In a certain elementary language class last semester at Korea University (KU), there was quite a fiasco during exam seasons. Students were to do presentations instead of written exams, which were made quite complicated by equipment problems. First it was the computers, then the projector, and finally the microphone. In the end, the presentations began 20 minutes behind schedule, after three visits from the maintenance man.
As one of the most prestigious universities in Korea, KU boasts of well-equipped classrooms and school facilities that enhance the quality of its courses. There seems to be some truth in such pride when freshmen first observe the elegant granite buildings and the marble corridors. However, this appearance may be deceiving. As soon as students actually attend classes and use the classroom equipment, their initial impression is quickly forgotten. Many students and faculty members are currently frustrated by the frequent malfunctions of school equipment on the Main Campus.
Students’ Thoughts
Of course, it is not all school materials that have problems. Jeong Da Hoon (’12, Business Administration) says, “I am fairly satisfied with all the basic equipment and facilities. Chairs are comfortable, desks are clean, and there are plenty of other useful facilities.” This satisfaction was shared by Shin Doo Hyeon (’11, Statistics), the president of the Students’ Council at the School of Interdisciplinary Studies. He states, “In conducting student events, I did not experience much trouble with the equipment. I felt I was well-provided by the school when it came to the usage of basic classroom supplies.” In short, it seems that the building facilities in general and the basic materials, like desks, are satisfyingly well maintained. Unfortunately, the same cannot be said of other more complex equipment and facilities in particular school buildings. Electronic devices such as computers, projectors laser pointers and microphones often malfunction. Such problems were more frequently found in old buildings, or buildings used by a large number of students. The Business School Main Hall, the International Studies Hall, and buildings of College of Law and College of Liberal Arts were subject to many equipment-related complaints. For instance, Seo Jae Won (’12, Interdisciplinary Studies) recalls that, “I took a language class in the College of Law building, and the professor had to change his teaching style due to equipment problems. The professor was planning on using a computer, but there was no computer in the classroom. So the professor gave up his original plans, and taught without computer assistance.”
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| ▲ Photographed by Choi Ji Won | ||
Similar views were expressed among professors concerning electrical devices. One professor from the Department of Philosophy stated that experiencing technical difficulties with the classroom equipment is actually quite common nowadays.
The faculty staff’s difficulties with the equipment particularly stand out in language classes. Language courses, especially elementary courses, often require audiovisual assistance in order to facilitate students’ learning. A professor from the Division of Foreign Languages and Literature said that she frequently employs audiovisual equipment, which can be rather troublesome. When teaching basic phonics for example, the professor makes use of the computer and many internet sites. However, she says, “In many classes, I sweat trying to solve all the technical problems before class, trying to avoid delays. The College of Law building was particularly difficult.”
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| ▲ Malfunctioning projectors and computers. Photographed by Choi Ji Won | ||
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The Current Maintenance System
According to the officer in charge of KU’s Purchasing and Property Management Team, all school materials, facilities, and equipment are maintained as follows: the central administration office purchases the equipment under budget, and distributes the equipment to different colleges and departments; the equipment is installed in different buildings; from then, the equipment is under the responsibility of different departments and colleges. The central administration’s Purchasing and Property Management Team does not have any further role in maintenance, except when department and college offices request serious repairs or replacement.
Hence, each building and all its facilities are currently controlled by the college or department in charge of the building, who has its own maintenance personnel. In general, maintenance is conducted on a case by case basis, where the maintenance office acts only if there is a problem. When professors or students face difficulties regarding the equipment, they call the department or college’s maintenance office.
Fortunately, the aid provided in response seems to be mostly helpful. In Professor Duke’s case, he says that “I and the other teachers are generally happy with the help the technical staff gives us. There is normally at least someone in the office who can speak English well enough for us to explain the problem.” The other interviewed professor from the Division of Foreign Languages and Literatures agreed with Professor Duke’s opinion, and expressed satisfaction in the overall aid provided, although some delays are inevitable. Seo Jae Won also expressed satisfaction in the aid provided when a problem occurs. “Compared to Tuft’s College, U.S., where I had studied before coming to KU, the school’s aid in case of technical problems is relatively faster and more efficient. It is just that problems occur too often.”
Indeed, as Seo says, the current dissatisfaction with equipment functioning seems rather irrelevant to the quality of repair service. The problem is that there are too many technical troubles with the equipment to begin with, and this may be because there are no regularly conducted check-ups or replacements, and also because the maintenance is handled by colleges and departments individually. According to the Purchasing and Property Management Team, different department and college offices do not regularly verify the functioning of equipment, thus failing to prevent problems from happening, and only acting when it is already a bit too late after the problem occurred. The differences between buildings can also be explained by this structure of maintenance.
Solutions
Overall, it seems quite clear that the school should do something about the current dissatisfaction with equipment maintenance. Professor Duke suggests that, “It would be better if the tech staff checked all the technical equipment in the classrooms on a regular basis to make sure everything is in proper working order to avoid having problems on the day of our classes.” This would lower the frequency of problems occurring. Another possible solution is the introduction of a more centrally organized maintenance system that can be coordinated under the school’s central management. Such a structure would enable a more systematic maintenance of all materials and facilities, with appropriate effort designated to each building depending on its respective age and usage amount. Should these measures be put in action, KU’s course qualities may undergo significant improvement, accompanied by the already satisfying repair service.