English Abstracts

The Reality of Higher Education during
the Coronavirus Pandemic: Student andFaculty Feelings and Expectations

OKI Hirotaka*

This paper clarifies students’ and faculty members’ emotions andexpectations, as well as their level of satisfaction with and issues,
related to web-based classes, based on student and faculty surveys,
including student course evaluation at Ritsumeikan University. The
results show that students’ satisfaction with web-based classes washigh in 2020 when web-based classes suddenly began and that it
surpassed that of pre-coronavirus face-to-face classes by the springsemester of the 2021 academic year. In addition, in the springsemester of 2021, it became clear that rather than choosing between
face-to-face classes and web-based classes, improving the quality ofall styles of classes, such as promoting motivation to learn andproviding feedback, would lead to a sense of fulfillment in terms ofachievement, active engagement, and overall satisfaction.
In this sense, it will be important in the future to use the digitaltransformation that has been cultivated over the past two years in
face-to-face classes to promote learning outside of class by assigning
an appropriate amount of homework while keeping interaction andfeedback in mind, and to increase the students’ motivation.

*Professor, Institute for Teaching and Learning, RitsumeikanUniversity329

A Study of Student Support at Universities
in the Age of Digital Transformation:
Focusing on Osaka University’s Welcome
ChannelOYAMA Makiko*
NISHIKAWA Akihiro**
ASAHI Sena***

The spread of COVID-19 completely transformed the way
universities support students. The pandemic forced the introductionof online support, and consequently, digital transformation (DX) waspromoted. Considering this change, the nature of student support in
the post-COVID era is already being discussed. This paper aims toprovide an overview of the scope and discuss the nature of student
support in the post-COVID era of DX through an introduction to
Osaka University’s Welcome Channel, a student support project
launched in 2020, the year the disease was declared a pandemic. An
examination of students’ worries about the pandemic, their responses
to the Welcome Channel, and previously conducted questionnaire
surveys on online classes and first-year education indicated that it
would be effective to promote DX by first replacing the existinginitiatives with online ones and then expanding these initiatives. Inaddition, in anticipation of the new skills students must acquire in theage of DX, it is suggested that new learning support be provided todevelop metacognitive abilities and self-regulated learning skills thatwill enable students to select and use the information they need.

*Assistant Professor, Center for Education in Liberal Arts andSciences, Osaka University**Graduate student, Graduate School of Letters, Osaka University***Undergraduate student, School of Foreign Studies, OsakaUniversity330

Risks and Countermeasures
along with Diversification of Learning:
Based on the Discussion at the Symposium
ABE Yukiko*
MARUYAMA Kazuaki**This paper focuses on the future directions of teaching and learningand student learning in higher education based on the symposium
discussion, focusing on effectively using DX (Digital Transformation)in teaching and learning and student life.
There were some common points from lectures/reports by threeresearchers in the symposium. The most interesting thing was how
to bring out students’ activeness and independence with DX for
facilitating student learning. Because students are required a selfregulation ability by student learning styles will be diversifying.
Therefore, teachers and staff will require development programs andservices on detailed designs.
In general, this symposium provided a useful opportunity to discuss
the efforts of universities in the wake of the Corona disaster, including
necessary measures from both the positive effect of opening up
various learning opportunities and the risk of increasing learning
options. A major challenge for universities in the future will be to find
an appropriate combination and use of face-to-face and online
environments while taking advantage of the lessons learned from theCorona disaster.

*Associate Professor, Center for the Studies of Higher Education,
Nagoya University**Associate Professor, Center for the Studies of Higher Education,
Nagoya University

331Impact of Foreign Degrees
on Japanese University Faculty Career
KATO Maki*

The purpose of this paper is to empirically clarify the attributes
and career of Japanese university faculty members with foreign
degrees and the impact of foreign degrees on job ranks and wages.
The main data source is the School Teacher Survey at four points
from 2007 to 2016. The results of the analysis show that the number ofJapanese faculty members with foreign degrees increased slightly
during the survey period to 2.76% in academic year 2016, whichreflects less progress of internationalization than predicted byprevious studies. Although the composition of the inverted pyramid
for ranks is common, the ratio of high-ranking to other positions
differs depending on the nationality or country in which the degree isobtained. The results also show that the Japanese university faculty
members with foreign degrees are found most often in professors,
women, universities in metropolitan cities, private universities, andthe humanities and social science fields. When compared withJapanese faculty having Japanese degrees, Japanese faculty withforeign degrees gain higher ranks and wages even after controllingages and others factors pointed out by previous studies.

*Professor, Center for the Studies of Higher Education, Nagoya
University332

Academic Posts for Doctoral Graduates:
Focusing on Inbreeding
and Part-time Lecturer Jobs
KATO Maki*

This paper aims to quantitatively understand the situation in which
doctoral graduates find employment as Japanese university academic
staff members immediately after graduation. The main data is the2007 through 2016 School Teachers Surveys; these surveys identify
the probability of being hired as a new-graduate academic staff
member as 15.57%, which is analyzed controlling the student type
and the desire to work as a faculty member. The own-school graduate
rate for assistant professors or assistants, approximately 90% of newgraduate, is 57.18%, which is higher than that of professors (21.28%),
indicating the severe inbreeding of younger positions. However, thistendency is not seen in research universities with high inbreeding
rate in all positions. These trends are largely influenced by the healthsector, which accounts for more than 60% of younger positions;
therefore, the actual conditions in other fields are slightly different.
The probability of working as part-time lecturers, which is regarded
as educational experience for doctoral graduates, is as low as 6.85%,
although it varies depending on the academic field.

*Professor, Center for the Studies of Higher Education, Nagoya
University333

Music Education Programs in the German
Higher Education System: Universität,
Musikhochschule, Fachhochschule
TAKAGI Miho*
FUJII Toshiki**
TOOKA Tatsuya***
In Germany, there are three types of higher education institutions:

Universität (university), Kunsthochschule (art college), andFachhochschule (university of applied sciences). Among theKunsthochschule, those that focus on the field of music are generallyclassified as Musikhochschule (music college). Previous research on
German higher music education has overlooked the differences in themusic education programs offered by each type of institution and thus
has provided only a fragmented understanding of German higher
music education. The purpose of this paper is to clarify what kind ofmusic education programs are provided in three types of institutions,focusing on Universität, Muikhochschule, Fachhochschule.
We clarified the following three points. First, Musikhochschule andUniversität play a major role in providing music education programs,
while the role of Fachhochschule is relatively small. Second, different
types of higher education institutions offer different music education.
Specifically, Musikhochschule is almost exclusively responsible formusic production fields, such as instrumental music and orchestralmusic majors, while Universität is mainly responsible for academic
fields,such as musicology and music history majors.

Last,Musikhochschule and Universität cooperate with each other in thefields of musicology and teacher training.

*Doctoral Student, Graduate School of Education and HumanDevelopment, Nagoya University**Researcher, Center for the Studies of Higher Education, Nagoya
University***Doctoral Student, Graduate School of Education and HumanDevelopment, Nagoya University334

Recent Trends and Issues in Undergraduate
Education Programs from the Perspectiveof Curriculum Management Theory
SUGITANI Yumiko*

Since the mid-2000s, higher education policies have requiredorganizational systematization of undergraduate education programs,and curriculum management has become necessary. This paper
examines the status and issues of the relationship between
curriculum design and management.
The results of national surveys of universities and faculties in 2003,2017, and 2018 revealed the following. First, in recent years, thecurriculum of specialized education has become more sophisticatedand systematized, and a university-wide management system ofliberal education has been increasing. Second, consistency between
the diploma policy and the curriculum policy is considered very
important, but the opinions and ideas of the faculty members are notfully reflected in such policies. Third, there are differences in the wayof thinking between universities and faculties regarding policy
formulation and curriculum organization. Fourth, curriculum design
and management correspond to each other, and the quality ofmanagement is linked to the curriculum design.
According to the curriculum management theory, the linkage incurriculum design requires collaboration in management. However,while the curriculum seems to be systematized in appearance, there
is concern about whether it is designed based on consensus andcollaboration among faculty members.

*Professor, College of Education, Psychology and Human Studies,
Aoyama Gakuin University(Visiting Professor, Center for the Studies of Higher Education,Nagoya University)

335

The Possibility of HyFlex:
Innovation and Inclusion in Course Design,Teaching, and Learning
SUGIMORI Kimikazu*

A year of emergency remote instruction prompted a trial-and-error
process of hybrid classes that utilize the advantages of both online
and face-to-face classes. Furthermore, in the search for theresumption of face-to-face classes, “HyFlex,” which allows students tochoose a more flexible learning with hybridized format, wasintroduced. However, the realization of such a system “often requires
real-time in-class help (a TA or course assistant to manage the onlinestudents), an intentionally designed classroom and a great deal ofpatience from both the students and faculty,” and the necessary
innovations in the design of teaching, learning, and the classroom
environment have been overlooked. In this paper, the author tries toredesign the future of university education by organizing the HyFlex
concept and adding practical examples of various class sizes.

*Professor, Center for the Advancement of Higher Education,
Hokuriku University(Visiting Professor, Center for the Studies of Higher Education,Nagoya University)

336

Articulation between Upper Secondary
Education and Higher Education in Japan:
Problems and Proposals for Improvement

YAMAMURA Shigeru*

In Japan, only a few students have acquired sufficient academic
abilities to study at university. This paper aims to empirically clarify
the problems of the articulation between upper secondary educationand higher education and to make proposals for improvement. We
analyzed our collected survey data and found the following.
University entrance examinations are not a factor in increasing thelength of study time in the first half of upper secondary school life.
Developing learning habits in the first year, making friends who are
motivated to study, creatinga placefor learning with friends, andimproving self-efficacy will increase the length of study time.
The diverse university application requirements and upper
secondary education coursework keep secondary school students
from studying together. We must consider using common subjects foruniversity entrance examinations and setting appropriate timing for
selecting students. Furthermore, to help students be successful inhigher education, upper secondary school curricula should be revisedso that students can acquire the cognitive skills, such as creating andpresenting; structuring and sequencing; and analysing, assessing andconcluding, that are essential for success at the university level.

*Professor Emeritus, National Center for University Entrance
Examinations

337

Study Abroad Program Development by
University Academics and Administrators:
A Sensemaking Perspective
HOSHINO Akinari*This paper aims to supplement research knowledge on themotivations and development process of university academics andadministrators in creating study abroad programs. Specifically, thispaper explores what analytical framework would be useful for thestudy of university academics and administrators who develop study
abroad programs. This paper examines the potential for theperspective of sensemaking in improving the development process.
First, the current status of the internationalization of Japanese
universities and study abroad programs for Japanese university
students will be outlined, as universities have become activelyinvolved in study abroad program development in recent years. Next,
the author summarizes previous studies on the motivations ofindividual university students to study abroad, study abroad support
policies, and university academics and administrators' motivations forinternational education activities. Furthermore, based on theseprevious studies, the author points out that the push-pull factor
theory, which is a bilateral analytical framework, does not work wellwhen three parties (university students, host country, and university)
are involved in study abroad. In the end, the possibility of ananalytical framework that utilizes a sensemaking perspective will bediscussed.

*Associate Professor, International Education & Exchange Center,
Nagoya University

338

Detailed Reflections on Instructor’s Facilitative
Actions Utilizing Video Recordings: A Casein an In-person Active Learning-Style LargeEnrollment University Economics Classroom
MITACHI Mami*
SATO Tomohiko**
OKADA Tetsutaro***This study focused on two out of 15 active learning (AL)-stylelessons in a large-enrollment economics class at a university; one was
the “best” and the other was the “worst” lesson based on subjective
evaluation by the instructor. Utilizing these video recordings, thefollowing three points were investigated; associations between thesubjective evaluations and lesson construction from a macro
perspective (#1), quality of in-class interaction from a microperspective (#2), and usefulness of combining these macro and microlevel analyses for reflections on the instructor’s in-class facilitative
actions (#3). For macro-level analysis #1, differences in time allocation
between lessons were investigated. Compared with the pre-planned
ideal schedule, the best lesson was comparable while the worst
showed a difference. For macro-level analysis #2, the instructor’sintentions on teaching behaviors and students’ intentions on
responsive behaviors during communication processes wereextracted from video recordings and reorganized with an analytical
tool by Nakano & Mitachi (2013). The analysis led to the instructor’sawareness of feasible improvement measures in the class, which wereunachievable by memory-based reflection. These two results
suggested that the detailed analysis of lesson construction and qualityof in-class interaction with video recordings is useful for reflections
on the instructor’s facilitative actions in the class (#3). Moreover, theanalytical tool utilized in this study was found to have a high affinity
with the nine areas in Phase 2 of the ALACT model by Korthagen(2001=2010), hence, in combination with video reflection, the tool canbring awareness to various essential aspects of AL-style large class.

*Professor, Graduate School of Education, Seisa University**Associate Professor, The Jikei University Hospital***Professor, Department of Economics, Kagawa University339

Problems of Synchronous Online Classes fromFirst-Year Students’ Perceptions: A Discussion
Based on Analysis of Open Responses
FUSHIKIDA Wakako*
OURA Hiroki**
MITSUNAGA Fumihiko***
YOSHIKAWA Ryo****KATO Hiroshi*****
Most student surveys conducted during the coronavirus pandemic
have been questionnaire surveys with mainly selective items, and they
deal entirely with the evaluation of online classes. However, there havebeen very few attempts to focus on synchronous online classes andidentify areas for improvement based on students’ perspectives. In thisstudy, we explored the research question "What do first-year
undergraduates perceive as problems with synchronous online classes?
We applied quantitative text analysis by KH Coder to 79 reports
on how people perceive online classes on Zoom and conducted
correspondence analysis using the words extracted by morphologicalanalysis. The interpretation of the similarity of the extracted words
revealed the following the problems of synchronous online classes:
A) Physical strain and difficulty in maintaining concentrationB) Lack of opportunities for interaction that counteract the advantages of home learningC) Effective use of the Zoom platform in consideration of the learning environmentD) Differences in adaptation to digital dataE) Difficulty in communicating on the systemF) Positive and negative impacts of the communication environment
on online attendance*Associate Professor, University Education Center, Tokyo
Metropolitan University**Associate Professor, Graduate School of Science, Tokyo
University of Science***Associate Professor, Faculty of Education, Yamato University****Assistant Professor, Faculty of Information and Media Studies,Nagoya Bunri University*****Professor, Faculty of Liberal Arts, The Open University of Japan340

Assessing the Effectivenessof Distance Learning: Possibilities andChallenges of Online Education
TATSUMI Yoko*
IWAKI Nami**

The International Education & Exchange Center at Nagoya
University began introducing online distance learning courses due tothe spread of COVID-19, which is still preventing students fromtraveling abroad. This paper introduces one of the student programs,
the “Global Communication for Future Leaders” run by Monash
College in Australia, and report the learning outcome of the program.
We conducted pre- and post-surveys asking students what they arelooking for and what they would like to accomplish through theprogram. In the pre-survey, most students’ first goal was to improvetheir speaking skills through the program. However, in the
post-survey, students were more satisfied with being able to broaden
their horizon through the program and interaction with otherparticipants from abroad. Also, in the pre-survey, students showed
little expectation of learning Australian culture online, but in the
post-survey students’ interest in Australian culture and community
had increased. After the program, all participants’ development ofcareer goals grew, and students recognized the importance ofdeveloping intercultural competence and being willing to take on newchallenges, which are important elements of becoming a global leader.

*Designated Assistant Professor, Institute of International
Education & Exchange, Nagoya University**Professor, Institute of International Education & Exchange,
Nagoya University341

Initial Response to the New Coronavirus andInterim Questionnaire at Institute of Liberal
Arts and Sciences, Nagoya University
YAMAZATO Takaya*
KOMATSU Masahiro**
KOIZUMI Takashi***

Online classes can function well with appropriate support andmotivation for faculty and students and will continue to be practiced
in the future. Eighty percent of both students and faculty members
responded positively to a questionnaire on the implementation ofdistance learning conducted by the Institute of Liberal Arts andSciences, Nagoya University. In particular, there is a good affinitywith teaching and learning methods that take advantage of the uniquecharacteristics of online courses, such as the use of video, norestrictions on study time, and no need to commute to school. Inaddition, the effectiveness of active learning is visible in how students
respond to explanations and questions, provide prompt feedback, andhave many opportunities to communicate and work in groups.
Furthermore, during class time, instruction focuses on exercises,
practical training, and discussions (including question and answersessions), while the necessary knowledge is learned online outside ofclass time. Fortunately, the pandemic seems to have provided
sufficient groundwork for introducing and supporting active learningin the future. For this purpose, it will be essential to train the teachingassistants and mentors in each class and the information andcommunications technology support for active learning.

*Professor, the Hybrid Learning Center, Institute of Liberal Artsand Sciences, Nagoya University**Associate Professor, the Hybrid Learning Center, Institute ofLiberal Arts and Sciences, Nagoya University***Lecturer, the Hybrid Learning Center, Institute of Liberal Artsand Sciences, Nagoya University

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