令和2年度大学質保証フォーラム
NIAD-QE Education Quality Assurance Forum 2020

高等教育機関からみた質保証の国際連携に関する意義と課題
Significances and Challenges in Collaboration for Quality Assurance
from a University’s Perspective
Sep.23, 2020

杉村美紀 （上智大学）
Sugimura Miki
Vice President for Global Academic Affairs
Sophia University

東京規約の意義---質保証の国際連携
Significances of Tokyo Convention as International
Collaboration for Quality Assurance
国際高等教育を促進するプラットフォーム
Platform for International Higher Education

国際主義に基づく規範の形成：協力と連携
Creating Norms based on Internationalism：
Cooperation and Connectivity

新たな学術共同体の創出: 国際公益のための高等教育
Creation of Academic Community and Role of Higher
Education for International Public Interests2大学が直面する「包括的な国際化」のための課題
University's Challenges for “Comprehensive Internationalization”
対外的な変化と質保証の国際連携

大学のガバナンスと課題
Internal Governance and Issues

1-1. 大学経営
University Management
・・・・財政問題 finance issues
・・・・ガバナンス governance1-2. 教授学習過程の変化
Change of Teaching andLearning Style
・・・・バーチャル教育
virtual education
・・・・内部質保証
internal quality assurance
1-3. 研究力の重視
Importance of Research

Mobility Change and International
Collaboration for QA

2-1. 国際移動をめぐる変化
Change of International Mobility
・・・・留学生・研究者の移動
Students & Faculty’s Mobility
・・・・プログラムとプロバイダーの移動
Program ＆Provider's Mobility
・・・・国境を越える教育
Transnational / Cross-bordereducation

2-2. 質保証の国際連携
International Collaboration for QA
・・・・国際的な質保証の枠組みとネットワーク
Qualification Framework andNetwork
3「学びの多様性」実現のための方向性
To realize “Diversified and Qualitative Learning”
グローバル・コンピテンシーとバーチャル学修の可能性と学修成果評価指標の開発

ハイブリッド型教育の展開

Global Competency andVirtual Learning and Hybrid

Development of Evaluation ofEducation

Learning Outcome

学びの多様性と質保証
Diversity of Qualitative
Learning and QA

プログラム・教育機関の移動
Program and Provider Mobility

モビリティの促進につながる国際連
携・ネットワークへの参加・貢献
Int’l Collaboration andNetwork for Mobility

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「学びの多様性」実現のための質保証をめぐる課題
Challenges on Quality Assurance to realize“Diversified and Qualitative Learning”

１．質保証の国際連携と大学の内部質保証
Difference between Int’l Collaboration for QA and Internal QA

２．国際連携による基準と各国の基準の差異
Difference between International and National Standards

3. 国際連携に関する情報収集・把握の必要性
Necessity of information and Understanding of Int’l Collaboration for QA

4．国家学位資格枠組（NQF)の検討
National Qualification Framework

5．電子資格認証等の新たな動向への模索
Exploring Possibilities of Electronic Qualification Authentication5

多様な学びの実践例：上智大学のCOILの事例
Collaborative Online International Learning at Sophia（2020, spring）
Nursing Title：International Health Nursing

Partners：Marquette University
Contents：A synchronous lecture on"economic disparity and health disparity".
Comparative studies on COVID-19
situations in US and Brazil to assess how
social gaps and medical systems interplayin times of COVID-19.

Global Title：Basics of Southeast Asian Studiesof San Francisco
Studies Partners：UniversityContents：A synchronous lecture on
Buddhism and its history in South East Asia.

Title：International Cooperation Seminar

Global Partners：Vassar CollegeStudies Contents：Theme: refugee support in the twocountries.
1. Video presentation on educational programs andstudents initiatives at Vassar. Followed bydiscussion.
2. Presentation by Sophia students about actions
by the student group "Sophia Refugee SupportGroup".

Abroad Preparation Course
Center for Title：StudyPartners：Seattle University
GlobalContents：COIL implemented in multiple sessions:
Education 1. Video exchange about in-person and onlinestyles. Asynchronous discussions& Discovery communication
using an online system.
2. Online Q&A sessions among students.
3. Synchronous group discussions

Graduate Program of Global Studies
Title：Southeast Asian Religion & Culture
Partners：University of San Francisco
Contents：A discussion session based on
the lecture on the same topic as above.

Title：International Higher Education

Center for Partners：
Global ・Malaysia-Japan International Institute ofEducation Technology・Egypt-Japan University of Science and& DiscoveryTechnology
Contents：Synchronous sessions to compare
higher education systems and student lives withstudents in Malaysia as well as Egypt.

学修成果と評価の重要性と資格承認
Recognition of Credits and Qualification based on
Learning Outcome and Evaluation〇多様な学修プロセス：コンピテンシー教育
Diversified Learning Process：Competency Based Education(ex.）21st Century Skills/ Global Competency
Creativity/Critical Thinking/Communication〇学修成果
Learning Outcome〇学修成果評価
Evaluation of Learning
Outcome〇社会の人材育成に対する要請
Social Needs for Human Resource〇持続可能な発展のための教育
Education for Sustainable Development〇グローバル・シティズンシップ教育〇資格承認 Recognition

Global Citizenship Education
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参考文献 Reference（１）芦沢真五（2019）「東京規約と電子資格認証がもたらすインパクト：優秀な留学生・高度人材を獲得するための環境整備」『IDE:現代の高等教育』613：38-46頁．
大学評価・学位授与評価機構（2016）『学生移動（モビリティ）に伴い国内外の高等教育機関に必要とされる情報提供事業の在り方に関する調査報告書』．
堀田泰司（2017）「高等教育のグローバル化と学生の流動化：アジア共通単位互換制度の発展と学生の流動性への影響」『高等教育研究』20、31-49頁．
吉川裕美子（2019）「国際的な学生移動を支える学位・学修の質保証：ユネスコ地域承認規約『東京規約』の意義」『IDE:現代の高等教育』612：50-54頁．
米澤彰純（2020）「高等教育質保証の国際的連携：世界のダイナミズムの下で日本が経験したこと」『高等教育研究』23、141-162頁．
杉村美紀（2018）「学生移動を支える国境を越える高等教育とユネスコの対応」『国連研究』19、101-121頁．
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参考文献 Reference （２）Huang, Futao, 2018 “Quality assurance of higher education in East
Asia: changes, characteristics and challenges” In Hazelkorn,
Ellen,Coates, Hamish & McCormick Alexander C., 2018. Research
Handbook on Quality, Performance and Accountability in Higher
Education. Edward Elgar Publishing.pp382-393.
Knight, J.& McNamara, J., 2017, Transnational Education: Aclassification framework and data collection guidelines forinternational programme and provider mobility (IPPM). British
Council.
https://www.britishcouncil.org/sites/default/files/tne_classification_fr
amework-final.pdf.
UNESCO,2005, Guidelines for Quality Provision in Cross-borderHigher Education. Paris.
Vincent-Lancrin, S.D & S.Pfotenhauer, 2015, Ensuring Quality in
Cross-Border Higher Education: Implementing the UNESCO/OECDGuidelines, OECD Publishing, Paris.
9Sophia Bringing the World Together