English Abstracts

Self-Evaluation of Liberal Arts and Sciencesby NAID-The case of Institute of Liberal Arts and Sciences,Nagoya University

SHINODA Kimiho

The Institute of Liberal Arts and Sciences, Nagoya University has
undergone “self-evaluation” process by the National Institution for
Academic Degree (NIAD). This paper aims to analyze the process ofthe evaluation and the lessons to be learned from it in order toimprove the quality of education in liberal arts and sciences of in theUniversity.
1.

In Nagoya University, education of liberal arts and sciences had
been managed by “committee-centered system” with participationby professors of each school or graduate school. The system had
worked very well but experienced some problems and limitations.
It was replaced by “headquarter system” in 2001 in order toimprove the quality of education of liberal arts and sciences in
Nagoya University.

2.

3.

The needs of security and protection of intellectual property
rights make it difficult at present to provide open access online tothe full syllabuses of liberal arts and sciences.
It is important to undertake a survey by questionnaire both within and outside of the campus and to analyze the teaching materials
in order to assess the achievement of liberal arts education in theUniversity.

Chairperson of Academic Affairs Committee, Institute of Liberal Artsand Sciences, Nagoya University
Professor, Graduate School of Environmental Studies, Nagoya
University201

ERA of School of Law & Graduate
School of Law by NAID
−The Experiences in Making Self-Evaluation Report

KOBAYASHI Ryo

The School of Law & Graduate School of Law of Nagoya
University was one of the Institutions that received University
Evaluation of Research Activities (ERA) starting in 2001 by theNational Institution for Academic Degrees (NAID)．
This Article describes the process of making a self evaluation
report which was submitted to NAID. It also records the Author’sexperiences in this work.
In constructing the report, it is important to emphasize theresearch activities demonstrating originality and to collect data as evidence for the levels and social effects of research activities.
Professor, Graduate School of Law, Nagoya University

202

University Evaluation in
the School of Engineering−The Experience of Evaluation by NIADSAWAKI Nobuhiko

The School of Engineering and the Graduate School ofEngineering, Nagoya University has experienced an official evaluationof their educational activity, organized by the National Institution forAcademic Degrees (NIAD). The purpose of university evaluation byNIAD is to promote the autonomous effort of each university toenhance its individuality and quality. The education as well as theresearch activities of the engineering school is totally dependent on its
intimate relationship to society. Consequently, the school/faculty hasreqularly been subjected to various evaluations by society. Membersof the school/faculty continue in their efforts to improve the researchand educational activities. The self-evaluation activity as part of theevaluation process for NIAD was one of the continuing activities ofthis evolutionary development. This report provides a review of thevaluation processes and a discuses the ideal function of evaluation.
Professor, Graduate School of Engineering, Nagoya University203

Accreditation of a Program of Engineering
Education by JABEEIRITANI Eiji

The course of chemical engineering in Nagoya University provides a program of engineering education. This program was firstaccredited in 2001 by JABEE (Japan Accreditation Board forEngineering Education). The outcome has been regarded as mostimportant for the program. The mission of the program is to educate
students who will be actively engaged internationally with the responsibility as chemical engineers who meet industry’s needs. In order toattain our educational objectives for the undergraduate program, wehave examined the design of the program’s curriculum, preparationof its detailed syllabuses, faculty development, evaluation of the contributions of faculty members to education, assessment of its outcomes,
the plans for improvement of the program, etc. Review of self-study
report and an on-campus visit are key parts of the accreditation process. Through the process of accreditation, guidance has been provided for improvement of the existing program in engineering education.
The importance of not only the research but also the education havebeen fully recognized by all members.
Professor, Graduate School of Engineering, Nagoya University204

The Management Information Systemat Nagoya University
NAKAI Toshiki*TORII Tomoko**
SAKAI Masahiko***
IKEDA Terumasa****This paper examines management information systems in higher education institutions in Japan through analysis of the case ofNagoya University. The Office of Evaluation Data Analysis was established at Nagoya University in 2001 and developed website for management information system in 2002. The management informationsystem was characterized by performance indicators and benchmarking indicators. The findings from the analysis are summarized as follows.
１． The process of developing a management information systemclarifies the channels of data collection for monitoring the activitiesof the university. However, it also indicates the difficulty in collecting the necessary data efficiently from the current diverse databasesystems.
２． Effectiveness and greater possibilities of application of the management information system are recognized in the strategic planning process and in the decision making processes of amalgamationof the national universities.
３． Cooperation of all the relevant people is essential to maintain themanagement information system; and further internal and external
support are needed to improve the system.
* Associate Professor, Center for the Studies of Higher Education,Nagoya University (The Office of Evaluation Data Analysis)** Research Associate, Center for the Studies of Higher Education,
Nagoya University (The Office of Evaluation Data Analysis)*** Professor, Graduate School of Engineering, Nagoya University(The Office of Evaluation Data Analysis)**** Professor, Center for the Studies of Higher Education, Nagoya
University (The Office of Evaluation Data Analysis)

205

The Development of a Web-based Course
Management Tool for Faculty Development
NAKAJIMA Hidehiro *NAKAI Toshiki **CHIKADA Masahiro ***TORII Tomoko ****
IKEDA Terumasa *****The “Going Syllabus” is a web-based course management tool
developed at CSHE, Nagoya University in March, 2001. The purposeof this paper is to outline the project behind the “Going Syllabus” system, and to examine how it can affect planning and management byteachers. The findings are as follows.
First, the “Going Syllabus” promotes the idea of course management based on course planning. It is effective for out-of-class learning
management using an online platform.
Second, the “Going Syllabus” provides opportunities for selftraining and an on-demand faculty-development tool. The platform,with simple operation and “Courseware”, which contains faculty
development materials, will enable teachers to undertake self-training.
* Research Associate, Center for the Studies of Higher Education,
Nagoya University** Associate Professor, Center for the Studies of Higher Education,
Nagoya University*** Associate Professor, Center for the Studies of Higher Education,
Nagoya University**** Research Associate, Center for the Studies of Higher Education,
Nagoya University*****Professor, Center for the Studies of Higher Education, Nagoya
University

206

Quality Assessment in English Universities
K. J. MORGAN

The procedures used for assessment of quality in teaching andinstitutional management in English universities are described. Overthe past 15 years a rapid learning process has occurred, shared by
the universities and the Quality Assurance Agency. The Agency
has identified a non-intuitive framework necessary for adequate quality assurance; the universities have accepted this framework andrecognised the institutional advantages it provides. The results confirm a generally high level for the quality of teaching and academic
standards and rapidly improving standards of institutional management.
This is now to lead in 2003 to replacement of the previous agency-centred external review process by an internal university-basedprocedure. The new procedure identifies university responsibility foracademic standards and effective institutional management. External
scrutiny will in future focus on the adequacy of procedures and practice within universities to sustain delivery of high standards.
An analysis of the impact of quality assessment on the universities suggests that the original initiative by the universities to introduce quality assurance and their subsequent positive response to its
development have been influential in reasserting the role of universities in determining academic standards.
Ex-vice-chancellor, University of Newcastle (Australia)
Visiting Professor, Center for the Studies of Higher Education, Nagoya
University207

The Administration of Tokyo Institute ofTechnology in the Education Reform period
after World War II in Japan−Focusing on Self-governance based on “Kei” units
TORII Tomoko
The purpose of this study is to examine the reform process atTokyo Institute of Technology (TIT) immediately after World War II.
The influence of “sectionalism” on the basis of subdivided research
units had badly affected TIT. President Wada, by demonstratingstrong leadership, made efforts to democratize the university administration. To correct the “sectionalism”, the faculty organization wasreorganized and based on broader disciplines by introducing a systemof “Kei” units. TIT also established “temporary faculty units”(Kasetsu-Koza) to increase the number of faculty staff, to the limits
permitted by revenue available for the cost of instructors and physical environment under the fiscal policies of the Ministry of Educationand the Ministry of Finance.
The characteristics of the decision-making process after setting
up “Kei” units are analyzed. The result indicated that the administration of TIT made efforts to attain self-governance with the following
characteristics.
(1) A flexible and rational network connecting the steering committee, the special committees and “Kei” units helped TIT achieve
intramural self-management.
(2) Under the special committees, many small working groups acted
autonomously as a subsystem of university reform.
(3) TIT left organizational matters to be managed flexibly under thepresident’s discretionary authority according to the needs of thechanging national policies for the higher education system afterWorld War II in Japan.
Research Associate, Center for the Studies of Higher Education,Nagoya University

208

Faculty Development and Course Evaluationin Chubu University−A Challenge of a Local Private UniversityMIURA Makoto

Chubu University has conducted course evaluation since 1995,
and has provided activities to support faculty development efforts torenew and update the professional skills of faculty members since
2000. While we have recognized these are rough tools, we have
hoped the faculty would find them useful as well as giving an impetus
to improve their teaching and educational processes. There used tobe, however, some hesitation in accepting or even rejection of course
evaluation; and some misunderstanding the faculty development
among the professors. To improve the state of the art, a working
group to construct a viable program of course evaluation has had discussion meetings and published papers on the utilization of the course
evaluation results. A faculty development team has been working topersuade the professors to redefine teaching, identify innovative andscholarly teaching through symposia, forums and so on. We havefound it more important for the establishment of course evaluation
and acceptance of faculty development to urge the faculty to discussand reconsider the mission of the professoriate rather than to establish a new system for course evaluation or offer advice on ways toimprove the teaching process.
Associate Professor, Research Center for University Education, Chubu
University

209

Features of Higher Educational Practices in
Fudan University, China, &Seoul National University, Korea
MORI Masao

A report on interviews conducted during August, 2002 at Fudan& Seoul universities concerning their respective educational practices.
This report addresses the following:
Fudan University undergraduate education is based on fourprinciples: a rich variety of extra-curricular activities undertaken outside the classroom; a flexible curriculum throughout the four years ofundergraduate education; an active awareness of the possible connections between higher education and G.P.A.; and cutting-edge research
about higher education in the world geared to solving real problems.
Seoul National University aims to provide clear guidelines as toits mission including education, research and social service. And thereport refers to various means for achieving that mission. These
cover many aspects of the university such as remedial education,
English language skills, computerization of student evaluations of theuniversity incremental salary structure for faculty, sabbatical leaveand faculty development. And student services, for example, student
government, extra-curricular activities, dormitories, provision of artistic & cultural events or programs.
Also discussed are a number of problems facing higher education in China and Korea. In China these include the increase in higher education admissions rate albeit at a low level of its rate as well as
the national investment in it from an international perspective; inKorea there are various perceived imbalances in the system, such as
between university and university, between faculty and faculty, andinequalities between basic and applied sciences, and status orientation
affected by the admission system before modernization..
President, Aichi Prefectural University

210