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ÀúÀÚ : À̱æÀç, ÀÌÁ¤¹Ì
¹ßÇàÇÐȸ : Çѱ¹±³À°ÇàÁ¤ÇÐȸ [The Korean Society For The Study Of Educational Administration]
¹ßÇàÁ¤º¸ : ±³À°ÇàÁ¤Çבּ¸ Á¦ 33±Ç 1È£ pp.105-127(23 pages)
¹ßÇà³âµµ : 2015
ÀúÀ۽ñâ : 2015³â 3¿ù
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´ëÇлýÀÇ ±³¼öÇнÀ °úÁ¤°ú °ü·ÃµÈº¯ÀεéÀÌ ´ëÇб³À° ¸¸Á·µµ¿Í ±³¼öÇнÀ ¼º°ú¿¡ ¾î¶°ÇÑ ¿µÇâÀ» ¹ÌÄ¡´ÂÁö¸¦ Ž»öÇÏ´Â °ÍÀÌ´Ù.À̸¦ À§ÇØ Çѱ¹±³À°°³¹ß¿øÀÇ ¡®´ëÇлý ±³¼ö-ÇнÀ°úÁ¤ Á¶»çµµ±¸(NASEL)¡¯¸¦ ÅëÇØ ¼öÁýµÈ 2013³âµµ µ¥ÀÌÅ͸¦ À§°èÀû ¼±Çü¸ðÇüÀ» È°¿ëÇÏ¿© ºÐ¼®ÇÏ¿´´Ù.ºÐ¼®°á°ú, ÇлýÀÌ ¼Ò¼ÓµÈ °è¿°ú ±³¼öÇнÀ¿ª·® Áø´Ü±âÁØ(Benchmarks)Àº ´ëÇб³À° ¸¸Á·µµ¿Í À¯ÀǹÌÇÑ »ó°üÀ» º¸¿´´Ù. ´ëÇлý °³ÀÎ ¼öÁØ º¯¼öµéÀ» »ìÆ캸¸é, ÇгâÀÌ ³ô¾ÆÁú¼ö·Ï, ¾Æ¸£¹ÙÀÌÆ® ½Ã°£ÀÌ ¸¹À»¼ö·Ï ´õ ³·Àº ´ëÇб³À° ¸¸Á·µµ¸¦ º¸°íÇÏ¿´´Ù. ´ëÇÐÀÇ Æ¯¼ºÀ» ³ªÅ¸³»´Â 2¼öÁØÀÇ º¯¼öµéÁß¿¡¼ À¯ÀÏÇÏ°Ô ÇÐºÎ¸í¼º º¯¼ö¸¸ ´ëÇб³À° ¸¸Á·µµ¿Í À¯ÀǹÌÇÑ »ó°üÀ» ³ªÅ¸³Â´Ù. ´ëÇб³À° ¸¸Á·µµ ¸ðÇü°ú ¸¶Âù°¡Áö·Î, 5°³ÀÇ ±³¼öÇнÀ¿ª·® Áø´Ü±âÁØ°ú ¼Ò¼Ó ´Ü°ú´ëÇÐÀ» ³ªÅ¸³»´Â °è¿ º¯¼ö´Â ±³¼öÇнÀ ¼º°ú¿¡µµ Åë°èÀûÀ¸·Î À¯ÀǹÌÇÑ ¿µÇâÀÌ ÀÖ´Â °ÍÀ¸·Î µå·¯³µ´Ù. ÇлýÀÇ °³ÀΠƯ¼ºº¯¼ö Áß ±³¼öÇнÀ ¸¸Á·µµ¿Í À¯ÀǹÌÇÑ »ó°üÀ» º¸ÀÎ º¯¼öµéÀº, ¼ºº°, ÀçÇбⰣ, °øºÎ½Ã°£, ¾Æ¸£¹ÙÀÌÆ® ½Ã°£, ÀåÇÐ±Ý ¼öÇý ¾×, ´ëÇÐÀÇ ÅëÁ¦À¯Çü, ÇÐºÎ¸í¼º µîÀ̾ú´Ù. ÀÌ·¯ÇÑ ºÐ¼®°á°ú¸¦ Åä´ë·Î Á¤Ã¥Àû ½Ã»çÁ¡ÀÌ ³íÀǵǾú´Ù.
The purpose of this study is
to analyze the factors associated with students¡¯satisfaction with and learning outcomes of higher education. To achieve the goals,the study analyzes the data collected by running a survey of National Assessment ofStudents¡¯ Engagement in Learning (NASEL) in 2013.Major findings are as follows: First, all the benchmarks are shown to be associatedwith students¡¯ satisfaction at the statistical significance level of P¡´0.01. Concerningthe student-level predictors, the higher the class level, the lower the satisfactionscore. On the other hand, the more the amount of time spent for a part-time job,the lower the level of satisfaction. Next, the only institutional- level variable foundto be related to students¡¯ satisfaction is reputation of colleges. The results of themodel analyzing variables associated with learning outcomes are as follows: As isthe case for students¡¯ satisfaction, five benchmarks are shown to be related tolearning outcomes of college students. In terms of students¡¯ characteristics, femalestudents reveal a lower level of learning outcomes, whereas students with longeryears of college education a higher level. As one can intuitively predict, the amountof time spent for a part-time job is shown to be negatively associated with learningoutcomes, while higher GPA and greater amount of scholarship are found to beassociated with learning outcomes in a positive way. At the institutional level,private and college reputation reveal a positive association with learning outcomes. (ÀÌÇÏ »ý·«)
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