文献一覧: 深堀聰子 (著者)

5 0 0 0 OA 日本版ディプロマ・サプリメントが明かす日本高等教育質保証システムの課題

著者: 深堀聰子
出版者: 公益社団法人日本工学教育協会
雑誌: 工学教育 (ISSN:13412167)
巻号頁・発行日: vol.67, no.1, pp.1_22-1_27, 2019 (Released:2019-02-02)
参考文献数: 9

Unlike its European model, the Japanese Diploma Supplement focuses not on improving fair recognition of qualifications but on making explicit the learning outcomes actually acquired by students through completion of their degree programs. This paper argues that this difference is due to the fact that the Japanese Higher Education Quality Assurance System is not equipped with a Higher Education Qualifications Framework. Because Japanese universities are unable to define their expected learning outcomes based on an agreed framework of higher education learning outcomes, they are obliged to convince stakeholders of the value of the degrees they confer by demonstrating the learning outcomes actually achieved by each of their graduates. This paper argues the urgent need of the higher education community to engage in collaborative discussion on higher education learning outcomes which will lead to the construction of a Japanese Higher Education Qualifications Framework.

1 0 0 0 OA Tuningテスト問題バンクの教学マネジメントへの活用

著者: 中島英博深堀聰子田中一孝斎藤有吾長沼祥太郎
出版者: 一般社団法人大学教育学会
雑誌: 大学教育学会誌 (ISSN:13442449)
巻号頁・発行日: vol.44, no.1, pp.35-38, 2022 (Released:2023-06-23)
参考文献数: 2

This study empirically examined how higher education institutions are transformed through the development of a teaching and learning management system. Under the cooperation of the mechanical engineering faculty at Kyushu University, we discuss how program-level educational goals are reflected in subject-level educational goals within a group of faculty members and how they are evaluated in charge of the subjects. The main conclusions are as follows. First, expert judgment was cultivated at a high level among faculty members, regardless of whether they had experience in teaching and learning management. The feature of the discipline of mechanical engineering and the organizational routines contribute to enhancing the expert judgment among faculty members. Second, organizational routines sharing educational goals and evaluation tasks between skilled and junior faculty members and the sharing of educational goals at the program level through the confirmation of graduate school entrance exam questions are the keys to enhancing organizational learning.