English Abstracts

Accounting School and its RoleNOGUCHI Akihiro

As the number of Certified Public Accountants in Japan is muchless compared with the U.S. or the U.K., it is necessary for Japan toconsider increasing that number, while at the same time maintaining
the quality of CPAs. It is also necessary to comply with the International Accounting Education Standards, and increase the unit hours
and subjects to be taught in Universities. There is a need for accounting schools in Japan.
The need for accounting education is not limited for future CPAs. Inorder to supply financial information with good quality, it is necessaryfor each accountant in business or other institutions to know themeaning and the effect of financial reporting. It is also important forthe users of the financial information to make good decisions.
Associate Professor, School of Economics, Nagoya University

225

Re-structuring the Professional Education
System of the Nagoya University
School of Medicine
SHIMADA Yasuhiro *UEMURA Kazumasa **MATSUO Seiichi ***TAKEZAWA Jun ****The goal of medical education in the Nagoya University School ofMedicine is to foster medical researchers and medical professionals
who respect medical ethics and who are proud of contributing tohuman welfare. However, medical education itself has been regarded
by staff as inferior to research and clinical work, and incentives toteach medical education are low. In the School of Medicine and theUniversity Hospital, we have discussed this problem for a long timeand concluded that in order to fulfill the goal of medical education, wehave to construct a headquarter for clinical education. The headquarter has started it’s work by developing a curriculum for clinical education common to medical professionals not only in the School ofMedicine and the University Hospital but also in the School of HealthSciences.
* Professor, Department of Anesthesiology, Nagoya University** Assistant Professor, Department of Medicine, Nagoya University*** Professor, Department of Medicine, Nagoya University**** Professor, Department of Emergency and Critical Care Medicine,
Nagoya University

226

Development of Applied Professional Skills :A Case Study in Biotechnology Fields
TAKEDA Yutaka

Recently, Japanese industries and the government have requested
the supply of professionals with applied skills to the universities. In
professional schools with natural sciences like Management ofTechnology (MOT), both requests have a difference. Big companiesrequest the supply of professional leaders as technical staff, whereas
government requests the supply of founders of start-up companies. If
we start a professional school or similar course, we have to think
about what kind of human resources can match the present situation
and what kind of skills can be supplied for capacity building. I am
thinking that most of MOT in Japan teach general concepts only andlack the program to solve problems in the specific business fields.
In this paper, our trials in biotechnology fields are documented. We
developed the curriculum and teaching materials for a professionalcourse in a graduate school and an executive course. Also, the relationship mechanism between these capacity development courses andtechnology transfer from universities to private companies has beendeveloping now. The core organization is a non profit organization(BioFACE), which is working as a focal point among government, localgovernment, universities, research institutes and private companies.
Associate Professor, International Cooperation Center for AgriculturalEducation, Nagoya University

227

Professional Education in U.S. :featuring corporate renewal education
at law schools and business schools
ISHIZAKA Hironori

Law schools and Business schools play an essential role in professional education in U.S. These schools have established their businessmodels for their development. They always pay attention to real business practice and hire faculty members who have a lot of experiencein business practice. They teach students not only core knowledge
but also how to manage real businesses. Students are trained by dealing with case studies, as well as interacting with business people inclass and talking with them about their experiences. Students arerequired to contribute in class, so other students and teachers canlearn from them. By being evaluated by students, schools always
investigate what business world demand of them. Therefore, U.S. professional schools have won a high reputation in the business world
and among students. Education at industry groups is also important.
Inside and outside of schools, faculty members and other professionals
systemize practical knowledge, deepen as an academic and feedback
it to business and legal communities. This is an excellent interactive
positive grouth cycle, and this supports the strangth of U.S. professionals.
Visiting Fellow, Center on Japanese Economy and Business,
Columbia Business School

228

The Relationships between the State and theUniversities in England:
The Context of Corporate Plan
YOKOYAMA Keiko*
NAKAI Toshiki**

The study examines the relationship between the state and the universities in the context of corporate plan since the end of the 1990s.
The corporate plan is based upon institutional strategies which is, by
the funding council, expected to improve financial accountability andefficiency in institutional management. The study re-contextualises
Guy Neave ’ s concepts on ‘ private and public definitions’ (1988).
Private definition refers to the purposes and functions of the universities which the universities determine by themselves, while public definition refers to those which external stakeholders determine. The
study argues that the state-university relationships established in themid-1980s – in which public definition rather than private definition isemphasised – continues in the context of corporate plan between thelate 1990s and 2003. In the relationships between the state and theuniversities, the three elements are observed: the continuity of private
definition within the framework of public definition; the compatibility
between financial accountability and university autonomy; and the collaboration between the state and the universities. The study, as themethod for data collection, applies documentation from the Higher
Education Funding Council for England and the universities, andsemi-structured interviews with thoes stakeholders.

* Research Student, The School of Lifelong Learning andInternational Development, Institute of Education, Universityof London (former affiliation)** Associate Professor, Center for the Studies of Higher Education, Nagoya University229

Economies of Scale and Scope in Japanese
National Universities
NAKAJIMA Hidehiro *Keith J. MORGAN **TORII Tomoko ***KOMINATO Takuo ****
IKEDA Terumasa *****
This study estimates empirically a multiple-product total costfunction that includes three outputs - undergraduate teaching,
graduate teaching and research activities. It identifies the output
relationship for 76 national universities in Japan for the fiscal
year 2000 to 2001. The analysis identifies effective average costs
for undergraduate and graduate teaching and for the support
costs for research. The statistical results suggests that both
economies of scale and scope exist in Japanese national universities. In particular, a large cost advantage is indicated forresearch in the national universities with the implication thatthey offer greater efficiency than some specialized research
institutions. In teaching, despite the existence of economies ofscale for all sizes of output, the national universities could
achieve higher cost efficiencies through mergers.
* Research Associate, Center for the Studies of Higher
Education, Nagoya University** Emeritus Professor, University of Lancaster (UK), Newcastle(Australia)*** Assistant Professor, Center for the Studies of Higher
Education, Nagoya University**** Research Associate, Center for the Studies of HigherEducation, Nagoya University***** Professor, Center for the Studies of Higher Education,Nagoya University
230

Higher Education and Teacher Preparationin Japan and Hong KongDavid L. Grossman

This paper compares the development and placement of teacher
education within the tertiary sectors of Japan and Hong Kong.
Historically both places initiated formal teacher education separate
from university training as part of binary systems, and later moved
teacher training to the university sector. Here Hong Kong lags behindJapan, having only recently moved towards creating an all-graduate,
all-trained teaching force. Both places retain mono-technical teacher
training institutions along side teacher training within comprehensive
universities. Both societies are involved in major educational and curriculum reforms in order to respond to both the economic challenges
of globalization, and social ills attributed in part to the failure of theireducational systems. These reforms are closely linked to the quality(knowledge, skills and attitudes) of teachers. In this regard both Japanand Hong Kong have instituted teacher education reforms. At thesame time, demographic realities have significantly lowered thedemand for teachers. This has led both governments to try to reduce
the size of publicly supported teacher education programs, primarily
through pressure for consolidation of existing programs. Research on
mergers indicates that these processes are more costly than usually
expected, and may not result in the economy and efficiency that often
drives the process to begin with. This paper concludes that it isimportant to initiate merger processes with care, and not to sacrificeother important goals (such as innovative approaches to the production of high quality teachers) in the course of consolidation.
Dean (Professor), School of Foundations in Education, The Hong Kong
Institute of Education

231

Senroku Uehara’s View on Undergraduate
Education after World War II :Development of a View on General Education
based on a reflection on Vocational Education
TORII Tomoko

The purpose of this study is to investigate the characteristics ofSenroku Uehara’s view on undergraduate education in post-WorldWar II Japan, through an examination of his view on higher learningin prewar days, and his view on general education based on his reflection on vocational education after World War II. Professor Uehara(1899-1975), formerly President of Tokyo University of Commerce (thepresent Hitotsubashi University), argued that general education, specialized education and professional education were inseparable andshould be organized into an integrated structure. In this paper theauthor offers three conclusions.
1.
Uehara argued that students at Tokyo University of Commercemust promote their independence and gain the normative consciousness for higher learning. It became the foundation of his view on university education after the war.
2.
He insisted that improving the ability of professional workers tothink and act in a critical manner was a crucial issue immediatelyafter World War II in Japan, as opposed to the vocational education ofprewar days.
3.
Basing his conclusions on the idea of higher education containedin the Report of the United States Education Mission to Japan (1946),
Uehara emphasized the importance of general education to nurture abroad outlook among students, including those who were undertaking
a specialized or professional education.
Assistant Professor, Center for the Studies of Higher Education,
Nagoya University

232Quality Assurance of Higher Education in IranA Case Study of Allame Tabatabai University
SAKURAI Keiko *SARKAR ARANI Mohammad Reza **As a result of technological developments and the influence of globalization, the concern for the quality of higher education has been
growing recently in Iran. Under the circumstances, some government
universities have launched a self-evaluation to improve the quality ofeducation.
This study sets out to clarify how courses have been evaluated andhow the results have been used in Allame Tabatabai University inIran. Allame Tabatabai University has introduced course evaluation
as a part of self-evaluation in order to improve the quality of teaching.
This case study found that the introduction of course evaluation
was welcomed by students and increased the students’ trust in thefaculty. It also had positive effects on professors, since professors
could use the results of course evaluations for the purpose of making
their classes more effective and attractive. In addition to that, theresult of course evaluation was utilized to design the curriculum forfaculty development.
However, how to effectively use course evaluation for improving
the quality of teaching remains a challenge in Allame Tabatabai
University.
* Professor, Gakushuin Women’s College** Associate professor, Allame Tabatabai University, Tehran, Iran233

Mission Possible ?
: A Self-Study on the Mission Driven Research
IKEDA Terumasa

The mission of CSHE (Center for the Studies of Higher Education)of Nagoya University is to make contributions corresponding to several agenda in higher education institutions through the mission driven
research for both of Nagoya University and the others. When I am
leaving CSHE for the other university, I like to make a self-study
report on how to achieve the goals prescribed under the mission ofCSHE during the period of 5-years in charge of the full professorship.
In conclusion, I found myself in having developed the deliverable in
the field of the mission driven research of which CSHE could takeadvantage.
Professor, Center for the Studies of Higher Education, NagoyaUniversity234