외부 전문가 초청 교양강의의 집단별 핵심역량 개발 효과 : W대학교 학령기 대학생·평생학습자 비교 연구

Effects of Invited Expert Liberal Arts Lectures on Core Competency Development by Learner Group: A Comparative Study of Traditional and Lifelong Learners in W University

본 연구는 W대학교 ‘유레카초청강의’를 사례로, 외부 전문가 초청 교양강의가 학령기 대학생과 평생학습자 두 집단의 핵심역량에 미치는 영향을 혼합연구로 분석하였다. 양적 결과에서 학령기 대학생은 자기관리역량이, 평생학습자는 문제해결역량이 상대적으로 더 크게 향상되었으며, 공감소통역량은 단회성 청취 중심 구조로 변화가 제한적이었다. 질적 자료(소감문·심층 인터뷰)는 대학생이 ‘목표 설정·자기성찰’을 통해 진로 탐색으로 연결하고, 평생학습자는 ‘현장 적용·실질 해결책’을 강조한다는 점을 확인하며 양적 결과를 뒷받침했다. 시사점으로, 대학생에게는 목표관리 기반 후속활동을, 평생학습자에게는 현장 문제 해결형 프로젝트와 모듈화·맞춤화된 커리큘럼, 그리고 공감소통 보완을 위한 소집단 토의·서비스러닝 연계가 요구된다.

This study employed a mixed-methods approach to analyze the effects of invited expert liberal arts lectures on the core competencies of two learner groups—traditional undergraduate students and lifelong learners—at W University. Quantitative findings revealed that undergraduates showed greater improvement in self-management competency, while lifelong learners demonstrated more significant gains in problem-solving competency. Empathy and communication competencies showed limited changes, likely due to the one-time, lecture-centered format. Qualitative data (reflection papers and in-depth interviews) supported these findings: undergraduates emphasized “goal-setting” and “self-reflection” linked to career exploration, whereas lifelong learners highlighted “practical application” and “real-life solutions.” The relevance of lecture topics to learners’ work and their intrinsic motivations were identified as key predictive and mediating factors in competency development. Based on these results, follow-up activities focused on goal management are recommended for undergraduates, while problem-solving projects and modular, customized curricula are suggested for lifelong learners, along with small group discussions and service-learning to enhance empathy and communication.