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RISS 인기검색어
- 검색키워드
- 저자 : 李漢彬 ( Lee Hahn-been ) (검색결과 1 건)
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대학개혁(大學改革)의 기관형성론적(機關形成論的)인 접근(接近)
李漢彬 ( Lee Hahn-been ) 숭실대학교 인문과학연구소 1974 인문학연구 Vol.5 No.-
Ten universities and colleges, including Soong Jun, launched an experimental academic reform program commonly called the “Pilot School” in 1973 under the sponsorship of the Ministry of Education. This paper reflects an administrator’s view of the on-going process of the “Pilot School,” using the institution building paradigm which has been developed and applied elsewhere by the author. The first step in undertaking an academic reform in a university is definition of the objective of reform. The primary objective of academic reform in a university must be the advancement of the intellectual welfare of the students. In no case should this be subjugated to pedagogical exigency of the faculty nor to the financial interests of the managers or trustees. The intellectual welfare in this regard can be defined as the broadening of the scope of learning by the students and increasing the depth of their learning within their selected areas of study. In order to attain this objective, various means including faculty, facilities, funds, and academic structures and procedures have to be judiciously combined, and the process of integrating these means for the attainment of the stated objective is an academic reform. There are five major factors, besides the objective, that determine the success of an academic reform. They are: (1) reform elements; (2) resources; (3) internal structure; (4) external linkages; (5) leadership. When a university plans to undertake an academic reform, there must exist within the institution a certain nucleus of individuals who strongly subscribe to the objective of the reform and already possess some measure of knowledge and experience relevant to it. These are reform elements. If such a core has not attained the level of a critical mass relative to the magnitude of the reform, one must be formed as soon as a reform is launched. As an academic reform is a purposeful attempt to introduce change in the existing way of doing things in an academic situation, it requires some extra work and effort on the part of many individuals. This requires some extra resources. Mobilizing both internal and external resources for the necessary extra effort is as important a factor as the securing of a critical mass of reform elements. Academic communities manifest usually very conservative internal social structures. The challenge of a university reform therefore lies in introducing gradual changes in the internal atmosphere of the campus in favor of the intended reform. It is imperative, from this view- point, that either the internal structure is relative loose, as in the case of a relatively new institution, or it has to be loosened gradually or deliberately made more flexible through introduction of new program units or through new arrangements such as project teams and task committees. The external environment influences in many ways the success of an academic reform. Especially important is the educational policy of the government. Indeed, there had been no lack of ideas and concrete proposals for academic reforms in Korea, but it took the positive governmental sponsorship of the current “Pilot School” before many of those reform proposals long afloat could be put into effect. There is a great deal more to be desired in the way of environmental support for academic and curricular reforms. For example, job examinations administered by various government and business organizations have to be improved so that new curricualr trends can be reflected in examination practices. Also, tax provisions must be made to make additional reform efforts by faculties rewarding. The function of leadership in academic reform is to integrate the above factors toward the attainment of the stated reform objective. It has to recruit and expand those reform elements who have internalized the reform objective; it has to mobilize various internal and external resources; it has to constantly cultivate the relevant environmental forces in support of the reform, securing various external supports―policy, financial, public opinion―― all with the view to seeing to it that the reform thus initiated can get rooted within the campus and can eventually exert positive influences to other institutions within the edu cational system. The leadership has also to make continuing decisions regarding the scope, pace and sequence of reform, on the basis of continuing evaluation and revaluation of the results of on-going reform. In conclusion, universities have important dual functions at any time: that of the inheritor of intellectual tradition; and that of the generator of new knowledges and perspectives of life. This requires that a university remain not only the guardian of truth but also become the pioneer of new methods and systems as society changes. This is the reason why acade mic reform is and should be a continuing process in any institution of higher learning.
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