| 研究実績の概要 |
The Principal Investigator (PI) conducted the second phase of the study. First, the PI completed the data analysis that remained from the previous year's case study in order to examine the students' global competencies in cross-cultural communication skills. Secondarily, the PI created a model of pre-program students' experience by using a theoretical framework of cognitive learning theories in self-efficacy, motivation, and attribution. Based on the results of data analysis, model and theoretical framework, the PI designed a new synchronous hybrid program by collaboration with an institution in the United States. The PI assessed a sample of both Japanese and American college and graduate students’global competencies in communication, collaboration, Information Communication Technologies (ICTs), and diversity. Online surveys, interviews, and group discussions were administered to the participants. The PI also conducted interviews to faculty members who worked closely with students throughout the program. Currently, the PI is performing different forms of quantitative analysis to explore a model of conceptual framework to explain the relationship between students' competencies and college-and-career readiness in Science, Technology, Engineering, and Mathematics (STEM) fields.
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| 現在までの達成度 (区分) |
現在までの達成度 (区分)
3: やや遅れている
理由
The PI still needs to perform additional multivariate analysis to propose a model to compare STEM Japanese and American students’ global competencies. However, the PI was still limited to conduct assessments within the in-person environment in the U.S. due to continued effects of the Corona Virus Pandemic. For example, there was a gap in sample size between Japanese and American students to conduct a comparative study. As a result, the second phase of the study did not move forward as the PI intended the design to be implemented with an in-person program at an institution of higher education in the U.S. Additionally, the PI found that more collaborative study is required for this study to reach the goal to find a best fit model to describe both groups of students’ global competencies in STEM. A particular development of note was that the PI was able to present current progress of this study at an international conference.
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| 今後の研究の推進方策 |
The study was extended for one more year as the PI has set the goal of performing different forms of multivariate analyses, e.g., path analysis, to examine the relationship between students' global competencies and educational attainment in STEM fields of study. This analysis will be helpful to investigate a model by not only a different group of students, also a combined model of both group of students. Second, the PI will discuss with international collaborative researchers to design a further study to set a synchronous collaborative learning environment to measure students' global competencies in additional skill areas, such as problem solving, teamwork, and leadership. Previous studies demonstrated that those particular skills have greater influence on students' career readiness or advancement. Furthermore, the PI will conduct pre and post program assessments with regard to students’self-efficacy, motivation, and attribution. Finally, the PI will present and publish the research at both the national and international level.
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