대학교육에 있어서 성문화된 지식과 암묵적 지식의 이전: 상징적 그리고 대인 관계적 메커니즘을 중심으로
Transfer of Tacit and Codified Knowledge in Education: Symbolic and Interpersonal Mechanisms
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오늘날 개인과 조직의 발전에 있어서 지식의 역할은 매우 중요하다. 특히, 암묵적 혹은 성문화된 지식의 교류가 이루어지는 대학과 같은 고등교육기관에 있어서 원활한 지식이전과 교류는 개인이나 대학의 발전을 위해 매우 중요하다고 할 수 있다. 본 연구의 목적은 교수와 학생 간 지식이전에 있어서 어떠한 메커니즘이 활용되고 있으며, 지식의 유형별로 어떠한 지식이전의 메커니즘에 있어서도 차이가 있는지 살펴보는 것이다. 또한 본 연구의 목적은 특정 메커니즘이 왜 지식이전에 있어 많이 활용되는지를 살펴보는 것이다. 본 연구의 이러한 목적을 달성하기 위해 연구자들은 단일사례연구(single case study) 방식을 사용하여 정성적 연구와 동시에 정량적 연구를 수행하였다. 두 가지 연구방식을 혼용한 이유는 연구 질문의 내용상 양적 분석과 질적 분석이 모두 필요했기 때문이었다. 분석결과, 본 연구는 암묵적 지식과 성문화된 지식을 전달하는 데 있어서 가장 많이 활용되는 지식이전 메커니즘은 상징적 메커니즘인 것으로 나타났으며 학생들의 전공에 따라서는 차이가 없는 것으로 나타났다. 또한 본 연구는 지식이전의 주요 메커니즘별로 왜 그것이 지식이전에 많이 활용되는지에 대해서 살펴보았다. 본 연구의 이러한 결과로부터 연구자들은 대학에서 학생들에게 지식을 전달하고 이전함에 있어서 필요한 것이 무엇이며 향후 지식이전을 위해 어떠한 부분에 주력해야 할 것인지에 대한 시사점을 제시하였다. 또한 지식이전이란 측면에서 교육에 있어서 변화되어야 할 것인지 무엇이며 그 방향은 어떠해야 하는지를 제언하고자 했다.
Abstract
Knowledge in the business world plays a key role in the development and success of individuals and organizations. One source of this knowledge is the higher education system, where students learn tacit and codified knowledge to improve their individual knowledge, which in turn improves their job skills. This paper aims to identify what mechanisms are used to transfer knowledge from a teacher to a student and to examine if there is a significant difference in the mechanisms used to transfer different types of knowledge. Also, this paper is to examine why certain mechanisms are used to transfer knowledge. A single case study research design was selected using a mixed methods approach, due to the fact that the research questions one, two and three required a quantitative data collection instrument and analysis and research question four required qualitative data collection and analysis. The findings from this paper suggest that the most used mechanisms to transfer tacit and codified knowledge are symbolic mechanisms, and that roughly the same mechanisms are currently being used to both types of knowledge. The findings from this paper suggest that changes need to be made with education of students regarding the importance of symbolic long term knowledge and also more styles of teaching need to be introduced that focus on the constructivist approach. Identifying specific reasons for acquiring knowledge, and perhaps demonstrating that the knowledge transferred will have a direct impact for the respondent in the future could be a key factor in transferring knowledge in this model.
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