대학생의 전공전환 과정에 대한 질적 분석

다국어 초록 (Multilingual Abstract)

This study was conducted in order to identify the way to offer assistance and to develop a theory about the process of university students’ major transition. For these purposes, university students' experience in the process of major transition were investigated.
The research questions were as follows: what experiences were included in the major transition process, how these experiences were processed, and how students’ major transition were classified as the research subjects.
To handle the research subject, 16 students of four-year-university in Honam area in Korea were chosen. The university students who experienced major transition and submitted written consent were the participants in this research. The researcher conducted individual interview with participants using semi-structured open questions. The data collected in this study were analyzed by the grounded theory of Strauss and Corbin(1998).
The results of this study were as follows.
182 concepts, 62 sub-categories, and 25 categories were derived from the process of university students’ major transition.
The major phenomena in the process of university student’s major transition were ‘construction of future career(dream),’ ‘expectations about the success possibility,’ ‘anxiety with the major transition failure,’ and ‘concerns about the adjustment after the major transition’. Causal conditions to occur these were revealed as ‘false major choice,’ ‘maladjustment to university life,’ and ‘individual major inconsistency to the future dream’. Contextual conditions were ‘low reputation about the present major,’ ‘anxiety with the low possibility of the employment,’ ‘satisfying major transition condition,’ ‘suggestion of others,’ and ‘attaining opportunities to search career alternatives’. Intervening conditions were ‘helpful internal resources,’ ‘external resources’ and ‘various information acquisition’ for major transition. The action/interaction strategies were ‘recognizing the necessity’ ‘collecting information and understanding about oneself,’ ‘alternative department exploration for major transition,’ ‘consultation with significant others,’ and ‘decision-making on the new major choice,’ ‘major transition plan execution’. The results of this process were ‘positive evaluation,’ ‘negative evaluation,’ ‘fluctuation about major transition evaluation,’ and ‘reinforcement to employment preparation behavior’.
Students’ major transition experience processes in this study were as follows: ‘the awareness and plan stage’ for the necessity of major transition, ‘the understanding and research stage’ about the alternative department and oneself, ‘consultation stage’ with significant others, individual ‘decision-making stage’ for the new department, ‘plan execution stage’ for specific preparation and strategy. The core category appeared in the process of students’ major transition was ‘the success expectation and confidence in the major transition.’
Major transition experience types of the university students were classified 4 categories such as ‘self volition-support,’ ‘self volition-patience,’ ‘others’ recommend-coercion,’ and ‘others’ recommend-acceptance’. These types were derived from 2×2 type of self volition type and others’ recommend type.
‘Self volition-support’ was one of the major transition types which gained agreements and supports from people surrounding them, needing major transition by their will and by their need. ‘Self volition-patience’ type was the one that tried for major transition without any support from others. They endeavored to transit major to show their ability with having passion of not to yield in despite of the objection from others. ‘Others’ recommend-coercion was a major transition type that have no self volition and enforcement of others’ major transition. ‘Others’ recommend-acceptance’ was a major transition type according to both their will and others’ suggestion. This type was the one that showed active reaction to major transition’s suggestion from others.
From the study results, the researcher can draw the students’ critical phenomena experienced during the major transition process and know the different adaptation ways to each group type. This study was particularly meaningful in that the data about the major transition process was analyzed from the statement of general university students. In another way, this study allowed the researcher to have in-depth understanding and empathy about major transition. This research will offer to intervention methods for the students who prepare major transition.

Key words: Major transition, Experience major transition, Major transition process, Self volition type, Others’ recommend type, Grounded theory

목차 (Table of Contents)

• - 목 차 -
• ABSTRACT ⅴ
• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구의 문제 6
• Ⅱ. 문헌고찰 7
• 1. 대학생의 진로발달 7
• 2. 현대사회의 직업세계 특징과 직업전환 12
• 3. 대학생의 전공선택 및 전공전환 18
• Ⅲ. 연구 방법 24
• 1. 근거이론 방법 24
• 2. 연구자 배경에 대한 정보 29
• 3. 연구 참여자 32
• 가. 연구 참여자 선정 32
• 나. 연구 참여자 특성 33
• 4. 자료수집 과정 40
• 가. 면담질문지 작성 40
• 나. 면담실시 43
• 5. 자료 분석 46
• 가. 개방코딩 46
• 나. 축코딩 47
• 다. 선택코딩 48
• 6. 자료 분석의 타당성 평가 52
• Ⅳ. 연구 결과 55
• 1. 대학생의 전공전환 경험 내용 55
• 가. 개념의 범주화: 개방코딩 55
• 2. 대학생의 전공전환 과정 129
• 가. 대학생 전공전환의 패러다임 129
• 나. 대학생 전공전환의 과정분석 133
• 3. 대학생 전공전환 과정의 유형 138
• 가. 핵심 범주 138
• 나. 이야기 윤곽 138
• 다. 대학생 전공전환 과정의 유형 142
• Ⅴ. 논의 150
• Ⅵ. 결론 및 제언 160
• 참고문헌 169
• 부록 181