중국 대학의 교육서비스품질, 행정서비스품질 및 물리적 환경이 대학만족도와 충성도에 미치는 영향

양사,김자호,임채관 사단법인 미래융합기술연구학회 2022 아시아태평양융합연구교류논문지 Vol.8 No.2

The purpose of the study is to establish empirically whether the educational services currently provided to students by Chinese universities are actually improving their satisfaction. To this end, a survey was conducted among Chinese university students to analyzes how the quality of education service, administrative service, and physical environment affect university students' satisfaction. Furthermore, the researchers tried to empirically verify the impact of university satisfaction on loyalty. The survey for empirical research was conducted by an online survey of 450 Chinese university students from early March to the end of June 2021. The empirical analysis results are as follows: First, the quality of educational services at universities has a significant positive impact on university satisfaction. Second, it was analyzed that the quality of administrative services at Chinese universities has a significant positive effect on university satisfaction. Third, the physical environmental factors of universities also have a significant positive impact on their satisfaction. Finally, the satisfaction of university students was confirmed to have a positive impact on university loyalty. According to the analysis, the physical environment is the most influential factor in determining the satisfaction of Chinese university students, and the second is the quality of university administrative services and third is the quality of university education services. Therefore, in order to continuously improve Chinese university students' satisfaction and loyalty to universities, the physical environment of universities must be improved first, and efforts should be made to improve the quality of administrative and educational services of universities. 본 연구는 현재 중국의 대학이 학생들에게 제공하고 있는 교육서비스가 실제로 학생들에게 만족도를 향상하고 있는지를 실증적으로 규명하고자 하는데 그 목적이 있다. 이를 위하여 본 연구에서는 중국 대학의 재학생을 대상으로 설문조사를 실시하고, 이를 토대로 대학의 교육서비스품질, 행정서비스품질, 그리고 물리적 환경이 대학생들의 만족도에 어떻게 영향을 미치고 있는가를 파악하고, 나아가 대학충성도에 미치는 영향관계를 실증적으로 검증하고자 하였다. 실증적 연구를 위한 설문조사는 2021년 3월부터 6월 말까지 450명의 중국 대학생을 대상으로 온라인 설문조사로 실시하였다. 실증적 분석 결과는 다음과 같다. 연구 결과 대학의 교육서비스품질이 대학만족도에 긍정적인 영향을 미치는 것으로 나타났으며, 중국 대학의 행정서비스품질 또한 대학만족도에 긍정적인 영향을 미치는 것으로 분석되었다. 그리고 대학의 물리적 환경도 대학만족도에 통계적으로 유의한 영향을 미치는 것으로 나타났다. 또한 대학생들의 대학 만족도는 대학 충성도에 긍정적인 영향을 미치고 있음을 확인하였다. 분석결과 중국 대학생들의 만족도를 결정하는 요인 중 물리적 환경이 가장 크게 영향을 미치고 있으며, 다음으로 대학행정서비스, 대학교육서비스 품질 순으로 영향을 미치고 있는 것으로 나타났다. 따라서 중국 대학생의 대학에 대한 만족과 충성도를 지속적으로 높이기 위해서는 무엇보다 대학의 물리적 환경 개선이 우선되어야 하며, 이를 바탕으로 대학의 행정서비스와 교육서비스 품질을 향상시키는 노력이 필요하다고 본다.

사립대학 행정감사와 회계감리가 원가행태에 미치는 영향

김경민,최정운,정준희 한국세무학회 2023 세무와 회계저널 Vol.24 No.5

This study analyzed the effect of administration inspection and audit review, which reduce agency costs, on asymmetric cost behavior. Many previous studies use agency costs to explain asymmetric cost behavior, but studies on asymmetric cost behavior for nonprofit companies are rare. Private universities have complex interests with students and parents, the government (Ministry of Education), and the university (President, Chairman of the Board). The purpose of this study is to verify how administration inspection and audit review, which have the effect of reducing agency costs in private universities, affect the asymmetric cost behavior. If administration inspection and audit review affect cost behavior by reducing agency costs, the private universities involved in the case will have weakened(elastic) downward stickyness of costs compared to other universities. As a result of this study, private universities that have received administration inspection and audit review have greater downward stickyness for salary, management and operation costs, general costs, facility costs, and operation costs according to changes in sales(sum of tuition income and government subsidy income) than universities that have not received administration inspection and audit review. In other words, administration inspection and audit review, which reduce agency costs, empirically analyzed the mitigation of downward rigidity in cost behavior. The contribution of this study was to confirm the results of previous studies by utilizing administration inspection and audit review of a private university, a non-profit company. In other words, it was suggested that agency cost is related to the downward stickyness of cost behavior. In addition, by analyzing changes in the cost behavior of private universities, information on the effectiveness of administration inspection and audit review was provided to government and private university officials.

학칙의 법적 성질과 규율범위

김호정 ( Kim Ho-jeong ) 한국외국어대학교 법학연구소 2008 외법논집 Vol.29 No.-

The freedom or autonomy of university is explicitly prescribed at Article 31's 4th clause of constitution, however, granted that there's no regulations like this autonomy of university has been growing with being intimately associated with academic freedom and is secured as the constitutional fundamental right and an essential substance under guarantee of academic freedom. It's hard to say easily that who is the subject of the fundamental right of university's autonomy. In case that the self-control of university means that from a nation the president of a public university and incorporated institution's council of a private university may be included as the subject. But in case that the self-control of university means that of university's member, especially the faculty as well as the self-control of university from a nation the faculty is the only subject of the fundamental right of university's autonomy. On the current positive law a public university is as a public structure established for education by a nation or a local autonomous entity and a private university is as a private structure established for education by a civilly incorporated institution, then both are not acknowledged as a corporation sole. Therefore it's usual to understand that university regulations are public structure's rule which is a kind of administrative regulation for public university and private contract's clause for private university. Granted that an university isn't acknowledged as a corporation sole, however, with taking it into consideration that self-control of university is secured as the constitutional fundamental right a university may be thought of having the substance as a organization within the scope of academic autonomy. In other words a national university may be seen to have both substance as a public structure within the scope of academic autonomy and an organization within the scope of academic autonomy as well. In case of Japan having a similar current law the judicial precedent and the theory of learned circles of educational law normally comprehend that university regulation is an autonomous regulation formed in a university which is a specially partial society with advocating binding power by common law as the reason. University regulations as a regulation for self-government have never been regulated as a exceptional legislation form against the rule of the National Assembly Legislation but are not unconstitutional on account that there's an constitutional needs of setting up a new legislation form well worth being admitted the university regulation's character as a law and regulations. The autonomy of university, as the constitutional fundamental right, can bear a construction that it has the right of one's own responsibility in regard of academic works. University regulations are autonomous regulations which can extensively regulate academic matters within the scope of the ordinance and can regulate legal matters. At this moment the classification between the matters regulated by ordinance and the matters regulated by university regulations raises its head. This matter should be concluded not at the sight of the law formation but the substantive conversation in regard of what the contents is self-control of university. The relation between university regulations and the articles in the rule of a private university should be not the relation holding a prominent position by one party but the relation based on mutual respect of each regulating province.

국립대학 자치입법권의 범위와 한계

박경철(Gyung-Chul Park) 원광대학교 법학연구소 2017 圓光法學 Vol.33 No.4

이 논문은 국립대학 자치입법권의 범위와 한계를 각 국립대학의 학칙에 규정되어 있는 임기중 정년도래시 총장후보자 지원자격제한규정을 중심으로 검토한다. 각 개별 국립대학에서 총장후보자 선정과 관련하여 임기중 정년도래시 총장후보자 지원자격을 부정하는 규정을 두거나 총장연임을 금지하는 규정을 두는 경우가 있다. 특히 임기중 정년도래시 총장후보자로의 지원자격제한규정은 9개의 지역거점국립대학중에서 8개의 대학에서 총장후보자의 자격기준으로 임기중 정년도래시 입후보자격을 제한하는 규정을 두고 있다. 국립대학의 학칙제정권은 학문의 자유와 대학의 자율성을 보장하는 헌법 제22조 제1항과 제31조 제4항의 당연한 논리적 귀결이라는 점에서 대학의 학칙제정권에 관한 고등교육법 제6조는 대학의 학교규칙제정권을 확인하는 규정으로 이해하는 것이 타당하다. 이런 점에서 대학의 자치입법권에 관하여 지방자치단체의 자치입법과 달리 헌법에 명문의 근거규정을 두고 있 지 않지만, 헌법 제22조 제1항의 학문의 자유와 헌법 제31조 제4항의 대학의 자율성 보장의 취지를 고려하여 폭넓게 인정되어야 한다. 그런데 국립대학의 자치입법권이 학문의 자유와 대학의 자율권을 보장하는 헌법규정으로부터 당연히 인정되고, 그리고 고등교육법이 국립대학의 자치입법권을 포괄적으로 인정하고 있으며, 교육공무원법 제24조 제3항에서 “해당 대학에서 정하는 바”에 따라 해당 대학 총장임용 후보자를 선정하도록 규정하고 있다고 하여 국립대학이 학칙으로 어떤 내용의 규정이든 제정 할 수 있다는 의미는 아니다. 국립대학은 학문의 자유와 대학의 자유의 주체이기도 하지만 공권력 행사의 주체이기도 하다. 헌법 제10조는 우리 헌법질서에 국가권력은 국민의 기본권을 보장하기 위한 수단으로서의 존재라는 점을 명확히 규정하고 있다. 따라서 국립대학이 학칙을정할 때, 특히 학칙으로 교원, 학생, 직원, 조교 등의 권리를 제한하고 의무를 부과할 때에는 항상 법률유보원칙, 과잉금지원칙, 평등원칙, 신뢰보호원칙 등의 헌법원칙과 더불어 위임입법의 취지 등 대학자치입법의 한계를 준수하면서 이들의 권리가 최소한으로 침해될 수 있도록 하여야 한다. 총장임기중에 정년이 도래하는 경우 총장후보자 지원자격을 제한하는 학칙은 위에서 살펴본 것처럼 법률유보원칙과 과잉금지원칙 및 평등원칙에 위반되어 위헌이며, 이로 인하여 총장 후보자가 되고자 하는 사람의 공무담임권을 위법하게 침해하고 있다고 판단된다. 또한 총장임기중에 정년이 도래하는 경우 총장후보자 지원자격을 제한하는 학칙은 총장후보자의 범위를 확대하기 위한 시도가 아니라 축소하기 위한 시도라는 점에서 유능한 인사가 총장이 될 수있도록 교육공무원법상의 결격사유외에는 총장자격에 특별한 요건을 요구하고 있지 아니한 교육공무원법의 취지에도 위반될 뿐만 아니라 고령화사회에서의 인력 활용방안에 관한 일반인의 상식과 연령을 이유로 하는 고용차별을 원칙적으로 금지하고 있는 국가의 정책방향에도 역행 하는 규정으로 판단된다. 진리 탐구와 교수를 본업으로 하는 대학 교원들은 진리탐구의 자세에서 요구되는 보다 개방적인 자세를 총장후보자 선정과정에서도 견지하여 학내외의 다양한 총장후보자가 등장하여 학교 발전을 위하여 공정하게 경쟁할 수 있는 제도를 마련하여야 한다. This article deals with the scope and limit of a self-legislative power of national university in reference to the statute of national university, the man or woman, who can not serve as university president for a full four-year of the president’s mandatory term on reaching etirement age, is not eligible to run as a candidate for a university president(retirement age clause as ineligibility for a university president). A self-legislative power of national university is guaranteed by the freedom of academy(section 22 subsection 1 of Korea Constitution) and the autonomy of university(section 31 subsection 4 of Korea Constitution). Section 6 of korean Higher Education Act(kHEA) confers a legislative power about university administration on a president of national university. Section 6 of kHEA confirm the autonomy of university guaranteed by Korea Constitution. The autonomy of national university about university administration should be highly guaranteed to actualize freedom of academy. But a self-legislative power of national university is not an unlimited power. It should comply with the fundamental principles of he constitutionalism, like principle of statutory reservation, supremacy of law over administrative legislation, doctrine of parliamentary reservation, the principle of proportion, and principle of equality, etc. There is no regulation about the candidate’s age as ineligibility for a university president in kHEA and korean Educational Officials Act(kEOA). So retirement age clause as ineligibility for a university president has no legal basis. Therefore I believe, it violates the principle of statutory reservation. And it dose not correspond to the purpose of kEOA to expand the scope of candidate for university president. So I believe, it violates supremacy of law over administrative legislation. Besides retirement age clause as ineligibility for a university president causes the people, who can serve as a university president for 3 years and 11 months, is not eligible to run as a candidate for a university president. I believe, it violates the principle of proportion, which public power should obey, when public power tries to restrict human rights. And it pursue age discrimination, which can not be justified with regards to mordern aged society phenomenon and national policy to abolish the discrimination based on the age in employment, not only in public sector, but also private sector. So I think, retirement age clause as ineligibility for a university president shall be abolished

일본의 고등교육관련 지원법령의 내용과 특징 -한국 "고등교육법"과의 비교를 중심으로

노기호 ( Ki Ho Noh ) 大韓敎育法學會 2009 敎育 法學 硏究 Vol.21 No.1

일본은 2000년 이후 신자유주의의 물결 속에 대학구조 개혁의 취지 하에 일본고등교육법령의 개정으로 많은 제도와 정책이 시행되었다. 그 면면을 살펴보면 국립대학과 공·사립대학을 포함한 모든 일본의 대학에 대한 정부관리의 강화와 시장경제원리하의 경쟁구조 속에서의 대학경쟁력과 효율성을 향상시키고, 일본이라는 국가의 발전에 기여할 수 있는 인재의 양성에 그 초점이 맞추어져 있다. 즉, 일본 문부과학성은 2000년을 기점으로 학생에 대한 엄격한 성적평가의 실시와 대학에 대한 교육평가 시스템 구축을 통하여 양질의 학생을 모집하고 대학교육의 질을 확보해 가고자 하였다. 또한 한 개의 대학원이 교육기능과 연구기능을 각각 분리하여 수행하는 것이 가능하도록 하는 제도개선을 이루어, 고도의 전문적인 직업인의 양성과 사회인의 재학습 수용에 직결된 새로운 형태의 대학원제도를 모색하였다. 한편, 일본은 국가재정의 감소와 경기부양 정책의 하나로서 국립대학의 독립행정법인화를 추진하였으며, 2004년도에 일단락되었다. 이러한 일본의 고등교육관련 개혁동향은 장차 우리의 현행 고등교육법과 기타의 고등교육 관련 지원법령의 개정과 정책의 시행에 있어 많은 시사점을 부여하고 있다. Japan Ministry of Education has been trying to evaluate scholarly attainment to students strictly and set up the educational evaluation system in the university to get good quality students and to attain good quality for university education since 2000. And they have looked for the best ways that one graduate school could carry out educational function and researching function separately and looked for the best graduate school system can grow a professional and a re-studying social being. By the way, Japan has tried to recover national red-ink finance and business and tried make up the independent administrative corporation of national university in the field of education. This problem has solved since 2004. But in our cases, we just talked about this issue so much in 2007 and didn`t make up practical system. And The national university device that its clear the necessary of university management by the law in the cases of whole university to get the mobility in the decision system of national university and to get effective activity of function in Japan. And they are making the steering committee consisted of non member of university in the national university to consider important issue like as university basic plan or university evaluation and to counsel or to advice to the dean. Like this, many system and policy were carried out by the amendment of Japan high educational codes under the reform of university system on flow of new-liberalism since 2000. But the goal is in pursuit of growing up the talented can contribute to national development of Japan and level up competitive power and efficiency of university under the competitive market-economic system in new liberalism and to strength the management of government to the university involving national and private university. The contents of amendment of most Japan`s high educational codes involving "school education law" and "the code of national university" have already accepted in the our high educational law system. So there is nothing any more to accept.

신남철과 ‘대학’ 제도의 안과 밖

정종현(Jeong Jong Hyeon) 동악어문학회 2010 동악어문학 Vol.54 No.-

경성제국대학 법문학부 철학과 제3회 졸업생 신남철은 근대 한국의 ‘지식제도’의 전개를 개인 차원에서 보여주는 하나의 기호이다. 그는 경성제국대학 철학과를 졸업한 이후 동(同) 대학의 조수, 동아일보 기자 등을 거치면서 식민지 조선의 학술과 저널리즘에서 활동하다가 해방 직후에는 서울대학교 교수로 재직 중 ‘국립서울대안’에 반대하여 월북, 김일성종합대학의 교수를 역임하였다. 그의 이력은 〈식민지-해방기-분단기〉를 횡단하는 한국 지식제도의 연속/비연속의 축도이다. 신남철의 정체성을 규정할 수 있는 핵심적인 키워드는 경성제국대학이라는 제도와 마르크스주의로 표상되는 서구철학이다. 경성제국대학 출신 조선인 엘리트들은 학술어로서의 일본어에 의해 주변화된 ‘조선어’ 학술을 통해서 지식의 독립을 추구하고, 동시에 ‘제국대학’이라는 제국의 아카데미즘의 제도를 근거로 조선인의 민간 학술과 자신들을 구별하는 이율배반의 정체성을 형성했다. 신남철이 편집에 관여했던 경성제국대학 출신들의 학술 동인지 新興은 그러한 정체성이 반영된 사례이다. 경성제국대학 출신들과 일본 및 구미에서 유학한 철학 엘리트들의 모임인 ‘철학연구회’(1932) 동인으로 참여하고, 백남운 주도의 ‘중앙 아카데미’ 수립에 동참한 신남철의 행보는 대학 제도 안으로 진입이 허용되지 않았던 식민지인이 대학의 밖에서 구성하고자 했던 식민지적 아카데미즘의 한 양상을 보여주는것이다. 1934년을 전후하여 등장한 ‘조선학 운동’에 대응하여 신남철이 주장한 ‘과학적 조선연구’는 경성제국대학과 마르크시즘에 근간한 신남철의 정체성과 상응하고 있다. 신남철이 주장한 ‘과학적 조선연구’의 방법과 내용에는 조선어 학술을 통해 조선에 관한 지식을 생산하는 ‘지식’의 독립, 아카데미즘에 근거한 과학성, 마르크스주의가 종합되어 있다. 해방은 마르크스주의자로서의 신남철의 정체성을 더욱 구체화한 계기였다. 해방 이후 신남철은 서울대 교수로 재직하며 대학 내부에서 ‘국립서울대안’ 반대 투쟁을 수행하였다. ‘국립서울대안’이 포고된 이후 신남철은 이 설립안의 비현실성, 강압적 추진, 교수회 및 학생의 자치권을 인정하지 않는 비민주성 등을 이유로 ‘국대안’을 반대하면서 교육 부문을 탈식민적 민족교육으로 재구성할 것을 주장한다. ‘국대안’ 반대 운동과 더불어 식민지 시기 중앙 아카데미 구상을 계승한 ‘조선학술원’ 설립운동을 주도하지만 건국을 둘러싼 제정파의 갈등과 분열에 의해 무산되면서 월북하게 된다. 월북 이후 신남철은 김일성종합대학 교수 등을 역임하며 북한 아카데미즘의 중추로 활동하였지만, 현재 저술은 많이 남아 있지 않다. 1950년대에 남긴 신남철의 글을 통해서 미국 헤게모니하에 재편되고 있는 남한의 사상계와 대중문화 등을 ‘미제국주의’에 의한 말초적 문화의 확산으로 비판하는 사회주의자의 인식을 엿볼 수 있다. Nam-cheol Shin, one of 3rd alumni from the Department of Law and Literature, Keijo Imperial University (京城帝國大學; a former branch of Seoul National University), has been known as a personal symbol that demonstrates development of modern Korean ‘knowledge system.’ After graduating from Department of Philosophy as well in same university, he engaged in academic activities and journalism in colonial days of modern Korea under the rule of Imperial Japan with the help of his social careers including collegiate assistant (Keijo Imperial Univ) and journalist (Dong-A Ilbo Daily). Just after the National Liberation of Korea in 1945, he stood against ‘a Proposal for the Nationalized Administration of Seoul University’ when he held a professorial post in Seoul University as successor of Keijo Imperial University. Then, he went to North Korea and held a professorial post in Kim Il-sung University. His social careers are viewed as an epitome for continuity / discontinuity of modern Korean knowledge system ranging from colonial period via liberation period toward national division period. Both Keijo Imperial University (educational system) and Marxism (Western philosophy) are major keywords to define the original identity of Shin. Modern Korean elites who graduated from Keijo Imperial University pursued independence of national knowledge through ‘such academic efforts in Korean language’ as marginalized by academic Japanese language, but created their antimonic identity with a tendency to differentiate their academic achievements from Korean private collegiate ones, on the basis of imperial academic system symbolized by ‘Keijo Imperial University.’ A reflection of their antimonic identity is exemplified by “Shinheung (新興),” an academic coterie magazine for graduate intellects from Keijo Imperial University, where Shin engaged in editing works. Moreover, he engaged as a member of ‘Korean Philosophy Society’ (1932), a coterie society of Keijo Imperial University alumni and modern Korean philosophical elites who completed overseas academic courses in Japan and Western countries. Shin's engagement in the establishment of Central Academy initiated by Nam-un Baek reveals a sort of colonial academism pursued by colonial elites outside the wall of campus because of their access denied to any collegial system under the rule of imperial Japan. In a response to ‘Korean studies movements’ emerging around 1934, Shin advocated ‘scientific Korean studies’ which correspond to his own identity based on Keijo Imperial University and Marxism. The methodology and content of ‘scientific Korean studies’ advocated by Shin sums up independence of ‘knowledge’ to produce knowledge about Korea through academic literatures in Korean language; scientific approaches based on academism; and Marxism. The National Liberation of Korea in 1945 became a good chance for Shin to further develop his own identity as Marxist. After the Liberation, Shin held a professorial post in Seoul University and initiated an intramural campaign against ‘a Proposal for the Nationalized Administration of Seoul University.’ After the proclamation of said Proposal, Shin opposed it because of its infeasibility, coercive promotion and authorities' undemocratic decision without respect of autonomy vested in faculty and students. And he claimed for restructuring his contemporary Korean education sector toward post-colonial national education system. In parallel with ‘anti-nationalization’ campaign, he led another campaign for the establishment of ‘Korean Academy Society’ in succession to a former plan for Central Academy during the era of colonized Korea. But Shin decided to go to North Korea due to failure of those campaigns under the influence of conflicts and disunion in Constitutional faction before the founding of modern Korean government. Then, Shin kept holding a professorial post in Kim Il-sung University and played as a pivotal role in the modern academism of North Korea, but there are re

The Analysis of the Path of the Ethical Construction of the University Administration Under the New Situation

( Li Min ) 한국윤리학회 2016 倫理硏究 Vol.110 No.1

As an important part of the team of university teachers, the university administrative staff plays the significant role in order to make sure that the school teaching, scientific research and other work can be operated orderly and normally. At present, the high education in China is in an important stage of deepening the reform comprehensively, and also, the university administrative system is continuing to explore a new development path positively, which bring the new challenge to the professional ethical construction of university administration. Under such a situation, through classifying the professional roles and analyzing the characteristics of administrative management staff and on the basis of the modern forms of the university administrative professional ethics, this paper made double reflection to the experience and problems of administrative professional ethics in the university and put forward some practical path of the construction combining with the practice.

The Comparison Study of Advanced Physical Education in China, the U.S.A., and Canada

( Chaojun Wang ),( Shuna Zhang ),( Xinxin Pei ) 한국체육학회 2015 국제스포츠과학 학술대회 Vol.2015 No.1

Purpose: The paper is a result of the experience and material collected during the author`s trip to the U.S.A. And Canada for a further study. A comparison study is carried out to find out the differences among the three countries` university physical education, which is meaningful as a reference for not only the three countries but also other countries. Method: The methods used in the study are research methods of documents, interview and comparison analysis. Result: A comparison study is carried out in the six aspects of the administration, recruitment, discipline construction, curriculum construction, teaching staff construction, sports teams construction and campus sport culture in the three countries` advanced physical education, Conclusion: Main conclusions are reached as follows. Firstly, the administrative systems in the three countries are different, and the administrative institutional establishment in these countries differ from each other. There is more autonomy in running a university in the U.S.A , while in Canada there is no state-level higher education administration organization, and the administration of the universities and colleges is controlled by the higher education department of each province, with a high autonomy of the provinces and the universities. Secondly, there are some differences among the three countries` university recruitment. In the U.S.A., the students have to attend ACT or SAT for the enrollment, but the exams are different from those in China in the nature. Canada`s enrollment is based on the self-recommendation and the teacher-school recommendation, and the doctoral students have to pass the comprehensive exams after entrance to be qualified for starting their doctoral dissertations.Students will apply for the recruitment of the sport major according to their interests. There is no unified sport test, which is different from that of China. Thirdly,the three countries have sport discipline construction in their universities, which is mainly determined by the first level discipline it separately belongs to in each country. China is learning from the U.S.A and Canada for their discipline construction, which makes them similar. Modularity training plan is applied by the universities in the U.S.A., and the discipline is the same as that of Canada. In Canada, sport is subdivided into health science, and the health science college is made up of sports department, medicine department, and rehabilitation department. The courses for sport majors in Canada are more directed and practical,such as national-class coach certificate and sport psychology consultation, while that of China is sport science. Fourthly, the social systems and development levels in the three countries are different, which decides the different cultivation aims of the students. The aim of physical education in the U.S.A and Canada is to help students enjoy the pleasure brought by physical exercise and healthy and positive life, and to emphasize physical exercise awareness, while those of China are different, where after-class physical exercise is based on enforcement and awareness, which is quite different. Fifthly, there are differences in teaching qualification of the three countries. The teachers are required to have the experience of practice for a certain period of time and the exact evaluation of the supervisor besides a degree of a relevant major according to the university teachers qualification in the U.S.A. And Canada.the promotion of the sport teachers` academic titles is based on their contribution to the academy, scientific research and the society, but the classification of the academic titles is not as complete as that in China. Lastly, the exploration of the sport culture in the three countries` universities is quite different from each other. Both the U.S.A. And Canada have very special features for their own campus sport culture, while the exploration of China`s campus sport culture still has a long way to go.

대학행정 노력 및 산학간 신뢰가 산학협력장애에 미치는 영향에 관한 연구

홍은영,최종인 한국벤처창업학회 2018 벤처창업연구 Vol.13 No.1

In this study, we identify the obstacles that occur through the relationship between I-U cooperation and look for factors that can overcome them in the ‘university administration’s efforts’ and ‘Trust between I-U’. In the study of existing I-U cooperation, the relationship between industry and university has accumulated experiences and various channels of bilateral cooperation by sustaining interactions and absorbing capacity of knowledge by path dependence. However, as cooperation increases, ‘I-U cooperation barrier’ are inevitable, which is explained by two perspectives: ‘Difference in mutual recognition’ and ‘Institutional barriers’. In order to induce the achievement of effective I-U cooperation, it is necessary to overcome these obstacles stemming from mutual relations, and it will be possible to maintain the relationship of continuous I-U cooperation. The researchers conducted research on companies participating in the I-U cooperation technology development project of the ‘Ministry of Small and Medium Venture Business’, which is a representative I-U cooperation program in Korea. This project will be promoted in the ‘Small & Medium Business I-U cooperation Center’, an administration-dedicated organization of the university. The researchers measure ‘University administration’s efforts’ and ‘Trust between I-U’to overcome‘I-U cooperation barrier’ In order to clarify the data of the research sample, a questionnaire survey of organizational units was conducted for all companies participating in the ‘I-U cooperation technology development projects’ of the SMEs and Startups between 2011 and 2015, and the responses of 356 organizations were drawn. The results showed that the higher the level of ‘University administration’s efforts’ and Trust between I-U’, the lower ‘Difference in mutual recognition’ and ‘Institutional barriers’. Particularly, it showed higher explanatory power to overcome ‘Institutional barriers’ among obstacles. Therefore, it should be accompanied by the interest, implementation and institutional support of I-U-R subjects to raise the level of these two factors that can overcome ‘I-U cooperation barrier’. 본 연구에서는 산학협력의 관계를 통해 발생하는 장애를 확실하게 이해하고 이의 극복 요인을 대학행정 노력과 산학간 신뢰에서 찾아본다. 기존의 산학협력 연구에서, 산과 학 양자간의 관계는 지속적인 상호작용을 통해 협력에 대한 다양한 채널의 폭과 누적된 경험을 가지게 된다. 하지만 협력이 누적될수록‘상호인식의 차’,‘제도적 장벽’의 두 가지 관점으로 설명되는 산학협력 장애는 필연적으로 발생한다. 상호간의 관계에서 비롯된 이러한 장애를 극복해야만 효과적인 산학협력 성과를 유도하고 지속적인 산학협력 관계를 유지할 수 있을 것이다. 연구자는 대학행정 노력 및 산학간 신뢰가 산학협력장애를 극복하는지를 측정하기 위하여, 대학의 전담행정조직인‘중소기업산학협력센터’를 통해 사업을 추진하는 국내의 대표적 산학협력프로그램인 중소벤처기업부의 산학연협력기술개발사업에 참여한 기업을 대상으로 연구를 진행하였다. 연구 표본의 명확성을 기하기 위하여 사업이 종료된 2011년과 2015년 사이에 본 사업에 참여한 모든 기업을 대상으로 조직단위의 설문 조사를 실시하여 오류 응답을 제외한 356개의 응답을 받아냈다. 연구결과, 대학행정 노력수준과 산학간 신뢰가 높을수록 산학협력 장애요인인 상호인식의 차이와 제도적 장벽은 낮아지는 것으로 나타났으며, 특히 장애요인 중 제도적 장벽을 극복하는 데에 더 높은 설명력을 보였다. 따라서 산학협력장애를 극복할 수 있는 이 두 가지 요인의 수준을 높이기 위한 산학연관 주체의 관심과 실행 및 제도적 뒷받침이 뒤따라야 할 것이다.

인문학으로서 교육행정학의 역할과 지향

임연기 한국교육행정학회 2017 敎育行政學硏究 Vol.35 No.5

This study aims at identifying the role and direction of educational administration as human science. In the United States, the attempt to establish educational administration as a social science has been steadily developed since the event of the new movement of educational administration as a social science in the 1950s and has become the mainstream of educational administration academics to this day. In the 1970s, Greenfield criticized to the limitations as a social sciencs and suggested educational administration as a human science, and his argument is regarded as a strong alternative perspective. By analyzing Greenfield philosophical debate on the status of educational administration as a social science, it can contribute to the identification of normativeness of educational administration and development direction. The role and direction of educational administration as humanities can be confirmed through the comparison of the nature of humanities and the mainstream social science as educational administration. As a humanities, educational administration is a framework for explaining the structural meaning of existence and life as a human being in educational administration. In the study of educational administration, it is important to understand the will, experience and meaning of educational administrators, in particular, the focus on reflection on how educational administrators make decisions. It is necessary to clarify the difficult philosophical position, for the development of educational administration as a humanities and to consider to the crisis humanities in college. 이 연구는 인문학으로서 교육행정학의 역할과 지향점을 규명하는데 그 목적이 있다. 미국에서 1950년대에 교육행정의 신운동이 출현한 이래 교육행정학을 사회과학으로 정립하려는 시도가 지속적으로 전개되어 왔고, 사회과학으로서 교육행정학은 오늘날까지 교육행정학계의 주류로 자리 잡고 있다. Greenfield는 1970년대에 사회과학으로서 교육행정학의 한계를 비판하고 인문학으로서 교육행정학을 제안하였으며, 그의 주장은 강력한 대안적인 관점으로 평가받고 있다. 사회과학으로서 교육행정학의 위상에 도전장을 내민 Greenfield의 철학적 논쟁을 분석함으로써 교육행정학의 정체성을 파악하는데 기여할 수 있을 것이다. 인문학으로서 교육행정학의 역할과 지향점은 인문학의 본질 그리고 주류를 이루고 있는 사회과학으로서 교육행정학과의 비교를 통해서 확인할 수 있다. 인문학으로서 교육행정학은 교육행정가의 인간으로서 존재와 삶의 의미를 구조적으로 이해하기 위한 설명 틀이다. 교육행정학의 존재 이유를 교육행정 현상의 이해보다 교육행정 현장에의 유용성에서 찾고 있다. 교육행정학 연구에서는 교육행정가의 의지와 경험 그리고 그것의 의미를 이해하는 사고 과정을 중시한다. 특히 교육행정가가 어떻게 판단하여 의사결정을 하는지에 대한 성찰에 초점을 둔다. 교육행정가들이 자신의 세계를 반성적으로 바라볼 수 있는 관점이 필요하고, 이를 교육행정가 양성 과정에서 고려해야 한다고 주장한다. 인문학으로서 교육행정학의 발전을 위해서 난해한 철학적 입장을 명료화할 필요가 있으며, 대학에서 인문학의 위기가 인문학의 본질적 위기보다는 폐쇄적 자기체계성에 있다는 점을 감안할 필요가 있다.