English Abstracts

Creativity Education in the Schoolof Engineering, Nagoya University
TAGAWA Tomohiko

Almost 10 years have passed since the introduction of the“Creativity Education” program into the School of Engineering and
Graduate School of Engineering at Nagoya University as part of“Engineering Design Education.”“Opportunities programs” toachieve experience-based learning through experiments and practice
are quite important in creativity education. In the undergraduate
course, the program contents have been arranged by thedepartments and courses according to social demands and theprogress of the scientific aspects of the area.

In the graduate course,“Creative Experiments for Comprehensive Engineering” “ResearchInternship” and “International Research Project” were added ascomprehensive engineering courses to complete the original
curriculum in engineering education.

This study introduces the roleof “Creativity Education” in our curriculum. Concrete examples
include details such as “Seminars on Fundamentals of Processing”(undergraduate course, Chemical Engineering Department) and“Creative Experiments for Comprehensive Engineering” (graduate
course, comprehensive engineering courses). Both classes received
high evaluations, suggesting the great potential for a creativity
education project to complete engineering design education.
Effective supporting systems must be established to smoothly
conduct these education programs.

Professor, School of Engineering, Nagoya University341

Experiential Learning of Physics:
Scientists’ Way of Thinking and Acting
YASUDA Jun-ichiro*
MIURA Yuichi**This study examines the potential and problems of experiential
learning, focusing on scientists’ way of thinking and acting in physics
undergraduate education in Japan by overviewing the manner inwhich experiential learning of physics has improved and describing
an example of the learning.
The experiential learning of physics in Japan has improved bytransforming from passive to active learning in higher education.
One direction of this improvement is providing the students with theexperience of the ways in which scientists think and act, such asquestion formulation, prediction based on a hypothesis, and analysis ofan experiment whose learning methods have not been previously
provided.

The objects of this improvement include lectures andfreshman seminars as well as laboratory experiments.

In the lastsemester, Miura designed a freshman seminar where students
measured phenomena in daily life to practice the scientific ways ofthinking and acting. Experiential learning such as Miura’s practice
can improve students’ ability to conduct research, and can therefore
provide meaningful preparation for undergraduate research in thedepartment of physics.

*Associate Professor, Organization for Promotion of Higher
Education and Student Support, Gifu University**Associate Professor, Graduate School of Science, Nagoya
University342

Effects of Experiential Learningin General Education on Change
in Freshmen’s Learning Style
NATSUME Tatsuya*
INAGAKI Taichi**This study examines the effects of experiential learning in
general education on change in students’ learning style. We
focus on freshmen students in classes taught by the authors.
The main learning activities were as follows.
1) Question-answer sessions and group discussion of explanations
given by the teaching staff.
2) Investigation of the university’s library and overseas students
center and two private companies (two institutions’ roles insupporting students’ learning and expectations and theirwork life after university graduation).
3) Presentation of results of the students’ investigations andgroup discussion.
Experiential learning has positive effects on supporting
students’ transition from high school to university, developing
their learning style, and obtaining knowledge about universities.
Obtaining positive effects requires instructors to urge students
to participate in class and increase their opportunities fordiscussion. We found it necessary to limit class size to approximately
100 students, and select certain students as team leaders toincrease the good effects of experiential learning.
*Professor, Center for the Studies of Higher Education, Nagoya
University**Graduate Student, Graduate School of Education and Human
Development, Nagoya University343

Overseas Training Program in Schoolof Agricultural Sciences, Nagoya University:
Practice and Topics
KAWAKITA Kazuhito

The School of Agricultural Sciences, Nagoya University, started anoverseas training program as an elective-required course in 2008. At
present, it has been reorganized and conducted as a joint
student-training program among three countries: Thailand, Cambodia,
and Japan.
The undergraduate students (largely third year
students) studying agriculture from Kasetsart University in Thailand,Royal University of Agriculture in Cambodia, and Nagoya University
join the program. The program’s objective is to develop individuals
with an international viewpoint and mindset, who can contribute tosociety through knowledge and training in agricultural sciences.
The program’s purpose is to understand the agriculture of countries
with different cultures and nature.

The students form groups with

their counterparts from each university to experience the reality ofagricultural production in the rural areas of the three participating
countries. They perform several projects on rice production, animal
production, food processing, and water management, and present theresults of their projects. The present study describes several topics
for improving and continuing the program.

Professor, Graduate School of Bioagricultural Sciences, Nagoya
University344

Achievements and Challenges of the Field-work“Educatioal Research in Souya”
NAMBU Hatsuyo*

The paper presents an overview of the field-work “Educational
Research in Souya” that our laboratory for Educational Management
at Nagoya University has performed for 22 years and examines thepotential and challenges of experience-based learning throughexamination

of

the

program’s

positive

significance

and

the

consideration and effort required of teachers, students, and theuniversity.
First, the framework of this field-work is described which
comprises the seminar (4 credits) and survey (2 credits) and is anelement of the specialized course after the student’s third year of
university studies. The most striking feature is that the students
plan and perform the research activities.
Then, the process of the field-work year is explained by dividing it
into 4 periods: (1) start of the seminar, (2) deepening each academic
focus and organizing the groups, (3) establishing research questions
and performing the field-work in Souya, and (4) producing booklet ofreports.
Finally, the achievements and challenges of this field-work arepresented.

Professor, Graduate School of Education and Human Development,
Nagoya University345

Factors of the Shift to a Learner-centered
Paradigm and the Impact of Assessment on
Student Affairs in American Higher Education
ONUKI Yukiko

This study analyzes factors of the shift to learner-centered student
affairs in American higher education. Since the mid-1980s, learnercentered philosophy powerfully led student affairs toward radical
reformation.
The integration of student affairs programs andservices was facilitated by the new concept of integrating acurriculum with student programs and services.

Thereafter, anassessment of student affairs was developed to facilitate student
learning through student affairs. With these significant changes instudent affairs, assessment has emerged as a strategy for
implementing the learner-centered philosophy.

Fiscal restraint andthe pursuit of professionalism in student affairs underpins suchassessment.
These student affairs reforms have affected the management ofprograms and services. It enhanced the vice president’s top-down
management to lead the organization and systematic management aswell as the development of management tools, including assessment,in the student affairs reform process. The assessment of student
affairs caused the review of the student affairs organization,
programs, and services, in addition to requiring student affairs
professionals with an advanced educational background to develop
assessment skills.

Associate Professor, Institute for Academic Initiatives, Osaka
University346Current Issues on Curriculums of University
Focused on the Writing Programs
ITO Nagako

In Japan, the quality of university education has become
increasingly important. Both the significance of the curriculum andthe achievement of students are attracting public attention. The
present study explains the role of writing programs in higher
education curriculum focused on transitional education to college.
Many universities provide some type of writing education program,often as first year courses.

However, universities must haveindividual educational goals as institutions of higher education.
The major findings include the following; 1) readiness for college oruniversity level writing is the most consistent factor at the time
students finish high school; and 2) writing programs in upper
secondary school figure strongly.

Universities must have their own

educational goals as institutions of higher education.

Therefore,

writing programs must be an integral part of university education
curriculum. This strategy would ensure the high quality of thegraduates and of the systematic curriculum.

Associate Professor, Education Center, Kagoshima University347Competence-based Academic Degree Systems
Offering Exemptions from Courseworkin the UK, France, and the Netherlands
NATSUME Tatsuya*
KATO Kaori**

This study investigates special academic degree systems thatexempt students from admission requirements and academic
coursework in higher education.
Moreover, it compares thesystems in the UK, France, and the Netherlands to examine theprocesses and problems that these systems entail within higher
education and their methods for evaluating students’ competences.
Competence-based academic degree systems are based on thepolicy of accreditation of prior learning (APL), which assesses
students’ competences through “non-formal” and “informal” learning.
This study clarifies the actual situation and certain APL featuresin the three countries.
We identified the following APL-related points:
1. APL places greater importance on learning outcomes than on
the application to Institutes of Higher Education (IHE) and priorschooling as assessment factors for exemption from coursework.
2. APL uses portfolios assembled by candidates to document theirknowledge.
3. APL creates certain crucial problems for IHEs, such as thedetermination of equivalence between the experiential
knowledge and skills that people acquire in their daily lives andthe academic skills that IHEs offer in formal courses.
EU, OECD, and UNESCO have policies that promote APL in theirmember countries. Thus, it is inevitable that IHEs will respond tothese challenges by presenting their institutions’ special value.

*Professor, Center for the Studies of Higher Education, Nagoya
University**Associate Professor, Center for Faculty Development Niigata
University348

Support Program for Academic Career
Development in University Internationalization:
Results and Problems of “Teaching in English”
AZUMA Miho

This study examines problems with the support program foracademic career development in university internationalization. It
validates the specific process of the “Teaching in English” programfor preparing future faculty, from planning to implementation, andanalyzes a survey of participants to identify results and future tasks.
This program was conducted for graduate students and postdoctoral fellows specializing in humanities, studying Japanese
language, literature, and culture. In the first stage, they attended
lectures on teaching in English. In the second stage, they attempted
to teach in English, and received practical instructions about teachingin English.
English.

In the final stage, they taught international students in

Course contents, instruction, suggestions, and support were

provided at each phase to eliminate or reduce participants’ uneasy
feelings.
This program served as a starting point for planning graduate
students’ academic career in university internationalization and as
faculty development, but was not limited to teaching in English. The
program had several problems. The participants and provider
needed considerable time and effort for the tasks because thisprogram is characteristic of long-term and gradual training. We
should ensure the program’s continuity, and clarify its objectives andpriorities.

Assistant Professor, Center for the Studies of Higher Education,
Nagoya University349

Using Films in University Classroom:
Comparative Analysis on the Articles
in Japanese and English
KOBAYASHI Tadashi*
TERADA Yoshitaka**
NAKAI Toshiki***This study examines the characteristics of lesson practices usingfilms in a university. We collected Japanese and English articles on
lesson practices using films in a university. We analyzed the lesson
practices described in the articles from the viewpoints of (1) fields ofacademic study, (2) learning objectives, and (3) activities after
watching the film.

We compared the Japanese and English lesson

practices.
The comparative analysis yielded three findings.
・Film-based lesson practices abroad occur in more fields than inJapan.
・ Certain lesson practices abroad focus on the application ofknowledge that students have acquired, whereas many Japaneselesson practices emphasize on comprehension of knowledge andconcept.
・Lesson practices abroad employ cooperative learning activities
after watching films.
In conclusion, we identified characteristics of lesson practices usingfilms in a variety of academic fields, learning objectives, and activities
after watching the film.

*Research Fellow, Center for the Studies of Higher Education,
Nagoya University**Assistant Professor, Faculty of Economics, Nagoya University ofCommerce & Business***Associate Professor, Center for the Studies of Higher Education,
Nagoya University

350

Reform Projects for Undergraduate Educationin China: Policies and Enforcement
XU Guoxing

From the beginning of the 21st century, undergraduate
education in China has undergone various reforms in the form ofprojects by the central government. The contents of policies
and methods of policy implementation have undergone threestages of development, with these changes resulting from thecentral government’s adjustment of its goals and methods ofenforcement according to the continuously changing conditions ofhigher education.
In the third stage, the projects are effectively organized into
five categories: establishment of undergraduate education quality
standards, comprehensive undergraduate program reforms,
converting the model lessons into on-line courses, fostering ofstudents’ abilities, and promotion of the faculty’s teachingcapacity. Converting the model lessons into on-line courses isthe central task. Most such courses are for general education or
introduction to specific fields of study.
The project is
implemented in two manners: free application or consignation by
the central government to approved universities.
The
undertaking of the model lessons is managed through free
application.
Before 2010, applicants had been limited toprovincial governments. However, since 2011, the applicants
have become professors in leading universities. This change has
led to different outcomes.
Associate Professor, East China Normal University(Visiting Associate Professor, Center for the Studies of Higher
Education, Nagoya University)351Competences as Learning Outcomes andTheir Assessment: Potential and Challenges of
Rubric-based Assessment
MATSUSHITA KayoSince the 1990s, when the characteristics of late modern society
became evident, higher education institutions and organizations
began to establish generic competences as expected learning
outcomes (i.e., goals) and assess them. This study examines thepotential and challenges of assessing competences as learning
outcomes, focusing on rubric-based assessment.
We investigated the Essential Learning Outcomes (ELO) as goals
and the VALUE Rubrics as an assessment tool, both of which were
proposed by the Association of American Colleges and Universities(AAC&U), examining their implications for Japanese higher
education.

The ELO comprises important generic competences aswell as disciplinary knowledge, and the VALUE Rubrics aredesigned as metarubrics to assess those competences.

However,the ELO and the VALUE Rubrics cover only liberal education, notthe full range of Japanese undergraduate education.
Taking an example from a Problem-Based Learning (PBL)
practice in a faculty of dentistry, we illustrated how problem
solving competence is embodied in professional education as well as
in liberal education and is assessed through rubrics localized foreach discipline.

Professor, Center for the Promotion of Excellence in Higher
Education, Kyoto University(Visiting Professor, Center for the Studies of Higher Education,
Nagoya University)352

Leadership Skills for Enhancing Subordinate’s
Ability to Learn from Experience
MATSUO Makoto

There seems to be a consensus among researchers that individuals
learn through challenging work experience, but that this type ofwork experience alone does not guarantee successful learning. To
enhance individuals’ competencies through challenging experience,
they need the ability to learn from experience. Instructions fromothers including OJT and coaching play important roles in enhancing
individual ability to learn from experience.

However, few

researchers have investigated OJT and coaching from the viewpointof experiential learning. The purpose of this study was to examine
managers’leadershipskillsrelatedtothesubordinates’ ability to learn from experience.

enhancementof

Using open-ended

questionnaire survey data from middle-level managers (n = 51) at aJapanese manufacturer, I found that excellent managers, i.e. thosewith capabilities to develop their subordinates, have the following
leadership skills: they (1) help subordinates understand the meaningof tasks and goals, (2) accept proposals from subordinates, and (3)encourage subordinates to think and complete their tasks bythemselves. The results suggest that excellent managers develop
their subordinates by facilitating
understanding and knowledge.

thedevelopment

of

their

Professor, Graduate School of Economics and Business
Administration, Hokkaido University(Visiting Professor, Center for the Studies of Higher Education,
Nagoya University)353

Learning and Development Process of Student
Staff Members in Academic Advising Activities
HASHIBA Ron*
ONUKI Yukiko**This study investigates the learning and development process ofstudent staff members who help other students by performing
academic advising activities. The study conducted semi-structured
interviews with four student staff members, and analyzed theinterview data using the Modified Grounded Theory Approach.
The

major

findings

regardingthestudent

learning

anddevelopment process are as follows:
1) The experience as participants in academic advising activities
had a positive influence on several aspects of student staff
members’ campus life, including their learning style. Thisoutcome implies that the experience promotes self-directed
learning based on the characteristics of their universities’
curriculum. This finding is a remarkable outcome of student
participation in academic advising.
2) Student staff members enhanced their commitment to their
universities through deepening their understanding of theuniversities’ curriculum, organization, administration, andprofessional staffs, i.e., they recognized that their expected role
as a student represents membership in the university
community, and they began attempting to perform that role.

*Assistant Professor, Institute for the Development and Supportof Higher Education, Fukuoka University**Associate Professor, Institute for Academic Initiatives, Osaka
University354Vietnam’s Law on Higher Education(Japanese translation)
CHIKADA Masahiro(Translator)

The Law on Higher Education of the Socialistic Republic ofVietnam was approved by the 13th National Assembly on June 18,
2012, and went into effect on January 1, 2013. The law, which
consists of 12 chapters and 73 articles, is the first in Vietnam tocomprehensively cover higher education following the revision of the
Education Law in 2005.
The features of the Law on Higher Education are as follows.

First,

the Vietnamese government has adopted the “choice and focus”
policy on the basis of performance funding by classifying and ranking
the higher education institutions.

Second, government control onhigher education has been maintained and rather strengthened, withthe articles that the board of trustees in private institutions shall
include delegates from the Communist Party.

Further, the Ministryof Education and Training shall compile the standard textbooks ofpolitical and ideological subjects. The Minister of Education andTraining shall determine the standards and procedures ofaccreditation for higher education institutions.
Third, theVietnamese government has emphasized the importance ofinternationalization of higher education. New types of systems havebeen authorized, such as foreign-invested institutions, joint degree
programs with foreign institutions, and correspondent offices offoreign institutions in Vietnam.

Associate Professor, Center for the Studies of Higher Education,
Nagoya University355