대학생의 비교과 프로그램 참여 실태 및 인식에 대한 사례 연구

Abstract

Objectives This study analyzes the results of a survey on the participation and perception of college students in the extra-curricular education program, Based on this, this is a case study conducted with the purpose of exploring ways to more systematize non-curricular education.
 Methods D University established six objectives for non-disciplinary education: ‘Learning competency support, psychological counseling support, career support, employment support, start-up support, and internationalization support.’ There are 21 types and 55 detailed types at the bottom, and Co-Curriculum classes linking the subject and comparative departments are being activated. The reasons for participation and non-participation in comparative programs, participation effects, perception of comparative programs, perception of classes linked to subjects and comparative subjects, and perception of comparative support policies were analyzed.
 Results The overwhelming majority of students who responded that they participated in the extra-curricular program for the first time in the first year, The detailed types of the programs in which they participated and the programs they wish to participate in differed by grade level. They showed a positive attitude toward core competency development, college life adaptation, and classes that link subjects and non-subjects. As the contents of the extra-curricular activities support policy, various opinions were presented, such as securing various extra-curricular activities, strengthening professionalism, and adopting an operating method that reflects the characteristics of the program.
 Conclusions The classification of program guidance by grade, overcoming the gap between the programs you are participating in and the programs you want to participate in, and finding various cases for linked classes should be promoted. In addition, continuous investigation of the operation status, performance, perception and demand of non-subject education programs, policy outcome analysis, member sharing, and policyization of results should be conducted in the long term and regularly. All education, including comparative education, cannot achieve the desired results without long-term prospects, investments, and efforts.