Reconsidering Reform in Articulation
Between High School and CollegeARAI Katsuhiro*This paper examined reform content involving the problem ofarticulation between high school and college currently being
advanced in Japan. In this work, I used two methods. The first was aninternational comparison of school systems. The second was a trend
analysis of past entrance examination reforms. The first approachconfirmed that the essence of the articulation problem between highschool and college relates to general and specialized education. The
second approach suggested that diversification of college entrance
selection influences the level of university education, while diversified
use of common tests makes test implementation very complicated.
However, these problems have not been addressed in this reform. The
Ministry of Education, Culture, Sports, Science and Technology has
focused on reform of academic ability tests, but this reform does notcontribute to solving the articulation problem, nor is it consistent withthe educational request of the site.

Professor Emeritus, Tohoku University
Professor Emeritus, National Center for University Entrance
Examinations305

What Makes Administering the National
University Entrance Examination Multiple
Times Difficult?: Testing Culture in Japan andStated Reasons and Problems
ISHII Hidetoki*

Over 30 years have passed since multiple administration of thenational university entrance examination was first considered.
However, multiple administrations have still not been implemented.
This paper examined what makes administering the examination
multiple times difficult, especially considering testing culture in Japan,
stated reasons and problems, and characteristics of several recenttests. Results revealed three remaining problems: (1) Whether the test
should be used for selection or certification was unclear; (2) too muchsignificance was placed on test scores; and (3) educational
measurement and psychometrics have not become widespread inJapan.

Professor, Graduate School of Education and Human Development,
Nagoya University306

Exploring Functions and Roles of Admission
Offices in Japan: Toward Holistic Admissions
HAYASHI Atsuhiro*

According to the Central Education Council’s December 2014
report, with the goal of developing human resources who survive
globalized society, traditional knowledge-based education must bechanged to logical thinking education. Specifically, the report appeals
for the triple reform of senior high school education, university
education, and of the university entrance examination system thatbridges the two. In entrance examinations, the Council requested
measures of examinees’ thinking ability, judgment ability, expression
power,

subjectivity,diversity,

andcooperationusing

holisticevaluation, with knowledge and skills in subjects as a foundation. And
the university will decide whether to accept the candidate. Therefore,
in this paper, we reviewed the installation process of the AO entrance
examination in Japan, mentioned the selection method that works
effectively for holistic evaluation, which has been cultivated to thepresent, and introduced the present situation’s advantages anddisadvantages. In addition, we discussed the functions and roles ofadmission offices, which is expected to become the headquarters ineach university, or the research theme, activities, and skills there
based on my experience.

Professor, Department of Architecture, Design, Civil Engineering and Industrial Management Engineering, Nagoya Institute ofTechnology

307

“Three Missions” of Faculty Members of theAdmission Offices
NAGANO Takuya*To study the meaning and importance of admission offices innational colleges and universities and of faculty members who workthere, this paper considers missions of the admission offices and rolesof their faculty members. What sort of specialty, ability, andcompetency faculty members should possess and develop is also
discussed. Several governmental conferences, such as the Central
Council of Education, have indicated the necessity of “setting andreinforcement of admission offices.” However, in many colleges anduniversities, less is expected of admission offices. Moreover, many
faculty members there are employed with limited-term. These facts
make it difficult to develop and execute long-term plans.
In the current reformation of the entrance examination system,
colleges and universities are forced to establish examinations thatassess “three elements of scholastic abilities” multi-facetedly andcomprehensively. In new entrance examinations, admission offices
and their faculty members can take significant roles. This paper’s
findings are worthwhile to consider for the reformation, and future
problems should also be considered.

Associate Professor, Admissions Division, Department for Quality
Assuarance in Higher Education, Nagoya University

308

Versatility and Expertise for National
University Admission Division Staff:
Job Abilities’ Development through CorporateNational Universities and Reform Relations
with High Schools
MUTO Hideyuki*

For the Admission Division and its staff, this paper considers thefunction and job abilities required by reform of the connection
between high schools and universities since national universities havebeen conducting strategic management after becoming corporations.
Since before national universities’ incorporation, the Admission
Division has conducted applicant selection work faithfully andaccurately, for instance, the “implement function” according tovarious “regulations” by the Ministry of Education, Culture, Sports,
Science and Technology (MEXT) and other related organizations.
Meanwhile, entering the 21st century, the university staff’sprofessionalization became a subject of discussion during review of
the reform of connection between high schools and universities in aseries of the Central Council for Education. At the same time, theprofessional Admissions Office and Admission Officers have beenactivated.
In this circumstance, I explore specialization in applicant selection
work and methods of cooperation between faculty and staff byconcentrating on the work’s “planning function” and staff training by
the Admission Division.

Manager, Admission Division, Education and International Affairs
Department, Nagoya University309

Articulation between High Schools andUniversities in France and Their Impact
on University Education Reform
NATSUME Tatsuya*This paper clarifies the outline and some characteristics ofactivities for articulation between high schools and universities inFrance after 2000. Findings are as follows.
1.
Many students fail to complete undergraduate courses. The
law prohibits universities’ selecting entrants. Students have aright to enroll in universities without an entrance
examination if they have baccalaureates that certify
completion of high school (lycée or lycée professionnel ) as
fundamental qualification for higher education.
2.
In the early 2000s, universities strengthened their activities
for articulation between high schools and universities, mainly
by providing information. Activities included open campuses,
visits to universities, and teacher exchanges. Activities aim to
help students choose institutions of higher education andmajors adapted to their aptitudes and academic backgrounds(types of high schools and courses). Nonconformity is
considered one cause of failure in undergraduate courses.
3.
Through activities, universities find that newcomers havedifferent profiles and needs than traditional students and that
adapting and enhancing education according to their needs isnecessary.
4.
Existence of specialized offices and counselors for school
guidance, secondary teachers with special qualifications forcharging classes in universities and who understandsecondary students’ current conditions and universities’requirements.

Professor, Center for the Studies of Higher Education, Nagoya
University310

Use of Questioning in University Education:
Identifying Research Issues through Functional
Organization of Questioning
TERADA Yoshitaka*
NAKAI Toshiki**
NAKAJIMA Hidehiro***This paper examines 1) research on questioning in Japan, focusing
on elementary and junior high schools and 2) research on questioningin North American universities as preliminary work to examine
effective questioning methods in university education in Japan. The
results are as follows.
First, considerable research has been conducted on questioning inJapan in domains of educational technology and subject pedagogy
studies. Therefore, documentation of actual conditions corresponding
to historical trends and functions of questioning since the Meiji period
has been conducted. On the other hand, that these research issues andinterests are entirely concentrated in elementary school educationand that actual conditions associated with questioning in classrooms
have not been identified are future challenges.
Second, regarding university education, many initiatives to provide
new teachers effective questioning techniques have been observed,
especially in teacher learning centers in North American universities.
On the other hand, however, most techniques remain general
guidelines; with respect to teaching materials and preparing
questions based on materials, questioning techniques have hardly
been incorporated.

*Associate Professor, School of Health Sciences at Odawara,
International University of Health and Welfare**Professor, Office for Educational Planning and Research EducationalDevelopment, Ehime University***Associate Professor, Center for the Studies of Higher Education,
Nagoya University311

Impact of Educational Organization
on Elementary Schoolteacher Training:
Focusing on Instructing Plural Subjects
OGATA Naoyuki*
TAKAHATA Hiroshi**
OGATA Tomoko***This study critically examined elementary schoolteachers’ present
training systems in college and after employment, oriented toward
constructing “favorite subject of instruction,” especially focusing onelementary schoolteachers’ uniqueness in that they instruct pluralsubjects.
The National Elementary Schoolteacher Survey, conducted toserve this object, sheds light on the present situation in which
undergraduate students belong to a specific subject-related seminarand obtain a certificate for teaching secondary school in addition tothat for elementary school. This contributes to demonstration of“favorite subject of instruction” after employment, but does notcultivate competence in course instruction straddling plural subjects
or interrelating different subjects. Furthermore, post-employment
training systems are not structured to build such competencies.
Survey results offer a third method for training elementary
schoolteachers in circumstances of a request to facilitate linkage
between kindergarten and elementary school, elementary school andsecondary school, or for competence in deep subject instruction.

*Professor, Graduate School of Education, The University ofTokyo(Visiting Professor, Center for the Studies of Higher Education,
Nagoya University)**Professor, Center for Teacher Education and Development,
Okayama University***Associate Professor, Faculty of Education, Kagawa University

312Qualitative Transformation of University
Education and Student Engagement
YAMADA Tsuyoshi*This paper aims first to outline the trend of rapid qualitativetransformation in university education, for instance, design ofoutcome-based curriculum, promotion of active learning as a means tocultivate diverse abilities, and establishment of an internal quality
assurance system that measures and assesses multifaceted learning
outcomes (institutional research: IR) and leads to their improvement
in drastically changing times and social situations. The second aim is
to organize theories and empirical knowledge focusing on “studentengagement” as a necessary viewpoint and concept to encourage bothstudents’ learning and development so that they overcome transitionproblems from university to society. Furthermore, the paper aims togain a practical perspective on university education throughinvestigation based on national surveys (for university students andworking adults, respectively) conducted in Japan.
The investigation’s result shows: 1) It is important to focus on andenhance “student engagement (process),” which influences theirlearning outcomes; and 2) in addition to introduction of a quality
assurance system, tools, and implementation of active learning as an
educational method, faculty members’ engagement is also required toenhance student engagement.

Associate Professor, Center for the Promotion of Excellence inHigher Education, Kyoto University(Visiting Associate Professor, Center for the Studies of HigherEducation, Nagoya University)313

University Entrance Examination Based on
Comprehensive and Multi-Dimensional
Evaluation and Visualization of AcademicAchievement: The Case of 21st Century
Program in Kyushu University
KIMURA Takuya*
TAO Shuichiro**
HAYASHI Atsuhiro***
SOEJIMA Yuji****This paper introduces the university entrance examination systemof the 21st Century Program in Kyushu University, and thevisualization of academic achievement. The said program is thepioneer example of a university entrance examination based oncomprehensive and multi-dimensional evaluation. As a result, Kyushu
University succeeded in acquiring high-level students in accordancewith an admission policy that seeks “highly specialized generalists.”
However, the university entrance examination has been high-cost
system, because testing for 26 students required an admissioncommittee with over 30 faculty. Furthermore, using text mining on
the learning portfolio of the program’s students (for example, proposal
for admission, high school activity report, research plan, research
report, graduation thesis summary, and so on), we have tried tovisualize their academic achievement. As a result, we found a higher
level of motivation in students whose GPA gradually rose over fouryears, rather than the students whoes GPA began at the top. Also,
some students classified as “generalist type” lost sight of their
purpose in academic learning at university.

*Associate Professor, Faculty of Human-Environment Studies,Kyushu University(Visiting Associate Professor, Center for the Studies of Higher
Education, Nagoya University)**Assistant Professor, Faculty of Arts and Science, Kyushu University***Professor, Department of Architecture, Design, Civil Engineering andIndustrial Management Engineering, Nagoya Institute of Technology****Professor, Faculty of Arts and Science, Kyushu University314

Proposal of Information Elements by Research
Type in Engineering Papers: Focusing on
Interdisciplinary Communication
NISHIYAMA Kiyohisa*
FURUYA Reiko**Gang ZENG***
Emanuel LELEITO****This paper proposes new interdisciplinary research communicationon the basis of research categorization in engineering fields. In recentyears, our society’s problems have tended to greater complication,and solutions are not completed within only a single field. Too,interdisciplinary educational programs are more stressed and more
widelyimplementedfor

promotinginnovation.

However,

communi-cation across multiple fields is difficult, particularly foradvanced research content. So far, the author has collected many
research summaries through academic English writing training forengineering students. These studies differ completely when observed
from a disciplinary viewpoint, but the concept of functional analysis
provides an interdisciplinary recognition that can be classified into
five patterns. In this research, we analyzed research summaries
collected from students with respect to the five patterns. Then, a
research communication format was presented as a solution forproblems observed in the analysis. We expect this format may beutilized for academic writing training, interdisciplinary workshops,
cross-cultural events, and other activities.

*Associate Professor, International Academic Exchange Office,Graduate School of Engineering, Nagoya University**Associate Professor, International Academic Exchange Office,Graduate School of Engineering, Nagoya University***Associate Professor, International Academic Exchange Office,Graduate School of Engineering, Nagoya University****Associate Professor, International Academic Exchange Office,Graduate School of Engineering, Nagoya University315

Do We Achieve Teaching and Learning
Effectiveness in a Flipped Classroom
without Video Lectures?: Evaluationof a “Poor Man’s Flipped Classroom”
YAMAZATO Takaya*

This report evaluates active learning techniques employed by theauthor in a so-called “poor man’s flipped classroom.”
Different from a flipped classroom that provides video lectures,students self-learned outside of school hours using a textbook andreferences in the poor man’s flipped classroom. A challenge isachieving equivalent teaching and learning effectiveness with thisactive learning pedagogical method.
This report estimates lectures given by the author in 2015 and 2016.
As a result, the flipped classroom shows positive impact on students’learning effects, especially for students who work hard on advance
preparation.
Self-learning outside school hours is often viewed as the criticalelement in the flipped classroom. However, enhancing self-learning
performance is difficult without the aid of information systems.

Professor, Institute of Liberal Arts and Sciences, Nagoya
University316

How Has IPE Been Incorporated
into the National Curriculum?:
A Case Study of Japanese Psychologists
MARUYAMA Kazuaki*

In recent years, Inter Professional Education (IPE) prevails among
various professional educators in Japan, especially in healthcare.
When many professionals’ tasks overlap, conflict between occupations
cannot be avoided. To overcome such conflict and to conduct
high-quality practice, designing institutions to motivate collaborationand to build good relationships in daily practice are essential. In thiscircumstance, IPE has been incorporated into some professions’public curriculum. However, little study on institutionalizing IPE has
been conducted.
This paper analyzes IPE’s institutionalization through a case studyof Japanese psychologists. In Japan, the Ministries of Education andHealth formed a committee to build a national curriculum forpsychologists from September 2016 to May 2017. Using text analysisof the committee’s minutes, this paper examines the following twopoints: First, it clarifies the main actor who claimed that IPE should
be added to the national curriculum. Second, it considers committee
members’ multifarious interests in IPE for psychologists.

Associate Professor, Center for the Studies of Higher Education,Nagoya University317