전공계열에 따른 조직문화가 팔로워십 및 학업몰입에 미치는 영향|RISS 상세보기

다국어 초록 (Multilingual Abstract)

ABSTRACT

An effect of organizational culture by major upon followership and learning flow

Yoon, Ji Na
Major in Physical Education
Graduate School of Education
Kyung Hee University

This study aims to figure out the relation between organizational culture and followership and learning flow for each major in the university to form a desirable organizational culture, to recognize the function of follower and to help people to have learning flow.
520 students in K University in Suwon were surveyed by questionnaire, and 500 questionnaires were used for an analysis. The collected data was analyzed using SPSS Version 18.0 for factor analysis and reliability assessment. And frequency analysis, percentage, t-Test, one-way ANOVA, correlation analysis and multiple regression analysis were also carried out.
The results are as follows.
First, in terms of organizational culture by demographical characteristics, sex had no significant difference, while group culture, development culture, hierarchical culture and rationality culture had significant differences statistically. There were significant differences in group culture, development culture and rationality culture by grade too. By the level of pocket money, development culture and rationality culture had shown differences, while there was no statistically difference by religion. As to the organizational culture by the residential types, group culture, hierarchy culture and rationality culture had significant differences.
In terms of differences in followership by demographical characteristics, there was no significant difference by sex, and there were significant differences in active and positive participation, independent and critical thinking by major. And there were significant differences in active and positive participation, independent and critical thinking by grade. There were significant differences in active and positive participation, independent and critical thinking by pocket money level. There were significant differences in active and positive participation by religion. There were significant differences in independent and critical thinking by residential type.
In terms of learning flow by demographical characteristics, there was a significant difference in learning task flow by sex. There were significant differences in the harmony of task and ability by major. There were significant differences in integration of learning and cognition, learning task commitment, clear study goal, harmony of task and ability, and distortion of time sense. There were significant differences in harmony of task and ability by pocket money level. There was no significant difference by religion, while there was significant difference in harmony of task and ability by residential type.
Second, as to the effect of organizational culture by major upon followership, when the organizational culture or group culture were higher, independent and critical thinking became higher, while the development culture was higher, positive and active participation became higher. When the hierarchical culture was higher, positive and active participation became higher, while rationality culture was higher, positive and active participation, and independent and critical thinking became higher.
When the organizational culture and group culture in natural science departments were higher, independent and critical thinking became higher, while the development culture was higher, positive and active participation, and independent and critical thinking became higher. When the hierarchical culture was higher, independent and critical thinking became higher. While the rationality culture was higher, positive and active participation became higher.
When the organizational culture and group culture in humanities departments were higher, independent and critical thinking became higher, while the rationality culture was higher, positive and active participation became higher. When the organizational culture and development culture in arts departments were higher, independent and critical thinking became higher.
When the organizational culture of college students was higher, active and positive participation was higher. And when the development culture was higher, active and positive participation, and independent and critical thinking were higher. When the rationality culture was higher, active and positive participation, and independent and critical thinking were higher.
Third, as to the effect of organizational culture by major upon learning flow, when the organizational culture and development culture in physical education departments were close, the integration of study and cognition, and distortion of time sense became higher, while harmony of task and ability became lower. When it closed with rationality culture, learning task commitment, clear study goal, task and ability became higher.
When the organizational culture closed with the development culture in natural science departments, the learning task commitment and distortion of time sense became higher. When it closed with the hierarchical culture, learning task commitment became higher.
The effect of the organizational culture of humanities departments upon learning commitment was not significant.
When the organizational culture closed with the development culture in natural science departments, the integration of learning and cognition, the learning task commitment and harmony of task and ability became higher. When it closed with the hierarchical culture, learning task commitment became higher. While it closed with the rationality culture, learning task commitment became higher.
When the organizational culture and group culture of college students were close, clear study goal became higher. While it closed to the development culture, the integration of learning and cognition, learning task commitment, harmony of task and ability and distortion of time sense became higher. When it closed with the hierarchical culture, learning task commitment became higher, and when it closed with the rationality culture, leaning task commitment, clear study goal and harmony of task and ability became higher.
Fourth, as to the effect of the followership upon learning flow, when positive and active participation was higher, the integration of learning and cognition, learning task commitment, clear study goal, harmony of task and ability and distortion of time sense became higher. When independent and critical thinking was higher, the integration of learning and cognition, learning task commitment, clear study goal harmony of task and ability and distortion of time sense became higher.

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국문 초록 (Abstract)

국문초록

전공계열에 따른 조직문화가
팔로워십 및 학업몰입에 미치는 영향

경희대학교 교육대학원
체육교육전공
윤 지 나

본 연구에서는 대학의 각 전공계열 학생들을 대상으로 조직문화와 팔로워십, 학업몰입의 관계를 파악함으로써 대학내의 바람직한 조직문화를 형성하고 팔로워의 기능을 재인식시킴은 물론 대학생들이 올바르게 학업에 몰입할 수 있는 길을 모색하고, 그 도움을 주는데 목적이 있다.
본 연구의 대상자는 수원시에 소재한 K대학교에 재학중인 1, 2, 3, 4학년 남·여학생 총 520명을 대상으로 설문을 실시하였으며, 이 중 500부를 본 연구에 사용하였다.
수집된 설문지는 통계 프로그램인 SPSS Version 18.0 프로그램을 사용하여 요인분석 및 신뢰도분석을 실시하였다. 또한 빈도분석, 백분율, 독립 T-검증, 일원변량분석, 상관관계분석, 다중회귀분석을 실시하였다.
이러한 연구과정을 통하여 도출해 낸 결론은 다음과 같다.

첫째, 인구통계학적 특성에 따른 대학생의 조직문화의 차이에서 성별에 따른 조직문화의 차이는 통계적으로 유의미한 차이가 없는 반면, 전공계열에 따른 조직문화의 차이에서 집단문화, 발전문화, 위계문화, 합리문화는 통계적으로 유의미한 차이가 있었으며, 학년에 따라 집단문화, 발전문화, 합리문화에 통계적으로 유의미한 차이가 있었다. 용돈수준에 따라 발전문화와 합리문화에 차이가 있었으며, 종교에 따라 통계적으로 유의미한 차이가 없었고 거주형태에 따른 조직문화에서는 집단문화, 위계문화, 합리문화가 통계적으로 유의미한 차이가 있었다.
인구통계학적 특성에 따른 대학생의 팔로워십의 차이에서 성별에 따라 통계적으로 유의미한 차이가 없었으며 전공계열에 따른 팔로워십의 차이에서는 적극·능동적 참여, 독립·비판적 사고에서 유의미한 차이가 있었으며, 학년에 따라 적극·능동적 참여, 독립·비판적 사고에 통계적으로 유의미한 차이가 있었다. 용돈수준에 따라 적극·능동적 참여, 독립·비판적 사고에 유의미한 차이가 있었고 종교에 따른 팔로워십에서는 적극·능동적 참여에서 통계적으로 유의미한 차이가 있었으며 거주형태에 따른 팔로워십의 차이에서는 독립·비판적 사고가 통계적으로 유의미한 차이가 있었다.
인구통계학적 특성변인에 따른 대학생의 학업몰입의 차이에서 성별에 따라 학업과제 집중에서 유의한 차이가 있었으며, 전공계열에 따라 과제와 능력의 조화에서 유의미한 차이가 있었다. 학년에 따라 학업과 인식의 통합, 학업과제 집중, 명확한 학업목표, 과제와 능력의 조화, 시간감각의 왜곡에 차이가 있으며, 용돈 수준에 따라 과제와 능력의 조화에 유의미한 차이가 있었다. 종교에 따라서는 통계적으로 유의미한 차이가 없었으며 거주형태에 따라서는 과제와 능력의 조화에 유의미한 차이가 있었다.
둘째, 전공계열에 따른 조직문화가 팔로워십에 미치는 영향에서 체능계열의 조직문화가 집단문화가 높을수록 독립·비판적 사고가 높아졌고, 발전문화가 높을수록 적극·능동적 참여가 높아졌다. 위계문화가 높을수록 적극·능동적 참여가 높아졌으며, 합리문화가 높을수록 적극·능동적 참여, 독립·비판적 사고가 높아졌다.
자연계열의 조직문화가 집단문화가 높을수록 독립·비판적 사고가 낮아졌으며 발전문화가 높을수록 적극·능동적 참여, 독립·비판적 사고가 높아졌다. 위계문화가 높을수록 독립·비판적 사고 높아지며 합리문화가 높을수록 적극·능동적 참여가 높아졌다.
인문계열의 조직문화가 발전문화가 높을수록 적극·능동적 참여가 높아졌으며 합리문화가 높을수록 적극·능동적 참여가 높아졌다.
또한 예능계열의 조직문화가 발전문화가 높을수록 독립·비판적 사고가 높아졌다.
대학생의 조직문화가 집단문화에 높을수록 적극·능동적 참여가 높아졌으며, 발전문화가 높을수록 적극·능동적 참여, 독립·비판적 사고가 높아졌다. 합리문화가 높을수록 적극·능동적 참여, 독립·비판적 사고가 높아졌다.
셋째, 전공계열에 따른 조직문화가 학업몰입에 미치는 영향에서는 체능계열의 조직문화가 발전문화에 가까울수록 학업과 인식의 통합, 시간감각의 왜곡은 높아지는 반면 과제와 능력의 조화는 낮아졌다. 합리문화에 가까울수록 학업과제 집중, 명확한 학업목표, 과제와 능력이 높아졌다.
자연계열의 조직문화가 발전문화에 가까울수록 학업과제 집중, 시간감각의 왜곡이 높아지는 반면 위계문화에 가까울수록 시간감각의 왜곡이 낮아졌고 합리문화에 가까울수록 학업과제 집중이 높아졌다.
인문계열의 조직문화가 학업몰입에 미치는 영향은 통계적 유의미한 영향을 미치지 않는 것으로 나타났다.
예능계열의 조직문화가 발전문화에 가까울수록 학업과 인식의 통합, 학업과제 집중, 과제와 능력의 조화가 높아졌으며, 위계문화에 가까울수록 학업과제 집중이 높아지고, 합리문화에 가까울수록 학업과제 집중이 높아졌다.
대학생의 조직문화가 집단문화에 가까울수록 명확한 학업목표가 높아졌으며, 발전문화에 가까울수록 학업과 인식의 통합, 학업과제 집중, 과제와 능력의 조화, 시간감각의 왜곡이 높아졌다. 위계문화에 가까울수록 학업과제 집중이 높아졌으며, 합리문화에 가까울수록 학업과제 집중, 명확한 학업목표, 과제와 능력의 조화가 높아졌다.
넷째, 팔로워십이 학업몰입에 미치는 영향에서 적극·능동적 참여가 높을수록 학업과 인식의 통합, 학업과제 집중, 명확한 학업목표, 과제와 능력의 조화, 시간감가의 왜곡이 높아졌으며, 독립·비판적 사고가 높을수록 학업과 인식의 통합, 학업과제 집중, 명확한 학업목표, 과제와 능력의 조화, 시간감각의 왜곡이 높아졌다.

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국문초록 전공계열에 따른 조직문화가 팔로워십 및 학업몰입에 미치는 영향 경희대학교 교육대학원 체육교육전공 윤 지 나 본 연구에서는 대학의 각 전공계열 학생들을 대상으로 조직문...