| Project/Area Number |
25780520
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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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 |
Noda Ayaka 独立行政法人大学評価・学位授与機構, 研究開発部, 准教授 (20513104)
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| Project Period (FY) |
2013-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2014: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | 単位制度 / 認証評価 / アクレディテーション / コンピテンシー基盤型教育 / 学習時間 / 学習成果 / 単位制度の実質化 / 質保証 |
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| Outline of Final Research Achievements |
Japanese higher education has struggled with the traditional problem of awarding credits to students in spite of their inadequate amount of study time; it has also been increasingly required to demonstrate student learning outcomes. In the U.S., which invented the credit hour system, credit hours have been used as means of deciding federal funding allocations, but some institutions have indulged in malpractices. In response to the need for greater accountability, the federal government has recently redefined credit hours and encouraged institutions to seek federal approval for their competency-based education programs that decouple learning from the credit hour. This Japan-U.S. comparative study intends to examine what dilemmas and challenges exist in implementing and evaluating the credit hour system by analyzing recent government requirements, efforts by higher education institutions, the expected role of accreditation entities, and their responses and interactions.
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