[465 Cover] The Trend of the Undeclared Major:

   Dongguk University announced that it will select students by introducing an undeclared major system in the 2025 college entrance exam by expanding the recruitment unit area. Currently, in Korea, many universities and educational circles are implementing policies to select new students through the “undeclared major system.” What is the reason for implementing this system, and what effects can it have? Through this article, The Dongguk Post aims to provide international Donggukians with details about the current trending academic system in Korean universities.

   What does it mean to be an “undeclared major?” The “undeclared major system” refers to a system in which new students can freely choose their major by taking various major courses for a certain period before choosing a specific major, exploring their career path and aptitude. The undeclared major process is targeted at the following students: First, students who want to explore various majors and interests; second, students who want to gain academic experience to satisfy various interests; and third, students who have specific career goals but do not know what to study to achieve them. The government plans to activate the undeclared major system to expand accessibility between majors and achieve educational innovation.

   The top eight universities in Korea such as Seoul National University, Korea University, and Kyung Hee University have already implemented the undeclared major system, and overseas universities have also implemented this system for a long time. In fact, in the case of MIT, both major and minor can be declared after the first-year, and a customized roadmap is presented according to the student’s interests/skills/experiences, etc., to help the student make a choice. In addition, a systematic system for the “career exploration” of students is established by allowing them to remain undeclared sophomores for students who have difficulty choosing a major after completing the first year.

   In this way, the current educational trend is moving toward popularizing and activating the undeclared major system. In May, the Ministry of Education announced that according to the “2025 College Entrance Examination Implementation Plan,” starting in 2025, 73 major universities plan to select 28.6% of new students with undeclared major. Some various expectations and concerns come with this. The Dongguk Post would like to discuss the direction in which our university’s undeclared major system should develop by referring to the preemptive cases of overseas universities.

The introduction of the undeclared major system

   First of all, as explained above, the undeclared major admission system is a system in which students enter university without deciding on their major and freely choose their major after exploring their career path. It has the same meaning as “autonomous major department” or “liberal major department.” The system usually can be divided into two different types. Students have the option to select either Type 1, which includes both humanities and science or Type 2, which separates humanities and science.

   Why has the undeclared major system of domestic universities recent expanded? It seems to be related to government policies. Earlier this year, the Ministry of Education announced that it would provide financial incentives to universities that select 20-30% of all new students as undeclared majors through the “University Innovation Support Project.” The plan is not to force the undeclared major system but to give bonus points only to schools that implement it. Depending on the difference in bonus points each university receives, the gap in support funds can be as much as three to four billion won.

Ministry of Education’s position on the expansion of undeclared major system

   According to the “Announcement of the Basic Plan for the 2024 University Innovation Support Project and National University Promotion Project,” the Ministry of Education anticipates that the autonomous major selection system would increase the possibility of students finding a major that suits them. Since the original university department quota is not flexible, it would be possible to respond flexibly to changes and demands in society with the new system.

   In addition, it emphasized that the ultimate goal is not simply a matter of admission, but to foster convergent talents. It is believed that students can gain knowledge in different academic areas by exploring them, understanding their connections, and learning how they can be applied to other disciplines, in order to enhance their overall cognitive abilities through a liberal arts education. The Ministry of Education stated that the core of the autonomous major selection system is to provide students with opportunities to choose their career paths and foster convergent talents.

The positive effects of undeclared major on students

   Therefore, what effect does the undeclared major admission system have? The first advantage is that it provides opportunities to choose a career path and fosters convergent talents. Another advantage is that it provides an opportunity to make up for one’s high school scores. If one’s high school scores are not competitive enough to apply to the department of one’s choice, one can enter an undeclared major and challenge themselves to enter that department. Various factors such as GPA and major suitability may be reflected in the process of choosing a department, but it is like a second chance for students to pursue their career path. In addition, student may choose an undeclared major department even though student knows the career path student wants to explore whether the department is appropriate for student’s desired career field. Student can attend classes in the department in advance and use the advising system within the school to solidify student’s career path. In addition, through the undeclared major admission system, freshmen have various opportunities to choose their career paths. This is seen to advantageous for students who did not have a desired career path before entering university.

Worries about the impact of undeclared major system

   However, this undeclared major system is estimated to have its downsides as well. It can be difficult for students to acquire specialized knowledge in depth during the short period they attend university, causing a problem that is related to the decrease in the competition rate when getting a job in a certain field. In addition, students who have explored various departments may have difficulty deciding which career path to choose. If they are unable to decide on a major within the period required to decide on a department, their graduation date may be delayed, or they may not be able to acquire the necessary knowledge. Let us also look at the concerns of such system from the institutional perspective.

   The biggest concern regarding this undeclared major system is the fact that many students might flock to a specific popular department when they choose a major in the future. In this case, the number of students in non-mainstream departments decreases relatively. In particular, fundamental disciplines are likely to be abolished due to a lack of students. In addition, if a popular department is not ready to accept a large number of students, students can suffer from insufficient quality classes for chosen major, and difficulties in adapting to the department will occur. If there is insufficient physical or human preparation before implementing the undeclared major system, another problem such as students’ dropout may occur. It is necessary to systematically est abl ish cou nt e r mea su res to prevent this when implementing the undeclared major system.

   Engineering-focused universities, such as MIT, emphasize the importance of humanities and arts, which are relatively unpopular academic fields, in addressing the crowding of students into certain departments. Typically, MIT’s “Concourse Program” is a community of first-year students dedicated to learning in a small interactive group environment with dedicated teachers. In that community, students are taught small basic humanities classes that explore fundamental human questions, such as the meaning of human nature, the fundamentals and characteristics of morality, and the right role of science.

The direction of the undeclared major system

   The Ministry of Education implemented the undeclared major system to break down the barriers between majors and expand students’ options in response to the rapidly changing industrial structure. According to the Ministry of Education’s press release promoting the undeclared major system, the system is presented in two types. The type 1 allows students to enter university without declaring a major and later choose freely from all majors within the university (excluding special departments). The type 2 allows students to be admitted to a specific field or college and then choose their major from all majors within that field or college. The Ministry of Education expects that this system will increase the chances for students to find the major that suits them best. Since the number of university departments remains constant, it is predicted that the system will enable universities to respond flexibly to societal changes and demands. Furthermore, the undeclared major system (Major-Free Selection System) is not simply about university admissions, but ultimately aims to nurture interdisciplinary talents. It is evaluated that students, by being exposed to various fields of study, will be able to understand how different disciplines are interconnected and how they can be applied across fields. In other words, the Ministry expects that by making the academic structure more flexible, education will shift from merely acquiring existing knowledge to fostering intellectual abilities and creative thinking. Regarding concerns that basic academic fields may be neglected, the Ministry has suggested that these concerns can be addressed by designating certain courses in basic academic fields as required or allocating part of the graduation credits to basic academic subjects.

   Professor Ha Yeon-seop from Yonsei University’s Department of Public Administration commented in Dong-A Ilbo that the fundamental direction of university innovation should focus on expanding autonomy and enhancing f lexibility. He emphasized that universities must be granted a high degree of autonomy in order to produce the talents society demands, and universities themselves need to respond flexibly to changes in the industrial structure. He also mentioned that the government’s policy should serve as a catalyst to support the expansion of students’ major options. Moreover, he stressed that in terms of the sustainable development of the national economy, careful policies and various experiments are needed for the balanced development of academic fields.

   In line with the Ministry of Education’s policy, Dongguk University is also expected to establish a “student support system for exploring and selecting major/career paths.” Referring to the career consulting programs at foreign universities where the undeclared major system is already active could be helpful for Dongguk University students in selecting their majors. At the University of Kent in the U.K., for example, not only are students provided with dedicated advisors, but a program called “Flashes 101” has been established. This program focuses on transitioning to university life, exploring career paths, and developing awareness from various perspectives. Its goal is to foster a sense of belonging within the university community, clarify what students can expect and contribute to the local community, and help students identify their purpose, meaning, and direction. The university also connects the Career Navigation program with the Exploratory Learning Community, allowing students to explore their desired fields, build networks, and set career-related goals. The Exploratory Learning Community, in particular, is designed for academic success in areas such as career and major exploration and leadership development. It enables students to build relationships with peers, explore majors together, and receive more support from the school. The Dongguk Post suggests that Dongguk University should not only establish career consulting programs similar to those at the University of Kent but also create systems that allow students to form their own communities.

   Similarly, Dongguk University has devised systems to prioritize student convenience. The Dongguk University Admissions Office assists Open Major Division students by identifying their academic interests before admission and offering ongoing support for choosing a major through Joint Appointment (JA) counseling, major fairs, and consultations at “Yeoljeon Lounge.” Additionally, the university has made it mandatory for students to complete multiple majors, such as a double major or interdisciplinary major, in order to graduate. They have also implemented a customized self-study course for major exploration, which enables students to independently learn introductory material and academic pathways through online resources. Furthermore, the university supports Open Major Division students in setting their career paths by implementing career diagnosis, career coaching, and group counseling programs using the Dream Pass system.

Navigating the undeclared major: a comparative analysis of American universities

   How do overseas universities implement the undeclared major department system? Let us look at major universities in the U.S. that have successfully implemented this system in order to possibly suggest a path for Dongguk University. First, Brown University, which has implemented the undeclared major system for a long time, is implementing an “open curriculum” in which students design their own majors. The university selects all freshmen without any major distinction and lets the students design their own majors. Brown University’s most important basic philosophy is “Students to be architects of their education.” They encourage students to explore various areas of study and experience the power and limitations of acquiring various types of knowledge. They also support a counseling system that supports students in the undeclared major system from admission to graduation so that they can correctly set their own career paths. Before the orientation for the first year, all freshmen are assigned an advisory professor. These advisors guide students to define their academic paths and form educational goals. In addition, there are various career counseling programs such as Meiklejohn Peer Advising, a mentoring system between students, and the Matched Advising Program for Sophomores.

   At MIT, all freshmen apply for general admission and choose a major at the end of their first year with the help of their first-year advisor. The school says that students in undeclared majors must take at least two classes from different colleges before choosing a major. MIT recommends that students go through the process of choosing a major with an associate advisor. These advisors have worked at MIT for several years, and they not only help students decide on a major but also provide opportunities for students to consult with professors or students in the majors they are considering.

   Cornell University recruits freshmen from college. Freshmen choose one of the eight colleges and apply for admission to the university. Before advancing to the third year, they decide on their major within their department, and it is impossible to move between departments. They also try to distribute students equally among the majors, and some majors require prerequisite courses, and GPA is an important factor in deciding on a major. Cornell University assigns a Peer Ambassador to every first-year student to help them adjust. They can also request advice from a faculty advisor or an advising dean. Each department offers a Directors of Undergraduate Study (DUS) program to help undeclared major students plan their career path toward a specific major.

   In the case of Northeastern University, the “Explore Program” helps students take classes in various fields, attend seminars, network with alumni, and get the information they need to choose their major. When applying for the program, students will experience 1) Connections & Decisions 2) Advisory 3) Exploratory Events 4) Faculty Connections and 5) Student Leader Programs. Connections & Decisions is a seminar offered to first graders, with no more than 19 students per section. In this class, students can explore their interests and develop strategic plans. Through the Advisory program, students are provided with personalized counseling. Exploratory Events provide them with major events such as Meet the Majors Fair and Alumni Networking Events during the semester. In addition, students can connect with major faculty members of other universities to receive mentoring or experience mentor-mentee programs between students. 

   Meanwhile, oversea universities offer support for students who have come to choose a major but cannot decide immediately. In general, the major selection deadline for foreign universities is the end of their first year. However, Rice and the University of Chicago in the U.S. have a flexible undeclared major department system. Rice generally requires students to choose a major during the fall semester of their third year. The University of Chicago allows students to extend their major selection deadline to the spring semester of their third year, during which they are free to choose or change majors. (According to the university, about a third of students are free to explore academic interests while taking elective courses, about a quarter are choosing a double major, and the other half are flexible in using the system by adding a minor.) Furthermore, Rice University offers an “ADVISING Booklet” to help students who are considering major selection. The book is available on the school’s website and details what they learn in each department, the specific curriculum within the school, and their careers after graduation.

    In the case of University of California at Davis in the United States, compulsory counseling is provided to students who have not made a major choice until a certain point. Representatively, there is a system in which students write the “Understanding Barriers to Decision Making” worksheet and provide regular counseling to discuss their academic plans together to find out the reasons for not making decisions.

The undeclared major system and American universities’ education characteristics

   Then, the answer to why the undeclared major system has been implemented in American universities and how it has been implemented well can be understood by examining the characteristics of American university education. First, American universities have a mainly student-centered educational philosophy. Unlike the one-way university education that connects professors and students, American universities set the main goal of education to be for students to learn based on a curriculum that reflects their aptitude, ability, and preferences.

   Second, in the American college admissions system, applicants prefer a college that will be the best overall fit rather than a college with the best academic reputation. According to a survey of high school seniors by The Princeton Review, only 9% chose “the college with the best reputation” in the final decision-making process for their college. In comparison, while 55% chose “the college that best suits them.” Rather than receiving a one-way curriculum that has already been set in stone, the undeclared major system provides students with a wide range of choices according to their aptitude and preferences even after entering college. The undeclared major also allows them to structure their education according to their aptitude and preferences, establishing itself as a key element in enabling American universities to be competitive in the college education market.

   Finally, undergraduate courses at American universities focus on broad liberal education, and majors are set up as opportunities to conduct in-depth studies in specific fields, and undergraduate courses do not directly aim at vocational education. Many employers, including large corporations, tend not to value undergraduate majors in the hiring process. Rather, they often consider unique and characteristic educational experiences, extracurricular activities, volunteer work, and overseas training in undergraduate courses as major factors in hiring. Therefore, undergraduate studies are determined by the student’s aptitude and interest. This educational environment can be seen as an ideal situation for choosing a liberal arts major.

   Overall, the educational goals and orientations of the students are different from those of South Korea, so the American educational environment can be seen as an ideal situation for choosing an undeclared major. Students in Korea value the reputation of the university the most, and the major they choose at university plays a significant role in employment, so it is necessary to be aware of the potential problems that may arise when an undeclared major is implemented in an educational environment.

   As such, The Dongguk Post dealt with the benefits and side effects of the system, focusing on the meaning of the non-major system and cases of other universities. The undeclared major system is an important system for Donggukians to watch with interest as Dongguk University plans to select undeclared major students from 2025 in occasional recruitment. All Donggukians will need to make sure that the undeclared major system is being implemented well, and that students will make good use of the system while preventing side effects from the system.

Kim Ryeong-seo

2022111300@dgu.ac.kr

Byeon Jeong-won

2022111310@dgu.ac.kr

Ku Ji-won

aaabbcjennifer@dgu.ac.kr