우리나라 마이크로디그리 제도의 현황과 해결과제

Abstract

Objectives A microdegree is a certificate provided when a student has completed fewer credits than required for a major. The microdegree system has emerged as a core program of university innovation around the world and has been growing rapidly in recent years. This study began with the purpose of exploring ways to further develop the microdegree system in Korea. Methods For this purpose, I collected opinions from professors and students who experienced the microdegree system. FGI was conducted using a structured questionnaire targeting 6 professors and 14 students at D University, which operates this system. The questions consisted of the overall perception of microdegree, the need for microdegree, the challenges facing microdegree, and ways to improve microdegree operation, and the response results were analyzed according to these four areas. Results The research results are summarized as follows. First, there was a strong positive perception that this system would help prevent dropout and form an active learning attitude by increasing students' adaptability to college life. Second, both professors and students are highly aware of the necessity of microdegree because it can be useful in helping students plan their careers. Third, in order for the microdegree system to be effectively established, it is necessary to continuously develop satisfactory programs composed of excellent subjects. Fourth, specific measures to improve this system were proposed, including the establishment of a dedicated department, introduction of a dedicated professor system, use of the mentor-mentee system, establishment of a dedicated platform, and active promotion. Conclusions It was found that it was necessary to improve the level of subjects that make up the microdegree, secure connectivity between degrees, establish a dedicated department and introduce a dedicated professor system, support learning between colleagues, establish a support platform, and actively promote it. A variety of requirements have been presented, and there is a high degree of correlation between the requirements. For example, a dedicated department will be needed to manage the quality of subjects and ensure connectivity between degrees. In addition, only when high-quality materials are developed centered on a dedicated department will active promotion be carried out to university members and a driving force will be provided, such as forming a consensus for building a platform. A mentor-mentee program that enables peer-to-peer learning support will only be feasible if a dedicated professor takes the lead and takes interest.