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韓珙愚 慶熙大學校 1985 論文集 Vol.14 No.-
Modern society has been formulated through economic development and thus industry and economic structure has been regarded as the backbone of modern society. When a society achieves a certain degree of development, the roles of the industrial entrepreneurship can play to drive economic development reaches a saturation point and then the prime role of economic development is passed to the educational system which provide new knowledge to the industry. In addition to this, when a society achieves such a high level of economic development that most of the members of the society can be satisfied with materials and services the industries can provide, it moves to a new stage of societal development called a post-industrial society.' In the post-industrial society, more emphasis is given to the betterment of quality of individual life including mental and spiritual aspect of life than to material provisions. In this case again the importance of education is more emphasized than any other social institutions since it is through education that individuals can improve his quality of life. Now in the latter part of the twentieth century already in the advanced industrial societies like the United States and the Western European countries education has occupied the largest proportion of the social investment and education has emerged to be the most important enterprise of the society. Though the quantity of the educational facilities and the size of the educational system has increased to meet the ever increasing social demand, however, the productivity of the educational enterprise is still staggering at the level of the past century. The low educational productivity may be attributable to the retarded development of educational management skills. In the industrial community, productivity or efficiency is regarded as the key factor for the good entrepreneurship. In the educational organization, however, still the management is mainly left to the hands of professional educators who are good as teachers or researchers but are not skilled to handle managerial work efficiently. To meet the demand of improving educational productivity a new academic discipline of the educational management has developed. In brief this new branch of academic descipline has been conceived to transplant the advanced 'know-how' of the business management into the educational system. There are many areas within the field of education where the same management techniques of business enterprises can be applied, ranging from educational planning, organization, evaluation and other policy making areas to the management of school system. The products of the educational system are educated men and those of the ordinary business firms are material goods or services. Thus there are natural limitations where the techniques developed in the businessarea can not be applied to the educational system. Therefore business management can not substitute educational management. Ⅱ The educational management is such a young discipline that even basic conceptual framework with which researches are to be conducted is not yet developed. The main purpose of this study is to put together various concepts, ideas and experiences in regard to the educational management which are scattered in the various books, articles and other literatures into one, attempting to formulate a skeleton of the discipline based on these fragmented bits of informations. Therefore, major effort was put to literature survey rather than to the rigorous analysis. To make the survey more comprehensive, the literatures of the adjacent fields of studies such as educational administration, sociology, psychology were also broadly scanned. This study is composed of five chapters. In the first chapter the outline of research design was introduced and the research techniques employed in this study were briefly discused. In chapter two, the very concept of educationa management was intensively analyzed. Here the concept was compared to the relatede concepts such as educational administration. Then in chapter three, various approaches available to tackle the problems of educational management were reviewed. Based on these a theoretical conceptual model for the study of educational management was constructed. Ⅲ Education being a common base of all functional substructure of the modern society, can not be separated from the social context. Educational management thus should be adjusted to ever-changing demands of the society. To make education more suitable to the demands of the contemporary society, those who are dealing with educational management should be sensible to the changing trends of social development. The discipline of educational management itself thus can not stand stand still; it should change continuously as the society moves ahead.
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