새로운 항암제 개발을 위한 Acriflavine 과 Guanosine 복합제제 ( AG-60 ) 의 체내동태 [ 대한약학회 춘계총회 및 학술대회 ] ( PRESENTATIONS )

오은경 충북대학교 약품자원개발연구소 1997 약학논문집 Vol.12 No.-

중등학교 교장의 역할갈등에 관한 연구

吳恩卿 이화여자대학교 한국문화연구원 1983 韓國文化硏究院 論叢 Vol.42 No.-

A variety of conflicts occur when a role incumbent has to conform simultaneously to a number of expectations which are mutually exclusive, contradictory, or inconsistent, so that the performance of one set of duties makes performance of another set impossible, or at least difficult. As a school principal performs his role in a school organization, he has a variety of reference groups that might have different expectations for the principalship. Although two or more sets of expectations for the same role are not necessarily opposed in any ultimate sense, it is clear that the time and energy devoted to implementing one set takes away time and energy from implementing the other. To this extent they are in conflict. The purpose of the study was to examine the expectations for the principalship on the parts of a group of teachers and a group of students in secondary schools. The investigator a 46-item questionnaire covering expectations for the principal's behavior in tasks such as staff personnel, curriculum, student discipline, school finance and plant, leadership and community relationships, 500 teachers and 500 students were randomly sampled from secondary schools in the Seoul area from which a response rate of approximately 89% was obtained. The final sample included 442 teachers and 431 students. The respondents were required to indicate the strength of their expeciations on a five-point scale from "strongly disagree"(scale score 1) to "strongly agree"(scale score 5). The mean was computed for each item and then a F test was utilized to determine the significance of the differences between the teacher group and the student group for each of the 46 items. The statistical significance test level was set at .01 and .05 for these analyses. A comparisons of the responses revealed considerable differences as well as similarities between each reference group. However, expectations for the principalship mostly differed more in degree than they did in opposite directions between two groups. The major different expectations for the principal's behavior in tasks between the teacher group and the student group were as follows; A. Staff personnel. The teacher group tended to disagree with the expectation that the principal should encourage teachers to compete with one another, whereas the student group neither disagreed nor agreed with it. B. Curriculum. While teachers disagreed that the principal visited them in classrooms regularly to give instructional help, students tended to agree with the expectation. The teacher group tended to agree that the principal should prevent teachers from leaving their students to do as they liked in classrooms, whereas the student group seemed to disagree with the item. C. Student discipline. While the teacher group were inclined to agree that the principal should give a free hand to the teacher to punish his students, the student group seemed to disagree with this disciplinary practice. The student group tended to agree with the expectation that the principal should take actions against problem students in the school, whereas the teacher group tended to disagree with it. D. School finance and plant. While the teacher group tended to expect that the principal tried harder to get more contributions from parents for the school finance, the student group neither agreed nor disagreed with this expectation. E. Leadership. Both of the two groups showed quite similar expectations for the principal's leadership behaviors in this task area. F. Community relationships. Expectations for the principals behavior in this task also differed only in degree between the teacher group and the student group.

학교의 의사소통과정 형태에 관한 연구

오은경 이화여자대학교 한국문화연구원 1982 韓國文化硏究院 論叢 Vol.40 No.-

The administrative process of the school takes effect in situations involving interpersonal interactions. Of all the tasks of school administration, facilitating these interactions is the central and most important task. Communication is a means to facilitate interpersonal interactions in an organization. Because it serves as the core of the action system in the school setting, the ability to communicate effectively emerges as a critical skill for administrators and staff. The effectiveness of communication depends on the elements relating to the communicator, content, medium, channel, receiver and frequency; each element should be considered in relation to the others. These elements, as components of an interdependent system, form the process of communication. The purpose of the study was to investigate the existing patterns of communication in secondary schools in Korea. 440 teachers were randomly sampled from secondary schools in the Seoul metropolitan area from which a response rate of approximately 83% was obtained. The final sample included 358 teachers. A questionnaire consisting of twenty five items was organized under the following areas; purpose, communicator, medium, channel, content, receiver, frequency and conflict resolution method. Percentages were computed for each item, and then a Chi square test was utilized to determine the significance of the differences between public school teachers and private school teachers. The assumed statistical level of significance was set at .01 throughout the analyses. The major findings of the survey were as follows; A. Most teachers seemed to perceive that two levels of purposes existed for communication attempts-manifest and latent. They were unable to clearly understand the intentions of their school administrators. B. Psychological closeness between administrators and teachers could be moderately close if proper roles were kept. Some public school teachers tended to perceive that this relationship distant. School administrators seemed to have little knowledge and understanding of the problems of teachers, and they would sometimes solicit ideas and opinions from the faculty. Most teachers seemed to have substantial, although not complete, confidence and trust in their administrators. Moreover, teachers tended to listen to them not for the administrator's professional knowledge as the source of authority, but because the communicator is legally authorized to occupy a superordinate position. Thus some teachers fully accept what their administrators say while others view them with suspicion. C. Downward channels of communication, which are initiated primarily at the top level were normally utilized. On the other hand, upward channels were relatively more difficult to establish and maintain. Private schools teachers tended to have more horizontal communications than public school teachers. D. General faculty meetings were most often used to bring the staff together and for communicating with individual staff members, administrators generally relied on individual conferences. E. Communications between superiors and teachers generally pertained to curriculum and instructional matters and school policies. Most teachers thought that their administrators did not relate all relevant information to them. F. Most teachers did not feel very free to discuss things with their administrators. Concerning the extent to which communications were accepted by teachers, some responded that they accept what they are told while others do so with suspicion. Most teachers felt to a moderate degree, the responsibility to initiate accurate upward communication; it was trend that private school teachers tended to feel more responsibility than public school teachers. Most teachers did not have forces to distort communication but had powerful forces to communicate accurately. Public school teachers tended to have a little bit more force to distort communicate than private school teachers. Almost half of the teachers did not feel that there was a need for a supplementary system. Public school teachers tended to use suggestive systems, while private school teachers did not. G. Faculty members did not communicate frequently with each other. H. Conflicts which arose between school administrators and faculty members were often resolved by the following methods in descending order of use: through persuasive means of the administrator, by means of negotiating compromises, or by utilizing the problem solving process.

동계 연수를 마치고

오은경 한국외국어대학교 학생통역협회 1990 외대통역협회지 Vol.7 No.1

대학의 구조와 결정과정

오은경 이화여자대학교 한국문화연구원 1986 韓國文化硏究院 論叢 Vol.50 No.-

The university is a complex organization. Three have been two of the dominant models of university administration, the bureaucratic and the collegial models. One of the most influential descriptions of complex organizations was Weber's work on bureaucracies. Weber suggested that bureaucracies based on the principle of legal-rationality. The bureaucratic structure is hierarchical and is tied together by formal chains of command. The vast majority of the daily decision in a university are routinely handled in a very bureaucratic fashion. The bureaucratic image of university structure is accompanied by a decision approach that can be called the rational strategy. It assumes that not only that the structure is hierarchical and well organized but also that decisions are made through clear-cut, predetermined steps. This formalistic theory suggests that a definite, rational approach will lead to the optimal decision. Many scholars have rejected the bureaucratic image of the university and instead have declared that the university is community of scholars. The supporters of this approach argue that a university should not be organized like other bureaucracies; instead, there should be full participation of the members of the academic community-especially the faculty-in its decision making process. The collegial model proposes that major decisions are reached primarily by consensus. Neither extreme is correct, for decisions are rarely made by either bureaucratic fiat or peaceful consensus. What is needed is a model that can include consensus factors and bureaucratic processes. When we look at the real process of decision making on the campus today we see neither the rational aspects of bureaucracy nor the clam, consensus-directed elements of an academic community. On the contrary, student demonstrations cripple the campus, professors demand more work autonomy, administrators defend their traditional positions, and external forces invade the academic community. All these activities emerge from the complex, fragmented social structure of the university, drawing on the divergent concerns and life styles of many miniature subgroups. With these as background assumptions, Baldridge has developed a political model of academic governance. The outline of the universitys political system looks like this; there is a complex social structure that generates multiple pressures, there are many forms of power and pressure that impinge on the dicision makers, there is a legislative stage that translates these pressures into policy, and there is a policy execution phase that finally generates feedback with the potential for new conflicts. March and his colleagues, accepting the realities of life in organizations, have proposed a descriptive "garbage can" model of decision making as an alternative to rational models. They describe the environment for decision making within universities, using the term "organized anarchy", Organized anarchy are characterized by three general properties; disagreement over and difficulty in articulating goals and preferences, unclear technologies, and fluid participation. In an organized anarchy, decision making is more akin to a garbage can than to a computer. The computer metaphor suggests a highly programmed, scientific, rational process. The garbage can metaphor, by contrast, suggests a sloppy, accidental process. March and his colleagues suggest that problems and solutions are simply dumped into a garbage can and participants jump into this garbage can as well. This metaphor highlights the notions that various individuals and groups create problems and generate solutions. There is no common agreement among participant about what constitutes either the means or ends to be used in evaluating solutions or problems. Hence, the mix of problems and solutions in the garbage can is continuously being arranged and rearranged. Often problems are not solved; they just go away. Often solutions are put in place, even if there is no problem. Most frequently, garbage can decision making involves either grabbing the first easily available solution (oversight) or ignoring a problem until a solution comes along which solves another problem (flight), Participants also come and go. Since every entrance is an exit somewhere else, the distribution of entrances depends on the attributes of the choice being left as much as attributes of the new choice. Substantial variation in participation stems from other demands on the participants' time. The imagery of organized anarchy helps capture the spirit of the confused organizational dynamics in academic institutions. It helps to expand our conceptions, dislodge the bureaucracy image, and suggest a loose, more fluid kind of organization. In such fluid circumstances, institutional leaders serve primarily as catalysts. They should not command, they had better negotiate. They are facilitators of an ongoing process. The leadership image may be that of the academic statesman, while the decision making process should look more like political decision making instead of rational decision making.

미시정치학적 관점에서 본 대학교의 신임 교원 선발과정 해석

오은경 이화여자대학교 사범대학 교과교육연구소 2005 교과교육학연구 Vol.9 No.2

대학교의 다양한 이익집단들 간의 상호작용과정에서 발생하는 미시정치학적 의미를, 신임교원 선발과정을 대상으로 해석해 보았다. 각 이익집단들은 가능한 모든 권력을 활용해서, 목적을 달성하려고 연립의 전략을 활용하기도 하고, 이익집단들 간의 갈등상황을 맞기도 한다. 그런데 갈등을 해결할 수 있는 조정의 기능은 찾아보기 어렵다. 이기고 지는 극단의 경우가 아니라, 이익집단들 간의 갈등을 조정할 수 있는 정치력이 대학의 행정가들에게 필요해 보인다. The university is fragmented into many power blocs and interest groups, and it is natural that they try to influence decisions so that their values and goals are given primary consideration. Conflict is natural, and is to be expected in a dynamic organization. Conflict is not abnormal, nor is it necessarily a symptom of a breakdown in the university. Micropolitcs refers to the use of formal and informal power by individuals and groups to achieve their goals in organizations. In large part political action results from perceived differences between individuals and groups, coupled with the motivation to use power to influence and protect. Both cooperative and conflictive actions and processes are part of the realm of micropolitics. Barcharch and Mundell proposed a framework for identifying the relevant micropolitical actors, the dimensions of power and the strategies used by these actors. As soon as the selection procedure of new faculty members begins, the department will be split by age, rank and the length of time at the department. An individual faculty member attempts to form an interest group with other individuals. He tries to influence selection decisions, exerting powers he relies on. Expert power and reference power seem to provide the strong influence to form an interest group. An interest group can form a coalition with one or more other interest groups. Or an interest group with greater power has a greater probability of being able to impose its logic successfully on the decision without forming coalitions. If interest groups are incompatible on the preference for applicants, then each group is likely to decide on a strategy of conflict with the other groups. Interest groups are not likely to be as willing to negotiate and compromise on decisions and thus will likely select a strategy of confrontation with other interest groups. Given this conflict, there is the need in decision making for forming coalitions of interest groups in order to win. If the dominant coalition wins, the opposing group loses. Then there will be rumors and gossips on the campus. In the final process, the administrator becomes a political negotiator among those competing claims for a fair decision. The role of the administrator is quite literally described as a politician.

아파트 단위평면 구성의 시대적 변천과정에 관한 연구

오은경,조수연,한정원 연세대학교 생활과학대학 1990 婦學 Vol.23 No.-

학교조직의 체제유형 진단

오은경 이화여자대학교 한국문화연구원 1979 韓國文化硏究院 論叢 Vol.34 No.-

Every aspect of an organization is related to every other part and interacts with it. The true influence of altering one aspect of a system cannot be determined by varying it and it alone. In experiments or change efforts involving organizational theory and management systems, there fore, a systems approach must be used. Proposing a systems approach, Likert provides the Profile of Organizational Characteristics for diagnosing the state of an organization. The instrument provides operationally defined descriptions of four management systems on the conceptual continuum. System 1 is referred to as exploitative-authoritarian and System 2 as benevolent-authoritarian. System 3 is described as consultative while System 4 is labeled participative. Each system of management has a basic integrity of its own. Based on the Likert approach, the purpose of the study was to discover what teachers believe are the present characteristics of a given school but also to find out what they would like to have the characteristics of their school to be. The research instrument was Likert's the Profile of Organizational Characteristics containing 51 items focusing on the following aspects leadership process, motivational forces, communication process, interaction-influence process, decision-making process, goal-setting or ordering, control process, and performance goals and training. M. Girls High School in Seoul was chosen for this case study and teaching faculty members at the school responded to the questionnaire. Major findings of the study were as follows: 1) Teachers believe the present characteristics of the school are those of System 3. 2) Teachers would like to have their school use System 4. Teachers at this particular school perceived the present state of their organization as System 3. System3 is somewhat descriptive of managerial practice which characterizes the school on its way toward developing professional organization. It is transitional management system. While System 3 fails in attempting to maximize the achievement of school goals, student actualization, and teacher self-fulfillment, it at least performs satisfactorily in each of these pursuits. While one can settle for a satisfactory material product, educational institutions should attempt to maximize their functions. System 4 has the potential to maximize. It supplies to students the opportunity for optimal growth: to teachers, professional opportunities for self-actualization. When change is desired, it should be a shift from one coordinated system to another. If the school wishes to shift its operation for System 3 to System 4, it should plan to modify all of its operating procedures. Change must involve a total system modification and not an atomistic modification.

교원 평가와 장학활동의 개선

오은경 이화여자대학교 교과교육연구소 1999 교과교육학연구 Vol.3 No.2

현재 장학의 실제 모습은 교사들을 위한 장학이 아니라, 오히려 교사들이 거부하고, 냉소적인 태도를 보여주는 부정적인 면을 보여준다. 장학의 실천을 교수 개선이라는 본래의 목적으로 바꾸기 위해서, 교수 능력을 평가하는 과정도 달라져야 한다. 양적인 평가에만 의존했던 교원평가를 질적인 평가로 전환하고, 평가자도 교사 자신이나 동료교사로 바뀌어야 한다. 궁극적으로는 교사가 자기 장학할 수 있도록 자기평가가 가능해져야한다.

이슬람 여성의 베일 착용에 대한 역사적 고찰과 담론분석

오은경 동덕여자대학교 한국여성연구소 2002 젠더연구 Vol.- No.7

This article is to study the veil of Islamic Women`s identified as a symbol of Islamic Women. In this thesis veil has been looked over historically and also the discourse of veil and the feminist point of view were introduced. These strategy are essential to point out multi-vocality which is hidden behind 'the veil.' The veil came out in the process of settlement of patriarch power and the institutionalization of system. Especially, it was made legislation as a symbolic order to control women`s sexuality, it was settle down as a custom in the ancient Middle east. Later, it had been flown into the Arab by cultural interchange with neighbor countries, so that it acted on formation of standpoint for Islamic Women. This point of view for Islamic women accepted as the protection of women. In the period of modernization, wearing veil were forbidden in some Middle eastern countries according to the policy of secularization. However, the veil is still important matter as an identification of women in the Islamic countries, and it made out many discourse of veils. For example, the veil of women has been prominent in the contradiction between the Western and tradition in the post colonial period. The wearing veil of women became an obligation because of patriarch power and system. It might be a reconstruction of imaginary fiction that the interpretation of veils which is an identification of Islamic women. Because the characteristic of women in the culture cannot be alive. So, it can be possible to be a subject of Islamic women in the time that the vocalic structure of Islamic culture is clear and subjective interpretation put in practice.