13 research outputs found

    Hospital Nurses Experience of Do-Not-Resuscitate in Korea

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    Purpose: The purpose of the study was to describe the experiences of do-not-resuscitate (DNR) among nurses. Methods: Data were collected by in-depth interviews with 8 nurses in 8 different hospitals. Conventional qualitative content analysis was used to analyze the data. Results: Eight major themes emerged from the analysis: DNR decision-making bypassing the patient, inefficiency in the decision-making process of DNR, negative connotation of DNR, predominance of verbal DNR over written DNR, doubts and confusion about DNR, least amount of intervention in the decision for DNR change of focus in the care of the patient after a DNR order, and care burden of patients with DNR. Decision-making of DNR occurred between physicians and family members, not the patients themselves. Often high medical expenses were involved in choosing DNR, thus if choosing DNR it was implied the family members and health professionals as well did not try their best to help the patient. Verbal DNR permission was more popular in clinical settings. Most nurses felt guilty and depressed about the dying/death of patients with DNR. Conclusion: Clearer guidelines on DNR, which reflect a family-oriented culture, need to be established to reduce confusion and to promote involvement in the decision-making process of DNR among nurses

    The Analysis on Strategies of University in response to the University Specialization Policy of Korean Government

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    ν•™μœ„λ…Όλ¬Έ (석사)-- μ„œμšΈλŒ€ν•™κ΅ λŒ€ν•™μ› : κ΅μœ‘ν•™κ³Ό(κ΅μœ‘ν–‰μ •μ „κ³΅), 2012. 2. μ‹ μ •μ² .이 μ—°κ΅¬μ˜ λͺ©μ μ€ μ •λΆ€μ˜ λŒ€ν•™ νŠΉμ„±ν™” 정책에 λŒ€ν•œ κ΅­λ‚΄ λŒ€ν•™λ“€μ˜ νŠΉμ„±ν™” μ „λž΅μ„ μœ ν˜•ν™”ν•˜μ—¬ λŒ€ν•™ μ°¨μ›μ˜ νŠΉμ„±ν™” λŒ€μ‘ μ „λž΅κ³Ό μ–‘νƒœλ₯Ό λΆ„μ„ν•˜λŠ” 데 μžˆλ‹€. μ§€μ‹κΈ°λ°˜κ²½μ œμ˜ λ„λž˜λ‘œ κ΅­κ°€ κ°„ 경쟁이 μ‹¬ν™”λ˜κ³  지식 창좜과 μΈμž¬μ–‘μ„± κΈ°λŠ₯을 μˆ˜ν–‰ν•˜λŠ” λŒ€ν•™μ˜ 경쟁λ ₯이 μ€‘μš”ν•˜λ‹€λŠ” 인식이 ν™•μ‚°λ˜κ³  μžˆλ‹€. λ°˜λ©΄μ— λŒ€ν•™λ“€μ€ κ³ λ“±κ΅μœ‘ λ³΄νŽΈν™”μ— λ”°λ₯Έ 학령인ꡬ κ°μ†Œλ‘œ μž…ν•™ 정원 미달과 μž¬μ •μ—¬κ±΄ μ•…ν™”μ˜ μœ„κΈ°μ— μ²˜ν•΄ μžˆλ‹€. μ΄λŸ¬ν•œ λ¬Έμ œμ μ„ ν•΄κ²°ν•˜κΈ° μœ„ν•œ λŒ€μ•ˆμœΌλ‘œ λŒ€ν•™ νŠΉμ„±ν™”λŠ” μ§€λ‚œ 1990λ…„λŒ€ 이후 κ³ λ“±κ΅μœ‘ 개혁의 μ£Όμš” 화두가 λ˜μ–΄μ™”λ‹€. 생쑴 μ „λž΅μœΌλ‘œμ„œμ˜ λŒ€ν•™ νŠΉμ„±ν™” λ°©ν–₯성을 λͺ¨μƒ‰ν•˜λŠ” 것은 λŒ€ν•™λΏ μ•„λ‹ˆλΌ μ •λΆ€ μ°¨μ›μ˜ 정책적 μ‹œμ‚¬μ μ„ 쀄 수 μžˆλ‹€λŠ” 데 κ·Έ μ˜μ˜κ°€ μžˆλ‹€. κ·ΈλŸ¬λ‚˜ λŒ€ν•™ νŠΉμ„±ν™” μ‚¬μ—…μ˜ νš¨κ³Όμ„±μ„ λΆ„μ„ν•œ μ—°κ΅¬λŠ” 많이 이루어져 온 반면, μ •λΆ€μ˜ λŒ€ν•™ νŠΉμ„±ν™” μ •μ±…κ³Ό νŠΉμ„±ν™” μ „λž΅μ— λŒ€ν•œ 이둠적 λ…Όμ˜λ₯Ό λ°”νƒ•μœΌλ‘œ ν•œ λŒ€ν•™ μ°¨μ›μ˜ νŠΉμ„±ν™” μ „λž΅μ„ μ’…ν•©μ μœΌλ‘œ λΆ„μ„ν•œ μ—°κ΅¬λŠ” λ―Έν‘ν•œ μ‹€μ •μ΄μ—ˆλ‹€. 이 μ—°κ΅¬μ—μ„œλŠ” μ •λΆ€μ˜ λŒ€ν•™ νŠΉμ„±ν™” μ •μ±…μ˜ κΈ°λ³Έ λͺ©μ κ³Ό λ°©ν–₯을 μ‚΄νŽ΄λ³΄κ³  λŒ€ν•™μ˜ 닀양화와 νŠΉμ„±ν™”λ₯Ό μΆ”κ΅¬ν•˜λŠ” μ‚¬νšŒμ  μš”κ΅¬κ°€ μ‹€μ œλ‘œ λŒ€ν•™μ—μ„œ μ–΄λ–»κ²Œ μ‹€ν˜„λ˜κ³  μžˆλŠ”μ§€, μ •λΆ€ 정책에 λŒ€μ‘ν•˜μ—¬ λŒ€ν•™ μ°¨μ›μ—μ„œ μΆ”μ§„ν•˜κ³  μžˆλŠ” νŠΉμ„±ν™” μ „λž΅μ€ μ–΄λ– ν•œ μ–‘νƒœλ₯Ό 보이고 μžˆλŠ”μ§€μ— λŒ€ν•œ 싀증적인 뢄석을 μ‹œλ„ν•˜μ˜€λ‹€. 이λ₯Ό κ²€μ¦ν•˜κΈ° μœ„ν•΄ 각 λŒ€ν•™μ˜ νŠΉμ„±ν™” μ „λž΅μ„ λΆ„λ₯˜ν•˜μ—¬ μœ ν˜•ν™”ν•˜κ³ , 각 μœ ν˜•λ³„λ‘œ 학생좩원 성과에 λ―ΈμΉ˜λŠ” 영ν–₯을 λΆ„μ„ν•˜μ˜€λ‹€. 이λ₯Ό μœ„ν•΄ λ³Έ μ—°κ΅¬μ—μ„œ μ„€μ •ν•œ 연ꡬ λ¬Έμ œλŠ” λ‹€μŒκ³Ό κ°™λ‹€. 첫째, μš°λ¦¬λ‚˜λΌ λŒ€ν•™λ“€μ΄ μ„ νƒν•˜κ³  μžˆλŠ” νŠΉμ„±ν™” μ „λž΅μ€ 무엇인가? νŠΉμ„±ν™” μ „λž΅μ„ μ–΄λ–»κ²Œ μœ ν˜•ν™” ν•  수 μžˆλŠ”κ°€? 이 연ꡬ 문제λ₯Ό νƒκ΅¬ν•˜κΈ° μœ„ν•˜κΈ° μœ„ν•˜μ—¬ μš°λ¦¬λ‚˜λΌ λŒ€ν•™λ“€μ˜ νŠΉμ„±ν™” μ „λž΅μ„ 좔진방ν–₯(ν•™λ¬Έ λΆ„μ•Ό 및 선정방식)κ³Ό μΆ”μ§„λ‚΄μš©(ν”„λ‘œκ·Έλž¨)의 μ „λž΅μœΌλ‘œ λ‚˜λˆ„μ–΄ μœ ν˜•ν™”ν•˜μ˜€λ‹€. λ‘˜μ§Έ, λŒ€ν•™μ˜ νŠΉμ„±ν™” ν•™λ¬ΈλΆ„μ•Ό(집쀑, μ’…ν•©, 톡합)와 선정방식(상ν–₯, ν•˜ν–₯, ν˜Όν•©)에 따라 λŒ€ν•™μ˜ μΆ©μ›μœ¨κ³Ό κ΄€λ ¨λœ 성과에 차이가 μžˆλŠ”κ°€? 이 연ꡬ 문제λ₯Ό νƒκ΅¬ν•˜κΈ° μœ„ν•˜κΈ° μœ„ν•˜μ—¬ 각 λŒ€ν•™μ΄ μΆ”μ§„ν•˜κ³  μžˆλŠ” 학문뢄야와 μ„ μ •λ°©μ‹μ˜ μ „λž΅ μœ ν˜•λ³„ 성과에 차이가 μžˆλŠ”μ§€λ₯Ό 일원뢄산뢄석을 톡해 λΆ„μ„ν•˜μ˜€λ‹€. μ…‹μ§Έ, λŒ€ν•™μ΄ μΆ”μ§„ν•˜λŠ” νŠΉμ„±ν™” 좔진 λ‚΄μš©μ€ λŒ€ν•™μ˜ 학생 좩원에 μ–΄λ– ν•œ 영ν–₯을 λ―ΈμΉ˜λŠ”κ°€? 이 연ꡬ 문제λ₯Ό νƒκ΅¬ν•˜κΈ° μœ„ν•˜κΈ° μœ„ν•˜μ—¬ λŒ€ν•™μ˜ 성과에 영ν–₯을 λ―ΈμΉ˜λŠ” μ „λž΅ μœ ν˜•μ— λŒ€ν•œ μ€‘λ‹€νšŒκ·€λΆ„μ„μ„ ν•˜μ˜€λ‹€. λ³Έ μ—°κ΅¬μ˜ κ²°κ³ΌλŠ” λ‹€μŒκ³Ό κ°™λ‹€. 첫째, μš°λ¦¬λ‚˜λΌ λŒ€ν•™λ“€μ΄ μΆ”μ§„ν•˜κ³  μžˆλŠ” νŠΉμ„±ν™” μ „λž΅μ„ λΆ„μ„ν•œ κ²°κ³Ό, λŒ€ν•™λ“€μ€ 학문뢄야별 집쀑화 μ „λž΅μ„ κ°€μž₯ 많이 ν™œμš©ν•œ 반면, ν•΄λ‹Ή ν•™λ¬ΈλΆ„μ•Όμ˜ 선정방식은 비ꡐ적 λ‹€μ–‘ν•œ 방식을 ν™œμš©ν•˜κ³  μžˆμ—ˆλ‹€.μΆ”μ§„λ‚΄μš©μ˜ 6개 μ „λž΅ μœ ν˜• μ€‘μ—μ„œλŠ”μ§€μ—­μ—°κ³„ μ‚°ν•™ν˜‘λ ₯ν˜•',κΈ°λŠ₯μœ ν˜•,포괄적 μ‚°ν•™ν˜‘λ ₯ν˜•μ˜ 순으둜 많이 μΆ”μ§„λ˜κ³  μžˆμ—ˆλ‹€. κ·ΈλŸ¬λ‚˜ κ·Έ 뢄포 양상은 λŒ€ν•™μ˜ νŠΉμ„±μ— 따라 λ‹€λ₯΄κ²Œ λ‚˜νƒ€λ‚¬λ‹€. λ‘˜μ§Έ, 좔진방ν–₯의 μœ ν˜•μ— λ”°λ₯Έ μ„±κ³Ό 평균 차이λ₯Ό λΆ„μ„ν•œ κ²°κ³Ό, ν•™λ¬ΈλΆ„μ•Όμ˜ μ„Έ μœ ν˜• κ°„μ—λŠ” μœ μ˜λ―Έν•œ 차이가 λ°œκ²¬λ˜μ§€ μ•Šμ•˜μ§€λ§Œ μ„ μ •λ°©μ‹μ—μ„œλŠ” ν˜Όν•©ν˜•μ΄ ν•˜ν–₯식 μ „λž΅μ— λΉ„ν•΄ λŒ€ν•™μ˜ μž…ν•™κ²½μŸλ₯ μ—μ„œ μœ μ˜λ―Έν•œ 차이 μžˆλŠ” κ²ƒμœΌλ‘œ λ°ν˜€μ‘Œλ‹€. μ…‹μ§Έ, λŒ€ν•™μ˜ 좩원 성과에 μΆ”μ§„λ‚΄μš© μœ ν˜•μ΄ λ―ΈμΉ˜λŠ” 영ν–₯을 λΆ„μ„ν•œ κ²°κ³ΌλŠ” μ„±κ³Ό μ§€ν‘œμ— 따라 μœ ν˜•λ³„λ‘œ 곡톡점과 차이점이 λ°œκ²¬λ˜μ—ˆλ‹€. λŒ€ν•™μ˜ 물리적 νŠΉμ„±(μ„€λ¦½μœ ν˜•, μ†Œμž¬μ§€, 규λͺ¨)κ³Ό λŒ€ν•™μ˜ λ―Έμ…˜, 2009년도 μ΄ˆκΈ°κ°’μ„ ν•¨κ»˜ κ³ λ €ν•œ κ²°κ³Ό 성과에 κΈμ •μ μœΌλ‘œ 영ν–₯을 λ―ΈμΉ˜λŠ” μœ ν˜•μ€ 포괄적 μ‚°ν•™ν˜‘λ ₯ν˜•, 그리고 캠퍼슀 κ°œλ°œν˜•μœΌλ‘œ λ‚˜νƒ€λ‚¬λ‹€. μ •μ±…μ μœΌλ‘œ κ°•μ‘°λ˜κ³  μžˆλŠ” 지역연계 μ‚°ν•™ν˜‘λ ₯ν˜•μ€ 였히렀 뢀적인 영ν–₯을 λ―ΈμΉ˜λŠ” κ²ƒμœΌλ‘œ λ‚˜νƒ€λ‚¬λ‹€. 그리고 κ΅­μ œν™” μ€‘μ ν˜•κ³Ό 지역 ν‰μƒκ΅μœ‘ν˜•μ€ μœ μ˜λ―Έν•˜μ§€λŠ” μ•Šμ§€λ§Œ λͺ¨λ“  μ§€ν‘œμ— λŒ€ν•΄ 뢀적인 영ν–₯을 λ―ΈμΉ˜λŠ” κ²½ν–₯이 μžˆλŠ” κ²ƒμœΌλ‘œ λ‚˜νƒ€λ‚¬λ‹€. λ³Έ μ—°κ΅¬μ˜ μ˜μ˜λŠ” λ‹€μŒκ³Ό κ°™λ‹€. 첫째, λ³Έ 연ꡬλ₯Ό 톡해 λŒ€ν•™ νŠΉμ„±ν™” 정책에 λŒ€ν•œ κ°œκ΄€κ³Ό νŠΉμ„±ν™” μ „λž΅μ— λŒ€ν•œ 이둠적 λ…Όμ˜λ₯Ό λ°”νƒ•μœΌλ‘œ μš°λ¦¬λ‚˜λΌ λŒ€ν•™λ“€μ΄ μ–΄λ–€ νŠΉμ„±ν™” μ „λž΅μ„ μ·¨ν•˜κ³  μžˆλŠ”μ§€ λΆ„μ„ν•˜μ˜€λ‹€. λ³Έ μ—°κ΅¬λŠ” κ΅­λ‚΄ 4λ…„μ œ 일반 120개 λŒ€ν•™ νŠΉμ„±ν™” μ „λž΅μ„ 싀증적인 μžλ£Œμ— μž…κ°ν•˜μ—¬ 졜초둜 λΆ„μ„ν–ˆλ‹€λŠ” 데 κ·Έ μ˜μ˜κ°€ μžˆλ‹€. λ‘˜μ§Έ, λŒ€ν•™λ“€μ΄ μΆ”μ§„ν•˜κ³  μžˆλŠ” νŠΉμ„±ν™” μ „λž΅μ΄ λŒ€ν•™μ˜ 생쑴 κ°€λŠ₯성에 λ―ΈμΉ˜λŠ” 영ν–₯λ ₯을 학생 좩원 κ΄€λ ¨ μ§€ν‘œλ₯Ό 톡해 κ²€μ¦ν•¨μœΌλ‘œμ¨, λŒ€ν•™μ˜ 생쑴과 κ΅­κ°€ 경쟁λ ₯ 제고λ₯Ό μœ„ν•œ ν•„μˆ˜ 과제인 λŒ€ν•™ νŠΉμ„±ν™”μ˜ 좔진 λ°©ν–₯성에 λŒ€ν•œ 정보λ₯Ό μ œκ³΅ν•  수 μžˆλ‹€λŠ” 데 μ˜λ―Έκ°€ μžˆλ‹€. κ·ΈλŸ¬λ‚˜ λ³Έ μ—°κ΅¬μ—μ„œλŠ” λŒ€ν•™ νŠΉμ„±ν™” μ „λž΅μ΄ λŒ€ν•™μ˜ 성과에 λ―ΈμΉ˜λŠ” 영ν–₯을 μ—°κ΅¬μžκ°€ μ„ μ •ν•œ 5개의 μ§€ν‘œλ§ŒμœΌλ‘œ ν•œμ •ν•˜μ˜€κΈ° λ•Œλ¬Έμ— λŒ€ν•™ νŠΉμ„±ν™”μ˜ λ‹€μ–‘ν•œ 성과에 λŒ€ν•œ 쒅합적인 뢄석을 ν•˜μ§€λŠ” λͺ»ν–ˆλ‹€. μ•žμœΌλ‘œ λŒ€ν•™μ˜ νŠΉμ„±ν™” μ „λž΅μ— λŒ€ν•œ 이둠 탐색과 λ”λΆˆμ–΄, νŠΉμ„±ν™”λΆ„μ•Όμ˜ μ „λž΅μ  포지셔닝(strategic positioning)에 λŒ€ν•΄ ꡬ체적인 μ‹œμ‚¬μ μ„ 쀄 수 μžˆλŠ” μžˆλŠ” 연ꡬ가 λ³‘ν–‰λ˜μ–΄μ•Ό ν•  것이닀.This research aims for analyzing strategies of universities in Korea in response to the Korean governments specialization policies by categorizing universities specialization strategies. Due to the rise of the knowledge-based economy, international competition among nations become more and more heightened. Thus, it is well acknowledged that the competitiveness of university is important, because it is a cradle for knowledge-producing and human development. However, universities in Korea are facing great challenges of deteriorating financial conditions and under enrollment due to the demographic changes caused by universalization of higher education. Therefore, university specialization has been an important agenda in discussing the higher education reform. However, studies focusing on specialization strategies and there effects based on the theoretical approach cannot be easily found. To study the directivity of specializations in universities as a survival strategy, not only benefits university itself, but also leads to policy recommendations for government. Thus, this research will first look into basic goals for governments university specialization policy and main features, then, it will analyze how university is carrying out their specialization strategies in response to the government policies. To verify above, specialization strategies are divided into groups based on the direction and the contents of university goals, and are analyzed by the difference of performance. Following are a subject for inquiry in this research. First, how can we categorize the specialization strategies by Korean universities? In this research, two different categories the direction(area of academic studies and selection criterion) and the contents to categorize the actual strategies carried by universities have used. Second, is there any relation between the strategy to choose area of academic studies (concentration, generalization, integration) and to select criterions(top-down, bottom-up, mixed model) with recruiting rate of university? Third, what is the overall effect of specialization programs on universities recruiting rate? To find out this, multiple regression was used to identify research questions. The result is following. To start with, through analyzing specialization strategies of Korean universities, the most widely adapted strategy for selecting the area of academic studies is concentration, but the selection criterion strategy varies among three strategies. Also, among six contents strategies, regional industry-university collaboration, university mission and all inclusive industry-university collaboration are the most favored. However, the distribution varies based on the university characteristics. In addition, based on the different direction in specialization strategies, academic performance improvement has been studied. Although there is no significant difference among the area of academic studies, when the research further analyze the criterion, integration strategy has a clear advantage over the top-down strategy, generating higher competition ratio in the admission process of the university. Last, the result of analyzing these strategies on the student reinforcing rate improvement of universities varies based on different contents strategies. By looking into physical characteristics(types of establishment, location, size), university missions and initial values in 2009 as a whole, the all-inclusive industry-university strategy and the campus development strategy have accomplished the positive impact on increasing the reinforcing rate and the admission rate. However, globalization strategy has likely to failed to achieve such a positive impact. Also, although government supports the regional industry-university strategy, its implication is marginal and restrictively negative. This research has two significances in analyzing strategies of Korean universities. First, this research examines the types of specialization strategies of university, based on the theoretical approach of university specializations and its strategies. In this light, this research has conducted an study of actual conditions of universitys specialization through the meaningful analysis on the specialization strategies of 120 colleges for the first time in Korea. Second, by verifying the specialization strategies using the reinforcing rate, this research shows the specialization strategies are directly related to the survival of university. In doing so, this research provides a valuable insight on the directiveness of the specialization process in order to elevate the survival of university and competitiveness of a nation. Yet, this research only uses five indexes related to survival of university to evaluate the success of strategy. For further studies, it is needed to research for the systemic causes of influence from the specialization. Along with theoretical studies on various specialization strategies, studies on implications of the strategic positioning of specialization are in demand.Maste

    (The) lived experience of mothers of children with muscular dystrophy.

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    κ°„ν˜Έν•™κ³Ό/박사ope

    A Study on the Brand Personality of Package Design Applying Collaboration

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    Isomorphism of Vision and Development Goals in Development Plan of Korean Universities

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    λ³Έ μ—°κ΅¬λŠ” κ΅­λ‚΄ 126개 4λ…„μ œ 일반 μ’…ν•©λŒ€ν•™μ˜ λ°œμ „κ³„νšμ— λ‚˜νƒ€λ‚œ λΉ„μ „κ³Ό λ°œμ „λͺ©ν‘œμ˜ νŠΉμ„±μ„ μ‚΄νŽ΄λ³΄κ³ , 뢄석 결과에 λ‚˜νƒ€λ‚œ μ£Όμš”ν•œ νŠΉμ§•λ“€μ„ μ‹ μ œλ„μ£Όμ˜μ  κ΄€μ μ—μ„œ 해석해 λ³΄μ•˜λ‹€. 뢄석을 μœ„ν•΄ 2011λ…„ ν˜„μž¬ λŒ€ν•™μ•Œλ¦¬λ―Έ μ‚¬μ΄νŠΈμ— κ²Œμ‹œλœ 각 λŒ€ν•™μ˜ λ°œμ „κ³„νš 자료λ₯Ό μ‚¬μš©ν•˜μ˜€λ‹€. 뢄석 κ²°κ³Ό 첫째, λΉ„μ „ 및 λ°œμ „λͺ©ν‘œμ— κΈ€λ‘œλ²Œμ΄λ‚˜ κ΅­μ œν™”, 세계화 λ“±κ³Ό 같은 μ–΄νœ˜λ“€μ„ μ‚¬μš©ν•˜λŠ” λŒ€ν•™λ“€μ˜ λΉ„μœ¨μ΄ μƒλ‹Ήνžˆ λ†’μ•˜μœΌλ©°, μ΄λŠ” λŒ€ν•™μ˜ κΈ€λ‘œλ²Œ 경쟁λ ₯을 κ°•μ‘°ν•˜λŠ” μ •λΆ€μ˜ μ •μ±… κΈ°μ‘°λ‚˜ κ΅­λ‚΄β€€μ™Έ λŒ€ν•™ μˆœμœ„ν‰κ°€ 의 κ΅­μ œν™” μ—­λŸ‰ μ§€ν‘œ, 생쑴 μ „λž΅ μ°¨μ›μ—μ„œμ˜ λŒ€ν•™μ˜ 자발적인 λ…Έλ ₯ 등이 κ²°ν•©λœ 볡합적 λ™ν˜•ν™”λ‘œ 해석할 수 μžˆλ‹€. λ‘˜μ§Έ, κ΅­λ‚΄ λŒ€ν•™λ“€μ˜ λΉ„μ „ 및 λ°œμ „λͺ©ν‘œμ—λŠ” μƒλŒ€μ  μ§€μœ„λ‚˜ μˆœμœ„λͺ©ν‘œλ₯Ό μ˜λ―Έν•˜λŠ” μ–΄νœ˜λ“€μ΄ 자주 μ‚¬μš©λ˜λŠ”λ°, μ΄λŠ” λŒ€ν•™μ˜ 경쟁λ ₯을 μˆœμœ„ν‰κ°€ κ²°κ³Όμ—μ„œ 찾고자 ν•˜λŠ” μ •λΆ€μ˜ μ •μ±… 기쑰와 κ΅­λ‚΄β€€μ™Έ λŒ€ν•™ μˆœμœ„ν‰κ°€ μ‹œμŠ€ν…œμ˜ μ œλ„ν™”, μˆœμœ„ λͺ©ν‘œλ₯Ό λŒ€ν•™ 홍보에 ν™œμš©ν•˜κ³ μž ν•˜λŠ” λŒ€ν•™μ˜ 자발적 λ…Έλ ₯ λ“±μ˜ 결과라고 ν•  수 μžˆλ‹€. μ…‹μ§Έ, μΈμž¬μœ‘μ„± μ–΄νœ˜ 듀은 κ΅μœ‘μ—°κ΅¬λ³‘ν–‰ 및 κ΅μœ‘μ€‘μ‹¬ λŒ€ν•™μ—μ„œ 자주 μΆœν˜„ν•˜λŠ”λ°, μ΄λ“€μ˜ μΈμž¬μƒμ€ κΈ€λ‘œλ²Œ μΈμž¬λ‚˜ μ‹€λ¬΄ν˜• 인재, μ°½ μ˜ν˜• 인재 λ“±μœΌλ‘œ λ™ν˜•ν™” 되고 μžˆλ‹€. λ„·μ§Έ, κ΅­λ‚΄ λ§Žμ€ λŒ€ν•™λ“€μ€ 비전을 μ‹€ν˜„ν•˜κΈ° μœ„ν•œ ꡬ체적인 λ°©μ•ˆμœΌλ‘œ νŠΉμ„± ν™”λ₯Ό κ³ λ €ν•˜κ³  μžˆλŠ”λ°, μ΄λŸ¬ν•œ ν˜„μƒμ€ μ •λΆ€μ˜ λ‹€μ–‘ν•œ νŠΉμ„±ν™” μœ λ„ μ •μ±…κ³Ό 학생 유치 및 μ •λΆ€ μž¬μ •μ§€μ› μ‚¬μ—…μ—μ„œ λΉ„κ΅μš°μœ„λ₯Ό μ ν•˜κ³ μž ν•˜λŠ” λŒ€ν•™μ˜ 자발적인 λ…Έλ ₯이 κ²°ν•©λœ 볡합적 λ™ν˜•ν™”λ‘œ 해석할 수 μžˆλ‹€. λ‹€μ„―μ§Έ, λŒ€ν•™λ°œμ „κ³„ 획과 κ·Έ μ•ˆμ— ν¬ν•¨λœ λΉ„μ „ 및 λ°œμ „λͺ©ν‘œλŠ” λŒ€ν•™μ˜ ꡬ체적인 λ…Έλ ₯κ³Ό μ‹€μ§ˆμ μΈ λ³€ν™”λ₯Ό μœ„ν•΄ λ„μž…λœ ν•˜λ‚˜μ˜ μ œλ„μ΄ μ§€λ§Œ, μ‹€μ œ λŒ€ν•™ λ‚΄μ—μ„œλŠ” μ œλ„μ™€ 운영, λΉ„μ „κ³Ό λͺ©ν‘œ 사이에 λΆ€μ •ν•©ν™” ν˜„μƒμ˜ κ°€λŠ₯성이 λ‚˜νƒ€λ‚˜κ³  μžˆλ‹€. This paper investigates the characteristics of vision and goals in the university development plans. The main results obtained from the research are interpreted in terms of neo-institutional isomorphism. This paper analyzes 126 universities development plans that were published in the academy information web site(http://www.academyinfo.go.kr/) in 2011. First, the analysis shows that almost the half of universities in Korea use certain vocabularies such as 'global', 'internationalization', and 'globalization' in their vision and goals. This trend is interpreted as a combination of coercive and mimetic isomorphism driven by the government policy, indicators of domestic/international ranking system that emphasize 'global competitiveness' of university, and imitative exertions as survival strategies at university level. Second, the vocabularies that express the relative positions and rankings are frequently used in vision and goals, due to the following; government policy which finds the competitiveness of universities based on the rankings, the institutionalization of ranking system, and the marketing strategy of using the ranking goals to attract students by the universities. Third, vocabularies such as 'global talent', 'practical talent', and 'creative talent' are frequently used for human resources development, especially in universities focusing on education and research in parallel and education-oriented. Fourth, most of universities consider 'specialization' as a way to carry the vision due to the following; the mixed isomorphism driven by combination of the various policies that have encouraged 'specialized university' at the government level and voluntary efforts of the universities for attracting students and preoccupying comparative advantages for the government-funded program. Fifth, development plans, vision, and development goals, however, are one of the institutions adopted for universities' efforts and practical changes, the decoupling phenomenon can be seen between institution and implementation or vision and development goal
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