Institutionalization and Initial Outcomes of Convergence Education in Higher Education: A Case Study of the Selective Mandatory Completion System at University A

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Key Points

Investigate the institutionalization of convergence education at University A and its initial outcomes on student performance.
Empirical analysis based on new institutional theory.
Operational definition of various completion types for convergence education.
Quantitative examination of GPA and core competencies over time using comprehensive student data.
Participation in convergence education led to significantly higher GPA and core competencies compared to non-participants (p<0.05).
Progression from basic completion to more advanced levels correlates with improved academic outcomes.
As students enter their second year, GPA growth slows while core competencies experience significant increases.

Reveals significant GPA and core competencies improvement in students undergoing convergence education, suggesting effective educational strategies.

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Ho Jun Ryu (2026) studied this question.

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