著者

細川 敏幸 山田 邦雅 宮本 淳

出版者

北海道大学高等教育推進機構高等教育研究部

雑誌

高等教育ジャーナル (ISSN:13419374)

巻号頁・発行日

vol.27, pp.45-54, 2020-06-23

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Abstract -- Using a questionnaire survey of a university in Japan, we examined whether the College Impact Theory proposed by A. W. Astin in 1993 could hold in Japan. In addition, we clarified what experiences in high school and university affect learning outcomes. The IR data used were the results of a freshman survey, a junior survey, a graduation survey, and a graduate student survey. As a result, it was proved that the college impact theory was applicable even in Japanese universities. In addition, learning styles that contribute to good learning results at universities and the acquisition of competencies after graduation were extracted. Learning behaviors that lead to good results were also revealed in the science major group and humanities major group. Such specific research results make it possible to verify the characteristics of individual universities and are expected to contribute to future educational reform.