著者

M・オルソン著 加藤寛監訳 川野辺裕幸 [ほか] 訳

出版者

PHP研究所

巻号頁・発行日

1991

著者

川野辺 裕幸 前川 公志

出版者

公共選択学会

雑誌

公共選択の研究 (ISSN:02869624)

巻号頁・発行日

vol.2005, no.45, pp.5-23, 2005-12-05 (Released:2010-10-14)

参考文献数

19

---

The Ministry of Education, Culture, Sports, Science and Technology launched“the 21st Century Center of Excellence (COE) Program”in fiscal year 2002. Right after the COE program, the Distinctive University Education Support Program (Good Practice [GP] ) started as an educational version of the COE program in fiscal year 2003, and the program expanded to various educational areas thereafter. Because of the overwhelming growth of demand for higher education services, the postwar Japanese higher education policy based mainly on the university chartering standard as an exante qualification of higher education. But since 1991 as the rapid reduction of 18 age population started, the Japanese higher education policy changed to a more competition and deregulation oriented ones. The ministry's new policy aims to bring about more vigorous competitive environment for the inter-university competition through national, public and private universities. Using the data of 499 universities which applied to the COE program and/ or the GP program, this paper examines the recent competition oriented policy using several numerical analyses. Some findings are as follows (1) the Japanese higher education policy which based mainly on the university chartering is found to be useful to assure the quality of research in national universities, (2) but which also brought forth the quality differ-entiation in research between the national, public and private universities, and the uniformity of education through these universities, (3) the GP programs which originally aimed at the improvement in the educational quality through the competitive subsidization, choose university programs whose quality of research are high.

著者

吉川 政夫 有沢 孝治 川野辺 裕幸 内田 晴久

出版者

広島大学高等教育研究開発センター

雑誌

大学論集 (ISSN:03020142)

巻号頁・発行日

no.43, pp.337-351, 2012-03

---

The purpose of this study was to develop a structured class evaluation questionnaire to be completed by students at Tokai University. Two thousand and seven hundred students from sixty-two classes answered the new class-evaluation questionnaire. The data of the survey were collected and analyzed and the results of the analysis are as follows.In relation to the items "teaching content and teaching methods", five factors labeled "motivating students", "intelligible teaching", "the passion and concern of the teacher", "the critical goal of the course", and "the appropriate presentation of information", were extracted by factor analysis. Similarly, in the items for "outcomes from the teaching and learning process", one factor labeled "outcomes from the teaching and learning process" was extracted.The findings, which were revealed by multiple regression analysis, were as follows. For the items of "teaching content and teaching methods", the factor of "intelligible teaching", predominantly, and the factor "the passion of the teacher", secondly, contributed to the overall evaluation score. Also, the item "outcomes from the teaching and learning process", affected the overall evaluation score.There were significant differences in the mean scores between those who wrote their names on the questionnaire form and those who did not, in relation to several of the evaluation items. But, including the overall evaluation, significant differences in the mean scores between the two groups were not found in many of the evaluation items. Overall, differences were slightly smaller between those who wrote their names and those who did not.Based on findings outlined above, a structured questionnaire for class evaluation by students was developed.