Future Strategies for Educational Innovationand the Use of ICT in Higher Education
IYOSHI Toru*

The use of Information and Communication Technology (ICT) is a
critical key for supporting and advancing diverse student population,
student-centered learning, data-driven educational improvement, andinternationalization of education. Building upon the historical andcultural overview, case examples, and social perspective ofeducational innovation in higher education and ICT - enhanced
education, this paper discusses and proposes the future strategies forJapanese universities.

Deputy Executive Vice President for Education/
Director & Professor, Center for the Promotion of Excellence inHigher Education, Kyoto University

467

The Online Education Support Division
at Nagoya University: Learner-centered
Education and Curriculum Reform
YAMAZATO Takaya*

This article is a transcript of the author’s presentation at a
symposium entitled “Possibilities and Challenges of Online Learning”
held in September 2019. The article describes in detail the online
education support division at Nagoya University, but the author does
not divide the number of pages. He tries to reply to the five questions
held up for the symposium in the context of “learner-centerededucation.”
The article also deals with the OECD (Organisation for Economic
Co-operation and Development) Learning Framework 2030 and thenemphasizes the drastic curriculum reform, especially the urgent needto replace the current overcrowded curriculum. As one of the measures
for this purpose, the author suggests lecture standardization and online
teaching materials.
The shift to learner-centered education is a global trend, but the
support system for this is insubstantial. This is a significant problem.
If education reform is truly desired, the support system for education
reform should be strengthened, and the university’s resources (people,
money, things, etc.) should be invested boldly.

Professor, Institute of Liberal Arts and Science, Nagoya
University

468

Open Educational Resources’ Development,
Utilization, and Offering at Hokkaido University:
Activity at the Center for Open Education
SHIGETA Katsusuke*

This paper examines the current state of Open Educational
Resources’ (OER) development and utilization at Hokkaido University.
The Center for Open Education was set up at the Institute for the
Advancement of Higher Education, which promotes the development,
use, and offering of OER for the purpose of improving education at theuniversity. In this paper, the outline of activity and results of theCenter for Open Education are described.

Associate Director, Center for Open Education, Hokkaido
University
Associate Professor, Hokkaido University Information Initiative
Center469

How Academic Organizations Support theDevelopment of Online Educational Materials:
Cases from the Innovation Center for
Educational Resources of Kyushu University
OI Misato*

In this study, I discuss how academic organizations support thedevelopment of online educational materials based on the current
situation of and issues related to higher education institutions in Japan.
First, I discuss the rough classification of activities for supporting thedevelopment of educational materials. I then briefly report on thecurrent situation of education using Information and Communications
Technology (ICT), which is the foundation of online education andsupport for development of online educational resources in higher
education institutions in Japan. To introduce some examples
supporting the development of online educational materials by anacademic organization, I report some cases of Innovation Center for
Educational Resources (ICER) in Kyushu University. Currently,
systematic support for the development of online educational
materials is in the introductory stage. However, some cases are
introduced in the present study although it is difficult to show
effective support methods systematically and quantitatively. To
develop more effective support, it is necessary to investigate andrespond to different needs appropriately in each organization.

Associate Professor, Innovation Center for Educational Resources,
Kyushu University

470

Structural Problems of Digital Teaching
Materials in Universities: Copyright Issues andProposals for Possible Solutions
ISEKI Takahiro*

There is an increasing tendency in university classes to use digitalteaching materials created by teachers. However, secondary use ofmaterials from commercial publications such as academic / specialized
books and popular readings is also seen in the process, which may risk
copyright infringement.
Based on the results of interviews with university faculty members,
this paper explores various issues related to the production and usageof digital teaching materials using commercial publications. In
particular, this paper proposes a licensing model for solving copyrightissues.

Visiting Researcher, Graduate School ofInformation Studies, The University of Tokyo

Interdisciplinary471

A Review of and Perspectives on the Studies ofOrganizational Change in Higher Education
NAKAJIMA Hidehiro*This paper examines the possible issues in the empirical study oforganizational change in higher education. Most of the previous
studies in Japan have focused on the specific function within theorganization, such as governance and management, and havediscussed the organizational change issues through international
comparison. However, few studies have been conducted on the issuesof the organizational change process itself or the role of the member
as the agent of change incorporating the extensive type of change.
The organizational change also includes the various aspects of change,
including adaptation, isomorphism, reform, and innovation.
The theoretical foundation of organizational change study stems
from research on organizational psychology. Organizational learning
is one of the important frameworks used in studies of organizationalchange. More extensive studies should be conducted focusing on thelearning process among the members, the integrating process oflearning, and the knowledge transfer across boundaries.

Associate Professor, Center for the Studies of Higher Education,
Nagoya University

472

The Image of the Teaching-only Professor andthe Research-only Professor among University
Graduates: Analysis of an Internet Survey in JapanMARUYAMA Kazuaki*
SATO Machi**
SUGIHARA Masaaki***TATEISHI Shinji****
The division of education and research among university faculty is an
issue arising upstream of the debate on higher education policy.
Regarding the balance between education and research, and thedivision of labor, previous studies have been accumulating, which target
university teachers, but its recognition by people outside the university
has not been fully examined. Therefore, in this study, based on the
results of an internet survey of university graduates, we analyzed
whether or not the type of work that does not involve education or
research was judged to be “suitable for university teachers.”
Analysis revealed that work styles that balance education andresearch tend to be judged as “suitable for university teachers.”
Conversely, the position of allowing a division of labor also occupies acertain percentage, and there was a tendency to allow a division oflabor especially for those from private universities. However, even if
they are in a position to recognize the division of labor, the evaluationof the traditional teacher image of “being involved in social
contribution and management while balancing education and research”
tends to exceed the evaluation of the image of research-onlyprofessors and teaching-only professors.

*Associate Professor, Center for the Studies of Higher Education,
Nagoya University**Associate Professor, Research Institute for Higher Education,
Hiroshima University(Visiting Associate Professor, Center for the Studies of Higher
Education, Nagoya University)***Associate Professor, Department of Education, University of
Sacred Heart****Senior Researcher, Department of Higher Education, National
Institute for Educational Policy Research473

What are the Characteristics of Utilizationof University Staff’s Independent Learningin their Organization?
NAKAMOTO Takashi*

The purpose of this study is to clarify the characteristics ofutilization of university staff
organizations.

s independent learning within their

In spite of pursuing self-development, university staff cannot
necessarily utilize their learning in their organizations. Existingorganizational structures do not always recognize the connection
between independent learning and vocational relevance, so its
utilization is not guaranteed. These structures sometimes create anenvironment unconducive to independent learning. Under thesecircumstances, how do they utilize their learning?
In this study, I analyzed an interview survey on the independent
learning of university staff, using a framework based on theapproaches of the individuals and the organizations.
The results revealed that the utilization of their learning in theorganization is dependent on chance or the individuals’ enthusiasm
and that no stable system-based relationship was found.
These results suggest that the utilization of independent learning
cannot be implemented simply by encouraging independent learning;
therefore, a mechanism to adjust the relationship between theindividuals and the organizations is necessary.

Doctoral Student, Graduate School of Education and Human
Development, Nagoya University

474

Does “Third Route” in Continuing Education
System Promote Social Movement?:
The Case of Singapore’s SkillsFuture Initiatives
SATO Yukiyo*

This paper examines whether “Skills-based Modular Courses,”
which were newly introduced under Singapore’s SkillsFuture
initiative in higher education institutions, enable social movement of
non-degree holders in their initial education in Singapore. This
research designated this new pathway as “Third Route” and analyzed
its function based on the practices of continuing education in Nanyang
Technological University and the syllabi of each course (so-called
normal academic and normal technical courses) in secondary schools.
The main findings are as follows:1.

Singapore government promotes “Third Route” as national2.

policy, aiming at diversity of career pathway.
However, blue-collar workers are not yet allowed to move towhite-collar jobs, combined with other professional development
programs set by social class and educational goals which are
divided by academic ability in secondary schools.

3.

Singapore government’s intention lies in the background. They
are trying to achieve the diversity of career pathway while
maintaining both the white-collar labor market and theblue-collar labor market.

4.

At this stage, this can be interpreted as the government’s
strong attempt to maintain “legitimacy of meritocratic elitism,”
which they use as a means of uniting multi-ethnic citizens toform national identity as Singaporeans.

Academic Specialist, Center for Student Counseling, Nagoya
University475Issues in Common Examinations andExpectations for the Future: Focusing on the
Impasse Encountered by the Policy to
Introduce Private-sector English Examinations
OTSUKA Yusaku*

In recent reforms to improve connections between high schools anduniversities, two major changes were planned for the new “University
Admission Common Test” using private-sector English examinations
and introducing descriptive short answer questions in Japanese,
Mathematics I, and Mathematics IA. However, immediately prior to
the 2020 academic year, when the new common examination werescheduled to start, the Minister of Education, Culture, Sports, Scienceand Technology first postponed the use of private-sector English
examinations and then introduced short answer questions throughnotices issued on November 1 and December 17, 2019, respectively.
This paper summarizes the history of the reforms to improveconnections between high schools and universities. Furthermore, it
gives an overview of the decision-making on the introduction ofprivate-sector English examinations and short answer questions anddemonstrates that the lack of proper discussion from a specialist
perspective appears to have been a factor that led to the breakdown.
Additionally, the improvement in marksheet questions, responding toincreasing diversity among examinees, and problems relating to theintroduction of computer-based testing (CBT) remain as issues
concerning common examinations, and this paper argues that
conducting sufficient research in the future from a specialist
perspective is critical.

Professor Emeritus, Kyoto University476

A Study of “Teacher Education for Social
Justice” in the U. S. : Focusing on the Functionof Accreditation of Teacher Education
SATO Hitoshi*This paper examines the structure of sustaining “teacher education
for social justice” in the U. S., focusing on the function of accreditationof teacher education. In the U. S., “teacher education for social justice”
is one of the major topics as practices and concepts of teacher
education. There are a variety of practices and concepts of “teacher
education for social justice” since these are based on the context ofeach program. Therefore, ensuring and respecting the context andautonomy of teacher education programs is important to sustain“teacher education for social justice.” In this paper, accreditation ofteacher education is analyzed as the system to sustain “teacher
education for social justice.”
First, based on the paper by Marilyn Cochran-Smith, theframework of “teacher education for social justice” is discussed. Then,on the assumption of the analysis of accreditation as a function insustaining “teacher education for social justice,” one of thecharacteristics of accreditation, which is collective self-regulation, is
indicated, and the development of accreditation of teacher education
is discussed. The accreditation function is analyzed from two
perspectives. The first directly requires teacher education programs
to incorporate the content and concepts of “teacher education forsocial justice.” The second ensures the autonomy of teacher education
programs.

Associate Professor, Faculty of Humanities, Fukuoka University(Visiting Associate Professor, Center for the Studies of Higher
Education, Nagoya University)

477

Examining Unbundled Academic Professions:
Experiences of Teaching-focused Academics
in Australian Universities
SATO Machi*
This paper examines the big-picture changes and driving forces
behind the institutionalization of teaching-focused academic
appointments and the issues they face in Australian universities.
There is increasing evidence that academic work has diversified as aresult of a variety of forces, including the massification of higher
education, advancement of technologies, managerialism, and so forth,in many countries. In response to such a situation, Australian
universities introduced differentiated academic roles, which is part ofan international trend.
According to the literature, there are a number of different andcontradictory reasons for introducing teaching-focused appointments,from raising the status of teaching and creating career paths forexcellent teachers to improving institutional research rankings bytransferring research-inactive academic staff to teaching-focused
appointments.
Emerging issues with teaching-focused appointments include 1)
stratification of academic staff with teaching-focused academic
standing below teaching-research academic; 2) unclear expectations,criteria for promotion, and role description; and 3) insufficient
governance and management.
To understand the impact of having unbundled academic professions,
it is necessary to conduct more empirical studies to capture living
experiences of teaching-focused academics. Future research mightalso look at the outcomes of discussion by different stakeholders, suchas unions, to capture the image of academic professions in the context
of Australia.

Associate Professor, Research Institute for Higher Education,
Hiroshima University(Visiting Associate Professor, Center for the Studies of Higher
Education, Nagoya University)478

Education and Career of the Highest Ranked
Group of Academic Achievement:
From the Analysis of the Determinants of Income
HAMANAKA Junko*

No one would disagree with the empirical examination of
educational effects as a starting point for educational debate. This isbecause we cannot discuss public investment and the direction of
educational policy without knowing the impact of school experienceon careers.
This paper examines the educational effects of the highest-ranking
level of academic achievement, which have not been analyzed inJapan. How can we determine that the experience at school is usefulfor a career when looking at people working in companies? Which are
more important, experiences at high school or at university? Or is thecurrent self-learning more important? Specifically, the method used
was data analysis of a questionnaire survey conducted with graduatesof four famous advanced schools. Approximately 3,600 graduates
answered the survey, and more than half of them work in companies.
After analyzing the determinants of income, we tried to identify whatshould be noted when we re-examine the education provided by top
universities.

Professor, Faculty of Education and Integrated Arts and Sciences,
Waseda University(Visiting Professor, Center for the Studies of Higher Education,
Nagoya University)479

Higher Education Quality Assurance in Taiwan:
Improvement of University Evaluation
and Diversity of Evaluation Methods
YANG Wu-hsun*
In this paper, the author explored the roles of government andevaluation institutions and the real situation of quality assurance in
Taiwan. Since the 1970s, when the numbers of higher education
institutions started to increase, the Taiwanese government has been
establishing university evaluation systems. In 2005, based on theestablishment of Higher Education Evaluation and Accreditation
Council of Taiwan (HEEACT), university evaluation has been carriedout in a regular and stable way. Because of this stricter system,
universities and faculty grew tired of being evaluated. In 2017, thegovernment allowed some universities that are superior in researchor teaching to conduct evaluation activities based on self-evaluation
instead of external evaluation. The conclusions are as follows:
1. Through institutionalization of university evaluation, the cultureof quality assurance was established in university campuses.
However, centralization of the governmental power remains thesame, while the evaluation institutions changed their roles from“agent” to “partner.”
2. Based on the types of comprehensive universities andtechnological and vocational universities, these two university
evaluation systems are conducted with different evaluation
standards and methods. In other words, university evaluation is afunction of the classification of the university. Conversely,
evaluation standards and indicators were simplified in each new
evaluation cycle, but some universities copied the forms ofwriting from older evaluation and were unable to describe
their own distinguishing features.
3. University internationalization, information disclosure, andinstitutional research (IR) are major factors which brought
about more changes in university evaluation and quality
assurance. In particular, through the application of databanks
and artificial intelligence (AI), IR has been modernized interms of admissions and teaching activity.
Distinguished Professor, Department of International andComparative Education, National Chi Nan University, Taiwan(Visiting Professor, Center for the Studies of Higher Education,
Nagoya University)

480Serving Adult Learners in American Higher
Education: Barriers to Success and Strategies
to Improve Degree Completion
GOSHIMA Atsuko*
This paper examines barriers to degree completion faced by
non-traditional adult learners in American higher education andidentifies promising strategies for overcoming these obstacles,
focusing on Wisconsin. Adult students attending for-profit institutions
are unable to complete their degrees because of defaulting on theirloans, resulting in poor labor market outcomes. The University of
Wisconsin (UW) System has restructured UW Colleges and UW‒
Extension to widen access to higher education and ensure thesustainability of all the UW campuses. In order to provide high-quality,
flexible education at a low cost, the UW System has expanded priorlearning assessment (PLA) activities and developed the UW Flex
program based on the direct-assessment competency-based education(CBE) model. At UW‒Madison, the Division of Continuing Studies
helps returning adults with various resources and personal assistancefor exploring their career and education options. Japanese universities
need to look at such models using continuing education professionals
who can develop sustainable programs that respond to the needs ofadult learners and changes in the business market.

Professor, Center for Teacher Education, Nanzan University

481

Continuous Development of TeachingCompetencies in French Universities
NATSUME Tatsuya*This paper clarifies the outline of the governmental policy andcurrent situation of teachers’ training for education competencies in
French universities.
It is necessary for university teaching candidates to pass theexamination for qualification by the National University Council.
Successful candidates are registered in the pass list and allowed toapply for recruitment by universities. Examinations by these
institutions focus on research abilities and publications without
paying attention to teaching abilities and activities. They show little
interest in the education of teachers’ communities.
In French universities, there are many students with academic
underperformance because of a free admission policy (only highschool certificates are required) and large numbers of students.
Various measures by the government had failed to improve thesituation before the early 2000s. From around 2010, the government
tried to improve the situation by adopting new policies for mandatory
teacher training for education competencies, accompanied byfinancial incentives as well as personal evaluation of teachers focusedon both research and teaching activities. The government seems to bechanging the principles of its policies with respect for the teachingcommunities’ spontaneity to the use of force.

Professor, Center for the Studies of Higher Education, Nagoya
University

482

Training Teachers in University Teachingin France: What Systems and What Tools?
Nathalie YOUNÉS*In the context of the decree of May 9, 2017, making teacher training
compulsory for associate professors in France during their first yearof recruitment, by combining it with a discharge in the education
service, French universities are embarking on a new era wherein theimportance of learning to teach is recognized. This is a major change
in an environment where career access and promotion are primarily
dependent on the research portfolio and without an establishedteacher training. The question arises regarding training systems
suited to the reality of professional conditions of the university
teachers and the resources of the Higher Education establishments.
In this respect, the French Ministry of Higher Education, Researchand Innovation has piloted the design of a training system structured
around a national massive open online course (MOOC) and local
events led by the educational support services of the universities.
This article presents the background to this initiative, the objectives
and choices of the designers, and the principal results of an evaluative
survey conducted in 2018 with the MOOC users.

Associate Professor, Université Clermont-Auvergne, France(Visiting Associate Professor, Center for the Studies of Higher
Education, Nagoya University)

483

The Transition between Secondary Educationand Higher Education in France:
Is the Student Experience Strongly Influenced
by the Study Environment?
Saeed PAIVANDI*(Translated by) TAGAWA Chihiro**

The high student drop-out rate and reorientation of first-timestudents reveals the critical nature of transition between secondary
education and higher education in France. Several educational
initiatives and reforms have been tried in order to improve support
for students in difficulty. One of the questions posed by research to
students in France is regarding the effects of the educational
environment on the academic and social integration of students. Data
from the Student Life Observatory’s 2016 National Student Life
Survey (21,244 individuals) can help us to understand better theexperiences of new university students. It is a question of examining
the social and academic integration, taking into account theirperspective on the pedagogical, social, and material conditions of theirplace of study. The data from this survey shows that the students’judgment about the general context of their training, quality of thepedagogy, and support tend to vary considerably according to thefield of study and certain individual characteristics.

*Professor, Department of Education, University of Lorraine,France**Specially Appointed Associate Professor, Center for the Study ofHigher Education and Global Admissions, Osaka University484

Development and Utilization of PhD Skills
Framework: Support of Independent Skills
Learning of Nagoya University Graduate Students
TANAKA Etsuko*
SUGIYAMA Naoshi **SAITOH Yoshiko***
MORI Norika****MATSUURA Yoshiharu*****
Graduate education needs to not only develop specialized
knowledge and skills but also nurture transferable skills that would
enable graduate students to play active roles in various professions.
The Doctoral Education Consortium at Nagoya University hascompiled a list of transferable skills that graduate students should
acquire as a “PhD skills framework.” This framework helps graduate
students to identify skills they should develop from a wide variety ofskills options and to set up opportunities in order to acquire those
selected skills. This framework is expected to draw the attention offaculty and students of the whole Nagoya University community to
the significance of these skills and become a starting point to provide
a learning environment for skills development. This paper describes
the background, purpose, components, process of the creation, andeffective use of the framework to support the independent learning ofskills. It identifies future challenges to the framework. This paper
hopes to work as a resource for similar attempts by Nagoya
University and other universities to assist in the skills development ofgraduate students.

*Designated Assistant Professor, Doctoral Education Consortium,
Nagoya University**Coordinator, “PhD Professional: Gateway to Success in Frontier
Asia,” Nagoya University (Trustee, Vice President)***Assistant Professor, Center for the Studies of Higher Education,
Nagoya University****Designated Associate Professor, Doctoral Education Consortium,
Nagoya University*****Designated Professor, Doctoral Education Consortium, Nagoya
University

485Determinants of Japanese Students’ Decision
to Engage in Study Abroad
IWAKI Nami

There is a growing body of research on study-abroad programs
identifying positive outcomes such as gaining intercultural awareness,
improving second language skills, and the long-term career impact on
the student participants. However, there has been very limited
attention devoted to study-related factors affecting students’ intention
and decision to study abroad. What motivates students to participate
in study abroad programs in the first place? What are students
looking for and what do they hope to gain from the experience? Avariety of factors are likely to influence whether students choose toparticipate in a study abroad program, what program they select, andwhat benefits they expect to gain from participation. Since early 2000,
the Japanese government has been implementing initiatives designed
to internationalize Japan’s education system, and one of these was toencourage students’ participation to study abroad. These initiatives
have been a success, and last year alone they have led to theparticipation of more than 105,000 students. If we hope to attract
students to participate in study abroad programs and organize theprograms in such a way as to optimize the students’ experience, it isimportant that we are aware of what they are and how they impact
students’ decisions. The focus of this paper is to reveal the key factors
influencing Japanese student’s decision to study abroad.

Professor, Institute of International Education & Exchange,
Nagoya University486

A Study on the Organizational Foundationsof Higher Music Education (HME)in the United States:
Focusing on NASM Certified Institutions
TAKAGI Miho

This study focuses on the diversity of the organizations thatprovide musical education at American higher education institutions,classifying their “organizational structure” into various types.
Specifically, this study targets 644 schools accredited by NASM, thelargest professional musical accreditation group in the United States,
and classifies their organizational structure into various types toconstruct frameworks for spurring the development of research on
higher music education (HME).
As a result of reviewing 644 schools in terms of internalorganizations providing music programs in addition to institutional
types, the study was able to classify organizational structures intonine types. Among these, it became clear that comprehensive
universities comprise a significant share of HME in the United States,
and that they could fulfill their roles by way of the following three
types of organizational structure: music departments at colleges ofarts and sciences, music departments at schools of arts, and schools ofmusic.

Doctoral Student, Graduate School of Education and Human
Development, Nagoya University

487

Japan’s Academics in the “Third Space”:
Comparative Studies of Areas of Admission
and Research Administration
at National Universities
MARUYAMA Kazuaki*
SAITOH Yoshiko**
TOOKA Tatsuya***
NATSUME Tatsuya****In recent years, new types of academics have increased at national
universities in Japan. They have the characteristics of the “Third
Space” Professionals as described by Whitchurch. Their primary roleis not education and research, but social services or administration.
Among these kinds of academics, we conducted questionnaire
surveys in two areas; admissions and research administration. In thispaper, we reported the result of these surveys, and analyzed
similarities and differences of the two areas.
In both areas, duties and backgrounds varied, and the percentage of
non-tenure-track faculty was relatively high. Conversely, there was anotable difference in awareness of taking on teaching and / or research
responsibilities. The majority of the academics in charge ofadmissions considered it necessary to take on education and research.
In contrast, the majority of the academics in charge of researchadministration did not consider it necessary to take on education andresearch. These results indicate that the third space academics inJapan not only have a diversity of duties and backgrounds but also anawareness of their role as university faculty.

*Associate Professor, Center for the Studies of Higher Education,
Nagoya University**Assistant Professor, Center for the Studies of Higher Education,
Nagoya University***Research Fellow, Center for the Studies of Higher Education,
Nagoya University****Professor, Center for the Studies of Higher Education, Nagoya
University

488