'대학생-대학환경 적합성'과 '대학조직 몰입'의 관계에 관한 연구

국문 초록 (Abstract)

본 연구의 목적은 대학 및 학생의 특성에 따른 학생의 ‘대학조직 몰입’ 수준 차이를 파악하고, ‘대학생-대학환경 적합성’ 및 ‘대학조직 몰입’에 영향을 미치는 요인을 검토하며, 대학 및 학생수준 설명변수, ‘대학생-대학환경 적합성’ 및 ‘대학조직 몰입’ 변수간의 관계를 검증하는 데 있다. ‘대학생-대학환경 적합성’과 ‘대학조직 몰입’은 대학환경과 학생 대학생활의 질적 수준을 가늠할 수 있는 핵심 변수임과 동시에 학생의 긍정적인 교육성과를 이끄는 변수라는 점에서 중요한 의미를 갖는다. 따라서 본 연구의 결과는 대학생의 ‘대학생-대학환경 적합성’과 ‘대학조직 몰입’ 수준을 향상시키기 위한 개별 대학 및 정책 측면의 자구책을 강구하는 데 유용한 시사점을 제공할 수 있을 것이다.
연구목적 달성을 위해 설정한 연구문제는 다음과 같다.
첫째, 학생의 ‘대학조직 몰입’ 수준은 대학 및 학생의 특성에 따라 어떠한 차이를 보이는가?
둘째, 학생의 ‘대학생-대학환경 적합성’에 영향을 미치는 변수는 무엇인가?
셋째, 학생의 ‘대학조직 몰입’에 영향을 미치는 변수는 무엇인가?
넷째, 대학수준 설명변수는 학생의 ‘대학생-대학환경 적합성’과 ‘대학조직 몰입’의 관계를 조절하는가?
다섯째, ‘대학생-대학환경 적합성’ 변수는 대학 및 학생수준 설명변수와 ‘대학조직 몰입’의 관계를 매개하는가?
이를 위해 우리나라에 소재한 28개의 4년제 대학과 해당 대학 재학생들을 연구대상으로 선정하고 자료조사 및 설문조사를 실시했다. 자료조사는 한국대학교육협의회에서 제공하는 ‘대학 알리미’ 자료를 활용했으며, 설문조사는 대학별 전체 재학생 수의 0.5%-1.0% 사이의 크기로 총 2,897명을 수집했고 불성실하게 응답한 321명(11.1%)을 제외한 2,576명(88.9%)을 연구 분석에 활용했다.
자료의 처리 및 분석을 위해 PASW 18.0과 HLM 6.8 프로그램을 사용했고, 일원 분산분석(One-way Anova)과 위계적 선형 모형(Hierarchical Linear Models: HLM) 분석을 실시했으며, HLM 분석에서는 2수준 모형의 기본 분석 이외에 층위간 상호작용 효과 및 매개효과 검증을 추가적으로 실시했다.
본 연구의 결과를 요약하면 다음과 같다.
첫째, 학생이 대학에 소속감 및 애착을 느끼고, 대학생활이 투자할만한 가치가 있는 시간이라고 인지하는 정도인 ‘대학조직 몰입’ 수준은 대학 및 학생의 특성에 따라 상이한 것으로 나타났다. 대학 측면에서는 대학의 질이 높고, 재정상태가 양호한 대학의 경우 재학생의 ‘대학조직 몰입’ 수준이 높은 것으로 나타났으며, 소재지, 설립유형과 같은 대학의 구조 측면에 따른 유의미한 차이는 발견되지 않았다. 학생 측면에서는 입학 전 소속 대학에 대한 선호도가 높은 학생, 가계소득이 높은 학생, 대학 생활에 대한 가정의 물리적 지원을 충분히 받는 학생의 ‘대학조직 몰입’ 수준이 다른 학생들에 비해 상대적으로 더 높은 것으로 나타났다.
둘째, ‘대학생-대학환경 적합성’은 적합성 유형에 따라 각기 다른 변수의 영향을 받는 것으로 나타났다. 우선 대학과 학생간의 문화, 가치관 및 특성의 공유정도를 의미하는 ‘상호적합성’의 경우 대학의 구조, 질, 학생의 대학생활 경험의 영향력이 뚜렷하게 나타났고, 대학에 대한 학생들의 요구 충족도를 의미하는 ‘보완적합성’의 경우 대학의 재정과 학생 개인배경의 영향력이 명확하게 나타났다. 따라서 ‘상호적합성’ 수준의 향상을 위해서는 대학의 질을 향상시키고, 학생들이 좀 더 다양하고 내실 있는 대학생활을 할 수 있도록 조력하며, 대학이 구조적으로 갖고 있는 가능성 및 한계점에 대해 분명히 인지해야 할 것이다. 또한 ‘보완적합성’ 수준의 향상을 위해서는 안정적인 대학재정 확보를 위해 노력하고 학생과 교육에 중심을 두는 재정 운용에 힘을 기울여야 할 것이다.
셋째, 학생의 ‘대학조직 몰입’ 수준에 가장 뚜렷하게 영향을 미치는 변수는 ‘대학생-대학환경 적합성’, 대학의 질, 학생의 ‘대학생활 참여도’인 것으로 나타났다. 또한 집단 내 상관계수(Intraclass Correlation Coefficient: ICC)가 26.1%로 산출되어 대학 간에 ‘대학조직 몰입’ 수준의 차이가 매우 큰 것으로 나타났다. 따라서 ‘대학조직 몰입’ 수준을 높이기 위해 대학은 대학과 학생간의 적합성을 높이고, 대학의 질을 향상시키며, 학생들이 좀 더 적극적으로 대학 내 수업 및 수업 외 활동에 참여할 수 있도록 독려해야할 것이다.
넷째, 대학수준 설명변수는 ‘대학생-대학환경 적합성’과 ‘대학조직 몰입’의 관계를 조절하는 것으로 나타났다. 구체적으로는 대학의 구조 측면의 변수가 가장 뚜렷한 조절효과를 나타냈으며, 대학의 질 및 재정 특성 역시 ‘대학생-대학환경 적합성’과 ‘대학조직 몰입’의 관계를 조절했다. ‘대학수준 설명변수’의 조절효과는 각 대학이 처한 상황에 따라 보유하고 있는 물리적·재정적·인적 자원을 어떻게 배분하고 배치하여 ‘대학생-대학환경 적합성’ 수준을 높일 수 있는가의 문제가 학생의 ‘대학조직 몰입’ 수준을 향상시키는 데 좀 더 효과적인 방안을 제시하는 것과 어떻게 연계될 수 있는가를 보여준다는 점에서 의의가 있다. 또한 그 동안 대학 관련 연구에서 상대적으로 경시되어 왔던 대학의 구조적·질적·재정적 측면의 효과를 검증하여 대학 운영의 효율성을 높이는 데 기초자료를 제공한다는 점에서 의의가 있다.
다섯째, ‘대학생-대학환경 적합성’ 변수는 대학 및 학생수준 설명변수와 ‘대학조직 몰입’의 관계를 상당 부분 매개하는 것으로 나타났다. 특히 ‘상호적합성’의 경우 ‘정서적 지원’ 및 ‘대학 내 상호작용’ 등과 같은 학생수준 설명변수의 매개효과가 뚜렷하게 나타났고, ‘보완적합성’의 경우 구조 측면의 대학수준 설명변수의 매개효과가 강조되었다. 현실적으로 단기간 내에 변화시키는 것이 쉽지 않은 대학 및 학생의 특성이 대학의 노력에 의해 변화 가능한 ‘대학생-대학환경 적합성’을 통해 ‘대학조직 몰입’에 영향을 미친다는 본 연구의 결과는 학생들의 ‘대학조직 몰입’ 수준의 향상을 위해 대학의 역할을 제고할 수 있는 가능성을 보여 준다는 점에서 의미가 있다.
이와 같은 연구결과를 기반으로 본 연구의 결론은 다음과 같다.
첫째, 개별 대학은 ‘대학생-대학환경 적합성’ 및 ‘대학조직 몰입’과 같은 학생의 정의적 측면을 정확히 진단하고, 대학에 대한 학생들의 요구에 귀를 기울일 필요가 있다. 또한 이러한 내용을 기반으로 각 대학의 물리적·재정적·인적 자원 및 역량을 해당 대학과 재학생들의 특성에 적합하게 배분 및 운용해야 할 것이다. 이와 같은 자구 노력이 수반 된다면 획일화 된 대학운영 방식을 피하고 개별 대학의 정체성 확립 및 특성화를 꾀할 수 있을 것이다.
둘째, 정부는 각 대학의 특성 및 현황을 체계적으로 유형화하고 고등교육 정책 집행 시 각 대학 유형에 적합한 정책을 실시해야 할 것이다. 이러한 유형화 작업은 단순히 대학의 구조 측면뿐만 아니라 대학의 질, 재정 측면의 상태도 고려해야 한다. 또한 장기적으로는 대학의 투입 및 산출 중심의 지표뿐만 아니라 ‘대학생-대학환경 적합성’ 및 ‘대학조직 몰입’ 등과 같은 과정 측면을 지표화하기 위한 기초연구 및 노력이 필요하다.

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