Obtaining the Key Issues in Feedback for Quality Management of Extracurricular Curriculum: Application of the Network Text Analysis Method

Abstract

Objectives The purpose of this study is to derive key issues related to feedback in the extracurricular curriculum at the university level and suggest directions for system improvements. Methods Therefore, the literature review for this study encompassed 117 academic journal articles published in South Korea during the last decade (2014-2023). Details of each Introduction and Conclusion were extracted, keywords were refined, and the main keywords were identified through TF or TF-IDF. Additionally, a semantic network analysis was conducted to determine connections between keywords. A CONCOR analysis was performed to clarify associations between cooccurring keywords. The results were also visualized. Results First, the top 10 most frequent feedback-related core keywords in non-credit extracurricular programs follow: writing, learning community, core competencies, academic achievement,tutoring, university life, online, self-directed learning, thinking skills, and collaboration. Second, the top five keywords with high degree centrality in the semantic network analysis were learning community-academic achievement-university life-tutoring-collaboration. The top five keywords with closeness centrality were collaboration-creativity-problem solving-career-learning community. The top five keywords with eigenvector centrality were learning community-academic achievement-collaboration-self-directed learning-tutoring. The top five keywords with betweenness centrality were collaboration-creativity-problem-solving-career-learning community. Third, as a result of the CONCOR analysis of the main keywords, the following four clusters were found: demand and performance management, system improvement, content and method improvement, and response to environmental change. Conclusions Based on these findings, the following measures are emphasized: (1) the higher effectiveness of IR related to non-credit extracurricular programs, (2) the preparation of strategies to identify and support prospective transfer students, (3) the examination of management systems to improve the operation of non-credit extracurricular programs, and (4) efforts to ensure the continuity and consistency of policies.