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인구지형 변화로 인한 학령인구 급감은 고등교육 입학자원 부족과 학생 미충원 등으로 대학의 경영난과 재정결손을 심화시키는 요인이 되고 있다. 경영자의 비위나 도덕적 해이가 대학 부실의 원인이 되었던 지난 상황과 달리 인구 사회적 변화 요인이 정상적인 경영이 어려운 한계대학 증가의 주요 원인으로 등장했으며 향후 한계대학 발생 및 증가 추이는 가속화될 전망이다. 4차 산업혁명 시대에 미래사회를 주도할 국가의 자원으로서 대학의 발전과 경쟁력이 더욱 중요한 상황에서 정부와 대학은 한계대학 문제에 대한 정책적 대응을 미룰 수 없는 시점이다.
본 연구는 이러한 배경에 근거하여 한계대학 문제에 대응할 수 있는 정책 및 제도를 모색하였다. 구체적인 연구 목적은 첫째, 한계대학 개념 정립 및 기존 대학평가를 통해 도출된 부실대학과의 차별화 도출, 둘째, 한계대학의 현황 및 실태 파악, 셋째, 한계위험도 진단 모형 개발 및 진단 결과 활용 가능성 탐색, 넷째, 한계대학 유형 구분 및 유형별 특징 파악, 다섯째, 한계대학에 대한 체계적인 관리 지원을 통한 고등교육의 사회적 손실 최소화 및 한계대학 예측 결과의 정책적 활용을 통한 건전한 고등교육 생태계 조성방안 모색 등이다.
목차
<차 례>

Ⅰ. 서 론
1. 연구의 필요성 및 목적 ·····························································3
2. 연구 내용 ··················································································6
3. 연구 방법 ················································································10

Ⅱ. 이론적 배경
1. 한계대학의 개념 ·····································································15
2. 한계대학 지원 및 관리 정책 ··················································19
3. 한계대학 지원의 사회 경제적 의의 ········································27
4. 타 부문 정책 및 제도 ····························································33

Ⅲ. 한계대학의 현황 및 문제
1. 한계대학 발생 추이 ································································41
2. 한계대학 선별 지표 ································································47
3. 한계대학 주요 지표별 현황 ····················································50
4. 폐교대학 현황 ·········································································57
5. 문제 및 쟁점 ··········································································60

Ⅳ. 한계대학 진단
1. 진단 모형 개발 ·······································································66
2. 진단 모형 검증 ·······································································73
3. 한계대학 진단 ·········································································77
4. 논의 ························································································96

Ⅴ. 해외 사례
1. 미국 ······················································································101
2. 일본 ······················································································128
3. 영국 및 기타 ········································································148
4. 논의 및 시사점 ·····································································154

Ⅵ. 한계대학 대응 방안
1. 기본 방향 ·············································································163
2. 대응 방안 ·············································································168
3. 정책 추진 로드맵 ·······························································209

Ⅶ. 결론 및 제언
1. 결론 ······················································································215
2. 제언 ······················································································220

참고문헌 ··································································································225
Abstract ··································································································247

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