학생⋅교원의 교양교육과정 인식 및 요구 분석 －A대학교를 중심으로

Abstract

The purpose of this study was to learn the differences in the perceptions held by students and faculty members as these views pertain to the liberal arts curriculum and its needs. In addition, by presenting the direction of the demand for liberal arts education, we intended to provide implications for the improvement and guidance of this curriculum for universities. This study was conducted for students and faculty members of University A, and was implemented through online surveys over the course of a 4 week period, from December 2 to 27 of 2019. The results of this study are summarized as follows: First, students did not register a high level of satisfaction with their liberal arts curriculum at University A. In particular, students declared a low level of satisfaction when it came to the question: 'flexible education reflects the needs of students'. Second, in terms of what the proper goal should be for liberal arts education, a difference in the perception between students and faculty members of this goal was confirmed. In the case of students, a basic knowledge of the material covered in their majors, coupled with acquiring a skill-set necessary for their future employment, were put forth as the proper goals of any liberal arts education. On the other hand, in the case of faculty members, universal values, normative exploration, and the development of core competencies were held to be more valuable goals for a liberal arts education. Third, with regards to the core curriculum, most of the students thought that a core curriculum reflecting the university's founding philosophy was not necessary, whereas many faculty members held opinions to the contrary. In addition, concerning the actual content of the core curriculum, both students and faculty members showed the highest preference for a: 'practical-oriented curriculum to learn creative and collaborative methods'. Fourth, students and faculty members showed the highest agreement when it came to designating the proportion of credits to be alloted from the liberal arts as opposed to majors. Both parties answered that the ideal ratio should be 40% from the liberal arts and 60% from the major. Finally, students reported that the most important thing for them to consider when selecting liberal arts subjects is 'the result of teaching evaluation' (558 cases). Therefore, the liberal arts curriculum of University A needs to try to bridge the gap between the actual and the specific needs of faculty members and students. Also, it is necessary to re-establish the liberal arts education goals of University A based on the these needs. Furthermore, it is necessary to reorganize the student-centered curriculum of liberal arts education in such a way that it values the growth and success of students, as well as emphasizes the various choices and needs among them. Lastly, we should move away from the ‘partitioned’ approach to education, and instead encourage cross-disciplinary exchanges between departments. We should try to reorganize the liberal arts curriculum so that it is centered on 'interdisciplinary convergence and interdisciplinary education', for in so doing we may help cultivate convergence and insight through the interaction among different majors.