Analysis of trends in the development of small-scale degree systems in universities: Focusing on case studies and alternatives to small-scale degree systems

Objectives This study examines the changes in various degree systems within universities, focusing on the rapid changes that Korean society and universities are experiencing, and analyzes the operation status and efficiency of the small-scale degree system. In particular, it is based on a survey on the needs of subjects and department development that reflect students' preferences for students of Myongji College, taking into account the specificity of junior colleges where practical studies are important. It is also intended to analyze cases on the operation of small-scale degree systems and convergence modules such as Nanodigri and Microdigri, which are already in operation by domestic universities, and to suggest the direction of the flexible degree system that can be applied to institutional and periodic changes. Methods As a case study, it analyzes the changes in the Ministry of Education-centered system and the operation status and efficiency of small-scale degree systems such as nanodigri and microdigri at domestic universities. As for technical statistics, 536 Myongji College students are surveyed for the development of a small-scale degree system and analyzed quantitatively, and suggest the development of a small-scale degree system that reflects the requirements for preferred subjects. Results University students were very interested in autonomous departments and small-scale degree systems with a variety of choices, and it was also found that satisfaction was high in the cases of domestic universities. As part of future university reform, the opening of subjects in line with changes in the educational system and times should be operated flexibly. Conclusions Through career education to prevent dropout from elementary, middle, and high schools as well as universities, and improvement of curriculum composition tailored to each student, it is possible to suggest the direction of university reform to strengthen core competencies that can design the entire life.