OECD 국가의 대학 가버넌스 구조 유형화와 시사점

The study attempts to develop a useful typology of institutional governance structures in higher education to better understand the inter-country variation and the complexity of institutional governance arrangements across the OECD countries. Based on the de Boer & Huisman(1999)'s classification scheme and other criteria additionally considered in the study (composition of governance bodies and selecting methods of institutional leaders), the following six different conceptual models were identified: (1)Faculty member-dominated /Representative; (2) Internal-democratic/Representative; (3) Faculty member-dominated/ Executive; (4) Internal-democratic/Executive; (5) Laymen-controlled/Executive; and (6) Rector dictatorship model. Although the scope and extent of institutional governance reforms have varied widely across countries, it seems clear that there are several trends penetrating these reform efforts:(1) the reinforcement of the power of executive authorities(i.e., president) and the trend towards appointment of institutional leaders; (2) a loss of authority and decision-making power on the part of traditional participatory and collegial bodies; and (3) an increase in participation on various governing bodies by representatives and individuals from outside the HEIs which in turn results in (1) a demise of the Humboltian model of the faculty member-dominated /Representative model; (2) a weakening position of traditional representative governance models; and (3) an overwhelming popularity of laymen- or stakeholder-controlled/Executive models. Based on the analyses, the study tries to draw some useful insights and implications on designing the Korea's own institutional governance structure.