2009 Fiscal Year Final Research Report
Comparative Study of College Impact Theory and Student Development
| Project/Area Number |
19330188
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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 | Doshisha University |
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Principal Investigator |
YAMADA Reiko Doshisha University, 社会学部, 教授 (90288986)
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| Co-Investigator(Renkei-kenkyūsha) |
ENGETSU Katsuhiro 同志社大学, 文学部, 教授 (50152004)
INOUE Tomoyoshi 同志社大学, 社会学部, 教授 (40151617)
YOSHIDA Aya 早稲田大学, 総合科学学術院, 教授 (10221475)
AIHARA Soichiro 大阪薫英女子短期大学, 児童教育学科, 教授 (30212351)
OKI Kiyotake 早稲田大学, 文学部, 准教授 (70267433)
MORI Rie 大学評価・学位授与機構, 学位審査研究部, 准教授 (00271578)
SUGITANI Yumiko 青山学院大学, 文学部, 専任講師 (70308154)
WATANABE Tatsuo 金沢大学, 大学教育開発・支援センター, 准教授 (20397920)
KIMURA Takuya 長崎大学, アドミッションセンター, 助教 (40452304)
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| Project Period (FY) |
2007 – 2009
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| Keywords | 学生調査 / アセスメント / アウトカム / 機関研究 / IR / 国際比較調査 / 教育評価 |
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| Research Abstract |
Teaching and learning issues have been widely discussed in higher education institutions but usually from a single institution perspective. Benchmarking efforts that allow institutions to compare data have enriched the conversations by allowing cross institutional comparisons, but it could be argued that most universities operate in a shared national environment so that variations among institutions are still limited to a degree. Also, accumulation of longitudinal data of students and analysis of these data will be able to contribute on quality and quantity of student research in Japan.
This study provides a comparison of student outcomes from two higher education systems that operate in different cultural and structural contexts-American and Japanese higher education. The American perspective is developed through findings from the College Senior Survey (CSS) from UCLA's Higher Education Research Institute. The Japanese perspective is developed through findings from the Japanese College
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Student Survey (JCSS) developed.
Together, these data represent thousands of current college students and provide a summary of the learning and experiences of college students. The descriptive analysis shows that US students spend more time in learning activities outside class than Japanese students and show higher evaluation of learning outcome and self-evaluation for their abilities and skills than Japanese students. Analysis of JCSS2005 data confirms that affective fulfillment of students is closely associated with student engagement and the satisfaction toward quality of teaching and learning determines the satisfaction for college experiences.The results of the study suggest that development of effective pedagogy and faculty's involvement are indispensable for enhancing teaching and learning. In the changing environment of Japanese higher education, this study confirms the effectiveness of college impact theory which has been conditionally accepted in Japan. However, it is expected that accumulation and analysis of student data contributes on the improvement of program reform of each higher education institution and policy making process. Less
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Research Products
(18 results)
