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徳島大学では，2002年度から全学FD推進プログラムを通じて，FDの体系化，組織化，日常化を推進してきた。2022年度も2020，2021年度に引き続き，新型コロナウイルス感染症の影響を受け，ほとんどのプログラムがオンラインでの実施となったが，新たな連携や対面で実施したプログラムもあった。オンラインツールを活用した双方向FD「授業について考えるランチセミナー」では，高知大学と共同でFDプログラムの開発・運営を行った。「大学教育カンファレンスin徳島」はオンラインでの実施に加え，一部対面会場を設置したことで，参加者同士の情報交換の機会を作ることができた。また，「ティーチング・ポートフォリオ作成ワークショップ」は5年ぶりに対面で開催することができた。本年度実施した各プログラムの概要を記載し，アンケート結果等から窺える成果と今後の課題について考察する。, Tokushima University has been promoting the systematization, organization, and routinization of faculty development (FD) through the university-wide FD promotion program since FY2002. In FY2022, most of the programs were conducted online due to the novel coronavirus (COVID-19) pandemic, as in FY2020, 2021. However, some programs were implemented in new partnerships or face-to-face. The online interactive FD seminar “Lunch Seminar on Thinking about Classes” was developed and managed jointly with Kochi University. Moreover “University Education Conference” was held online, and some face-to-face venues were set up, so that we could create opportunities for participants to exchange information with each other. In addition, the "Teaching Portfolio Workshop" was held for the first time in five years. An overview of each program conducted this year and discussions about challenges for the future based on the results of the questionnaire are described.

The economics faculty at Momoyama Gakuin University has been administering acommon economics test every January since the fiscal year 2019. The examinees are allfaculty students in their third or fourth year, and the test aims to assess how well theyunderstand economics. The scores of this test do not count toward regular course credit,and the percentage of students who take it has always been around 50%. After analyzing its results in conjunction with students’ official academic records（regularcourse grades）, we obtained the following two propositions. （1）Almost no correlation exists between the scores in any pair of subjects in the 2019and 2020 common tests, which cover 12 subjects, For example, there is no tendency forstudents who perform well in“Mathematics” to perform well in“Microeconomics,” or forstudents who perform well in“Macroeconomics” to perform well in“Japanese Economy”or“Economic Policy”. This appears to indicate a lack of coordination among relatedsubject groups in our faculty’s curriculum, or a lack of coordination from the basic to theapplied level. （2）The questions on the 2021 common test are limited to three required/compulsorysubjects（“Microeconomics,”“Macroeconomics,” and“Marxian Economics”）. Using linearregressions of the“forgetting curve”, we discovered that the time elapsed since thestudent earned credits for required subjects significantly negatively affected common testscores. This could imply that students forget the content of required subjects they oncelearned as time passes. Students may forget because they do not have the opportunityto recall the content of the required subjects after taking them. That is, the content ofrequired subjects is not applied in other upper-level courses. The results of this common test have no bearing on the official regular course grades,which may have weakened the students’ motivation. However, we believe our findingsare far from trivial, and such analysis is, as far as we know, uncommon. Furthermore,we suspect that such problems can be found not only in our faculty, but also, tovarying degrees, in economics departments of many other Japanese universities wheremathematics is impeding students’ learning, and some contrasting economic ideas of the Austrian school, Monetarism, Keynesian economics, and Marxian economics are mixed. In any case, our analysis may be insufficient, and a more comprehensive analysis will berequired. In future studies, we would like to analyze the data in conjunction with the dataon entrance examinations, the data of the success or failure of job-hunting activities, andthe results of our new student survey(E-folio).

The purpose of this study is to understand the research trend of judo classes in university physical education, and to clarify the direction of future research from the viewpoint of educational quality assurance. In this study, 36 references were included in the analysis. After reviewing and organizing the contents of the literature, we found that there are two main trends in research on judo classes in university physical education: research on understanding the actual conditions of learners, and research on the contents and methods of teaching in classes. Finally, future research directions were examined based on the issues presented in previous studies. As a result, future research issues related to the three perspectives of educational objectives, teaching content and methods, and assessment were identified.

The purpose of this paper is to confirm the current status of private university IR in Japan, focusing on recent literature on IR（ Institutional Research）, policy trends of the Ministry of Education, Culture, Sports, Science and Technology（MEXT）, and the implementation status of certified evaluation and accreditation. It also purports to obtain suggestions for future measures to enhance IR, especially at small private universities. The result of the study shows researches on IR has been vigorously conducted mainly from a practical perspective not only by faculty researchers in a wide range of specialized fields, but also by IR personnel. The writer also confirms the progress of IR from three aspects: a survey by the Ministry of Education, Culture, Sports, Science and Technology, a Private University Reform of Type 1, and the results of certified evaluation and accreditation in the third phase.And progression of IR in all of these aspects can be confirmed. Regarding the time, the start of the Private University Reform in 2013 was a turning point. Since the start of this project, it is possible to say that the development and enhancement of education IR has been steadily progressing at many private universities regardless of their sizes. As for future issues for IR in Japan, it is important to strengthen the training of IR personnel, to improve IR data collection and analysis methods, and to have university management correctly understanding the ideal form of IR for making rational decisions by effective use of IR data.

徳島大学では，2002 年度から全学FD 推進プログラムを通じて，FD の体系化，組織化，日常化を推進してきた。2021 年度も2020 年度に引き続き，新型コロナウイルス感染症の影響を受け，ほとんどのプログラムをオンラインで実施した。2021 年度はコロナ禍2 年目であることから，オンライン授業に関する工夫や実践事例が蓄積されており，「授業について考えるランチセミナー」，「授業設計ワークショップ」では，オンライン授業ですぐに活用できる教育方法やツールを紹介した。「大学教育カンファレンスin 徳島」，「授業について考えるランチセミナー」はオンラインで学外に公開することで，学外からの参加が多数あった。本年度実施した各プログラムの概要を記載し，アンケート結果等からうかがえる成果と今後の課題について考察する。, Tokushima University has been promoting the systematization, organization, and routinization of faculty development (FD) through the university-wide FD promotion program since FY2002. In FY2021, most of the programs were conducted online due to the novel coronavirus (COVID-19) pandemic as in FY2020. However, there were many innovative and practical examples regarding online teaching methods based on the experiences of online teachings in the pandemic of COVID-19 during the last year. We have conducted a series of seminars entitled “Lunch Seminar on Thinking about Classes” and the program for new faculty called “Class Design Workshop” to introduce educational methods and tools that can be used immediately in online classes. The "University Education Conference in Tokushima" and the " Lunch Seminar on Thinking about Classes " were open to the public online and attracted many participants from outside the university. An overview of each program conducted in this year, and discussions about challenges for the future based on the results of the questionnaire are described.

The purpose of this paper is to clarify the reform and current stage of legal education in the UK. Since the 1970s, there has been discussion on the integration of university and professional training into legal education. Many law schools have been established, and the connection between university education and training with professional organizations has been made. Each professional organization ensures the quality of university education, law schools, and practical training. However, there is a possibility that the emphasis is on practical education and academic liberal legal education is not sufficiently positioned. The introduction of SQE in the education of solicitors is considered to be a disregard of the education process in law schools. Education of professionalism has also been pointed out as a contemporary issue.

徳島大学では，2002 年度から全学FD 推進プログラムを通じて，FD の体系化，組織化，日常化を推進してきた。2020 年度は，新型コロナウイルス感染症の拡大に伴い，ほとんどのプログラムをオンラインで実施した。教員個人の教育力向上を目的とした「すぐ使える90 分セミナー」，「授業設計ワークショップ」では，オンライン授業ですぐに活用できる教育方法やツールを紹介した。「大学教育カンファレンスin 徳島」，「すぐ使える90 分セミナー」はオンラインで学外に公開することで，学外からの参加が多数あった。また，新たに博士後期課程の大学院生を対象としたプレFD プログラムも実施した。本年度実施した各プログラムの概要を記載し，アンケート結果等からうかがえる成果と今後の課題について考察する。, Tokushima University has been promoting the systematization, organization, and reutilization of faculty development (FD) through the university-wide FD promotion program since FY2002, and in FY2020, most of the programs were conducted online due to the spread of the novel coronavirus infection. “90-minute Seminar for Immediate Use” and “Class Design Workshop” were held to improve the teaching skills of individual faculty members. The "University Education Conference in Tokushima" and the "90-minute Seminar for Immediate Use" were open to the public online and attracted many participants from outside the university. In addition, a new pre-FD program (“Preparing Future Faculty Development”) for doctoral course graduate students was conducted. The following is an overview of each program conducted this year, and a discussion of the results and future issues based on the questionnaire results.

実践的研究

本研究では,シンガポールの幼児教育者育成システムを事例として,教育の質保証を実現する教師教育のあり方を考察した。分析の結果,次の3つが明らかになった。シンガポールでは,1)幼児教育者の質,教育内容の質,教育環境の質が明確に指標で示され,指標間に一貫性があるため,質向上に向けた過程や手段をイメージしやすいこと。2)SPARK制度が,実質的に現職教育(OJT)の機能を果たしていること。3)質保証の基準が教職員の行動規準になっていること,である。シンガポールでは,SPARK制度を媒介にして,「教員の質」確保の制度と「教育の質」確保の制度が関連付けられ,質確保の過程は指標で可視化されていることが明らかになった。, The purpose of this study is to consider the teacher education system to realize the quality assurance of education. We focus on the early childhood (EC) educators training system in Singapore. As a result of the Singapore example the following three features have become clear. 1) The quality of the EC educators, the quality of the educational content, and the quality of the educational environment are clearly indicated in the scale so it's easy to imagine the process of improving quality. 2) SPARK actually functions as in-service training. 3) The standard of quality assurance is the criterion of teachers' behavior. In Singapore, the system for ensuring “Quality of education" and “Quality of educators" is linked by SPARK, and it became clear that the process of ensuring quality was visualized by index group.

研究ノート

本稿の目的は、初年次教育「教養セミナーA」を全学共通内容として組織的に展開するなかで、初年次学生と担当教員双方からアンケート調査を実施し、いかに教育の質保証を図ることができるかについて検討することにある。当アンケート調査によって、①詰め込め過ぎた内容、②スタディ・スキルにおける学生と教員との到達目標のズレ、③担当教員の教養科目に対する認識、④個人差や各学科での学力差があるなかで共通内容を行う難しさを課題として明らかにした。これら課題の解決が、教育の質保証の構築に寄与できる可能性があることが確認できた。, The purpose of this study is to explore methods to promote high quality education based on conducting a questionnaire with both first year students and teachers of the class called "foundation seminar A." We have been systematically and holistically developing the curriculum for a course, including some materials and handouts. The results of the questionnaire revealed the following four problems to be investigated: (1) classes with overly extensive content, (2) discrepancies between teachers' expectations for student learning and actual development, (3) difficulties in implementing the same content with students of vastly different academic levels. It was found that overcoming these challenges could certainly contribute to ensuring high quality education.

研究論文

学士課程教育の一環として初年次教育を組織的に展開するなかで、いかに教育の質の保証を図るのかが今日の高等教育における一つの重要な課題となっている。本研究では初年次教育での学習活動における学びの評価のあり方について、教授・学習に着目して初年次教育における教育の実態を明らかにすべく、初年次教育のアカデミックスキルに関するアンケート調査を実施した。具体的には、初年次科目で扱われる①プレゼンテーション、②レポート作成、③ディベート、④情報収集・検索、図書館利用、⑤リーディング、⑥専門基礎の習得の6つのアカデミックスキルについて、どのように学習活動が展開されているのかを明らかにした。特にプレゼンテーション及びレポート作成における学びの評価をめぐる課題を仔細に検討した。得られた知見を踏まえ、初年次教育における学びと評価のあり方について教育の質保証と関係づけて議論した。

平成26(2014)年度より､長崎国際大学人間社会学部国際観光学科にｸﾞﾛｰﾊﾞﾙﾂｰﾘｽﾞﾑｺｰｽを設置した｡本稿では､今年度の本ｺｰｽの取り組みの具体的な事例を紹介し､観光の学びを通してのｸﾞﾛｰﾊﾞﾙ人材育成の意義について考察する｡この事例研究を通して､本稿では以下の4点を主張したい｡①観光の学びはｸﾞﾛｰﾊﾞﾙ人材育成のための学びと親和性が高く､教育効果が高い｡②ｸﾞﾛｰﾊﾞﾙ人材育成に特化したｺｰｽを観光の学びにｾｯﾄすると､その他のｺｰｽの学生にも大いに恩恵がある｡③観光立国実現のためにも､観光の専門知識をもったｸﾞﾛｰﾊﾞﾙ人材育成の意義は大きい｡④教育資格(ﾚﾍﾞﾙ)の｢世界標準化｣を促進することができる｡, In 2014, the global tourism course was established in the curriculum of the Dept. of International Tourism, Faculty of Human and Social Studies, Nagasaki International University. This paper explores the significance of development of global human resources through learning tourism by presenting a case study of how this new global tourism course is managed. There are four points the author would like to emphasize. ①In order to be global citizen, students need to develop several core competencies which overlap with their education in tourism. This benefits their education as a whole. ②If universities set the program to foster global human resources along with the learning of tourism, those who don't join the program will also benefit from it. ③Now as Japan is aiming to become a "Tourism-Oriented Country", there is a great significance placed on the development of global citizens who have expertise in tourism. ④The global standardization of educational qualifications will likely continue to grow.

現在、日本の体育学系学部はユニバーサル化とグローバル化に対応した「教育の質保証」が充分に実施できていない。各国の教育制度やその質保証の実態について国際比較を行い、自らの特徴を明確にし、質保証実施の基盤を構築する必要がある。そこで、本稿では、中国の代表的な体育学系学部と日本のそれとを比較した。概ね、日本の体育学系学部は似通っているが、中国の主要2大学では差別化されていた。また、日本の体育学系学部の一部ではジェネリック・スキルの育成が意図され始めているが、中国の主要2大学にはまだ生じていない。前者は中国の、後者は日本の長所である。「キャンパス・アジア」構想が現実味を帯びてきた今日、体育学が他の学問部門に後れをとらないために、東アジア諸国の体育学教育界が協働して質保証を行っていかなければならない。したがって、今後、更に内容的に深く、範囲的に広く、比較研究を行う必要がある。

大学設置基準の大綱化以降、教育内容充実のため、単位制度の弾力化や学期制度改革が各大学で進められてきた。しかし、実際に改革を進める現場となる大学には、評価・競争という外圧が存在したことから、改革の進行があまりにも早く、教育の対象である学生について十分な検討が行われているか疑問である。 本研究は、実際の学生指導に長く携わった職員としての経験を基に、これまで行われた単位制度の弾力化や学期制度改革を、学生の生活面から検証して課題を明らかにするとともに、大学教育を支える職員の視点から、教育の質を保証するための課題とその解決策の一端を示したものである。

FDワークショップ

1. はじめに : 日本の大学教育においては、成績評価が十分に機能してこなかったことは広く指摘されている。例えば、安岡(2004)は……, It has been suggested that the grading system in Japanese colleges is unsuitable to serve educational goals. Grading procedures in college classes serve two functions : assurlng the quality of education and encouraging students to acquire appropriate leamlng attitudes and strategies. An inappropriate grading system could ......