office.
In conclusion, consider in programing and consisting of education for the staff work in the university through the above result.

목차 (Table of Contents)

• 제1장 서론 1
• 제1절 문제제기 및 연구 목적 1
• 제2절 연구 범위 및 방법 5
• 1. 연구 범위 5
• 2. 연구 방법 5
• 제2장 이론적 배경 7
• 제1절 대학조직과 대학행정직원의 특성 7
• 1. 대학조직의 특성 7
• 2. 대학행정직원의 특성 9
• 제2절 대학행정 환경과 교육훈련 패러다임의 변화 및 실태 11
• 1. 대학행정의 환경변화 11
• 2. 인적자원관리 패러다임의 변화 32
• 3. 대학행정직원의 교육 훈련 실태 22
• 제3절 대학행정직원의 교육훈련 및 수요조사의 의의 37
• 1. 대학행정직원 교육훈련의 의의 37
• 2. 대학행정직원의 교육훈련 수요조사의 의의 46
• 제4절 선행연구 고찰 및 연구의 흐름 51
• 1. 선행연구 고찰 51
• 2. 연구의 흐름 54
• 제3장 대학행정직원의 핵심역량 56
• 제1절 핵심역량과 직업기초능력 56
• 1. 인적자원개발과 핵심역량의 의미 56
• 2. 미국·영국·호주의 직업기초능력 58
• 제2절 대학행정직원의 핵심역량 70
• 제4장 핵심역량에 대한 인식 및 수요 분석 76
• 제1절 조사의 개요 76
• 1. 설문의 구성 76
• 2. 조사의 대상 77
• 제2절 대학행정직원 핵심역량에 대한 인식 분석 77
• 1. 핵심역량에 대한 인식 분석 77
• 2. 특성별 핵심역량의 인식 분석 80
• 제3절 대학행정직원 핵심역량에 대한 수요 분석 85
• 1. 핵심역량에 대한 수요 분석 85
• 2. 특성별 핵심역량의 수요 분석 87
• 제5장 핵심역량 제고를 위한 방안과 시사점 92
• 제1절 인식과 수요의 순위에 따른 방안 94
• 1. 인식과 수요의 순위에 따른 교육프로그램 제공 94
• 2. 인식과 수요의 특성별 순위에 따른 교육프로그램 제공 95
• 제2절 핵심역량에 대한 특성별 인식과 수요의 차이에 따른 방안 98
• 1. 인식의 차이에 따른 교육프로그램 제공 100
• 2. 수요의 차이에 따른 교육프로그램 제공 101
• 제3절 대학행정직원 교육훈련에 대한 시사점 103
• 제6장 결론 105
• 제1절 연구요약 105
• 제2절 제언 106
• 참고문헌 109
• Abstract 116
• 부 록 (설문지) 119