| Project/Area Number |
16330171
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Sociology of education
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| Research Institution | National Institution for Academic Degrees and University Evaluation |
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Principal Investigator |
YOSHIKAWA Yumiko National Institution for Academic Degrees and University Evaluation, Faculty for the Assessment and Research of Degrees, Associate Professor (80282903)
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| Co-Investigator(Kenkyū-buntansha) |
HASHIMOTO Hironobu National Institution for Academic Degrees and University Evaluation, Faculty for the Assessment and Research of Degrees, Professor (10016131)
HAMANAKA Yoshitaka National Institution for Academic Degrees and University Evaluation, Faculty for the Assessment and Research of Degrees, Associate Professor (10321598)
MORI Rie National Institution for Academic Degrees and University Evaluation, Faculty for the Assessment and Research of Degrees, Associate Professor (00271578)
KOBAYASHI Masayuki The University of Tokyo, Center for Research and Development of Higher Education, Associate Professor (90162023)
神谷 武志 独立行政法人大学評価・学位授与機構, 学位審査研究部, 教授 (70010791)
舘 昭 桜美林大学, 大学院・国際学研究科, 教授 (50116282)
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| Project Period (FY) |
2004 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥8,200,000 (Direct Cost: ¥8,200,000)
Fiscal Year 2006: ¥2,900,000 (Direct Cost: ¥2,900,000)
Fiscal Year 2005: ¥3,200,000 (Direct Cost: ¥3,200,000)
Fiscal Year 2004: ¥2,100,000 (Direct Cost: ¥2,100,000)
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| Keywords | bachelor's degree programs / credit transfer and accumulation / quality assurance / transfer students / recognition of degrees / accreditation / Bologna process / comparative higher education / 単位認定 / 高等教育のユニバーサル化 / 評価 / 学士課程 / 国際比較研究 / アクレディテーション |
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| Research Abstract |
As Martin Trow expected, the transition from mass to universal access higher education brings about various changes. On the one side, students with quite varied backgrounds and attainments have opportunity to access higher education. On the other hand, growing numbers of students study at non-traditional institutions or take distance learning courses, often online, which are sometimes provided by for-profit institutions. The curriculum becomes more modular with the focus on earning unit credits. Some modular courses lead to certificates which form a part of degree programs, while other modular courses and their certificates have no relation for earning degrees.
The expansion of student mobility and transfer between institutions is a challenge to the consistency of degree programs. Key issues are : (a) how academic transcripts (including degrees and certificates awarded) are verified, (b) how the authenticity, content, and level of the learning experience (which probably take shape as cr
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edit, certificate or degree) are evaluated and compared to that offered by the receiving institution, (c) how the receiving institution determines the learning experience (i.e. credit) acceptable and applicable toward an educational credential, namely a degree. Some argue that accreditation is a useful mechanism, but is accreditation really a cure-all to ensure the standards of programs in light of the quality of credit earned and degree awarded?
In the U.S., state legislation, statewide initiatives, and the accreditation standards that accrediting agencies set help facilitate the transfer of academic credits from one postsecondary institution to another. In Europe, the European Credit Transfer System, the diploma supplement and the reform of quality assurance mechanisms work as devises for reducing administrative burden of transferring academic transcripts and information about student's degrees and enrollment. On the basis of our survey of all four-year universities in Japan as well as the comparative study, we examined how higher education institutions decide which credits to accept for transfer and how states and accrediting agencies facilitate the credit transfer process. Less
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