The Impact of a Shared University's Curriculum, Administrative Support Service, and Educational Support System on the Self-efficacy of Participating University Students: Focus on the K-Shared University

Objectives The purpose of this study was to analyze the relationship between curriculum, administrative support service, and education support system of the K-shared university and self-efficacy of university students and to find out the effect of predictors on the self-efficacy of university students. Methods The survey target was three hundred ninety-two students who are going to the K-shared university in Gangwon State. Cronbach Coefficient was calculated to test reliability of the survey questionnaires for the collected data, and Pearson's Ratio Correlation Analysis was applied to perceive the relationship among the platform's curriculum, administrative support service, and education support system. Multiple Regression Analysis was implemented to see the impact of those three aspects of the platform on the university students' self-efficacy. Results First, there was significant static correlation in between the K-shared university curriculum, administrative support service, and education support system and the university students' self-efficacy. Second, the results between the sub-factors of the curriculum, education support system and the student's self-efficacy showed that situation, process, and output and situation and process had static effect on curriculum and education support system respectively. Conclusions This study would be used as basis data for constructing a physical educational environment, education system, and a learner-centered education system in shared university and local universities.