폐교 경험 대학생들의 특별편입학 전·후 대학생활에 대한 현상학적 연구
A phenomenological study on the lived experience of college students who underwent special transfer prior to or following the closure of their university
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이 연구는 폐교를 경험한 대학생들의 특별편입 전과 특별편입 후 대학 생활 경험을 탐색하는데 목적이 있다. 이를위해 최근 폐교한 대학교의 재학생들로서 특별편입 후 현재 재학생이거나 졸업을 한 학생들을 연구참여자로 하였다. 심층 면담을 통해 자료를 수집하였고, Mertens(2009)의 분석법에 따라 수집한 자료를 귀납적으로 분석하였다. 자료분석을 통하여 73개의 개념, 16개의 하위 범주 및 의아함, 혼란함, 불안함, 낯섦, 익숙함의 5개 범주를 발견하였다. 연구 결과 연구참여자들은 부정적 소문에 의한 의아함, 폐교 전 상황에 대한 혼란함, 폐교 과정 중의 불안함, 특별편입학교 결정 이후 낯섦 그리고 특별편입 이후 대학 생활의 익숙함 등을 발견할 수 있었다. 이러한 연구 결과를 바탕으로폐교를 경험하고 특별편입한 대학생들을 위하여 특별편입학 후 수업 관련 통일된 규정 필요, 학생들 대학 선택권강화 그리고 개인 상담 및 상담 프로그램을 개발 등을 제안하였다.
Abstract
The purpose of this study is to explore the lived experiences of college students who underwent special transfer either prior to or following the closure of their university. For this purpose, participants were selected from among students who were either currently enrolled in or had graduated from a university after their special transfer. The researcher collected data through in-depth interviews and then inductively analyzed the collected data according to Mertens’ (2009) analysis method. From the analysis, the researcher identified 73 concepts, 16 subcategories, and 5 categories. The findings showed that people tried to dissuade the participants from applying to the university. And negative rumors about the university was at the time of them university admission. Second, the participants experienced unexpected departmental situations, poor administrative support, poor teaching capacity, insufficient guarantee of the right to learn, a poor environment, and a weakened sense of belonging to the department before the school closure. Third, the participants felt they could not trust the school closure process or that they tried to prevent the school closure. They experienced anxiety, inner conflicts, and confusion about the practical problems that could arise from the school closure. Fourth, during the first semester after the special transfer school was decided, the research participants experienced relief and satisfaction with the stabilized school situation, although there were many hard times. Finally, the findings showed that the participants’ college life after the special transfer transformed from feelings of newness to familiarity. Based on these findings, to the study proposes the establishment of unified regulations related to classes after special admission, to strengthen students' university options, and the development tailored counseling programs for college students who experienced closed schools and were transferred to other schools.