융합교육 시스템 구축 및 발전의 역동과 성공요인

The developmental dynamics and success factors of an interdisciplinary education system

본 연구의 목적은 융합교육 시스템의 조직 내 역동을 분석하고, 시스템구축과 운영의 성공 요인을 도출함으로써 융합관련 학과와 대학을 지원하기 위한 기초 연구를 수행하는 것이다. 이를 위해 한국 최초의 대학원 중심융합학과로 평가받는 K대학교 S학과를 분석하였다. 국책사업을 통한 재정적 지원, 대학 본부의 발전 의지, 리더십의 세 요소가 융합학과의 구축 및 발전의 동력으로 분석되었다. 학과를 구성하고 있는 전공, 교수, 학생들은 이해관계 집단의 성격을 띠고 서로 갈등하거나 협력하는 상호작용을 하고 있었다. 교수충원 방식, 느슨한 결속력, 전공 학문 간 문화적 차이 등이 학과가 경험한 시행착오와 갈등의 원인으로 밝혀졌다. 지속적인 외부의 재정 지원, 이해관계 조정을 위한 제도, 커뮤니케이션 활성화, 융합학과의 특성에 적합한 행정규정 제정 등이 융합교육 시스템의 성공 요인으로 분석되었다. 본 연구는 미시정치적 관점을 적용하여 융합교육과 융합연구를 둘러싼 집단 간 상호작용의 구체적인 양상을 드러냄으로써, 이해관계 에 의한 협력 과 갈등 이 융합의 본질적 속성 중의 하나임을 드러냈다는 학문적인 의의가 있다.

The purpose of this research was to find the success factors of an interdisciplinary education system through analyzing the dynamics of a system development process of a successful interdisciplinary department. For this purpose, we selected the S department in the K university as a subject group because the department was Korea’s first and successful interdisciplinary graduate department. Analysis of the developmental stages of the S department indicates that financial support by national business, the development will of the university’s head office, and leadership work as the development power of the interdisciplinary department’s establishment and management. Majors, professors, and students who are included in the S department interact with each other in a group of loss and gain. They sometimes have conflict working in a group but sometimes cooperate with each other. The major trouble they have concerns the order of which student will be the professor first and the distribution of research fees. Moreover, they also encounter problems in interdisciplinary research and education. The strategy they use to solve these problems is to make principles as a system. The reasons for the S department’s trial and error are the way of supplementing professors, the weak union, and the cultural differences among major departments. To ensure its success, an interdisciplinary education system needs the continuing outside financial support, the development will and support of the university, powerful leadership, a system which mediates interests among majors, activation of communication, and enactment of administration provisions which are suitable for the interdisciplinary department’s features. This paper provides evidence of the concrete aspects of interaction among groups related to interdisciplinary education and research by applying a micro-political viewpoint. This has the meaning of learning in that it examines that cooperation and difficulty based on a relationship of interests are the essential factors of interdisciplinarity. Moreover, this paper suggests teachings from previous studies and offers suggestions to interdisciplinary education organizations that are currently being established or will be established in the future.