대학교육체제 개혁을 위한 근간으로서 대학 교육력 키우기의 실천논리

초록

This study interrogates the concept of universities’ educational capacity and examines the operating mechanisms of the higher education system. First, the university should primarily be a place that enhances educational capacity; students’ individual core competencies are secondary. Conceptualizing educational capacity must encompass on-campus practical resources, students’ lived realities, and societal demands. Second, educational capacity is constituted by three interlocking elements—faculty curriculum design, supportive administration, and assessment with feedback—which interact to generate educational effectiveness and therefore require reinforcement. Third, faculty curriculum planning should be guided by coherent principles of educational aims, curriculum, and pedagogy, while university administrative support should prioritize the re-articulation of educational goals, curriculum reform, pedagogical innovation, and the expansion of support and financial administrative capacity. Fourth, the institutionalization of assessment and feedback should center on verifying the functions and effects of these components and channeling the findings back into continuous improvement.

키워드