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平成２5年７月２2日（月）
於：一橋講堂主 催：独立行政法人 大学評価・学位授与機構

኱Ꮫホ౯ࣇ࢛࣮࣒ࣛ

Ꮫ⏕ࡢࡲ࡞ࡊࡋ̿㧗➼ᩍ⫱㉁ಖド࡜Ꮫ⏕ࡢᙺ๭ Ꮫ⏕࠿ࡽࡢࡲ࡞ࡊࡋ̿㧗➼ᩍ⫱㉁ಖド࡜Ꮫ⏕ࡢᙺ๭


ሗ࿌᭩

᪥ ᫬㸸ᖹᡂ㸰㸳ᖺ 㸵᭶㸰㸰᪥㸦᭶㸧13:00 - 17:40
఍ ሙ㸸୍ᶫㅮᇽ㸦Ꮫ⾡⥲ྜࢭࣥࢱ࣮2 㝵㸧୺ ദ㸸⊂❧⾜ᨻἲே኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓ

┠ḟ䝥䝻䜾䝷䝮...........................................................................................................................................11䝣䜷䞊䝷䝮ᴫせ ....................................................................................................................................22
ㅮ₇グ㘓
㛤఍ᣵᣜ.........................................................................................................................................55㔝ୖ㻌 ᬛ⾜䠄኱Ꮫホ౯䞉Ꮫ఩ᤵ୚ᶵᵓ㛗䠅
㊃᪨ㄝ᫂.........................................................................................................................................77ᕝཱྀ㻌 ᫛ᙪ䠄኱Ꮫホ౯䞉Ꮫ఩ᤵ୚ᶵᵓ≉௵ᩍᤵ䠅
ᇶㄪㅮ₇ I ....................................................................................................................................11
11
Helka Kekäläinen䠄ENQA ๪఍㛗䠋䝣䜱䞁䝷䞁䝗㧗➼ᩍ⫱ホ౯䜹䜴䞁䝅䝹஦ົᒁ㛗䠅
ᇶㄪㅮ₇ II ...................................................................................................................................23
23
Dan Derricott䠄䝸䞁䜹䞁኱ᏛᏛ⏕ཧ⏬䜸䝣䜱䝃䞊䠅䜾䝹䞊䝥䝉䝑䝅䝵䞁䠄GS䠅
GS1 ..........................................................................................................................................34
34
GS2 ..........................................................................................................................................39
39
GS3 ..........................................................................................................................................43
43
GS4 ..........................................................................................................................................4545
ྛ GS ሗ࿌䞉㉁␲ᛂ⟅䞉䜎䛸䜑 .......................................................................................................49
49
㛢఍ᣵᣜ.......................................................................................................................................5655
ᒸᮏ㻌 ࿴ኵ䠄኱Ꮫホ౯䞉Ꮫ఩ᤵ୚ᶵᵓ⌮஦䠅㈨ᩱ..................................................................................................................................................57
57Ⓩቭ⪅␎Ṕ䞉ሗ࿌Ꮫ⏕⤂௓ .............................................................................................................185
185

ࣉࣟࢢ࣒ࣛ
ࠝྖ఍㸸⛙ ⤮㔛 ኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓホ౯஦ᴗ㒊ᅜ㝿ㄢ㛗ࠞ

13:00
䙝
13:10

㛤఍ᣵᣜ
㔝ୖ㻌 ᬛ⾜䠄኱Ꮫホ౯䞉Ꮫ఩ᤵ୚ᶵᵓ㛗䠅

13:10
䙝
13:20

㊃᪨ㄝ᫂䛂Ꮫ⏕䛾ཧ⏬䛃

13:20
䙝
14:05

ᇶㄪㅮ₇Ϩ䛂㉁ಖド䛻䛚䛡䜛Ꮫ⏕ཧ⏬䛾⌮ᛕ䛸ᐇ㊶䠖ENQA 䛾ほⅬ䛸䝣䜱䞁䝷䞁䝗䛾౛䛃

14:05
䙝
14:50

ᇶㄪㅮ₇ϩ䛂㉁䜈䛾Ꮫ⏕ཧ⏬ⱥᅜ䛾஦౛䠖䝟䞊䝖䝘䞊䠃䝥䝻䝕䝳䞊䝃䞊䛃

14:50
䙝
15:05

ᕝཱྀ㻌 ᫛ᙪ䠄኱Ꮫホ౯䞉Ꮫ఩ᤵ୚ᶵᵓ≉௵ᩍᤵ䠅
Helka Kekäläinen䠄ENQA ๪఍㛗䠋䝣䜱䞁䝷䞁䝗㧗➼ᩍ⫱ホ౯䜹䜴䞁䝅䝹஦ົᒁ㛗䠅Dan Derricott䠄䝸䞁䜹䞁኱ᏛᏛ⏕ཧ⏬䜸䝣䜱䝃䞊䠅ఇ᠁䜾䝹䞊䝥䝉䝑䝅䝵䞁

15:05
䙝
16:15

16:15
䙝
16:35

䜾䝹䞊䝥䝉䝑䝅䝵䞁 1䜾䝹䞊䝥䝉䝑䝅䝵䞁 2䛂Ꮫ⏕ཧ⏬ᆺ FD 䛸㉁ಖド䛃䛂䛣䜜䛛䜙䛾ᤵᴗ䜰䞁䜿䞊䝖䛸⏕άᐇែㄪᰝ 䛃ኳ㔝㻌 ᠇ᶞ䠄ᒸᒣ኱Ꮫ෸ᩍᤵ䠅⏣୰㻌 ᓅ䠄஑ᕞ኱Ꮫ෸ᩍᤵ䠅᭮᰿㻌 ೺࿃䠄㛵ᮾᅪ FD Ꮫ⏕㐃⤡఍๓Ꮫ⏕௦⾲ 䠅ᒸᓮ㻌 ᡂග䠄᪩✄⏣኱Ꮫᩍົ㒊ㄪᰝᙺ䠅ᕝཱྀ㻌 ᫛ᙪ䠄኱Ꮫホ౯䞉Ꮫ఩ᤵ୚ᶵᵓ≉௵ᩍᤵ 䠅

Helka Kekäläinen䠄ENQA ๪఍㛗䠅䜾䝹䞊䝥䝉䝑䝅䝵䞁 3䜾䝹䞊䝥䝉䝑䝅䝵䞁 4䛂Ꮫ⏕䛜ホ౯ጤဨ䠛䟿䛃

䛂㉁ಖド䜈䛾Ꮫ⏕ཧ⏬䛸Ꮫෆ䝬䝛䝆䝯䞁䝖䛃㕥ᮌ㻌 ඾ẚྂ䠄ᅜ㝿ᩍ㣴኱Ꮫ⌮஦㛗䞉Ꮫ㛗 䠅

Nik Heerens䠄䜶䜽䝉䝍䞊኱Ꮫ PhD ◊✲ဨ䠅Dan Derricott䠄䝸䞁䜹䞁኱ᏛᏛ⏕ཧ⏬䜸䝣䜱䝃䞊 䠅໭ཎ㻌 ࿴ኵ䠄ᮾி⌮⛉኱Ꮫᩍᤵ䠅ఇ᠁ྛ䜾䝹䞊䝥䝉䝑䝅䝵䞁ሗ࿌䞉㉁␲ᛂ⟅䞉䜎䛸䜑ྖ఍䠖ᅵᒇ㻌 ಇ䠄኱Ꮫホ౯䞉Ꮫ఩ᤵ୚ᶵᵓᩍᤵ䠅

16:35
䙝
17:35

䜾䝹䞊䝥䝉䝑䝅䝵䞁 1 ሗ࿌⪅䠖௒ᐑ㻌 ెዉᮍ䠄᪥ᮏ኱Ꮫ䠅䜾䝹䞊䝥䝉䝑䝅䝵䞁 2 ሗ࿌⪅䠖▼ཱྀ㻌 ⣧ᖹ䠄㟷ᒣᏛ㝔኱Ꮫ䠅䜾䝹䞊䝥䝉䝑䝅䝵䞁 3 ሗ࿌⪅䠖Ἑ㔝㻌 ᱈䠄⚄ᡞ኱Ꮫ኱Ꮫ㝔䠅䜾䝹䞊䝥䝉䝑䝅䝵䞁 4 ሗ࿌⪅䠖㛗ᆏ㻌 ెୡ䠄ᒸᒣ኱Ꮫ䠅

17:35
䙝
17:40

㛢఍ᣵᣜ
ᒸᮏ㻌 ࿴ኵ䠄኱Ꮫホ౯䞉Ꮫ఩ᤵ୚ᶵᵓ⌮஦䠅

−1−ࣇ࢛࣮࣒ࣛᴫせ ᖹᡂ 25 ᖺᗘࡢ኱Ꮫホ౯ࣇ࢛࣮࣒ࣛࡣࠊ
ࠕᏛ⏕࠿ࡽࡢࡲ࡞ࡊࡋ̿㧗➼ᩍ⫱㉁ಖド࡜Ꮫ⏕ࡢᙺ๭ࠖ࡜㢟ࡋࠊ㧗➼ᩍ⫱࡜࠸࠺Ꮫࡧࡢሙࡢ୺ேබ࡛࠶ࡿᏛ⏕ࡢᙺ๭࡟↔Ⅼࢆ࠶࡚ࠊᏛ⏕ཧ⏬࡟ࡼࡿ㉁ಖ
ド࡟㛵ࡋ࡚ࠊḢᕞ࡟࠾ࡅࡿṔྐⓗ⫼ᬒࠊᇶᮏⓗ⪃࠼᪉ࠊࡑࡢᐇ᪋ࡢᐇែࢆ⌮ゎࡋࠊḢᕞㅖᅜ࡟࠾
࠸࡚㉁ಖド஦ᴗ࡟ཧຍࡋࡓᏛ⏕ࡢ⤒㦂ࢆඹ᭷ࡋ࡞ࡀࡽࠊࢃࡀᅜ࡟࠾ࡅࡿᏛ⏕ཧ⏬࡟ࡼࡿᩍ⫱ᨵၿࡢヨࡳࡢ஦౛ሗ࿌ࡶ஺࠼ࡘࡘࠊ㧗➼ᩍ⫱㉁ಖドࡢᑗ᮶ࡢ࠶ࡾ᪉࡟ࡘ࠸࡚㆟ㄽࢆ῝ࡵࡲࡋࡓࠋ
ᾏእ࠿ࡽ 3 ྡࠊᅜෆ࠿ࡽ 6 ྡࡢ᭷㆑⪅ࢆᣍࡁࠊ2 ࡘࡢᇶㄪㅮ₇࡜ 4 ࡘࡢࢸ࣮࣐࡟ศ࠿ࢀ࡚ࢢࣝ
࣮ࣉࢭࢵࢩࣙࣥ㸦GS㸧ࢆᐇ᪋ࡋࡲࡋࡓࠋGS ᚋ࡟ࡣࠊ඲యウ㆟࡜ࡋ࡚ࠊྛ GS ࡟ཧຍࡋࡓᏛ⏕࡟ࡼࡿࢭࢵࢩࣙࣥẖࡢሗ࿌ࡸ㉁␲ᛂ⟅࡞࡝ࠊ఍ሙ඲య࡜ࡋ࡚άⓎ࡞㆟ㄽࡀ஺ࢃࡉࢀࡲࡋࡓࠋ
ᙜ᪥ࡣࠊ኱Ꮫࢆࡣࡌࡵ࡜ࡍࡿ㧗➼ᩍ⫱ᶵ㛵ࢆ୰ᚰ࡟ᩍဨࠊ⫋ဨࠊࡑࡋ࡚Ꮫ⏕࡞࡝ 400 ྡࢆ㉸࠼ࡿཧຍࡀ࠶ࡾࡲࡋࡓࠋ

−2−኱Ꮫホ౯ࣇ࢛࣮࣒ࣛ

Ꮫ⏕࠿ࡽࡢࡲ࡞ࡊࡋ̿㧗➼ᩍ⫱㉁ಖド࡜Ꮫ⏕ࡢᙺ๭ㅮ ₇ グ 㘓

㛤఍ᣵᣜ

ྖ఍㸸

開会挨拶

㔝ୖ ᬛ⾜㸦኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓ㛗㸧ᮏ᪥ࡣࠊ኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓ୺ദࡢᖹᡂ 25 ᖺᗘ኱Ꮫホ౯ࣇ࢛࣮࣒ࣛࠕᏛ⏕࠿ࡽࡢࡲ࡞
ࡊࡋ̿㧗➼ᩍ⫱㉁ಖド࡜Ꮫ⏕ࡢᙺ๭ࠖ࡟ࡈཧຍ࠸ࡓࡔࡁࡲࡋ࡚ㄔ࡟࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋᐃ
ࡲࡍࠊ኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓホ౯஦ᴗ㒊ᅜ㝿ㄢ㛗ࡢ⛙࡜⏦ࡋࡲࡍࠋ࡝࠺ࡒࡼࢁࡋࡃ࠾㢪࠸࠸
ࡓࡋࡲࡍࠋ

趣旨説明

้࡜࡞ࡾࡲࡋࡓࡢ࡛ࠊࡓࡔ௒ࡼࡾ㛤ദࡉࡏ࡚࠸ࡓࡔࡁࡲࡍࠋᮏ᪥ࡢ㐍⾜ࢆົࡵࡉࡏ࡚࠸ࡓࡔࡁ ᮏ᪥ࡢࣇ࢛࣮࣒ࣛࡢ㛤ദ࡟ࡘࡁࡲࡋ࡚ࡣࠊබ┈㈈ᅋἲே኱Ꮫᇶ‽༠఍ᵝࠊබ┈㈈ᅋἲே᪥ᮏ
㧗➼ᩍ⫱ホ౯ᶵᵓᵝࠊ୍⯡㈈ᅋἲே▷ᮇ኱Ꮫᇶ‽༠఍ᵝࡼࡾࡈᚋ᥼ࢆ࠸ࡓࡔ࠸࡚࠾ࡾࡲࡍࠋࡇ ᮏ᪥ࡢணᐃ࡛ࡍࡀࠊ㓄ᕸ㈨ᩱࡢ୰࡟ࣉࣟࢢ࣒ࣛࡀࡈࡊ࠸ࡲࡍࡢ࡛ࠊࡈཧ↷࠸ࡓࡔࡁࡓ࠸࡜Ꮡ
ࡌࡲࡍࠋᮏ᪥ࡢࣇ࢛࣮࣒࡛ࣛࡣࠊ㉁ಖド࡬ࡢᏛ⏕ཧ⏬࡟㛵ࡋࡲࡋ࡚ࠊ࣮ࣚࣟࢵࣃ࡟࠾ࡅࡿṔྐ

基調講演Ⅰࡢሙࢆ೉ࡾ࡚ᚚ♩⏦ࡋୖࡆࡲࡍࠋ

ⓗ⫼ᬒࡸᇶᮏⓗ࡞⪃࠼᪉ࠊᐇ᪋యไ࡞࡝ᐇែࢆࡈㅮ₇࠸ࡓࡔࡁࡲࡍࠋࡑࡢᚋ 4 ࡘࡢࢸ࣮࣐࡟ศ
࠿ࢀ࡚ࠊࢢ࣮ࣝࣉࢭࢵࢩࣙࣥࢆ㛤ദࡍࡿணᐃ࡜࡞ࡗ࡚࠾ࡾࡲࡍࠋ
㔝ୖᬛ⾜ࡼࡾࠊ㛤఍ࡢᣵᣜࢆ⏦ࡋୖࡆࡲࡍࠋ㔝ୖ ᬛ⾜㸦኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓ㛗㸧㸸Ꮫホ౯ࣇ࢛࣮࣒ࣛ࡟ࠊ
ࡇࢀ࡯࡝ከࡃࡢ᪉ࠎ࡟ཧຍ࠸ࡓࡔࡁࡲࡋ࡚ࠊ
ㄔ࡟࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋ ኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓࡣࠊ3 ࡘࡢ኱ࡁ࡞ᙺ๭ࢆᢸࡗ࡚࠾ࡾࡲࡍࠋ1 ࡘ┠ࡣࠊホ౯஦ᴗ࡛ࡍࠋ
ࡇࢀࡣ኱Ꮫࠊ㧗➼ᑓ㛛Ꮫᰯࠊἲ⛉኱Ꮫ㝔࡟ᑐࡍࡿㄆドホ౯࡜ࠊᅜ❧኱Ꮫࡢᩍ⫱◊✲ホ౯࡟㛵ࢃࡿᴗົ࡛ࡈࡊ࠸ࡲࡍࠋ኱Ꮫ࡟ࡘ࠸࡚ࡣࠊㄆドホ౯࡜ࡣู࡟ᙜᶵᵓࡀᐃࡵࡿ㑅ᢥホ౯஦㡯ࡢホ౯ࡶᐇ᪋ࡋ࡚࠾ࡾࡲࡍࠋ
 2 ࡘ┠ࡣᏛ఩ᤵ୚஦ᴗ࡛ࡍࠋ▷ᮇ኱Ꮫࡸ㧗➼ᑓ㛛Ꮫᰯࢆ༞ᴗࠊ࠶ࡿ࠸ࡣᑓ㛛Ꮫᰯࢆಟ஢ࡍࡿ
࡞࡝ࠊࡍ࡛࡟㧗➼ᩍ⫱ᶵ㛵࡟࠾࠸୍࡚ᐃࡢᏛ⩦ࢆಟࡵࡓᚋࠊ኱Ꮫ࡟࠾ࡅࡿ⛉┠➼ᒚಟ⏕ᗘ࡞࡝ࢆ฼⏝ࡋ࡚㧗➼ᩍ⫱ࣞ࣋ࣝࡢᏛ⩦ࢆ⾜࠺᪉࡟ᏛኈࡢᏛ఩ࢆᤵ୚ࡋ࡚࠸ࡿ࡯࠿ࠊ┬ᗇ኱Ꮫᰯࡢ࠺
ࡕࠊ኱ᏛࡢᏛኈㄢ⛬ࠊ኱Ꮫ㝔ࡢಟኈㄢ⛬࠾ࡼࡧ༤ኈㄢ⛬࡟┦ᙜࡍࡿᩍ⫱ࢆ⾜ࡗ࡚࠸ࡿ࡜ᙜᶵᵓ

グループセッション︵ ︶ 各︵ ︶報告・まとめ ⓙࡉࢇࠊࡇࢇ࡟ࡕࡣࠋ኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓ㛗ࡢ㔝ୖ࡛ࡈࡊ࠸ࡲࡍࠋᮏ᪥ࡣࠊᙜᶵᵓࡢ኱

基調講演Ⅱ ࡑࢀ࡛ࡣࠊ᪩㏿ࣉࣟࢢ࣒ࣛ࡟ධࡽࡏ࡚࠸ࡓࡔࡁࡲࡍࠋึࡵ࡟ࠊ኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓ㛗ࡢ

GSGSࡀㄆᐃࡋࡓㄢ⛬ࡢಟ஢⪅࡟ࠊᏛ఩ྲྀᚓࡢ㏵ࢆ㛤࠸࡚࠾ࡾࡲࡍࠋ
᪉ࠎ࡜㐃ᦠࢆࡋ࡚ㄪᰝ◊✲ࢆ㐍ࡵࠊࡇࡢࡼ࠺࡞ࣇ࢛࣮࣒ࣛࢆ㛤ദࡍࡿࡇ࡜࡞࡝࡟ࡼࡗ࡚ࠊࡑࡢ
ᡂᯝࢆᡃࡀᅜࡢ㧗➼ᩍ⫱㛵ಀ⪅࡜ࢩ࢙࢔ࡍࡿ࡜࠸࠺ࠊ኱ࡁ࡞ᙺ๭ࢆᣢࡗ࡚࠸ࡲࡍࠋ

−5−

閉会挨拶

 ࡑࡋ࡚ 3 ࡘ┠࡛ࡍࡀࠊ⚾࡝ࡶࡣࠊᡃࡀᅜࡢ㧗➼ᩍ⫱ࡢⓎᒎࡢࡓࡵ࡟ࠊㅖእᅜࡢ㉁ಖドᶵ㛵ࡢ ࡇࡢ 3 ࡘ┠ࡢᙺ๭ࢆᯝࡓࡑ࠺࡜ࠊ
ẖᖺ㛤ദࡉࡏ࡚࠸ࡓࡔ࠸࡚࠸ࡿࡇࡢ኱Ꮫホ౯ࣇ࢛࣮࣒ࣛࡶࠊ
௒ᅇ࡛ 7 ᅇ┠ࢆ㏄࠼ࡲࡋࡓࠋ௒ᅇࡣࠊ
ࠕᏛ⏕࠿ࡽࡢࡲ࡞ࡊࡋ̿㧗➼ᩍ⫱㉁ಖド࡜Ꮫ⏕ࡢᙺ๭ࠖࢆࢸ࣮࣐࡟࠸ࡓࡋࡲࡋࡓࠋୡ⏺ྛᅜ࡟࠾ࡅࡿ኱Ꮫࡢホ౯ࡢほⅬࡣࠊᏛ⩦ᡂᯝ㸦Learning
Outcomes㸧ࠊ࠶ࡿ࠸ࡣ㧗➼ᩍ⫱ࡢ㉁ಖドࠊ࠶ࡿ࠸ࡣᩍ⫱᝟ሗࡢබ㛤࡛ࡍࠋᩍ⫱᝟ሗࡢබ㛤࡟ࡘ࠸࡚ࡣࠊ௒ࠊࣘࢿࢫࢥࡢᆅᇦ᮲⣙➼࡛ࠊ኱Ꮫ࡟㛵ࡍࡿ᝟ሗࢆᅜ㝿ⓗ࡟ඹ᭷ࡍࡿࡼ࠺࡞ࢩࢫࢸ࣒ࡀᚲせࡔ࡜࠸࠺ࡇ࡜ࡀゝࢃࢀ࡚࠾ࡾࡲࡍࠋࡇࢀࡽࡢホ౯ࡢほⅬࡣ࠸ࡎࢀࡶࠊᏛ⏕ㅖྩࡢᏛࡧ࡟
㛵ࡍࡿࡇ࡜࡛ࡍࠋࡇࡢࡇ࡜࡟ࡘ࠸࡚ࠊᡃࡀᅜࡢ㧗➼ᩍ⫱⏺ࡣࠊࡇࢀࡲ࡛ࡶྲྀࡾ⤌ࢇ࡛ཧࡾࡲࡋ
ࡓࡀࠊ௒ᅇࠊ࣮ࣚࣟࢵࣃ࡟࠾ࡅࡿᏛ⏕ㅖྩࡢ㧗➼ᩍ⫱࡬ࡢཧ⏬≧ἣࠊࡑࡢṔྐࠊࡑࡋ࡚⌧ᐇ࡝ࡢࡼ࠺࡟ᒎ㛤ࡉࢀ࡚࠸ࡿ࠿ࠊࡑࡋ࡚࡝࠺࠸࠺ㄢ㢟ࡀ࠶ࡿ࠿࡜࠸࠺ࡇ࡜ࢆࡇࡢሙ࡛ⓙࡉࢇ࡜୍⥴࡟Ꮫࡤࡏ࡚࠸ࡓࡔ࠸࡚ࠊࡑࡢᚋࡢ 4 ࡘࡢࢢ࣮ࣝࣉࢭࢵࢩࣙࣥ࡟࠾࠸࡚ࠊ఍ሙࡢⓙࡉࡲ࡜୍య࡜
࡞ࡗ࡚ウ㆟ࢆ㐍ࡵࠊࡇࢀ࠿ࡽࡢ㧗➼ᩍ⫱ࡢ㉁ಖド࡟Ꮫ⏕ࡣ࡝ࡢࡼ࠺࡟ཧ⏬ࢆࡋ࡚࠸ࡃࡇ࡜ࡀ࡛
ࡁࡿࡢ࡛࠶ࢁ࠺࠿࡜࠸࠺ࡇ࡜࡟ࡘ࠸࡚ࠊࢢ࣮ࣝࣉẖ࡟㆟ㄽࢆ῝ࡵ࡚࠸ࡇ࠺࡜⪃࠼࡚࠾ࡾࡲࡍࠋ ࡑࡢ㆟ㄽࢆ῝ࡵࡿࡓࡵ࡟ࠊᮏ᪥ࡣᾏእ࠿ࡽ 3 ྡࡢ᪉ࠎࢆ࠾ᣍࡁࡋ࡚࠾ࡾࡲࡍࠋḢᕞ㧗➼ᩍ⫱㉁ಖド༠఍㸦ENQA㸧ࡢ๪఍㛗ࠊࡑࡋ࡚ࣇ࢕ࣥࣛࣥࢻࡢ㉁ಖドᶵ㛵ࡢ஦ົᒁ㛗ࢆົࡵ࡚࠸ࡽࡗ
ࡋࡷࡿࠊ࣭࣊ࣝ࢝ࢣ࢝ࣛ࢖ࢿࣥࡉࢇ࡛ࡍࠋࡑࢀ࠿ࡽࠊⱥᅜࡢࣜࣥ࢝ࣥ኱ᏛࡢᏛ⏕ཧ⏬࢜ࣇ࢕ࢧ࣮࡛࠶ࡾࠊⱥᅜ㧗➼ᩍ⫱㉁ಖドᶵᵓ㸦QAA㸧ࡢᏛ⏕⌮஦ࡶົࡵ࡚࠸ࡽࡗࡋࡷࡿࠊࢲ࣭ࣥࢹࣜࢥ
ࢵࢺࡉࢇ࡛ࡍࠋࡑࡋ࡚ࠊⱥᅜࡢ࢚ࢡࢭࢱ࣮኱Ꮫࡢ PhD ◊✲ဨ࡛࠶ࡾࠊ࣋ࣝࢠ࣮ࡢࣇࣛࣥࢻࣝ
኱Ꮫཬࡧࣘࢽࣂ࣮ࢩࢸ࢕࣭࢝ࣞࢵࢪホ㆟఍ࡢ㉁ಖドጤဨ఍㆟㛗ࢆົࡵ࡚࠸ࡽࡗࡋࡷࡿࠊࢽࢵࢡ࣭
࣊ࣞࣥࢫࡉࢇ࡛ࡍࠋࡇࡢ 3 ྡࡢ᪉ࠎࡢ࠾ヰࢆ⪺ࡁࠊࡑࡋ࡚ⓙᵝ࡜ྛࢢ࣮ࣝࣉࢭࢵࢩࣙࣥ࡟࠾࠸
࡚㆟ㄽࢆ῝ࡵࡓ࠸࡜ᛮ࠸ࡲࡍࠋࡇࡢࡇ࡜ࢆ㏻ࡋ࡚ࠊᡃࡀᅜࡢ㧗➼ᩍ⫱ࡢ㉁ಖド࡟㛵ࡋࠊࠕᏛ⏕ࡢࡲ࡞ࡊࡋࠖ࡟↔Ⅼࢆ࠶࡚ࡓ㝿࡟࡝࠺࠸࠺ࡇ࡜ࡀ࡛ࡁࡿ࠿ࢆࠊᏛ⏕ࠊᩍဨࠊ⫋ဨ࡜࠸࠺ࡑࢀࡒࢀ
ࡢ❧ሙ࡛༠㆟ࡋ࡚࠸ࡁࡓ࠸࡜ᛮࡗ࡚࠾ࡾࡲࡍࠋ ᮏ᪥ࡢࡇࡢࣇ࢛࣮࣒ࣛࡀⓙᵝ᪉ࡑࢀࡒࢀ࡟࡜ࡗ࡚ព࿡ࡢ࠶ࡿࡶࡢ࡟࡞ࡾࡲࡍࡼ࠺࡟㢪ࡗ࡚࠾ࡾࡲࡍࠋᮏ᪥ࡣࠊ࡝࠺ࡒࡼࢁࡋࡃ࠾㢪࠸࠸ࡓࡋࡲࡍࠋྖ఍㸸 ࡝࠺ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ

−6−

㊃᪨ㄝ᫂ࠕᏛ⏕ࡢཧ⏬ࠖ
開会挨拶ᕝཱྀ ᫛ᙪ㸦኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓ≉௵ᩍᤵ㸧ྖ఍㸸ࡑࢀ࡛ࡣࠊᙜᶵᵓ≉௵ᩍᤵࡢᕝཱྀ᫛ᙪࡼࡾࠕᏛ⏕ཧ⏬ࠖ࡜㢟ࡋࡲࡋ࡚ࠊᮏ᪥ࡢࣇ࢛࣮ࣛ
࣒඲యࡢ㊃᪨ㄝ᫂ࢆࡉࡏ࡚࠸ࡓࡔࡁࡲࡍࠋࡼࢁࡋࡃ࠾㢪࠸ࡋࡲࡍࠋ

趣旨説明ᕝཱྀ ᫛ᙪ㸦኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓ≉௵ᩍᤵ㸧㸸 ࡓࡔ௒ࠊࡈ⤂௓࠸ࡓࡔࡁࡲࡋࡓᕝཱྀ࡛ࡈࡊ࠸ࡲࡍࠋᮏ᪥ࡣࠊᬬ࠸୰࠾㞟ࡾ࠸ࡓࡔࡁࡲࡋ
࡚࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋ

࣒ࢆ௻⏬ࡋ࡚ࡲ࠸ࡾࡲࡋࡓࠋ᭱ึࡣࠊホ౯ࡀጞࡲࢁ࠺࡜ࡍࡿ᫬࡛ࡋࡓࡢ࡛ࠊホ౯⮬యࡢㄝ᫂ࡸࠊࡑࡢホ౯ࢆࡑࢀࡒࢀࡢ኱Ꮫ࡛࡝ࡢࡼ࠺࡟฼⏝ࡋ࡚࠸ࡓࡔࡃ࠿ࠊ࡜࠸ࡗࡓෆᐜࢆ୰ᚰ

基調講演Ⅰ

 ࡛ࡣࠊ᭱ึࡢࢫࣛ࢖ࢻࢆࡈぴࡃࡔࡉ࠸ࠋ⚾࡝ࡶࡣࠊ2007 ᖺ࠿ࡽẖᖺࡇࡢࡼ࠺࡞ࣇ࢛࣮ࣛ

࡟⾜࠸ࡲࡋࡓࠋ3 ᅇ┠ࡣෆ㒊㉁ಖドࠊ⮬ᕫホ౯࡜ゝࡗࡓ᪉ࡀ࠸࠸࡛ࡋࡻ࠺࠿ࠊࡇࢀࡀ㔜せ࡛࠶ࡿ࡜࠸࠺ෆᐜࡢࣇ࢛࣮࣒ࣛࢆ⾜࠸ࠊඛ࡯࡝ᶵᵓ㛗ࡢᣵᣜ࡟ࡶ࠶ࡾࡲࡋࡓࡀࠊ4 ᅇ┠࠿ࡽࡣ┤㏆ 3 ᅇࡢࣇ࢛࣮࣒࡛ࣛࡣᇶᮏⓗ࡟ࠊᏛ⩦ᡂᯝ࡟ࢫ࣏ࢵࢺࣛ࢖ࢺࢆ࠶࡚ࡓホ౯ࢆࡋ࡞࠸࡜
࠸ࡅ࡞࠸ࠊ኱Ꮫ⮬㌟ࡶᏛ⩦ᡂᯝࢆࢱ࣮ࢤࢵࢺ࡟⪃࠼࡞ࡅࢀࡤ࠸ࡅ࡞࠸ࠊ࡜࠸࠺ࡇ࡜ࢆ࠾ヰ

基調講演ⅡᏛ⩦ᡂᯝ㸦Learning Outcomes㸧࡜㉁ಖド࡟↔Ⅼࢆᙜ࡚ࡓࣇ࢛࣮࣒ࣛࢆ㛤ദࡋ࡚ࡁࡲࡋࡓࠋ

ࡋࡉࡏ࡚࠸ࡓࡔࡁࡲࡋࡓࠋࡑࡋ࡚ࠊࡑࡢᏛ⩦ᡂᯝࡢ୺యࡣᏛ⏕࡛ࡍࡢ࡛ࠊ7 ᅇ┠࡜࡞ࡿ௒ᅇ Ꮫ⏕ཧ⏬ࡣࠊⱥㄒ࡛ Student Engagementࠊ࠶ࡿ࠸ࡣ Student Participation ࡜ゝ࠸ࡲࡍࡀࠊ᪥ᮏࡢ᪉ࠎ࠿ࡽ⮬ศ㐩ࡣࡋࡗ࠿ࡾ࢔ࣥࢣ࣮ࢺࢆྲྀࡗ࡚࠸ࡿࡢ࡛༑ศࡸࡗ࡚࠸ࡿࠊ࡜࠸
࠺ኌࢆ⪺ࡃࡇ࡜ࡀ࠶ࡾࡲࡍࠋ᭱ึ࡟࠾᩿ࡾࡋ࡚࠾ࡁࡲࡍࡀࠊࡇࡇ࡛⏦ࡋୖࡆࡿᏛ⏕ཧ⏬ࡣࠊ࢔ࣥࢣ࣮ࢺࢆྲྀࡿ࡜࠸ࡗࡓᏛ⏕࡟࡜ࡗ࡚ཷືⓗ࡞ࡶࡢ࡛ࡣ࡞ࡃࠊࡶࡗ࡜✚ᴟⓗ࡟Ꮫ⏕ࡀ㛵୚ࡍࡿࡶࡢ࡛ࡍࠋᏛ⩦ᡂᯝࢆゝ࠸ฟࡍ࠿ࡽ࡟ࡣࠊࡶࡗ࡜✚ᴟⓗ࡟Ꮫ⏕࡟ຍࢃࡗ࡚࠸ࡓࡔࡃᚲせࡀ࠶ࡿࠊ࡜࠸࠺ព࿡࡛ࡢᏛ⏕ཧ⏬࡛࠶ࡿ࡜࠸࠺ࡇ࡜ࢆࡲࡎࡈ⌮ゎ࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸
ࡲࡍࡢ࡛ࠊ࣏࢖ࣥࢺࡔࡅ࠾ヰࡋࡉࡏ࡚࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ

GS︶
報告・まとめࡲࡍࠋࡑࢀࢆࡈ⌮ゎ࠸ࡓࡔ࠸ࡓୖ࡛ࠊ㊃᪨ㄝ᫂ࢆࡋࡓ࠸࡜ᛮ࠸ࡲࡍࡀࠊ᫬㛫࡟㝈ࡾࡀ࠶ࡾ

グループセッション︵ ︶ 各︵

ࡢࣇ࢛࣮࣒࡛ࣛࡣࠊᏛ⏕ࡢཧ⏬ࢆࢸ࣮࣐࡜ࡋ࡚ྲྀࡾୖࡆࡉࡏ࡚࠸ࡓࡔࡁࡲࡋࡓࠋ

GS ⚾ࡣ 1960 ᖺࠊ᪥⡿Ᏻ඲ಖ㞀᮲⣙ࡢᖺ࡟኱Ꮫ࡟ධᏛࡋࡲࡋࡓࠋࡑࡋ࡚ࠊ኱Ꮫ㝔ࢆ⤊࠼ࡓࡢࡀࡕࡻ࠺࡝Ᏻ⏣ㅮᇽࡢ஦௳ࡀ࠶ࡗࡓᖺ࡛ࡍࡢ࡛ࠊ኱Ꮫ⣮தࡢ୰࡟࡝ࡗ࡫ࡾₕ࠿ࡗࡓ⏕άࢆࢇࡢ࡛ࠊ⡆༢࡟ࡑࡢ࣏࢖ࣥࢻࡔࡅࡲ࡜ࡵ࡚ࡳࡲࡋࡓࠋᑡࡋ஘ᭀ࡛ࡍࡀࠊࢫࣛ࢖ࢻ࡟ࠕᏛ⏕ེ஘ࠖ࡜᭩࠿ࢀ࡚࠸ࡿ࡜ᛮ࠸ࡲࡍࡀࠊࡇࢀࡣ 1968 ᖺ㡭ࠊୡ⏺ⓗ࡟࡯࡜ࢇ࡝ࡢᅜ࡛㉳ࡇࡾࡲࡋࡓࠋすḢࠊ⡿ᅜࠊ᪥ᮏ࡞࡝࡛ྠ᫬ከⓎⓗ࡞⌧㇟࡜ࡋ࡚㉳ࡇࡾࡲࡋࡓࠋࡓࡔࠊࡑࡢᚋ࡝ࡢ

−7−

閉会挨拶

㏦ࡗࡓࡇ࡜࡟࡞ࡾࡲࡍࠋᏛ⏕ཧ⏬ࡢヰࢆጞࡵࡿ࡜࡝࠺ࡶ⾑ࡀ㦁࠸࡛⤊ࢃࡾࡑ࠺࡟࠶ࡾࡲࡏ

ࡼ࠺࡟ゎỴࡉࢀࡓ࠿ࠊ࠶ࡿ࠸ࡣࠊᏛ⏕ཧ⏬ࡀ࡝ࡢࡼ࠺࡟኱Ꮫࡢᩍ⫱ࡢ୰࡛ྲྀࡾධࢀࡽࢀࡓ
࠿ࡣࠊᅜ࡟ࡼࡗ࡚㠀ᖖ࡟኱ࡁ࡞ᕪࡀ࠶ࡿࡇ࡜ࡀ▱ࡽࢀ࡚࠸ࡲࡍࠋ౛࠼ࡤࠊᏛ⏕࢔ࣥࢣ࣮ࢺ
ㄪᰝࡣࠊ⡿ᅜ࡛ࡍ࡜ࠊ1970 ᖺ௦࡟ᑟධࡉࢀ࡚ࠊࡑࢀࡀ࠿࡞ࡾࡢᡂᯝࢆ⏕ࢇࡔ࡜࠸࠺ࡇ࡜ࡣ
Ṕྐࡀ≀ㄒࡗ࡚࠾ࡾࡲࡍࠋ୍᪉ࠊᡃࡀᅜ࡛ᑟධࡉࢀࡓࡢࡣࠊࡈᏑࡌࡢ࡜࠾ࡾ࠿࡞ࡾ᭱㏆࡛ࡍࠋ⡿ᅜ࡛ࡢᑟධᚋ 20 ᖺ௨ୖ⤒ࡗ࡚࠿ࡽࠊ᪥ᮏ࡛ࡑ࠺࠸࠺ࡇ࡜ࡀゝࢃࢀฟࡋࡓࡢ࡛ࡍࠋḢ⡿ㅖᅜ࡜᪥ᮏࡣࠊࡇࡢ⣮தࡀྠ᫬ከⓎⓗ࡟㉳ࡇࡗࡓ࡟ࡶ㛵ࢃࡽࡎࠊࡑࡢᚋࡢᏛ⏕ࡢ㉁ಖド࡬ࡢཧ⏬࡟ࡣࠊ࠿࡞ࡾ኱ࡁ࡞ᕪࡀ࠶ࡗࡓ࡜࠸࠺ࡇ࡜ࡀࡣࡗࡁࡾࡋ࡚࠸ࡲࡍࠋᖺ᭶ࡔࡅࢆゝࡗ࡚ࡶࠊ20 ᖺࡄࡽ࠸ᕪࡀ࠶ࡗࡓ࡜ゝ࠼ࡿ࡜ᛮ࠸ࡲࡍࠋ ࡛ࡣࠊࡑࡢཎᅉࡣఱ࡛ࡋࡻ࠺࠿ࠋ≉࡟ 1970 ᖺ௦ࡢḢ⡿࡜᪥ᮏࡢ≧ἣ࡟ࡘ࠸࡚ࠊཎᅉ࡜⪃࠼ࡽࢀࡿࡶࡢࢆࡲ࡜ࡵࡲࡋࡓࠋ࣏࢖ࣥࢺࡣ 4 ␒┠ࡔ࡜ᛮ࠸ࡲࡍࠋḢ⡿࡟࠾࠸࡚ 1970 ᖺ௦ᚋ༙ࡣࠊࡲࡉ࡟ᕤᴗ໬♫఍࠿ࡽ▱㆑ᇶ┙♫఍࡬࡜࠸࠺࣏ࢫࢺᕤᴗ໬♫఍ࡢືࡁࡀ㠀ᖖ࡟ᙉࡃ࡞ࡗࡓ᫬௦࡛ࡍࡋࠊ࠶ࡿព࿡࡛ࡣ㠀ᖖ࡟୙ἣࡢ᫬௦࡛ࡋࡓࠋࡓࡔ᪥ᮏࡢሙྜ࡟ࡣࠊᖾ࠿୙
ᖾ࠿ 1970 ᖺ௦ࡣࡲࡉ࡟㧗ᗘᡂ㛗ࡢ᫬௦࡛ࠊ〇㐀ᴗࢆ୰ᚰ࡟࠶ࡿព࿡࡛ࡣ㠀ᖖ࡟ዲᬒẼ࡛ࡋ
ࡓࡋࠊⓎᒎࡶࡋࡲࡋࡓࠋࡇࢀࡀࠊ኱ࡁ࡞ᕪࡀฟࡓཎᅉࡢࡦ࡜ࡘ࡛ࡣ࡞࠸࠿࡜ᛮ࠸ࡲࡍࠋ⤖ᒁࠊᙜ᫬ࡢᏛ⏕㐠ືࡣⱝ࠿ࡾࡋ㡭ࡢ཯ᢠ࡛࠶ࡗ࡚ࠊ࠶ࡲࡾ♫఍࡟ࡣᙳ㡪ࢆ୚࠼࡞࠸ࠊゝࢃࡤ୍㐣ᛶࡢࡶࡢ࡜࡞ࡗ࡚ࡋࡲ࠸ࡲࡋࡓࠋᑡࡋ஘ᭀ࡞ࡲ࡜ࡵ᪉࠿ࡶ▱ࢀࡲࡏࢇࡀࠊࡑ࠺࠸࠺
࡜ࡇࢁ࡟኱ࡁ࡞ᕪࡀ࠶ࡗࡓࡢ࡛ࡣ࡞࠸࠿࡜ឤࡌࡲࡍࠋ ḟࡢࢫࣛ࢖ࢻࡣࠊ࣮ࣚࣟࢵࣃࡢ㉁ಖド࡜Ꮫ⏕ཧ⏬࡟ࡘ࠸࡚ࡲ࡜ࡵࡓࡶࡢ࡛ࡍࠋ࣮࣎ࣟࢽ
ࣕᐉゝ࠿ࡽጞࡲࡾࠊḢᕞ㧗➼ᩍ⫱㉁ಖド༠఍㸦ENQA㸧ࡀタ❧ࡉࢀࠊࠕḢᕞ㧗➼ᩍ⫱ᅪ࡟࠾
ࡅࡿ㉁ಖドࡢᇶ‽࡜࢞࢖ࢻࣛ࢖ࣥ㸦Standards and Guidelines for Quality Assurance inthe European Higher Education Area: ESG㸧ࠖࡀ⟇ᐃࡉࢀࡲࡋࡓࠋࡑࢀ࠿ࡽࠊḢᕞ㉁ಖドᶵ㛵Ⓩ㘓⡙㸦European Quality Assurance Registry for Higher Education: EQAR㸧ࡢไᗘࡀ㛤ጞࡉࢀ࡚࠸ࡲࡍࠋ≉࡟ ESG ࡟࠾࠸࡚ࡣࠊ㉁ಖド࡬ࡢᏛ⏕ཧ⏬ࡀ᫂グࡉࢀ࡚࠸ࡲࡍࠋ
ෆ㒊㉁ಖドࠊእ㒊㉁ಖドࠊ࠶ࡿ࠸ࡣእ㒊㉁ಖドᶵ㛵࡟㛵ࡋ࡚ࡶࠊᏛ⏕ཧ⏬࡜࠸࠺࣮࣮࢟࣡
ࢻࡀᚲࡎධࡗ࡚࠸ࡿࡇ࡜ࢆ᫝㠀ࡈ⌮ゎ࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
 ESG ࡢෆᐜࡣࠊḟࡢ 3 ࡘࡢࢫࣛ࢖ࢻࢆࡈぴ࠸ࡓࡔࡁࡓ࠸ࡢ࡛ࡍࡀࠊᏛ⏕࡜࠸࠺࣮࣮࢟࣡
ࢻࡀ࠶ࡿ㒊ศࢆ࣏࢖ࣥࢺ࡜ࡋ࡚᭩ࡁฟࡋ࡚ࡳࡲࡋࡓࠋ➨ 1 㒊ࡣࠊࠕ㧗➼ᩍ⫱ᶵ㛵ࡢෆ㒊㉁ಖ
ド࡟㛵ࡍࡿḢᕞᇶ‽࡜࢞࢖ࢻࣛ࢖࡛ࣥࠖࡍࡀࠊෆ㒊㉁ಖド࡬ࡢᏛ⏕ࡢ㛵୚࡟ࡘ࠸࡚グ㍕ࡉ
ࢀ࡚࠸ࡲࡍࠋ➨ 2 㒊ࡣࠊࠕ㧗➼ᩍ⫱ࡢእ㒊㉁ಖド࡟㛵ࡍࡿḢᕞᇶ‽࡜࢞࢖ࢻࣛ࢖࡛ࣥࠖࡍࡀࠊ
ࡸࡣࡾࡇࡇ࡟ࡶᏛ⏕ࡢཧຍ࡜࠸࠺࣮࣮࢟࣡ࢻࡀධࡗ࡚࠸ࡿࡇ࡜ࡀ࠾ࢃ࠿ࡾ࠸ࡓࡔࡅࡿ࡜ᛮ
࠸ࡲࡍࠋࡑࢀ࠿ࡽ➨ 3 㒊ࡣࠊࠕእ㒊㉁ಖドᶵ㛵࡟㛵ࡍࡿḢᕞᇶ‽࡜࢞࢖ࢻࣛ࢖࡛ࣥࠖࡍࡀࠊ㉁ಖドࣉࣟࢭࢫࡢ୰࡛Ꮫ⏕ࡢពぢࢆồࡵࡿࡇ࡜ࡀ᫂グࡉࢀ࡚࠸ࡲࡍࠋ࣮ࣚࣟࢵࣃ࡛ࡣࠊᏛ
⏕ཧ⏬࡜࠸࠺࣮࣮࢟࣡ࢻࡀ㠀ᖖ࡟㔜せ࡛ࠊࡑࢀࡣ㉁ಖドࡢ୰࡛㠀ᖖ࡟኱ࡁ࡞ᙺ๭ࢆᯝࡓࡋ
࡚࠸ࡿࡢࡔ࡜࠸࠺ࡇ࡜ࢆࡇࡢ 3 ࡘࡢࢫࣛ࢖ࢻ࠿ࡽࡈ⌮ゎ࠸ࡓࡔࡅࢀࡤ࡜ᛮ࠸ࡲࡍࠋ

−8− ᮏ᪥ࡣࠊඛ࡯࡝ᶵᵓ㛗࠿ࡽ⤂௓ࡀ࠶ࡾࡲࡋࡓ࡜࠾ࡾࠊࣇ࢕ࣥࣛࣥࢻ࡜࢖ࢠࣜࢫ࠿ࡽㅮ₇ࢻ࡟ᣲࡆ࡚ࡳࡲࡋࡓࠋ

開会挨拶⪅ࢆ࠾ᣍࡁࡋࡲࡋࡓࡢ࡛ࠊࡑࢀࡒࢀࡢᅜ࡟࠾ࡅࡿ㉁ಖド࡬ࡢᏛ⏕ཧ⏬ࡢ஦౛ࢆḟࡢࢫࣛ࢖ ࣇ࢕ࣥࣛࣥࢻ࡟ࡘ࠸࡚ࡣࠊᚋ࡯࡝ Kekäläinen ࡉࢇ࠿ࡽ࠾ヰࡀ࠶ࡿ࡜ᛮ࠸ࡲࡍࡀࠊṔྐⓗ࡟࠿࡞ࡾ᪩ࡃ࠿ࡽᏛ⏕ཧ⏬࡟ྲྀࡾ⤌ࢇ࡛࠸ࡓࡢ࡛ࡣ࡞࠸࠿࡜ᛮ࠸ࡲࡍࠋ࢖ࢠࣜࢫ࡛ࡣࡇࡇ
᭱㏆ࠊἲᚊⓗ࡟ࡶᏛ⏕ཧ⏬ࡀ㠀ᖖ࡟㔜せ࡛࠶ࡿ࡜ᙉㄪࡉࢀฟࡋࡲࡋࡓࠋQAA㸦ⱥᅜ㧗➼ᩍ ᮏ᪥ࡢ኱Ꮫホ౯ࣇ࢛࣮࣒࡛ࣛࡣࠊ᪥ᮏࡶ࣮ࣚࣟࢵࣃ࡜ྠࡌࡼ࠺࡞ࡇ࡜ࢆࡋࡲࡋࡻ࠺࡜ᙉ

趣旨説明⫱㉁ಖドᶵᵓ㸧ࡢ⌮஦఍࡟Ꮫ⏕௦⾲ࡶຍࢃࡗ࡚࠸ࡿ࡜࠸࠺࡜ࡇࢁࡲ࡛ࡁ࡚࠸ࡲࡍࠋ
ㄪࡍࡿࡘࡶࡾࡣ࠶ࡾࡲࡏࢇࠋ࣮ࣚࣟࢵࣃ࡛ࡣࡇࡢࡼ࠺࡟Ꮫ⏕ࡢཧ⏬ࡀ㐍ࢇ࡛࠸ࡲࡍࡀࠊ᪥
ᮏࡣࡇࢀ࠿ࡽ࡝ࡢࡼ࠺࡞ࡇ࡜ࢆ⪃࠼ࢀࡤⰋ࠸ࡢ࡛ࡋࡻ࠺࠿ࠋࡑࢀࡣࠊୡ⏺࡟ྥ࠿ࡗ࡚᪥ᮏ
ࡣࡇࢀࡔࡅᏛ⏕ཧ⏬ࢆ⪃࠼ࠊᐇ⾜ࡋ࡚࠸ࡿ࡜࠸࠺ࡇ࡜ࢆୡ⏺࡟Ⓨಙࡍࡿࡇ࡜ࡀᚲせ࡛ࡍࠋ
࡛ࡍࠋ

基調講演Ⅰ

ࡑ࠺࠸ࡗࡓࡇ࡜ࢆ᫝㠀ⓙࡉࢇ࡟⪃࠼࡚࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࠊ௒ᅇࡢࢸ࣮࣐࡛௻⏬ࡋࡓࢃࡅ ḟࡢࢫࣛ࢖ࢻࢆࡈぴ࠸ࡓࡔࡁࡓ࠸ࡢ࡛ࡍࡀࠊᏛ⏕ཧ⏬࡟ࡣ࠸ࡃࡘ࠿ࡢᙧែࡀ࠶ࡾࡲࡍࠋ ࡲࡎࠊ඲ᅜࣞ࣋ࣝࡢ㉁ಖドᶵ㛵ࡢ࢞ࣂࢼࣥࢫ࡬ࡢཧ⏬࡛ࡍࠋᶵ㛵ࡢ㐠Ⴀ࡞࡝࡟ࡶᏛ⏕ࡀ࠸ࡣ࢜ࣈࢨ࣮ࣂ࣮࡜ࡋ࡚ཧຍࡍࡿᙧែࡶ࠶ࡾࡲࡍࠋࡑࢀ࠿ࡽࠊྛ኱Ꮫ࡟࠾࠸࡚⮬ᕫホ౯᭩ࢆసᡂࡍࡿ㝿࡟ཧຍࡋ࡚࠸ࡿ࡜࠸࠺ᙧែࡶ࠶ࡾࡲࡍࡋࠊ➨୕⪅ホ౯ࡢホ౯࡟࠿࠿ࡿពᛮỴ

基調講演Ⅱ㛵୚ࡋ࡚࠸ࡿሙྜࡀ࠶ࡾࡲࡍࠋࡲࡓࠊ➨୕⪅ホ౯ᶵ㛵ࡢホ౯ࢳ࣮࣒࡟ࠊጤဨ࡜ࡋ࡚ࠊ࠶ࡿ

ᐃࣉࣟࢭࢫ࡟ཧຍࡋ࡚࠸ࡿᙧែࡶ࠶ࡾࡲࡍࠋ࠶ࡿ࠸ࡣࠊホ౯⤖ᯝࡀฟࡓᚋ࡟ࠊᏛ⏕ࡢ௦⾲ࡲࡍࠋࡇࡢࡼ࠺࡞ᙧែࢆ࠾⪃࠼࠸ࡓࡔࡁࠊ᪥ᮏ࡛ࡣ⌧≧࡜ࡋ࡚࡝ࡢࡼ࠺࡞ࡇ࡜ࡀ࡛ࡁࡿࡢ
࠿ࠊ࠶ࡿ࠸ࡣᑗ᮶ⓗ࡟࡝ࡢࡼ࠺࡞ࡇ࡜ࢆ⪃࠼ࡿ࡭ࡁ࡞ࡢ࠿ࠊ࡜࠸࠺ࡇ࡜ࢆ᫝㠀⪃࠼ࡓ࠸࡜࠸࠺ࡇ࡜࡛ࠊࡇࡢࢸ࣮࣐ࢆ௻⏬ࡋࡓࡇ࡜ࢆࡲࡎࡈ⌮ゎ࠸ࡓࡔࡅࢀࡤ࠶ࡾࡀࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ḟࡢࢫࣛ࢖ࢻ࡛ࡣࠊ㉁ಖド࡟࠾ࡅࡿᏛ⏕ࡢᙺ๭࡜ࡋ࡚ࠊࡑࢀࡒࢀࡢᩍ⫱ᶵ㛵ࣞ࣋ࣝࠊ➨୕⪅ホ౯ࣞ࣋ࣝࠊ㉁ಖドᶵ㛵ࡢ࢞ࣂࢼࣥࢫ࡛ࣞ࣋ࣝࡣ࡝ࡢࡼ࠺࡞ࡇ࡜ࡀ⪃࠼ࡽࢀࡿ࠿࡟ࡘ
࠸࡚ࡲ࡜ࡵ࡚ࡳࡲࡋࡓࠋ࣮ࣚࣟࢵࣃ࡛ࡣࠊࡔ࠸ࡓ࠸ࡇࡢࡼ࠺࡞ᙧែ࡛㐍ࢇ࡛࠸ࡿࡢࡔ࡜࠸
࠺ࡇ࡜ࢆࠊᚋ࡯࡝ࡺࡗࡃࡾ࠾ㄞࡳ࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ࡛ࡣࠊᏛ⏕ཧ⏬࡟ࡣ࡝ࡢࡼ࠺࡞࣓ࣜࢵࢺࡀ࠶ࡿࡢ࡛ࡋࡻ࠺࠿ࠋࡶࡕࢁࢇ࣮ࣚࣟࢵࣃ࡜᪥

グループセッション︵ ︶ 各︵ ︶報告・まとめࣘࢽ࢜ࣥ࡜࠸ࡗࡓ࡜ࡇࢁ࡟౫㢗ࡋࠊࣇ࢛࣮ࣟ࢔ࢵࣉ࣭ࣉࣟࢭࢫ࡟ཧຍࡋ࡚࠸ࡿᙧែࡶ࠶ࡾ

GS

GSᮏ࡛ࡣࠊᏛ⏕ࣘࢽ࢜ࣥ࡟ᑐࡍࡿ⪃࠼᪉ࡶ␗࡞ࡾࡲࡍࡢ࡛ࠊ᪥ᮏ࡛ࡍࡄ࡟࡛ࡁࡿ࠿࡝࠺࠿ࢃ
࠿ࡾࡲࡏࢇࡀࠊ᫝㠀ࡑࡢ㎶ࡢࡇ࡜࡟ࡘ࠸࡚ࡶ࠾⪃࠼࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋᏛ⏕ཧ⏬ࡢከᵝᛶࡀ㠀ᖖ࡟ᙉㄪࡉࢀ࡚࠸ࡲࡍࡋࠊᏛ⩦ࡢᡂᯝࡸ㉁ࢆࡋࡗ࠿ࡾ࡜ホ౯ࡍࡿࡇ࡜ࡀ㠀ᖖ࡟㔜せ࡜࡞ࡗ࡚࠸ࡲࡍࠋᏛ⩦ᡂᯝ㸦Learning Outcomes㸧ࡀᙉㄪࡉࢀࡿ୰ࠊLearning ࡢ୰ᚰ࡛࠶ࡿᏛ⏕ࡢពぢࡣ㠀ᖖ࡟㔜せ࡛ࡍࡢ࡛ࠊᏛ⩦ࡢ㉁ࢆホ౯㸦Assessment㸧ࡍࡿ㐣⛬࡛Ꮫ⏕

−9−

閉会挨拶

࣓ࣜࢵࢺ࡛ࡍࡀࠊࡲࡎ 1 ࡘ┠ࡣࠊᏛ⏕ࡢཧ⏬ࡣᵝࠎ࡞௜ຍ౯್ࢆ⏘ࡳฟࡋࡲࡍࠋ⌧ᅾࡣࠊࡀᇶᮏⓗ࡞ᙺ๭ࢆᢸ࠸ࡲࡍࠋࡲࡓࠊከᵝ໬ࡢ⌮ゎࡸᏛ⏕࡟ᑐࡍࡿᩍ⫱ⓗຠᯝࡶᮇᚅ࡛ࡁࡲ
ࡍࠋ
 2 ࡘ┠ࡢ࣓ࣜࢵࢺࡣࠊ㉁ಖドࣉࣟࢭࢫࡢྥୖࡀᮇᚅ࡛ࡁࡿⅬ࡛ࡍࠋࡇࢀࡲ࡛ࡣࠊᩍ⫱ࢆ⾜࠺ഃࡢ❧ሙ࠿ࡽࡢホ౯ࡔࡗࡓ࠿ࡶ▱ࢀࡲࡏࢇࡀࠊᩍ⫱ࢆཷࡅࡿഃࡢどⅬ࠿ࡽࡢホ౯ࡸពぢࡣ㠀ᖖ࡟㔜せ࡛ࡍࠋᏛ⏕ࡢどⅬࡀࠊఱ࠿ࡇࢀ࠿ࡽࡢ᪂ࡋ࠸ゎỴࡢ⣒ཱྀ࡜ࡋ࡚ࡶᮇᚅ࡛ࡁࡲࡍࠋ
 3 ࡘ┠ࡣࠊᩍ⫱ᶵ㛵ࠊ㉁ಖドᶵ㛵࡟࡜ࡗ࡚ࠊ㉁ྥୖ࡟ᙺ❧࡚ࡿࡇ࡜ࡀ࡛ࡁࡿⅬ࡛ࡍࠋࡑࢀ
࡟ࡣࠊᏛ⏕ཧ⏬ࡀ㉁ྥୖ࡟㠀ᖖ࡟ᙺ❧ࡘ࡜࠸࠺ㄆ㆑ࢆᣢࡘࡇ࡜ࡀ㠀ᖖ࡟㔜せ࡛ࡍࠋࡑࡢୖ
࡛ࠊ௒ࡢ᪥ᮏࡢ≧ἣ࡛࡝ࡢࡼ࠺࡞ࡇ࡜ࡀ࡛ࡁࡿࡢ࠿ࢆࠊ᫝㠀ⓙࡉࢇ࡜⪃࠼ࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ࡲ࡜ࡵࡣࠊ௒⏦ࡋୖࡆࡓࡇ࡜ࡢ⧞ࡾ㏉ࡋ࡟࡞ࡾࡲࡍࡀࠊᏛ⩦ᡂᯝࡀ㉁ಖドࡢ㔜せ࡞ࢸ࣮࣐࡛࠶ࡿࡇ࡜ࡣࠊᏛ⩦ࡢ୺ᙺ࡛࠶ࡿᏛ⏕ࡢཧ⏬ࡣᜍࡽࡃᚲせ᮲௳࡟࡞ࡿ࡛ࡋࡻ࠺ࠋࡑࡋ࡚ࠊ
௒ࡸࣘࢽࣂ࣮ࢧࣝ໬ࡢẁ㝵࡟✺ධࡋࡓ㧗➼ᩍ⫱࡟࠾࠸࡚ࡣࠊከᵝ໬ࡍࡿࢽ࣮ࢬࢆᢕᥱࡍࡿ
ࡓࡵ࡟ࠊ✚ᴟⓗ࡞Ꮫ⏕ࡢཧ⏬ࡀ㠀ᖖ࡟㔜せ࡛ࡍࠋࡲࡓࠊ㉁ಖドࣉࣟࢭࢫ࡟Ꮫ⏕ࡢཧ⏬ࢆồࡵࡿ᪉ྥᛶࡣࠊᅜ㝿ⓗ࡞ὶࢀ࡛ࡍࠋ᪥ᮏ࡛ࡣࠊ࠸ࡗࡓ࠸࡝ࡢࡼ࠺࡞ཧ⏬ࡢᙧែࡀⰋ࠸ࡢ࡛
ࡋࡻ࠺࠿ࠋඛ࡯࡝⏦ࡋୖࡆࡓࡼ࠺࡟ࠊཧ⏬ࡢᙧែࡣከᵝ࡛ࡍࡢ࡛ࠊ௒࡛ࡁࡿࡇ࡜ࠊ࠶ࡿ࠸
ࡣᑗ᮶࡟ྥ࠿ࡗ࡚࡝࠺࠸࠺ࡇ࡜ࡀ࡛ࡁࡿ࠿࡜࠸࠺ࡇ࡜ࢆ⪃࠼࡚࠸ࡃᚲせࡀ࠶ࡿ࡜࠸࠺ࡇ࡜
࡛ࠊ㊃᪨ㄝ᫂࡜ࡉࡏ࡚࠸ࡓࡔࡁࡲࡍࠋࡈΎ⫈࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ
ྖ఍㸸ᕝཱྀඛ⏕ࠊ࡝࠺ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋࡓࡔ௒ࡢ㊃᪨ㄝ᫂࡟㛵ࡍࡿࡈ㉁ၥ࣭ࢥ࣓ࣥ
ࢺࡣࠊᚋ༙ࡢࠕྛࢢ࣮ࣝࣉࢭࢵࢩࣙࣥሗ࿌࣭㉁␲ᛂ⟅࣭ࡲ࡜ࡵࠖࡢࢭࢵࢩ࡛ࣙࣥ᫬㛫ࢆタࡅࡓ࠸࡜ᛮ࠸ࡲࡍࡢ࡛ࠊࡑࡢ㝿࡟ࡼࢁࡋࡃ࠾㢪࠸࠸ࡓࡋࡲࡍࠋ

− 10 −

ᇶㄪㅮ₇Ϩࠕ㉁ಖド࡟࠾ࡅࡿᏛ⏕ཧ⏬ࡢ⌮ᛕ࡜ᐇ㊶㸸ENQA ࡢほⅬ࡜ࣇ࢕ࣥࣛࣥࢻࡢ౛ࠖ
開会挨拶

Helka Kekäläinen㸦ENQA ๪఍㛗㸭ࣇ࢕ࣥࣛࣥࢻ㧗➼ᩍ⫱ホ౯࢝࢘ࣥࢩࣝ஦ົᒁ㛗㸧࠙ᴫせࠚḢᕞ࡟࠾࠸࡚Ꮫ⏕ཧ⏬࡬ࡢྲྀࡾ⤌ࡳࡀ㛤ጞࡉࢀࡓ⫼ᬒ࡟ࡣࠊࡇࢀࡲ࡛ࡢࠕᏛ⏕ࡣᩍ⫱ࡢཷࡅᡭࠖ࡜ࡉࢀࡓᩍ⫱ࡢᴫᛕࡀࠊࡇࡢᩘ༑ᖺ࡛ࠕඹྠࡢ⾜Ⅽ⪅ࠖ࡜ࡳ࡞ࡉࢀࡿࡇ࡜࡟
Ꮫ⏕ཧ⏬ࡢᅾࡾ᪉ࡣࠊᏛ⏕࡟ࡼࡿࣇ࢕࣮ࢻࣂࢵࢡᥦ౪࡟ࡼࡿࠕ᝟ሗᥦ౪⪅࡜ࡋ࡚ࡢᏛ
⏕ࠖࠊၥ㢟ゎỴࡢ㆟ㄽࢆ⾜࠺ࠕ⾜Ⅽ⪅࡜ࡋ࡚ࡢᏛ⏕ࠖࠊᏛ⩦⤒㦂ࢆ㏻ࡋࡓࠕᑓ㛛ᐙ࡜ࡋ࡚

趣旨説明࡞ࡗࡓࡇ࡜ࡀᙳ㡪ࡋ࡚࠸ࡿࠋ

ࡢᏛ⏕ࠖࠊ㉁ಖド࡟࠾ࡅࡿࠕࣃ࣮ࢺࢼ࣮࡜ࡋ࡚ࡢᏛ⏕ࠖ࡜࠸࠺ 4 ࡘ࡟ศ㢮ࡍࡿࡇ࡜ࡀ࡛ࡁ
ࡿࠋᶵ㛵ࡢෆ㒊㉁ಖドࣉࣟࢭࢫ࡟ࡶᏛ⏕ཧ⏬ࢆᙉࡃ᥎ዡࡋࠊḢᕞ㧗➼ᩍ⫱ᅪ㸦EHEA㸧ࡢ☜❧ࢆ┠ᣦࡍ࣮࣎ࣟࢽ࣭ࣕࣉࣟࢭࢫ⨫ྡᅜࡢᩍ⫱኱⮧ࡽࡶࠊ㧗➼ᩍ⫱ᶵ㛵ࠊᩍ⫋ဨࠊࡑࡋ

基調講演ⅠḢᕞ㧗➼ᩍ⫱㉁ಖド༠఍㸦ENQA㸧࡛ࡶࠊእ㒊㉁ಖドࣉࣟࢭࢫࡔࡅ࡛࡞ࡃࠊ㧗➼ᩍ⫱࡚Ꮫ⏕࡜ࡢ㛫࡟ࣃ࣮ࢺࢼ࣮ࢩࢵࣉࡀ࠶ࡗ࡚ࡇࡑࠊEHEA ࡀ☜❧࡛ࡁࡿ࡜ࡋ࡚࠸ࡿࠋ
ࡲࡓࠊ㧗➼ᩍ⫱ࡢ㉁ಖド࡟࠾ࡅࡿඹ㏻ࡢཧ↷Ⅼ࡛࠶ࡿࠕḢᕞ㧗➼ᩍ⫱ᅪ࡟࠾ࡅࡿ㉁ಖ
࠾ࡅࡿᏛ⏕ࡢཧຍࡀྵࡲࢀࡿ࡭ࡁ࡛࠶ࡿ࡜᫂グࡉࢀ࡚࠾ࡾࠊENQA ࡀ⾜ࡗ࡚࠸ࡿ㧗➼ᩍ⫱ᶵ㛵࡟ᑐࡍࡿእ㒊ホ౯ࢆᐇ᪋ࡍࡿ㝿࡟ࡶࠊᏛ⏕ࡀᖖ࡟እ㒊ホ౯ࣃࢿࣝ࡟ཧຍࡋ࡚࠸ࡿࠋ
ࡉࡽ࡟࣮࣎ࣟࢽ࣭ࣕࣉࣟࢭࢫࡢ㛤ጞ࡜࡜ࡶ࡟ࠊḢᕞᏛ⏕ࣘࢽ࢜ࣥ㸦ESU㸧ࡀ 2007 ᖺ࡟

基調講演Ⅱドࡢᇶ‽࡜࢞࢖ࢻࣛ࢖ࣥ㸦ESG㸧㸸2005 ᖺ࡛ࠖࡣࠊෆ㒊㉁ಖドࡸእ㒊㉁ಖドࣉࣟࢭࢫ࡟

⤌⧊ࡉࢀ࡚࠸ࡿࠋ2015 ᖺࡢ᥇ᢥࢆ┠ᣦࡋࠊ⌧ᅾࠊぢ┤ࡋࡀ⾜ࢃࢀ࡚࠸ࡿ᪂ࡓ࡞ ESG ࡟⫱ࢩࢫࢸ࣒࡟࠾ࡅࡿពᛮỴᐃࣉࣟࢭࢫࡸ㉁ಖドࢩࢫࢸ࣒ࡢᵓ⠏࡟࠾࠸࡚ࡶࠊᏛ⏕ࡀ✚ᴟⓗ࡟㛵୚ࡍ࡭ࡁ࡜୺ᙇࡋ࡚࠸ࡿࠋ ࣇ࢕ࣥࣛࣥࢻ࡟࠾ࡅࡿᏛ⏕ཧ⏬ࡣࠊ1921 ᖺ࠿ࡽጞࡲࡿࡀࠊ1960 ᖺ௦࡟ࡣࠊ኱Ꮫ࡟࠾ࡅࡿ㔜せ࡞ពᛮỴᐃࢆక࠺ሙྜࡣࠊᩍဨࠊ⫋ဨࠊᏛ⏕ࡢ௦⾲ࢆពᛮỴᐃ⤌⧊࡟ཧຍࡉࡏ࡞
ࡅࢀࡤ࡞ࡽ࡞࠸ࡇ࡜ࡀ኱Ꮫἲ࡛᫂グࡉࢀࡓࠋࡑࡢᚋࡣᏛ⏕ࡀᚲࡎ኱Ꮫࡢࡍ࡭࡚ࡢពᛮỴᐃ⤌⧊࡟ຍධࡋ࡚࠸ࡿࠋࡍ࡭࡚ࡢᏛ㒊⏕ࡀࠊ⮬ືⓗ࡟ᆅᇦ࠾ࡼࡧ඲ᅜᏛ⏕ࣘࢽ࢜ࣥ㸦SYL㸧
ࡢ࣓ࣥࣂ࣮࡜࡞ࡾࠊࡑࡢ࣏ࢪࢩࣙࣥࡶ኱Ꮫἲ࡛ಖㆤࡉࢀ࡚࠸ࡿࠋ
ࡲࡓࠊ࡝ࡢᏛ⏕⤌⧊࡟ࡶᩍ⫱ⓗ࡞ၥ㢟࡟ࡘ࠸࡚㈐௵ࢆᢸ࠺Ꮫ⏕ࡀ࠾ࡾࠊᩍ⫋ဨ࡜ࡢ⥭ᐦ࡞άືࢆ⾜ࡗ࡚࠸ࡿࡇ࡜࠿ࡽࠊᏛ⏕ࢆࣇࣝࣃ࣮ࢺࢼ࣮࡜ࡍࡿࣔࢹࣝࢆ㉁ಖドࡢ୰࡛ᵓ⠏ࡍࡿࡇ࡜ࡀ࡛ࡁࡓࠋ

グループセッション︵ ︶ 各︵ ︶報告・まとめ࠾࠸࡚ࡶࠊESU ࡣࠊᏛ⏕ࡀ኱Ꮫ࡟࡜ࡗ࡚ࣇࣝࣃ࣮ࢺࢼ࣮࡛࠶ࡾࠊ㧗➼ᩍ⫱ᶵ㛵ࡸᅜࡢᩍGSGS Ꮫ⏕ࡀ᭷ࡍࡿᏛ⩦ࡸᏛ⏕ၥ㢟࡟࠿࠿ࡿᑓ㛛▱㆑ࢆά⏝ࡍࡿࡇ࡜࡛ࠊ኱Ꮫࡣ㉁ಖドࡢಙࡁࡿ࡞࡝ࠊᏛ⏕ཧ⏬ࡢᙉࡳࡣከ࠸ࠋࡋ࠿ࡋࠊᏛ⏕࡟ᑐࡍࡿ࣮ࣞࢽࣥࢢࡢᐇ᪋ࠊືᶵ࡙ࡅ
ࡸሗ㓘ࠊᏛ⏕ࡢど㔝ࢆ᭱኱㝈ά⏝ࡍࡿࡓࡵࡢᏛෆయไࡢᵓ⠏࡜࠸ࡗࡓㄢ㢟ࡶ࠶ࡿࠋࡲࡓࠊຠ⋡㔜どࡢ௻ᴗ⤒Ⴀࢫࢱ࢖ࣝࡢᗈࡀࡾ➼࡟ࡼࡾࠊᏛ⏕ཧ⏬ࡀ⬣ጾ࡟ࡉࡽࡉࢀ࡚࠸ࡿ࡜࠸
࠺ ESU ࡢ୺ᙇࡶ࠶ࡿࠋ

− 11 −

閉会挨拶㢗ᛶࡸྥୖࢆྍ⬟࡜ࡉࡏࠊࡲࡓࠊᏛ⏕ࡣᵝࠎ࡞⬟ຊࢆ㌟࡟௜ࡅࡽࢀࡿᶵ఍ࢆᚓࡿࡇ࡜࡛

ྖ఍㸸⥆ࡁࡲࡋ࡚ࠊㅮ₇࡟⛣ࡽࡏ࡚࠸ࡓࡔࡁࡲࡍࠋྛㅮ₇⪅࡟ᑐࡍࡿ㉁␲ᛂ⟅࡟ࡘࡁࡲࡋ࡚ࡣࠊ
ࡑࢀࡒࢀࡢㅮ₇ࡢᚋ࡟ᑡࡋ᫬㛫ࢆタࡅ࡚࠾ࡾࡲࡍࡀࠊ᫬㛫ࡀ㊊ࡾ࡞࠸ሙྜࡣᚋ༙ࡢࠕྛࢢ
࣮ࣝࣉࢭࢵࢩࣙࣥሗ࿌࣭㉁␲ᛂ⟅࣭ࡲ࡜ࡵࠖࡢࢭࢵࢩ࡛ࣙࣥ࠾ఛ࠸ࡍࡿᶵ఍ࢆタࡅࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ࡛ࡣࠊᮏ᪥᭱ึࡢㅮ₇ࡣࠊ
ࠕ㉁ಖド࡟࠾ࡅࡿᏛ⏕ཧ⏬ࡢ⌮ᛕ࡜ᐇ㊶㸸ENQA ࡢほⅬ࡜ࣇ࢕ࣥࣛࣥࢻࡢ౛ࠖ࡜㢟ࡋࡲࡋ࡚ࠊḢᕞ㧗➼ᩍ⫱㉁ಖド༠఍㸦ENQA㸧๪఍㛗࡛࠸ࡽࡗࡋࡷࡿ
Helka Kekäläinen ࡉࢇࡼࡾࡈㅮ₇ࢆ࠸ࡓࡔࡁࡲࡍࠋ
 Kekäläinen ࡉࢇࡣࠊ2009 ᖺ࠿ࡽ ENQA ࡢ࣮࣎ࢻ࣓ࣥࣂ࣮࡜ࡋ࡚ࡈά㌍ࡉࢀࠊࣂࣝ࢝ࣥ
ㅖᅜࡸ୰ኸ࢔ࢪ࢔࡟࠾ࡅࡿேᮦ⫱ᡂ஦ᴗࡸホ౯ᶵ㛵ࡢホ౯⪅ࡢࢺ࣮ࣞࢽࣥࢢ࡞࡝࡟ᦠࢃࡗ
࡚࠸ࡽࡗࡋࡷ࠸ࡲࡍࠋࡑࡋ࡚ࠊINQAAHE ࡜࠸࠺඲ୡ⏺ࡢ㧗➼ᩍ⫱㉁ಖドᶵ㛵ࡀ㞟ࡲࡿᅜ㝿ࢿࢵࢺ࣮࣡ࢡࡢ⥲఍ࡸࠊྛᅜ࡛㛤ദࡉࢀࡲࡍ㧗➼ᩍ⫱㉁ಖド࡟㛵ࡍࡿࢭ࣑ࢼ࣮➼࡛ᩘࠎ
ࡢㅮ₇ࢆࡋ࡚࠸ࡽࡗࡋࡷ࠸ࡲࡍࠋ ࡑࢀ࡛ࡣ Kekäläinen ࡉࢇࠊࡼࢁࡋࡃ࠾㢪࠸࠸ࡓࡋࡲࡍࠋ
Helka Kekäläinen 㸦ENQA ๪఍㛗㸭ࣇ࢕ࣥࣛࣥࢻ㧗➼ᩍ⫱ホ౯࢝࢘ࣥࢩࣝ஦ົᒁ㛗㸧㸸 ࡈ⤂௓࠸ࡓࡔࡁࡲࡋ࡚࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋᮾி࡛ࠊⓙᵝ࡟ࠕ㉁ಖド࡟࠾ࡅࡿᏛ⏕ཧ⏬ࡢ⌮ᛕ࡜ᐇ㊶ࠖ࡟ࡘ࠸࡚࠾ヰࡋࡍࡿࡇ࡜ࡀ࡛ࡁ࡚ࠊ኱ኚᎰࡋࡃᛮ࠸ࡲࡍࠋENQA ࡢほⅬࢆࡈ⤂௓ࡍࡿ࡜ྠ᫬࡟ࠊࣇ࢕ࣥࣛࣥࢻࢆ౛࡜ࡋ࡚࠾ヰࢆࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ࡲࡎࠊ࡝ࡢࡼ࠺࡞ᴫᛕୖࡢኚ໬ࡀ࠶ࡗ࡚Ꮫ⏕ཧ⏬࡟㛵ᚰࡀྥࡅࡽࢀࡓࡢ࠿࡟ࡘ࠸࡚ࠊ࠾
ヰࡋࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ໭Ḣ㧗➼ᩍ⫱㉁ಖドࢿࢵࢺ࣮࣡ࢡ㸦Nordic Quality Assurance
Network of Higher Education㸧ࡣࠊ2003 ᖺ࡟Ꮫ⏕ཧ⏬㸦student involvement㸧࡟࠿࠿ࡿㄪᰝࢆ⾜࠸ࠊ໭Ḣㅖᅜࡸ௚ࡢ࣮ࣚࣟࢵࣃㅖᅜ࡛Ꮫ⏕ཧ⏬㸦student participation㸧ࡀᮃࡲࢀࡿ࡟⮳ࡗࡓኚ໬ࡸཎ๎ࠊ⪃࠼᪉ࢆ᫂ࡽ࠿࡟ࡋࡲࡋࡓࠋ ➨୍࡟ࠊࡇࡢᩘ༑ᖺ࡛ᩍ⫱ࡢᴫᛕࡀ኱ࡁࡃኚࢃࡾࡲࡋࡓࠋ▱㆑ࡢᥦ౪ࡸ⋓ᚓ࡟㛵ࡍࡿ◊✲ࡀ⾜ࢃࢀࡓࡇ࡜࡛ࠊᚑ᮶ᆺࡢ▱ࡢཷࡅᡭ࡜ࡋ࡚ࡢᏛ⏕ࣔࢹࣝࡀ␲ၥどࡉࢀࡿࡼ࠺࡟࡞ࡾࠊ
ࡑࢀ࡟௦ࢃࡗ࡚⬟ືⓗ࡞Ꮫ⩦ࠊ▱㆑ᙧᡂ࡟࠾ࡅࡿಶேࡢෆ㒊ࣉࣟࢭࢫ࡜ࡋ࡚ࡢᏛ⩦ࡀᩍ⫱ࡢ⌮ㄽⓗ⌮ゎ࡜ࡋ࡚୺ὶ࡜࡞ࡗ࡚ࡁࡲࡋࡓࠋᮃࡲࡋ࠸ᩍ⫱ࣃࣛࢲ࢖࣒࡜ࡋ࡚ࠊᏛ⩦㸦learning㸧ࡀᩍᤵ㸦teaching㸧࡟࡜ࡗ࡚࠿ࢃࡗࡓࡢ࡛ࡍࠋࡇࡢࡇ࡜ࡣඛ࡯࡝ࡢᕝཱྀඛ⏕ࡢヰ࡛ࡶฟ࡚ࡁ
࡚࠸ࡓ࡜ᛮ࠸ࡲࡍࠋࡑࡋ࡚ࠊࡸࡣࡾᩍ⫱ࡢࣃࣛࢲ࢖࣒ࢆኚ࠼ࡿࡢ࡛࠶ࢀࡤࠊᏛ⏕ࡢᤊ࠼᪉ࡶኚࢃࡽࡊࡿࢆᚓࡲࡏࢇࠋᏛ⏕ࡀ▱ࡢ๰㐀⪅࡜ࡋ࡚ぢࡽࢀࡿࡢ࡛࠶ࢀࡤࠊᏛ⏕ࡣᩍ⫱ࡢ༢࡞ࡿཧຍ⪅ࡸཷࡅᡭ࡛ࡣ࡞ࡃࠊඹྠࡢ⾜Ⅽ⪅࡜ぢ࡞ࡉࢀࡿࡇ࡜࡟࡞ࡾࡲࡍࠋㄢ㢟࣮࣋ࢫࡢᏛ⩦㸦problem-based learning㸧࡜࠸ࡗࡓ᪂ࡋ࠸Ꮫ⩦ࡢᅾࡾ᪉ࡀฟ࡚ࡁࡓࡇ࡜࡛ࠊ⮬㌟ࡢᏛ
⩦ࣉࣟࢭࢫࡢホ౯ࢆྵࡴᏛ⩦ࡢ㈐௵ࡣࠊᏛ⏕ࡢ᪉࡟⛣⾜ࡋ࡚࠸ࡲࡍࠋ ࡲࡓࠊ࣮ࣚࣟࢵࣃ࡟࠾ࡅࡿ┠ᶆタᐃ࡟࠾࠸࡚ࡣࠊ㧗➼ᩍ⫱ࡢᙺ๭ࡣࠊ༢࡟▱㆑ࡸᢏ⾡ࢆ− 12 −

㌟࡟ࡘࡅࡉࡏࡿࡇ࡜࡛ࡣ࡞ࡃࠊᏛ⏕ࢆᑗ᮶ࡢ࢟ࣕࣜ࢔࡟ྥࡅ࡚‽ഛࡉࡏࡿࡇ࡜࡜ࡉࢀ࡚࠸
㆑ࡣࠊ⮬ศࢆᢈุⓗ࡟ホ౯ࡍࡿ⬟ຊ࡜ྠᵝ࡟ࠊఏ㐩ྍ⬟࡞ᢏ⾡ࡸಶேࡢᡂ㛗ࢆ㐩ᡂࡍࡿࡓ

開会挨拶ࡲࡍࠋᩍ㣴ᩍ⫱ࡢఏ⤫࡛ࡣࠊᩍ⫱ࡣಶே࡜ࡋ࡚ࡢᡂ㛗ࡶ┠ᣦࡋ࡚࠸ࡲࡍࠋໟᦤ࣭ཧຍࡢព
ࡵࡢᚲ㡲ࡢせ௳࡜ぢ࡞ࡉࢀ࡚࠸ࡲࡍࠋ
Ẹ୺୺⩏♫఍ࡢⓎᒎ࡟㈉⊩ࡍࡿࡇ࡜ࡶ㧗➼ᩍ⫱ࡢᙺ๭࡛ࡍࠋࡇࢀࡶ࣮ࣚࣟࢵࣃࡢ┠ᶆタᐃ࡟ྵࡲࢀ࡚࠸ࡲࡍࠋ㧗➼ᩍ⫱ࡀࡇ࠺ࡋࡓᙺ๭ࢆᢸ࠺ࡢ࡛࠶ࢀࡤࠊ㧗➼ᩍ⫱ᶵ㛵ࡣẸ୺ⓗ࠿࡜࠸࠺ホ౯ࡶྵࡲࢀࡲࡍࠋࡑࡋ࡚ࠊ㛵ಀ⪅඲ဨ࠿ࡽ࢖ࣥࣉࢵࢺࢆồࡵ࡚࠸ࡿ࠿࡝࠺࠿ࡀࠊ

趣旨説明࡞⤌⧊࡛࡞ࡅࢀࡤ࡞ࡾࡲࡏࢇࠋࡘࡲࡾࠊ㧗➼ᩍ⫱ᶵ㛵ࡢホ౯࡟ࡣࠊ࡝ࡢ⛬ᗘẸ୺ⓗ࡞⤌⧊Ẹ୺ⓗ࡞ᶵ㛵࠿࡝࠺࠿ࢆุ᩿ࡍࡿࡦ࡜ࡘࡢᇶ‽࡜࡞ࡾࡲࡍࠋ
㧗➼ᩍ⫱ᶵ㛵ࡣࠊ⌧ᅾࡑ࠺࡛࠶ࡿࡔࡅ࡛࡞ࡃࠊ௒ᚋࡉࡽ࡟▱㆑♫఍ࡢኚ໬ࡢᙳ㡪ࢆཷࡅࡿࡇ࡜࡟࡞ࡾࡲࡍࠋࡇࡢࡼ࠺࡞♫఍࡟࠾࠸࡚ࡣࠊពᛮỴᐃࡀᚲせ࡜ࡍࡿ௙஦ࡀቑຍࡍࡿ࡜
ࡼ࠺࡟࡞ࡾࡲࡍࠋ▱㆑♫఍࡛ࡣࠊ⏕ᾭᏛ⩦ࡶồࡵࡽࢀࡲࡍࠋࡇࢀ࠿ࡽࡢ㧗➼ᩍ⫱ࡣࠊ⧞ࡾ㏉ࡋࠊ≧ἣ࡟ᛂࡌ࡚ࠊᏛ⏕୺ᑟ࡛⾜࠺ࡶࡢ࡜ぢࡽࢀ࡚࠸ࡲࡍࠋ࡜࡞ࡾࡲࡍ࡜ࠊᶵ㛵࡜ࡋ࡚

基調講演Ⅰࡉࢀ࡚࠸ࡲࡍࡢ࡛ࠊ㧗➼ᩍ⫱ᶵ㛵ࡣࠊ⬟ືⓗ࡟ពᛮỴᐃࡀ࡛ࡁࡿேᮦࡢ⫱ᡂࡀồࡵࡽࢀࡿࡢᩍ⫱ࡢ⟶⌮ࡀㄢ㢟࡟࡞ࡾࡲࡍࡋࠊᩍ⫱ࡢホ౯ࡶᙳ㡪ࢆཷࡅࡿࡇ࡜࡟࡞ࡾࡲࡍࠋ
ࡇࡢࡼ࠺࡞⪃࠼ࡀ⫼ᬒ࡟࠶ࡿ࡜ᩘᖺ๓࡟᫂ࡽ࠿࡟ࡉࢀࡲࡋࡓࡀࠊࡇࢀࡣ௒⌧ᅾ࡛ࡶࡑࡢ ࡛ࡣࠊENQA ࡢどⅬ࡟ࡘ࠸࡚࠾ヰࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ୍㒊ࡍ࡛࡟⤂௓ࡋࡲࡋࡓࡢ࡛ࠊ⧞

基調講演Ⅱ

㏻ࡾࡔ࡜ᛮ࠸ࡲࡍࠋ

ࡾ㏉ࡋ࡟࡞ࡿ࡜ࡇࢁࡶ࠶ࡿ࠿ࡶ▱ࢀࡲࡏࢇࡀࠊ≉࡟ၥ㢟࡟ࡣ࡞ࡽ࡞࠸ࡔࢁ࠺࡜ᮇᚅࡋࡲࡍࠋ
ᕞ㧗➼ᩍ⫱㉁ಖド༠఍㸧ࡢࡇ࡜࡛ࡍࠋENQA ࡣࠊእ㒊㉁ಖドࣉࣟࢭࢫࡔࡅ࡛࡞ࡃࠊ㧗➼ᩍ⫱ᶵ㛵ࡢෆ㒊㉁ಖドࣉࣟࢭࢫ࡟ࡶᏛ⏕ࡢཧ⏬ࢆᙉࡃ᥎ዡࡋ࡚࠸ࡲࡍࠋࡲࡓࠊ࣮࣎ࣟࢽ࣭ࣕ
ࣉࣟࢭࢫࡣࠊ࣮ࣚࣟࢵࣃ࡛ࣞ࣋ࣝࡢ⮬୺ⓗ࡞ࣉࣟࢭࢫࡢࡦ࡜ࡘ࡛ࠊ௒࡛ࡣ࣮ࣚࣟࢵࣃࡢᅜࠎࠊ
EU ຍ┕ᅜࡢ࡯࠿ࠊEU 㠀ຍ┕ᅜࡶཧຍࡋ࡚࠾ࡾࠊィ 47 ࡢᅜࠎࡀࡇࡢ⮬୺ⓗ࡞ࣉࣟࢪ࢙ࢡ
ࢺ࡟⨫ྡࡋࠊ࣮ࣚࣟࢵࣃ඲య࡛ࡦ࡜ࡘࡢ㧗➼ᩍ⫱ᅪࢆ⠏ࡇ࠺࡜ࡍࡿḢᕞ㧗➼ᩍ⫱ᅪ㸦European Higher Education Area: EHEA㸧ࡢ☜❧ࢆ┠ᣦࡋ࡚࠸ࡲࡍࠋࡑࡋ࡚ࠊࡇࡢ࣎
࣮࣎ࣟࢽ࣭ࣕࣉࣟࢭࢫ⨫ྡᅜࡢᩍ⫱኱⮧ࡣࠊ㧗➼ᩍ⫱ᶵ㛵࡜ࡑࡢᩍ⫋ဨࠊᏛ⏕࡜ࡢ㛫࡟ࣃ࣮ࢺࢼ࣮ࢩࢵࣉࡀ࠶ࡗ࡚ࡇࡑࠊEHEA ࡀ☜❧࡛ࡁࡿ࡜ࡋ࡚࠸ࡲࡍࠋ

GS︶報告・まとめ࣮ࣟࢽ࣭ࣕࣉࣟࢭࢫ࡛ࡶࠊ㧗➼ᩍ⫱ࡢ㉁ಖド࡟࠾ࡅࡿᏛ⏕ཧ⏬ࡢ㔜せᛶࡀቑࡋ࡚࠸ࡲࡍࠋ

グループセッション︵ ︶ 各︵

᭱ึ࡟ࠊENQA ࡣࠊEuropean Association for Quality Assurance in Hegher Education㸦ḢGS ඛ࡯࡝ࠊᕝཱྀඛ⏕ࡢ࠾ヰ࡟ࡶ࠶ࡾࡲࡋࡓࡀࠊ㧗➼ᩍ⫱ࡢ㉁ಖド࡟࠾ࡅࡿඹ㏻ࡢཧ↷ⅬࡀࠊࠕḢᕞ㧗➼ᩍ⫱ᅪ࡟࠾ࡅࡿ㉁ಖドࡢᇶ‽࡜࢞࢖ࢻࣛ࢖ࣥ㸦Standards and Guidelines forࡇࢀࡣࠊ࣮࣎ࣟࢽ࣭ࣕࣉࣟࢭࢫ⨫ྡᅜࡢᩍ⫱኱⮧࡟ࡼࡗ࡚ 2005 ᖺ࡟᥇ᢥࡉࢀࡓࡶࡢ࡛ࠊ
ENQA ࡣḢᕞ኱Ꮫ༠఍㸦European University Association: EUA㸧ࠊḢᕞ㧗➼ᩍ⫱ᶵ㛵༠఍㸦European Association for Institutions in Higher Education: EURASHE㸧ࠊḢᕞᏛ⏕ࣘ

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閉会挨拶

Quality Assurance in the European Higher Education Area: ESG㸧࡛ࠖ♧ࡉࢀ࡚࠸ࡲࡍࠋ

ࢽ࢜ࣥ㸦European Student Union: ESU㸧ࠊᙜ᫬ࡣḢᕞᏛ⏕᝟ሗᒁ㸦ESIB㸧࡜࿧ࡤࢀ࡚࠸
ࡲࡋࡓࡀࠊ࡜࡜ࡶ࡟ ESG ࡢⲡ᱌ࡢసᡂ࡟࠶ࡓࡾࡲࡋࡓࠋ ࡍ࡛࡟࠾⪺ࡁࡢ࡜࠾ࡾࠊESG ࡟ࡣෆ㒊㉁ಖドࡢᡓ␎ࠊ᪉㔪ࠊᡭ⥆ࡁ࡟ࡣᏛ⏕ࡢᙺ๭ࡀྵ
ࡲࢀࡿ࡭ࡁ࡛࠶ࡿ࡜᫂グࡉࢀ࡚࠸ࡲࡍࠋᩍ⫱ࣉࣟࢢ࣒ࣛ࡜Ꮫ఩ࡢ㉁ಖド࡟ࡣࠊᏛ⏕ࡢཧຍࡀᮇᚅࡉࢀ࡚࠸ࡲࡍࠋ࡛ࡍࡢ࡛ࠊఱ࠿ࡋࡽࡢࣉࣟࢢ࣒ࣛࡀ࠶ࢀࡤࠊࡑࢀࡽࡢ࠸ࡎࢀ࡟ࡶᏛ
⏕ࡀཧຍࡋ࡞ࡅࢀࡤ࡞ࡾࡲࡏࢇࠋࡲࡓࠊእ㒊㉁ಖドࣉࣟࢭࢫ࡟ࡶᏛ⏕ࡢཧຍࡀྵࡲࢀࡿ࡭
ࡁ࡛࠶ࡾࠊእ㒊ホ౯ᑓ㛛ᐙࣃࢿࣝ࡟ࡣࠊᚲせ࡟ᛂࡌ࡚ࠊᏛ⏕࣓ࣥࣂ࣮ࢆධࢀࡿࡇ࡜࡜ࡉࢀ
࡚࠸ࡲࡍࠋ౛࡜ࡋ࡚ࡣࠊENQA ࡀ࣓ࣥࣂ࣮ᶵ㛵࡟ᑐࡋ࡚እ㒊ホ౯ࢆ⾜࠺ሙྜ࡟ࡣࠊESU ࡀ᥎⸀ࡋࡓᏛ⏕ࡀࠊᖖ࡟እ㒊ホ౯ᑓ㛛ᐙࣃࢿࣝ࡟ཧຍࡋ࡚࠸ࡲࡍࠋENQA ࡣ ESG ࢆ࡛ࡁࡿ㝈ࡾᐇ㊶ࡍࡿࡼ࠺ྛᅜ࡟᥎ዡࡋ࡚࠸ࡲࡍࡀࠊᐇ㝿࡟ࡣ࡝࠺࠿࡜ゝ࠸ࡲࡍ࡜ࠊ㧗➼ᩍ⫱ࡢ㉁ಖ
ド࡟࠾ࡅࡿᏛ⏕ࡢᙺ๭࡜࠸࠺ࡢࡣࠊ࣮ࣚࣟࢵࣃ࡜࠸࠼࡝ࡶࡑࢀࡒࢀᅜ࡟ࡼࡗ࡚㐪࠸ࡲࡍࠋᅜෆࡢไᗘࡢせ௳ࡸᩥ໬ࠊṔྐⓗ࡞Ꮫ⏕ࡢᙺ๭࡟ࡼࡗ࡚㐪ࡗ࡚࠸ࡲࡍࠋ Ꮫ⏕ཧ⏬࡟ࡘ࠸࡚ࡣࠊAlaniska ࡜ Eriksson ࡀࠕStudent involvement in the processes ofquality assurance agenciesࠖ㸦2006 ᖺⓎ⾜㸧ࡢ୰࡛ࠊ౽฼࡞ศ㢮ࢆ⾜ࡗ࡚࠸ࡲࡍࠋ ࡲࡎ 1 ࡘ┠ࡣࠊ᝟ሗᥦ౪⪅࡜ࡋ࡚ࡢᏛ⏕࡛ࡍࠋᏛ⏕࠿ࡽࡢࣇ࢕࣮ࢻࣂࢵࢡࡢᥦ౪ࡣࠊ᭱
ࡶ୍⯡ⓗ࡞Ꮫ⏕ཧ⏬ࡢᅾࡾ᪉࡛ࡍࠋࡓࡔࠊ࡝ࢇ࡞ࣇ࢕࣮ࢻࣂࢵࢡࡀ࠸ࡘࠊ࡝ࡢࡼ࠺࡟ᥦ౪
ࡉࢀࡿ࠿ࡣከᵝ࡛ࡍࠋ㏻ᖖࡣࢥ࣮ࢫ⤊஢ᚋࠊ࠶ࡿ࠸ࡣᏛᮇ㸦term㸧୰࡟ᑡ࡞ࡃ࡜ࡶ୍ᗘࡣ
⾜ࢃࢀࡿࡇ࡜࡟࡞ࡗ࡚࠸࡚ࠊᐃ㔞ⓗ࣭ᐃᛶⓗ࡞ᡭἲࡀ࡜ࡽࢀ࡚࠸ࡲࡍࠋ
 2 ࡘ┠ࡣࠊ⾜Ⅽ⪅࡜ࡋ࡚ࡢᏛ⏕࡛ࡍࠋᏛ⏕ࡣ༢࡞ࡿ᝟ሗᥦ౪⪅࡛ࡣ࡞ࡃࠊࣇ࢕ࣥࣛࣥࢻࡸ
࣮ࣚࣟࢵࣃࡢ኱Ꮫࡢከࡃ࡛ࡣࠊᏛ⏕ࡀ⊂⮬࡟ࣇ࢕࣮ࢻࣂࢵࢡ⏝ࡢᅇ⟅⏝⣬ࢆసࡾࡲࡍࠋᩍ
ဨ࡜༠ຊࡋ࡞ࡀࡽసࡿሙྜࡶ࠶ࡾࡲࡍࠋࣇ࢕࣮ࢻࣂࢵࢡࢆ㞟ࡵ࡚ࠊศᯒࡍࡿࡢࡶᏛ⏕࡛࠶ࡿ࡜࠸࠺ࡇ࡜ࡶࡼࡃ࠶ࡾࡲࡍࡋࠊẼᴦ࡞㞺ᅖẼࡢ୰࡛ࠊ࢖ࣀ࣮࣋ࢸ࢕ࣈ࡛ၥ㢟ゎỴᆺࡢ㆟ㄽࢆ⾜࠺ࡼ࠺࡞ᩍ⫋ဨ࡜Ꮫ⏕ࡢ◊ಟ࣮࣡ࢡࢩࣙࢵࣉࡢ㛤ദࢆᏛ⏕ࡀᢸᙜࡋ࡚࠸ࡿሙྜࡶ࠶ࡾࡲࡍࠋ
 3 ࡘ┠ࡣࠊᑓ㛛ᐙ࡜ࡋ࡚ࡢᏛ⏕࡛ࡍࠋ㉁ಖドࡢ↔Ⅼࡀ teaching ࡢ㉁࡛ࡣ࡞ࡃࠊlearning
ࡢ㉁࡟࠶࡚ࡽࢀࡿ࡭ࡁ࡛࠶ࢀࡤࠊᏛ⏕ࡢᙺ๭ࡣᙜ↛㔜せ࡟࡞ࡾࡲࡍࠋࣇ࢕ࣥࣛࣥࢻ࡛ࡣࠊ
Ꮫ⏕ࡣᏛࡧࡢᑓ㛛ᐙ࡜ぢ࡞ࡉࢀ࡚࠸ࡲࡍࠋᏛ⏕ࡣࠊ⮬ศࡓࡕࡀ࡝ࡢࡼ࠺࡟ࡋ࡚Ꮫ⩦ᡂᯝࢆᚓࡓࡢ࠿ࢆ▱ࡗ࡚࠸ࡲࡍࡋࠊᏛ⩦ᡂᯝࢆᚓࡿࣉࣟࢭࢫ࡟ teaching ࡀ࡝ࡢࡼ࠺࡟ᙺ࡟❧ࡗࡓ࠿ࢆ⌮ゎࡋ࡚࠸ࡲࡍࠋ࡛ࡍࡢ࡛ࠊteaching ࡣᏛ⏕ࡢᏛ⩦⤒㦂ࢆ㏻ࡋ࡚ホ౯㸦evaluation㸧ࡉࢀࡿ࡭ࡁ࡛࠶ࡾࠊᐇ㝿࡟࡝ࡢ⛬ᗘᏛ⩦ࡢࣉࣟࢭࢫࢆᨭ᥼ࡋࡓ࠿࡟ᇶ࡙ࡃ࡭ࡁ࡛ࡍࠋᏛ⏕ࡢ▱㆑ࢆ฼⏝ࡍࡿ࡟࠶ࡓࡗ࡚ࡣࠊ࣮࣡ࢡࢢ࣮ࣝࣉࡸ఍㆟࡟Ꮫ⏕ࢆᣍࡃ࡞࡝ࡋ࡚ࠊᏛ⏕ࡢពぢࢆᗈࡃồࡵࡿ࡜࠸࠺ᙧࢆ࡜ࡗ࡚࠸ࡲࡍࠋᑓ㛛ᐙ࡜ࡋ࡚Ꮫ⏕ࢆᢅ࠺ࡇ࡜ࡣࠊ௒᪥ࡢࣇ࢕ࣥ
ࣛࣥࢻ࡟࠾࠸࡚ࡣࠊᩥ໬࡜ࡋ࡚ࡶᮇᚅࡉࢀ࡚࠾ࡾࠊࡇࢀ࡟ࡣᩍ⫋ဨ࡜Ꮫ⏕཮᪉ࡀ๓ྥࡁ࡞
ែᗘ࡛ᤊ࠼ࡿࡇ࡜ࡀᚲせ࡜࡞ࡾࡲࡍࠋ᭱ึࡣᏛ⏕ࡢࣇ࢕࣮ࢻࣂࢵࢡࡣ࠺ࡿࡉ࠸ᩥྃ࡜ぢࡽࢀ࡚࠸ࡲࡋࡓࡀࠊ௒࡛ࡣᘓタⓗ࡞ᑓ㛛ᐙ࠿ࡽࡢࣇ࢕࣮ࢻࣂࢵࢡ࡜ࡋ࡚ᤊ࠼ࡽࢀ࡚࠸ࡲࡍࠋ

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ఱᖺࡶ࠿࠿ࡗ࡚ࡼ࠺ࡸࡃࡇࡇࡲ࡛ࡸࡗ࡚ࡃࡿࡇ࡜ࡀ࡛ࡁࡲࡋࡓࠋ⡆༢࡞ࡇ࡜࡛ࡣ࠶ࡾࡲࡏ
࠸ࡗࡓྲྀࡾ⤌ࡳࢆ⾜ࡗ࡚ࡁࡓ⤖ᯝࠊᩍ⫋ဨࡀࡑࢀࢆㄆ㆑ࡍࡿࡼ࠺࡟࡞ࡾࠊᏛ⏕࡜ᩍ⫋ဨࡢ

開会挨拶ࢇ࡛ࡋࡓࡀࠊᏛ⏕ࢆ㛤Ⓨࢳ࣮࣒࡟ཧຍࡉࡏࠊᩍ⫋ဨ࡟Ꮫ⏕ࡢᑓ㛛ⓗ▱㆑ࡢ㔜せᛶࢆ♧ࡍ࡜㛫࡟ᐦ᥋࡞ࣃ࣮ࢺࢼ࣮ࢩࢵࣉࡀ⏕ࡲࢀࠊᏛ⏕ࢆᑓ㛛ᐙ࡜ࡋ࡚ᑛ㔜ࡍࡿࡑࡢࢥ࣑ࢵࢺ࣓ࣥࢺ
ࡶඹ᭷ࡉࢀࡿࡼ࠺࡟࡞ࡾࡲࡋࡓࠋ
 4 ࡘ┠ࡣࠊࣃ࣮ࢺࢼ࣮࡜ࡋ࡚ࡢᏛ⏕࡛ࡍࠋᏛࡧࡣࠊᩍဨ࡜Ꮫ⏕ࡀᐦ᥋࡟༠ຊࡋ࡚ࡇࡑ㐩ᡂ⾜ࡁࡢ⤖ᯝࡔ࡜ゝ࠼ࡿ࡛ࡋࡻ࠺ࠋࡇࡢࣃ࣮ࢺࢼ࣮ࢩࢵࣉࡣࡉࡽ࡟ᙉ໬ࡉࢀࡘࡘ࠶ࡾࡲࡍࡀࠊ

趣旨説明ࡉࢀࡲࡍࠋ㉁ಖド࡟࠾ࡅࡿᏛ⏕ཧ⏬࡟㛵ࡍࡿࣃ࣮ࢺࢼ࣮ࢩࢵࣉࡢⓎᒎࡣࠊࡈࡃ⮬↛࡞ᡂࡾࡑࡢࡸࡾ᪉࡜ࡋ࡚ࡣࠊఇ᠁᫬㛫ࢆ୍⥴࡟㐣ࡈࡋࡓࡾࠊ࠸ࢁ࠸ࢁ࡞࢖࣋ࣥࢺ࡟ཧຍࡋࡓࡾ࡜
࠸࠺ࡇ࡜ࢆ⾜ࡗ࡚࠸ࡲࡍࠋᏛ⏕࡜ᩍ⫋ဨ࡜ࡢࣃ࣮ࢺࢼ࣮ࢩࢵࣉࡢᵓ⠏࡟ࡼࡾࠊ࠾஫࠸࡟┿ࡢᘓタⓗ࡞ᑐヰࡀྍ⬟࡜࡞ࡾࠊෆ┬ⓗ࡞ࣇ࢕࣮ࢻࣂࢵࢡࡀᚓࡽࢀࡿࡼ࠺࡟࡞ࡾࡲࡍࠋᩍ⫋ࡾฟࡉ࡞ࡅࢀࡤ࡞ࡾࡲࡏࢇࠋࡑ࠺ࡍࡿࡇ࡜࡛ࠊࡼࡾ࣮࢜ࣉ࡛ࣥಙ㢗࡛ࡁࡿ㉁ಖド࡟⧅ࡀࡿ࡜⪃࠼ࡽࢀࡲࡍࠋ

基調講演Ⅰဨࡣࣃ࣮ࢺࢼ࣮࡜ࡋ࡚Ꮫ⏕ࢆᢅࢃ࡞ࡅࢀࡤ࡞ࡾࡲࡏࢇࠋࡑࡋ࡚Ẽᴦ࡛ᘓタⓗ࡞㞺ᅖẼࢆస ᑡࡋࡔࡅ ESG ࡢぢ┤ࡋ࡟ࡘ࠸࡚࠾ヰࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
ࡍ࡛࡟ࡈᏑࡌ࠿ࡶ▱ࢀࡲࡏࢇࡀࠊ
ࡲࡓࠊࡑࡢ㐺⏝ᑐ㇟ࡢ⠊ᅖࡶᗈࡆࡼ࠺࡜ࡋ࡚࠸ࡲࡍࠋࡇࡢぢ┤ࡋ࡟࠶ࡓࡗ࡚ࡣࠊࡲࡎࡣ E4࡜࿧ࡤࢀࡿ ENQAࠊESUࠊEUA㸦Ḣᕞ኱Ꮫ༠఍㸧ࠊࡑࢀ࠿ࡽ EURASHE㸦Ḣᕞ㧗➼ᩍ⫱ᶵ

基調講演Ⅱ⌧ᅾࠊぢ┤ࡋࢆ⾜ࡗ࡚࠾ࡾࠊ᫂☜ᛶࠊ㐺ᛂྍ⬟ᛶࠊ᭷⏝ᛶࢆࡉࡽ࡟㧗ࡵࡼ࠺࡜ࡋ࡚࠸ࡲࡍࠋ

㛵༠఍㸧ࡀࠊEducation International ࡜࠸࠺ᩍဨ⤌⧊ࠊBUSINESSEUROPEࠊࡑࢀ࠿ࡽ
EQAR㸧࡜༠ຊࡋ࡚ᥦ᱌ࡍࡿࡇ࡜࡟࡞ࡗ࡚࠸ࡲࡍࠋ࣮ࣚࣟࢵࣃ࡛ࣞ࣋ࣝࡣࡓࡃࡉࢇࡢࢫࢸ࣮
ࢡ࣍ࣝࢲ࣮ࡀ࠸ࡿࡇ࡜ࡀ࠾ศ࠿ࡾ࠸ࡓࡔࡅࡿ࡜ᛮ࠸ࡲࡍࡀࠊࡇࢀࡽࡢࢫࢸ࣮ࢡ࣍ࣝࢲ࣮ࡀ
୍⥴࡟࡞ࡗ࡚ࡇࡢ᪂ࡋ࠸ ESG ࢆసࢁ࠺࡜ࡋ࡚࠸ࡿࢃࡅ࡛ࡍࠋESG ࡀ㠀ᖖ࡟㔜せ࡛࠶ࡿ࡜࠸࠺ࡇ࡜ࡀࠊࡇࢀࡔࡅࢫࢸ࣮ࢡ࣍ࣝࢲ࣮ࡀ࠸ࡿࡇ࡜࡛࠾ศ࠿ࡾ࡟࡞ࡿ࡜ᛮ࠸ࡲࡍࠋE4 ࡣࡑࢀࡒࢀࠊ47 ࡢ࣮࣎ࣟࢽ࣭ࣕࣉࣟࢭࢫ⨫ྡᅜࡢ㧗➼ᩍ⫱ᶵ㛵ࡸ㉁ಖドᶵ㛵࡟࠾࠸࡚ࠊESG ࡀ࡝ࡢࡼ࠺࡟ᐇ᪋ࡉࢀ฼⏝ࡉࢀ࡚ࡁࡓ࠿ࢆ☜ㄆࡍࡿࡓࡵ࡟ࠊ࣓ࣥࣂ࣮⤌⧊࡜༠㆟ࢆ⾜࠸ࡲࡋࡢ᥇ᢥࢆ┠ᣦࡋ࡚࠸ࡿࡢ࡛ࡍࡀࠊESU ࠿ࡽࡢᥦ᱌ࡣࠊᅜࡢ㉁ಖドᶵ㛵ࡢ࢞ࣂࢼࣥࢫ࡬ࡢᏛ
⏕ཧຍ㸦student participation㸧ࢆつᐃࡍ࡭ࡁࡔ࡜࠸࠺ࡶࡢࡍࠋᅜࡢ㉁ಖドᶵ㛵ࡢ࢞ࣂࢼࣥ

GS︶
報告・まとめࡓࠋ༠㆟ࡢ⤖ᯝࠊESU ࠿ࡽ᪂ࡋ࠸ ESG ࡬ࡢᥦ᱌ࡀ࡞ࡉࢀࡲࡋࡓࠋ᪂ࡋ࠸ ESG ࡣ 2015 ᖺ

グループセッション︵ ︶ 各︵

Ḣᕞ㉁ಖドᶵ㛵Ⓩ㘓⡙㸦European Quality Assurance Registry for Higher Education:GSࢫࡸእ㒊ホ౯㸦review㸧ࡢࢳ࣮࣒࡟Ꮫ⏕ࡀຍࢃࡿ࡜࠸࠺ࡇ࡜ࡣࠊࡲࡔࡍ࡭࡚ࡢ࣮ࣚࣟࢵࣃ
ㅖᅜ࡛⾜ࢃࢀ࡚࠸ࡿࢃࡅ࡛ࡣ࠶ࡾࡲࡏࢇࠋእ㒊ホ౯ࡔࡅ࡛࡞ࡃࠊෆ㒊ホ౯㸦evaluation㸧࡬࡟ࠊᏛ⏕ཧ⏬࡟ࡘ࠸࡚ࡣࡗࡁࡾ࡜୍㈏ࡋࡓᐃ⩏࡙ࡅࢆ⾜࠺࡭ࡁ࡛࠶ࡿ࡜ ESU ࡣ୺ᙇࡋ࡚࠸
ࡲࡍࠋ≉࡟㉁ಖド࡟࠿࠿ࡿ኱Ꮫࡸ㧗➼ᩍ⫱ࡢពᛮỴᐃࣉࣟࢭࢫ࡟࠾࠸࡚ࠊࣇࣝࣃ࣮ࢺࢼ࣮
ࡸ㔜せ࡞㛵ಀ⪅࡜ࡋ࡚ࡢᏛ⏕ࡢᆅ఩ࢆ☜❧ࡍࡿࡓࡵ࡟ࠊESU ࡣᏛ⏕ཧ⏬ࡢつᐃࢆồࡵ࡚࠸− 15 −

閉会挨拶ࡢᏛ⏕ཧ⏬ࡶྠᵝ࡛ࡍࠋᏛ⏕ࡣࣇࣝࣃ࣮ࢺࢼ࣮࡛࠶ࡿ࡜࠸࠺⪃࠼ࡀඹ㏻ࡢᴫᛕ࡜࡞ࡿࡼ࠺

ࡲࡍࠋࡲࡓ ESU ࡣࠊ㧗➼ᩍ⫱ᶵ㛵ࡸᅜࡢᩍ⫱ࢩࢫࢸ࣒࡟࠾ࡅࡿពᛮỴᐃࣉࣟࢭࢫ࡟࠾࠸࡚ࠊ
Ꮫ⏕ࢆࣇࣝࣃ࣮ࢺࢼ࣮࡜ࡋ࡚ㄆࡵࡿࡇ࡜ࡣࠊ㧗➼ᩍ⫱ࡢ㉁ྥୖࡢࡓࡵ࡟᭱ࡶ㔜せ࡞ࡇ࡜࡛࠶ࡿ࡜᫂ゝࡋ࡚࠸ࡲࡍࠋࡘࡲࡾࠊᏛ⏕ࡣ㧗➼ᩍ⫱ᶵ㛵࡟࠾ࡅࡿ㐠Ⴀ⤌⧊࡟ཧ⏬ࡍ࡭ࡁ࡛࠶
ࡾࠊᅜࣞ࣋ࣝࡢ༠㆟࡟ࡶཧຍࡍ࡭ࡁ࡜࠸࠺ࡇ࡜࡛ࡍࠋࡲࡓࠊᅜࡸ㧗➼ᩍ⫱ᶵ㛵࡟࠾ࡅࡿ㉁ಖドࢩࢫࢸ࣒ࡢᵓ⠏࡟ཧ⏬ࡍ࡭ࡁ࡛࠶ࡾࠊ඲ᅜⓗ࡞㉁ಖドᶵ㛵ࡸ㧗➼ᩍ⫱ᶵ㛵࡟࠾ࡅࡿ㉁ಖドࢩࢫࢸ࣒ࡢ๰タ࡟ࡶ㛵୚ࡋࠊ๰タࡉࢀࡓ㉁ಖド⤌⧊࡟࠾࠸࡚✚ᴟⓗ࡞ᙺ๭ࢆᯝࡓࡍ࡭
ࡁ࡜࠸࠺ࡇ࡜࡛ࡍࠋ࣮ࣚࣟࢵࣃ࡛ࡣࠊᏛ⏕ࡢᙳ㡪ຊࡀ㠀ᖖ࡟኱ࡁ࠸ࡇ࡜ࡀ࠾ࢃ࠿ࡾ࠸ࡓࡔ
ࡅࡿ࡜ᛮ࠸ࡲࡍࠋᏛ⏕ࡣ࠶ࡽࡺࡿ⤌⧊࡛㔜せ࡞ᙺ๭ࢆᯝࡓࡋ࡚࠾ࡾࠊ≉࡟ᩍ⫱ᨻ⟇ࡢỴᐃ࡟࠾࠸࡚ࠊᙉ࠸Ⓨゝᶒࢆᣢࡗ࡚࠸ࡲࡍࠋ ࡑࢀ࡛ࡣࠊᐇ⌧࡬ࡢ㐨ࡀ࡝ࡢࡼ࠺࡛࠶ࡗࡓ࠿ࢆ࠾ヰࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋṔྐࢆ᣺ࡾ㏉ࡗ࡚ࠊࣇ࢕ࣥࣛࣥࢻࢆ౛࡜ࡋ࡚࠾ヰࢆࡋࡼ࠺࡜ᛮ࠸ࡲࡍࠋ࣮ࣚࣟࢵࣃㅖᅜࡣࠊ㠀ᖖ࡟ከᵝᛶ࡟ᐩࢇ࡛࠸ࡲࡍࡢ࡛ࠊ⚾ࡀࡼࡃศ࠿ࡗ࡚࠸ࡿࣇ࢕ࣥࣛࣥࢻࡢㄝ᫂ࢆࡋࡼ࠺࡜ᛮ࠸ࡲࡍࠋ㧗➼ᩍ⫱࡟࠾࠸࡚ࣇ࢕ࣥࣛࣥࢻࡢᏛ⏕ࡀࠊ࠸࠿࡟ࡋ࡚ࡇࡢࡼ࠺࡞㔜せ࡞ᙺ๭ࢆᢸ࠺ࡼ࠺࡟࡞
ࡗࡓࡢ࠿ࠊᏛ⏕ࣘࢽ࢜ࣥࡸᏛ⏕㐠ືࡢṔྐ࡟ࡘ࠸࡚ヰࢆࡋ࡚࠸ࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ࣇ࢕ࣥࣛࣥࢻࡢ඲ᅜᏛ⏕ࣘࢽ࢜ࣥࡣ SYL㸦National Union of University Students in
Finland㸧࡜࿧ࡤࢀ࡚࠸ࡲࡍࠋSYL ࡣ 1921 ᖺ࡟ࠊ2 ࡘࡢᆅᇦᏛ⏕ࣘࢽ࢜ࣥ࡟ࡼࡗ࡚タ❧ࡉࢀࡲࡋࡓࠋᅜ㝿ⓗ࡞఍㆟࡛ࣇ࢕ࣥࣛࣥࢻࡢᏛ⏕ࢆ௦⾲ࡍࡿࡓࡵ࡟ࠊ඲ᅜࣞ࣋ࣝࡢ⤌⧊ࡀᚲせࡔࡗࡓࡢ࡛ࡍࠋࡍ࡛࡟ 1930 ᖺ௦࡟ࡣᅜ㝿ⓗ࡞Ꮫ⏕ࡸᐇ⩦⏕ࡢ஺᥮ไᗘࢆᵓ⠏ࡋࠊ㏆㞄ㅖᅜ࡜✚ᴟⓗ࡟༠ຊࡋ࡚࠸ࡲࡋࡓࠋࣇ࢕ࣥࣛࣥࢻ࡟㛵ࡍࡿ᭩⡠ࢆ⩻ヂࡋ࡚ฟ∧ࡍࡿࠊ࡜࠸࠺
ࡇ࡜ࡶ⾜ࡗ࡚࠸ࡲࡋࡓࠋ
ࡑࡋ࡚ࠊ➨஧ḟୡ⏺኱ᡓᚋࠊ᪂ࡓ࡟ࢢ࣮ࣟࣂࣝ࡞Ꮫ⏕άືࡀฟ࡚ࡁࡲࡋࡓࠋSYL ࡣࠊᅜ㝿Ꮫ⏕ࣘࢽ࢜ࣥ㸦International Union of Students: IUS㸧ࡢ๰❧࣓ࣥࣂ࣮ࡢ 1 ࡘ࡜࡞ࡾࡲ
ࡋࡓࠋࡋ࠿ࡋࠊࡇࡢ IUS ࡣࢢ࣮ࣟࣂࣝ࡞༠ຊ࡜࠸࠺ࡇ࡜࡟ࡣၥ㢟ࡀ࠶ࡿࡇ࡜ࡀ᫂ࡽ࠿࡟࡞
ࡾࡲࡋࡓࠋ୍㒊ࡢᏛ⏕ࣘࢽ࢜ࣥࡣඹ⏘୺⩏ࡢᏛ⏕⤌⧊ࢆ┠ᣦࡋࠊ௚᪉ࠊᵝࠎ࡞ᅜࡢᏛ⏕࡟ලయⓗ࡞ࢧ࣮ࣅࢫࢆᥦ౪ࡍࡿ㠀ᨻ἞ⓗ࡞ᅜ㝿⤌⧊ࡢ⪃࠼ࢆᣢࡗࡓᏛ⏕ࣘࢽ࢜ࣥࡶ࠶ࡾࡲࡋࡓࠋタ❧఍㆟࡟࠾࠸࡚ࠊࡍ࡛࡟᫂ࡽ࠿࡞ពぢࡢ㐪࠸ࡀၥ㢟࡜࡞ࡗࡓࡢ࡛ࡍࠋࡑࡋ࡚ࠊIUS
ࡢᇳ⾜㒊ࡣඹ⏘୺⩏ഃࡀᥱࡾࠊඹ⏘୺⩏⤌⧊࡟࡞ࡗ࡚ࡋࡲ࠸ࡲࡋࡓࠋᙜ᫬ࠊୡ⏺ࢆྲྀࡾᕳ࠸࡚࠸ࡓ෭ᡓࡢᑐ❧ᵓ㐀࡛ࡍࡀࠊᏛ⏕ࣘࢽ࢜ࣥࡶ౛እ࡛ࡣ࠶ࡾࡲࡏࢇ࡛ࡋࡓࠋ ࡑࡢᚋ SYL ࡣࠊࣁ࣮ࣥ࢞ࣜື஘ࡀ 1956 ᖺ࡟㉳ࡇࡗࡓࡢࢆዎᶵ࡟ IUS ࢆ⬺㏥ࡋࡲࡋࡓࠋ
ࡇࢀࡣࢯࣅ࢚ࢺࡀࣈࢱ࣌ࢫࢺࢆ౵ᨷࡋࡓ᫬࡛ࡋࡓࠋIUS ࡣᨭᣢࡋࡲࡋࡓࡀࠊࣇ࢕ࣥࣛࣥࢻ
ࡢࣘࢽ࢜ࣥ࡜ࡋ࡚ࡣྜព࡛ࡁ࡞࠸࡜࠸࠺ࡇ࡜࡛⬺㏥ࡋࠊ㏫࡟ᅜ㝿Ꮫ⏕఍㆟㸦International
Student Conference: ISC㸧࡜࠸࠺ IUS ࡜ᑐᢠࡍࡿ⤌⧊࡟ຍ┕ࡋࡲࡋࡓࠋ2 ࡘᑐ❧ࡍࡿ⤌⧊ࡀ࠶ࡗࡓࡢ࡛ࡍࡀࠊ୍᪉࠿ࡽ௚᪉࡟⛣ࡗࡓࢃࡅ࡛ࡍࠋ ࡋ࠿ࡋࠊ1967 ᖺ࡟࢔࣓ࣜ࢝ࡢㅁሗᶵ㛵࡛࠶ࡿ CIA㸦࢔࣓ࣜ࢝୰ኸ᝟ሗᒁ㸧ࡀ㛫᥋ⓗ࡟ ISC
࡟ᑐࡋ࡚㈨㔠ᥦ౪ࢆ⾜ࡗ࡚࠸ࡿࡇ࡜ࠊࡲࡓࠊISC ࡣ IUS ࡢඹ⏘୺⩏ࡢഴྥ࡟ᑐᢠࡍࡿࡓࡵ

− 16 −

࡟ࠊ඲⡿Ꮫ⏕༠఍㸦United States National Student Agency: USNSA㸧࠿ࡽᏛ⏕ࢆࣜࢡࣝぢฟࡍࡇ࡜ࡀᅔ㞴ࡔ࡜࠸࠺ࡇ࡜ࡣࠊ࠾ศ࠿ࡾ࠸ࡓࡔࡅࡿ࠿࡜ᛮ࠸ࡲࡍࠋ

開会挨拶࣮ࢺࡋ࡚࠸ࡿࡇ࡜ࡀⓎぬࡋࡲࡋࡓࠋᨻ἞ⓗ࡞ၥ㢟ࡀ⏕ࡌ࡚࠸ࡿ୰࡛ࡣࠊඹ㏻ࡢ㛵ᚰ஦㡯ࢆࡑࡢᚋࠊ㈨㔠୙㊊ࡢࡓࡵ ISU ࡀ 1969 ᖺ࡟ゎᩓࡋࡓࡇ࡜࡛ࠊ෌ࡧ IUS ࡀ၏୍ࡢୡ⏺ⓗ࡞Ꮫ⏕⤌⧊࡜࡞ࡾࡲࡋࡓࠋࣇ࢕ࣥࣛࣥࢻࡢࣘࢽ࢜ࣥࡣࠊ1971 ᖺ࡟⩏ົࢆ㈇ࢃ࡞࠸‽఍ဨ࡜࠸࠺࣏ࢪࢩ࡛ࣙࣥ IUS ࡟෌ຍධࡋࡲࡋࡓࡀࠊ1995 ᖺ࡟෌ࡧ⬺㏥ࡍࡿࡇ࡜࡟࡞ࡾࡲࡋࡓࠋ
♴ࡸᩍ⫱ᨻ⟇࡜࠸ࡗࡓᅜෆᨻ⟇ࡀ㔜せどࡉࢀࡿࡼ࠺࡟࡞ࡾࡲࡋࡓࠋSYL ࡣᖖ࡟Ꮫ⏕ࡸᩍ⫱

趣旨説明 ➨஧ḟୡ⏺኱ᡓ๓ࡲ࡛ࡣࠊᅜ㝿άືࡀ SYL ࡢ୺࡞ඃඛ஦㡯࡛ࡋࡓࡀࠊࡑࡢᚋࡣࠊ♫఍⚟࡟㛵ࡍࡿ஦㡯ࠊ౛࠼ࡤ೺ᗣࢧ࣮ࣅࢫࠊఫᏯࠊᏛ⩦ᨭ᥼ࠊຓᡂไᗘࠊ⎔ቃၥ㢟ࠊᖹ➼࡜࠸ࡗࡓࡇ࡜࡟✚ᴟⓗ࡟㛵୚ࡋࠊ୺ᑟᶒࢆᥱࡗ࡚ࡁࡲࡋࡓࠋ
 1960 ᖺ௦࡟࡞ࡗ࡚ࠊࣇ࢕ࣥࣛࣥࢻࡢᏛ⏕ࡣࠊ኱Ꮫࡢࡍ࡭࡚ࡢពᛮỴᐃ࡟࠾ࡅࡿࡼࡾ㔜せ࡚ࡢ࡛ࣞ࣋ࣝసࡽࢀࡲࡋࡓࠋࡇࡢ୕㒊ᵓᡂࡢไᗘ࡛ࡍࡀࠊࡇࢀ࡟ࡼࡗ࡚ࠊ㔜せ࡞ពᛮỴᐃࢆ⾜࠺ሙྜ࡟ࡣᩍဨࠊᏛ⏕ࠊࡑࡋ࡚⫋ဨࡢ௦⾲ࢆᚲࡎពᛮỴᐃ⤌⧊࡟ධࢀ࡞ࡅࢀࡤ࠸ࡅ࡞

基調講演Ⅰ

࡞ᙺ๭ࢆせồࡋጞࡵࡲࡋࡓࠋࡑࡢ⤖ᯝࠊ㠉࿨ⓗ࡞୕㒊ᵓᡂࡢไᗘࡀ኱ᏛࡢពᛮỴᐃࡢࡍ࡭࠸࡜࠸࠺ࡇ࡜࡟࡞ࡾࡲࡋࡓࠋ඲Ꮫࡢࣞ࣋ࣝࠊᏛ㒊ࣞ࣋ࣝࠊᏛ⛉ࣞ࣋ࣝࡢពᛮỴᐃ⤌⧊࡟ᩍဨࠊᏛ⏕ࠊ⫋ဨࡀᖖ࡟ධࡗ࡚࠸࡞ࡅࢀࡤ࠸ࡅ࡞࠸࡜ࡉࢀࡓࢃࡅ࡛ࡍࠋ
ṇᘧ࡟グࡍ࡜࠸࠺ࡇ࡜࡛ࡋࡓࠋᏛ⏕ࡀពᛮỴᐃ⤌⧊࡟ධ࠸ࢀ࡞࠸࡜ࡁ࡟ࡣࠊἲᚊࡣᏛ⏕ࡢഃ࡟❧ࡘ࡜࠸࠺ࡇ࡜࡟࡞ࡗࡓࡢ࡛ࡍࠋ࡯ࢇ࡜࠺࡟኱ࡁ࡞ࡇ࡜࡛ࡋࡓࠋᙜ᫬ࡣᨻᗓࡶࠊࡇࡢ

基調講演Ⅱ

 ࡑࡋ࡚ࠊ࡯ࢇ࡜࠺࡟㔜せ࡞ࡇ࡜ࡣࠊࡇࡢࡼ࠺࡞ྲྀࡾỴࡵࢆࣇ࢕ࣥࣛࣥࢻࡢ኱Ꮫἲࡢ୰࡟

୕㒊ᵓᡂࡢไᗘ࡟㠀ᖖ࡟཭ዲⓗ࡛࠶ࡗࡓࡼ࠺࡟ᛮ࠸ࡲࡍࠋࡇࢀࡀࠊࣇ࢕ࣥࣛࣥࢻ࡟࠾࠸࡚
௨㝆ࠊᏛ⏕ࡣ኱Ꮫࡢࡍ࡭࡚ࡢពᛮỴᐃ⤌⧊࡟ධࡗ࡚࠸ࡲࡍࠋ ࡶ࠺ࡦ࡜ࡘࠊࣇ࢕ࣥࣛࣥࢻࡢ≉ᚩⓗ࡞࡜ࡇࢁ࡞ࡢ࡛ࡍࡀࠊఱᨾࣇ࢕ࣥࣛࣥࢻࡀᏛ⏕ࢆᐜ᫆࡟⤌⧊໬࡛ࡁࡓ࠿࡜࠸࠺ࡇ࡜ࢆㄝ᫂ࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋࣇ࢕ࣥࣛࣥࢻ࡛ࡣࠊ඲Ꮫ㒊⏕ࡣ⮬ືⓗ࡟ᆅᇦࡢᏛ⏕ࣘࢽ࢜ࣥࡢ࣓ࣥࣂ࣮࡟࡞ࡾࡲࡍࠋࡑࡋ࡚ࠊྛᶵ㛵ࡢࣘࢽ࢜ࣥࡣࠊ඲ᅜ
ࣘࢽ࡛࢜ࣥ࠶ࡿ SYL ࡢ࣓ࣥࣂ࣮࡛ࡍࡢ࡛ࠊ඲Ꮫ㒊⏕ࡣ⮬ືⓗ࡟ SYL ࣓ࣥࣂ࣮࡟࡞ࡿࡢ࡛
ࡍࠋᆅᇦࡢᏛ⏕ࣘࢽ࢜ࣥࡣࠊ኱Ꮫෆࡢṇᘧ࡞ពᛮỴᐃ⤌⧊ࡍ࡭࡚࡟࠾࠸࡚ࠊཧຍࡍࡿᏛ⏕࡟άືࡋࡲࡍࠋࡑࡋ࡚ࠊ⤌⧊࡜ࡋ࡚ࡢᏛ⏕ࣘࢽ࢜ࣥࡣࠊ㔜せ࡞ၥ㢟࡟ࡘ࠸࡚㆟ㄽࢆ㛤ጞࡍ
ࡿ㈐௵ࢆᢸ࠸ࡲࡍࠋࡲࡓࠊᏛ⏕ࣘࢽ࢜ࣥࡢ࣏ࢪࢩࣙࣥ࡜࠸࠺ࡢࡣࠊ኱Ꮫἲ࡛ᐃ⩏ࡉࢀ࡚࠸GS︶報告・まとめ௦⾲ࢆ㑅ฟࡍࡿ㈐௵ࢆᢸࡗ࡚࠸ࡲࡍࠋࣘࢽ࢜ࣥࡣᏛ⏕ࡢ௦⾲࡛ࡍࡢ࡛ࠊᏛ⏕ࡢ฼┈ࢆ➨୍グループセッション︵ ︶ 各︵ࡇࡢ᫬ᮇ࡟ࣇࣝࣃ࣮ࢺࢼ࣮ࢩࢵࣉࢆᵓ⠏࡛ࡁࡿࡼ࠺࡟࡞ࡗࡓ࠿࡜࠸࠺⤒⦋࡛ࡍࠋ1960 ᖺ௦GSࡲࡍࠋἲᚊ࡟࡞ࡗ࡚࠸ࡿࡢ࡛ࠊ኱Ꮫࡀ຾ᡭ࡟Ꮫ⏕ࣘࢽ࢜ࣥࢆࢫࢺࢵࣉࡉࡏࡿ࡜࠸ࡗࡓࡇ࡜
ࡣ࡛ࡁ࡞࠸ࡢ࡛ࡍࠋἲᚊ࡟᭩࠸࡚࠶ࡾࡲࡍ࠿ࡽࠋ
ࡇ࡜ࡶ㠀ᖖ࡟୍⯡ⓗ࡛ࡍࠋᏛ⏕⤌⧊ࡣࠊᏛ⏕ࡢ⚟♴ࡢࡓࡵ࡟㠀ᖖ࡟άⓎ࡞άືࢆࡋ࡚࠸ࡲ
ࡍࠋ࡝ࡢᏛ⏕⤌⧊࡟ࡶࠊᩍ⫱ⓗ࡞ၥ㢟࡟ࡘ࠸࡚㈐௵ࢆᢸ࠺Ꮫ⏕ࡀ࠾ࡾࠊᏛ⏕⤌⧊ࡣᩍᐊෆ
࡛ࡶࡢࡍࡈࡃ⥭ᐦ࡞άືࢆࡋ࡚࠸ࡿࡢ࡛ࠊࢫࢱࢵࣇ࡜ࡢ㛫࡟ࡼ࠸ࣃ࣮ࢺࢼ࣮ࢩࢵࣉࢆᵓ⠏− 17 −

閉会挨拶 ࡑࡋ࡚ࠊࣇ࢕ࣥࣛࣥࢻࡢ኱Ꮫ࡟࠾࠸࡚ࡣࠊᏛ⏕ࡀᏛ⛉ࣞ࣋ࣝࡢᏛ⏕⤌⧊࡟ᡤᒓࡋ࡚࠸ࡿ

ࡍࡿࡇ࡜ࡀ࡛ࡁ࡚࠸ࡲࡍࠋ ࡲࡓࠊࣇ࢕ࣥࣛࣥࢻ࡟࠾࠸࡚ࡣࠊ኱Ꮫ࡜࠸࠺ࡢࡣᏛ⾡ⓗඹྠయ㸦scientific community㸧࡜ぢࡽࢀ࡚࠸ࡲࡍࠋ࡛ࡍ࠿ࡽᏛ⏕ࡶࠊ༢࡟ᤵᴗࢆཷࡅࡿࡔࡅࡢᏑᅾ࡛ࡣ࡞ࡃࠊᏛ⾡ᶵ㛵࡟࠾ࡅࡿⱝ࠸࣓ࣥࣂ࣮࡜ぢ࡞ࡉࢀ࡚࠸ࡲࡍࠋᏛ⏕ࡶᩍဨ࡜ྠᵝ࡟▱ࡢ᥈ồ⪅࡛࠶ࡾࠊᏛ⏕࡜ᩍဨࡢ㛫࡟ࡣ⤒㦂ࡢࣞ࣋ࣝࡢ㐪࠸ࡋ࠿࠶ࡾࡲࡏࢇࠋᤵᴗᩱࡀ↓࠸࡜࠸࠺ࡇ࡜ࡶࠊᏛ⏕ࢆ࢝ࢫࢱ࣐࣮࡜࠸࠺ࡼࡾࡣࠊࣃ࣮ࢺࢼ࣮࡜ࡳ࡞ࡍࡇ࡜࡟ᙺ❧ࡗ࡚࠸ࡿࡢ࠿ࡶ▱ࢀࡲࡏࢇࠋᏛၥ
ࡢ⮬⏤ࡶࣇ࢕ࣥࣛࣥࢻࡢ኱Ꮫ࡛ࡢᏛࡧ࡟࠾࠸࡚ࠊ㔜せ࡞≉ᚩ࡜࡞ࡗ࡚࠸ࡲࡍࠋ⛬ᗘࡸゎ㔘ࡢᕪࡣ࠶ࡾࡲࡍࡀࠊᏛၥࡢ⮬⏤࡜ࡣከࡃࡢሙྜࠊㅮ⩏ࡣ⩏ົ࡛ࡣ࡞ࡃࠊᏛ⏕ࡣ⮬ࡽࡢᏛࡧࢆ⮬ࡽࡀࢹࢨ࢖ࣥࡍࡿ㈐௵ࡀ࠶ࡿࡇ࡜ࢆព࿡ࡋࡲࡍࠋࡶࡕࢁࢇࠊࣇ࢕ࣥࣛࣥࢻ࡛࠸࠺Ꮫၥ
ࡢ⮬⏤࡟ࡣ▷ᡤࡶ࠶ࡾࡲࡍࡀࠋ
⌧ᅾࣇ࢕ࣥࣛࣥࢻࡣࠊ࣮ࣚࣟࢵࣃ࡟࠾࠸࡚ࠊᏛ⏕ࢆࣇࣝࣃ࣮ࢺࢼ࣮࡜ࡍࡿࣔࢹࣝࢆ㧗➼ᩍ⫱㉁ಖドࡢ୰࡛ᣢࡘࡇ࡜ࡀ࡛ࡁ࡚࠸ࡿᅜࡢ 1 ࡘ࡜࡞ࡾࡲࡋࡓࠋࡇࢀࡣࠊ኱ᏛពᛮỴᐃࡢ୰࡟Ꮫ⏕ࢆཧ⏬㸦involvement㸧ࡉࡏࡓࡇ࡜࡟➃ࢆⓎࡋ࡚࠸ࡲࡍࠋᏛ⏕ࡣ㐨࡟ฟ࡚ࢹࣔࢆࡍ
ࡿࡢ࡛ࡣ࡞ࡃࠊጤဨ఍࡟ฟᖍࡋࠊẸ୺ⓗ࡞ࢩࢫࢸ࣒ࡢ୰࡛஺΅⾡ࡸ༠ຊ㛵ಀࡢᵓ⠏᪉ἲࠊጇ༠⟇ࢆᏛࢇ࡛࠸ࡁࡲࡋࡓࠋ⮬ືⓗ࡟ᆅᇦࡢᏛ⏕ࣘࢽ࢜ࣥࡢ࣓ࣥࣂ࣮࡟࡞ࡿࡇ࡜࡟ຍ࠼ࠊ
ᩍဨ࡜Ꮫ⏕ࡢ㛫࡟㝵ᒙព㆑ࡀᑡ࡞࠸ࡇ࡜ࡶࠊࣇࣝࣃ࣮ࢺࢼ࣮ࡢ㛵ಀࡀసࡾ᫆࠿ࡗࡓ⌮⏤ࡔ࡜ᛮ࠸ࡲࡍࠋ ࡛ࡣࠊ࣮ࣚࣟࢵࣃ࡟࠾ࡅࡿᒎ㛤࡟ࡘ࠸࡚ⱝᖸ࠾ヰࢆࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋESU ࡀᨻ⟇Ỵᐃ࡟࠾࠸࡚ࠊ࡝ࡢࡼ࠺࡟ࡋ࡚ࡇࡇࡲ࡛㔜せ࡞⤌⧊࡟࡞ࡗࡓࡢ࠿࡜࠸࠺࠾ヰࡋࢆࡋࡓ࠸࡜ᛮ࠸
ࡲࡍࠋ ඛ࡯࡝࠾ヰࡋࡓࡼ࠺࡟ࠊࢢ࣮ࣟࣂࣝ࡞ࣘࢽ࢜ࣥ࡟ࡣ࠸ࢁ࠸ࢁ࡞ᨻ἞ⓗ࡞ၥ㢟ࡀ࠶ࡾࡲࡋ
ࡓࠋESU ࡣࠊࣀ࢙࣮ࣝ࢘ࠊⱥᅜࠊࢫ࢙࣮࢘ࢹࣥࠊ࢔࢖ࢫࣛࣥࢻࠊࣇࣛࣥࢫࠊࢹ࣐࣮ࣥࢡࠊ
ࡑࡋ࡚࣮࢜ࢫࢺࣜ࢔ࡢ 7 ࡘࡢ඲ᅜᏛ⏕ࣘࢽ࢜ࣥ࡟ࡼࡗ࡚ࠊ1982 ᖺ࡟タ❧ࡉࢀࡲࡋࡓࠋᙜ᫬ࡣࠊす࣮ࣚࣟࢵࣃᏛ⏕᝟ሗᒁ㸦West European Student Information Bureau: WESIB㸧࡜࿧ࡤࢀ࡚࠸ࡲࡋࡓࠋึᮇẁ㝵ࡢ ESU ࡣࠊᵝࠎ࡞ᅜࡢᏛ⏕࡟ᑐࡋ࡚ලయⓗ࡞ࢧ࣮ࣅࢫࢆᥦ౪
ࡍࡿ㠀ᨻ἞ⓗ࡞ᅜ㝿᝟ሗඹ᭷⤌⧊࡜࠸࠺⪃࠼ࢆᣢࡗ࡚࠸ࡲࡋࡓࠋࡋ࠿ࡋࠊ1980 ᖺ௦ᚋ༙࡟
ᮾḢࡢᨻ἞ⓗ࡞≧ἣࡢኚ໬ࡀ WESIB ࡟ࡶ኱ࡁ࡞ᙳ㡪ࢆ୚࠼ࠊᪧᮾḢᅜࡢ඲ᅜᏛ⏕ࣘࢽ࢜ࣥ࡟ࡶࠊຍ┕ࢆㄆࡵࡿࡇ࡜࡟࡞ࡾࡲࡋࡓࠋ࣮ࣚࣟࢵࣃ࡛ᮾ࡜すࡢ༊ูࡀ↓ࡃ࡞ࡗࡓ࡜ࡇࢁ࡛ࠊᮾ࡜す࡟㛵ಀ࡞ࡃཧຍࡍࡿࡼ࠺࡟࡞ࡗࡓࡢ࡛ࠊ1990 ᖺ 2 ᭶࡟ࠕW㸦West㸧ࠖࢆྡ๓࠿ࡽྲྀ
ࡾࠊḢᕞᏛ⏕᝟ሗᒁ㸦European Student Information Bureau㸧࡜࡞ࡾࡲࡋࡓࠋ ࡉࡽ࡟ࠊḢᕞඹྠయࡀ࣮࣎ࣟࢽ࣭ࣕࣉࣟࢭࢫࡢጞࡲࡾ࡜࡜ࡶ࡟ࠊ࣮ࣚࣟࢵࣃ࡟࠾ࡅࡿ㧗➼ᩍ⫱࡟ࡼࡾᙉ࠸ᙳ㡪ຊࢆᣢࡘࡼ࠺࡟࡞ࡾࠊḢᕞᏛ⏕᝟ሗᒁࡣ༢࡞ࡿ᝟ሗඹ᭷⤌⧊࠿ࡽᏛ⏕ࡢពぢࡸ฼┈ࢆ௦⾲ࡍࡿᨻ἞⤌⧊࡟ኚࢃࡾࡲࡋࡓࠋࡑࢀ࡟క࠸ࠊ2007 ᖺࡢ 5 ᭶࡟ࠊESU࡜࠸࠺⌧ᅾࡢྡ⛠࡟෌ᗘኚ᭦ࡋࡲࡋࡓࠋESU ࡣ௒ࡸࠊ39 ࡢḢᕞㅖᅜ࡟࠾ࡅࡿ 47 ࡢ඲ᅜᏛ⏕ࣘࢽ࢜ࣥࡢໟᦤࡍࡿ࢔ࣥࣈࣞࣛ࡜࡞ࡿ⤌⧊࡜ࡋ࡚఩⨨௜ࡅࡽࢀ࡚࠸ࡲࡍࠋ

− 18 −

 ESU ࡣࠊ1,100 ୓ேࡢᏛ⏕ࡢᩍ⫱ࠊ♫఍ࠊ⤒῭ཬࡧᩥ໬ⓗ࡞฼┈ࢆಁ㐍ࡋࠊ࣮ࣚࣟࢵࣃ
࢔ࢵࣉ࣭ࢢ࣮ࣝࣉ㸧ࡢࡍ࡭࡚࡟ᑐࡋ࡚ࠊᏛ⏕ࡢኌࢆᒆࡅࡿ࡜࡜ࡶ࡟ࠊ୓ேࡢࡓࡵ࡟㉁ࡀ㧗

開会挨拶࡟࠾ࡅࡿ୺せ࡞ពᛮỴᐃ⤌⧊㸦Ḣᕞ㐃ྜࠊḢᕞホ㆟఍ࠊUNESCOࠊ࣮࣎ࣟࢽ࣭ࣕࣇ࢛࣮ࣟ
ࡃࠊබᖹᛶࡀ࠶ࡾࠊ࢔ࢡࢭࢫࡋࡸࡍ࠸㧗➼ᩍ⫱ࢩࢫࢸ࣒ࡢಁ㐍ࢆ┠ᣦࡋ࡚࠸ࡲࡍࠋ
 ESU ࡣእⓗࠊෆⓗ࡞ኚ໬ࢆ㏻ࡋ࡚Ꮫ⏕ࡢពぢࢆ୺ᙇࡋࠊேᮦ⫱ᡂࢆ⾜࠺࡜࠸࠺௒ࡢࡼ࠺
࡞ᙧ࡟࡞ࡗ࡚ࡁࡓࢃࡅ࡛ࡍࡀࠊ⌧ᅾ࡛ࡣ࣮ࣚࣟࢵࣃࠊࡑࡋ࡚ᅜ㝿ࣞ࣋ࣝ࡟࠾࠸࡚ࠊᙳ㡪ຊ

趣旨説明ࡢ࠶ࡿ㔜せ࡞ࢫࢸ࣮ࢡ࣍ࣝࢲ࣮࡜ࡋ࡚ㄆ㆑ࡉࢀࡿ࡜ࡇࢁࡲ࡛࡟⮳ࡗ࡚࠸ࡲࡍࠋ Ṕྐⓗ⫼ᬒࢆ⡆༢࡟ㄝ᫂࠸ࡓࡋࡲࡋࡓࡀࡶࡕࢁࢇ⣽㒊࡟ࡘ࠸࡚ࡣ࠸ࢁ࠸ࢁ⏦ࡋୖࡆࡿࡇ
࡜ࡣ࠶ࡾࡲࡍࠋࡋ࠿ࡋࠊࡇࡇ࠿ࡽࡣ෌ᗘࠊᏛ⏕ཧຍ㸦student participation㸧ࡢᙉࡳ࡟ࡘ࠸
࡚࠾ヰࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋࡑࡋ࡚ࠊ࣮ࣚࣟࢵࣃࡀ௒┤㠃ࡋ࡚࠸ࡿㄢ㢟࡟ࡘ࠸࡚ࡶ࠾ヰࢆࡋ ࡲࡎࡣᙉࡳ࡟ࡘ࠸࡚࡛ࡍࡀࠊࡑࡢ᭱ࡓࡿࡶࡢࡣᑓ㛛ⓗ▱㆑࡜࠸࠺Ⅼ࡛ࡍࠋᏛ⏕࡟ࡣᏛ⩦ࡸᏛ⏕ࡢᢪ࠼ࡿၥ㢟࡟㛵ࡍࡿᑓ㛛ⓗ▱㆑ࡀ࠶ࡾࡲࡍࡢ࡛ࠊホ౯㸦evaluation㸧ࡢィ⏬ࡸᐇ⾜

基調講演Ⅰ࡚࠸ࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ

࡟࠾࠸࡚ࠊㄡࡶᏛ⏕ࡢ௦ࢃࡾࢆࡍࡿࡇ࡜ࡣ࡛ࡁࡲࡏࢇࠋᏛࡧࡢᑓ㛛ᐙ࡜ࡋ࡚ࡢᏛ⏕࡟ࡘ࠸࡚ࡣඛ࡯࡝࠾ヰࡋࡲࡋࡓࡀࠊࡑࡢⅬ࡟࠾࠸࡚ࡣᏛ⏕௨እ࡟࡛ࡁࡲࡏࢇࡢ࡛㧗➼ᩍ⫱࡟࠾ࡅ ࡑࡋ࡚ࠊࡸࡣࡾಙ㢗ᛶ࡛ࡍࠋᏛ⏕ࡀᙉ࠸ᙺ๭ࢆᢸ࠺ࡇ࡜࡟ࡼࡗ࡚ࠊಙ㢗ࡉࢀࡿࡶࡢ࡟࡞
ࡾࡲࡍࠋࡘࡲࡾࠊᩍ⫋ဨࡢ┠࠿ࡽࡔࡅ࡛ࡣ࡞ࡃࠊᏛ⏕ࡶཧຍࡍࡿࡇ࡜࡛ホ౯࡟ᑐࡍࡿಙ㢗

基調講演Ⅱ

ࡿ㉁ಖド࡟Ꮫ⏕ࡀᚲせ࡞ࡢ࡛ࡍࠋ

ᛶࡀ㧗ࡲࡾࡲࡍࠋࡑࡋ࡚ࡲࡓࠊ௚ࡢᏛ⏕࡟࡜ࡗ࡚ࡶࠊᏛ⏕ࡢどⅬࡀホ౯ࡢࣉࣟࢭࢫ࡟ධࡗ ࡑࢀ࠿ࡽࠊᙳ㡪ࡶࡑ࠺࡛ࡍࠋホ౯࡟ཧຍࡍࡿ࡜࠸࠺ࡇ࡜࡟ࡼࡗ࡚ࠊᏛ⏕ࡣᩍ⫱ࡢྥୖ࡟ᙳ㡪ࢆཬࡰࡍᶵ఍ࢆᚓࡲࡍࠋホ౯ࡀ⤊ࢃࢀࡤࠊࡑࡢホ౯⤖ᯝࢆᢲࡋ㐍ࡵ࡚࠸ࡃᙺ๭ࢆᏛ⏕ࡀᢸ࠺ࡢ࡛ࡍࠋ౛࠼ࡤࠊᨵၿࡢ່࿌ࡀฟࡓ࡜ࡋࡲࡋࡻ࠺ࠋ࠶ࡿ࠸ࡣᙉࡳࡀ≉ᐃࡉࢀࡓ࡜ࡋ
ࡲࡋࡻ࠺ࠋࡑ࠺ࡍࡿ࡜ࠊࡑࡢホ౯ࣉࣟࢭࢫ࠿ࡽฟ࡚ࡁࡓ࢔࢖ࢹ࢕࢔ࢆ㐍ࡵ࡚⾜ࡃࡢࡣࠊ௒

グループセッション︵ ︶ 各︵࡚࠸ࡿࡇ࡜ࢆ▱ࡿࡇ࡜࡛ࠊಙ㢗࡟ࡘ࡞ࡀࡿࡢ࡛ࡍࠋ

GS

ᗘࡣᏛ⏕ࡢᙺ๭࡜࡞ࡿࢃࡅ࡛ࡍࠋ ᙉࡳࡣࡲࡔࡲࡔ࠶ࡾࡲࡍࠋᏛ⾡ⓗඹྠయ࡟࠾ࡅࡿࣃ࣮ࢺࢼ࣮ࢩࢵࣉࡶࡑ࠺࡛ࡍࠋᏛ⏕ࡢࢀࡲࡍࠋࡲࡓࠊホ౯࡟࠾ࡅࡿᩍ⫋ဨ࡜ࡢ༠ຊࡣࠊᏛ⏕ࢆᏛ⾡ⓗඹྠయ࡟࠾ࡅࡿᑐ➼࡞࣓ࣥࣂ࣮࡜ࡳ࡞ࡍࡔࡅ࡛࡞ࡃࠊᵝࠎ࡞ሙ㠃࡛ඹ㏻⌮ゎࢆ⏕ࡳฟࡋࡲࡍࠋ

︶報告・まとめホ౯࡬ࡢཧຍࡣࠊᏛ⾡ⓗඹྠయ࡟࠾ࡅࡿᑐ➼࡞࣓ࣥࣂ࣮࡜ࡋ࡚ࡢᏛ⏕ࡢᙺ๭ࢆᙉ໬ࡋ࡚ࡃ

GS ࡑࢀ࠿ࡽࠊᏛ⩦ࣉࣟࢭࢫ࡛ࡍࠋᏛ⏕ࡣᅜ඲యࡢホ౯ࣉࣟࢪ࢙ࢡࢺ࡟ཧຍࡍࡿࡇ࡜࡟ࡼࡗ
࡚ࠊಶே࡜ࡋ࡚ࠊ࠶ࡿ࠸ࡣ㞟ᅋ࡜ࡋ࡚ࡢ⬟ຊࢆఙࡤࡍࠊ࠿ࡅࡀ࠼ࡢ࡞࠸ࢳࣕࣥࢫࢆᚓࡿࡇ
ࡸᏛ⏕ࣘࢽ࢜ࣥࡣࠊࡑࡢ⤒㦂࡟㠀ᖖ࡟‶㊊ࡋ࡚࠸ࡲࡍࠋࣇ࢕ࣥࣛࣥࢻࡢ⤒㦂࠿ࡽゝ࠸ࡲࡍ࡜ࠊホ౯࡟ཧຍࡍࡿࡇ࡜࡟ࡼࡗ࡚ࡓࡃࡉࢇࡢⰋ࠸⬟ຊࡀ㌟࡟ࡘࡁࡲࡍࠋࣇ࢕ࣥࣛࣥࢻࡢ኱
⮧ࡢ୰࡟ࡣࠊᏛ⏕ࣘࢽ࢜ࣥࡢ࣓ࣥࣂ࣮࡜ࡋ࡚άືࡋ࡚࠸ࡓேࡀࡓࡃࡉࢇ࠸ࡲࡍࠋᚋࡢ࢟ࣕ

− 19 −

閉会挨拶࡜ࡀ࡛ࡁࡲࡍࠋࡶࡕࢁࢇホ౯࡜࠸࠺ࡢࡣ㠀ᖖ࡟኱ኚ࡞సᴗ࡛ࡣ࠶ࡾࡲࡍࡀࠊཧຍࡋࡓᏛ⏕ࣜ࢔ࡢࡓࡵ࡟ࠊࢫࣆ࣮ࢳࢆࡍࡿࠊ࣑࣮ࢸ࢕ࣥࢢ࡟ཧຍࡍࡿࠊ࣓ࣔࢆ᭩ࡃࠊ࠶ࡿ࠸ࡣ࠸ࢁ࠸
ࢁ࡞సᴗࢆ⾜࠺࡜࠸ࡗࡓࡇ࡜ࢆᏛࡪሙ࡞ࡢ࡛ࡍࠋ࡛ࡍࡢ࡛ࠊࡑ࠺࠸ࡗࡓࢳࣕࣥࢫࡀ࠶ࡾࡲ
ࡍࡋࠊࡲࡓࡑࡢಙ㢗ᛶࡶ㧗ࡲࡿ࡜࠸࠺ࡇ࡜ࡀ࠶ࡾࡲࡍࠋ ࡛ࡣࠊㄢ㢟࡟ࡘ࠸࡚ࡶゐࢀࡲࡋࡻ࠺ࠋㄢ㢟࡜ࡋ࡚ࡲࡔṧࡗ࡚࠸ࡿၥ㢟࡜࠸࠺ࡢࡣࠊࡸࡣ
ࡾᏛ⏕ࡢධࢀ᭰ࢃࡾࡀ࠶ࡿ࡜࠸࠺ࡇ࡜ࠊࡑࢀ࠿ࡽࢺ࣮ࣞࢽࣥࢢࡢၥ㢟࡛ࡍࠋ࡯࡜ࢇ࡝ࡢሙ
ྜࠊᏛ⏕ࡀᏛ⏕ࣘࢽ࢜ࣥ࡟ᦠࢃࡿࡢࡣ 2㹼3 ᖺࡔࡅ࡛ࡍࡢ࡛ࠊ㠀ᖖ࡟ከࡃࡢᩘࡢධࢀ᭰ࢃࡾ
ࡀ࠶ࡾࡲࡍࠋ࡛ࡍ࠿ࡽࠊ᪂ࡋ࠸Ꮫ⏕࡟ᑐࡍࡿホ౯సᴗࡢࢺ࣮ࣞࢽࣥࢢࢆ⥅⥆ⓗ࡟⾜࠺ᚲせࡀ࠶ࡾࡲࡍࠋ࣐ࢽࣗ࢔ࣝࡢࡼ࠺࡞ᩥ᭩ࢆ฼⏝ࡍࡿࡔࡅ࡛ࡣࠊே࠿ࡽே࡟ᘬࡁ⥅ࡄ࡜࠸࠺ࡇ
࡜࡟ྲྀࡗ࡚௦ࢃࡿࡇ࡜ࡀ࡛ࡁࡲࡏࢇࠋ᪂ࡋ࠸ホ౯⪅ࢆ⫱࡚ࡿࡓࡵࡢࡇࡢࡼ࠺࡞ྲྀࡾ⤌ࡳ࡛ࡍࡀࠊࣘࢽ࢜ࣥෆ࡟ḟୡ௦ࢆ⫱࡚ࡼ࠺࡜ࡍࡿᏛ⏕ࡀ࠸ࡿሙྜࡶ࠶ࡾࡲࡍࡋࠊᶵ㛵ࡀᏛ⏕ࡢࡓࡵ࡟ホ౯ࡢࢺ࣮ࣞࢽࣥࢢࢥ࣮ࢫࢆᥦ౪ࡋ࡚࠸ࡿሙྜࠊᏛ⏕ࡀᑓ㛛ᐙ࡜ྠࡌࢺ࣮ࣞࢽࣥࢢ
࡟ཧຍࡍࡿ࡜࠸࠺ሙྜࡶ࠶ࡾࡲࡍࠋࡑࢀࡣࡑ࠺࡞ࡢ࡛ࡍࡀࠊ࠶ࡿᏛᖺࡀ㠀ᖖ࡟✚ᴟⓗ࡛࠶ࡗ࡚ࡶࠊ⩣ᖺ௨㝆ࡣࡑࢀ࡯࡝άືⓗ࡛ࡣ࡞࠸ࡇ࡜ࡶ࠶ࡾࡲࡍࡢ࡛ࠊᖖ࡟ᣮᡓ࡞ࡢ࡛ࡍࠋ ࡑࢀ࠿ࡽࠊືᶵ࡙ࡅ࡜ሗ㓘࡜࠸࠺ㄢ㢟ࡶ࠶ࡾࡲࡍࠋᏛ⏕ࡀ⮬ᕫホ౯ࣉࣟࢭࢫ࡟ཧຍࡍࡿ
ືᶵ࡙ࡅࡀ㞴ࡋ࠸ሙྜࡀ࠶ࡾࡲࡍࡀࠊホ౯࡛㌟࡟௜࠸ࡓ⬟ຊࡀᚋࡢ௙஦࡟㠀ᖖ࡟ᙺ❧ࡘࡇ࡜ࢆᙉㄪࡍࡿࡢࡣࠊᏛ⏕ࣘࢽ࢜ࣥ࡟࡜ࡗ࡚ࡢㄢ㢟࡛ࡍࠋᏛ⛉࡛ࣞ࣋ࣝࡣࠊ⮬ᕫホ౯࡬ࡢཧຍ࡟༢఩ࢆ୚࠼ࡓࡾࠊࡦ࡜ࡘࡢࢥ࣮ࢫࡢಟ஢࡜ࡳ࡞ࡋࡓࡾࠊᅗ᭩ࢆ㉗࿊ࡍࡿ࡜࠸ࡗࡓࡇ࡜
ࢆሗ㓘࡜ࡍࡿࡇ࡜ࡀ࡛ࡁࡿࡢ࠿ࡶ▱ࢀࡲࡏࢇࠋホ౯࡬ࡢཧຍࡣ᫬㛫ࢆྲྀࡽࢀࡲࡍࡢ࡛ࠊ㞴Ⰽࢆ♧ࡍᏛ⏕ࡶ࠸ࡲࡍࠋᏛ⏕ࡀホ౯࡬ࡢཧຍ࡟⯆࿡ࢆᣢࡘࡓࡵ࡟ࡣࠊືᶵ࡙ࡅࡀᚲせࡔ࡜ᛮ࠸ࡲࡍࡋࠊሗ㓘ࡶᚲせࡔ࡜ᛮ࠸ࡲࡍࠋ Ẹ୺୺⩏࡟࠾࠸࡚ࡣᖖ࡟ၥ㢟どࡉࢀ࡚࠸ࡿࡇ࡜࡛ࡍࡀࠊ௦⾲ᛶࡶㄢ㢟ࡢ୍ࡘ࡛ࡍࠋᏛ⏕௦⾲ࡢ┠ⓗࡣࠊᖜᗈ࠸Ꮫ⏕ࡢどⅬࢆホ౯࡟ྲྀࡾධࢀࡿࡇ࡜࡛ࡍࡀࠊᏛ⏕࡜࠸࠺ࡢࡣྠ㉁ࡢ
⤌⧊࡛ࡣ࡞࠸࡛ࡍࡋࠊᵝࠎ࡞ពぢࢆᣢࡗ࡚࠸ࡲࡍࡢ࡛ࠊᏛ⏕࠿ࡽࡢᵝࠎ࡞ពぢࢆࡲ࡜ࡵ࡚ࠊ
Ꮫ⏕௦⾲㐩࡟ఏ࠼ࡿ᪉ἲࢆ⪃࠼ࡿᚲせࡀ࠶ࡾࡲࡍࠋ
ࡇࢀࡶẸ୺୺⩏࡟࠾ࡅࡿㄢ㢟࡞ࡢ࡛ࡍࡀࠊ௚ࡢᏛ⏕ࢆ௦⾲ࡍࡿ࡟┦ᛂࡋ࠸Ꮫ⏕ࢆ࡝ࡢࡼ࠺࡟ぢࡘࡅࡿࡢ࠿࡜࠸࠺ၥ㢟ࡶ࠶ࡾࡲࡍࠋࡶࡕࢁࢇࠊᏛ⏕ࣘࢽ࢜ࣥ࡟ࡣ㑅ᣲࡀ࠶ࡾࠊ௦⾲⪅ࡢ㑅ฟ࡜࠸ࡗࡓࡇ࡜ࡣ㑅ᣲ࡛⾜ࢃࢀࡲࡍࡀࠊࡍ࡛࡟㔜せ࡞࣏ࢪࢩࣙࣥ࡟࠸ࡿᏛ⏕ࡀホ౯࡟ཧຍࡍࡿ࡜࠸࠺ࡢࡀᬑ㏻࡛ࡍࠋ ࡉࡽ࡟ࠊど㔝ࡀ㝈ࡽࢀ࡚ࡋࡲࡗ࡚࠸ࡿ࡜࠸࠺Ⅼࡶㄢ㢟࡛ࡍࠋᩍ⫱࡟㛵ࡍࡿ⤒㦂࡜࠸࠺ព࿡࡛ࡣᩍ⫱ࡢᑓ㛛ᐙࡸ௚ࡢホ౯ࢳ࣮࣒࣓ࣥࣂ࣮ࡼࡾࡶࠊᏛ⏕ࡢ᪉ࡀࣞ࣋ࣝࡣప࠸ࢃࡅ࡛ࡍ
࠿ࡽࠊࡑࢀࢆ຺᱌ࡋ࡚࠸ࡃᚲせࡀ࠶ࡾࡲࡍࠋ౛࠼ࡤࠊゼၥㄪᰝ࡟࠾࠸࡚Ꮫ⏕ࡀᩍ⫱ࡢ㉁ࢆ
ホ౯ࡍࡿሙྜࠊ1 ✀㢮ࡢᩍ⫱⤒㦂ࡋ࠿ᣢࡕ࠶ࢃࡏ࡚࠸࡞࠸ࡇ࡜࠿ࡽࠊ⮬↛࡜ど㔝ࡀ㝈ࡽࢀ࡚ࡋࡲ࠺ࡇ࡜ࡶ࠶ࡾᚓࡲࡍࠋࡇࢀ࡟㛵ࡋ࡚ࡣࡓ࠸࡚࠸ࡢሙྜࠊࢳ࣮࣒࡛࣐ࢿࢪ࣓ࣥࢺ࡛ࡁࡿ
࡜ᛮ࠸ࡲࡍࡋࠊ༠ຊⓗ࡞Ⰻ࠸㞺ᅖẼࡢࢳ࣮࣒࡛࠶ࢀࡤࠊᏛ⏕ࡢど㔝࡜࠸࠺ࡢࢆ᭱኱㝈ά⏝࡛ࡁࡿ࡜ᛮ࠸ࡲࡍࠋ࡛ࡍࡢ࡛ࠊᑓ㛛ᐙ⫱ᡂ࡜ࡋ࡚ࡢࢺ࣮ࣞࢽࣥࢢࢆᶵ㛵⮬యࡀࡋࡗ࠿ࡾ࡜
⾜࠺࠿࡝࠺࠿࡟࠿࠿ࡗ࡚࠸ࡿ࡜ᛮ࠸ࡲࡍࠋ

− 20 −

ࡀࠊࡇࡇ 15 ᖺࡄࡽ࠸ࡢ㛫࡟㉳ࡇࡗ࡚ࡁࡲࡋࡓࠋ㧗➼ᩍ⫱㉁ಖド࡟࠾ࡅࡿᏛ⏕ཧ⏬࡟ࡘ࠸࡚

開会挨拶

 ᭱ᚋ࡟ࡦ࡜ゝ⏦ࡋୖࡆࡓ࠸࡜ᛮ࠸ࡲࡍࠋ࣮ࣚࣟࢵࣃ࡟࠾࠸࡚ࠊᵝࠎ࡞࣏ࢪࢸ࢕ࣈ࡞ືࡁ
ࡶࡑࡢ 1 ࡘ࡛ࡍࠋࡋ࠿ࡋࠊࡇࡇ 10 ᖺ㛫࡟࠾ࡅࡿ࣮ࣚࣟࢵࣃࡢ㧗➼ᩍ⫱ᨵ㠉࡟ᑐࡋ࡚ࠊESUࡶᣦ᦬ࡋ࡚࠸ࡿ࡜࠾ࡾࠊ᪂ࡋ࠸⬣ጾࡶฟ࡚ࡁ࡚࠸ࡲࡍࠋ࡜࠸࠺ࡢࡶࠊ㧗➼ᩍ⫱ᶵ㛵࡟࠾ࡅࡿẸ୺୺⩏ࡢపୗࢆᣍࡁ࠿ࡡ࡞࠸ࠊୡ㛫୍࡛⯡ⓗ࡞ຠ⋡㔜どࡢ௻ᴗ⤒Ⴀࢫࢱ࢖ࣝࡀ㧗➼ᩍࡑࡋ࡚ࠊ࣮ࣚࣟࢵࣃ࡛ࡍ࡭࡚ࡢࣞ࣋ࣝ࡟࠾࠸࡚ࠊᏛ⏕ཧຍࡢάືࢆᐇ㝿࡟ಖドࡋ࡚࠸ࡿᅜ

趣旨説明⫱⏺࡟ࡶᗈࡀࡾࡣࡌࡵࠊ
௒᪥ࡢᏛ⏕ཧຍࡣ⬣ጾ࡟ࡉࡽࡉࢀ࡚࠸ࡿ࡜ ESU ࡣ୺ᙇࡋ࡚࠸ࡲࡍࠋ
ࡣ࡯࡜ࢇ࡝࠶ࡾࡲࡏࢇࠋ࡛ࡍࡢ࡛ࠊᡃࠎࡣᏛ⏕ࡢᢈุⓗ࡞ពぢ࡟⪥ࢆഴࡅ࡞ࡅࢀࡤ࠸ࡅࡲ
ࡏࢇࡋࠊᏛ⏕ࡢពぢࡣᢈุⓗ࡛࠶ࡿ࡭ࡁࡔ࡜ᛮࡗ࡚࠸ࡲࡍࠋ ࡈΎ⫈࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ㉁ၥࢆ࠾ᚅࡕࡋ࡚࠸ࡲࡍࠋ

基調講演Ⅰ

ྖ఍㸸
 ࡝࠺ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋࡑࢀ࡛ࡣࠊ࠸ࡃࡘ࠿㉁ၥࢆཷࡅࡓ࠸࡜ᛮ࠸ࡲࡍࠋ

 ㈗㔜࡞࠾ヰࢆ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ
᪥ᮏࡣ௒ࠊᬒẼࡀᅇ᚟ഴྥ࡛ࡣ࠶ࡿࡢ࡛ࡍࡀࠊࡸࡣࡾ኱Ꮫᩍ⫱࡜ᑵ⫋࡜࠸࠺ࡢࡣ㠀ᖖ࡟

基調講演Ⅱ㉁ၥ⪅ A㸸

㔜せ࡞㛵ಀࡀ࠶ࡿ࡜࠸࠺ࡼ࠺࡟⪃࠼ࡽࢀ࡚࠸ࡲࡍࠋࡶࡕࢁࢇࠊᩍ⫱ࡢ┠ⓗࡣᏛࡪࠊ▱㆑ࢆࣥࢫ࡛ᤊ࠼ࡽࢀ࡚࠸ࡿ࠿ࢆᩍ࠼࡚࠸ࡓࡔࡅࢀࡤ࡜ᛮ࠸ࡲࡍࠋ
Kekäläinen㸸 㞠⏝ྍ⬟ᛶ㸦employability㸧ࡣࠊࡸࡣࡾᩍ⫱ࡢ୰᰾࡛࠶ࡿ࡜ᛮ࠸ࡲࡍࠋ࣮ࣚࣟࢵࣃࡢ┠ᶆタᐃࡢ୰࡛ࡶࠊ㞠⏝ྍ⬟ᛶࡣ୺せ࡞㛵ᚰ஦࡜࡞ࡗ࡚࠸ࡲࡍࠋ௒ᅇࡣࡑࡢ௚ࡢഃ㠃࡟↔Ⅼࢆᙜ࡚ࡲࡋࡓࡢ࡛ࠊࡇࡇ࡛ࡣⓎ⾲࠸ࡓࡋࡲࡏࢇ࡛ࡋࡓࡀࠊḢᕞ㧗➼ᩍ⫱ᅪ㸦EHEA㸧࡟࠾ࡣಶேࡢ⬟ຊࡢ⫱ᡂ࡟ࡶ↔Ⅼࡀᙜ࡚ࡽࢀ࡚࠸ࡲࡍࡀࠊࡇࢀࡣ㞠⏝ྍ⬟ᛶ࡜࠸࠺Ⅼ࡛ࡶ㠀ᖖ࡟㔜せ࡛ࡍࠋࡑࡋ࡚ࠊẸ୺ⓗ࡞ᕷẸ࡟⫱࡚ࡿ࡜࠸࠺ࡇ࡜ࡶ㔜せ࡛ࠊࡇࢀࡣ࣮ࣚࣟࢵࣃࡢ┠GS︶報告・まとめ࠸࡚ࡣࠊ㞠⏝ྍ⬟ᛶࡀࡦ࡜ࡘࡢ㘽࡜࡞ࡗ࡚࠸ࡲࡍࠋࡉࡽ࡟ࠊ࣮ࣚࣟࢵࣃࡢ┠ᶆタᐃࡢ୰࡛

グループセッション︵ ︶ 各︵ᚓࡿ࡜࠸࠺ࡇ࡜ࡀ኱ࡁ࠸࡜ᛮ࠸ࡲࡍࡀࠊࡑࢀ࡜ᑵ⫋࣭⫋ᴗカ⦎࡜࠸࠺㠃ࢆ࡝ࡢࡼ࠺࡞ࣂࣛ

GS

ᶆタᐃ࡛᭱㔜せどࡉࢀ࡚࠸ࡲࡍࠋ ࡛ࡣࠊࡇࡕࡽࡢ᪉ࠊ㉁ၥࢆ࠾㢪࠸࠸ࡓࡋࡲࡍࠋ

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閉会挨拶ྖ఍㸸

㉁ၥ⪅ B㸸 ࢫࣆ࣮ࢳࠊ࡝࠺ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ ⚾ࡣ࢔ࢻ࣑ࢽࢫࢺ࣮ࣞࢱ࣮࡜ࡋ࡚௙஦ࢆࡋ࡚࠸࡚ࠊᏛ⏕ࡸᩍဨ࡜࣑࣮ࢸ࢕ࣥࢢࢆࡍࡿࡇ
࡜ࡀ࠶ࡾࡲࡍࠋ50 ேࡄࡽ࠸࡛㞟ࡲࡗ࡚ࢡࣛࢫ࡛ヰࢆࡋࡓࡢ࡛ࡍࡀࠊඛ࡯࡝ࠊᏛ⏕ཧ⏬ࡢศ㢮࡜࠸࠺ヰࡀ࠶ࡾࠊࡑࡢ୰࡛ࣜࣛࢵࢡࢫࡋࡓ㞺ᅖẼࢆసࡿࡇ࡜ࡀ㔜せࡔ࡜࠾ࡗࡋࡷ࠸ࡲࡋ
ࡓࡀࠊ᪥ᮏேࡣ࡜ࡗ࡚ࡶ┿㠃┠࡞ࡢ࡛ࠊࡑࡢࡼ࠺࡞㞺ᅖẼࢆసࡿࡢࡣ㞴ࡋ࠸ሙྜࡀ࠶ࡾࡲ
ࡍࠋ࡛ࡍࡢ࡛ࠊఱ࠿ࡇ࠺ࡸࡗࡓࡽࣜࣛࢵࢡࢫࡋࡓ⎔ቃ࣭㞺ᅖẼ࡟࡞ࡾࡲࡍࡼ࡜࠸࠺࣏࢖ࣥ
ࢺࡀ࠶ࢀࡤᩍ࠼࡚࠸ࡓࡔࡅ࡞࠸࡛ࡋࡻ࠺࠿ࠋ
Kekäläinen㸸 ලయ౛࡟ࡘ࠸࡚ࡣࠊࢢ࣮ࣝࣉࢭࢵࢩࣙࣥࡢ㝿࡟࠾⪺ࡁ࡟࡞ࢀࡿࡢ࡛ࡣ࡞࠸࠿࡞࡜ᛮ࠸ࡲ
ࡍࡀࠊ࣮࣏࢟࢖ࣥࢺ࡜ࡋ࡚ࡣࠊ᭱ึ࡟඲ဨࡀ⮬ᕫ⤂௓ࢆࡋ࡚࠿ࡽཧຍࡍࡿࡇ࡜ࡔ࡜ᛮ࠸ࡲ
ࡍࠋ࣓ࣥࣂ࣮ྠኈࡀ஫࠸࡟ࢧ࣏࣮ࢺࡋࠊ࠾஫࠸࠿ࡽᏛࡧྜ࠺࡜࠸࠺㞺ᅖẼࡢࢢ࣮ࣝࣉ࣮࣡
ࢡࢆಁࡍࡇ࡜ࡶ 1 ࡘࡢ᪉ἲࡔ࡜ᛮ࠸ࡲࡍࡋࠊཧຍࡍࡿࡇ࡜࡛࣏ࢪࢸ࢕ࣈ࡞⤒㦂ࢆᚓࡽࢀࡿ
࡜Ꮫ⏕࡟⌮ゎࡋ࡚ࡶࡽ࠼ࢀࡤࠊⰋ࠸㞺ᅖẼ࡟࡞ࡿࡢ࡛ࡣ࡞࠸࠿࡜ᛮ࠸ࡲࡍࠋ࡛ࡍࡢ࡛ࠊᏛ
⏕࡟ࠕ࡝࠺࡛ࡍ࠿ࠊࡕࡻࡗ࡜ఱ࠿ࡋࡷ࡭ࡗ࡚㸟ࡋࡷ࡭ࡗ࡚㸟ࠖ࡜ゝࡗ࡚ࡳࡿࡢࡶⰋ࠸࡜ᛮ
࠸ࡲࡍࡋࠊ୍⥴࡟ఱ࠿ࡸࡗ࡚ࡳࡿࡢࡶࡼ࠸࡜ᛮ࠸ࡲࡍࠋࡲࡓࠊᏛ⏕࡟⮬ศࡢ◊✲࡟ࡘ࠸࡚ࡕࡻࡗ࡜ࡋࡓࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢆࡋ࡚ࡶࡽࡗ࡚ࡶࡼ࠸࠿ࡶࡋࢀࡲࡏࢇࠋࡑ࠺ࡍࡿ࡜ࠊ▱㆑ࡢ᥈ồࢆ⾜࠺㞟ᅋࡢ୰࡛ࠊᏛ⏕ࡀ᪂ࡋ࠸࣓ࣥࣂ࣮࡜ࡋ࡚ࡢᐇឤࢆᣢ࡚ࡿࡢ࡛ࡣ࡞࠸࠿࡜
ᛮ࠸ࡲࡍࠋࡼ࠸㞺ᅖẼసࡾ࡟ࡣ࠸ࢁ࠸ࢁ࡞᪉ἲࡀ࠶ࡾࡲࡍࡀࠊࡑࢀࡽࡣࡍ࡭࡚ࠊᑐヰࡀ࠶ࡾࠊࣃ࣮
ࢺࢼ࣮࡜ࡳ࡞ࡋ࡚࠸ࡿࡇ࡜ࡀ኱๓ᥦࡔ࡜ᛮ࠸ࡲࡍࠋᩍဨࡣࡳ࡞ࠊ⮬ศࡢᏛ⏕ࡢᡂ㛗ࢆ㢪ࡗ࡚࠸ࡲࡍࡢ࡛ࠊᩍဨ࡜Ꮫ⏕࡟ࡣඹ㏻ࡢ┠ᶆࡀ࠶ࡿ࡜ゝ࠼ࡲࡍࠋᏛ⏕ࡀ♫఍࠿ࡽᚲせ࡜ࡉࢀࡿேᮦ࡟⫱ࡘ࡜࠸࠺ࡇ࡜ࡣࠊᩍဨࡢࡓࡵ࡟ࡶ࡞ࡿࡢ࡛ࡍࠋࡇࡢࡇ࡜ࢆᙉㄪࡍࡿࡔࡅ࡛ࡣ࡞
ࡃࠊᣮࢇ࡛࠸࠿࡞ࡃ࡚ࡣ࡞ࡾࡲࡏࢇࠋ⚾࡝ࡶࡶ௒ࠊᩍဨ࡜Ꮫ⏕ࡀඹ࡟Ꮫࡪ⎔ቃࢆᵓ⠏୰࡛ࡍࠋࡶࡕࢁࢇ᫬㛫ࡀ࠿࠿ࡾࡲࡍࡋࠊ㞴ࡋ࠸㞀ᐖ࡟ࡶࡪࡘ࠿ࡿ࡛ࡋࡻ࠺ࠋ࡛ࡶࠊ࡛ࡁࡿࡇ࡜
ࡣࡓࡃࡉࢇ࠶ࡿ࡜ᛮ࠸ࡲࡍࠋࡓࡔࠊ⢭⚄ⓗ࡞㒊ศࡶከ࠸࡛ࡍࡀࠋ⚾ࡢ௒ࡢㄝ᫂ࡣ⟅࠼࡟࡞ࡗ࡚࠸࡞࠸࠿ࡶ▱ࢀࡲࡏࢇࡀࠊࡇࢀࡣ㔜せ࡞ࡇ࡜࡛ࡍࡢ࡛ࠊࡳ࡞ࡉࢇࡶ⪃࠼࡚࠸ࡓࡔࡅࢀ
ࡤ࡜ᛮ࠸ࡲࡍࠋ
ྖ఍㸸
Kekäläinen ࡉࢇ࡬ࡢ㉁ၥࡣࠊ෌ᗘࡲ࡜ࡵࡢࢭࢵࢩ࡛ࣙࣥཷࡅ௜ࡅࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
Kekäläinen ࡉࢇࠊ࡝࠺ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ┒኱࡞ᢿᡭࢆ࠾㢪࠸࠸ࡓࡋࡲࡍࠋ

− 22 −

ᇶㄪㅮ₇ϩࠕ㉁࡬ࡢᏛ⏕ཧ⏬̿ⱥᅜࡢ஦౛㸸ࣃ࣮ࢺࢼ࣮㸤ࣉࣟࢹ࣮ࣗࢧ࣮ࠖ

࠙ᴫせࠚ

開会挨拶

Dan Derricott㸦ࣜࣥ࢝ࣥ኱ᏛᏛ⏕ཧ⏬࢜ࣇ࢕ࢧ࣮㸧㉁ಖド࡜㉁ࡢྥୖࡣࠊ᭱ప㝈ࡢᏛ⾡Ỉ‽ࡢಖドࠊᅜ㝿ⓗ࡞➇தຊࡢ⥔ᣢࠊᏛ⩦ᶵ఍ࡢྥୖ➼ࢆ┠ᣦࡋ࡚࠾ࡾࠊᏛ⏕ࡀཧ⏬ࡍࡿ฼ⅬࡣࠊᏛ⏕ࡀ᭷ࡍࡿᑓ㛛ⓗ࡞▱㆑ࡸ᪂ࡋ࠸࢔࢖ࢹ࢕࢔ࡀࡶࡓࡽ
࡜࠸࠺ࣉࣟࢭࢫ࡟ࡼࡗ࡚㉁ࡀᨵၿ࣭ྥୖࡉࢀࡿࠊ࡜࠸ࡗࡓࡇ࡜ࡀ࠶ࡆࡽࢀࡿࠋ

趣旨説明ࡉࢀࡿࠊࡇࢀࡲ࡛࠶ࡓࡾ๓࡟⾜ࢃࢀ࡚ࡁࡓࡇ࡜࡟ᑐࡍࡿᏛ⏕ࡢ␲ၥࡀᨵ㠉࡟ࡘ࡞ࡀࡿࠊᏛ⏕ཧ⏬

 ⱥᅜࡢᩍ⫱ࢭࢡࢱ࣮ࡸ኱Ꮫࠊ㉁ಖドᶵ㛵ࡢከࡃࡣࠊᏛ⏕ࢆᩍ⫱ࡢཷືⓗ࡞ᾘ㈝⪅࡛ࡣ࡞ࡃࠊࣃ
࣮ࢺࢼ࣮࡜ぢ࡚࠾ࡾࠊᏛ⏕ࡢᏛ⩦ࡔࡅ࡛࡞ࡃᶵ㛵ࡢ㐠Ⴀ࣭ᨵၿࡢ୧᪉࡟ࡘ࠸࡚ࠊᏛ⏕ࢆࡼࡾ✚ᴟ㛵୚ࡍࡿᏛ⏕ࣘࢽ࢜ࣥ࡜Ꮫ⏕ࢆᨭ᥼ࡍࡿࡓࡵࡢࣘࢽࢵࢺࢆ᭷ࡋ࡚࠾ࡾࠊ㠀ᖖ࡟㠉᪂ⓗ࡞どⅬ࡛௒ᚋࡢࣃ࣮ࢺࢼ࣮ࢩࢵࣉ࡜࠸࠺ᴫᛕࡢᒎ㛤࡟ࡘ࠸࡚㏙࡭ࡓࠗࣃ࣮ࢺࢼ࣮ࢩࢵࣉࡢࡓࡵࡢ࣐ࢽࣇ࢙ࢫ

基調講演Ⅰⓗ࡞ཧ⏬⪅࡜ࡳ࡞ࡍࡇ࡜࡟ࡘ࡞ࡀࡗ࡚࠸ࡿࠋ୍᪉ࠊⱥᅜࡢ඲ᅜᏛ⏕ࣘࢽ࢜ࣥࡣ㉁ಖドࣉࣟࢭࢫ࡟

ࢺ࠘ࢆⓎ⾲ࡋ࡚࠸ࡿࠋࡲࡓࠊⱥᅜ࡟ࡣᏛ⏕ࢆࣉࣟࢹ࣮ࣗࢧ࣮࡜ࡋ࡚ぢࡿほⅬࡶ࠶ࡿࠋࡇࢀࡣᩍဨ
࡜Ꮫ⏕ࢆ኱Ꮫࢥ࣑ࣗࢽࢸ࢕ࡢ୍ဨ࡜ᤊ࠼ࠊ୧⪅ࡀ᪂ࡋ࠸▱㆑ࢆⓎぢࡍࡿᙺ๭ࢆᢸ࠸ࠊ࠾஫࠸࡟Ꮫ
ࡿᏛ⏕ࡣࠊᏛ⏕ࡀ㏻ᖖᚓࡿࡇ࡜ࡀ࡛ࡁࡿࡼࡾࡶከࡃࡢ⤒㦂ࢆᚓࡿࡇ࡜ࡀ࡛ࡁࡿࠋ 㠀ᖖ࡟ᇶᮏⓗ࡞ࣞ࣋ࣝࡢᏛ⏕ཧ⏬ࡀᐇ㝿࡟⾜ࢃࢀ࡚࠾ࡾࠊ౛࠼ࡤⱥᅜ࡛ࡣࠊࢥ࣮ࢫࣞ࣋ࣝࠊᏛ

基調講演Ⅱࡧࠊᩍ࠼ྜ࠺ࡇ࡜ࡀ࡛ࡁࡿ࡜࠸࠺⪃࠼᪉࡛࠶ࡿࠋࣃ࣮ࢺࢼ࣮ࡸࣉࣟࢹ࣮ࣗࢧ࣮࡜ࡋ࡚㛵୚ࡋ࡚࠸㒊ࣞ࣋ࣝࠊᶵ㛵ࣞ࣋ࣝ࡟࠾࠸࡚ࠊᏛ⏕ࡀᏛ⏕௦⾲࡜ࡋ࡚ࢥ࣮ࢫࡢᖺḟホ౯ࡸ㛤Ⓨ࡟㛵ࢃࡿࠕᏛ⏕࡚ࡢᏛ⏕ࠖࣉࣟࢪ࢙ࢡࢺࢆ㛤ጞࡋࡓࠋࡇࢀࡣࠊ኱Ꮫᨵ㠉ࢆᏛ⏕࡟୺ᑟࡉࡏࡼ࠺࡜ࡍࡿືࡁ࡛ࠊᢞ
⚊ࣃࢵࢻࡢᑟධ࡜࠸ࡗࡓᏛ⏕ࡢᨵ㠉࢔࢖ࢹ࢕࢔ࡀᐇ⌧ࡉࢀ࡚࠸ࡿࠋࡲࡓࠊࣜࣥ࢝ࣥ኱Ꮫ࡛ࡣྛ஦
ົ㒊ᒁࡀᏛ⏕ཧ⏬ࣉࣛࣥࢆᣢࡗ࡚࠾ࡾࠊᏛ⏕ࢆ⫋ဨ௵࿨ጤဨ఍ࡢጤဨ࡟ຍ࠼࡚㠃᥋ࢆ⾜ࡗࡓࡾࠊ᪂ࡋ࠸ᘓ≀ࡢタィࡢ㝿ࡣᖖ࡟Ꮫ⏕ࢆタィࢳ࣮࣒࡟ຍ࠼ࡓࡾࡋ࡚࠸ࡿࠋ ⱥᅜ㧗➼ᩍ⫱㉁ಖドᶵᵓ㸦QAA㸧࡛ࡣࠊ⌮஦఍࡟ 2 ྡࡢᏛ⏕࣓ࣥࣂ࣮ࡀྵࡲࢀ࡚࠸ࡿ࡯࠿ࠊ⌮⌮஦఍ࡢṇᘧ࡞ጤဨ఍࡛࠶ࡾࠊ15 ྡࡢᏛ⏕࡛ᵓᡂࡉࢀ࡚࠸ࡿࠋࡲࡓࠊQAA ࡛ࡣᏛ⏕ホ౯⪅ไᗘࢆᑟධࡋ࡚࠾ࡾࠊ⌧ᅾ 100 ྡࢆ㉸࠼ࡿᏛ⏕ホ౯⪅ࡀホ౯ጤဨ఍ࡢṇᘧ࡞࣓ࣥࣂ࣮࡜ࡋ࡚ࠊ௚ࡢ࣓
ࣥࣂ࣮࡜ྠ㢠ࡢሗ㓘ࢆᚓ࡚ཧຍࡋ࡚࠸ࡿࠋ

GS︶
報告・まとめ஦఍ࡢᑠጤဨ఍࡛࠶ࡿᏛ⏕ㅎၥጤဨ఍࡛ࡶ QAA ࡢ୺せ࡞ㄢ㢟ࡀㅎࡽࢀ࡚࠸ࡿࠋᏛ⏕ㅎၥጤဨ఍ࡣ

グループセッション︵ ︶ 各︵

௦⾲ࢩࢫࢸ࣒ࠖࡀࡍ࡭࡚ࡢ኱Ꮫ࡛ᑟධࡉࢀ࡚࠸ࡿࠋࡉࡽ࡟ࠊ࢚ࢡࢭࢱ࣮኱Ꮫ࡛ࡣࠊ
ࠕኚ㠉୺య࡜ࡋ

GS Ꮫ⏕ཧ⏬ࡢཎ๎࡜ࡋ࡚ࡣࠊཧ⏬ࡢᶵ఍ࡀᮏ≀࣭┿ṇ࡛࠶ࡿᚲせࡀ࠶ࡿࠋࡘࡲࡾࠊᏛ⏕ࡀ౯್࠶࠾஫࠸ࢆ⌮ゎࡋྜ࠺ࡇ࡜ࠊಙ㢗ࢆᵓ⠏ࡍࡿࡇ࡜ࠊᡂຌࡋࡓᡂᯝࢆ㢧ᙲࡍࡿࡇ࡜ࡀ኱ษ࡛࠶ࡿࠋࡲ
ࡓࠊᏛ⏕ཧ⏬ࡣᏛ⏕࡟ㄽⅬࡀ⾜ࡁࡀࡕࡔࡀࠊᩍ⫋ဨࢆ࠸࠿࡟ᨭ᥼ࡋ࡚࠸ࡃ࠿࡟ࡘ࠸࡚ࡶ⪃࠼ࡿᚲせࡀ࠶ࡿࠋ− 23 −

閉会挨拶

ࡿほⅬࢆ࠸ࡘ࡟࡞ࡗ࡚ࡶࡶࡓࡽࡏ࡞࠸ሙྜࡣࠊពᛮỴᐃ࡟Ꮫ⏕ࢆ㛵୚ࡉࡏࡿᚲせࡣ࡞࠸ࠋࡑࡋ࡚ࠊ

ྖ఍㸸⥆ࡁࡲࡋ࡚ࠊ2 ࡘ┠ࡢㅮ₇࡟⛣ࡾࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
ࠕ㉁࡬ࡢᏛ⏕ཧ⏬̿ⱥᅜࡢ஦౛㸸ࣃ࣮ࢺࢼ࣮㸤ࣉࣟࢹ࣮ࣗࢧ࣮ࠖ࡜㢟ࡋࡲࡋ࡚ࠊࣜࣥ࢝ࣥ኱ᏛᏛ⏕ཧ⏬࢜ࣇ࢕ࢧ࣮࡛࠸ࡽࡗࡋࡷ࠸ࡲࡍ Dan
Derricott ࡉࢇ࡟ࡈㅮ₇࠸ࡓࡔࡁࡲࡍࠋ
 Derricott ࡉࢇࡢᡤᒓࡍࡿࣜࣥ࢝ࣥ኱Ꮫ࡛ࡣࠊᏛ⏕࡟ᩍ⫱ࡢ㉁ྥୖ࡬ࡢྲྀࡾ⤌ࡳ࡟ᑐࡋ࡚ࠊࡼࡾ✚ᴟⓗ࡟ᦠࢃࡗ࡚ࡶࡽ࠺ࡇ࡜ࢆ┠ᶆ࡟ᥖࡆ࡚࠸ࡽࡗࡋࡷ࠸ࡲࡍࠋDerricott ࡉࢇࡣᏛ⏕ཧ⏬࢜ࣇ࢕ࢧ࣮
࡜ࡋ࡚ࠊࡇࢀࡽ࡟㛵ࡍࡿᡓ␎ࡢ⟇ᐃࠊᐇ᪋ࠊ⮬ᕫⅬ᳨ࢆඛᑟࡋࠊᢸᙜ๪Ꮫ㛗ࡽࢆᐃᮇⓗ࡟ࢧ࣏࣮ࢺ
ࡋ࡚࠸ࡽࡗࡋࡷ࠸ࡲࡍࠋ ࡲࡓࠊDerricott ࡉࢇࡣ QAA ࡜࠸࠺ⱥᅜ㧗➼ᩍ⫱㉁ಖドᶵᵓࡢᏛ⏕⌮஦࡜ࡋ࡚ࠊQAA ࡢ⌮஦఍ࡸᇳ⾜㒊࡟ᑐࡋ࡚ࠊᏛ⏕ࡢどⅬ࠿ࡽᨻ⟇ࡸᡓ␎ࡢຓゝࢆ⾜࠺ QAA Ꮫ⏕ㅎၥጤဨ఍ࡢ㆟㛗ࡶົࡵ࡚࠸ࡽࡗࡋࡷ࠸ࡲࡍࠋ ࡑࢀ࡛ࡣࠊDerricott ࡉࢇࠊࡼࢁࡋࡃ࠾㢪࠸࠸ࡓࡋࡲࡍࠋ
Dan Derricott㸦ࣜࣥ࢝ࣥ኱ᏛᏛ⏕ཧ⏬࢜ࣇ࢕ࢧ࣮㸧㸸 ࡈ⤂௓࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋᮏ᪥ࡣࡈᣍᚅࢆ࠸ࡓࡔࡁࡲࡋ࡚ࠊࡲࡓࡇࡢࡼ࠺࡞࠾ヰࢆࡍࡿᶵ఍
ࢆ࠸ࡓࡔࡁࡲࡋ࡚ࠊ኱ኚᎰࡋࡃᛮࡗ࡚࠾ࡾࡲࡍࠋ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋ ⚾ࡢࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢆጞࡵࡿ๓࡟ࠊKekäläinen ࡉࢇ࡬ࡢ᭱ᚋࡢ㉁ၥ࡟ࡘ࠸࡚⪃࠼࡚ࡳࡓ࠸
࡜ᛮ࠸ࡲࡍࠋ ⱥᅜ࡛ࡶᏛ⏕ཧ⏬࡟ࡘ࠸࡚࠸ࢁ࠸ࢁ࡜㆟ㄽࡀࡉࢀ࡚࠾ࡾࡲࡍࡀࠊᏛ⏕ཧ⏬࡟ࡘ࠸࡚ㄒࡿሙྜࠊᏛ
⏕࡟ࡘ࠸࡚ࡤ࠿ࡾ㆟ㄽࡋ࡚࠾ࡾࠊᩍ⫋ဨࢆᨭ᥼ࡍࡿᚲせࡀ࠶ࡿ࡜࠸࠺ࡇ࡜ࢆᛀࢀࡀࡕ࡛ࡍࠋࡑࡇ࡛
ඛ࡯࡝ࡢ㉁ၥ࡟ᡠࡗ࡚ࡳࡓ࠸࡜ᛮ࠺ࡢ࡛ࡍࡀࠊ࣮࢜ࣉࣥ࡞ᴗົ⎔ቃࢆಁ㐍ࡍࡿࡓࡵ࡟ࡣࠊࣃ࣮ࢺࢼ
࣮ࢩࢵࣉࡣࡓࡔ༢࡟Ꮫ⏕ࢆཧ⏬ࡉࡏࡿ࡜࠸࠺ࡔࡅࡢヰ࡛ࡣ࡞࠸࡜࠸࠺ࡇ࡜ࢆㄆ㆑ࡋ࡚࠾ࡃᚲせࡀ࠶ࡾࡲࡍࠋࣃ࣮ࢺࢼ࣮࡛࠶ࡿᩍ⫋ဨࡶᨭ᥼ࡋ࡞ࡅࢀࡤ࠸ࡅ࡞࠸࡜࠸࠺ࡇ࡜ࢆ⪃࠼ࡿࡇ࡜ࡀ㔜せ࡛ࡍࠋࡋࡓࡀࡗ࡚ࠊᵝࠎ࡞᪉ἲ࡛ാࡃୖ࡛ࠊᏛ⏕࡜ᩍ⫋ဨࡢࠊಙ㢗㛵ಀࡢᵓ⠏ࡸᨭ᥼࡟ࡘ࠸࡚⪃࠼࡞ࡅࢀࡤ࡞ࡾࡲࡏࢇࠋ⚾ࡣࡇࡢࣜࣥ࢝ࣥ኱Ꮫ࡟࠾࠸࡚ࠊ⾜ᨻⓗ࡞௙஦ࡶࡋ࡚࠸ࡿࡢ࡛ࡍࡀࠊ⚾ࡢ௙஦࡜࠸
࠺ࡢࡣࠊᏛ⏕࡟↔Ⅼࢆ࠶࡚ࡿ࡜࠸࠺ࡼࡾࡶࠊᏛ⏕࡜ඹྠ࡛άືࡍࡿᩍ⫋ဨࢫࢱࢵࣇࢆᨭ᥼ࡍࡿ࡜࠸
࠺ࡇ࡜࡛ࡍࠋඛ࡯࡝ࡢ㉁ၥ࡬ࡢᅇ⟅࡜ࡋ࡚ࡣࠊ࠸࠿࡟ࢫࢱࢵࣇࢆᨭ᥼ࡋ࡚࠸ࡃ࠿࡜࠸࠺ࡇ࡜ࡶ⪃࠼࡞ࡅࢀࡤ࠸ࡅ࡞࠸ࠊ࡜࠸࠺ࡇ࡜ࢆᛕ㢌࡟⨨࠸࡚࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ࡉ࡚ࠊ⚾ࡢࣉࣞࢮࣥࢸ࣮ࢩ࡛ࣙࣥࡣࠊḟࡢࡇ࡜ࢆ࠾ヰࡋࡓ࠸࡜ᛮࡗ࡚࠸ࡲࡍࠋ ࡲࡎࠊ㉁࡟ࡘ࠸࡚ࠊఱࢆ㐩ᡂࡋࡼ࠺࡜ࡋ࡚࠸ࡿࡢ࠿ࢆ࠾ࡉࡽ࠸ࡋࡲࡍࠋᏛ⏕ཧ⏬ࡢ฼Ⅼ࡟ࡘ࠸࡚ヰࡍ๓࡟ࠊࡇࡢࡇ࡜࡟ࡘ࠸࡚⪃࠼ࡿࡇ࡜ࡀ᭷⏝ࡔ࡜ᛮ࠸ࡲࡍࠋࡲࡓࠊKekäläinen ࡉࢇࡢⓎ⾲࡛Ꮫ⏕ཧ⏬ࡢ฼Ⅼ࡜┤㠃ࡍࡿㄢ㢟ࢆ࠶ࡆࡽࢀ࡚࠸ࡲࡋࡓࡢ࡛ࠊࡇࢀ࡟ࡶゐࢀࡓ࠸࡜ᛮ࠸ࡲࡍࠋࡑࡋ࡚ࠊⓎ⾲ࡢ࣓࢖ࣥࡣࠊⱥᅜ࡟࠾ࡅࡿᏛ⏕ཧ⏬ࡀࡦ࡜ࡘࡢࢸ࣮࣐࡜ࡋ࡚ฟ࡚ࡁ࡚࠸ࡿࡢ࡛ࠊࡑ
ࡢ≧ἣ࡟ࡘ࠸࡚௒ࡲ࡛ࡢṔྐ࡜࡜ࡶ࡟࠾ヰ࠸ࡓࡋࡲࡍࠋࡑࡢᚋࠊ୍⯡ⓗ࡞ほⅬࠊࡍ࡞ࢃࡕࣃ࣮ࢺࢼ

− 24 −

࣮࡜ࡋ࡚ࡢᏛ⏕ࠊࡲࡓࠊࡑࢀ࡟௦ࢃࡿほⅬ࡜ࡋ࡚ࠊࣉࣟࢹ࣮ࣗࢧ࣮࡜ࡋ࡚ࡢᏛ⏕࡜࠸࠺どⅬ࠿ࡽ㆟ࡓࠊ࡝ࡢࡼ࠺࡟Ꮫෆࣉࣟࢭࢫ࡟Ꮫ⏕ཧ⏬ࢆᣑ኱ࡉࡏࡓࡢ࠿ࠊ࠸ࡃࡘ࠿౛ࢆ࠾ヰࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
᭱ᚋ࡟ࠊඃࢀࡓᏛ⏕ཧ⏬ࡢཎ๎ࡣఱ࠿࡟ࡘ࠸࡚࠾ヰࡋ࡚࠸ࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ

開会挨拶ㄽࢆࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋࡑࡢୖ࡛ࠊᐇ㝿࡟࡝ࡢࡼ࠺࡟㉁ಖドࣉࣟࢭࢫ࡬Ꮫ⏕ࢆཧ⏬ࡉࡏࡓࡢ࠿ࠊࡲ ࡑࢀ࡛ࡣࠊࣜࣥ࢝ࣥ኱Ꮫ࡟ࡘ࠸࡚࠾ヰࡉࡏ࡚࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋᩘᖺ๓ࡲ࡛ࠊ⚾ࡣࡇࡢ኱࣒Ꮫ⏕࡜ࡋ࡚ຮᙉࡋ࡚࠸ࡲࡍࠋࣜࣥ࢝ࣥ኱Ꮫࡢ㉳※ࡣ 19 ୡ⣖࡛ࡍࡀࠊᐇ㝿ࡣ㠀ᖖ࡟᪂ࡋ࠸኱Ꮫ࡛ࠊ
2001 ᖺ࡟タ❧ࡉࢀࡲࡋࡓࠋⱥᅜ࡟࠾࠸࡚ࡣ୰つᶍࡢ኱Ꮫ࡛ࠊ⣙ 12,000 ྡࡢᏛ⏕ࠊ⣙ 620 ྡࡢᩍဨࠊ

趣旨説明ᏛࡢᏛ㒊⏕࡛ࠊ࣐ࢿࢪ࣓ࣥࢺࢆຮᙉࡋ࡚࠸ࡲࡋࡓࠋ⌧ᅾࡣࠊ࣮ࣚࢡ኱Ꮫ኱Ꮫ㝔࡟࠾࠸࡚ࣃ࣮ࢺࢱ࢖

ࡑࡋ࡚⣙ 620 ྡࡢ⫋ဨࢆᢪ࠼࡚࠸ࡲࡍࠋࡑࡋ࡚ࠊタ❧࠿ࡽࡲࡔ 12 ᖺ⛬ᗘࡋ࠿⤒ࡗ࡚࠸ࡲࡏࢇࡀࠊ
ⱥᅜࡢ኱Ꮫࣛࣥ࢟ࣥࢢ࡟࠾࠸࡚ࠊ120 ࡢ኱Ꮫࡢ୰࡛ࠊ⌧ᅾ 47 ␒┠࡟ࣛࣥࢡ௜ࡅࡉࢀ࡚࠸ࡲࡍࠋࣜࣥ ࡑࢀ࡛ࡣ⚾ࡢヰࡢᮏ➽࡟⛣ࡽࡏ࡚࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ

基調講演Ⅰ࢝ࣥ኱Ꮫࡣࠊᡂ㛗ࡋ࡚࠸ࡿ኱Ꮫ࡛࠶ࡾࠊാࡃ࡟ࡣ่⃭ⓗ࡞ሙᡤ࡛ࡍࠋ

 ࠕ㉁ಖド࡜㉁ࡢྥୖࠖ
ࠊ࠸ࡗࡓ࠸ࡇࢀ࡛ఱࢆ㐩ᡂࡋࡼ࠺࡜ࡋ࡚࠸ࡿࡢ࡛ࡋࡻ࠺࠿ࠋ⚾ࡣࠊᑡ࡞ࡃ࡜
ࡶⱥᅜ࡟࠾࠸࡚ࠊࡲࡓࠊḢᕞ㧗➼ᩍ⫱ᅪ㸦EHEA㸧࡟࠾࠸࡚ࡣࠊࡍ࡭࡚ࡢᏛ఩࡟ࢃࡓࡗ࡚᭱ప㝈ࡢ㉁ࢆᮇᚅࡋ࡚࠸ࡿ࡜⪃࠼ࡲࡍࠋࡇࡢࡇ࡜࠿ࡽࠊࡲࡎ⪃࠼࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡢࡣࠊᏛ⏕ࡀᏛ⩦ࡋࠊࢥ࣮ࢫࡈ࡜࡟タᐃࡉࢀࡓᏛ⾡ⓗᇶ‽ࢆ㐩ᡂࡍࡿᶵ఍ࢆ᭷ࡋ࡚࠸ࡿ࠿࡜࠸࠺ࡇ࡜࡟࡞ࡾࡲࡍࠋ
ࡑࡢࡓࡵࠊⱥᅜ࡟࠾ࡅࡿ኱Ꮫࡢእ㒊ホ౯ࡣࠊ኱Ꮫࡢࡍ࡭࡚ࡢࣉࣟࢢ࣒ࣛࡀࡑࡢ᭱పᇶ‽࡟㐺ྜࡋࡋ࡚࠸ࡿ࠿࡝࠺࠿ࢆ☜ㄆࡍࡿࡇ࡜࠿ࡽ㛤ጞࡍࡿࡢࡀ඾ᆺⓗ࡛ࡍࠋࡲࡓࠊⱥᅜࠊ≉࡟ࢫࢥࢵࢺࣛࣥࢻ
࡟࠾࠸࡚ࡣࠊ㉁ྥୖ࡟ࡘ࠸࡚ࡶ㆟ㄽࡉࢀ࡚࠸ࡲࡍࠋࡇࢀࡣࠊⱥᅜࡢᅜ㝿ⓗ࡞➇தຊࢆ⥔ᣢࡍࡿࡇ࡜ࠊ
኱Ꮫ༞ᴗᚋ࡟ඃࢀࡓ༞ᴗ⏕࡜ࡋ࡚ࡉࡽ࡟ୖࡢᏛ఩ࢆ┠ᣦࡍࠊ࠶ࡿ࠸ࡣ㞠⏝ࡉࢀࡿࠊࡲࡓඃࢀࡓᕷẸ࡟࡞ࡾᚓࡿࡇ࡜ࡢᢸಖࢆ┠ᣦࡋ࡚࠸ࡲࡍࠋ4 ᯛ┠ࡢࢫࣛ࢖ࢻࡢ 2 Ⅼ┠ࠊ3 Ⅼ┠࡛࠶ࡆ࡚࠸ࡿࠊᏛ⏕ࡀᏛ⩦ࡍࡿᶵ఍ࢆᚓࡿࠊ࠶ࡿ࠸ࡣᏛ⩦ᶵ఍ࢆྥୖࡉࡏࡿ࡜࠸࠺ࡇ࡜ࡀ㔜せ࡛ࡍࠋࡑࡋ࡚ࠊᏛ⏕ࡶࡑ
ࡢࡓࡵࡢ㈉⊩ࢆᯝࡓࡏࡿࡼ࠺࡟㐺ษ࡟఩⨨࡙ࡅࡽࢀ࡚࠸ࡿࡢ࡛ࡍࠋ

グループセッション︵ ︶ 各︵

࡚࠸ࡿࡇ࡜ࢆಖドࡍࡿࢩࢫࢸ࣒ࢆᶵ⬟ࡉࡏ࡚࠾ࡾࠊᏛ⏕ࡀࡑࡢᇶ‽ࢆ㐩ᡂࡍࡿࡓࡵࡢᏛ⩦ᶵ఍ࢆ᭷

基調講演ⅡᏛ⾡ⓗᇶ‽ࢆぢ࠸ࡔࡍࡇ࡜ࡀྍ⬟࡛࠶ࡾࠊ࠿ࡘࠊⱥᅜࡢᏛ఩ࢆ┠ᣦࡋ࡚Ꮫ⩦ࡍࡿᏛ⏕ࡣ୍ᐃỈ‽ࡢGS︶
報告・まとめGS ࡛ࡣࠊᏛ⏕ཧ⏬ࡢ฼Ⅼ࡛ࡍࡀࠊ⌧ᅾࡢࣜࣥ࢝ࣥ኱Ꮫࡢ㐠Ⴀࢆᢸ࠺⫋ဨࡣࠊ1970㹼80 ᖺ௦࠶ࡿ࠸
ࡣ 1960 ᖺ௦࡟኱Ꮫࢆ༞ᴗࡋࡲࡋࡓࠋࡑࡢᙜ᫬ࡣࠊ⌧ᅾ࡜ࡣ≧ἣࡀࡎ࠸ࡪࢇ㐪ࡗ࡚࠸ࡓ࡜ᛮ࠸ࡲࡍࠋ
ࡋࡓࡀࡗ࡚ࠊ௒ࡢᏛ⏕ࡣࠊ௒ࡢᏛ⏕࡟㛵ࡍࡿᑓ㛛ⓗ࡞▱㆑ࢆࡶࡓࡽࡍࡇ࡜࡟࡞ࡾࡲࡍࠋ⚾ࡣࡇࡇ࡛ࡣពᅗⓗ࡟ Kekäläinen ࡉࢇࡢㄽⅬࢆ⧞ࡾ㏉ࡋ࡚࠸ࡲࡍࠋ࡞ࡐ࡞ࡽࡤࠊᏛ⏕ࡣ」ྜⓗ࡞ࡶࡢࡢ࡞࠿
ヰ㢟࡟࡞ࡾࡲࡍࠋ࡞ࡐ࡞ࡽࡤࠊ␗࡞ࡿேࠎࡣ␗࡞ࡿࡇ࡜ࢆࡶࡓࡽࡍࡇ࡜࡟࡞ࡿ࠿ࡽ࡛ࡍࠋࡑࡇ࡛ࠊ
➨஧ࡢㄽⅬ࡟⛣ࡿᚲせࡀ࡛࡚ࡁࡲࡍࠋ
 2 Ⅼ┠࡛ࡍࡀࠊᏛ⏕ࡢどⅬࡸᏛ⏕ࡀ㉁ಖドࣉࣟࢭࢫࡢཧຍ⪅࡜ࡋ࡚ࡶࡓࡽࡍࡶࡢࡣࠊ኱Ꮫࡢ⟶⌮− 25 −

閉会挨拶࡟ࡕࡻࡗ࡜␗࡞ࡿࡶࡢࢆᑟࡁධࢀࡿ࠿ࡽ࡛ࡍࠋࡑࡋ࡚ࡑࢀࡺ࠼࡟ࠊࣃ࣮ࢺࢼ࣮ࢩࢵࣉ࡜࠸࠺ࡇ࡜ࡀ

⪅ࡸᩍဨࠊ⫋ဨࡀࣉࣟࢭࢫ࡟ࡶࡓࡽࡍࡶࡢ࡜ࡣ␗࡞ࡿࡶࡢ࡛࠶ࡾࠊࡑࢀࡽࢆ⿵㊊ࡍࡿࡶࡢ࡛ࡍࠋ⨨ࡁ᥮࠼ࡿᚲせࡣ࠶ࡾࡲࡏࢇࡀࠊࡍ࡛࡟⾜ࢃࢀ࡚࠸ࡿ㆟ㄽࡸࣉࣟࢭࢫࢆ⿵᏶ࡋࠊྥୖࡉࡏࡿࡇ࡜ࡀ࡛
ࡁࡿ࡜ᛮ࠸ࡲࡍࠋ
 3 Ⅼ┠ࡇࡑࡀᏛ⏕ཧ⏬ࡀࡶࡘ่⃭ⓗ࡞ㄽⅬ࡛ࡍࠋᏛ⏕ࡣ᪂ࡋ࠸࢔࢖ࢹ࢕࢔ࡸ࢚ࢿࣝࢠ࣮ࠊ᝟⇕ࠊ๰㐀ᛶࢆᣢࡗ࡚࠸ࡿࡢ࡛ࠊ㉁ಖドࡢࣉࣟࢭࢫࠊ࠶ࡿ࠸ࡣ㉁ྥୖࡢࣉࣟࢭࢫ࡟࠾࠸࡚ࡶࠊࡑ࠺࠸ࡗࡓ
Ꮫ⏕ࡢ᪂ࡋ࠸࢔࢖ࢹ࢕࢔ࠊ࢚ࢿࣝࢠ࣮ࢆά⏝ࡋ࡞࠸࡜࠸࠺ࡇ࡜ࡀ⪃࠼ࡽࢀࡿ࡛ࡋࡻ࠺࠿ࠋ ࡑࢀ࠿ࡽ 4 Ⅼ┠࡛ࡍࡀࠊᏛ⏕ࡣࡼࡃࠕ࡞ࡐࡇࢇ࡞ࡇ࡜ࢆࡍࡿࡢ࠿ࠖ
ࠊࠕ࡞ࡐ௒ࡲ࡛ࡇ࠺࠸࠺ࡇ࡜ࢆ
ࡋ࡚ࡁࡓࡢ࠿ࠖ࡜࠸࠺␲ၥࢆ࿊ࡋࡲࡍࠋᏛ⏕ࡣࠕ࡞ࡐࠖ࡜࠸࠺ၥ࠸ࢆⓎࡍࡿࡢࡀᚓព࡞ࡢ࡛ࡍࠋ኱
Ꮫࡣ㏻ᖖࡣ୍ᐃࡢつ⠊࡜࠸࠺ࡼ࠺࡞ࡶࡢࢆᣢࡗ࡚άືࡋ࡚࠸ࡿࢃࡅ࡛ࡍࡀࠊࡑࡢつ⠊࡟␲ၥࢆᣢࡘ
Ꮫ⏕ࡀฟ࡚ࡃࡿ࡜ࠊࡑࢀࡣࡑࡢࡼ࠺࡞つ⠊࡜๓ᥦ࡟ᑐࡍࡿᣮᡓࢆಁࡋ࡚࠸ࡿࡢ࡛ࡍࠋ≉࡟ⱥᅜ࡛ࡣࠊ
ఱⓒᖺ࡟ࡶࢃࡓࡗ࡚ྠࡌࡼ࠺࡞ࡇ࡜ࢆ⾜ࡗ࡚ࡁࡓ࡜࠸࠺኱Ꮫࡶ࠶ࡿ࡛ࡋࡻ࠺ࡀࠊࡑ࠺࠸࠺ࡇ࡜࡟␲
ၥࢆ࿊ࡍࡿᏛ⏕ࡢពぢࡀ㔜せ࡜࡞ࡿሙྜࡶ࠶ࡿࡢ࡛ࡍࠋ
 5 Ⅼ┠ࡀ≉࡟㔜せ࡞ࡢ࡛ࡍࡀࠊᏛ⏕ࡢཧ⏬࡜࠸࠺ࡢࡣ⤖ᯝ࡛ࡣ࡞ࡃࠊࣉࣟࢭࢫ࡛ࡍࠋࡘࡲࡾࠊ㉁ࡢྥୖࢆᐇ⌧ࡍࡿࡓࡵ࡟Ꮫ⏕ཧ⏬ࢆᐇ⌧ࡋࡼ࠺࡜ࡋ࡚࠸ࡿ࡜࠸࠺ࡇ࡜࡛ࡍࠋᏛ⏕ࢆ㛵୚ࡉࡏࡿࡇ࡜
ࡣ⣲ᬕࡽࡋ࠸ࡇ࡜࡛ࡍࡀࠊࡑࢀࡣఱ࠿࡟ࡘ࡞ࡀࡿᚲせࡀ࠶ࡾࡲࡍࠋ⚾ࡓࡕ࡟࡜ࡗ࡚ࡣࠊࡑࢀࡣ㉁ࡢ
ᨵၿ࡛ࡍࠋᏛ⏕ࢆཧຍࡉࡏࡿ࡜࠸࠺ࡔࡅ࡛ࡣព࿡ࡀ࡞࠸ࡢ࡛ࡍࠋᏛෆࡢពᛮỴᐃࡢ⤌⧊࡟ຍ࠼ࡿࠊ
࠶ࡿ࠸ࡣ㉁ಖドጤဨ఍ࡢ࣓ࣥࣂ࣮࡟ධࢀࡿ࡜࠸࠺ࡔࡅ࡛ࡣព࿡ࡀ࡞ࡃࠊࡑࢀ࡟ࡼࡗ࡚ఱࡽ࠿ࡢᙳ㡪ࡀ⌧ࢀ࡞ࡅࢀࡤ࡞ࡽ࡞࠸࡜ᛮ࠸ࡲࡍࠋ ࡑࡇ࡛ࠊⱥᅜ࡛ࡣ 1980 ᖺ௦࠿ࡽᏛ⏕࡟ពぢ᭩ࢆฟࡋ࡚ࡶࡽ࠺ࡼ࠺࡟࡞ࡾࡲࡋࡓࠋ᪥ᮏ࡛ࡶྠᵝࡔ࡜ᛮ࠸ࡲࡍࡀࠊእ㒊ホ౯࡟㝿ࡋ࡚ࡣࠊ኱Ꮫࡀᩥ᭩ࢆ⏝ពࡋ࡚ࠊࡉࡽ࡟ドᣐࢆ⏝ពࡋ࡚ࣆ࢔ホ౯⪅࡟ᥦ౪ࡍࡿ࡜࠸࠺ࡇ࡜ࢆ⾜ࡗ࡚ࡁࡲࡋࡓࠋ1980 ᖺ௦࡟ࡣࠊᏛ⏕ࡀ኱Ꮫࡢ㉁࡟㛵ࡍࡿドᣐࡸᩥ᭩ࢆ‽ഛࡍࡿࡇ࡜ࡀ࡛ࡁࡿไᗘࡀᑟධࡉࢀࡲࡋࡓࠋ
 1990 ᖺ௦࡟࡞ࡿ࡜ࠊఱࡽ࠿ࡢ⌮⏤࡛ࡑࡢไᗘࡣᗫṆࡉࢀࡲࡋࡓࡀࠊࡑࡢ௦ࢃࡾ࡟ホ౯ࡢ୍⎔࡜ࡋ࡚Ꮫ⏕࡜ࡢ࣑࣮ࢸ࢕ࣥࢢࢆᣢࡘࡇ࡜ࡀࠊ㉁ಖドࢆ⾜࠺እ㒊ホ౯ࢳ࣮࣒࡟⩏ົ௜ࡅࡽࢀࡲࡋࡓࠋࡑࡋ
࡚ࠊྛ኱Ꮫ࡛ࡣᏛ⏕㐩࡟ࡶࢺ࣮ࣞࢽࣥࢢ࡜ࢧ࣏࣮ࢺࢆཷࡅࡉࡏࠊࡑࡢ኱Ꮫ࡟࠾ࡅࡿࢥ࣮ࢫࡢ௦⾲ࢆົࡵࡉࡏࡿ࡜࠸࠺ࡇ࡜ࡶ⾜ࢃࢀࡲࡋࡓࠋ ࡑࡢᚋ 1997 ᖺ࡟ࠊ࠿ࡘ࡚ࡢ㉁ಖド⤌⧊࡛࠶ࡗࡓ㧗➼ᩍ⫱Ỉ‽ホ㆟఍㸦Higher Education Quality
Council: HEQC㸧ࡸ௚ࡢ࠸ࡃࡘ࠿ࡢᅋయࢆ⤫ྜࡋ࡚ࠊ㧗➼ᩍ⫱㉁ಖドᶵᵓ㸦Quality Assurance
Agency for Higher Education: QAA㸧ࡀタ❧ࡉࢀࡲࡋࡓࠋ⌧ᅾࠊQAA ࡢ⌮஦఍࡟ࡣᏛ⏕ࡢ࣓ࣥࣂ࣮ࡀ 2 ྡຍࢃࡿࡇ࡜࡟࡞ࡗ࡚࠸ࡲࡍࠋ⚾ࡣࠊࡑࡢᏛ⏕࣓ࣥࣂ࣮ࡢ୍ே࡛ࡍࠋQAA ࡣࠊⱥᅜ࡟࠾࠸࡚
Ꮫ⏕ࢆ㛵୚ࡉࡏࡓ᭱ึࡢ⤌⧊࡛࠶ࡿ࡜ᛮ࠸ࡲࡍࠋࡑࡢព࿡࡛ࠊQAA ࡀఱࢆ࡞ࡋࡓ࠿࡟ࡘ࠸࡚ࠊࡑࡋ
࡚ᐇ㝿࡟Ꮫ⏕ࡢཧ⏬࡜࠸࠺ࡶࡢࡀ࡝ࡢࡼ࠺࡟⾜ࢃࢀࡿࡢ࠿࡜࠸࠺ࡇ࡜ࢆ࠾ヰࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
 2002 ᖺ࡟࡞ࡿ࡜ࠊ᪂ࡓ࡞ᶵ㛵ู࣮࢜ࢹ࢕ࢵࢺ㸦Audit㸧᪉ᘧ࡟Ꮫ⏕࠿ࡽࡢពぢ᭩ࡢᥦฟࡀ෌ᑟධ
ࡉࢀࡲࡋࡓࠋ᪂ࡓ࡞࣮࢜ࢹ࢕ࢵࢺ᪉ᘧࡢᑟධ࡟࠶ࡓࡗ࡚ࡣࠊᵝࠎ࡞࢔࢖ࢹ࢕࢔ࢆヨࡳ࡚ࠊࡑࢀࡽࡢ
࢔࢖ࢹ࢕࢔ࢆࡍ࡭࡚౑⏝ࡍࡿ࡜ỴᐃࡉࢀࠊᏛ⏕࡟ࡼࡿពぢ᭩ࡢᥦฟࡶ෌ࡧ⾜ࢃࢀࡿࡼ࠺࡟࡞ࡾࡲࡋ

− 26 −ࡓࠋ఍㆟ࡀ㛤ദࡉࢀࡓ࡜࠶ࡾࡲࡍࡀࠊࡇࢀࡣᏛ⏕ཧ⏬࡜࠸࠺ព࿡࡛ࡣ࡜࡚ࡶ࢚࢟ࢧ࢖ࢸ࢕ࣥࢢ࡞㌿᥮Ⅼ࡛ࡋࡓࠋࡑࡇ࡛ࠊ2002 ᖺ࡟ࡇࢀ࡟ఝࡓ఍ྜࢆࡶࡕࠊࡑࡇ࡛ࠊᏛ⏕ཧ⏬ࡢ㔜せᛶࢆ♧ࡍ㆟ㄽࡀ㛵ಀ⪅

開会挨拶

ࡲࡓ QAA ࡛ࡣࠊᏛ⏕ཧ⏬ࢆಁ㐍ࡍࡿࡓࡵࡢᢸᙜ⫋ဨࢆึࡵ࡚㞠⏝ࡋࡲࡋࡓࠋࢫࣛ࢖ࢻ࡟୺せ࡞࡟ᑐࡋ࡚♧ࡉࢀࡲࡋࡓࠋࡲࡓࡑࡢ࡜ࡁ࡟ࠊ஦ែࡣᒎ㛤ࡋࠊ⇕Ẽࢆ࿧ࡪࡼ࠺࡟࡞ࡗ࡚ࡁࡓࡢ࡛ࡍࠋࡑ
ࡋ࡚ࠊ᪥ᮏ࡛ࡣᮏ᪥ࠊࡇࡢࡼ࠺࡞ࣇ࢛࣮࣒ࣛࡀ㛤ദࡉࢀࡲࡋࡓࠋ⚾ࡣࠊ10 ᖺᚋ࡟ࡲࡓ᪥ᮏ࡟ᡠࡗ࡚
 2002-3 ᖺ௨ᚋࠊⱥᅜ࡛ࡣᵝࠎ࡞ࡇ࡜ࡀ㉳ࡇࡾጞࡵࠊ≉࡟ࢫࢥࢵࢺࣛࣥࢻࡢᩍ⫱ࢭࢡࢱ࣮࡛ኚ໬ࡀ
࠶ࡾࡲࡋࡓࠋࡈᏑࡌࡢ࡜࠾ࡾࠊⱥᅜࡣ࢖ࣥࢢࣛࣥࢻࠊ࢙࣮࢘ࣝࢬࠊࢫࢥࢵࢺࣛࣥࢻࠊ໭࢔࢖ࣝࣛࣥ

趣旨説明ࡁ࡚ࠊࡑࢀࡲ࡛ࡢ᪥ᮏ࡛ࡢ㐍ᒎࢆぢࡓ࠸࡜ᛮࡗ࡚࠸ࡲࡍࠋ

ࢻࡢ 4 ࡘࡢᆅᇦ࡟ศ࠿ࢀ࡚࠾ࡾࠊྛᆅᇦ࡛ࡣࠊⱥᅜᯟ⤌ෆ࡛࠸ࡉࡉ࠿␗࡞ࡿᩍ⫱ไᗘࡀᕸ࠿ࢀ࡚࠸
ࡲࡍࠋࢫࢥࢵࢺࣛࣥࢻࡢᩍ⫱ࢭࢡࢱ࣮࡛ࡣࠊ୺せཎ๎࡜ࡋ࡚Ꮫ⏕ཧ⏬ࢆ᥇⏝ࡋ࡚࠸ࡲࡍࠋᏛ⏕ࢆホ
participation in quality scotland: sparqs㸧ࢆタ❧ࡋࡲࡋࡓࠋsparqs ࡣࢫࢥࢵࢺࣛࣥࢻࡢ⣲ᬕࡽࡋ࠸ᶵ㛵࡛ࡍࠋNik Heerens ࡉࢇࡣࡑࡇ࡛ാ࠸࡚࠸ࡲࡋࡓࠋsparqs ࡣࢫࢥࢵࢺࣛࣥࢻ඲యࡢ⤌⧊࡛࠶

基調講演Ⅰ౯ࣃࢿࣝࢳ࣮࣒ࡢ࣓ࣥࣂ࣮࡜ࡋࠊࢫࢥࢵࢺࣛࣥࢻ࡟࠾ࡅࡿ㉁ಖドࡢᏛ⏕ཧຍᨭ᥼ᶵ㛵㸦studentࡾࠊᏛ⏕ࡸᏛ⏕⤌ྜ➼ࡢᶵ㛵ࡀᵝࠎ࡞᪉ἲ࡛Ꮫ⏕ཧ⏬࡬ࡢᨭ᥼࡟ᑓᛕࡍࡿࢫࢥࢵࢺࣛࣥࢻࡢᶵ㛵࡛ࡍࠋsparqa ࡢ Web ࢧ࢖ࢺぢ࡚࠸ࡓࡔࡅࢀࡤࢃ࠿ࡿ࡜ᛮ࠸ࡲࡍࡀࠊ⣲ᬕࡽࡋ࠸ࣜࢯ࣮ࢫࡀࡓࡃࡉࢇ
 2006 ᖺ࡟ࡣࠊࡇࡢ⣲ᬕࡋ࠸άືࡀ QAA ࡢᖺḟ⥲఍᫬࡟ሗ࿌ࡉࢀࡲࡋࡓࠋࡑࡢ㝿࡟ࠊQAA ࡢ⌮஦఍࡟࠾࠸࡚ࠊእ㒊ホ౯ࢳ࣮࣒࡟ホ౯⪅࡜ࡋ࡚Ꮫ⏕ࢆຍ࠼ࡿ࢔࢖ࢹ࢕࢔ࡣ඲ᅜつᶍ࡛ᑟධࡍ࡭ࡁࡔ
࡜࠸࠺ࡇ࡜࡛ྜពࡋࡲࡋࡓࠋᙜึࡣ࢖ࣥࢢࣛࣥࢻࡢ 6 ኱Ꮫ࡛ヨ㦂ⓗ࡟ᐇ᪋ࡉࢀࠊḟ➨࡟ࡼࡾᗈࡃᒎ

Council for England: HEFCE㸧ࡀ࣮࢜ࣉ࣭ࣥࣘࢽࣂ࣮ࢩࢸ࢕ࡢ㧗➼ᩍ⫱◊✲᝟ሗࢭࣥࢱ࣮㸦Centre

グループセッション︵ ︶ 各︵㛤ࡉࢀࡿࡼ࠺࡟࡞ࡾࡲࡋࡓࠋࡇࢀ࡟⥆࠸࡚ࠊᵝࠎ࡞ࡇ࡜ࡀ㉳ࡇࡗ࡚ࡃࡿࢃࡅ࡛ࡍࠋQAA ࢫࢱࢵࣇࡢ

基調講演Ⅱ࠶ࡾࡲࡍࠋࡇ࠺࠸࠺ࡇ࡜ࡀࢫࢥࢵࢺࣛࣥࢻ࡛ࡲࡎ㉳ࡇࡾࡲࡋࡓࠋ

for Higher Education Research & Information: CHERI㸧࡟Ꮫ⏕ཧ⏬≧ἣࡢሗ࿌ࢆጤクࡋࡲࡋࡓࠋ

GS

ቑဨࠊᏛ⏕ཧ⏬ᡓ␎ࡢ⟇ᐃࠊᏛ⏕ࣘࢽ࢜ࣥ࡬ࡢᨭ᥼࡜࠸ࡗࡓࡇ࡜ࡀ⾜ࢃࢀࡿࡼ࠺࡟࡞ࡾࡲࡋࡓࠋࡑࡋ࡚ࠊQAA ⌮஦఍࡟Ꮫ⏕࣓ࣥࣂ࣮ࡀᑟධࡉࢀࠊ⌧ᅾࠊ⚾ࡀᑵ௵ࡋ࡚࠸ࡿࢃࡅ࡞ࡢ࡛ࡍࠋࡇࢀࡲ࡛ 1ྡࡔࡗࡓ QAA ⌮஦఍ࡢᏛ⏕࣓ࣥࣂ࣮ࡀࠊ௒ᖺ࠿ࡽ 2 ྡ࡟ቑဨࡉࢀࡲࡋࡓࠋࡇࡢᏛ⏕ࡣࠊ඲ᅜᏛ⏕ࣘࢽ࢜ࣥ㸦National Union of Students: NUS㸧ࡢ௦⾲ࢆົࡵ࡚࠸ࡲࡍࠋ
 2009 ᖺࡶ⯆࿡῝࠸ᖺ࡛ࡍࠋ࢖ࣥࢢࣛࣥࢻ㧗➼ᩍ⫱㈈ᨻ࢝࢘ࣥࢩࣝ㸦Higher Education Fundingࡽᵝࠎ࡞⤌⧊࡟㈨㔠ᥦ౪ࡀ࡞ࡉࢀࡲࡋࡓࠋᩍᤵ㝕ࢆࢧ࣏࣮ࢺࡋ࡚࠸ࡿ㧗➼ᩍ⫱࢔࢝ࢹ࣑࣮㸦Higher
Education Academy㸧ࠊ඲ᅜᏛ⏕ࣘࢽ࢜ࣥ㸦NUS㸧࡟ᑐࡋ࡚㈨㔠ᥦ౪ࢆࡍࡿࡼ࠺࡟࡞ࡗࡓࡢ࡛ࡍࠋ

︶報告・まとめࡲࡓࠊ࡝ࡢࡼ࠺࡟Ꮫ⏕ཧ⏬ࡀ㐍ᒎࡋ࡚ࡁࡓ࠿࡟ࡘ࠸࡚ࠊࡼࡾከࡃࡢ◊✲ࢆ⾜࠺ࡓࡵ࡟ࠊHEFCE ࠿

GSࡑࡋ࡚ࠊࡑࡇ࠿ࡽᵝࠎ࡞⯆࿡῝࠸ࣉࣟࢪ࢙ࢡࢺࡀ࡛࡚ࡁࡲࡋࡓࠋ
ࡍ࡭࡚ࡢᴗົ࡟࠾࠸࡚ࠊᏛ⏕ࢆ୺せ࡞฼ᐖ㛵ಀ⪅࡜ࡋ࡚ぢࡿ࡭ࡁ࡛࠶ࡿ࡜࠸࠺ᥦ᱌ࡀ࡞ࡉࢀࡲࡋࡓࠋ
Ꮫ⏕ࢆ QAA ࡢάື࡟࠾ࡅࡿ᭱ࡶ㔜せ࡞฼ᐖ㛵ಀ⪅࡛࠶ࡿ࡜ࡋࡓࡢ࡛ࡍࠋNIAD-UEࠊࡑࡋ࡚ࡑࡢ௚
ࡢ 2 ᶵ㛵࡟࠾࠸࡚ࡶࠊᏛ⏕ࢆ➨୍⩏ⓗ࡞฼ᐖ㛵ಀ⪅࡜ࡳ࡞ࡋ࡚࠸ࡿⅬ࡛ࡣྠᵝ࡛ࡋࡻ࠺ࠋࡑࡋ࡚ࠊ

− 27 −

閉会挨拶

 2010 ᖺ࡟ QAA ⌮஦఍ࡣࠊᏛ⏕ࡢࡉࡽ࡞ࡿ㛵୚ࢆ୺ᙇࡍࡿពぢ᭩ࢆཷࡅྲྀࡾࡲࡋࡓࠋQAA ࡛ࡣࡇࢀࡣ QAA ࡢ᪂ᡓ␎ィ⏬࡟⧅ࡀࡗ࡚࠸ࡁࡲࡋࡓࠋࡇࡢ᪂ᡓ␎ィ⏬ࡢ➨୍ࡢ┠ⓗࡣࠊQAA ࡀᏛ⏕ࡢࢽ࣮ࢬࢆ‶ࡓࡋ࡚࠸ࡿࡇ࡜ࢆಖドࡍࡿࡇ࡜࡛࠶ࡾࠊࡇࢀࡀ⌧ᅾࡢᡓ␎ィ⏬ࠊQAA ࡢ௙஦ࡢ᪉ྥࢆᐃ
ࡵࡿࡇ࡜࡟⧅ࡀࡾࡲࡋࡓࠋ
 2012 ᖺ࡟ࡣࠊࠕⱥᅜ㧗➼ᩍ⫱ࡢࡓࡵࡢ㉁つ⠊㸦ࢡ࢜ࣜࢸ࢕࣭ࢥ࣮ࢻ㸧ࠖ࡜࠸࠺ࡶࡢࡀ⟇ᐃࡉࢀࡲࡋ
ࡓࠋ⚾ࡣࡑࡢ⟇ᐃࢢ࣮ࣝࣉࡢ୍ဨ࡛ࡋࡓࠋࢡ࢜ࣜࢸ࢕࣭ࢥ࣮ࢻࡣࠊⱥᅜෆ࡛㧗➼ᩍ⫱ࢆᥦ౪ࡍࡿࡍ
࡭࡚ࡢ኱Ꮫࡸ࢝ࣞࢵࢪࡀ㑂Ᏺࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ᩍ⫱ࡢ㉁࡜ᇶ‽ࡢᯟ⤌࡛࠶ࡾࠊࠕḢᕞ㧗➼ᩍ⫱ᅪ࡟
࠾ࡅࡿ㉁ಖドࡢᇶ‽࡜࢞࢖ࢻࣛ࢖ࣥ㸦Standards and Guidelines for Quality Assurance in theEuropean Higher Education Area: ESG㸧ࠖࢆ‶ࡓࡍࡇ࡜࡟ࡶᙺ❧ࡕࡲࡍࠋᏛ⏕ཧ⏬࡟㛵ࡍࡿ᪂ࡓ࡞஦㡯ࡶຍ࠼ࡽࢀࡲࡋࡓࠋ ⌧ᅾࠊ኱Ꮫ࠶ࡿ࠸ࡣ࢝ࣞࢵࢪࡢ୺ࡓࡿホ౯㸦ࣞࣅ࣮ࣗ㸧ࡢࡍ࡭࡚࡟࠾࠸࡚ࠊホ౯ࣃࢿࣝࡢ୰࡟Ꮫ
⏕ࡀᚲࡎຍࢃࡿࡇ࡜࡟࡞ࡗ࡚࠸ࡲࡍࠋ⌧ᅾࠊⱥᅜ࡟ࡣᏛ⏕ホ౯⪅ࡀ 100 ྡ௨ୖ࠾ࡾࠊ⚾ࡶࡑࡢ 1 ே࡛ࡍࠋࢡࣜࢫ࣐ࢫࡢ┤๓࡛ࡋࡓࡀࠊ⚾ࡣࠊࣟࣥࢻࣥ⾨⏕࣭⇕ᖏ་⒪኱Ꮫ㸦London School of Hygiene
and Tropical Medicine㸧࡬ࡢࣞࣅ࣮ࣗάື࡟ཧຍࡋ࡚ࠊ⣲ᬕࡋ࠸⤒㦂ࢆᚓࡲࡋࡓࠋ࢜ࢵࢡࢫࣇ࢛࣮
ࢻ኱Ꮫ࠿ࡽ࢝ࣞࢵࢪࡲ࡛ࠊࡍ࡭࡚ࡢ✀㢮ࡢ኱Ꮫ࡛Ꮫ⏕ࡀホ౯ࣃࢿࣝࡢ୰࡟ຍࢃࡾࡲࡍࠋ ඛ࡯࡝ࠊQAA ⌮஦఍࡟ࡣᏛ⏕࣓ࣥࣂ࣮ࡀ 2 ྡ࠸ࡿ࡜⏦ࡋࡲࡋࡓࡀࠊ⌮஦఍ࡢᑠጤဨ఍࡜ࡋ࡚Ꮫ⏕ㅎၥጤဨ఍࡜࠸࠺ࡶࡢࡀ࠶ࡾࠊ⚾ࡣࡑࡢ㆟㛗ࢆົࡵ࡚࠸ࡲࡍࠋQAA ࡢ୺せ࡞ㄢ㢟࡟ࡘ࠸࡚ࡣࠊᏛ⏕ㅎၥጤဨ఍࡟ࡶㅎࡽࢀࡲࡍࡢ࡛ࠊᏛ⏕ࡢどⅬࡀຍࢃࡾࡲࡍࠋᏛ⏕ㅎၥጤဨ఍ࡣ⌮஦఍ࡢṇᘧ࡞ጤဨ఍࡛࠶ࡾࠊⱥᅜ඲ᅵࡢ 15 ྡࡢᏛ⏕࡛ᵓᡂࡉࢀ࡚࠸ࡲࡍࠋ ࡇࢀࡽࡢ⤒⦋ࢆ⤒࡚ࠊ⌧ᅾ࡟⮳ࡗ࡚࠸ࡲࡍࠋࡑࡇ࡟ࡣࠊ୍ᐃࡢㄒࡾ᪉ࠊ⪃࠼᪉ࠊゝⴥ㐵࠸ࡀࡳࡽࢀࡲࡍࠋࡑࢀࡣࠊ
ࠕᏛ⏕ࢆࣃ࣮ࢺࢼ࣮࡜ࡋ࡚ぢࡿࠖ࡜࠸࠺ࡇ࡜࡛ࡍࡀࠊࡑࢀࡣ࠸ࡗࡓ࠸࡝࠺࠸࠺ព࿡
ࢆᣢࡗ࡚࠸ࡿࡢ࡛ࡋࡻ࠺࠿ࠋ Ꮫ⏕ࢆࣃ࣮ࢺࢼ࣮࡜ࡋ࡚ぢࡿࡇ࡜ࡣࠊᏛ⏕ࢆᩍ⫱ࡢཷືⓗ࡞ᾘ㈝⪅࡜ࡋ࡚ぢࡿ࡜࠸࠺⪃࠼᪉ࢆྰᐃࡍࡿࡶࡢ࡛ࡍࠋ⌧ᅾࡢᨻᗓ࡟ࡣࠊᏛ⏕ࢆ࠾ᐈᵝ࠶ࡿ࠸ࡣᾘ㈝⪅࡜ࡋ࡚ぢࡿ࡜࠸࠺⪃࠼᪉ࡀ࠶ࡾࡲ
ࡍࡀࠊࡇࢀࡀ㉁ࢆྥୖ࡜࠸࠺⪃࠼᪉࡟ᖐ⤖ࡋ࡚࠸ࡲࡍࠋ୍᪉ࠊᩍ⫱ࢭࢡࢱ࣮ࡸ኱Ꮫࠊ㉁ಖドᶵ㛵ࡢከࡃࡣࠊᏛ⏕ࢆࣃ࣮ࢺࢼ࣮࡜ࡋ࡚ぢ࡚࠸ࡲࡍࠋࡑࢀ࡟ࡼࡗ࡚ࠊᏛ⏕ࡢᏛ⩦ࡔࡅ࡛࡞ࡃࠊᶵ㛵ࡢ㐠Ⴀ࣭ᨵၿࡢ୧᪉࡟ࡘ࠸࡚ࠊᏛ⏕ࢆࡼࡾ✚ᴟⓗ࡞ཧ⏬⪅࡜ࡳ࡞ࡍࡇ࡜࡟ࡘ࡞ࡀࡗ࡚࠸ࡲࡍࠋ ࡲࡓࠊᵝࠎ࡞⪃࠼᪉ࡀ࠶ࡾࡲࡍࠋᩍဨࡢᩍ⫱⬟ຊྥୖࢆᨭ᥼ࡋࡓࡾࠊඃⰋ஦౛ࢆඹ᭷ࡋࡓࡾࡍࡿ
㧗➼ᩍ⫱࢔࢝ࢹ࣑࣮࡟࠾࠸࡚ࡣࠊᏛ⏕ཧ⏬ࢆಁ㐍ࡍࡿࡼ࠺࡞ࣉࣟࢪ࢙ࢡࢺࢆጞࡵ࡚࠸ࡲࡍࠋࡑࡇ࡛
ࡣࠊᏛ⏕࡟ࡶࡗ࡜౯್ࡢ࠶ࡿᏛ⩦⤒㦂ࢆࡶࡓࡽࡍࡓࡵࡢ᪉ἲ࡜ࡋ࡚ࠊᏛ⏕ࢆ◊✲ࣉࣟࢪ࢙ࢡࢺࡢࣃ
࣮ࢺࢼ࣮࡜ࡋࠊᏛ⏕ࡀㅮ⩏ࢆཷࡅࡿࡔࡅ࡛ࡣ࡞ࡃࠊ᪂ࡓ࡞▱㆑ࢆᚓࡿࡓࡵࡢ✚ᴟⓗ࡞㛵୚ࢆಁ㐍ࡋ࡚࠸ࡿ࡜࠸ࡗࡓࡇ࡜ࡀ࠶ࡆࡽࢀࡲࡍࠋ ୍᪉࡛ࠊ඲ᅜᏛ⏕ࣘࢽ࢜ࣥ࡟ࡣࠊ㉁ಖドࣉࣟࢭࢫ࡟㛵୚ࡍࡿᏛ⏕ࣘࢽ࢜ࣥ࡜Ꮫ⏕ࢆᨭ᥼ࡍࡿࡓࡵ
࡟㛤Ⓨࡉࢀࡓࣘࢽࢵࢺࡀ࠶ࡾࡲࡍࠋㄞࡳ≀࡜ࡋ࡚⯆࿡῝࠸ࡶࡢࡀ࠶ࡾࡲࡍࠋ඲ᅜᏛ⏕ࣘࢽ࢜ࣥࡣࠊ
ࠗࣃ࣮ࢺࢼ࣮ࢩࢵࣉࡢࡓࡵࡢ࣐ࢽࣇ࢙ࢫࢺ࠘
㸦Manifeso for Partnership㸧࡜࠸࠺ࡶࡢࢆⓎ⾲ࡋࡲࡋࡓࠋࡇࢀࡣࠊ㠀ᖖ࡟㠉᪂ⓗ࡞どⅬ࡛ࠊࣃ࣮ࢺࢼ࣮ࢩࢵࣉ࡜࠸࠺ᴫᛕࢆᑗ᮶ⓗ࡟࡝࠺ᒎ㛤ࡍࡿ࠿ࢆㄒ

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ࡗ࡚࠸ࡲࡍࠋ඲ᅜᏛ⏕ࣘࢽ࢜ࣥࡢᙺဨࡣࠊᏛ⏕ࡢ௦⾲࡛࠶ࡿ࡜ྠ᫬࡟ࠊ㈈ᨻ࢝࢘ࣥࢩࣝ㸦HEFCE๭ࢆᯝࡋ࡚࠸ࡲࡍࠋ ᭱ᚋ࡟ࠊ኱Ꮫࡢ⟶⌮ഃࡶᏛ⏕ࢆࣃ࣮ࢺࢼ࣮࡜ࡋ࡚ぢ࡚࠸ࡲࡍࠋඛ࡯࡝ࠊࢡ࢜ࣜࢸ࢕࣭ࢥ࣮ࢻ࡜ࡑ

開会挨拶➼㸧ࡢ⌮஦఍࡜࠸ࡗࡓ඲ᅜࣞ࣋ࣝࡢ୺せ⤌⧊࡟ࡶຍࢃࡗ࡚࠾ࡾࠊᙼࡽ⮬㌟ࡀࣃ࣮ࢺࢼ࣮࡜ࡋ࡚ࡢᙺ

ࡢ୰࡟࠶ࡿᏛ⏕ཧ⏬ࡢ஦㡯࡟ࡘ࠸࡚ヰࢆࡋࡲࡋࡓࡀࠊࡑࡇ࡛ࡣࠊࡍ࡭࡚ࡢ㧗➼ᩍ⫱ࢧ࣮ࣅࢫᥦ౪⪅࡟ᑐࡋ࡚ᩍ⫱ୖࡢ⤒㦂ࡢಖド࡜ྥୖࡢࡓࡵ࡟ࠊᏛ⏕ࢆಶேࠊ࠶ࡿ࠸ࡣ㞟ᅋ࡜ࡋ࡚ཧ⏬ࡉࡏࡿࡇ࡜ࡀ
⪅ࡣࠊྛ኱Ꮫࠊ࠶ࡿ࠸ࡣ࢝ࣞࢵࢪࡀࡑࢀࢆᐇ᪋ࡋ࡚࠸ࡿ࠿ࢳ࢙ࢵࢡࡍࡿࡇ࡜࡟࡞ࡾࡲࡋࡓࠋࡇࢀࡣ
⚾ࡓࡕ࡟࡜ࡗ࡚㠀ᖖ࡟኱ࡁ࡞ࢫࢸࢵࣉ࡛ࡋࡓࠋࡶ࠺ࢧ࣏࣮ࢺࢆࡍࡿ࡜࠸࠺ࡔࡅ࡛ࡣ࡞ࡃࠊࡍ࡭࡚ࡢ

趣旨説明ᮇᚅࡉࢀ࡚࠸ࡿ࡜࠸࠺ࡼ࠺࡞ゝ࠸᪉ࡀ౑ࢃࢀ࡚࠸ࡲࡍࠋࡑࡢࡓࡵ௒ᖺ࠿ࡽࠊホ౯ࢳ࣮࣒ࡢࣆ࢔ホ౯኱Ꮫ࡛ࠊ࠶ࡿ࠸ࡣ࢝ࣞࢵࢪ࡛ࡇࢀࡀᒎ㛤ࡉࢀࡿࡇ࡜ࡀᮇᚅࡉࢀ࡚࠸ࡿ࡜࠸࠺≧ἣ࡟࡞ࡗ࡚࠸ࡲࡍࠋ

࡞ࡃࠊࣉࣟࢹ࣮ࣗࢧ࣮࡜ࡋ࡚ぢࡿࡇ࡜࡛ࡍࠋ⌧ᅾࡢⱥᅜ㧗➼ᩍ⫱ࡀࠊࡑࡢ┠ⓗࡸព⩏࡟ࡘ࠸࡚༴ᶵ
ⓗ≧ἣ࡟┤㠃ࡋ࡚࠸ࡿ࡜ᤊ࠼࡚࠸ࡿᏛ⪅㐩ࡀࡇ࠺࠸࠺ぢ᪉ࢆࡋ࡚࠸ࡲࡍࠋⱥᅜෆ࡛ࡣࠊ㧗➼ᩍ⫱࡟

基調講演Ⅰ

 ࡛ࡣࠊᑡࠎ㐪ࡗࡓほⅬࢆ⤂௓ࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋࡑࢀࡣࠊᏛ⏕ࢆࣃ࣮ࢺࢼ࣮࡜ࡋ࡚ぢࡿࡔࡅ࡛ࡣ

࠾࠸࡚ࠊࡓࡃࡉࢇࡢ┠ⓗࢆᯝࡓࡑ࠺࡜ࡋ࡚࠸ࡿࡓࡵࠊ࠿࠼ࡗ࡚ఱࢆࡋࡼ࠺࡜ࡋ࡚࠸ࡿࡢ࠿ࡀ᫂☜࡟ぢ࠼࡞ࡃ࡞ࡗ࡚ࡁ࡚࠸ࡿ࡜ゝࢃࢀ࡚࠸ࡲࡍࠋ㐣ཤ 20 ᖺ࡯࡝࡟ࢃࡓࡿⱥᅜ㧗➼ᩍ⫱ࡢⓎᒎࡢ୍㒊࡜teaching ࡣࡇࡕࡽ࡛࡜࠸࠺ࡼ࠺࡟ࠊࡑࡢ 2 ࡘࡀ࡞࠿࡞࠿⧅ࡀࡗ࡚ࡇ࡞࠸࡜࠸࠺≧ἣࡀ⏕ࡲࢀ࡚ࡋࡲ
࠸ࡲࡍࠋࡑࡇ࡛ࠊ࠿ࡘ࡚࢛࢘ࣜࢵࢡ኱Ꮫ࡟ᡤᒓࡋࠊᚋ࡟ࣜࣥ࢝ࣥ኱Ꮫ࡬᮶ࡓᏛ⪅㐩ࡀࠊఱ࡜࠿ࡇࢀ
ࢆ᫝ṇࡋࡼ࠺࡜⪃࠼ࠊࣜࣥ࢝ࣥ኱Ꮫ࡟Ꮫ⏕ࢆࣉࣟࢹ࣮ࣗࢧ࣮࡜ࡋ࡚఩⨨࡙ࡅࡿ࡜࠸࠺⪃࠼᪉ࢆࡶࡓ

࡚グࡋࡓṔྐᐙࡢ୰࡟ࡣࠊᏛ⏕ࡣᏛ⏕㐠ື࡟㛵ࢃࡗࡓࡇ࡜࡛Ꮫ⏕௨ୖࡢ⪅࡟࡞ࡗࡓ࡜ၐ࠼ࡿ⪅ࡶ࠸

グループセッション︵ ︶ 各︵ࡽࡋࡲࡋࡓࠋࡑ࠺ࡍࡿࡇ࡜࡛ teaching ࡜Ꮫ⩦㸦learning㸧ࢆ෌⤖ྜࡉࡏࠊࡲࡓࠊᩍဨࠊᏛ⏕ࡢᙺ๭

基調講演Ⅱࡋ࡚ࠊ◊✲࡜ᩍ⫱㸦teaching㸧ࡀࣂࣛࣂࣛ࡟࡞ࡗ࡚ࡋࡲ࠸ࡲࡋࡓࠋ኱Ꮫ࡟࠾࠸࡚ࠊ◊✲ࡣࡇࡕࡽ࡛ࠊ

ࡲࡋࡓࠋᏛ⏕ࡶࠊࡲࡉ࠿኱Ꮫ࡟⾜ࡗ࡚ࡇࡢࡼ࠺࡞య㦂ࢆᚓࡿ࡜ࡣᛮࡗ࡚࠸࡞࠿ࡗࡓ࡛ࡋࡻ࠺ࠋ

GSࢆ⪃࠼┤ࡋࡲࡋࡓࠋᩍဨ࡜Ꮫ⏕ࡀ࡜ࡶ࡟኱Ꮫࡢࢥ࣑ࣗࢽࢸ࢕ࡢ୍ဨ࡛࠶ࡿ࡜ᤊ࠼ࠊࡳࢇ࡞ࡀ᪂ࡋ࠸▱㆑ࢆⓎぢࡍࡿᙺ๭ࢆᢸࡗ࡚࠾ࡾࠊ࠾஫࠸࡟Ꮫࡧࠊ࠾஫࠸࡟ᩍ࠼ࡿࡇ࡜ࡀ࡛ࡁࡿ࡜࠸࠺⪃࠼᪉࡛ࡍࠋ
ࡶࡕࢁࢇࠊᩍဨᑐᏛ⏕ࡢᙺ๭ࡢᐃ⩏࡜࠸࠺ၥ㢟ࡀࡲࡔᏑᅾࡋ࡚࠸ࡲࡍࡀࠊࡑࡢࣂࣛࣥࢫࡀ෌ᗘぢ┤ࡉࢀࡓࡾࠊࣇࣥ࣎ࣝࢺ࡟ࡼࡿ࣋ࣝࣜࣥࡢࠕ㏆௦ࠖ኱Ꮫࡢᅾࡾ᪉࡟᰿ࡊࡋࡓ㠀ᖖ࡟ᛴ㐍ⓗ࡞ྲྀࡾ⤌ࡳࡀ⾜ࢃࢀࡓࡾࠊ1960 ᖺ௦ࡢᏛ⏕ᢠ㆟㐠ື࠿ࡽ่⃭ࢆᚓࡓࡾࡋ࡚࠸ࡲࡍࠋᙜ᫬ࡢᏛ⏕ᢠ㆟㐠ື࡟ࡘ࠸⪃࠼࡚࠸ࡲࡍࠋࣃ࣮ࢺࢼ࣮࡜ࡋ࡚ࠊ࠶ࡿ࠸ࡣࣉࣟࢹ࣮ࣗࢧ࣮࡜ࡋ࡚㛵୚ࡋ࡚࠸ࡿᏛ⏕ࡣࠊᏛ⏕ࡀ㏻ᖖᚓࡿࡇ࡜ࡀ࡛ࡁࡿࡶࡢࡼࡾࡶከࡃࡶࡢࢆᚓࡿࡇ࡜ࡀ࡛ࡁࡿࡢ࡛ࡍࠋ

︶報告・まとめࣜࣥ࢝ࣥ኱ᏛࡢᏛ⏕㐩࡟ࡶࠊࡓࡔࡢᏛ⏕࡜ࡋ࡚ࡢయ㦂࡛ࡣ࡞ࡃࠊࡼࡾከࡃࡢయ㦂ࢆᚓ࡚࡯ࡋ࠸࡜

GS Ꮫ⏕ࢆࣃ࣮ࢺࢼ࣮ࡶࡋࡃࡣࣉࣟࢹ࣮ࣗࢧ࣮࡜ᤊ࠼ࡿࡇ࡜ࡣ㢮ఝࡋࡓ⪃࠼᪉࡛࠶ࡾࠊᏛ⏕ࢆࡓࡔ༢࡞ᙺ๭ࢆồࡵ࡚࠸ࡲࡍࠋᏛ⏕ཧ⏬࡟ࡘ࠸࡚ヰࡋጞࡵࡓ 2002 ᖺࡢ఍㆟࠿ࡽ 11 ᖺࡀ⤒㐣ࡋࠊᵝࠎ࡞ᙧ࡛Ꮫ⏕ཧ⏬ࡀゎ㔘ࡉࢀ࡚ࡁࡲࡋࡓࠋᏛ⏕ཧ⏬࡜࠸࠺ゝⴥࡣࠊᵝࠎ࡞ព࿡ྜ࠸ࢆ᭷ࡋ࡚࠸ࡲࡍࠋࣂ࣮
࣑࣒࣭ࣥ࢞ࢩࢸ࢕኱Ꮫࡢྠ൉㐩ࡣࠊࡇࢀࢆࡦ࡜ࡘࡢᮏ࡟ࡲ࡜ࡵࡼ࠺࡜ࡋࡲࡋࡓࠋࡇࡇ࡟ᣢࡗ࡚࠸ࡿ

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閉会挨拶࡞ࡿ኱Ꮫࡢᾘ㈝⪅࡜ࡋ࡚ぢࡿࡢ࡛ࡣ࡞ࡃࠊ᪂ࡋ࠸ᙺ๭ࢆᏛ⏕࡟ồࡵࠊ㧗➼ᩍ⫱࡟࠾ࡅࡿࡼࡾ✚ᴟⓗᮏࡀࡑ࠺࡞ࡢ࡛ࡍࡀࠊࠗStudent Engagement – Identity, Motivation and Community࠘࡜࠸࠺ࢱ࢖
ࢺ࡛ࣝࡍࠋᙼࡽࡀグࡋࡓࡇࡢᮏࡣࠊࡲࡉ࡟௒ⱥᅜ࡛㆟ㄽࡉࢀ࡚࠸ࡿᏛ⏕ཧ⏬ࡢᅾࡾ᪉ࢆࡲ࡜ࡵ࡚࠸
ࡲࡍࠋࡲࡓࠊࡑࢀࡀ࡝ࡢࡼ࠺࡞ゝⴥ࡛⾲⌧ࡉࢀ࡚࠸ࡿࡢ࠿ࠊ࠶ࡿ࠸ࡣ࡝࠺࠸࠺࢔࢖ࢹ࢕࢔ࢆᤊ࠼ࡓ
ࡶࡢ࡞ࡢ࠿ࡀ᭩࠿࠿ࢀ࡚࠸࡚౽฼࡛ࡍࠋࡶࡗ࡜ⱥᅜࡢ≧ἣࢆ▱ࡾࡓ࠸࡜࠸࠺᪉ࡣࠊ᫝㠀ࡇࡢᮏࢆ࠾
ㄞࡳ࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ࡛ࡣࠊ⌧ᐇࡢሙ㠃࡛ࡣࠊ࡝࠺࠸࠺ࡇ࡜࡟࡞ࡗ࡚࠸ࡿ࡛ࡋࡻ࠺࠿ࠋࡇࢀࡲ࡛ᵝࠎ࡞⌮ㄽⓗ࡞ᴫᛕࢆ⏦ࡋୖࡆࡲࡋࡓࡀࠊᐇ㝿ࡣࠊⓎᒎࡋࡓ㧗➼ᩍ⫱ࢩࢫࢸ࣒ࢆ᭷ࡍࡿከࡃࡢᅜࠊ≉࡟࣮ࣚࣟࢵࣃ඲య࡛
ぢ࠺ࡅࡽࢀࡿࡼ࠺࡞㠀ᖖ࡟ᇶᮏⓗ࡞ࣞ࣋ࣝࡢᏛ⏕ཧ⏬ࡀᐇ⌧ࡋ࡚࠸ࡲࡍࠋ
ࡲࡎࡣࠊᏛ⏕௦⾲࡛ࡍࠋྛࢥ࣮ࢫࠊྛࢡࣛࢫ࡛ 1 ྡࡢᏛ⏕ࢆ㑅ฟࡋࠊࡑࡢᏛ⏕ࡀᏛ⏕௦⾲࡜ࡋ࡚ࠊࢥ࣮ࢫࡢ࣐ࢿࢪ࣓ࣥࢺ࡛ࡍ࡜࠿ࠊࢥ࣮ࢫࡢᖺḟホ౯ࡸ㛤Ⓨ࡟㛵ࢃࡿࡇ࡜࡟࡞ࡗ࡚࠸ࡲࡍࠋࡇࢀࡣࠊ
ࢥ࣮ࢫࣞ࣋ࣝࠊᏛ㒊ࣞ࣋ࣝࠊᶵ㛵ࣞ࣋ࣝ࡟࠾࠸࡚ࠊⱥᅜࡢ኱Ꮫࡍ࡭࡚࡛⾜ࢃࢀ࡚࠾ࡾࠊࡇࢀࡀᏛ⏕௦⾲ࢩࢫࢸ࣒㸦student representation system㸧࡜ࡋ࡚▱ࡽࢀ࡚࠸ࡲࡍࠋ ࡑࡇ࠿ࡽ୍Ṍ㐍ࡵࡿ࡜ࠊ㠃ⓑࡃ࡞ࡗ࡚ࡁࡲࡍࠋ࢚ࢡࢭࢱ࣮኱Ꮫ࡛ࡣࠊ
ࠕኚ㠉୺య㸦Change Agents㸧࡜ࡋ࡚ࡢᏛ⏕ࠖࣉࣟࢪ࢙ࢡࢺࢆጞࡵࡲࡋࡓࠋ኱Ꮫᨵ㠉ࢆᏛ⏕㐩࡟୺ᑟࡉࡏࡼ࠺࡜࠸࠺ືࡁ࡛ࡍࠋᏛ
⏕ࠊ࠶ࡿ࠸ࡣᏛ⏕ࢢ࣮ࣝࣉࡀࠊᏛ⏕ࡢࣇ࢕࣮ࢻࣂࢵࢡࢆ㏻ࡋ࡚ఱ࠿ࢥ࣮ࢫࢆኚ࠼ࡓ᪉ࡀⰋ࠸࡜࠿ࠊ
ࡇࢀࢆඹ᭷ࡋࡓ᪉ࡀⰋ࠸࡜࠸࠺ࡶࡢࡀ࠶ࡗࡓሙྜ࡟ࠊศᯒࡋࡓࡾࠊ᫝ṇࡋࡓࡾࡍࡿࡓࡵࡢືࡁࡀྲྀ
ࢀࡿࡼ࠺࡟ࠊࢧ࣏࣮ࢺࢆồࡵࡿ⏦ㄳ᭩ࢆฟࡍࡇ࡜ࡀ࡛ࡁࡿࡼ࠺࡟࡞ࡗ࡚࠸ࡲࡍࠋࡑࡢ⤖ᯝࠊᵝࠎ࡞
㠃ⓑ࠸ࡇ࡜ࡀฟ࡚ࡁࡲࡋࡓࠋ౛࠼ࡤࠊ21 ᯛ┠ࡢࢫࣛ࢖ࢻࡢ୍␒ୗ࡟࠶ࡿࠊ
ࠕ᪂ࡋ࠸ᢏ⾡ࡢ⤫ྜ࡛ࠖࡍࠋᏛ⏕ࡣㅮ⩏----ࡘࡲࡾࠊࡇ࠺࠸ࡗࡓㅮ₇࡛ࡍࡀ----ࡣࡘࡲࡽ࡞࠸ࡋࠊ㏥ᒅࡔ࡜ឤࡌࡲࡍ----ࡇࡢㅮ
₇ࡀ㏥ᒅ࡛࡞ࡅࢀࡤ࠸࠸ࡢ࡛ࡍࡀ----ࠋࡑࡇ࡛ࠊᏛ⏕㐩ࡣࠊ࠶ࡿ✀ࡢ⛉┠࡟ࡘ࠸࡚ࡣࡑࡢࡼ࠺࡞኱つᶍ࡞୍ᩧᩍ⫱ࡀᚲせ࡛࠶ࡿ࡜ࢃ࠿ࡗ࡚࠸ࡿࡢ࡛ࠊࡶࡗ࡜࢖ࣥࢱࣛࢡࢸ࢕ࣈ࡞᪉ἲࢆぢࡘࡅࡓ࠿ࡗࡓ
ࢃࡅ࡛ࡍࠋ࠶ࡲࡾ࡟ࡶࡓࡃࡉࢇࡢᏛ⏕ࡀ࠸ࡿࡢ࡛ࠊᡭࢆᣲࡆ࡚ࠕ௒ࡢ࡜ࡇࢁࡀศ࠿ࡾࡲࡏࢇ࡛ࡋࡓࠖ
࡜ゝ࠸ࡓࡃ࡞࠸Ꮫ⏕ࡶ࠾ࡾࠊᤵᴗࢆࡼࡃ⌮ゎ࡛ࡁ࡞࠸ࡲࡲ⤊࠼࡚ࡋࡲ࠺࡜࠸࠺ၥ㢟ࡀ࠶ࡾࡲࡋࡓࠋ
ࡑࡇ࡛ࠊᢞ⚊ࣃࢵࢻ㸦voting pad㸧࡜࠸࠺ࡶࡢࢆᑟධࡋࡲࡋࡓࠋྛᏛ⏕ࡣ࣎ࢱࣥࡢࡘ࠸࡚࠸ࡿࣃࢵ
ࢻࢆᣢࡗ࡚࠸࡚ࠊᵝࠎ࡞࢜ࣉࢩࣙࣥ࡟ᢞ⚊࡛ࡁࠊ⤖ᯝࡣࢫࢡ࣮ࣜࣥୖ࡟⾲♧ࡉࢀࡲࡍࠋᩍဨࡶ⤖ᯝࢆぢࡿࡇ࡜ࡀ࡛ࡁࠊࢥ࣮ࢫࡸࢺࣆࢵࢡࢆ⤊࠼ࡓᚋࠊࠕࡇࢀࡣศ࠿ࡾࡲࡋࡓ࠿ࠖ
ࠊࠕࡇࡢᩘᘧࡣࠊࡇ࠺࠸
࠺⌮ㄽ࡟࠾࠸࡚ࡣ࡝ࡢࡼ࠺࡟ᤊ࠼ࡽࢀ࡚࠸ࡲࡍ࠿ࠖ࡜࠸ࡗࡓ㉁ၥࡀ࡛ࡁࡲࡍࠋㅮ⩏ࢆ㏻ࡋ࡚ᩍဨࡀ
ゝࡗࡓࡇ࡜ࡀࡕࡷࢇ࡜Ꮫ⏕㐩࡟ᾐ㏱ࡋ࡚࠸ࡿࡢ࠿࡝࠺࠿ࠊᏛ⏕㐩ࡣ୍ᗘᖐᏯࡋ࡚⪃࠼┤ࡋࡓ᪉ࡀⰋ
࠸ࡢ࠿࡝࠺࠿ࠊࡑࢀࢆᩍဨࡶ☜ㄆࡍࡿࡇ࡜ࡀ࡛ࡁࡲࡍࠋ࢚ࢡࢭࢱ࣮኱ᏛࡢᏛ⏕ࡣࠊࡇࡢࡼ࠺࡞ࢩࢫ
ࢸ࣒ࢆ࡝࠺ࡸࡗ࡚ᩍᐊ࡟ᑟධࡍࡿ࠿ࢆ⪃࠼ࡓࢃࡅ࡛ࡍࡀࠊ⚾ࡢ▱ࡗ࡚࠸ࡿ㝈ࡾ࡛ࡣࠊᩘ༓ಶࡢᢞ⚊ࣃࢵࢻࢆ㉎ධࡋࠊᩍဨࡀㅮ⩏࡛౑࠼ࡿࡼ࠺࡟ࡋࡲࡋࡓࠋᏛ⏕࠿ࡽฟ࡚ࡃࡿࡇ࠺࠸࠺⡆༢࡞࢔࢖ࢹ࢕
࢔ࡀࠊᐇࡣᏛ⏕ࡢᏛ⩦࡟኱ࡁ࡞࢖ࣥࣃࢡࢺࢆࡶࡓࡽࡍࡢ࡛ࡍࠋ ࣜࣥ࢝ࣥ኱Ꮫ࡛ࡣࠊࢧ࣏࣮ࢺ㒊㛛ࠊࡘࡲࡾ஦ົ⫋ဨ࡟Ꮫ⏕ཧ⏬࡟ࡘ࠸࡚⪃࠼࡚ࡶࡽ࠸ࡲࡋࡓࠋ౛
࠼ࡤࠊಖ೺Ᏻ඲㒊㛛ࠊ㈈ົ㒊㛛ࠊ࠶ࡿ࠸ࡣ᪋タ㒊㛛ࡀᏛ⏕ࡢᏛ⩦ࡸ⤒㦂࡟࡝࠺࠸࠺࢖ࣥࣃࢡࢺࢆᣢ
ࡗ࡚࠸ࡿࡢ࠿ࠊ኱Ꮫ㐠Ⴀ࡟࡝࠺Ꮫ⏕ࡢཧຍࢆ࿧ࡧ࠿ࡅࡿ࠿࡜࠸࠺ࡇ࡜࡟ࡘ࠸࡚⪃࠼࡚ࡶࡽ࠸ࡲࡋࡓࠋ

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ࣜࣥ࢝ࣥ኱Ꮫ࡟ࡣ 16 ࡢ஦ົ㒊ᒁࡀ࠶ࡿࡢ࡛ࡍࡀࠊࡑࢀࡒࢀࡀᏛ⏕ཧ⏬ࣉࣛࣥࢆᣢࡗ࡚࠾ࡾࠊᑓ௵
ࡶࡕࢁࢇࠊ㉁ಖド㒊㛛࡛ࡶᏛ⏕ཧ⏬ࣉࣛࣥࢆᣢࡗ࡚࠸ࡲࡍࠋࡇࡢࢫࣛ࢖ࢻࡣࠊ࣮࣡ࢡࢩࣙࢵࣉࢆࡸ
ࡗ࡚࠸ࡿ࡜ࡁࡢ෗┿࡞ࡢ࡛ࡍࡀࠊᏛ⏕ࡀෆ㒊ࣞࣅ࣮ࣗ࡟࡝࠺㛵ࢃࡿ࠿ࠊࡑࡢࣉࣛࣥࢆぢ࡚࠸ࡿ࡜ࡇ

開会挨拶ࡢᏛ⏕ཧ⏬ࢫࢱࢵࣇࡀ࠸ࡲࡍࠋ22 ᯛ┠ࡢࢫࣛ࢖ࢻ࡟෗ࡗ࡚࠸ࡿேࡣࠊ㉁ಖドᢸᙜ⫋ဨࡢ 1 ே࡛ࡍࠋࢁ࡛ࡍࠋ⤖ᯝࡣࠊ㠀ᖖ࡟㠃ⓑ࠸ࡶࡢ࡟࡞ࡾࡲࡋࡓࠋ౛࠼ࡤே஦㒊㛛ࡣࠊᏛ⏕ࢆ⫋ဨ௵࿨ጤဨ఍࡟ຍ
࠼ࡓࡢ࡛ࡍࠋᩍဨࡸ஦ົ⫋ဨ࡟Ḟဨࡀฟࡓሙྜ࡟ࡣࠊ౛࠼ࡤᩍᤵ 2 ྡࠊᏛ⏕ 1 ྡࡢ⫋ဨ௵࿨ጤဨࡀ
ࡇࡢࡼ࠺࡞ᙧ࡛㠃᥋ࢆࡋࡲࡍ࡜ࠊᏛ⏕᫬௦ࡢ⤒㦂ࡸᏛ⩦࡟ᑐࡍࡿ⪃࠼᪉࡟ࡘ࠸࡚ࡶࡋࡗ࠿ࡾ࡜⪺ࡃࡇ࡜ࡀ࡛ࡁࡲࡍࠋࡲࡓࠊࣜࣥ࢝ࣥ኱Ꮫࡣ᪂ࡋ࠸኱Ꮫ࡛ࡍࡢ࡛ࠊ࢟ࣕࣥࣃࢫࡀࡲࡔᘓタ୰࡞ࡢ࡛ࡍࡀࠊ

趣旨説明㠃᥋ࢆ⾜࠸ࡲࡍࠋࡶࡕࢁࢇࠊᏛ⏕ࡣṇᘧ࡞࣓ࣥࣂ࣮࡛ࡍࠋẖᖺ 80 ྡ࡯࡝ࡢḞဨࡀ࠶ࡿࡢ࡛ࡍࡀࠊ

ࡑࡢ᪂ࡋ࠸ᘓ≀ࢆᢸᙜࡍࡿ᪋タ㒊㛛ࡣࠊ᪂ࡋ࠸ᘓ≀ࡢタィ࡟࠶ࡓࡗ࡚ࡣᖖ࡟ࠊᏛ⏕ࡶࡑࡢィ⏬ࢳ࣮࣒࡟ຍࢃࡗ࡚ࡶࡽࡗ࡚࠸ࡲࡍࠋ
ࢭࢵࢩࣙࣥ 3 ࡛ࡇࢀࢆྲྀࡾୖࡆࡲࡍࡀࠊ௒࡛ࡣ 100 ྡࢆ㉸࠼ࡿᏛ⏕ホ౯⪅ࡀⱥᅜࡢ኱Ꮫࡸ࢝ࣞࢵࢪ
ࢆࣞࣅ࣮ࣗࡋ࡚࠸ࡲࡍࠋᙼࡽࡣホ౯ጤဨ఍ࡢṇᘧ࡞࣓ࣥࣂ࣮࡜ࡋ࡚ཧຍࡋ࡚࠸ࡲࡍࠋࡸࡣࡾࠊ⣧↛基調講演Ⅰ

 ඛ࡯࡝ࠊQAA ࡀᏛ⏕ホ౯⪅ไᗘࢆᑟධࡋ࡚࠸ࡿ࡜࠸࠺ヰࢆࡋࡲࡋࡓࠋࡇࡢᚋ㛤ദࡉࢀࡿࢢ࣮ࣝࣉ

ࡓࡿཧ⏬࡛࡞ࡅࢀࡤ࡞ࡾࡲࡏࢇࠋᏛ⏕ࡓࡕࡣࠊ⮬ࡽࡢᏛ⏕࡜ࡋ࡚ࡢ⤒㦂ࠊయ㦂࡜࠸࠺࡜ࡇࢁ࡟↔Ⅼࢆ⤠ࡗ࡚ぢ࡚࠸ࡲࡍࡢ࡛ࠊ௚ࡢホ౯⪅࡜ࡣ㐪࠺どⅬࢆࡶࡓࡽࡋ࡚࠸ࡲࡍࠋᏛ⏕ࡣࡑࡢ௚ࡢேࠎࡢ௦
Ꮫ࡟࠾ࡅࡿᏛ⏕ࡢయ㦂࡟ࡘ࠸࡚ࡣᑓ㛛ᐙ࡛ࡍࡢ࡛ࠊṇᘧ࣓ࣥࣂ࣮࡜ࡋ࡚௚ࡢ࣓ࣥࣂ࣮࡜ྠࡌሗ㓘ࢆᚓ࡚ጤဨ఍࡟ཧຍࡋ࡚࠸ࡲࡍࠋࡓࡔࠊホ౯ࡢほⅬࡣ௚ࡢホ౯⪅࡜ࡣ㐪࠸ࡲࡍࠋࡑࡋ࡚ࠊ࠾஫࠸ࢆ⌮ゎࡋྜ࠺࡜࠸࠺ࡇ࡜ࡀ኱ษ࡛ࡍࠋ᭱ึ࡟ヰ㢟࡟ࡋࡓ㉁ၥ࡬ࡢ⟅࠼࡟ࡶ࡞ࡿ࠿࡜

グループセッション︵ ︶ 各︵

 ᭱ᚋ࡟ヰࢆ⥾ࡵᣓࡿ࡟࠶ࡓࡗ࡚ࠊ࠸ࡃࡘ࠿Ꮫ⏕ཧ⏬ࡢཎ๎࡜࠸࠺ࡇ࡜࡛ᥦ᱌ࢆࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ

基調講演Ⅱࢃࡾ࡟ࡣ࡞ࡾࡲࡏࢇࠋ⛉┠ࡢᑓ㛛ᐙࡸ㉁ಖドࣉࣟࢭࢫࡢᑓ㛛ᐙࡢࡼ࠺࡟࡞ࢁ࠺࡜ࡣࡋࡲࡏࢇࡀࠊ኱

ᛮ࠺ࡢ࡛ࡍࡀࠊᏛ⏕ࡀࣃ࣮ࢺࢼ࣮ࢩࢵࣉ࡟ࡶࡓࡽࡍࡶࡢࢆ⌮ゎࡍࡿࡔࡅ࡛ࡣ࡞ࡃࠊᩍ⫋ဨࡀఱࢆࡶ

GSࢫࣛ࢖ࢻࡣ඲㒊ㄞࡳࡲࡏࢇࡀࠊ࠸ࡃࡘ࠿⤠ࡗ࡚ヰࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ ➨୍ࡣ┿ṇᛶ࡟࠿࠿ࢃࡿၥ㢟࡛ࡍࠋ࡝ࡇ࡟࡛ࡶᏛ⏕ࢆධࢀ࡚ࠊពᛮỴᐃࡍ࡭࡚࡟㛵ࢃࡽࡏࡿ࡜࠸
࠺ࡇ࡜ࡣࠊ᫬࡟ࡣ⡆༢࡞ࡇ࡜ࡶ࠶ࡾࡲࡍࠋⱥᅜ࡛ࡣࡑ࠺࡛࠶ࡗࡓࡇ࡜ࢆぢ࡚ࡁࡲࡋࡓࠋࡋ࠿ࡋࠊᏛ
⏕ࡀỴᐃ࡟≉࡟ᙳ㡪ࢆࡶࡓࡽࡍ౯್࠶ࡿほⅬࢆ࠸ࡘ࡟࡞ࡗ࡚ࡶᣢࡕ㎸ࡵ࡞࠸ሙྜࠊࢃࡊࢃࡊᏛ⏕ࢆ㛵ࢃࡽࡏࡿᚲせࡣ࠶ࡾࡲࡏࢇࠋᏛ⏕ཧ⏬ࡣࠊࡲࡉ࡟ཧ⏬ࡢᶵ఍ࡀᮏ≀ࠊ┿ṇ࡛࠶ࡿࡇ࡜ࡀᚲせ࡛ࡍࠋ ࠶࡜ 2 Ⅼ⏦ࡋୖࡆࡓ࠸࡜ᛮ࠸ࡲࡍࠋࡲࡎࡣಙ㢗࡛ࡍࠋಙ㢗ࡣ㠀ᖖ࡟㔜せ࡛ࡍࠋᏛ⏕ࠊᩍ⫋ဨࠊࡑࡢ௚ࡢࢫࢸ࣮ࢡ࣍ࣝࢲ࣮ࡀ࠾஫࠸ࢆಙ㢗ࡋࠊࡑࡋ࡚ṇࡋ࠸┠ⓗࡢࡓࡵ࡟ࡸࡗ࡚࠸ࡿࡢࡔ࡜ࡳࢇ࡞ࡀ

︶報告・まとめࡓࡽࡍࡢ࠿ࡶ⌮ゎࡋࠊࡑࢀࢆᏛ⏕㐩ࡀ⌮ゎࡍࡿࡇ࡜ࡀ኱ษ࡛ࡍࠋ

GSᛮࡗ࡚࠸ࡿࡇ࡜ࡀ኱ษ࡛ࡍࠋ᫬㛫ࢆ࠿ࡅ࡚ಙ㢗ࢆᵓ⠏ࡋ࡚࠸࠿࡞ࡅࢀࡤ࡞ࡾࡲࡏࢇࠋࡓࡔࠊᏛ⏕ࢆ࠸ࡃ࡛ࡋࡻ࠺ࠋ ᭱ᚋࡢ࣏࢖ࣥࢺࡣ⣲ᬕࡋ࠸ࡶࡢ࡛ࡍࠋᡂຌࡋࡓᡂᯝࢆ㢧ᙲࡍࡿࡇ࡜࡛ࡍࠋᏛ⏕ཧ⏬࡟ྲྀࡾ࠿࠿ࡿ
ࡼ࠸᪉ἲࡣࠊ᪂ࡋ࠸ࡇ࡜࡟ᣮᡓࡋࠊࡑࢀࢆヨ㦂ⓗ࡟ᒎ㛤ࡍࡿࡇ࡜࡟ࡘ࠸࡚ពぢࢆ୍⮴ࡉࡏࡿࡇ࡜࡛

− 31 −

閉会挨拶୍᪦㛵୚ࡉࡏࢀࡤࠊᚲࡎࡇࡢࣉࣟࢭࢫ࡟࢚ࢿࣝࢠ࣮ࡀࡶࡓࡽࡉࢀࡲࡍࠋࡑࡋ࡚≀஦ࡣ⣲᪩ࡃ㐍ࢇ࡛ࡍࠋࡑࡋ࡚ࡑࡢᚋࡣࠊ㆟ㄽࢆ⾜࠸ࠊఏ࠼ࡿࡇ࡜ࡀ኱ษ࡛ࡍࠋᮏ᪥ࡢࡇࡢࡼ࠺࡞ࣇ࢛࣮࣒ࣛࡣࠊ᝟ሗ
ࢆඹ᭷ࡍࡿ㠀ᖖ࡟⣲ᬕࡽࡋ࠸ሙࡔ࡜ᛮ࠸ࡲࡍࠋ⚾ࡢࡇࡢㅮ₇ࡢព⩏ࡶࠊ࠺ࡲࡃ⾜ࡅࡤᏛ⏕ཧ⏬ࢆ㢧ᙲࡍࡿࡇ࡜࡟࡞ࡗ࡚࠸ࢀࡤ࡜ᖾ࠸࡛ࡍࠋ᪥ᮏ࡟࠾࠸࡚ࠊᏛ⏕ཧ⏬ࢆᡂຌࡉࡏࡿࡓࡵ࡟ࡣࠊ࠾஫࠸࡟
ࡑࡢ⤒㦂ࢆඹ᭷ࡋࠊᏛࡧྜࡗ࡚࠸ࡃࡇ࡜ࡀᚲせࡔ࡜ᛮ࠸ࡲࡍࠋࢫࢥࢵࢺࣛࣥࢻ࡛࠺ࡲࡃ࠸ࡗࡓࡢࡣࠊ
ࡸࡣࡾⓙࡀࠕࡇ࠺࠸࠺ࡇ࡜ࢆࡸࡗࡓࡼࠖ࡜࠾஫࠸࡟ヰࡋྜࡗࡓ࠿ࡽ࡞ࡢ࡛ࡍࠋಙࡌࡽࢀ࡞࠸࡯࡝⡆༢࡟⪺ࡇ࠼ࡲࡍࡀࠊᡃࠎࡣ࠾஫࠸࡟༑ศヰࡋྜࡗ࡚࠸࡞࠸ࡼ࠺࡟ᛮ࠸ࡲࡍࠋ࠺ࡲࡃ࠸࠿࡞࠿ࡗࡓࡇ
࡜ࡣࡼࡃヰ㢟࡟࡞ࡾࡲࡍࡀࠊ࠺ࡲࡃ࠸ࡗࡓ஦౛ࡣ࡞࠿࡞࠿ྲྀࡾୖࡆࡲࡏࢇࠋ࡛ࡍࡢ࡛ࠊ࠺ࡲࡃ࠸ࡗ
ࡓࡶࡢࢆ࠾஫࠸࡟ඹ᭷ࡋྜ࠺ࡓࡵ࡟Ⓨಙࡋ࡚࠸ࡃࡇ࡜ࡀ኱ษࡔ࡜ᛮ࠸ࡲࡍࠋ ⚾ࡢヰࡣࡇࡇࡲ࡛࡜࠸࠺ࡇ࡜࡟ࡋ࡚ࠊ㉁ၥࢆཷࡅࡓ࠸࡜ᛮ࠸ࡲࡍࠋ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ

ྖ఍㸸 Derricott ࡉࢇࠊ࡝࠺ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ ࡑࢀ࡛ࡣࠊ1ࠊ2 ၥ⛬ᗘ㉁ၥࢆཷࡅ௜ࡅࡓ࠸࡜ᛮ࠸ࡲࡍࠋ࠸࠿ࡀ࡛ࡋࡻ࠺࠿ࠋ㉁ၥ⪅ C㸸
 Derricott ࡉࢇࠊ኱ኚ⯆࿡῝࠸ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢆ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ ࣒࢝ࣜ࢟ࣗࣛࡢኚ᭦࡟㛵ࡍࡿᏛ⏕ཧ⏬࡟ࡘ࠸࡚ఛ࠸ࡓ࠸ࡇ࡜ࡀ࠶ࡾࡲࡍࠋᩍᤵࡓࡕࡣࠊᏛ⏕࡟ࡣࡲࡔ༑ศ࡞⤒㦂ࡸ▱㆑ࡀഛࢃࡗ࡚࠸࡞࠸࡜⪃࠼࡚ࡋࡲ࠸ࡲࡍࡀࠊඛ࡯࡝ࠊᏛ⏕ࡀࣃ࣮ࢺࢼ࣮ࢩࢵࣉ
࡟ࡶࡓࡽࡋᚓࡿࡶࡢࠊᏛ⏕ࡀᩍᤵࢆຓࡅࡿᏑᅾ࡛࠶ࡿࡇ࡜࡟ࡘ࠸࡚࠾ヰࡀ࠶ࡾࡲࡋࡓࡀࠊ㠀ᖖ࡟Ⰻ࠸࢔࢖ࢹ࢕࢔ࡔ࡜ᛮ࠸ࡲࡍࠋࡓࡔࠊ⌮⛉⣔ࡢᏛ⛉ࠊ࠶ࡿ࠸ࡣ㠀ᖖ࡟ࢸࢡࢽ࢝ࣝ࡞Ꮫ⛉࡛ࡣࠊᏛ⏕ࡀࡑࢀ࡟ཧ⏬ࡋࡓሙྜࠊ࡝ࡢࡼ࠺࡞ᡂຌࡀྍ⬟࡞ࡢ࡛ࡋࡻ࠺࠿ࠋ
Derricott㸸 ࡈ㉁ၥ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋࡲࡎࠊ⏦ࡋୖࡆࡓ࠸ࡇ࡜ࡣࠊᏛ⏕ࡣᑓ㛛ศ㔝ࡢᑓ㛛ᐙ࡛࠶ࡿᚲせࡣ࡞࠸࡜࠸࠺ࡇ࡜࡛ࡍࠋᑓ㛛ศ㔝ࡢᑓ㛛ᐙࡣᩍᤵ࡛ࡍࠋࡋ࠿ࡋࠊᏛ⏕ࡣ࣒࢝ࣜ࢟ࣗࣛࡢศ㔝࡛ࡶ≉ᐃࡢ㈉⊩ࢆ࡞ࡍࡇ࡜ࡀ࡛ࡁࡿ࡜ᛮ࠸ࡲࡍࠋ౛࠼ࡤࠊ࣒࢝ࣜ࢟ࣗࣛࡢᐇ᪋᪉ἲࡀ࠶ࡆࡽࢀࡿ࡜ᛮ࠸ࡲ
ࡍࠋࢥ࣮ࢫཷㅮ⏕ࡢ୰࡟ࡣࠊ⩣ᖺࡢࢥ࣮ࢫᐇ᪋࡟࠶ࡓࡗ࡚ࠊఱ࠿ࣉࣛࢫ࡟࡞ࡿࡼ࠺࡞ពぢࢆࢥ࣮ࢫࡢᢸᙜᩍဨ࡟ᥦ౪ࡍࡿࡇ࡜ࡀ࡛ࡁࡿᏛ⏕ࡶ࠸ࡿ࡜ᛮ࠸ࡲࡍࠋࡶࡕࢁࢇࠊࡍࡄ࡟Ꮫ⏕ࡢゝ࠺ࡇ࡜ࡍ࡭
࡚ࢆ཯ᫎࡉࡏࡿᚲせࡣ࠶ࡾࡲࡏࢇࠋࡇࢀࡲ࡛ࠊ㆟ㄽࡢ୰࡟Ꮫ⏕ࡀྵࡲࢀࡿࡇ࡜ࡣ࠶ࡾࡲࡏࢇ࡛ࡋࡓ
ࡀࠊᏛ⏕ࡀ㆟ㄽ࡟ຍࢃࡿࡇ࡜࡛ࠊᩍဨ࡟ࡣ⯆࿡῝࠸Ⓨぢࡀ࠶ࡿ࡜ᛮ࠸ࡲࡍࠋᏛ⏕ࠊ≉࡟ⱝ࠸Ꮫ⏕ࡣࠊࡶࡗ࡜⮬ศ㐩ࡢ⏕άࡢ୰࠿ࡽ⤒㦂ࢆቑࡸࡋࡓ࠸࡜⪃࠼࡚࠸ࡲࡍࠋ㈐௵ࢆ୚࠼ࡿ࡜ࠊࡑࢀࢆࢳࣕࣞࣥ
ࢪ࡜ឤࡌ࡚ᯝᩒ࡟ྲྀࡾ⤌ࡳࡲࡍࠋ࣒࢝ࣜ࢟ࣗࣛࢹࢨ࢖ࣥ࡜࠸ࡗࡓࡇ࡜࡟Ꮫ⏕ࢆ㛵୚ࡉࡏ࡚ࡣ࠸࠿ࡀ
࡛ࡋࡻ࠺ࠋ㞴ࡋ࠸࠿ࡶ▱ࢀࡲࡏࢇࡀࠊࡸࡗ࡚ࡳࡿ౯್ࡣ࠶ࡿ࡜ᛮ࠸ࡲࡍࠋ

− 32 −

ྖ఍㸸
開会挨拶 ௚࡟ࡣ࠸࠿ࡀ࡛ࡋࡻ࠺࠿ࠋ㉁ၥ⪅ D㸸 ⯆࿡῝࠸ㅮ₇ࢆ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋ Ꮫ⏕ᩘࡀῶᑡࡋ࡚࠸ࡿࡢ࡟ࠊ኱Ꮫᩘࡀኚࢃࡽ࡞࠸࡜ࡍࡿ࡜ࠊᏛ⏕ࡢ㉁࡜኱Ꮫࡀồࡵࡿ㉁࡜ࡢ㛫࡟ࡁࡿࡇ࡜ࡣ࠶ࡿࡢ࡛ࡋࡻ࠺࠿ࠋ

趣旨説明ࢠࣕࢵࣉࡀฟ࡚ࡃࡿሙྜࡀ࠶ࡿ࡜ᛮ࠺ࡢ࡛ࡍࡀࠊࡑࡢ㝿࡟ࡇࡢࣃ࣮ࢺࢼ࣮ࢩࢵࣉࢆ฼⏝ࡋ࡚ఱ࠿࡛

Derricott㸸 ࡜࡚ࡶⰋ࠸㉁ၥࡔ࡜ᛮ࠸ࡲࡍࠋࡇࡢࣃ࣮ࢺࢼ࣮ࢩࢵࣉ࡟ྥࡅࡓ࢔ࣉ࣮ࣟࢳ࡜࠸࠺ࡢࡣࠊࡑ࠺࠸࠺
ࡏࢇࠋࡇࡢࢠࣕࢵࣉࡀ⏕ࡌࡓሙྜ࡟ࠊ࡝ࡢࡼ࠺࡟ࡑࢀࢆᇙࡵ࡚࠸ࡅࡤ࠸࠸ࡢ࠿ࠊᏛ⏕ࡢ㉁࡜኱Ꮫࡀ
ồࡵࡿ㉁ࡢ㛫ࡢࢠࣕࢵࣉࡣ࡝࠺ᇙࡲࡿࡢ࠿ࢃ࠿ࡾࡲࡏࢇࡀࠊࡓࡔࠊࡑࢀ࡛ࡶࣃ࣮ࢺࢼ࣮ࢩࢵࣉ࡜࠸

基調講演Ⅰ≧ἣࡢ୰࡛ࡶ⏕ࡁṧࡗ࡚࠸ࡃ࡜ᛮ࠸ࡲࡍࠋࡓࡔࠊ㉁ၥࡢ⟅࠼ࡣࠊṧᛕ࡞ࡀࡽ࠶ࡿ࠿࡝࠺࠿ࢃ࠿ࡾࡲ

࠺ࡇ࡜ࡣ㐺⏝ྍ⬟࡛࠶ࡾࠊࡑࢀ࡟ࡼࡗ࡚኱Ꮫࡣ࠸ࢁ࠸ࢁኚ໬ࡍࡿ࡛ࡋࡻ࠺ࡋࠊ㧗➼ᩍ⫱ࢆࡵࡄࡿ⎔ቃࡶኚ໬ࡍࡿ࡛ࡋࡻ࠺ࠋ኱Ꮫࡣᕧ኱໬ࡍࡿ࠿ࡶࡋࢀࡲࡏࢇࡋࠊ⦰㏥ࡍࡿ࠿ࡶࡋࢀࡲࡏࢇࠋࡋ࠿ࡋࠊ
࠺ࡢࡣࠊ▷ᮇⓗ࡟኱Ꮫࡢつᶍࡀ⦰ᑠࡋࡓࡾᣑ኱ࡋࡓࡾࡋ࡚ࡶኚࢃࡾࡲࡏࢇࠋᏛ⏕㐩ࡀ࡝ࡢࡼ࠺࡟ࡑ
ࡢ኱Ꮫࡢࣞ࣋ࣝ࡟ྜࢃࡏ࡚ഛ࠼ࡓࡽ࠸࠸ࡢ࠿࡜࠸࠺ࡢࡣࠊࡇࢀࡣࡲࡓ኱ࡁ࡞࣏ࣜࢩ࣮࡟㛵ࢃࡿ㆟ㄽ
࡛ࡍࡢ࡛ࠊࡑࡇ࡟ࡣ❧ࡕධࡽ࡞࠸ࡼ࠺࡟ࡋ࡚࠾ࡁࡓ࠸࡜ᛮ࠸ࡲࡍࡀࠊࣃ࣮ࢺࢼ࣮ࢩࢵࣉ࡜࠸࠺ᇶᮏ

ྖ఍㸸࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ㉁ၥࡣ୍᪦ࡇࡇ࡛༊ษࡽࡏ࡚࠸ࡓࡔࡁࡲࡍࠋ㉁ၥࡀ࠶ࡿ᪉ࡣࠊᚋ༙ࡢ
ࡲ࡜ࡵࡢࢭࢵࢩ࡛ࣙࣥ࠾㢪࠸ࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
 Derricott ࡉࢇࠊ࡝࠺ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ

グループセッション︵ ︶ 各︵ⓗဴᏛ࡜࠸࠺ࡢࡣࠊࡑࢀ࡛ࡶάࡁ࡚ࡃࡿ࡜ᛮ࠸ࡲࡍࠋ

基調講演Ⅱࡇࢀࡣᇶᮏⓗ࡞࢚࣮ࢺࢫ࡟㛵ࢃࡿࡢ࡛ࡍࠋ࠸ࢃࡤ኱ᏛࡀᣢࡘဴᏛ࡟㛵ࢃࡿࡢ࡛ࡍࠋ኱ᏛࡢဴᏛ࡜࠸

GS︶
報告・まとめGS

閉会挨拶− 33 −

ࢢ࣮ࣝࣉࢭࢵࢩࣙࣥ 1ࠕᏛ⏕ཧ⏬ᆺ FD ࡜㉁ಖドࠖ
ྖ ఍ 㐍

I.

⾜

㸸ኳ㔝 ᠇ᶞ㸦ᒸᒣ኱Ꮫ෸ᩍᤵ㸧࣑ࢽࣞࢡࢳ࣮ࣕ

㸸ᕝཱྀ ᫛ᙪ㸦኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓ≉௵ᩍᤵ㸧ヰ 㢟 ᥦ ౪ ձ㸸ኳ㔝 ᠇ᶞヰ 㢟 ᥦ ౪ ղ㸸᭮᰿ ೺࿃㸦ᮾὒ኱Ꮫ࣭㛵ᮾᅪ FD Ꮫ⏕㐃⤡఍๓Ꮫ⏕௦⾲㸧ࢥ ࣓ ࣥ㸸ᕝཱྀ ᫛ᙪ

ࢺࢭࢵࢩࣙࣥࢸ࣮࣐㸸኱Ꮫ࡟࠾ࡅࡿᩍ⫱ࡢෆᐜ࣭᪉ἲࡢᨵၿࢆ┠ⓗ࡜ࡍࡿࣇ࢓࢝ࣝࢸ࢕࣭ࢹ࢕࣋ࣟࢵࣉ࣓ࣥࢺ㸦FD㸧ࡣ㧗➼ᩍ⫱ࡢ㉁ࡢ⥔ᣢ࣭ྥୖࡢࡓࡵ࡟ࡶ㔜せ࡞άື࡛࠶ࡿࠋ᪥ᮏ࡟࠾࠸࡚ࡣࠊࡇࡢ FD ࡢᡂᯝࢆୖࡆࡿྲྀ⤌࡜ࡋ࡚Ꮫ⏕ࡢཧຍࢆồࡵࡿ஦౛ࡀ㏆ᖺࠊὀ┠ࡉࢀ࡚࠸ࡿࠋ
⌧ᅾ⾜ࢃࢀ࡚࠸ࡿᏛ⏕ཧ⏬ᆺ FD ࡢ஦౛ࢆ᳨ウࡋࡘࡘࠊࡇࡢάືࢆ㧗➼ᩍ⫱ࡢ㉁ࡢྥୖ࡬࡜ࡘ
࡞ࡆࡿ᪉ྥᛶࢆ㆟ㄽࡍࡿࠋII. ࢭࢵࢩࣙࣥᴫせ㸸ኳ㔝෸ᩍᤵ࠿ࡽᮏࢭࢵࢩࣙࣥࡢ㊃᪨ㄝ᫂ࢆ⾜ࡗࡓᚋࠊᑟධ࡜ࡋ࡚ࠊᕝཱྀ≉௵ᩍᤵ࠿ࡽ㉁࡜㉁ಖ
ド࡟ࡘ࠸࡚ࡢ࣑ࢽࣞࢡࢳ࣮ࣕࡀ࠶ࡗࡓࠋࡑࡢᚋࠊ1 ࡘ┠ࡢヰ㢟ᥦ౪࡜ࡋ࡚ࠊኳ㔝෸ᩍᤵ࠿ࡽᏛ⏕ཧ⏬ᆺ FD ࡢᴫせࠊᒸᒣ኱Ꮫࡢ஦౛ࢆࡶ࡜࡟Ꮫ⏕ཧ⏬ᆺ FD ࡢㄢ㢟࣭௒ᚋࡢᒎᮃ࡟ࡘ࠸࡚ㄝ᫂ࡀ
࠶ࡗࡓࠋ2 ࡘ┠ࡢヰ㢟ᥦ౪ࡣࠊ㛵ᮾᅪ FD Ꮫ⏕㐃⤡఍๓Ꮫ⏕௦⾲࡛࠶ࡿᮾὒ኱Ꮫࡢ᭮᰿ࡉࢇ࠿ࡽࠊ
⮬㌟ࡢ⤒㦂࠿ࡽᑟࡁฟࡋࡓᏛ⏕ཧ⏬ᆺ FD ࡢ௒ᚋ࡟ࡘ࠸࡚ᥦ᱌ࡀ࡞ࡉࢀࡓࠋ2 ࡘࡢヰ㢟ᥦ౪࡟ࡘ࠸࡚ࠊᕝཱྀ≉௵ᩍᤵ࠿ࡽホ౯⪅ࡢどⅬ࡟ࡼࡿࢥ࣓ࣥࢺࡀ࠶ࡗࡓᚋࠊ඲య㆟ㄽࡀ⾜ࢃࢀࡓࠋ඲య㆟
ㄽ࡛ࡣࠊ4 ࡘࡢタၥ࡟ࡘ࠸࡚ཧຍ⪅඲యࡢពぢࢆ㞟ࡵ㸦ࢡࣜࢵ࣮࢝ࢆ฼⏝㸧ࠊ㞄ᖍࡢཧຍ⪅࡜࣌࢔࣮࣡ࢡࢆ⾜࠺ࡇ࡜࡟ࡼࡾάⓎ࡞㆟ㄽࡀᒎ㛤ࡉࢀࡓࠋ
III. ࢭࢵࢩࣙࣥෆᐜ㸦せ᪨㸧
1.

࣑ࢽࣞࢡࢳ࣮ࣕ㸸ࠕ㉁࠾ࡼࡧ㉁ಖド࡜ࡣ㸽ࠖᕝཱྀ ᫛ᙪ㸦኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓ≉௵ᩍᤵ㸧
ࠕ㉁ࠖ࡜࠸࠺ゝⴥࡣࡼࡃ౑ࢃࢀ࡚࠸ࡿࡀࠊព࿡ࡀ㐪ࡗࡓࡾࠊព࿡ࡀኚࢃࡗࡓࡾࡋ࡚࠸ࡿࠋ㉁࡟ࡣ࢖ࣥࣉࢵࢺ㸦ᢞධ㸧ࠊ࢔ࢡࢩࣙࣥ㸦άື㸧ࠊ࢔࢘ࢺࣉࢵࢶ㸦⤖ᯝ㸧ࠊ࢔࢘ࢺ࣒࢝ࢬ㸦ᡂᯝ㸧࡜ᵝࠎ࡞ࣞ࣋ࣝࡀ࠶ࡿࡇ࡜ࢆ⌮ゎࡍࡿࡇ࡜ࡀᚲせ࡛࠶ࡾࠊ௒ᚋᚲせ࡞ࡢࡣ teaching ࢆ㏻ࡋ࡚ࠊᏛ⏕ࡀ࡝ࢀࡔࡅ learning ࢆࡋࡓ࠿ࠊࡑࡋ࡚ࡑࡢ learning ࡢ⤖ᯝ࡜ࡋ࡚Ꮫ⏕ࡀ࡝ࢀࡔࡅຊࢆ
ࡘࡅࡓ࠿࡜࠸࠺ࠕᡂᯝࡢ㉁ࠖࡀ㔜せ࡛࠶ࡿࠋᩍ⫱࡟ࡘ࠸࡚ࡣᏛ⩦ᡂᯝ㸦࣮ࣛࢽࣥࢢ࣭࢔࢘ࢺ
࣒࢝ࢬ㸧ࡀࠊ◊✲࡟ࡘ࠸࡚ࡣ◊✲ᡂᯝ㸦◊✲άື࡟ࡼࡿຠᯝࡸᙳ㡪㸧ࡀ㔜せ࡞㉁࡛࠶ࡿࡀࠊ
◊✲ᡂᯝࡣ࡝ࢀࡔࡅ♫఍࡟࢖ࣥࣃࢡࢺࢆ୚࠼ࡓ࠿ࡀ㔜せ࡛ࠊࡇࢀࡇࡑ♫఍㸦♫఍࡟ࡶࡉࡲࡊ
ࡲ࡞✀㢮ࡀ࠶ࡿ㸧ࡀ኱Ꮫ࡟ồࡵ࡚࠸ࡿࡶࡢ࡛࠶ࡿ㸦ㄽᩥᩘࡣ࢔࢘ࢺ࣒࢝ࢬ࡛ࡣ࡞ࡃࠊ࢔࢘ࢺ
ࣉࢵࢶ࡟㐣ࡂ࡞࠸㸧ࠋ㉁ಖドࡍࡿࡓࡵࡢどⅬ࡜ࡋ࡚ࡣࠊࠕ༟㉺ᛶ㸦㧗࠸Ỉ‽ࡢ㉁㸧ࠖࠊࠕᇶ‽㸦౛࠼ࡤタ⨨ᑂ㸧࡟ᑐࡍࡿ㐺ྜᛶࠖࠊ
ࠕ┠ⓗ࡟ᑐࡍࡿ㐺ྜᛶࠖࠊࠕᶵ㛵ࡢ┠ᶆࡢ㐩ᡂᗘࠖࠊࠕ㛵ಀ⪅㸦ࢫࢸ࣮ࢡ࣍ࣝࢲ࣮㸧ࡢ‶㊊ᗘ㸦ࣛࣥ࢟ࣥࢢ➼ࠊࡇࢀࡣ㛵ಀ⪅ࡢぢ᪉࡟ࡼࡗ࡚ኚࢃࡿ㸧ࠖࡀᣲࡆࡽࢀࡿࠋ༟㉺ᛶࡀከ− 34 −

ᵝ໬ࡋ࡚࠸ࡿ㸦♫఍ࡢከᵝ໬࡟క࠸ࠊᏛ⩦ࡶከᵝ໬ࡋ࡚࠸ࡿ㸧ࡓࡵࠊᵝࠎ࡞ほⅬ࡛༟㉺ᛶࢆ኱Ꮫホ౯ࡢ┠ⓗ࡟ࡣࠊࠕᩍ⫱◊✲➼ࡢ㉁ಖドࢆ⾜࠺ࠖࠊࠕᩍ⫱◊✲➼ࡢᨵၿ࣭ྥୖ࡟㈨ࡍࡿࠖ
ࠊࠕ♫఍࡟ᑐࡍࡿㄝ᫂㈐௵ࢆᯝࡓࡍࠖࡀᣲࡆࡽࢀࡿࡀࠊ᭱ࡶ㔜せ࡞ࡢࡣࠕ♫఍࡟ᑐࡍࡿㄝ᫂㈐

開会挨拶

ぢ࡚࠸ࡃᚲせࡀ࠶ࡾࠊ㉁࡜㉁ಖドࡢほⅬࡣ␗࡞ࡿ࡜࠸࠺ࡇ࡜ࢆ⌮ゎࡋ࡚࡯ࡋ࠸ࠋ

௵ࢆᯝࡓࡍࠖࡇ࡜࡛࠶ࡿࠋྛ኱Ꮫࡀ⮬㌟ࡢ኱Ꮫࡣ࡝ࡢࡼ࠺࡞኱Ꮫ࠿࡜࠸࠺≉Ⰽ࡟↔Ⅼࢆ⤠ࡗ࡚Ⓨಙ㸦ࢫࢸ࣮ࢡ࣍ࣝࢲ࣮࡟ࡼࡗ࡚Ⓨಙ᪉ἲࢆኚ࠼ࡿᚲせࡀ࠶ࡿ㸧ࡋࠊ♫఍࠿ࡽ⌮ゎࡉࢀࡿࡼ࠺ດࡵࡿᚲせࡀ࠶ࡿࠋヰ㢟ᥦ౪ձ㸸
ࠕᏛ⏕ཧ⏬ᆺ FD ࡢᴫせ࡜ᒎᮃࠖኳ㔝 ᠇ᶞ㸦ᒸᒣ኱Ꮫ෸ᩍᤵ㸧

趣旨説明

2.

Ꮫ⏕ཧ⏬ᆺ FD ࡜ࡣࠊᏛ⏕ࡢどⅬࢆά࠿ࡋࡓᤵᴗ࣭ᩍ⫱࣭኱Ꮫࢆࡼࡃࡍࡿྲྀࡾ⤌ࡳ࡛࠶ࡿࡀࠊᏛ⏕ࡀ୺యⓗ࡟ྲྀࡾ⤌ࡴࡇ࡜ࠊᏛ⏕ࡢࠕព㆑ᨵ㠉ࠖࢆྵࡴࡇ࡜ࡀ࣏࢖ࣥࢺ࡛࠶ࡾࠊᏛ⏕FD ࢆつᐃࡋ࡚࠸ࡿ኱Ꮫタ⨨ᇶ‽ࡀࠕᏛ⏕ࠖ࡟ࡘ࠸࡚ゐࢀ࡚࠸࡞࠸࡟ࡶ㛵ࢃࡽࡎࠊᏛ⏕ཧ⏬ᆺ FD ࡀᗈࡲࡗࡓ⫼ᬒ࡟ࡣࠊᩍဨࡢࡳࡢ FD ࡟㝈⏺ࢆឤࡌࡓ࠿ࡽ࡛ࡣ࡞࠸࠿ࠋ࡞ࡐ࡞ࡽࠊ

基調講演Ⅰ

ཧ⏬ᆺ FD ࡣᏛ⏕ࡢࡳࡀ⾜࠺άື࡛ࡣ࡞ࡃࠊᩍဨࡀᏛ⏕࡜ඹ࡟㐍ࡵࡿ FD ࡛࠶ࡿࠋᏛ⏕࠿ࡽࡢࣇ࢕࣮ࢻࣂࢵࢡࡀ࡞ࡅࢀࡤ㐺ษ࡞ᨵၿ࡟ࡘ࡞ࡀࡽ࡞࠸ࡇ࡜ࡀከࡃࠊ࠺ࡲࡃᨵၿ࡟
ࡘ࡞ࡀࡗࡓ࡜ࡋ࡚ࡶࠊᏛ⏕࡟ᏛࡪẼࡀ࡞ࡅࢀࡤព࿡ࢆ࡞ࡉ࡞࠸ࠋᏛ⏕ࡶኚࢃࡽ࡞ࡅࢀࡤ FDᏛ⏕ཧ⏬ᆺ FD ࡢ඾ᆺⓗ࡞άືࡣࠊᏛ⏕࡜ᩍ⫋ဨࡢពぢ஺᥮఍ࠊᏛ⏕Ⓨ᱌ᆺᤵᴗࠊᏛ⏕ཧ⏬ᆺ FD ࡢࣇ࢛࣮࣒ࣛࡀᣲࡆࡽࢀࡿࠋᏛ⏕ཧ⏬ᆺ FD ࡢࣇ࢛࣮࣒ࣛࡣࠊつᶍࡣ␗࡞ࡿࡶࡢࡢࠊ
඲ᅜྛᆅ࡛㛤ദࡉࢀ࡚࠸ࡿࠋࡲࡓࠊᤵᴗホ౯࢔ࣥࢣ࣮ࢺࡣㄪᰝ࡟ࡍࡂࡎࠊࡑࡢಙ㢗ᛶࡣᏛ⏕

基調講演Ⅱࡢຠᯝࡀฟ࡞࠸ࡓࡵࠊᏛ⏕ཧ⏬ᆺ FD ࡢᗈࡀࡾࡣᚲ↛ࡢὶࢀ࡛࠶ࡿࠋࡢ୺ほ࡟౫Ꮡࡍࡿࡶࡢ࡛࠶ࡿࡓࡵࠊࠕᤵᴗホ౯࢔ࣥࢣ࣮ࢺӆᏛ⏕ཧ⏬ᆺ FD࡛ࠖ࠶ࡿࠋ࡞࠾ࠊ
ࡃࠊࢧ࣮ࢡࣝࡢሙྜࡶ࠶ࡿࠋ
Ꮫ⏕ཧ⏬ᆺ FD ࡢ⤌⧊࡜ࡋ࡚ࠊᒸᒣ኱Ꮫ࡟ࡣࠕᏛ⏕࣭ᩍ⫋ဨᩍ⫱ᨵၿᑓ㛛ጤဨ఍㸦␎⛠㸸ᨵၿጤဨ఍㸧ࠖ࡜࠸࠺බⓗ࡞⤌⧊ࡀ࠶ࡿࠋᨵၿጤဨ఍ࡣࠊ30 ྡᙉࡢᏛ⏕ጤဨ㸦11 Ꮫ㒊࠿ࡽࡢࡽᵓᡂࡉࢀ࡚࠾ࡾࠊつᐃ࡟ࡼࡾᏛ⏕ࡀጤဨ㛗ࢆົࡵࡿࠋάື࡟ࡣࠊ᭶ 1 ᅇࡢ඲య఍㆟࡜㐌 1ᅇࡢ࣮࣡࢟ࣥࢢࢢ࣮ࣝࣉ㸦WG㸧ࡀ࠶ࡾࠊࢩࢫࢸ࣒ᨵၿ WG ࡣࠊ≀⌮ⓗ࡞Ꮫ⩦⎔ቃࠊಟᏛୖ
఍➼࡟ཧ⏬ࡋࠊᡂ⦼☜ㄆࢩࢫࢸ࣒➼ࡢᨵၿ᱌ࢆᥦ᱌ࡋ࡚࠸ࡿࠋᤵᴗᨵၿ WG ࡣࠊᤵᴗࡢᨵၿ
➼ࢆᢸᙜࡋ࡚࠾ࡾࠊᤵᴗホ౯࢔ࣥࢣ࣮ࢺࡢ㡯┠᳨ウࡸᏛ⏕Ⓨ᱌ᆺᤵᴗࡢ๰స➼ࢆ⾜ࡗ࡚࠸ࡿࠋ
Ꮫ⏕஺ὶ WG ࡣࠊᏛ⏕ཧ⏬ᆺ FD ࡢᬑཬಁ㐍ࢆᢸᙜࡋ࡚࠾ࡾࠊᏛ⏕࡜ᩍ⫋ဨࡢព㆑ᨵ㠉ࢆ⾜GS︶
報告・まとめࡢไᗘ➼ࡢᨵၿࢆᢸᙜࡋ࡚࠾ࡾࠊᏛ⏕ࡢពぢ࣭せᮃࢆᩍ⫋ဨ࡟ᒆࡅࡿࡓࡵࠊᩍဨࡢ FD ◊ಟ︶ 各︵᥎⸀➼㸧ࠊ15 ྡᙅࡢᩍဨጤဨ㸦11 Ꮫ㒊࠿ࡽࡢ᥎⸀➼㸧
ࠊ1㹼3 ྡ⛬ᗘࡢ⫋ဨጤဨ㸦Ꮫົ㒊㸧࠿

グループセッション︵Ꮫ⏕ཧ⏬ᆺ FD ࡢ⤌⧊ࡀḟࠎ࡜సࡽࢀ࡚࠸ࡿࡀࠊ኱Ꮫࡢබᘧࡢ⤌⧊ࠊ㠀බᘧࡢ⤌⧊ࡔࡅ࡛࡞

GS࠺ࡓࡵࡢࣇ࢛࣮࣒ࣛࢆ㛤ദࡋ࡚࠸ࡿ࡯࠿ࠊ᪂ධ⏕ྥࡅ࡟ᒚಟ┦ㄯ఍ࢆ⾜ࡗ࡚࠸ࡿࠋ
ࡀࠊ⌧≧ࡣᏛ⏕࡜ᩍ⫋ဨࡢពぢ஺᥮఍௨ୖࡢẁ㝵࡟㐍ࢇ࡛࠸࡞࠸ࡋࠊ㐍ࡴࡇ࡜ࡀ࡛ࡁ࡚࠸࡞
࠸ࠋᐇ㝿ࠊពぢ஺᥮఍ࡸࣇ࢛࣮࣒ࣛ➼ࢆ㛤ദࡍࡿࡔࡅ࡛‶㊊ࡋ࡚ࡋࡲࡗ࡚࠾ࡾࠊᏛ⏕ཧ⏬ᆺFD ࢆᙧ㧁໬ࠊ⮬ᕫ┠ⓗ໬ࡉࡏ࡞࠸ࡓࡵ࡟ࡶ㉁ಖド࡟⤖ࡧࡘࡅࡿᚲせࡀ࠶ࡿࠋ㉁ಖド࡟⤖ࡧࡘࡅࡿࡓࡵ࡟ࡣࠊᏛ⏕ཧ⏬ᆺ FD ࡢ᭷ຠᛶ㸦ᤵᴗ࣭ᩍ⫱࣭኱Ꮫࡢᨵၿ࡟᭷ຠ࡛࠶ࡿࡇ࡜㸧ࢆ− 35 −

閉会挨拶ᤵᴗ࣭ᩍ⫱࣭኱Ꮫࡢ௒ᚋࢆ᳨ウࡍࡿᏛ⏕ཧ⏬ᆺ FD ࡣᮏ᮶ࠊ㉁ಖド࡟┤⤖ࡍࡿࡶࡢ࡛࠶ࡿ

♧ࡍࡇ࡜ࡀᚲせ࡛࠶ࡿࡀࠊᏛ⏕ཧ⏬ᆺ FD ࢆ࡝࠺ホ౯ࡍࡿ࠿㸦ホ౯᪉ἲ᳨࣭ド᪉ἲ㸧࡜࠸࠺ㄢ㢟ࡀ࠶ࡿࠋࡲࡓࠊ୍㐣ᛶࡢࡶࡢ࡛ࡣ࡞ࡃᣢ⥆ᛶࡢ࠶ࡿάື࡟ࡍࡿࡓࡵࠊ⤌⧊ࡸయไࢆ࡝ࡢ
ࡼ࠺࡟ᩚഛࠊไᗘ໬ࡍࡿ࠿࡜࠸࠺ㄢ㢟ࡶ࠶ࡿࠋ඲య㆟ㄽ࡛ࡣࠊࡇࢀࡽࡢㄢ㢟࡜㉁ಖドࢆぢᤣ࠼࡚ࠊᏛ⏕ཧ⏬ᆺ FD ࡣఱࢆࡍ࡭ࡁ࡞ࡢ࠿ࢆ㆟ㄽࡋࡓ࠸ࠋ
Q㸸ᤵᴗࡢ✵ࡁ᫬㛫࡟⾜ࡗ࡚࠸ࡿ኱Ꮫࡶ࠶ࡿ࡜ᛮ࠺ࡀࠊ඲య఍㆟ࢆタᐃࡍࡿ㝿࡟࡝ࡢࡼ࠺࡞
ᕤኵࢆࡋ࡚࠸ࡿࡢ࠿ࠋ
A㸸᭶ 1 ᅇ඲య఍㆟ࡣࠊ୺࡟➨ 3 Ỉ᭙᪥ࡢ 4 㝈࡟⾜ࡗ࡚࠸ࡿࡀࠊ඲ 11 Ꮫ㒊࡟ࡣỈ᭙ࡢ༗ᚋ࡟
ࡣᤵᴗࢆ⾜ࢃ࡞࠸ࡼ࠺౫㢗ࡋ࡚࠾ࡾࠊ⌧≧ࡍ࡭࡚ࡢᏛ㒊ࡀㄪᩚࡋ࡚ࡃࢀ࡚࠸ࡿ㸦ᤵᴗࢆ⾜ࢃࡊࡿࢆᚓ࡞࠸Ꮫ㒊ࡀ࠶ࡿሙྜࠊࡑࡢᏛ㒊ࡢᏛ⏕ࡣᤵᴗࢆඃඛࡍࡿ㸧ࠋ
3.

ヰ㢟ᥦ౪ղ㸸Ꮫ⏕ཧ⏬ᆺ FD άືࢆၥ࠸┤ࡍ̿ࠕᏛ⏕ཧ⏬ࡢ᪂ࡓ࡞ᙧࠖࢆࡉࡀࡋ࡚̿᭮᰿ ೺࿃㸦㛵ᮾᅪ FD Ꮫ⏕㐃⤡఍๓Ꮫ⏕௦⾲㸧ᤵᴗࡸ࿘ࡾࡢᏛ⏕ࡢゝື➼࠿ࡽ኱Ꮫ࡛ࡢᤵᴗࡸᏛࡧ࡟ᑐࡋ࡚ࠕࡀࡗ࠿ࡾࠖࡋ࡚࠸ࡓ࡜ࡇࢁࠊ
2 ᖺḟ࡟࠶ࡿᩍဨࡀᏛ⏕ཧ⏬ᆺ FD ࡢ㐍ࢇ࡛࠸ࡿ❧࿨㤋኱Ꮫࡢྲྀࡾ⤌ࡳࢆᩍ࠼࡚ࡃࢀࠊᐇ㝿࡟ᙜヱ኱Ꮫ࡟㐃ࢀ࡚⾜ࡗ࡚ࡃࢀࡓࠋࡑࡋ࡚ࠊᙜヱ኱ᏛࡢᏛ⏕࠿ࡽ่⃭ࢆཷࡅࠊࠕᏛ⏕ࡳࢇ࡞ࡀ
୺యⓗ࡟Ꮫࡪ኱Ꮫ࡟ࡋࡓ࠸ࠖ࡜࠸࠺ᛮ࠸ࡀⱆ⏕࠼ࡓࡇ࡜ࡀࠊᏛ⏕ཧ⏬ᆺ FD ࡟㛵ࢃࡗ࡚࠸ࡃ
ࡁࡗ࠿ࡅ࡜࡞ࡗࡓࠋ
ఏ⤫ⓗ࡞ㅮ⩏ᆺࡢᤵᴗࡔࡅ࡛ࠊᯝࡓࡋ࡚Ꮫ⏕ࡢຊࡀఙࡧࡿࡢ࠿࡜࠸࠺␲ၥࡀ⏕ࡌ࡚࠾ࡾࠊ
ࡲࡓࠊᏛ⏕࡟ࡼࡿᤵᴗホ౯࢔ࣥࢣ࣮ࢺࡣࠊᤵᴗࡢ᭱ᚋ࡟ᐇ᪋ࡉࢀࡿࡓࡵࠊᏛ⏕ࡣ⮬ᕫࡢᅇ⟅ࡀά࠿ࡉࢀࡓࡢ࠿ᐇឤࡀ࡞࠿ࡗࡓࠋᤵᴗホ౯࢔ࣥࢣ࣮ࢺࡢ⤖ᯝࡶࠊከࡃࡀ㠀බ⾲࡛࠶ࡗࡓࠋ
Ꮫࡧࡢព㆑ࢆ㧗ࡵࠊᮾὒ኱Ꮫ⏕࡛࠶ࡿࡇ࡜࡟ࡍ࡭࡚ࡢᏛ⏕ࡀ㄂ࡾࢆᣢ࡚ࡿࡼ࠺ࠊࡑࡋ࡚ᤵᴗ
ࡀᴦࡋ࠸࡜ᛮ࠼ࡿࡼ࠺ࠊᏛ⏕ࡢ⏕ࡢኌࢆά࠿ࡍ࡭ࡃࠊᮾὒ኱Ꮫෆ࡛ࠕᏛ⏕ FD ࢫࢱࢵࣇࠖࢆ
❧ࡕୖࡆ㸦2010㸧ࠊᩍ⫋ဨ㸦FD ᥎㐍ࢭࣥࢱ࣮㸧࡜ࡢ㐃ᦠࢆ☜❧ࡋ㸦2010㸧ࠊࠕඛ⏕࢖ࣥࢱࣅࣗ
࣮ࠖࡸࠕࡋࡷ࡭ࡾሙࠖ
ࠊᩍဨ◊✲఍࡛ࡢሗ࿌➼ࡢάືࢆ⾜ࡗ࡚࠸ࡿࠋάືࢆ⥆ࡅࡿ୰࡛ࠊᏛ⏕ཧ⏬ᆺ FD ࡟ᑐࡍࡿᩍ⫋ဨࡢ⌮ゎ⪅㸦Ꮫ⏕ࡢ⏕ࡢኌࢆ㔜せどࡋ࡚ࡃࢀࡿᩍ⫋ဨ㸧ࡀቑ࠼ࡿ࡜
࡜ࡶ࡟ࠊᏛ⏕ཧ⏬ࡢไᗘ࡙ࡃࡾࡀᑡࡋࡎࡘ㐍ࢇ࡛࠸ࡿࠋ
ࡋ࠿ࡋࠊᏛ⏕࠿ࡽࡢㄆ▱ᗘࡣపࡃࠊᏛ⏕ FD ࢫࢱࢵࣇࡶࠕኚࢃࡗࡓᏛ⏕ࠖ࡜ぢࡽࢀࡿࡇ࡜
ࡀከࡃࠊ㛵ᚰࡢ࠶ࡿᏛ⏕ࡣᑡ࡞࠸㸦ㄢ㢟 1㸧ࠋᏛ⏕ཧ⏬ᆺ FD άືࡣࠊᏛ⏕࡜ᩍဨࡢ཮᪉࡬ࡢ
࢔ࢡࢩࣙࣥࡀྍ⬟࡛࠶ࡾࠊࡑࡢព⩏ࡣࠊᏛࡧ࡟㛵ࡍࡿᏛ⏕ࡢ⏕ࡢኌࢆ኱Ꮫᩍ⫱ࡢᨵၿ࡟ྲྀࡾ
ධࢀࡿࡇ࡜࡛࠶ࡿࠋㄢ㢟 1 ࡢゎỴ࡟ࡣᏛ⏕ࡢ୺యⓗ࡞Ꮫࡧࡢ☜❧ࢆ┠ᣦࡍࡇ࡜ࡀ୙ྍḞ࡛࠶ࡿࠋࡲࡓࠊㅮ⩏ᩘࠊᩍဨᩘࠊᏛ⏕ᩘࡢከ࠸኱つᶍ኱Ꮫ࡛ࡣࠊᏛ⏕ཧ⏬࡟ࡼࡿᩍ⫱ᨵၿࡢᡂᯝ
ࢆฟࡍࡇ࡜ࡀ㞴ࡋ࠸㸦ㄢ㢟 2㸧
ࠋㄢ㢟 2 ࡢゎỴ⟇ࡣࠊᏛ⏕ཧ⏬ᆺ FD ࢆ㉁ಖド࡟⤖ࡧࡘࡅࡿࡇ
࡜࡜⪃࠼࡚࠸ࡿࡀࠊ㉁ಖドࢆᛕ㢌࡟࠾࠸࡚άືࡋ࡚࠸ࡿᏛ⏕ࡣᑡ࡞࠸ࡓࡵࠊᏛෆ࡛ࡢไᗘ໬࣭
⤌⧊໬ࡀᚲせ࡛࠶ࡿ㸦ไᗘ໬࣭⤌⧊໬ࡋ࡚࠸࡞࠸ࡲࡲ࡛ࡣ఩⨨࡙ࡅࡀ୙᫂☜࡞ࡓࡵࠊ༢Ⓨࡢ࢖࣋ࣥࢺ࡟࡞ࡾࠊᏛ⏕ࡢኌࡣ୍᪉㏻⾜࡟࡞ࡗ࡚ࡋࡲ࠺㸧ࠋᏛ⏕ FD ࢫࢱࢵࣇࡢไᗘ໬࣭⤌⧊໬࡟࠶ࡓࡗ࡚ࡣࠊᒸᒣ኱Ꮫᆺ㸦Ꮫ㒊௦⾲Ꮫ⏕ጤဨ఍㸧࡜❧࿨㤋኱Ꮫᆺ㸦ࡸࡿẼࡢ࠶ࡿᏛ⏕ເ㞟ᆺ㸧ࢆ⤌ࡳྜࢃࡏࡓࠕ➨୕ࡢ᪉ᘧ㸦኱Ꮫ⤌⧊ࡢ୰࡟Ꮫ⏕ཧ⏬ᆺ FD άືࢆไᗘ໬ࡋࠊᏛ⏕ࡣᖖ࡟බເࡍࡿ㸧ࠖࡀᨵၿࡢᡂᯝࢆฟࡏࡿࡢ࡛ࡣ࡞࠸࠿ࠋ

− 36 −

Ꮫ⏕ࡢኌࡀࡍ࡭࡚ṇࡋ࠸ࢃࡅ࡛ࡣ࡞ࡃࠊᏛ⏕ࡢᏛࡧࡢ㉁ࢆ㧗ࡵࡿࡓࡵ࡟ࠊᏛ⏕࡜ᩍ⫋ဨࡀ࠼ࡿࠋQ㸸Ꮫ⏕ࡀ࡝ࡢࡼ࠺࡟ኚࢃࡗࡓࡢ࠿ࢆ♫఍࡟ㄝ᫂ࡍࡿࡓࡵࠊ࢚ࣅࢹࣥࢫࢆ♧ࡍᚲせࡀ࠶ࡿ࡜

開会挨拶

஫࠸ࡢពぢࢆᑛ㔜ࡋࠊ༠ാࡋ࡚ FD άື࡟ྲྀࡾ⤌ࡴࡇ࡜ࡀ኱Ꮫࡢᨵၿ࡟ࡘ࡞ࡀࡗ࡚࠸ࡃ࡜⪃ᛮ࠺ࡀࠊᏛ⏕ࡢ୺యⓗ࡞Ꮫࡧࢆಁࡍࡼ࠺࡞ᤵᴗࡣቑ࠼࡚࠸ࡿࡢ࠿ࠋ
A㸸Ꮫ⏕ࡀ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࢆồࡵࡿሗ࿌ࢆ᪂௵ᩍဨ FD ◊ಟ఍➼࡛⾜࠺ࡇ࡜࡟ࡼࡾࠊࡑ
࡟⤖ࡧࡘࡅࡼ࠺࡜ྲྀࡾ⤌ࡴᩍဨࡶቑ࠼࡚ࡁࡓࠋ
4.

趣旨説明

ࡢࡼ࠺࡞ᤵᴗ࡟ྲྀࡾ⤌ࡴᩍဨࡀቑ࠼ࠊᑡࡋࡎࡘ࡛ࡣ࠶ࡿࡀࠊᏛ⏕ࡢ⾜ືࢆά࠿ࡋ࡚ᤵᴗᨵၿ

ࢥ࣓ࣥࢺ㸸ᕝཱྀ ᫛ᙪᏛ⏕ࡢព㆑ᨵ㠉ࡀᙉㄪࡉࢀ࡚࠸ࡿࡀࠊᏛ⏕࡜ᩍဨ཮᪉ࡢព㆑ᨵ㠉ࡀᚲせࠋಶࠎࡢᤵᴗࢆ㠃࡚ࠊᩍဨࡢ୰࡛ࢥࣥࢭࣥࢧࢫࢆྲྀࡾࠊᏛ⏕࡬♧ࡋࠊ⤌⧊࡜ࡋ࡚♫఍࡟Ⓨಙࡋ࡚࠸࠿࡞ࡅࢀࡤ
࡞ࡽ࡞࠸ࠋࡲࡓࠊ࢙࢘ࣈࢧ࢖ࢺୖ࡛▱㆑ࡣ࠸ࡃࡽ࡛ࡶᡭ࡟ධࡿ᫬௦࡛࠶ࡾࠊ௒ᚋࡣ▱㆑ఏ㐩ᆺࡢᤵᴗ

基調講演ⅠⓑࡃࡍࡿࡼࡾࡶࠊᏛ⛉࣭ࣉࣟࢢ࣒ࣛ༢఩࡛࡝ࡢࡼ࠺࡞ேᮦࢆ⫱࡚ࡼ࠺࡜ࡋ࡚࠸ࡿࡢ࠿࡟ࡘ࠸

࡛ࡣ࡞ࡃࠊᏛ⏕ࡀ᝟ሗࢆᚓ࡚࠸ࡿࡇ࡜ࢆ๓ᥦ࡟ࡋࡓᤵᴗࢆ┠ᣦࡍ࡭ࡁ࡛࠶ࡿࠋ
඲య㆟ㄽ
඲య㆟ㄽ࡛ࡣࢡࣜࢵ࣮࢝ࢆ฼⏝ࡍࡿࡇ࡜࡛ࠊ㉁ၥ࡟ᑐࡍࡿཧຍ⪅ࡢᅇ⟅ࡀ▐᫬࡟ᢞᙳࡉࢀࠊ
࣌࢔࣮࣡ࢡ࡟࠾࠸࡚㠀ᖖ࡟άⓎ࡞㆟ㄽࡀ஺ࢃࡉࢀࡓࠋᏛ⏕ཧ⏬ᆺ FD ࡀḟࡢࢫࢸࢵࣉ࡟㐍ࡴ

基調講演Ⅱ

5.

ࡓࡵ࡟ࡣࠊ㉁ಖド࡜࠸࠺ၥ㢟ࢆ㑊ࡅࡿࡇ࡜ࡣ࡛ࡁ࡞࠸ࠊ࡜࠸࠺⥲ᣓ࡜࡞ࡗࡓࠋ

ࠕศ࠿ࡽ࡞࠸ࠖࡀከ࠸࡜ண᝿ࡋ࡚࠸ࡓࡀࠊࠕྲྀࡾ⤌ࢇ࡛࠸ࡿࠖࡀ᭱ࡶከ࠿ࡗࡓࠋ

ศ䛛䜙䛺䛔

5
24

ྲྀ䜚⤌䜣䛷䛔䜛

25
5

10

15

20

25

GS

30

㉁ၥ2. Ꮫ⏕ཧ⏬ᆺ FD ࡣ㉁ಖド࡟౑࠼ࡿ࠿㸸ࠕఱ࡜ࡶゝ࠼࡞࠸ࠖࡀ᭱ࡶከ࠸ࡀࠊ
ࠕ౑࠼ࡿ࣭ࠖࠕࡲ࠶ࡲ࠶౑࠼ࡿࠖࡢᅇ⟅ࡀ༙ᩘࢆ㉸࠼ࡓࠋ༑ศ౑䛘䜛︶
報告・まとめ0︶ 各︵ྲྀ䜚⤌䜣䛷䛔䛺䛔

グループセッション︵㉁ၥ1. ㈗Ꮫ࡛ࡣࠊᏛ⏕ཧ⏬ᆺ FD ࡟ྲྀࡾ⤌ࢇ࡛࠸ࡿ࠿㸸

GS

13
閉会挨拶

䜎䛒䜎䛒౑䛘䜛

17䛒䜎䜚౑䛘䛺䛔

5䜎䛳䛯䛟౑䛘䛺䛔

3ఱ䛸䜒ゝ䛘䛺䛔

19
0

5

10

− 37 −

15

20

㉁ၥ3. Ꮫ⏕ཧ⏬ᆺ FD ࡣ㉁ಖド࡟౑࠼ࡿ࠿㸸
3 ศ⛬ᗘࡢ࣌࢔࣮࣡ࢡࢆ⾜ࡗࡓᚋࠊ௨ୗ࣌࢔࣮࣡ࢡࡢ⤖ᯝࡀⓎ⾲ࡉࢀࡓࠋz౑࠼ࡿ࡜࠸࠺ពぢ㸸ࢢ࣮ࣝࣉ࣮࣡ࢡࡢࢸ࣮࣐ࢆᏛ⏕⮬㌟࡟タᐃࡉࡏ࡚࠸ࡿࡀࠊࢢࣝ
࣮ࣉ࣮࣡ࢡࢆ⾜࠺୰࡛ࠊᩍ⫋ဨࡀẼ௜࠿࡞࠿ࡗࡓࡇ࡜ࢆᏛ⏕ࡀᩍ࠼࡚ࡃࢀࡿࠋz౑࠼࡞࠸࡜࠸࠺ពぢ㸸኱Ꮫࡢ௙⤌ࡳࡢ୰࡛࡝ࡢ⛬ᗘᏛ⏕ࡢពぢࢆά࠿ࡋ࡚࠸ࡃ࠿࡜
࠸࠺ุ᩿ࡀ㞴ࡋ࠸㸦౛࠼ࡤࠊᏛ⏕ࡢᥦ᱌࡛ࢩࣛࣂࢫࢆኚ᭦ࡋ࡚ࡼ࠸ࡢ࠿ุ᩿ࡀࡘ࠿
࡞࠿ࡗࡓࡾࠊண⟬ୖࡢၥ㢟࠿ࡽᐇ⾜࡛ࡁ࡞࠿ࡗࡓࡾ࡜ࠊᏛ⏕࡟࡝ࢀ࡯࡝ᐇ⾜ຊࢆᣢࡓࡋ࡚࠸ࡅࡿࡢ࠿ࡀᩍ⫋ဨࡢㄢ㢟㸧ࠋ㉁ၥ4. Ꮫ⏕ཧ⏬ᆺ FD ࡣఱࢆࡍ࡭ࡁࡔ࡜⪃࠼ࡿ࠿㸸ࠕᏛ⏕࡜ᩍဨࡢពぢ஺᥮఍ࠖ࡜ࠕୖグࡢࡍ࡭࡚ࠖࡢᅇ⟅ࡀከ࠿ࡗࡓࠋ
Ꮫ⏕䛸ᩍဨ䛾ពぢ஺᥮఍17Ꮫ⏕Ⓨ᱌ᆺᤵᴗ

6Ꮫ⏕䛾ព㆑䜢㧗䜑䜛䢈䡧䡬䢓䢍11ୖグ䛾䛩䜉䛶

16

䛭䛾௚

6
0

2

4

6

8

10

12

14

16

18

㉁ၥ5. Ꮫ⏕ཧ⏬ᆺ FD ࡣఱࢆࡍ࡭ࡁ࡞ࡢ࠿㸸඾ᆺⓗ࡞ࠕᏛ⏕࡜ᩍဨࡢពぢ஺᥮఍ࠖࠊࠕᏛ⏕Ⓨ᱌ᆺᤵᴗࠖࠊࠕᏛ⏕ࡢព㆑ࢆ㧗ࡵࡿࣇ࢛࣮
࣒ࣛࠖࢆ⾜࡞࠼ࡤࡼ࠸ࡢ࠿ࠊࡑࢀ࡜ࡶఱ࠿࡯࠿ࡢࡇ࡜ࢆ⾜࠺࡭ࡁ࡞ࡢ࠿࡟ࡘ࠸࡚ࠊ3 ศ⛬ᗘࡢ࣌࢔࣮࣡ࢡࢆ⾜ࡗࡓᚋࠊࡑࡢ௚ࡢពぢ࡜ࡋ࡚௨ୗࡢⓎ⾲ࡀ࠶ࡗࡓࠋzࡑࡢ௚ࡢពぢ㸸Ꮫ㒊ࡢ FD ᠓ㄯ఍㸦ពぢ஺᥮఍࡜ఝ࡚࠸ࡿࡀ఩⨨࡙ࡅࡀᑡࡋ␗࡞ࡿ㸧ࡣࠊᩍ⫋ဨࡀᏛ⏕࠿ࡽᏛࡪᶵ఍࡛࠶ࡾࠊ₍↛࡜ࡋࡓពぢ஺᥮఍࡛ࡣ࡞ࡃࠊᑐ㇟ࢆ⤠ࡗ࡚Ꮫ⏕ࡢពぢࢆ⪺ࡃࡇ࡜࡟ࡼࡾᩍဨࡀࠕẼ௜ࡃࠖዎᶵ࡜࡞ࡾࠊึᖺḟᩍ⫱➼ࡢᨵၿ࡟ࡘ࡞ࡀࡗ࡚࠸ࡿࠋ㉁ၥ6. ㈗Ꮫ࡟࠾࠸࡚㉁ಖド࡟⤖ࡧࡘࡃࡼ࠺࡞Ꮫ⏕ཧ⏬ᆺ FD ࡣᐇ⌧ྍ⬟࠿㸸ࠕ࠿࡞ࡾ㞴ࡋ࠸ࠖࡀ᭱ࡶከ࠿ࡗࡓࠋ

ᑡ䛧㞴䛧䛔

9

䛛䛺䜚㞴䛧䛔

12

䛸䛶䜒↓⌮

2

䛺䜣䛸䜒ゝ䛘䛺䛔

4
0

2

4

6

− 38 −

8

10

12

14

ࢢ࣮ࣝࣉࢭࢵࢩࣙࣥ 2ࠕࡇࢀ࠿ࡽࡢᤵᴗ࢔ࣥࢣ࣮ࢺ࡜⏕άᐇែㄪᰝࠖ⏣୰ ᓅ㸦஑ᕞ኱Ꮫ෸ᩍᤵ㸧ヰ㢟ᥦ౪ձ㸸⏣୰ ᓅヰ㢟ᥦ౪ղ㸸ᒸᓮ ᡂග㸦᪩✄⏣኱Ꮫᩍົ㒊ㄪᰝᙺ㸧ࢥ ࣓ ࣥ ࢺ㸸

Helka Kekäläinen㸦ENQA ๪఍㛗㸭ࣇ࢕ࣥࣛࣥࢻ㧗➼ᩍ⫱ホ౯࢝࢘ࣥࢩࣝ

開会挨拶ྖ ఍ 㐍 ⾜㸸஦ົᒁ㛗㸧ࢭࢵࢩࣙࣥࢸ࣮࣐㸸኱Ꮫ࡛ࡣࠊᏛ⏕ࡢᤵᴗࡢ⌮ゎᗘࡸ኱Ꮫ⏕ά඲⯡ࡢ‶㊊ᗘࢆᢕᥱࡍࡿࡓࡵࡢࡉࡲࡊࡲ࡞ㄪᰝࡀ⾜

趣旨説明

I.

ࢃࢀ࡚࠸ࡿࠋ௒ᚋࠊᏛ⩦࡜⏕άࡢ㉁ྥୖ࡟ࡣࠊㄪᰝࢆཷࡅࡓᏛ⏕࠿ࡽࡢࣇ࢕࣮ࢻࣂࢵࢡ࡟ࡼࡿㄪ
ᰝ᪉ἲࡢᨵၿࡸㄪᰝ⤖ᯝࡢ᭷ຠⓗ࡞ά⏝ࡀ㔜せ࡛࠶ࡿࠋ࡟ᚲせ࡞ḟࡢࢫࢸࢵࣉ࡟ࡘ࠸࡚ࠊ㆟ㄽࡍࡿࠋ

基調講演ⅠḢᕞ࡟࠾ࡅࡿ⤒㦂ࢆࡩࡲ࠼࡚ࠊᏛ⏕ࡢ⤒㦂ࢆࡼࡾⓗ☜࡟ᢕᥱࡋࠊ㉁ྥୖ࡬᭷ຠ࡟ά⏝ࡍࡿࡓࡵII. ࢭࢵࢩࣙࣥせ᪨㸸ࡲࡎࠊ⏣୰෸ᩍᤵ࠿ࡽヰ㢟ᥦ౪⪅ࠊࢥ࣓ࣥࢸ࣮ࢱ࣮ࡢ⤂௓ࡢᚋࠊ5 ศ⛬ᗘཧຍ⪅ྠኈࡀࡇࡢࢭ
ࢵࢩࣙࣥ࡟ཧຍࡋࡓ⌮⏤➼ࢆヰࡋྜ࠺᫬㛫ࢆタࡅࠊ⥆࠸࡚⏣୰෸ᩍᤵࠊᒸᓮẶࡢⓎ⾲ࡀ࡞ࡉࢀࡓࠋ

III. ࢭࢵࢩࣙࣥෆᐜ㸦せ᪨㸧ヰ㢟ᥦ౪ձ㸸
ࠕࡇࢀ࠿ࡽࡢᤵᴗ࢔ࣥࢣ࣮ࢺ࡜⏕άᐇែㄪᰝࠖ⏣୰ ᓅ㸦஑ᕞ኱Ꮫᇶᖿᩍ⫱㝔ᩍ⫱௻⏬㛤Ⓨ㒊෸ᩍᤵ㸧(1) ᤵᴗ࢔ࣥࢣ࣮ࢺ࡟ࡘ࠸࡚
ᩥ㒊⛉Ꮫ┬ࡀᐇ᪋ࡋࡓᩍ⫱ᨵၿ࡟㛵ࡍࡿㄪᰝ࡟ࡼࡿ࡜ࠊᏛ⏕࡟ࡼࡿ඲Ꮫⓗ࡞ᤵᴗ࢔ࣥࢣ࣮
ࡢ኱Ꮫ࡛⾜ࢃࢀ࡚࠸ࡿࠋࡓࡔࡋࠊࡇࡢ࢔ࣥࢣ࣮ࢺ࡟ᑐࡋ࡚ࡣࠊࡑࡶࡑࡶ⾜࠺ࡇ࡜࡬ࡢ᢬ᢠࠊ
ᤵᴗ࢔ࣥࢣ࣮ࢺࢆసᡂࡍࡿ࡟㝿ࡋ࡚ࠊᩍဨࡀఱࢆ࡝ࡢᵝ࡟ᩍ࠼ࡓ࠿࡜࠸࠺⪃࠼᪉ࡢࡶ࡜ࠊ
Ꮫ⏕ࡣࠕᾘ㈝⪅ࠖࠊᩍဨࡣࠕㅮᖌࠖ࡜࠸࠺๓ᥦ࡟࡜ࡽࢃࢀ࡚࠸ࡿࡢ࡛ࡣ࡞࠸࠿ࠋᏛ⏕ࡀఱࢆ࡝ࢀࡃࡽ࠸࡛ࡁࡿࡼ࠺࡟࡞ࡗࡓࡢ࠿࡜࠸࠺⪃࠼ࡢࡶ࡜ࠊᏛ⏕ࡣࠕᏛ⩦⪅࡛ࠖ࠶ࡾࠊᩍဨࡣࠕᏛ

GS︶
報告・まとめ࢔ࣥࢣ࣮ࢺࡢ࣐ࣥࢿࣜ໬ࠊᅇ཰⋡ࡢၥ㢟➼ࠊᵝࠎ࡞ၥ㢟ࡀ࠶ࡿࡢࡀ⌧≧࡛࠶ࡿࠋ︶ 各︵ࢺࡣከࡃࡢ኱Ꮫࡀᐇ᪋ࡋ࡚࠾ࡾࠊࡇࡢ⤖ᯝࢆᤵᴗᨵၿ࡟཯ᫎࡍࡿࡓࡵࡢ⤌⧊ⓗྲྀ⤌ࡶ 80㸣

グループセッション
︵

1.

基調講演Ⅱ

ࡑࡢᚋࠊKekäläinen Ặ࠿ࡽࡢࢥ࣓ࣥࢺࢆఛ࠸ࠊཧຍ⪅ࢆྵࡵ࡚㆟ㄽࡀ஺ࢃࡉࢀࡓࠋ

GS

ࡧࡢయ⌧⪅࡛ࠖ࠶ࡿ࡜࠸࠺ࡼ࠺࡟๓ᥦ࠿ࡽ⪃࠼┤ࡍᚲせࡀ࠶ࡿࡢ࡛ࡣ࡞࠸࠿ࠋᤵᴗ࢔ࣥࢣ࣮
ࢺ࡟ᑐࡍࡿ࢔࢖ࢹ࢕࢔ࡣࠊᏛࡧࡢࣉࣟࢭࢫ࡟࠸ࡿᏛ⏕࡟⪺࠸࡚ࡳࡿࡇ࡜ࡀ㔜せ࡛࠶ࡿࠋ⏕άᐇែㄪᰝ࡟ࡘ࠸࡚ࡣࠊࢹ࣮ࢱࡣࡓࡃࡉࢇ࠶ࡿࡶࡢࡢࠊࡑࡢሗ࿌᭩ࡣࢢࣛࣇࡸ⾲ࡤ࠿ࡾ࡛ㄞࡳᡭࢆព㆑ࡋࡓࡶࡢ࡟࡞ࡗ࡚࠸ࡿ࡜ࡣゝ࠸㞴࠸ࠋࡲࡓ஑ᕞ኱Ꮫࡢ IR 㒊㛛࡛ࡣࠊྛ✀ࢹ࣮ࢱࢆᩚ⌮ࡋࡓ෉Ꮚࢆసᡂࡋ࡚࠸ࡿࡀࠊࢹ࣮ࢱࡢໟᣓⓗ࡞ᥦ♧࡜࡞ࡗ࡚࠸ࡿࠋࡇࢀ࡛ࡣࠊㄞ⪅− 39 −

閉会挨拶(2) ⏕άᐇែㄪᰝ

ࡀ⯆࿡㛵ᚰࢆᢪࡃ࡜ࡣṧᛕ࡞ࡀࡽゝ࠼࡞࠸ࡔࢁ࠺ࠋࡏࡗ࠿ࡃࡢࢹ࣮ࢱࢆά࠿ࡍࡓࡵࠊࢹ࣮ࢱ
ࢆ㏻ࡌࡓᑐヰࡢሙࡀ⏕ࡲࢀࡿࡇ࡜ࢆᮇᚅࡋ࡚ࠊ
ࠕࡶࡋ஑኱⏕ࡀ 100 ேࡔࡗࡓࡽࠖ࡜࠸࠺፹యࢆ
௻⏬ไసࡋࡓࠋ
2.

ヰ㢟ᥦ౪ղ㸸
ࠕࡇࢀ࠿ࡽࡢᤵᴗ࢔ࣥࢣ࣮ࢺ࡜⏕άᐇែㄪᰝࠖᒸᓮ ᡂග㸦᪩✄⏣኱Ꮫᩍົ㒊ㄪᰝᙺ㸧(1) ᤵᴗ࢔ࣥࢣ࣮ࢺ࡟ࡘ࠸࡚
᪩✄⏣኱Ꮫ࡛ࡣࠊᏛ⏕࡟ࡼࡿᤵᴗ࢔ࣥࢣ࣮ࢺࡣࠊྛᩍဨࡢᤵᴗᨵၿࡢ㈨ᩱ࡜ࡋ࡚ά⏝ࡉࢀࡿࡢࡣࡶࡕࢁࢇࡢࡇ࡜ࠊ࣒࢝ࣜ࢟ࣗࣛࡢぢ┤ࡋࡸࠊࣀࣥࢸࢽࣗ࢔ࡢᩍဨࢆࢸࢽࣗ࢔࡜ࡋ࡚᥇
⏝ࡍࡿ㝿࡟ࡶ౑ࢃࢀ࡚࠸ࡿࠋ
Ꮫ⏕ࡢᤵᴗ࢔ࣥࢣ࣮ࢺ࡟ࡘ࠸࡚ࠊ௒ࡲ࡛ࡣᩍဨ࠿ࡽࡢࣇ࢕࣮ࢻࣂࢵࢡ࡜࠸࠺཮᪉ྥᛶࡢどⅬࡀḞࡅ࡚࠸ࡓࡢ࡛ࡣ࡞࠸࠿ࠋᏛ⏕࡜ᩍဨࡢ཮᪉ྥࡢࡸࡾྲྀࡾࢆ♫఍୍⯡࡟ࡶ㛤♧ࡍࡿᚲせࡀ࠶ࡿࠋ(2) ⏕άᐇែㄪᰝ
⏕άᐇែㄪᰝ࡟ࡘ࠸࡚ࡣࠊ᪩✄⏣኱Ꮫ࡟ࡣ 5 ୓ேࡢᏛ⏕ࡀ࠸ࡿࡢ࡛ࠊ1 ୓ேࡢᏛ⏕ࢆ↓సⅭ㑅ฟࡍࡿᙧ࡛⾜ࡗ࡚࠸ࡿࡀࠊᅇ⟅⋡ࡀ 2001 ᖺᗘ࡛ࡣ 9.41㸣ࡔࡗࡓࡢ࡟ᑐࡋࠊ2012 ᖺᗘ࡛ࡣ 41.4㸣࡜㧗ࡃ࡞ࡗ࡚࠸ࡿࠋࡇࢀࡣࠊᏛ⏕ࡀ኱Ꮫ࡟࢔ࣆ࣮ࣝࡋࡓ࠸࡜࠸࠺ព㆑ࡸ኱Ꮫ࡟
ᑐࡍࡿᮇᚅࡢ㧗ࡲࡾ࡜⪃࠼ࡽࢀࡿࠋ
኱Ꮫࡢάື࡟ᮇᚅࡋ࡚࠸ࡿᒙ㸦࢔ࣥࢣ࣮ࢺ࡟⟅࠼࡚ࡃࢀࡿᏛ⏕㸧ࠊ኱Ꮫ࠿ࡽ✚ᴟⓗ࡟࢔ࣉ࣮ࣟࢳࡋ࡚࠸ࡿᒙ㸦ᡂ⦼୙᣺⪅ࠊ೺ᗣୖࡢ୙Ᏻࡀ࠶ࡿࡶࡢ㸧࡟ࡘ࠸࡚ࡣࠊᏛ⏕࡜┤᥋ࡸࡾ࡜ࡾࡍࡿᶵ఍ࡀከ࠸ࡀࠊ୧⪅ࡢ୰㛫࡟఩⨨ࡍࡿᏛ⏕ᒙ㸦኱Ꮫ࡟࡜ࡗ࡚ᡭࡢ࠿࠿ࡽ࡞࠸ᒙ㸧ࡀఱࢆ⪃࠼࡚࠸ࡿࡢ࠿ᥒ࠸ྲྀࡗ࡚࠸ࡃࡇ࡜ࡀ௒ᚋᚲせ࡜࡞ࡗ࡚ࡃࡿࠋ
3.

ࢥ࣓ࣥࢺ㸦せ᪨㸧㸸Helka Kekäläinen㸦Vice-President of the ENQA㸧Ꮫ⏕࡟ࡼࡿᤵᴗ࢔ࣥࢣ࣮ࢺ࡟ࡘ࠸࡚ࡣࠊ࣮ࣚࣟࢵࣃ࡛ࡶྠᵝࡢၥ㢟ࢆᢪ࠼࡚࠸ࡿࠋᅇ཰⋡ࡀᝏ࠸࡞࡝ࠊ◳┤໬ࡋ࡚࠸ࡿࠋ
࢔ࣥࢣ࣮ࢺࡢ㉁ၥ㡯┠ࢆసࡿ㝿࡟ࠊ࡝ࡢࡼ࠺࡞㉁ၥࢆྵࡵࡿ࠿࡜࠸࠺ࡇ࡜࡟ࡘ࠸࡚Ꮫ⏕࡟ࡁ࠸࡚ࡳ࡚ࡣ࡝࠺࠿ࠋ࡝ࡢࡼ࠺࡞㉁ၥࢆྵࡵࢀࡤᏛ⏕ࡢᏛ⩦⤒㦂࡟ࡘ࠸࡚⪺ࡅࡿ࠿࡜࠸࠺ࡇ
࡜ࢆᏛ⏕࡟┤᥋ࡁ࠸࡚ࡳࡿࡢࡀࡼ࠸ࠋ
࣮ࣚࣟࢵࣃ඲య࡛ࡶㄢ㢟࡟࡞ࡗ࡚࠸ࡿࡇ࡜ࡔࡀࠊᏛ⏕ࡀ࢔ࣥࢣ࣮ࢺ࡟ࡼࡗ࡚ࣇ࢕࣮ࢻࣂࢵ
ࢡࢆࡋࡓᚋ࡟ࠊᩍဨ㸦኱Ꮫഃ㸧ࡀఱࢆᚓࡽࢀࡓࡢ࠿Ꮫ⏕ࡓࡕ࡜ࡋࡗ࠿ࡾࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ
ࢆ࡜ࡽ࡞࠸࡜࠸ࡅ࡞࠸ࠋ࢔ࣥࢣ࣮ࢺࢆࡋࡓ⤖ᯝࠊఱࡀ㉳ࡁࡓࡢ࠿ࠊ࡝࠺࠸࠺ᨵၿࡀ࡞ࡉࢀࡓ
ࡢ࠿࡜࠸࠺ࡇ࡜ࢆᏛ⏕࡟ࡁࡕࢇ࡜ఏ࠼࡞࠸࡜࠸ࡅ࡞࠸ࠋࡇࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡀ࡞࠸࡜Ꮫ
⏕ࡓࡕ࡟࢔ࣥࢣ࣮ࢺసᡂ࡟㛵ࢃࡗ࡚ࡶࡽ࠺࡜࠸࠺ࡇ࡜࡟ᑐࡍࡿࣔࢳ࣮࣋ࢩࣙࣥࢆ୚࠼ࡿࡇ࡜
ࡀ࡛ࡁ࡞ࡃ࡞ࡿࠋ
ࡲࡓࠊࣇ࢕࣮ࢻࣂࢵࢡࡢ㞟ࡵ᪉ࢆኚ࠼࡚ࡳࡿࡢࡶᡭ࡛࠶ࡿࠋ౛࠼ࡤࠊᑠつᶍࡢࢭ࣑ࢼ࣮࡛
࠶ࡾࠊᤵᴗࡢ㞺ᅖẼࡀⰋ࠸ࠊ࠾஫࠸ࡢಙ㢗㛵ಀࡀ࠶ࡿ࡜࠸࠺ࡇ࡜࡛࠶ࢀࡤࠊ┤᥋ཱྀ㢌࡛⪺࠸

− 40 −

ࡓࡾࠊᏛᮇࡢ㏵୰࡛ࣇ࢕࣮ࢻࣂࢵࢡࢆཷࡅࡓࡾࡋ࡚ࡶࡼ࠸ࡢ࡛ࡣ࡞࠸࠿ࠋࡇࢀ࡟ࡼࡗ࡚ࠊᏛ
ࢁࢆ⧞ࡾ㏉ࡋࡓࡾࡍࡿࢳࣕࣥࢫࡀ࠶ࡿࠋ
4.

開会挨拶

ᮇࡢ㏵୰࠿ࡽ࡛ࡶࠊᩍᖌࡢ᪉࡛ᤵᴗࡢࡸࡾ᪉ࢆኚ᭦ࡋࡓࡾࠊᏛ⏕ࡢ⌮ゎࡀ୙㊊ࡋ࡚࠸ࡿ࡜ࡇ

ࢹ࢕ࢫ࢝ࢵࢩࣙࣥ㸸ᤵᴗ࢔ࣥࢣ࣮ࢺ࡟㛵ࡍࡿㄢ㢟➼࡟ࡘ࠸࡚ࠊ㉁␲ᛂ⟅ࡸࢹ࢕ࢫ࢝ࢵࢩࣙࣥ
ࡀ஺ࢃࡉࢀࡓࠋzᾘ㈝⪅ࡢ❧ሙ࡜Ꮫ⩦⪅ࡢ❧ሙ࡜࠸࠺ࡇ࡜࡛ࠊᤵᴗ࢔ࣥࢣ࣮ࢺࡢ఩⨨࡙ࡅࡣⰋࡃ⌮ゎ࡛ࡁࡓࠋᩍ⫱ࡣ PDCA ࢧ࢖ࢡ࡛ࣝࡁࡕࢇ࡜┠ᶆࢆᐃࡵ࡚ࠊࡑࢀࢆᐇ⾜ࡍࡿࣉࣟࢢ࣒ࣛࢆస

趣旨説明(1) ཧຍ⪅࠿ࡽࡢࢥ࣓ࣥࢺࡾࠊホ౯ࢆ⾜࠺ࠋࡇࡢ PDCA ࢧ࢖ࢡࣝࡢ C ࡟┦ᙜࡍࡿࡶࡢࡣࠊᤵᴗ࢔ࣥࢣ࣮ࢺ࡛ࡣ࡞
ࡃࠊᏛ⩦┠ᶆࡢ㐩ᡂᗘࢆ⮬ᕫホ౯ࡍࡿ࡜࠸࠺┤᥋ⓗホ౯࡛࠶ࡿࠋࡇࡢホ౯ࡣ⤖ᯝ࡜ࡋ࡚࣮ࢺࡢࡼ࠺࡞㛫᥋ⓗホ౯࡛࠶ࡿࠋᩍ⫱┠ᶆࡀጇᙜ࡛࠶ࡗࡓࠊᩍ⫱ෆᐜ⮬㌟ࡀጇᙜ࡛࠶ࡗ
ࡓࠊᏛ⏕ࡢᮇᚅࢆ‶ࡓࡋ࡚࠸ࡓ࠿ࠊ㐩ᡂᗘ࡟࡝ࡢࡼ࠺࡞ᙳ㡪ࢆ୚࠼ࡓࡢ࠿࡞࡝ࠊ࠸ࢁ࠸

基調講演Ⅰ㐩ᡂࡀ࡛ࡁࡓ࠿ࠊ࡛ࡁ࡞࠸࠿࡜࠸࠺ࡇ࡜࡛࠶ࡿࡢ࡛ࠊࡇࢀࢆ⿵᏶ࡍࡿࡶࡢࡀᤵᴗ࢔ࣥࢣࢁ࡞せ⣲࡟ᑐࡋ࡚Ꮫ⏕࡟⟅࠼ࡉࡏ࡚࠸ࡿࡢࡀᤵᴗ࢔ࣥࢣ࣮ࢺ࡛࠶ࡿࠋ᭱⤊ⓗ࡟ࡣᩍ⫱࡜࠸࠺ࡢࡣࠊᏛ⩦࣭ᩍ⫱┠ᶆࢆ㐩ᡂࡉࡏࡿ࡜࠸࠺ࡇ࡜࡛ࠊ࡝ࡢࡼ࠺࡞ᙳ㡪ࡀ࠶ࡿࡢ࠿ࠊఱ
ࡀᢸ࠺ࡇ࡜࡟࡞ࡿࡢࡔ࡜ᛮ࠺ࠋᤵᴗ࢔ࣥࢣ࣮ࢺ࡛ලయⓗ࡟ఱࢆ⪺ࡃ࠿ࡣࡲࡔࡣࡗࡁࡾࡉ
ࡏࡿࡢࡣ㞴ࡋ࠸ࡀࠊ┠ⓗ࡜ࡋ࡚㐩ᡂᗘࢆ࠶ࡆࡿࠊ┠ᶆ⮬యࡀ࠾࠿ࡋ࠸࡜࠸࠺ࡇ࡜ࢆぢࡘ

基調講演ⅡࡀⰋࡃ࡞࠿ࡗࡓࡢ࠿࡜࠸࠺ࡇ࡜ࢆㄪ࡭ࡿࡇ࡜ࡀ㔜せ࡛࠶ࡾࠊࡇࡢᙺ๭ࢆᤵᴗ࢔ࣥࢣ࣮ࢺ

ࡅࡿ࡜࠸࠺ࡇ࡜࡛࠶ࢀࡤࠊᤵᴗ࢔ࣥࢣ࣮ࢺࡢࡸࡾ᪉ࡶኚࢃࡗ࡚ࡃࡿࡢ࡛ࡣ࡞࠸ࡔࢁ࠺࠿ࠋ
ᤵᴗ࢔ࣥࢣ࣮ࢺ࡜ࢩࣛࣂࢫࡢ㛵ಀ࡟ࡘ࠸࡚ࠊᐇ㝿࡟ᤵᴗࢆཷㅮࡍࡿᏛ⏕ࢆぢ࡚ࠊࡇࡢᏛ
⏕࡞ࡽᤵᴗෆᐜࢆࡶࡗ࡜⃰ࡃࡋ࡚ࡶ኱୔ኵࡔ࡜ุ᩿ࡋᤵᴗࢆ⾜࠺࡜ࠊࢩࣛࣂࢫ࡝࠾ࡾ࡛
ࡣ࡞࠸ࡢ࡛ࠊᤵᴗ࢔ࣥࢣ࣮ࢺ࡛ࡣࢩࣛࣂࢫ࡝࠾ࡾ࡛ࡣ࡞࠸࡜ࡉࢀ࡚ࡋࡲ࠺ࠋࡋ࠿ࡋࠊࡣ
ࡓࡋ࡚ࡇࡢᤵᴗࡣᝏ࠸ᤵᴗ࡞ࡢ࠿ࠋ

グループセッション︵zQ㸸᪥ᮏࡣ㧗ᰯࢆ༞ᴗࡍࡿ࡜ࡍࡄ࡟኱Ꮫ࡟㐍Ꮫࡍࡿࡢ࡛ࠊᏛ㒊Ꮫ⏕ࡣ 20 ௦๓༙ࡢⱝ࠸ேࡤ

︶ 各︵࠿ࡾ࡛࠶ࡿࠋ࣮ࣚࣟࢵࣃ࡛ࡣࠊᚲࡎࡋࡶ㧗ᰯ༞ᴗᚋࡍࡄ࡟኱Ꮫ࡟ධᏛࡍࡿࡢ࡛ࡣ࡞ࡃࠊ♫఍GSGS(2) ㉁␲ᛂ⟅ࡿࡢ࡛ᤵᴗ࡟ᑐࡍࡿุ᩿ຊࡀ࠶ࡿࡢ࡛ࡣ࡞࠸࠿࡜ᛮ࠺ࠋࣇ࢕ࣥࣛࣥࢻ࡛ࡣ࡝࠺࠿࠾⪺ࡁࡋࡓ࠸ࠋ︶
報告・まとめࢆ⤒㦂ࡋ࡚࠿ࡽධᏛࡍࡿேࡀከ࠸࡜ᛮ࠺ࠋᏛ⏕ࡢᖺ㱋ࡀ㧗࠸ࡢ࡛ࠊᛮ៖῝ࡃࠊ♫఍⤒㦂ࡶ࠶

A㸸ࣇ࢕ࣥࣛࣥࢻ࡛ࡣࠊ1 ᖺࡄࡽ࠸♫఍⤒㦂ࢆ✚ࢇ࡛࠿ࡽ኱Ꮫ࡟ධࡿேࡀከ࠸ࠋࡇࢀࡣධヨࡶᏛ⏕ࡢᖺ㱋ࡀ㧗࠸࡜ᛮ࠸ࡢ࡛ࠊᡂ⇍ࡋ࡚࠸࡚࡯ࡋ࠸࡜ࡣᛮ࠺ࠋ

− 41 −

閉会挨拶ࡀ㞴ࡋࡃࠊධࡿࡢ࡟᫬㛫ࡀ࠿࠿ࡿ࡜࠸࠺ࡇ࡜ࡶ㛵ಀࡋ࡚࠸ࡿࠋࣇ࢕ࣥࣛࣥࢻࡣ௚ᅜ࡜ẚ࡭࡚Q㸸ࢱ࢖ࢺࣝ࡟࠶ࡿࠕࡇࢀ࠿ࡽࡢࠖ࡜࠸࠺࡜ࡇࢁ࡟ᮇᚅࡋ࡚࠸ࡓࡀࠊᏛ⏕ࢆࠕᾘ㈝⪅ࠖ࠿ࡽࠕᏛ⩦⪅ࠖ࡜࠸࠺どⅬ࡬ኚ࠼ࡿ࡜࠸࠺ᙧࡔࡅ࠿ࠋࡇ࠺࠸࠺ࡶࡢࢆ㉺࠼࡚ࠊࡇࡢඛࡣఱࡀ࡛ࡁ
ࡿࡢ࠿࡜࠸࠺ࡇ࡜ࢆ▱ࡾࡓ࠸ࠋA㸸
zᤵᴗ࢔ࣥࢣ࣮ࢺ㡯┠ࢆㄪ࡭࡚࠸࡚ࡶࠊࡲࡔᏛ⏕ࢆ࠾ᐈᵝ࡜ࡋ࡚ࡋ࠿ぢ࡚࠸࡞࠸኱Ꮫࡀࡲ
ࡔከ࠸ࠋᏛ⏕ࡀ㐩ᡂࡋࡓᏛ⩦ࡢホᐃࠊᤵᴗ࡬ࡢ㈉⊩ࠊᡂ⦼࡜⮬ᕫホ౯ࢆ⤖ࡧ௜ࡅ࡚࠸ࡃ
࠿࡜࠸࠺ࡇ࡜ࡣ⪃࠼࡚࠸ࡿࠋࡲࡓࠊ᪂Ꮫᮇࡢ࢚࢜ࣜࣥࢸ࣮ࢩ࡛ࣙࣥࠊᏛᮇᮎ࡟ᤵᴗ࢔ࣥ
ࢣ࣮ࢺࢆ࡜ࡿ࡜࠸࠺ࡇ࡜ࢆᏛ⏕࡟ఏ࠼࡚࠸࡞࠸኱Ꮫࡀ࡯࡜ࢇ࡝࡛࠶ࡿࠋ᪉ἲㄽ࡜ࡋ࡚ࡣࠊ
ࡲࡎࡣࡇ࠺࠸ࡗࡓࡇ࡜࠿ࡽ⾜ࡗ࡚࠸ࡃ࡜࠸࠺ࡇ࡜ࡶ⪃࠼ࡽࢀࡿࠋzࡇࡢ࡯࠿࡟ࠊ࣏࣮ࢺࣇ࢛ࣜ࢜ࠊe ࣏࣮ࢺࣇ࢛ࣜ࢜ࡶ౑࠼ࡿࡢ࡛ࡣ࡞࠸࠿ࠋྛ⛉┠ࡢࢩࣛࣂࢫ࡟ࡣࠊࡇࡢ⛉┠࡛ࡣఱࡢᏛ⩦࣭ᩍ⫱┠ᶆࢆ㐩ᡂࡍࡿ࠿ࡀ᭩࠸࡚࠶ࡿࠋ࣏࣮ࢺࣇ࢛ࣜ
࢜ࢆ⏝࠸࡚ࠊᩍ⫱ࡢ㏵୰࡛Ꮫ⏕ࡀ▱㆑ࡔࡅ࡛࡞ࡃࠊࢫ࢟ࣝࡸ⬟ຊ࡟ࡘ࠸࡚⮬ᕫホ౯ࢆ⾜࠺ࠋᩍဨࡶᏛ⏕ࡶᩍ⫱ࡢ㏵୰࡛⮬ᕫホ౯ࢆ⾜࠺ࡇ࡜࡛ࠊᤵᴗᨵၿ࡟ࡘ࡞ࡀࡗ࡚ࡃࡿࠋࡇ
ࢀ࡜ᤵᴗ࢔ࣥࢣ࣮ࢺࡀ㏆ࡃ࡞ࡗ࡚ࡃࡿ࡜ࠊ࢜ࣥࣛ࢖࡛ࣥᤵᴗࡢ㐍⾜≧ἣ࡟ྜࢃࡏ࡚࣏࣮
ࢺࣇ࢛ࣜ࢜ࢆ౑⏝ࡍࡿ࡜࠸࠺ࡇ࡜ࡶ࡛ࡁࡿࡼ࠺࡟࡞ࡿࡢ࡛ࡣ࡞࠸࠿ࠋ

− 42 −

ࢢ࣮ࣝࣉࢭࢵࢩࣙࣥ 3ࠕᏛ⏕ࡀホ౯ጤဨ?!ࠖ
㸸㕥ᮌ ඾ẚྂ㸦ᅜ㝿ᩍ㣴኱Ꮫ⌮஦㛗࣭Ꮫ㛗㸧ヰ㢟ᥦ౪ձ㸸Dan Derricott㸦ࣜࣥ࢝ࣥ኱ᏛᏛ⏕ཧ⏬࢜ࣇ࢕ࢧ࣮㸧ヰ㢟ᥦ౪ղ㸸㕥ᮌ ඾ẚྂ

開会挨拶

I.

ྖ఍㐍⾜

ࢭࢵࢩࣙࣥࢸ࣮࣐㸸ಖドࡢྲྀࡾ⤌ࡳ࡟㈉⊩ࡋ࡚࠸ࡿࠋࡋ࠿ࡋ࡞ࡀࡽࠊ➨୕⪅ホ౯ࡢホ౯ጤဨ఍࡟Ꮫ⏕ࡀཧຍࡍࡿ
ࡇ࡜࡟ࡘ࠸࡚ࡣ᝿ീࡀࡘࡁ࡟ࡃ࠸ࠋḢᕞ࡟࠾࠸࡚ࡣࠊࡍ࡛࡟Ꮫ⏕ࡀ➨୕⪅ホ౯ࢳ࣮࣒࡟Ꮫ⏕趣旨説明᪥ᮏࡢ኱Ꮫ࡛ࡣࠊᤵᴗ࢔ࣥࢣ࣮ࢺࡸᏛ⏕ཧ⏬ᆺ FD ࡞࡝ࠊᏛ⏕ࡀࡉࡲࡊࡲ࡞ᙧ࡛Ꮫෆ࡛ࡢ

ጤဨ࡜ࡋ࡚ཧຍࡋ࡚࠸ࡿࠋࡑࡢ⤒㦂ࢆ୰ᚰ࡟ࠊᏛ⏕ࡀእ㒊ホ౯࡟㛵୚ࡍࡿࡇ࡜࡟ࡼࡗ࡚ࠊఱ
ࡀ㉳ࡁ࡚࠸ࡿࡢ࠿ࠊఱࡀࡣࡌࡵ࡚ྍ⬟࡜࡞ࡗ࡚࠸ࡿࡢ࠿ࢆ᫂ࡽ࠿࡟ࡍࡿࠋ

Derricott Ặ࠿ࡽᇶㄪㅮ₇ϩࡢෆᐜ࡟ࡘ࠸࡚ࡉࡽ࡟ලయⓗ࡞ㄝ᫂ࡀ࠶ࡗࡓᚋࠊ㕥ᮌᩍᤵࡀࣔ
ࢹ࣮ࣞࢱ࡜࡞ࡾࠊDerricott Ặ࡜఍ሙࡢཧຍ⪅ࡀ㆟ㄽࢆ⾜࠺ᙧ࡛ࢭࢵࢩࣙࣥࡀ㐙⾜ࡉࢀࡓࠋ1.

ᇶㄪㅮ₇ϩࡢせ᪨Ꮫ⏕ࡣホ౯⪅࡛࠶ࡿ㸸ṇつࡢ࣓ࣥࣂ࣮࡛࠶ࡾࠊࣃ࣮ࢺࢼ࣮࡛࠶ࡿࠋzᏛ⏕ࠊᩍ⫋ဨࠊ⤌⧊࡟ᑐࡍࡿᨭ᥼ࡀ୙ྍḞ࡛࠶ࡿ㸸Ꮫ⏕ࡣ୍ேࡢ኱ே࡜ࡋ࡚ᢅ࠸ࠊᩍ⫋

基調講演Ⅱ

z

ဨ࡬ࡣ኱ࡁ࡞ࣅࢪࣙࣥ࡜⇕ពࢆᣢࡗ࡚᥋ࡍࡿࠋ
2.

基調講演Ⅰ

II. ࢭࢵࢩࣙࣥᴫせ㸸㆟ㄽⱥᅜࡢᏛ⏕ࣘࢽ࢜ࣥࡢⓎᒎ࡟ࡣࠊᤵᴗᩱࡢ್ୖࡆࡀ኱ࡁࡃ㛵㐃ࡋ࡚࠾ࡾࠊᏛ⏕ࡢ㉁ಖド

グループセッション︵࡬ࡢཧ⏬࡜ࡣ┤᥋㛵㐃ࡢ࡞࠸せᅉ࡛࠶ࡿࠋ

GSཧຍ⪅㸸኱Ꮫ㐍Ꮫ⋡ࢆぢࡿ࡜ࠊḢᕞࡼࡾ᪥ᮏࡢ᪉ࡀ㧗࠸ࠋࡇࢀࡣࠊḢᕞࡢ㧗➼ᩍ⫱ࡣ࢚࣮ࣜࢺ㣴ᡂ࡛࠶ࡿࡓࡵࡔ࡜ㄆ㆑ࡋ࡚࠾ࡾࠊᑐࡋ࡚᪥ᮏࡢᏛ⏕ࡣ⢭⚄ⓗ࡟ᮍ⇍࡞ࡢ࡛ࡣ࡞࠸࠿ࠋ
Derricott㸸z࡚ㄆ㆑ࡣࡋ࡚࠸ࡿࠋᩍဨࡀᏛ⏕ࡢࡇ࡜ࢆࣃ࣮ࢺࢼ࣮࡜ᛮ࠺࠿ࠊᾘ㈝⪅࡜ᛮ࠺࠿ࠊࡣ኱ࡁ

GS

࡞ၥ㢟ࡔࠋࡇࡢㄆ㆑ࢆ᰿ᮏ࠿ࡽኚ࠼ࡿ࡟ࡣ 20㸫30 ᖺ࠿࠿ࡿࠋzᏛᰯᩍ⫱ࡀᏛ⏕ࢆ඘ศᡂ㛗ࡉࡏ࡚࠸࡞࠸ࡢࡣࠊⱥᅜ࣭Ḣᕞ࣭OECD ㅖᅜ࡟ඹ㏻ࡍࡿࡇ࡜
࡛࠶ࡾࠊ᪥ᮏࡢᏛ⏕ࡔࡅࡀᮍ⇍࡛࠶ࡿ࡜⪃࠼ࡿ࡭ࡁ࡛࡞࠸ࠋᡃࠎࡣࠊࠕᤵᴗヨ㦂ࠖ࡜︶
報告・まとめᡃࠎࡀᏛ⏕ࢆ࡝ࡢࡄࡽ࠸኱ே࡟ぢ࡚࠸ࡿ࠿ࡣศ࠿ࡽ࡞࠸ࡀࠊᑡ࡞ࡃ࡜ࡶࣃ࣮ࢺࢼ࣮࡜ࡋ

︶ 各︵

z

࠸࠺ࢩࢫࢸ࣒࠿ࡽ㞳ࢀࡿ࡭ࡁ࡛࠶ࡾࠊᏛ⏕ࡣ”scholar”ࡔ࡜ㄆ㆑ࡍࡿᚲせࡀ࠶ࡿࠋ
閉会挨拶− 43 −

ཧຍ⪅㸸᪥ᮏ࡜እᅜ࡛ࡣ኱ᏛࡢᏑᅾࡑࡢࡶࡢࡀ␗࡞ࡿࠋ᪥ᮏࡢ኱Ꮫࡣ⡆༢࡟༞ᴗ࡛ࡁࠊ᪥ᮏ
௻ᴗࡣᏛ⏕࡟ⱝࡉࢆồࡵࡿ୍᪉ࠊᢏ⬟ࡣせồࡋ࡚࠸࡞࠸ࠋࡇ࠺ࡋࡓഴྥࢆኚ࠼ࡿࡇ࡜࡛ࠊ኱
Ꮫࡀࡼࡾࡼ࠸ࡶࡢ࡟࡞ࡗ࡚࠸ࡃ࡜ᛮ࠺ࠋ
Derricott㸸zᏛ⏕࡟ᶵ఍࡜ືᶵ࡙ࡅࢆ୚࠼ࡿࡇ࡜ࡀ኱஦ࡔࠋ᪥ⱥၥࢃࡎࠊ18 ṓࡢ᪂ධ⏕ࡣ኱Ꮫ࡜࠸࠺
ᮍ▱ࡢᏑᅾ࡟ࠊ࠶ࡿ⛬ᗘࡢᮇᚅࢆ⬚࡟ධᏛࡍࡿࠋⱥᅜࡢ኱ᏛࡣࠊᏛ⏕ࡀධᏛᚋ࡟኱Ꮫ࡜
ྥࡁྜ࠸ࠊឤ໬ࡉࢀࠊ⇕୰ࡍࡿࡼ࠺࡟ࠊᙜึࡢᮇᚅ࡟ᛂ࠼ࡼ࠺࡜ດຊࡍࡿࠋࡇࡢࡼ࠺࡟ࠊ
᭱ึࡀ⫢ᚰ࡞ࡢ࡛࠶ࡿࠋᏛ⏕ࡀ᭱ึ࡟ᢪࡃᮇᚅ࡟኱Ꮫࡣᛂ࠼࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋzࣜࣥ࢝ࣥ኱ᏛࡢᏛ⏕ࡢ㉁ಖドཧ⏬࡛ࡣࠊ㉁ಖドࡑࡢࡶࡢࡀ⯆࿡ࢆᣢࡕ࡙ࡽ࠸ࢸ࣮࣐ࡢࡓ
ࡵࠊሀⱞࡋ࠸఍㆟ࢆṆࡵ࡚ࠊᑡேᩘࡢ࣮࣡ࢡࢩࣙࢵࣉᙧᘧ࡟ࡍࡿ➼ࡢᕤኵࢆ⾜ࡗࡓࠋࡇࡢࡼ࠺࡞ᕤኵ࡟ࡼࡾࠊᏛ⏕࡟࡜ࡗ࡚ࡶࣃ࣮ࢺࢼ࣮࡜ࡋ࡚ᢅࢃࢀࡿࡇ࡜࡟᢬ᢠࡀ࡞ࡃ࡞ࡾࠊ
ᙼࡽࡢ୰࡟⮬ಙࡀⱆ⏕࠼࡚ࡃࡿࠋzᏛ⏕ࡢ㉁ಖドཧ⏬ࡢၥ㢟ⅬࡣࠊከࡃࡢᏛ⏕ࡀ 3㸫4 ᖺ࡛࠸࡞ࡃ࡞ࡗ࡚ࡋࡲ࠺ࡇ࡜࡛࠶ࡾࠊ
ᑓ㛛ᐙᩍ⫱ࡀࡸࡾ࡟ࡃ࠸Ⅼࡀ࠶ࡿࠋzࡲࡎᏛ⏕࡟⯆࿡ࢆᣢࡓࡏࠊḟ࡟௙஦ࢆ୚࠼࡚࠸ࡁࠊࡑࡢࢩࢫࢸ࣒ࡀ⥅⥆ⓗ࡞ࡶࡢ࡟࡞ࡿ
ࡼ࠺࡟ࡍࢀࡤࠊ࠶࡜ࡣ኱Ꮫࡀດຊࡋ࡞ࡃ࡜ࡶᏛ⏕ࡀ⮬↛࡟ὶࢀࢆᘬࡁ⥅ࡂጞࡵࡿࠋ᫬㛫ࡣ࠿࠿ࡿࡀࠊࡇ࠺ࡋࡓࢧ࢖ࢡࣝࢆ☜❧ࡍࡿࡲ࡛ດຊࢆ⥆ࡅࡿ࡭ࡁࡔࠋ

ཧຍ⪅㸸ࢯ࣮ࢩ࣓ࣕࣝࢹ࢕࢔ࢆ⏝࠸࡚ࠊᏛ⏕ࡢ⯆࿡ࢆចࡃࡇ࡜ࡣࡋ࡚࠸ࡿ࠿㸽
Derricott㸸QAA ࡛ࡣ You Tube ࡸ Facebook ࢆ⏝࠸࡚࠸ࡿࠋᏛ㛗➼ࡢୖᒙ㒊ࡢே㛫ࡀࠊ⮬㌟
ࡢ Facebook ࣮࣌ࢪࢆᣢࡕࠊᏛ⏕ࡓࡕ࡜ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆࡋ࡚࠸ࡿጼࡶࡼࡃぢ࠿ࡅࡿࠋ౛࡜ࡋ࡚ࠊᩍဨࡢㄢ㢟࡬ࡢࣇ࢕࣮ࢻࣂࢵࢡ࡟‶㊊࡛ࡁ࡞࠿ࡗࡓᏛ㒊⏕ࡓࡕࡀࠊ࢙࢘ࣈୖ࡛௚
ࡢᏛ⏕࠿ࡽࡢពぢࢆເࡾࠊၥ㢟Ⅼࡢᣦ᦬ࡸゎỴ⟇ࡢᥦ᱌➼ࡀ⾜ࢃࢀࡓࡇ࡜ࡶ࠶ࡗࡓࠋ
ཧຍ⪅㸸᪥ᮏࡢ௻ᴗࡣ≉ᐃࡢ▱㆑ࢆᏛ⏕࡟せồࡍࡿ㸦౛࠼ࡤࠊ఍ィ㸧ࠋᑐࡋ࡚኱Ꮫᩍဨࡣࠊ
ࡇ࠺ࡋࡓ⤯࠼ࡎኚ໬ࡍࡿ♫఍࠿ࡽࡢせồ࡟ࡘ࠸࡚࠸ࡅ࡚࠸࡞࠸ࠋ
Derricott㸸ᩍ⫱ࢆࠕ〇ရࠖ࡜ᤊ࠼࡚ࡣ࠸ࡅ࡞࠸ࠋᏛ⏕ࡣࠕࣃ࣮ࢺࢼ࣮ࠖ࡞ࡢࡔ࠿ࡽࠋ
ཧຍ⪅㸸Ꮫ⏕ࡀ㉁ಖド࡬ཧ⏬ࡍࡿ࡟࠶ࡓࡾࠊ኱Ꮫࡣᩍ⫋ဨࢆ࡝࠺ᨭ᥼ࡋ࡚࠸ࡅࡤ࠸࠸ࡢ࠿ࠋ
Derricott㸸ࡲࡎࠊᏛ⏕ཧ⏬࡟⯆࿡ࢆᣢࡕࠊ༠ຊⓗ࡞㒊⨫࡜ඹ࡟ྲྀ⤌ࡳࠊࠕᐇ⦼ࠖࢆసࡿࡇ࡜
ࡀ኱஦࡛࠶ࡿࠋ

− 44 −

ࢢ࣮ࣝࣉࢭࢵࢩࣙࣥ 4ࠕ㉁ಖド࡬ࡢᏛ⏕ཧ⏬࡜Ꮫෆ࣐ࢿࢪ࣓ࣥࢺࠖ
㸸Nik Heerens㸦࢚ࢡࢭࢱ࣮኱Ꮫ PhD ◊✲ဨ㸧ヰ㢟ᥦ౪ղ㸸໭ཎ ࿴ኵ㸦ᮾி⌮⛉኱Ꮫᩍᤵ㸧ྖ఍㐍⾜㸸⏣୰ ᘺ⏕㸦኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓᩍᤵ㸧

I.

ࢭࢵࢩࣙࣥࢸ࣮࣐㸸࡚࠾ࡃࡇ࡜ࡀຠᯝⓗ࡛࠶ࡿࠋḢᕞ࡟࠾ࡅࡿ㉁ಖド࡜Ꮫෆ࣐ࢿࢪ࣓ࣥࢺ࡬ࡢᏛ⏕ཧ⏬ࡢ⤒㦂ࢆࡶ࡜࡟ᥥ࠿ࢀࡓࡑࡢ඲యീࢆฟⓎⅬ࡜ࡋ࡚ࠊᏛ⏕ཧ⏬ࡀࡶࡓࡽࡋᚓࡿ᪂ࡓ࡞ຠᯝࢆ᥈ࡿࠋ

趣旨説明

኱Ꮫࡢ㉁ྥୖ࡟ࡣࠊෆ㒊㉁ಖドࢆࡣࡌࡵ࡜ࡋࡓᏛෆ࣐ࢿࢪ࣓ࣥࢺ࡟࠾ࡅࡿᏛ⏕ࡢᙺ๭ࢆ᫂☜࡟ࡋ

II.

開会挨拶

ヰ㢟ᥦ౪ձ

ࢭࢵࢩࣙࣥᴫせ㸸ࡅࡿᏛ⏕ཧ⏬ࡢᐇែࡸㄢ㢟࡟ࡘ࠸࡚ࠊᮏࢭࢵࢩࣙࣥཧຍ⪅࡜ࡢࢹ࢕ࢫ࢝ࢵࢩࣙࣥࡀ⾜ࢃࢀࡓࠋ

基調講演Ⅰ

Heerens Ặ࠿ࡽࡢヰ㢟ᥦ౪ᚋࠊ໭ཎᩍᤵ࠿ࡽࢥ࣓ࣥࢺࢆ஺࠼ࡓヰ㢟ᥦ౪ࡀ࠶ࡾࠊࡑࡢᚋ኱Ꮫ࡟࠾

III. ࢭࢵࢩࣙࣥෆᐜ㸦せ᪨㸧
1.

ヰ㢟ᥦ౪ձ㸸
ࠕෆ㒊㉁ಖド࡬ࡢຠᯝⓗ࡞Ꮫ⏕ཧ⏬࡜኱Ꮫ࣓ࢿࢪ࣓ࣥࢺࠖ

(1) ෆ㒊㉁ಖド࡬ࡢᏛ⏕ཧ⏬࡜ࡣ㸽

基調講演Ⅱ

Nik Heerens㸦࢚ࢡࢭࢱ࣮኱Ꮫ PhD ◊✲ဨ㸧Ꮫ⏕ࡣࠊ⮬ࡽࡢᏛࡧ࡟㈐௵ࢆᣢࡕࠊ࠿ࡘᏛ⩦⪅࡜ࡋ࡚ཷࡅ㌟࡛ࡣ࡞ࡃࠊ⬟ືⓗ࡞ጼໃ࡛኱Ꮫά
ࡿ࢞࢖ࢻࣛ࢖࡛ࣥࡶࠊከࡃࡢᩥ⬦࡛ャࢃࢀ࡚࠸ࡿࠋ኱ᏛࡶࠊᏛ⏕ࢆࠕᏛ⩦࡜኱Ꮫᩍ⫱ࡢᡂᯝ࡟ࡘ
࠸࡚ඹ㏻ࡢ㈐௵ࢆᣢࡘᏛࡧࡢඹྠయ(Partner)ࠖ࡜ࡋ࡚ㄆ㆑ࡍࡿᚲせࡀ࠶ࡿࠋᶵ㛵㸦኱Ꮫ㸧࡬ࡢᏛ⏕ཧ⏬࡜࠸࠺ゝⴥࡢព࿡࡟ࡘ࠸࡚ࡣࠊ2 ࡘࡢほⅬࡀᏑᅾࡋ࡚࠾ࡾࠊ1 ࡘࡣࠕ኱Ꮫ㐠Ⴀ(Management)࡬ࡢཧ⏬ࠖ
ࠊ2 ࡘ┠ࡣࠕ㉁ಖド(Quality Assurance)࡬ࡢཧ⏬࡛ࠖ࠶ࡿࠋ
άືࡢ୰࡛ࠊ┦஫ࡢᑐヰࢆ㏻ࡋ࡚኱Ꮫࡢㅖάືࡢᨵၿࠊྥୖࢆྍ⬟࡜ࡋ࡚࠸ࡿࠋ
࡝ࡢࡼ࠺࡟ά⏝ࡍࡿ࠿ࠊࡲࡓࠊ࡝ࡢࡼ࠺࡟኱Ꮫ㐠Ⴀࡢᨵၿ࡟฼⏝ࡍࡿ࡭ࡁ࠿࡟ࡘ࠸࡚⪃࠼ࡿࡇ࡜ࡀ㔜せ࡛࠶ࡿࠋ

GS︶
報告・まとめᩍ⫱◊✲άືࡢᨵၿࡢࡓࡵ࡟ࠊ኱ᏛഃࡣࠊᏛ⩦ࡢᑓ㛛ᐙ࡜ࡋ࡚ࡢᏛ⏕࠿ࡽࡢࣇ࢕࣮ࢻࣂࢵࢡࢆ

︶ 各︵኱Ꮫ࡟࠾࠸࡚ࠊᩍဨ࡜Ꮫ⏕ࡣࠊᏛ⩦┠ᶆࢆ༠ാࡋ࡚㐩ᡂࡍࡿࢥ࣑ࣗࢽࢸ࢕࣮࡛࠶ࡾࠊᩍ⫱◊✲グループセッション︵ື࡟ཧ⏬ࡍࡿ࡭ࡁ࡜⪃࠼࡚࠾ࡾࠊࡇ࠺࠸ࡗࡓ⪃࠼᪉ࡣࠊḢᕞࡢ㉁ಖドࢩࢫࢸ࣒ࢆᐃ⩏ࡍࡿ࠶ࡽࡺ

GS(2) Ꮫ⏕ཧ⏬ࡢᡂᯝࡿࣇ࢕࣮ࢻࣂࢵࢡࡸ࢔࢖ࢹ࢔ࢆᚓ࡚ࠊᩍ⫋ဨࡀࡑࢀࡽ࠿ࡽᏛࡧࠊά⏝ࡍࡿࡇ࡜࡛࠶ࡾࠊࡑࡢࡓࡵ
࡟ࡣࠊᏛ⏕㐩࡟ᑐࡋ࡚ࠊ✚ᴟⓗ࡟ཧ⏬ࡍࡿព㆑ࢆ᳜࠼௜ࡅࡿࡇ࡜ࡀ㟂せ࡜࡞ࡿࠋࡲࡓࠊᏛ⏕ࡢෆⓗഃ㠃ࡢᡂ㛗ࢆ㏻ࡋ࡚ࠊᏛ⏕⮬㌟ࡢศᯒࠊ஺΅ࠊㄪᰝ࠶ࡿ࠸ࡣពᛮ⾲♧➼ࡢ⬟ຊࢆྥୖࡉࡏࠊࡼࡾඃࢀࡓேᮦࢆ㍮ฟࡍࡿࠋ

− 45 −

閉会挨拶Ꮫ⏕ཧ⏬ࡢᡂᯝࡣࠊᩍ⫱ࡢ㉁ࡢྥୖ࡜࠸࠺┠ⓗࡢ㐩ᡂࡢࡓࡵ࡟ࠊᏛ⏕࠿ࡽࡢ⥅⥆ⓗ࡛᭷┈࡜࡞ⱥᅜ࡟࠾࠸࡚ࡣࠊಶࠎࡢ⬟ຊࡢྥୖ࡟㈨ࡍࡿᏛ⏕ࡢ⤒㦂ࡣࠊ኱Ꮫ㐠Ⴀࡢ୰࡛ࠊձᤵᴗ᪉ἲࡸ࢝
࣒ࣜ࢟ࣗࣛタᐃࠊղேⓗ㈨※ࡢ☜ಖ࠾ࡼࡧタഛࡢ㓄⨨ࠊճᩍ⫱άືࠊմᡂ⦼࠾ࡼࡧᏛ⏕ࡢ▱㆑࡟㛵ࡍࡿ㐩ᡂᗘホ౯ࠊյᏛ⩦ᡂᯝࡢホ౯ࠊնᩍ⫱ࡢ㉁࡜Ỉ‽ࡢྥୖࠊࡢ୰࡛ά⏝ࡉࢀ࡚࠾ࡾࠊࡑࡢ
ᚋࡢ኱Ꮫ࡜ࡋ࡚ࡢពᛮỴᐃࡀ࡞ࡉࢀࡿ㝿࡟ࡶ㔜せ࡞ほⅬ࡜࡞ࡗ࡚࠸ࡿࠋ
(3) Ꮫ⏕ཧ⏬ࡢᶵ⬟ྥୖࡢࡓࡵ࡟
Ꮫ⏕ཧ⏬ࢆྥୖࡉࡏࡿࡓࡵ࡟ࡣࠊࡲࡎࠊᏛ⏕ࡢ኱Ꮫ㐠Ⴀ࡟ᑐࡍࡿ㛵ᚰࢆᢪ࠿ࡏࠊ㈐௵ឤࢆᣢࡘ
ࡼ࠺࡟ዡບࡍࡿࡇ࡜࠿ࡽࡣࡌࡲࡿࠋࡑࡢᚋࠊᩍ⫋ဨ࡜ࡢ┦஫⌮ゎࢆᅗࡿࡓࡵࡢ௙⤌ࡳࡀᚲせ࡜࡞ࡗ࡚ࡃࡿࠋᩍ⫋ဨ࡜Ꮫ⏕࡜ࡢ༠ാ࡟ࡼࡿࠊ࣒࢝ࣜ࢟ࣗࣛࡢỴᐃࡸ኱Ꮫ㐠Ⴀ඲యࡢᨵၿ᪉ἲࡢ☜❧ࡢࡓࡵ࡟ࠊᏛ⏕࠿ࡽࡢࣇ࢕࣮ࢻࣂࢵࢡࢆ⪺ࡁධࢀࡿᏛෆయไࡢᵓ⠏ࢆ┠ᣦࡍ࡭ࡁ࡛࠶ࡿࠋ
Ꮫ⏕࡟ᑐࡋ࡚ࡶࠊ࡞ࡐᏛ⏕ཧ⏬ࡀᚲせ࡞ࡢ࠿ࠊ࡞ࡐᏛ⏕࠿ࡽࡢࣇ࢕࣮ࢻࣂࢵࢡࡀồࡵࡽࢀࡿࡢ
࠿ࠊࡑࢀࡀ࡝ࡢࡼ࠺࡞ព࿡ࢆᡂࡋࠊᏛ⏕ࡢᮍ᮶࡟࡝࠺࠸ࡗࡓ࣓ࣜࢵࢺࡀ࠶ࡿ࠿࡞࡝ࢆㄝ᫂ࡋ࡚࠸
ࡃࡇ࡜ࡀ㔜せ࡛࠶ࡿࠋࡲࡓࠊ኱Ꮫ㛫࡟࠾࠸࡚ࡶࠊᏛ⏕ཧ⏬࡟ࡘ࠸࡚ࡢ≧ἣ㸦ࢢࢵࢻࣉࣛࢡࢸ࢕ࢫࡸㄢ㢟㸧࡟ࡘ࠸࡚᝟
ሗ஺᥮ࡍࡿࡇ࡜࡛ࠊ♫఍඲య࡜ࡋ࡚ࡇࡢࡼ࠺࡞ྲྀ⤌ࡳࡀྥୖࡉࡏ࡚࠸ࡃࡇ࡜ࡀᮇᚅ࡛ࡁࡿࠋ
(4) Ꮫ⏕ཧ⏬࡛⪃៖ࡍ࡭ࡁㄢ㢟⌧ᅾࠊᏛ⏕ཧ⏬࡟ྲྀࡾ⤌ࢇ࡛࠸ࡿⱥᅜ࡜࢜ࣛࣥࢲࡢ኱Ꮫ࡛ࡣࠊ኱Ꮫ㐠Ⴀ࡬ࡢᏛ⏕ࡢཧ⏬ࡀఱࢆ┠ᣦࡋࠊࡑࢀࡀ࡝ࡢࡼ࠺࡟Ꮫ⩦άືࡢᨵၿ࡟ᐤ୚ࡍࡿࡢ࠿࡜࠸࠺ࡇ࡜ࢆᏛ⏕࡟ㄆ㆑ࡉࡏࡿᚲせࡀ࠶ࡾࠊ኱Ꮫഃࡀࡑࡢࡓࡵࡢດຊࢆࡋ࡞ࡃ࡚ࡣ࠸ࡅ࡞࠸ࠋᏛ⏕࠿ࡽࡢࣇ࢕࣮ࢻࣂࢵࢡࢆᚓࡿࡓࡵ࡟ࠊ
ᩍ⫋ဨ࡜ࡢ᭷ຠ࡞༠ാ㛵ಀࢆ⠏࠸࡚࠸ࡁࠊᏛ⏕ཧ⏬ࡢ᪉㔪ࠊࣉࣟࢭࢫ࡞࡝ࢆᡴࡕฟࡍࡇ࡜࡜࡞ࡗ
࡚ࡃࡿࠋᩍ⫋ဨഃ࡛ࡣࠊᏛ⏕ཧ⏬࡟ࡼࡿ኱Ꮫ㐠Ⴀ࡟ᑐࡍࡿᤊ࠼᪉ࡸά⏝ࡢ᪉ἲ࡟㛵ࡋࠊᚲせ࡞▱㆑ࡸ⪃࠼᪉ࢆ⮬ࡽᣢࡕࠊᏛ⏕࡟ఏ࠼࡚࠸ࡃ㈐௵ࢆ᭷ࡋ࡚࠸ࡿࠋ࠶ࡽࡺࡿᶵ఍ࢆ฼⏝ࡋࠊᏛ⏕࡟ᑐࡋ࡚ㄝ
᫂ࡋࠊ༠ຊࢆ௮ࡄࡇ࡜ࡀ㔜せ࡛ࠊࡇࡇ࡛ࡣࠊᏛ⏕࡟ᑐࡍࡿ኱Ꮫ࠿ࡽࡢᮇᚅࠊཧ⏬࡬ࡢ㈐௵ࠊᚲせ࡞▱㆑࡟ࡘ࠸࡚᝟ሗᥦ౪ࢆ⾜࠺ࡇ࡜ࡀᚲせ࡜࡞ࡿࠋࡲࡓࠊᏛ⏕ࢆཧ⏬ࡉࡏࡿẁ㝵ࡶ⪃៖ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋ᪤࡟ពᛮỴᐃࡀ኱Ꮫഃ࡛ᡂࡉࢀࡓᚋ
࡟ཧ⏬ࢆồࡵ࡚ࡶព࿡ࡀ࡞ࡃࠊ௒ᚋࡢᏛ⏕ࡢࣔࢳ࣮࣋ࢩࣙࣥࡶಖ࡚࡞࠸ࡔࢁ࠺ࠋពᛮỴᐃẁ㝵࡛Ꮫ⏕ཧ⏬ࢆồࡵࡿᚲせࡀ࠶ࡿࠋ2.

ヰ㢟ᥦ౪ղ㸸
ࠕWhy student engagement in university management is necessary?ࠖ
໭ཎ ࿴ኵ㸦ᮾி⌮⛉኱Ꮫ ᩍᤵ㸧኱ᏛࡣࠊᏛ⏕࡟࡜ࡗ࡚ࠊࢺ࣮ࣞࢽࣥࢢࡍࡿሙ࡛࠶ࡾࠊࢳࣕࣞࣥࢪࡍࡿሙ࡛࠶ࡿࠋࡇࢀࡽࢆ㏻ࡋ࡚ࠊ኱Ꮫࢆάᛶ໬ࡍࡿࡇ࡜ࡀ㔜せ࡛࠶ࡿࠋࡇࢀࡲ࡛ࡢ⤒㦂࠿ࡽࠊᏛ⏕ࡀ኱Ꮫࡢᨻ⟇Ỵᐃ࡟࠾࠸࡚ཧ⏬ࡍࡿࡇ࡜ࡢ㔜せᛶࢆㄆ㆑ࡋ࡚࠸ࡿࠋල
య஦౛࡜ࡋ࡚ࠊ኱Ꮫ࡟໅ົࡋ࡚࠸ࡓᙜ᫬ࠊᏛ⏕ᑅ࡟㛵ࡍࡿつ๎ᨵṇࢆ⾜ࡗࡓ㝿࡟ࠊᏛ⏕ࡢኌࢆྲྀࡾ
ධࢀ෌⦅ࡉࡏࡓࡇ࡜ࠊࡲࡓࠊ࠶ࡿ኱Ꮫࡢ◊✲ᐊ࡛ࡣࠊᩍဨ࡜Ꮫ⏕ࡢ㛵ಀࢆつᐃࡋࡓ᠇❶ࢆ⟇ᐃࡋࠊ− 46 −

ᩍ⫋༠ാ࡟ࡼࡾ኱Ꮫࡢ◊✲ᐊ㛫࡛ࡢ▱㆑ࡸ᝟ሗࡢඹ᭷ࡶᅗࡽࢀࠊࡼࡾࠊ⮬⏤࡞㞺ᅖẼࡢ୰࡛◊✲άࡇࡢࡼ࠺࡟ࠊᏛ⏕ཧ⏬࡟ࡼࡗ࡚ࠊᏛෆࡢつ๎࡟ࡘ࠸࡚Ꮫ⏕ࡢኌࢆྲྀࡾධࢀ࡚ᨵṇࡋࠊ⤖ᯝ࡜ࡋ࡚ᨵၿ࡟ࡘ࡞ࡆࡿࡇ࡜ࠊᏛ⏕ࡀࡼࡾάⓎ࡟ᩍ⫱◊✲άືࢆ⾜࠼ࡿࡇ࡜ࠊࡉࡽ࡟Ꮫ⏕࡟࡜ࡗ࡚ࡶࠊ௒ᚋ

開会挨拶

ືࢆ⾜࠺ࡇ࡜ࢆྍ⬟ࡋࡓࢣ࣮ࢫࡀ࠶ࡗࡓࠋ

ࡢၥ㢟ゎỴ⬟ຊࡢྥୖ࡟ࡘ࡞ࡀࡗ࡚࠸ࡃࡇ࡜ࡀᮇᚅࡉࢀࡿࠋ
኱Ꮫ㐠Ⴀ࡟Ꮫ⏕ࡀཧຍࡍࡿ࡜࠸࠺ࡇ࡜ࡣࠊ♫఍ࢆẸ୺ⓗ࡟㐠Ⴀࡍࡿࡇ࡜ࢆᏛࡧࠊ࠿ࡘࠊヨ⾜㘒ㄗࡀチࡉࢀࡿሙ࡛࠶ࡿࡇ࡜࡛࠶ࡿࠋ
趣旨説明

3.

ࢹ࢕ࢫ࢝ࢵࢩࣙࣥ㸸኱Ꮫ࡟࠾ࡅࡿᏛ⏕ཧ⏬ࡢᐇែࡸㄢ㢟࡟ࡘ࠸࡚ࠊᮏࢭࢵࢩࣙࣥཧຍ⪅࡜ࡢࢹ࢕ࢫ࢝ࢵࢩࣙࣥࡀ⾜ࢃࢀࡓࠋཧຍ࡟᫬㛫ࡶປຊࡶ㈝ࡸࡍᏛ⏕ࡣᑡᩘ࡛ࡣ࡞࠸࠿㸽
A㸸
z

基調講演Ⅰ

Q㸸Ꮫ⏕ཧ⏬ࡀᚲせ࠿୙せ࠿࡜࠸࠺ㄽⅬࡔࡀࠊᏛ⏕ࡢࣔࢳ࣮࣋ࢩࣙࣥ࡟␲ၥࡀ࠶ࡿࠋ኱Ꮫ㐠Ⴀ࡬ࡢᏛ⏕࡟ᑐࡍࡿࣔࢳ࣮࣋ࢩ࡙ࣙࣥࡃࡾࡣ㔜せ࡛ࠊ኱Ꮫഃࡣࡑࡢ㔜せᛶࢆᏛ⏕࡟ᑐࡋ࡚ㄝ᫂ࡍࡿᚲ
せࡀ࠶ࡿࠋḢᕞ࡛ࡣࠊ⌧ᅾࠊ኱ᏛࡢᏛ఩ࢆྲྀᚓࡋ࡚ࡶᑵ⫋࡛ࡁ࡞࠸Ꮫ⏕ࡀቑ࠼࡚ࡁ࡚࠾ࡾࠊࡑࡇ࡛ὀ┠ࡉࢀ࡚࠸ࡿࡢࡣࠊᏛ⏕ࡢㅖάື࡟ࡘ࠸࡚ࠊ኱Ꮫ㐠Ⴀ࡬ࡢཧ⏬࡜ࡋ࡚ࡢᑗ᮶ⓗ࡟ᚲせ࡜࡞ࡿ♫఍ⓗ࡞⬟ຊࡢ⫱ᡂࡀᣲࡆࡽࢀࡿࠋz≀⌮ⓗ࡞ືᶵ࡙ࡅ࡜ࡋ࡚ࠊᏛ⏕ࡢ⤒῭ⓗᨭ᥼ࡶḢᕞ࡛ࡣ⾜ࢃࢀ࡚࠸ࡿࠋ

Ḣᕞ࡛ࡶࠊᏛ⏕ཧ⏬ࡢᐃ╔࡟ࡣࠊࡸࡣࡾ᫬㛫ࡀᚲせ࡛࠶ࡗࡓࡼ࠺ࡔࠋᚲせ࡞ࣉࣟࢭࢫࢆ㋃ࡴࡇ

グループセッション︵࡜ࡣ㔜せ࡛࠶ࢁ࠺ࠋ

GS

Q㸸᪥ᮏ࡛ࡣࠊ኱Ꮫഃࡢ⤌⧊ᇶ┙ࡀ⬤ᙅᛶ࡛࠶ࡿ࡜ゝࢃࡊࡿࢆᚓ࡞࠸ࠋḢᕞࡢࡼ࠺࡞ไᗘⓗᩚഛࡀᚲせ࡛ࡣ࡞࠸࠿㸽A㸸z࡞⠊ᅖ࡛ࡶព࿡ࢆᣢࡘࠋ

GS᪥ᮏࡢ኱Ꮫ࡛ࠊ᪂ࡓ࡟ࡇࡢάືࢆ㛤ጞࡍࡿ࡟࠶ࡓࡗ࡚ࡣࠊᐇ㝿࡟ࡣࠊᏛ⏕࡬ࡢ༠ຊࢆᙉࡃồࡵ࡚࠸ࡃࡇ࡜࡜࡞ࡾࠊࡑࡢព࿡࡛ࡣࠊ኱Ꮫ㛫࡛Ꮫ⏕ཧ⏬࡜࠸࠺⪃࠼᪉ࢆඹ᭷ࡍࡿሙࡀᚲせ࡜࡞ࡿ
ࡔࢁ࠺ࠋ

z

︶
報告・まとめzᏛ⏕ࡀ⯆࿡ࢆᣢࡘࡇ࡜࠿ࡽࡣࡌࡵࡿࡇ࡜ࡶ㔜せ࡛ࠊࡇࡢࡼ࠺࡞άືࢆ㛤ጞࡍࡿ࠶ࡓࡾࠊᑠつᶍ

︶ 各︵

z

基調講演Ⅱ

z

⌧ᅾࡢ኱Ꮫᩍ⫱ࡢ୰࡛ࡶࠊࢸ࣮࣐࡟ࡼࡗ࡚ࡣࠊ኱Ꮫ㐠Ⴀ࡟ᑐࡍࡿᏛ⏕ࡢࣇ࢕࣮ࢻࣂࢵࢡࢆᚓࡿ

− 47 −

閉会挨拶ࡇ࡜ࡀ࡛ࡁࡿᤵᴗ㸦᪋タࡸ⎔ቃࡢࢸ࣮࣐➼㸧ࡀྍ⬟࡛࠶ࡿࠋ㸦ཧຍ⪅࠿ࡽࡢࢥ࣓ࣥࢺ㸧

Q㸸⌧ᅾࠊᏛ⏕ࡔࡀࠊ኱Ꮫ࡟࠾࠸࡚ࠊᗈሗᐊࡸᅗ᭩㤋࡟㠀ᖖ໅࡛ 2 ᖺ㛫໅ົࡋ࡚࠸ࡿࠋ໅ົࡋ࡚࠸
ࡃ୰࡛ࠊᏛ⏕ࡢ❧ሙ࡜ࡋ࡚࡛ࡣ࡞ࡃࠊ኱Ꮫࢫࢱࢵࣇ࠿ࡽࡢどⅬ࡛኱Ꮫάືࢆᤊ࠼ࡿࡼ࠺࡟࡞ࡗࡓࠋ
ࡇࢀࡣၥ㢟ࡀ࠶ࡿ࠿㸽A㸸
z኱ኚⰋ࠸ࡇ࡜࡛ࡣ࡞࠸࠿㸽Ḣᕞ࡛ࡣࠊㄡ࡛ࡶࡑࡢࡼ࠺࡟ឤࡌࡿ᫬ࡀ࠶ࡿࠋzᗈሗࢆᢸᙜࡍࡿ࡜࠸࠺஦ࡣࠊ኱ᏛάືࡢⓎಙࢆᢸᙜࡍࡿࡇ࡜࡜࡞ࡿ࠿ࡽࠊ࡞࠾ࡉࡽᙜ↛ࡢᡂࡾ⾜ࡁ࡛ࠊࡑࡢ⤒㦂ࢆ௒ᚋ࡟⏕࠿ࡋ࡚࠸ࡓࡔࡁࡓ࠸ࠋ

Q㸸኱Ꮫ㐠Ⴀ࡬ࡢᏛ⏕ཧ⏬࡟㛵ࡍࡿไᗘⓗタィ࡟ࡘ࠸࡚ࠊᡂຌ஦౛ࢆྵࡵᩍ࠼࡚࠸ࡓࡔࡁࡓ࠸ࠋᏛ
⏕ࡣࠊᏛࡧࡢᑓ㛛ᐙ࡜࠸࠺ࡀࠊ࡝ࡢศ㔝࡟ࡘ࠸࡚άືࡍࢀࡤᏛ⏕ࡢ฼┈࡜ࡋ࡚᭷┈࡜࡞ࡿࡢ࠿ࠋࡑ
ࢀࢆࠊ࡝ࡢࡼ࠺࡞᮲௳࡛ᨻ⟇࡟ᑟධࡍ࡭ࡁ࠿㸽A㸸zḢᕞ࡛ࡣࠊᨻ⟇࡛ࡍ࡭࡚ື࠸࡚࠸ࡿࡶࡢ࡛ࡣ࡞࠸ࠋ኱Ꮫࡑࢀࡒࢀࡢ᮲௳࡟ぢྜࡗࡓ┠ⓗࡸ᪉ἲ࡛㐠Ⴀࡍࢀࡤࡼ࠸ࡢ࡛ࡣ࡞࠸࠿ࠋࡑࡋ࡚ࡑࢀࢆ኱Ꮫ㛫࡛ඹ᭷ࡍࢀࡤࡇࡢࡼ࠺࡞άືࢆ♫఍඲య࡜ࡋ࡚ྥୖࡉࡏࡿ஦ࡀᮇᚅ࡛ࡁࡿࠋᏛ⏕ཧ⏬ࡢάືࡣࠊᏛ⏕ࡢᑓᨷศ㔝࡟ഴಽࡍࡿࡶࡢ࡛ࡣ࡞
ࡃࠊ࡝ࡢ◊✲ࡸᏛ⩦ࢆࡋ࡚࠸ࡿᏛ⏕ࡶཧຍࡀྍ⬟࡛࠶ࡿ࠿ࡽࠊ㛛ฟࢆᗈࡃ㛤࠸࡚࠸ࡃࡇ࡜ࡀ㔜せ࡛࠶ࡿࠋከࡃࡢᏛ⏕ࡣࠊ኱Ꮫࡢ୰࡛ࠊᏛࡪࡇ࡜ࢆ᭱㔜せどࡋ࡚࠸ࡿࡀࠊࡍ࡭࡚ࡢປຊࢆᏛ⩦࡟㈝ࡸࡋ࡚࠸ࡿࢃࡅ࡛ࡣ࡞࠸ࠋzẸ୺ⓗேᮦࡢ⫱ᡂ࡜࠸࠺ほⅬ࡛ࠊᏛ⏕ཧ⏬ࡢྲྀ⤌ࡳࡣ㔜せ࡛࠶ࡿࡀࠊࡑࡢࡓࡵࡢ᪉㔪࡙ࡃࡾࡸࣉࣟࢭࢫࢆタᐃࡍࡿᚲ⏝ࡣ࡞࠸ࠋ♫఍ⓗࢥ࣑ࣗࢽࢸ࢕࣮ᵓ⠏ࡢࡓࡵࡢᚲせ࡞⬟ຊࡢ⫱ᡂࢆ➨୍࡟⪃࠼ࡿ࡭ࡁࠋ

Q㸸Ꮫ⏕ཧ⏬άື࡟Ꮫ⏕ࢆཧຍࡉࡏࡿ࡟࠶ࡓࡾࠊᏛ⏕ࡢព㆑࡟ッ࠼ࡿࡔࡅ࡛ࡣᙅࡃࠊ௚ࡢዡບ᪉ἲ
࡟ࡘ࠸࡚ࠊ࡞࡟ࡀ⪃࠼ࡽࢀࡿ࠿㸽A㸸zᏛ⏕࡟ࡼࡗ࡚ࠊᏛ⏕ཧ⏬࡬ࡢᤊ࠼᪉ࡀ␗࡞ࡿࡢࡣᙜ↛࡛࠶ࡿࠋ㔜せ࡞ࡢࡣࠊᏛ⏕ࡀኌࢆᣲࡆࡓ
᫬࡟ࡣࠊࡁࡕࢇ࡜ᛂ࠼ࠊ⤖ᯝࢆฟࡋ࡚࠸ࡃࡇ࡜ࡀ㔜せ࡛࠶ࡿࠋzḢᕞ࡛ࡣࠊཧ⏬࡬ࡢάື࡟ᑐࡋ࡚ࠊ༢఩ࢆ୚࠼ࡿࢣ࣮ࢫࡶ࠶ࡿࠋጤဨ఍࣓ࣥࣂ࣮࡜ࡋ࡚άືࡍ
ࡿ㔜せᛶࢆᏛ⏕࡟ッ࠼࡚࠸ࡃࡇ࡜ࡀ㔜せ࡛࠶ࡿࠋ− 48 −

GS ሗ࿌࣭㉁␲ᛂ⟅࣭ࡲ࡜ࡵ
開会挨拶

ྖ఍㸸
኱ኚ࠾ᚅࡓࡏ⮴ࡋࡲࡋࡓࠋⓙࡉࢇࠊࢢ࣮ࣝࣉࢭࢵࢩࣙࣥ㸦GS㸧ࡣ࠸࠿ࡀ࡛ࡋࡓ࡛ࡋࡻ࠺
࠿ࠋ᭷ព⩏࡞᫬㛫ࢆ㐣ࡈࡉࢀࡲࡋࡓ࡛ࡋࡻ࠺࠿ࠋࡇࢀࡼࡾࠊྛ GS ሗ࿌࣭㉁␲ᛂ⟅࣭ࡲ࡜ࡵ࡜࡞ࡿ᭱ᚋࡢࢭࢵࢩࣙࣥࢆጞࡵࡉࡏ࡚࠸ࡓࡔࡁࡲࡍࠋࣔࢹ࣮ࣞࢱ࣮ࡣᙜᶵᵓࡢᅵᒇᩍᤵ࡟

趣旨説明࠾㢪࠸ࡋ࡚࠾ࡾࡲࡍࡢ࡛ࠊᅵᒇඛ⏕ࡼࢁࡋࡃ࠾㢪࠸ࡋࡲࡍࠋ
ᅵᒇ㸸ࡈ⤂௓࠸ࡓࡔࡁࡲࡋࡓᅵᒇ࡛ࡍࠋ
ࠕᏛ⏕࠿ࡽࡢࡲ࡞ࡊࡋࠖ࡜࠸࠺ࢱ࢖ࢺࣝࢆ௜ࡅ࡚࠸ࡿ௨
ୖࠊ௒ᅇࡢࢹ࢕ࢫ࢝ࢵࢩࣙࣥࢆ࡝ࡢࡼ࠺࡟ឤࡌࡓ࠿ࢆᏛ⏕࡟ヰࡋ࡚࠸ࡓࡔ࠿࡞࠸࡜ព࿡ࡀ
ࢇࡔ࠿࡟ࡘ࠸࡚ࡣࠊ࡞ࡾࡺࡁ௵ࡏ࡛㑅ࢇࡔ࡜࠸࠺ࡇ࡜࡞ࡢ࡛ࠊヨ㦂ࢆࡸࡗࡓ࡜࠿ࡗ࡚ࠊࡑ
࠺࠸࠺ࡇ࡜ࡣ࠶ࡾࡲࡏࢇࠋ㉁ಖド࡟ヲࡋ࠸ヂ࡛ࡣ࠶ࡾࡲࡏࢇࡋࠊ௒ࡣヨ㦂ᮇ㛫୰࡜࠸ࡗࡓ

基調講演Ⅰ࡞࠸࡜࠸࠺ࡇ࡜࡛ࠊࡇࡢ 4 ྡࡢᏛ⏕࡟ሗ࿌ࢆ࠾㢪࠸ࡋࡲࡋࡓࠋ࡝࠺࠸࠺ᙧ࡛ࡇࡢ᪉ࠎࢆ㑅ࡇ࡜ࡶ࠶ࡾࠊᵝࠎ࡞ไ⣙ࡀ࠶ࡿ୰࡛ࠊࡋ࠿ࡶ 70 ศࡢ GS ᚋ࡟ࠊ10 ศࡸ 15 ศ࡛ࡲ࡜ࡵ࡚ࡃ
ࡔࡉ࠸࡜࠸࠺↓⌮࡞࠾㢪࠸ࢆࡋ࡚࠸ࡿࡢ࡛ࠊ᏶⎍࡞ࡶࡢࡣᮇᚅࡋ࡚࠾ࡾࡲࡏࢇ࠿ࡽࠊᏛ⏕᭱ึ࡟ྛ GS ࡟ࡈ༠ຊ࠸ࡓࡔ࠸ࡓ᪉ࠎࢆ⤂௓ࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ

基調講演Ⅱ

ࡢⓙࡉࢇࡣẼᴦ࡟ሗ࿌ࡋ࡚࠸ࡓࡔࡅࢀࡤ࡜ᛮࡗ࡚࠸ࡲࡍࠋ

ࡲࡎ GS1 ࡛ࡣࠊ௒ࠊ᪥ᮏࡢ࠿࡞ࡾࡢ኱Ꮫ࡛⾜ࢃࢀ࡚࠸ࡿᏛ⏕ཧ⏬ᆺ FD ࡟ࡘ࠸࡚㆟ㄽࡋኈ๓ᮇㄢ⛬ 1 ᖺࡢ᭮᰿೺࿃ࡉࢇࠊᙼࡣ㛵ᮾᅪ FD Ꮫ⏕㐃⤡఍ࡢ๓Ꮫ⏕௦⾲࡛ࡍࡀࠊࡇࡢ࠾
ࡩࡓࡾ࡟ࢹ࢕ࢫ࢝ࢵࢩࣙࣥࢆ࣮ࣜࢻࡋ࡚࠸ࡓࡔࡁࡲࡋࡓࠋሗ࿌ࡣࠊ᪥ᮏ኱Ꮫᩥ⌮Ꮫ㒊 4 ᖺ⏕࡛ࠊ᪥ᮏ኱Ꮫᩥ⌮Ꮫ㒊Ꮫ⏕ FD ࣮࣡࢟ࣥࢢ࣭ࢢ࣮ࣝࣉࡢ࣮ࣜࢲ࣮ࢆࡉࢀ࡚࠸ࡿ௒ᐑຍዉᮍ
ࡉࢇ࡟࠾㢪࠸ࡋ࡚࠸ࡲࡍࠋ
GS2 ࡣࠊ࢖ࣥࣇ࢛࣓࣮ࢩ࣭ࣙࣥࣉࣟࣂ࢖ࢲ࣮࡜ࡋ࡚ࡢᏛ⏕࡜࠸࠺ࠊ࠶ࡿព࿡࡛᭱ࡶᇶᮏ
ⓗ࡞㉁ಖド࡟࠾ࡅࡿᏛ⏕ࡢᙺ๭࡜࠸࠺ほⅬ࡛ࡣ࠶ࡿࡶࡢࡢࠊྛ኱Ꮫ࡛ᐇ᪋ࡍࡿ୰࡛ࠊᵝࠎ⌧≧࡜ᑗ᮶ࢆ⪃࠼ࡿ࡜࠸࠺ࡇ࡜࡛ࠊ஑ᕞ኱Ꮫࡢ⏣୰ᓅඛ⏕࡜᪩✄⏣኱Ꮫࡢᒸᓮᡂගㄪᰝᙺ
ࡢ࠾஧ே࡟㆟ㄽࡢ୰ᚰ࡟࡞ࡗ࡚࠸ࡓࡔࡁࡲࡋࡓࠋሗ࿌⪅ࡣࠊ㟷ᒣᏛ㝔኱Ꮫ⤒῭Ꮫ㒊 4 ᖺ࡛ࠊGS︶
報告・まとめ࡞ᙧ࡛ၥ㢟ࡀぢ࠼࡚ࡁ࡚࠸ࡿ࡜ᛮࢃࢀࡿᏛ⏕ᤵᴗホ౯࢔ࣥࢣ࣮ࢺࡸࡑࡢ௚ࡢㄪᰝ࡟ࡘ࠸࡚ࠊ

グループセッション︵ ︶ 各︵࡚࠸ࡓࡔࡁࡲࡋࡓࠋᒸᒣ኱Ꮫࡢኳ㔝᠇ᶞඛ⏕࡜ࠊᮾὒ኱Ꮫ኱Ꮫ㝔ᩥᏛ◊✲⛉ᩍ⫱Ꮫᑓᨷ༤GS

Ꮫ⏕ FD ࢫࢱࢵࣇࢆࡉࢀ࡚࠸ࡿ▼ཱྀ⣧ᖹࡉࢇ࡛ࡍࠋ
GS3 ࡛ࡣࠊDan Derricott ࡉࢇ࡜ᅜ㝿ᩍ㣴኱Ꮫࡢ⌮஦㛗࣭Ꮫ㛗ࠊࡘ࠸᭱㏆ࡲ࡛኱Ꮫᇶ‽༠ሗ࿌ࡣࠊ⚄ᡞ኱Ꮫ኱Ꮫ㝔⤒῭Ꮫ◊✲⛉ಟኈㄢ⛬ 1 ᖺࡢἙ㔝᱈ࡉࢇ࡟࠾㢪࠸ࡋ࡚࠸ࡲࡍࠋἙ
㔝ࡉࢇࡣ⌧ᅾࠊ⤒῭Ꮫ◊✲⛉࡟ᅾ⡠࡜࠸࠺ࡇ࡜࡛ࡍࡀࠊᏛ㒊ࡣ⚄ᡞ኱Ꮫࡢᅜ㝿ᩥ໬Ꮫ㒊࡛ࠊᅜ㝿㛵ಀㄽࠊ୺࡜ࡋ࡚ᨻ἞Ꮫࢆຮᙉࡉࢀ࡚࠸ࡓ࡜࠸࠺ࡇ࡜࡛ࡍࠋ௒ࡢ◊✲࡜ࡋ࡚ࡣࠊഅ↛− 49 −

閉会挨拶఍ࡢᑓົ⌮஦ࢆࡉࢀ࡚࠸ࡓ㕥ᮌ඾ẚྂඛ⏕ࡢ࠾஧ே࡟㆟ㄽࢆ࣮ࣜࢻࡋ࡚࠸ࡓࡔࡁࡲࡋࡓࠋ

࡟ࡶࠊEUࠊ≉࡟࣋ࣝࢠ࣮ࢆ୰ᚰ࡜ࡋࡓ㧗➼ᩍ⫱ᨻ⟇࡜࠸࠺ࡢࢆ◊✲ࡉࢀ࡚࠸ࡿ࡜࠸࠺ࡇ࡜
࡛ࡍࠋ
ࡑࡋ࡚ GS4 ࡛ࡣࠊNik Heerens ࡉࢇ࡜ᮾி⌮⛉኱Ꮫࡢ໭ཎ࿴ኵඛ⏕ࡢ࠾஧ே࡟୰ᚰ࡟࡞
ࡗ࡚㆟ㄽࢆ㐍ࡵ࡚࠸ࡓࡔࡁࡲࡋࡓࠋሗ࿌ࡣࠊᒸᒣ኱Ꮫᩍ⫱Ꮫ㒊ࡢ 3 ᖺ⏕࡛ࠊ⌮⛉ᩍ⫱ࢆᑓᨷࡉࢀ࡚࠸ࡿ㛗ᆏెୡࡉࢇ࡟࠾㢪࠸ࡋࡲࡋࡓࠋ㛗ᆏࡉࢇࡣࠊᒸᒣ኱ᏛᏛ⏕ᩍ⫋ဨᩍ⫱ᨵၿᑓ㛛ጤဨ఍ࡢጤဨࢆࡉࢀ࡚࠸ࡲࡍࠋ
ࡑࢀ࡛ࡣࠊࡇࢀ࠿ࡽ 5㹼10 ศ⛬ᗘ࡛ࢹ࢕ࢫ࢝ࢵࢩࣙࣥࡢሗ࿌ࢆࡋ࡚࠸ࡓࡔࡁࡲࡍࠋ㉁␲
ᛂ⟅ࡣࠊ඲࡚ࡢ GS ሗ࿌ࡀ⤊ࢃࡗࡓᚋ࡟⾜࠸ࡲࡍࠋඹ㏻ࡢㄽⅬࡀฟࡿࡼ࠺࡛ࡋࡓࡽࠊ࡛ࡁࡿ
ࡔࡅࡑࢀࢆ୰ᚰ࡟㆟ㄽࡋ࡚ࡳࡓ࠸࡜ᛮ࠸ࡲࡍࠋ࡛ࡣࠊ௒ᐑࡉࢇ࠿ࡽ࠾㢪࠸ࡋࡲࡍࠋ
----------ྛ GS ሗ࿌ᴫせ-----------------------------------------------------------------------------------------GS1ࠕᏛ⏕ཧ⏬ᆺ FD ࡜㉁ಖドࠖ㸸z

GS1 ࡣࠊᏛ⏕ FD ࡟㛵ࢃࡿ኱ᏛᩍဨࠊᏛ⏕ FD ࡟㛵ࢃࡿᏛ⏕ࠊࡑࡋ࡚኱Ꮫࢆホ౯ࡍࡿホ౯⪅࡜࠸࠺ 3 ࡘࡢ␗࡞ࡗࡓ❧ሙ࠿ࡽ㆟ㄽࡀ⾜ࢃࢀࡓzFD ࡣࠕ኱Ꮫᨵၿࠖࢆ┠ⓗ࡜ࡋࠊ⌧ᅾྛ኱Ꮫ࡛ྲྀࡾ⤌ࡲࢀ࡚࠸ࡿࡀࠊࡑࡇ࡟Ꮫ⏕ࡢពぢࢆཧධࡍࡿࡇ࡜࡟ࡼࡗ࡚ࠊࡼࡾᏛ⏕ࡢどⅬ࡟᰿ᕪࡋࡓ FD άືࡀᏛ⏕ཧ⏬ᆺ FD ࡛࠶ࡿz㉁ಖド࡟ᑐࡍࡿ♫఍ⓗㄝ᫂㈐௵ࢆᯝࡓࡍࡇ࡜ࡀࠊ௒኱Ꮫ࡟ồࡵࡽࢀ࡚࠸ࡿz኱Ꮫࡀ♫఍ⓗㄝ᫂㈐௵ࢆᯝࡓࡍୖ࡛ࠊᩍဨࡔࡅ࡛ FD ࢆ᥎㐍ࡋ࡚࠸ࡃ࡟ࡣ㝈⏺ࡀぢ࠼࡚ࡁࡓࡓࡵࠊᏛ⏕ཧ⏬ᆺ FD ࡢᚲせᛶࡀㄆ㆑ࡉࢀࡿࡼ࠺࡟࡞ࡗࡓzᏛ⏕ཧ⏬ᆺ FD ࡣࠊไᗘ໬࣭⤌⧊໬ࡉࢀࠊᏛ⏕ࡀᛮ࠺Ꮡศ࡟άື࡛ࡁࡿ⎔ቃࢆᩚഛࡍࡿ
ࡇ࡜ࡀ㔜せ

z

Ꮫ⏕ཧ⏬ᆺ FD ࡣᚎࠎ࡟ᬑཬࡋ࡚࠾ࡾࠊ኱Ꮫࡢ㉁ࢆಖドࡍࡿୖ࡛ࡢ᭷ຠᛶ࡟ࡘ࠸࡚ࠊ኱
Ꮫ࠿ࡽ኱ࡁ࡞ᮇᚅࡀᐤࡏࡽࢀ࡚࠸ࡿz኱Ꮫ㛵ಀ⪅ࡣࠊᏛ⏕࡜ᩍဨ㛫࡛ᐇ㝿࡟኱Ꮫࡢᤵᴗ࡟㛵ࡍࡿពぢ஺᥮ࡢሙࡀᏛ⏕ཧ⏬ᆺFD άືࡢ୰࡛᭱ࡶ᭷⏝࡛࠶ࡿ࡜⪃࠼࡚࠸ࡿz㉁ಖド࡟࠾ࡅࡿᏛ⏕ཧ⏬ᆺ FD ࡢ᭷⏝ᛶࢆㄆ㆑ࡋࡓୖ࡛ࠊࡑࡢᡂᯝࢆ ᐃࡋࠊᐇ㉁ⓗ࡞㉁ಖド࡟⤖ࡧ௜ࡅࡿດຊࢆ⾜࠺ࡇ࡜ࡀ㔜せGS2ࠕࡇࢀ࠿ࡽࡢᤵᴗ࢔ࣥࢣ࣮ࢺ࡜⏕άᐇែㄪᰝࠖ㸸zᏛ⏕࢔ࣥࢣ࣮ࢺ࡜⏕άᐇែㄪᰝࡣከࡃࡢ኱Ꮫ࡛ᐇ᪋ࡉࢀ࡚࠸ࡿࡀࠊᙧᘧⓗ࡞ࡶࡢ࡟࡞
ࡗ࡚࠸ࡋࡲࡗ࡚࠸ࡿࠊᏛ⏕ࡀᾘ㈝⪅࡜࠸࠺๓ᥦ࡟ᇶ࡙࠸࡚࢔ࣥࢣ࣮ࢺࡀ࡜ࡽࢀ࡚࠸ࡿ
ࡓࡵ࡟⤖ᯝࡀά࠿ࡉࢀ࡚࠸࡞࠸ࠊᩍဨࡀㅮᖌ࡜ぢࡽࢀ࡚࠸ࡿࡓࡵ࡟࢔ࣥࢣ࣮ࢺࡀ‶㊊ᗘㄪᰝ࡟࡞ࡗ࡚ࡋࡲࡗ࡚࠸ࡿࠊ࡜࠸ࡗࡓ⌧≧ࡀ࠶ࡿz࢔ࣥࢣ࣮ࢺ⤖ᯝࡣࠊࡓࡔᩘᏐࢆ⨶ิࡍࡿࡢ࡛ࡣ࡞ࡃࠊᏛ⏕ࡢ⯆࿡ࢆᘬࡃࡼ࠺࡞ぢࡏ᪉ࢆ⪃࠼ࡿᚲせࡀ࠶ࡿzᏛ⏕ࢆᾘ㈝⪅࡛ࡣ࡞ࡃᏛ⩦⪅࡜ࡋ࡚ᤊ࠼ࠊᏛ⩦⪅࡜࠸࠺๓ᥦ࡛࢔ࣥࢣ࣮ࢺࢆసᡂࡍࡿ
ᚲせࡀ࠶ࡿ− 50 −

࢔ࣥࢣ࣮ࢺ㡯┠సᡂ࡟࠿࠿ࡿ༠㆟࡟Ꮫ⏕ࡀཧຍࡍࡿ࡭ࡁ࡛࠶ࡾࠊᏛ⏕ࡢどⅬࡀຍࢃࡿࡇ࡜࡛ࠊᏛ⏕࡟࡜ࡗ࡚᭷ព⩏࡞࢔ࣥࢣ࣮ࢺࡀసࢀࡿࡢ࡛ࡣ࡞࠸࠿zఱࡢࡓࡵ࡟࢔ࣥࢣ࣮ࢺࢆྲྀࡿࡢ࠿ࠊ࢔ࣥࢣ࣮ࢺ⤖ᯝࡀ࡝ࡢࡼ࠺࡟ά࠿ࡉࢀࠊ࡝ࡢࡼ࠺

開会挨拶

z

࡞ኚ໬ࡀ࠶ࡗࡓࡢ࠿ࠊ࡟ࡘ࠸࡚Ꮫ⏕࡟ࡋࡗ࠿ࡾ࡜ㄝ᫂ࠊࣇ࢕࣮ࢻࣂࢵࢡࡍ࡭ࡁ࡛࠶ࡾࠊ
Ꮫᮇᮎ࡟ 1 ᗘࡢ࢔ࣥࢣ࣮ࢺ࡟ຍ࠼ࠊᏛᮇ㏵୰ࡢᐇ᪋ࡶ᭷ຠ࡛ࡣ࡞࠸࠿z࢔ࣥࢣ࣮ࢺᐇ᪋࡟㝈ࡽࡎࠊࢩࣛࣂࢫ➼࡟ࡶ࠶࡚ࡣࡲࡿࡀࠊ࡞ࡐᚲせ࠿࡜࠸࠺኱Ꮫഃࡢ
኱Ꮫ࡜Ꮫ⏕ࡢ┦஫⌮ゎࡢᚲせᛶࢆ③ឤࡋࡓ

趣旨説明ㄝ᫂ࡀ㊊ࡾࡎࠊ࡝࠺ࡋ࡚ࡇ࠺࡞ࡗࡓ࠿࡜࠸࠺Ꮫ⏕ഃࡢ⌮ゎࡀ㊊ࡾ࡞࠸ࡢࡀ⌧≧࡛࠶ࡾࠊ

GS3ࠕStudents Review?!ࠖ㸸z᪥ᮏ࡟࠾࠸࡚ࠊᏛ⏕ࡀཧ⏬ࡍࡿ㉁ಖドࢆᑟධࡍࡿሙྜࡣࠊ࠺ࡲࡃ࠸ࡗ࡚࠸ࡿᅜࡢάື
໬ࡶ⪃៖ࡋࡓ࠺࠼࡛ࠊᑟධࡍࡿᚲせࡀ࠶ࡿz࣮ࣚࣟࢵࣃࡢ㉁ಖド࡟࠾ࡅࡿᏛ⏕ཧ⏬ࡣ᪥ᮏ࡜ࡣ␗࡞ࡾࠊᏛ⏕ࡀࣇ࣓ࣝࣥࣂ࣮ࡸࣃ࣮

基調講演Ⅰࢆࡑࡢࡲࡲ┿ఝࡍࡿࡢ࡛ࡣ࡞ࡃࠊࡑࡢᩥ໬ⓗ࣭Ṕྐⓗ࡞⫼ᬒ࡟ὀពࢆᡶ࠸ࠊ᪥ᮏࡢᩥ

ࢺࢼ࣮࡜ࡋ࡚ᤊ࠼ࡽࢀࠊᏛ⏕࣭ᩍ⫋ဨ࣭ᩍ⫱ᶵ㛵ࡢࡓࡵࡢከ኱࡞ࢧ࣏࣮ࢺయไࡀᩚࡗ
࡚࠸ࡿࡓࡵࠊᏛ⏕ࡀ㉁ಖド࡟ཧ⏬ࡋࡸࡍࡃ࡞ࡗ࡚࠸ࡿ
࣮ࣚࣟࢵࣃࡢ㧗➼ᩍ⫱ᶵ㛵࡛ࡣࠊ᪥ᮏࡢ㧗➼ᩍ⫱ᶵ㛵ࡀᏛ⏕ࢆᾘ㈝⪅࡜ࡋ࡚ᤊ࠼࡚࠸
ࡿࡢ࡟ᑐࡋ࡚ࠊᏛ⏕ࢆࣃ࣮ࢺࢼ࣮ࡸ኱ே࡜ࡋ࡚ᢅࡗ࡚࠾ࡾࠊࡇࡢ᪥Ḣࡢ㐪࠸ࡀᐜ᫆࡞
Ꮫ⏕ཧ⏬ࠊຠᯝⓗ࡞Ꮫ⏕ཧ⏬࡟ᙳ㡪ࡋ࡚࠸ࡿ࡜ឤࡌࡓ㸦ሗ࿌Ꮫ⏕ពぢ㸧z᪥ᮏࡢᏛ⏕ࡣ࣮ࣚࣟࢵࣃࡢᏛ⏕࡜ẚ࡭࡚ࠊᑵ⫋ࡸ௙஦ࢆᚓࡿࡓࡵࡢࢫ࢟ࣝࡢ⋓ᚓ࡟ពࡼ࠺࡞኱ࡁ࡞Ꮫ⏕ࣘࢽ࢜ࣥࡀ࡞ࡃࠊࡇࢀࡽࡶ᪥ᮏࡢᏛ⏕ࡀ㉁ಖド࡟ᐜ᫆࡟ཧ⏬࡛ࡁ࡞࠸⌮⏤࡛ࡣ࡞࠸࠿㸦ሗ࿌Ꮫ⏕ពぢ㸧᪥ᮏேࡣ┿㠃┠࡛ࠊ㉁ಖドࡢࡍ࡭࡚ࡢࣉࣟࢭࢫ࡟㛵ࢃࢁ࠺࡜ࡋ࡚ࡋࡲ࠸ࠊᏛ⏕ཧ⏬࡟
ࡼࡾ㏫࡟㧗➼ᩍ⫱ࡢᨵၿࡢ㐜ᘏࡀᠱᛕࡉࢀࡿࡀࠊDan Derricott ࡉࢇࡢゝ࠺ࡼ࠺࡟ࠊ㉁ಖドࡢ 100㸣ࡢ㡿ᇦ࡟Ꮫ⏕ࢆཧ⏬ࡉࡏࡿᚲせࡣ࡞࠸࡜⪃࠼ࡿ㸦ሗ࿌Ꮫ⏕ពぢ㸧㉁ಖドࡣ㏥ᒅ࡞ഃ㠃ࡶ࠶ࡿࡓࡵࠊᰂ㌾࠿ࡘ㠃ⓑ࠸ࣉࣟࢭࢫࢆᣢࡓࡏࠊᏛ⏕ཧ⏬ࡢ㉁ಖ
ドᩥ໬ࢆ⥔ᣢࡋ࡚࠸ࡃࡓࡵ࡟ࠊᏛ⏕ࡢཧ⏬ࢆ⥅⥆ࡉࡏࡿᑠ㐨ලࡢᚲせᛶࢆឤࡌࡓ㸦ሗ࿌Ꮫ⏕ពぢ㸧zཧຍ⪅࠿ࡽ SNS ࢆ฼⏝ࡋ࡚ࡣ࡝࠺࠿࡜࠸࠺ᥦ᱌ࡀ࠶ࡗࡓࡀࠊᏛ⏕ࡣ࢖ࣥࢱ࣮ࢿࢵࢺࡢ

GS︶
報告・まとめz

グループセッション︵ ︶ 各︵

㆑ࡀྥ࠸ࠊ㧗➼ᩍ⫱ࡢᨵၿ࡟ࡲ࡛Ẽࡀࡲࢃࡽ࡞࠸ࡼ࠺࡟ぢ࠼ࠊࡲࡓࠊ᪥ᮏ࡟ࡣⱥᅜࡢ

z

基調講演Ⅱ

z

GS

ά⏝ࡀ㠀ᖖ࡟ୖᡭ࡛࠶ࡿࡓࡵࠊᐜ᫆࡞㉁ಖド࡬ࡢཧ⏬ࡸ㧗➼ᩍ⫱ࡢᨵၿ࡟ࡘ࡞ࡀࡿྍ
⬟ᛶࡀ࠶ࡿࡓࡵࠊ࠶ࡲࡾ┿㠃┠࡟ࠊఏ⤫ⓗ࡟⪃࠼ࡎࠊSNS ࡜࠸ࡗࡓ᪂ࡋ࠸ࡶࡢࢆ࡜ࡾ
閉会挨拶࠸ࢀࡳ࡚ࡣ࡝࠺࠿㸦ሗ࿌Ꮫ⏕ពぢ㸧− 51 −

GS4㸸
ࠕ㉁ಖド࡬ࡢᏛ⏕ཧ⏬࡜Ꮫෆ࣐ࢿࢪ࣓ࣥࢺࠖzᏛ⏕ࡣᏛࡧ㸦learning㸧ࡢᑓ㛛ᐙ࡛࠶ࡾࠊᏛࡧࡢᑓ㛛ᐙࡀ㉁ಖド࡟ཧ⏬ࡍࡿࡇ࡜࡟ࡼࡾࠊ
⤖ᯝ࡜ࡋ࡚Ꮫ⏕࠿ࡽࡢ⥅⥆ⓗ࡛᭷┈࡞ࣇ࢕࣮ࢻࣂࢵࢡࡀᚓࡽࢀࡿࡔࡅ࡛࡞ࡃࠊ㉁ಖドࣉࣟࢭࢫࡢ୰࡛Ꮫ⏕ࡢศᯒ࣭஺΅࣭ㄪᰝ࣭Ⓨ⾲࡜࠸ࡗࡓࢫ࢟ࣝࡢྥୖࡸෆ㠃ⓗ࡞ᡂ㛗
࡟ࡘ࡞ࡀࡿ

z

㉁ಖド࡟࠾ࡅࡿᏛ⏕ཧ⏬ࡢ฼Ⅼࡣࠊ㉁ಖドࡢ⤖ᯝࡸࣉࣟࢭࢫࡢ୰࡟Ꮫ⏕ࡢどⅬࢆྲྀࡾධࢀࡿࡇ࡜࡟ࡼࡾࠊᏛ⏕࡟ࡼࡗ࡚࡝ࡢࡼ࠺࡟Ꮫࡧࡀ⾜ࢃࢀ࡚࠸ࡿ࠿ࢆ▱ࡿࡇ࡜ࡀ࡛ࡁ
ࡿⅬ࡛࠶ࡿ

z

㉁ಖド࡟࠾ࡅࡿᏛ⏕ཧ⏬ࢆຠᯝⓗ࡟ᶵ⬟ࡉࡏࡿࡓࡵ࡟ࡣࠊព㆑ྥୖࡢࡓࡵࡢᏛ⏕ᨭ᥼ࡸᏛ⏕࡜ᩍ⫋ဨࡢ┦஫⌮ゎ࣭༠ാ㛵ಀࡢᵓ⠏ࠊࡑࡋ࡚Ꮫ⏕ࡢពᛮỴᐃ࡬ࡢཧ⏬ࡀᚲせ࡛࠶ࡿz㉁ಖド࡟࠾ࡅࡿᏛ⏕ཧ⏬࡟ࡘ࠸࡚ࠊ኱Ꮫෆࡔࡅ࡛࡞ࡃ኱Ꮫ㛫࡟࠾ࡅࡿពぢ஺᥮ࡶ⾜࠺
ᚲせࡀ࠶ࡿ

z

㉁ಖド࡟࠾ࡅࡿຠᯝⓗ࡞Ꮫ⏕ཧ⏬࡟ࡘ࠸࡚ࠊᏛ⏕ཧ⏬࡟ᑐࡍࡿᏛ⏕⮬㌟ࡢㄆ㆑ࢆ࠸࠿
࡟ྥୖࡉࡏࡿ࠿ࠊ◊ಟ࡜࠸ࡗࡓᏛ⏕࡟ᑐࡍࡿཧ⏬ࡢࡓࡵࡢ㐺ษ࡞᮲௳ࢆ࠸࠿࡟ᩚ࠼ࡿ
࠿ࠊᏛ⏕ࡢ㐪࠸࡟ࡼࡿཧ⏬ࡢᡂᯝࡢ␗࡞ࡾࡸᩍဨ㛫࡟࠾ࡅࡿᏛ⏕ཧ⏬࡟ᑐࡍࡿᤊ࠼᪉
ࡢ㐪࠸ࢆ࠸࠿࡟஌ࡾ㉺࠼ࡿ࠿ࠊࡀ௒ᚋࡢㄢ㢟࡛࠶ࡿzᏛ⏕ࡀཧ⏬ࡍࡿୖ࡛኱ษ࡞ࡇ࡜ࡣࠊᏛ⏕ࡀẸ୺ⓗ࡞ᕷẸ࡟⫱ࡗ࡚࠸ࡃࡇ࡜࡛࠶ࡿzᏛ⏕ࡣᵝࠎ࡞ࡇ࡜࡟ᑐࡍࡿཧ⏬࡬ࡢព㆑ࡀప࠸࡜࠸࠺ពぢࡀ࠶ࡿࡀࠊᏛ⏕࡟࡜ࡗ࡚ࡣ
ཧ⏬⮬యࡀᏛࡧࡢࣉࣟࢭࢫ࡛࠶ࡿ࡜࠸࠺ࡇ࡜ࢆᏛ⏕࡟⌮ゎࡉࡏࡿࡇ࡜ࡀ኱ษ࡛࠶ࡾࠊ
Ꮫ⏕ࡢព㆑ྥୖ࡟ࡣᩍဨ࠿ࡽࡢບࡲࡋ࡜⮬ศࡓࡕࡢពぢࡀࡋࡗ࠿ࡾ࡜཯ᫎࡉࢀ࡚࠸ࡿ
࡜࠸࠺㐩ᡂឤࢆឤࡌࡉࡏࡿࡇ࡜ࡀᚲせ࡛ࡣ࡞࠸࠿zᏛ⏕ࡢཧ⏬࡟࠾ࡅࡿᅜࡢᙺ๭ࡣࠊไᗘタィࢆ⾜࠺࡜࠸࠺ࡼࡾࡶࠊྛ኱ᏛࡀᏛ⏕ཧ⏬࡟ࡘ࠸࡚࡝ࡢࡼ࠺࡞ဴᏛࢆᣢࡕࠊᐇ⾜ࡋ࡚࠸ࡿ࠿ࢆ⥅⥆ⓗ࡟ࢳ࢙ࢵࢡࡍࡿࡇ࡜ࡀ኱ษ࡛ࠊ
௙⤌ࡳࢆసࡿ๓࡟ࠊྛ኱Ꮫ࡟࠾࠸࡚Ꮫ⏕ࡢពぢࢆࡋࡗ࠿ࡾ࡜཯ᫎࡍࡿ㞺ᅖẼࢆసࡿ᪉ࡀඛ࡛ࡣ࡞࠸࠿zᏛ⏕௨እ࡟Ꮫ⏕ࡢᏛࡧ࡟ࡘ࠸࡚⌮ゎࡋ࡚࠸ࡿ⪅ࡣ࠸࡞࠸ࡢࡔࠊ࡜࠸࠺⮬ぬࢆᣢࡕ⥆ࡅࡓ࠸࡜ឤࡌࡓ㸦ሗ࿌Ꮫ⏕ពぢ㸧㉁ၥ⪅ G㸸
ᮏ᪥ࡣ่⃭ⓗ࡞ࢭࢵࢩࣙࣥࢆ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ⚾ࡣᩍဨࢆࡋ࡚࠾ࡾࡲࡍࡀࠊFDࡢᢸᙜࡋ࡚࠸ࡿࡶࡢ࡛ࡍ࠿ࡽࠊᮏ᪥ࡢ⣲ᬕࡽࡋ࠸ヰࢆ௚ࡢඛ⏕ࡓࡕ࡟ఏ࠼ࡓ࠸࡜ᛮࡗ࡚࠸
ࡲࡍࠋ࡛ࡍࡀࠊୡࡢ୰࡟ࡣ᢬ᢠໃຊ࡜⏦ࡋࡲࡍ࠿ࠊ࡞࠿࡞࠿㢌ࡢ◳࠸ඛ⏕ࡓࡕࡀ࠸ࡽࡗࡋ
ࡷ࠸ࡲࡍࠋⓙࡉࢇࡣ࢖ࣀ࣮࣋ࢱ࣮࡛࠶ࡾࠊ࢔ࢲࣉࢱ࣮࡛࠶ࡿ࡜ᛮ࠺ࡢ࡛ࡍࡀࠊᏛ⏕ࡉࢇ࠿ࡽࡢࡲ࡞ࡊࡋ࡜ࡋ࡚ࠊࡑ࠺࠸ࡗࡓ㢌ࡢ◳࠸ඛ⏕ࡓࡕ࡟ࠊᏛ⏕ࡀᛮ࠺ࠕⰋ࠸ඛ⏕ࠖ࡟࡝࠺ࡍ
ࢀࡤ࡞ࢀࡿࡢ࠿ࠊ࢔ࢻࣂ࢖ࢫࢆ࠸ࡓࡔࡅ࡞࠸࡛ࡋࡻ࠺࠿ࠋ

− 52 −

ᅵᒇ㸸࠼ࡓ࠸࡜ᛮ࠸ࡲࡍࠋ௒ᅇࡢࣇ࢛࣮࣒ࣛ࡟ࡈཧຍ࠸ࡓࡔ࠸ࡓⓙࡉࡲ࡟ࡣࠊⰍࠎ࡞ព࿡࡛ከᵝ

開会挨拶㉁␲ᛂ⟅ࡢᚋࠊ⚾ࡢ⥲ᣓࢆணᐃࡋ࡚࠸ࡓࡢ࡛ࡍࡀࠊ௒ࡢ㉁ၥ࡬ࡢᅇ⟅ࢆࡶࡗ࡚⥲ᣓ࡟௦࡞ពぢࢆ⪺ࡃࡇ࡜ࡀ࡛ࡁ࡚Ⰻ࠿ࡗࡓࠊ࡜࠸࠺ឤ᝿ࢆ࠾ᣢࡕ࠸ࡓࡔࡁࡓ࠸ࡢ࡛ࠊ᫝㠀࡜ࡶ᭱ᚋࡣᏛ⏕ࡉࢇࡢゝⴥ࡛⥲ᣓࡋࡓ࠸࡞ࠊ࡜ᛮ࠸ࡲࡍࠋ ⥲ᣓࡢ๓࡟ࠊGS ࡢ㐍⾜ࡸᏛ⏕ࡢ᪉࡟ GS ࡢࡲ࡜ࡵ࡚ࡶࡽ࠺㝿ࡢࢧ࣏࣮ࢺࢆᙜᶵᵓ◊✲㛤
GS2 ࡣ㔠◊✲ဨ࡟ࠊGS3 ࡣ᳃෸ᩍᤵ࡟ࠊGS4 ࡣ⏣୰ᩍᤵ࡟࠾ᡭఏ࠸࠸ࡓࡔࡁࡲࡋࡓࠋ࡝࠺

趣旨説明Ⓨ㒊ࡢᩍဨ࣭◊✲ဨ࡟࠾㢪࠸ࡋࡲࡋࡓࡢ࡛ࠊ⡆༢࡟⤂௓ࡉࡏ࡚࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ
ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ ࡑࢀ࡛ࡣࠊ௒ᐑࡉࢇࠊ▼ཱྀࡉࢇࠊἙ㔝ࡉࢇࠊ㛗ᆏࡉࢇࠊࡼࢁࡋࡃ࠾㢪࠸ࡋࡲࡍࠋ

⚾࠿ࡽࡣಶูࠊලయⓗ࡞ពぢࡣ⏦ࡋୖࡆࡿࡇ࡜ࡣ࡛ࡁࡲࡏࢇࡀࠊ1 ࡘࡔࡅᩍဨࡢ᪉ࠎ࡟࠾
㢪࠸ࡋࡓ࠸ࡇ࡜ࡀ࠶ࡾࡲࡍࠋᏛ⏕࡟ࡣࠊⰍࠎ࡞Ꮫ⏕ࡀ࠸ࡲࡍࡀࠊࡑࡢᏛ⏕୍ே୍ேࡢពぢ

基調講演Ⅰ

௒ᐑ㸸

ࢆ᰿Ẽࡼࡃ㞟ࡵ࡚ḧࡋ࠸࡜ᛮࡗ࡚࠸ࡲࡍࠋከᵝ࡞ពぢࡀ࠶ࡾࡲࡍࡋࠊᏛ⏕ࡢពぢࢆಙ㢗࡛ࡁࡿࡢ࠿࡜࠸࠺␲ၥࡶᙜ↛࠾ᣢࡕࡢࡇ࡜࠿࡜ᛮ࠸ࡲࡍࡀࠊ⋡┤࡞Ꮫ⏕ࡢពぢ࡜ࡋ࡚ཷࡅṆࡀ࡜࠺ࡈࡊ࠸ࡲࡍࠋ

基調講演Ⅱࡵ࡚࠸ࡓࡔࡅࢀࡤࠊఱ࠿ࡋࡽࡢඹ㏻⌮ゎࡀ࡛ࡁࡿࡢ࡛ࡣ࡞࠸࠿࡜⚾ࡣឤࡌ࡚࠸ࡲࡍࠋ࠶ࡾ

▼ཱྀ㸸ᩍဨࡢࡇ࡜ࢆ▱ࡽࡎ࡟ᤵᴗࢆཷࡅ࡚࠸ࡿࡢ࡛ࠊ࡝ࢇ࡞ᩍဨ࡞ࡢ࠿ࠊ࡜࠸࠺ࡇ࡜ࢆ▱ࡿ࡜ࠊࡑࡢᤵᴗ࡟ࡶ⯆࿡ࢆᣢࡘࡼ࠺࡟࡞ࡾࠊࡑࡇ࠿ࡽᩍဨ࡜ᤵᴗࡢヰࡋࡶ࡛ࡁࡿࡼ࠺࡞㛵ಀ࡟࡞ࢀࡤࠊᏛ⏕ࡢពぢࡀᩍဨ࡟ᒆࡃࡼ࠺࡟࡞ࡿ࡜ᛮ࠸ࡲࡍࠋ࠶࡜ࡣࠊ⚾⮬㌟ࡶ኱஦࡟ࡋ࡚࠸ࡿ
ࡇ࡜࡛ࡍࡀࠊㅬ⹫ࡉࢆᣢࡘ࡜࠸࠺ࡇ࡜࡛ࡍ࠿ࡡࠋ

グループセッション︵ ︶ 各︵⚾ࡀ⪃࠼ࡿࡢࡣࠊࡲࡎᏛ⏕࡜㛵ࢃࡾࢆᣢࡗ࡚ࡶࡽ࠺࡜࠸࠺ࡇ࡜࡛ࡍࠋ࡯࡜ࢇ࡝ࡢᏛ⏕ࡣࠊGS︶
報告・まとめGSἙ㔝㸸⚾ࡀᛮ࠺ࡇ࡜ࠊᥦ᱌ࡍࡿࡇ࡜ࡣࠊ࢖ࣥࢱࣛࢡࢸ࢕ࣈ࡞Ꮫࡧࡢࢫࢱ࢖࡛ࣝࡍࠋ࡜ゝ࠺ࡢࡣࠊඛ⛬㉁ၥࡉࢀࡓ᪉ࡶᑡࡋ࠾ࡗࡋࡷࡗࡓࡇ࡜࡞ࡢ࡛ࡍࡀࠊ࡝࠺ࡋࡓࡽᩍဨ࡜Ꮫ⏕ࡢᕪࢆᇙࡵ
ࡽࢀࡿ࠿ࠊ࡜࠸࠺ࡇ࡜ࡣࡍࡈࡃ㔜せ࡞ࡇ࡜࡛࠶ࡗ࡚ࠊࡑࡢ୰࡛⚾ࡣ࢖ࣥࢱࣛࢡࢸ࢕ࣈ࡞Ꮫ
ࡧࡢࢫࢱ࢖ࣝࡀ࠶ࡗࡓࡽࠊᑡࡋࡣࢠࣕࢵࣉࡶᇙࡵࡽࢀࡿࡋࠊࡶࡗ࡜࠾஫࠸ࡀᴦࡋ࠸ࡢ࡛ࡣ
࡚࠸ࡿඛ⏕ࡶࡕࡻࡗ࡜ࡘࡲࡽ࡞ࡑ࠺࡟ぢ࠼ࡿࡢ࡛ࡍࠋ▱㆑ࢆ࠶ࡆ࡚࠸ࡿࡔࡅ࡞ࡢ࡛ࠋᏛ⏕ࡣࡍࡈࡃࡘࡲࡽ࡞ࡑ࠺࡟ࡋ࡚࠸ࡲࡍࠋ
ࠕ╀࠸ࠖࠊࠕඛ⏕ࡼࡃศ࠿ࡽ࡞࠸ࠖ
ࠊࠕᯈ᭩ở࠸ࠖ࡜࠸ࡗ
ࡓⓎゝࡀࡼࡃ⪺࠿ࢀࡲࡍࠋࡏࡗ࠿ࡃᏛࡧ࡜࠸࠺ሙࡀ࠶ࡿࡢ࡛ࠊࡶࡗ࡜࢖ࣥࢱࣛࢡࢸ࢕ࣈ࡟

− 53 −

閉会挨拶࡞࠸࠿࡞ࠊ࡜ᛮ࠺ࡢ࡛ࡍࠋ࡜࠸࠺ࡢࡣࠊࣞࢡࢳ࣮ࣕࠊᤵᴗࢆࡋ࡚࠸ࡿ᫬ࢆ⪃࠼ࡿ࡜ࠊᩍ࠼

ࡋࡓࡽⰋ࠸࡜ᛮ࠺ࡢ࡛ࡍࠋࣇࣛࣥࢫࡢ▱ே࠿ࡽ⪺࠸ࡓヰ࡛ࡍ࡜ࠊ᭱ึ࡟ࣞࢡࢳ࣮ࣕࢆࡋࡓ
ᚋࠊࡑࡢࢺࣆࢵࢡ࡟ࡘ࠸࡚ヰࡋྜ࠸ࡲࡋࡻ࠺࡜࠸࠺ࡇ࡜࡛ࠊࢹ࢕ࢫ࢝ࢵࢩࣙࣥࢆ⾜࠺ࡑ࠺࡛ࡍࠋᏛ⏕ࡣ୚࠼ࡽࢀࡓ▱㆑ࢆ౑࠺ࡇ࡜࡛ࠊຠ⋡ⓗ࡞Ꮫࡧࡢࢫࢱ࢖ࣝࡀ࡛ࡁࡿ࡜ᛮ࠸ࡲࡍ
ࡋࠊඛ⏕ࡶࠕ࠶ࠊᏛ⏕ࡣࡇࢇ࡞ࡇ࡜ࢆ⪃࠼ࡿࢇࡔࠖ࡜࠸࠺㢼࡟ᴦࡋࡵࡿ࡜ᛮ࠺ࢇ࡛ࡍࠋ఍
ሙࡢⓙࡉࢇࡢ୰࡟ࡣࠊࠕ࡝ࡢ኱Ꮫ࡛ࡶ࡛ࡁࡿࠖ࡜ឤࡌࡓ᪉ࡶ࠸ࢀࡤࠊࠕ࠺ࡕࡢᏛ⏕ࡣ࡛ࡁ࡞࠸࠿ࡶࠖ࡜ᛮࡗࡓ᪉ࡶ࠸ࡿ࠿ࡶ▱ࢀࡲࡏࢇࡀࠊࢺࣛ࢖ࡋ࡚ࡳࡿࡇ࡜ࡀ㔜せ࡛ࡍࡢ࡛ࠊ᫝㠀࠾㢪࠸ࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋ

㛗ᆏ㸸௒ᐑࡉࢇ࡜Ἑ㔝ࡉࢇࡣࠊᏛ⏕ࡢヰࢆⰋࡃ⪺࠸࡚ḧࡋ࠸࡜࠸࠺ពぢࡔ࡜ᛮ࠺ࡢ࡛ࡍࡀࠊ⚾ࡶྠࡌពぢ࡛ࠊ኱Ꮫࡢඛ⏕ࡣᩍ࠼ࡿࡇ࡜ࡀࣉࣟࣇ࢙ࢵࢩࣙࢼ࡛ࣝࠊヰࡀࡍࡈࡃ㛗࠸ࡇ࡜ࡀከ࠸ࡢ࡛ࠊࡕࡻࡗ࡜ࡔࡅཱྀࢆࡘࡄࢇ࡛Ꮫ⏕ࡢヰࢆ⪺࠸࡚࠸ࡓࡔࡅࡓࡽࠊᮏ㡢ࡀࡶࡗ࡜ฟ࡚
ࡃࡿࡢ࡛ࡣ࡞࠸࠿࡞࡜ᛮ࠸ࡲࡍࠋ

ᅵᒇ㸸௨ୖࡢࡈᅇ⟅࣭ࡈពぢࢆࡶࡗ࡚ࠊࡲ࡜ࡵ࡟௦࠼ࡉࡏ࡚࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ࡝࠺ࡶ
࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ

− 54 −

㛢఍ᣵᣜ

ᒸᮏ㸸

開会挨拶

ᒸᮏ ࿴ኵ㸦኱Ꮫホ౯࣭Ꮫ఩ᤵ୚ᶵᵓ⌮஦㸧ࡈ⤂௓࠸ࡓࡔࡁࡲࡋࡓࠊᒸᮏ࡛ࡈࡊ࠸ࡲࡍࠋᖹᡂ 25 ᖺᗘ኱Ꮫホ౯ࣇ࢛࣮࣒ࣛࠕᏛ⏕࠿ࡽࡢࡲ࡞ࡊࡋ̿㧗➼ᩍ⫱㉁ಖド࡜Ꮫ⏕ࡢᙺ๭ࠖࡢ㛢఍࡟࠶ࡓࡾࠊ୍ゝࡈᣵᣜࢆ⏦ࡋୖࡆࡲࡍࠋࡲࡍࠋࡇࡢࣇ࢛࣮࣒ࣛࡀᡂຌࡢ࠺ࡕ࡟ࠊᑡ࡞ࡃ࡜ࡶ↓஦࡟㛢఍ࡋࡓࡢࡣࠊⓙᵝࡢ࠾ⶱ࡛

趣旨説明ᮏ᪥ࡣࠊࡇࡢࡼ࠺࡟ࡓࡃࡉࢇࡢ᪉࡟࠾㞟ࡲࡾ࠸ࡓࡔࡁࡲࡋ࡚ࠊㄔ࡟࠶ࡾࡀ࡜࠺ࡈࡊ࠸
ࡈࡊ࠸ࡲࡍࠋᚰࡼࡾឤㅰ⏦ࡋୖࡆࡲࡍࠋ≉࡟࠾ྡ๓ࡣ⏦ࡋୖࡆࡲࡏࢇࡀࠊᮏ᪥ࡈⓏቭ࠸
ࡓࡔࡁࡲࡋࡓⓙᵝ࡟ࡣࠊ㈗㔜࡞ㅮ₇ࡸሗ࿌ࠊࡑࡋ࡚㆟ㄽࢆᒎ㛤ࡋ࡚࠸ࡓࡔࡁࠊㄔ࡟࠶ࡾ
ἲே኱Ꮫᇶ‽༠఍ࠊබ┈㈈ᅋἲே᪥ᮏ㧗➼ᩍ⫱ホ౯ᶵᵓࠊ୍⯡㈈ᅋἲே▷ᮇ኱Ꮫᇶ‽༠఍ࡢⓙᵝ᪉࡟ᨵࡵ࡚ཌࡃᚚ♩⏦ࡋୖࡆࡲࡍࠋ
ࡉ࡚ᮏ᪥ࡣࠊ㧗➼ᩍ⫱࡜࠸࠺Ꮫࡧࡢሙࡢ୺ேබ࡛࠶ࡿᏛ⏕࡟↔Ⅼࢆᙜ࡚࡚ࠊ㧗➼ᩍ⫱

基調講演Ⅰࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋేࡏࡲࡋ࡚ࠊࡇࡢࣇ࢛࣮࣒ࣛࡢࡈᚋ᥼ࢆ࠸ࡓࡔࡁࡲࡋࡓබ┈㈈ᅋ

㉁ಖドࡢᑗ᮶ࡢᅾࡾ᪉࡟ࡘ࠸࡚㆟ㄽࢆ῝ࡵ࡚ࡁࡲࡋࡓࠋඛ࡯࡝ࠊᏛ⏕ࡢⓙࡉࢇ࠿ࡽࡍࡤ
ࡽࡋ࠸⥲ᣓ࠶ࡾࡲࡋࡓࡢ࡛ࠊ≉࡟⚾࠿ࡽ⏦ࡋୖࡆࡿࡇ࡜ࡣࡈࡊ࠸ࡲࡏࢇࠋࡓࡔࠊࠕ࡝࠺
❧ሙ࠿ࡽឤࡌࡓ⟅࠼ࡣࠊᏛ⏕ࢆಙ㢗ࡍࡿࠊ࡜࠸࠺ࡇ࡜࡛ࡍࠋࡑࢀ࡟ᑾࡁࡿࡢ࡛ࡣ࡞࠸࠿
࡜ᛮ࠸ࡲࡍࠋᏛ⏕ࡣࡓࡃࡉࢇᩥྃࢆゝ࠸ࡲࡍࠋࡑࢀ࡛ࡶࠊᩍဨࡢᩥྃ࡯࡝ከࡃࡣ࠶ࡾࡲ

基調講演ⅡࡍࢀࡤᏛ⏕ࡀᛮ࠺Ⰻ࠸ඛ⏕࡟࡞ࢀࡿࡢ࠿ࠖ࡜࠸࠺᭱ᚋࡢ㉁ၥ࡟㛵ࡋ࡚ࠊ⚾ࡀᩍဨ࡜࠸࠺

ࡏࢇࠋᏛ⏕ࡣከᵝ࡛ࡍࡀࠊᩍဨࡔࡗ࡚ከᵝ࡛ࡍࠋ࡛ࡍࡢ࡛ࠊᩍဨࡣᏛ⏕ࢆಙ㢗ࡍࡿࠊࡑࡑࢀ࠿ࡽࠊ⚾ࡀࡇࡢࣇ࢛࣮࣒ࣛࢆ㏻ࡋ࡚ࡎࡗ࡜⪃࠼࡚࠸ࡓࡢࡣࠊࡇࡢࡼ࠺࡞Ꮫ⏕ཧຍࡣఱࡽ࠿ࡢไᗘ࡟ࡘ࡞ࡀࡗ࡚ࡃࡿ࡜ᛮ࠺ࡢ࡛ࡍࡀࠊไᗘ໬ࡉࢀࡓሙྜࡣࡑࡢ⥅⥆ᛶࡀၥ㢟࡟࡞ࡗ࡚ࡃࡿࡢ࡛ࡣ࡞࠸࠿࡜࠸࠺ࡇ࡜࡛ࡍࠋලయⓗ࡟ࡇ࠺࠸࠺ࡇ࡜ࢆࡸࡾࡓ࠸࠿ࡽᏛ⏕ࡢពぢࢆ⪺ࡁࠊ⤖ᯝᐇ⌧࡟ࡘ࡞ࡀࡗࡓࠊ࡜࠸࠺ࡢࡣᡂᯝࡀぢ࠼ࡿࡢ࡛ศ࠿ࡾ᫆࠸ࡢ࡛
ࡍࡀࠊไᗘ࡟ࡋࡓ㏵➃ࠊࡇࢀࢆ⥅⥆ࡍࡿࡢࡀ㞴ࡋࡃ࡞ࡗ࡚ࡃࡿࡢ࡛ࡍࠋ኱య࡝ࢇ࡞ࡶࡢ
ࣜ࡟࡞ࡗ࡚ࡋࡲ࠺ࢃࡅ࡛ࡍࠋࡑࢀࢆ࡝ࡢࡼ࠺࡟ᡴ◚ࡍࡿ࠿࡟ࡘ࠸࡚ࠊၥ㢟ព㆑ࢆᣢࡗ࡚
ࣇ࢛࣮࣒ࣛࡢ࠾ヰࢆ⪺࠸࡚࠸ࡲࡋࡓࠋ⚾ࡀཧຍࡋ࡚࠸ࡓࢢ࣮ࣝࣉࢭࢵࢩࣙࣥ 4 ࡛ࡣࠊ࠶ࡿ኱Ꮫࡢ㝔⏕ࡢ᪉࠿ࡽࠊ㛗࠸㛫㠀ᖖ໅⫋ဨ࡜ࡋ࡚኱Ꮫ࡛ാ࠸࡚࠸ࡿ࡜ࠊẁࠎ኱Ꮫഃ࡜ゝGS︶
報告・まとめ࡛ࡶࠊ᫬㛫ࡀ⤒ࡘ࡜ᐃᖖ≧ែࠊせࡍࡿ࡟᫬㛫࡟ᣐࡽ࡞࠸ࠊࡶ࠺ᑡࡋᖹࡓࡃゝ࠺࡜࣐ࣥࢿ

グループセッション︵ ︶ 各︵

ࡇ࠿ࡽฟⓎࡍࢀࡤⰋ࠸ࡢ࡛ࡣ࡞࠸࡛ࡋࡻ࠺࠿ࠋ

GS࠺ࡇ࡜ࡀఝ࡚ࡁ࡚ࡋࡲࡗࡓࠊ࡜࠸࠺ヰࡀ࠶ࡾࡲࡋࡓࠋ㝔⏕ࡃࡽ࠸࡟࡞ࡿ࡜ࠊᏛ⏕࡜࠸࠺࠸࠺ࡇ࡜࡞ࡢ࡛ࡍࠋ࡞ࡐࡇࢇ࡞ࡇ࡜ࢆゝࡗ࡚࠸ࡿ࠿࡜࠸࠺࡜ࠊ࣐ࣥࢿࣜࢆᡴ㛤ࡍࡿࡓࡵ࡟ࡣࠊఱ࠿ࡋࡽࡢᡂᯝࢆ࠶ࡆࡿࡇ࡜ࡀ᪉ἲࡢࡦ࡜ࡘ࡛ࡍࡀࠊேࡀ⫱ࡗ࡚ࡃࡿ࡜࠸࠺ࡇ࡜
ࡶ኱஦࡞࣐ࣥࢿࣜᡴ◚⟇ࡢࡦ࡜ࡘ࡛ࡣ࡞࠸࠿࡜࠸࠺ࡇ࡜࡛ࡍࠋ
ࡑࢀ࡛ࡣࠊᮏ᪥ࡈⓏቭ࠸ࡓࡔ࠸ࡓ᪉ࠎࠊ୪ࡧ࡟㛵ಀᶵ㛵ࡢⓙᵝ࡟ឤㅰ⏦ࡋୖࡆࡿ࡜࡜

− 55 −

閉会挨拶ࡼࡾࡣẁࠎࢫࢱࢵࣇ࡟㏆࡙࠸࡚ࡁ࡚࠸ࡿࡢ࡛ࡍࡡࠋࡋ࠿ࡋࡑࢀࡣࠊ㡰ㄪ࡟ఙࡧ࡚࠸ࡿ࡜

ࡶ࡟ࠊ఍ሙ࡟࠾㞟ࡲࡾ࠸ࡓࡔࡁࡲࡋࡓⓙᵝ࡟㔜ࡡ࡚ᚚ♩⏦ࡋୖࡆ࡚ࠊ⚾ࡢ㛢఍ࡢᣵᣜ࡜
ࡉࡏ࡚࠸ࡓࡔࡁࡲࡍࠋࡑࡋ࡚᭱ᚋ࡟ࠊ୍ゝࡔࡅ⏦ࡋୖࡆࡓ࠸ࡇ࡜ࡀ࠶ࡾࡲࡍࠋᮏ᪥ࡣ࡞
࠿࡞࠿ᴦࡋ࠸ࣇ࢛࣮࣒ࣛ࡜࡞ࡾࠊⓙᵝࡶᴦࡋࢇ࡛࠸ࡓࡔࡅࡓࡢ࡛ࡣ࡜ឤࡌ࡚࠾ࡾࡲࡍࡀࠊ
ࡇࡢࣇ࢛࣮࣒ࣛࡢ㛤ദ࡟࠶ࡓࡗ࡚ࡣࠊᙜᶵᵓࡢᩍ⫋ဨࡀࢫࢱࢵࣇ࡜ࡋ࡚ࠊ㝶ศ࡜ດຊࢆ
࠸ࡓࡋࡲࡋࡓࠋࡶࡋࠊᮏ᪥ࡢࣇ࢛࣮࣒ࣛ࡟ࡘ࠸࡚㠃ⓑ࠿ࡗࡓ࡞࡜࠸࠺ឤ᝿ࢆ࠾ᣢࡕ࠸ࡓ
ࡔࡅࡲࡋࡓࡽࠊࢫࢱࢵࣇࡢάື࡟࢔ࣉࣜࢩ࢚࢖ࢺࡋ࡚࠸ࡓࡔࡅࡿ࡜ࠊ㠀ᖖ࡟࠺ࢀࡋࡃᛮ
࠸ࡲࡍࠋᮏ᪥ࡣ࡝࠺ࡶ࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓࠋ

− 56 −኱Ꮫホ౯ࣇ࢛࣮࣒ࣛ

Ꮫ⏕࠿ࡽࡢࡲ࡞ࡊࡋ̿㧗➼ᩍ⫱㉁ಖド࡜Ꮫ⏕ࡢᙺ๭







㈨ ᩱ

趣旨説明「学生の参画」

Ꮫ⏕䛾ཧ⏬
Student Engagementᕝ㻌 ཱྀ㻌 ᫛㻌 ᙪ኱Ꮫホ౯䞉Ꮫ఩ᤵ୚ᶵᵓ
≉௵ᩍᤵStudent Engagement
Akihiko Kawaguchi
Specially Appointed Professor, NIAD-UE− 59 −

趣旨説明「学生の参画」

኱Ꮫホ౯䝣䜷䞊䝷䝮ホ౯䜈䛾ྲྀ⤌㻌 ᨵၿ䜈䛾ྲྀ⤌ 䠄2007.9.20䠅
 ኱Ꮫホ౯䛾ᡓ␎ⓗά⏝䛸᪉ἲ 䠄2008.7.7䠅
ෆ㒊㉁ಖド䝅䝇䝔䝮䛾඘ᐇ䜢䜑䛦䛧䛯䜰䜹䝕䝭䝑䜽䞉䝸䝋䞊䝇䛾ά⏝ ─ ಶᛶ䛒䜛኱Ꮫ䛵䛟䜚䛾䛯䜑䛻 ─ 䠄2009.8.3䠅
 Ꮫ⩦ᡂᯝ䜢㍈䛸䛧䛯㉁ಖド䝅䝇䝔䝮䛾☜❧ ─ Ꮫ⩦ᡂᯝ䛾ຠᯝⓗ䛺䜰䝉䝇䝯䞁䝖䞉ྍど໬䞉Ⓨಙ䛸䛿 ─ 䠄2010.8.2䠅
 䜾䝻䞊䝞䝹᫬௦䛻䛚䛡䜛᪂䛧䛔㉁ಖド ─ ᅜ㝿ᶵ㛵䛾ྲྀ䜚⤌䜏䛛䜙䜏䛘䜛䛂ᶵ⬟䛃䛸䛿 ─ 䠄2011.10.26䠅 䛂Ꮫ䜃䛃䛛䜙䜏䜛㧗➼ᩍ⫱䛾ᮍ᮶ 䠄2012.7.23䠅
 Ꮫ⏕䛛䜙䛾䜎䛺䛦䛧 ─ 㧗➼ᩍ⫱㉁ಖド䛸Ꮫ⏕䛾ᙺ๭ ─
䠄2013.7.22䠅NIAD-UE

3

NIAD-UE University Evaluation Forum
Efforts towards Evaluation; Guiding towards Improvement (Sep. 20,
2007) Strategy and Methodology for Using University Evaluation (July 7,
2008) Effective Use of Academic Resources for Enhancement of the Internal
Quality Assurance System – For Developing University’s
Distinctiveness – (Aug. 3, 2009)
 Establishing a Quality Assurance System based on the Learning
Outcomes – Effective Assessment, Visualization and Publication of the
Learning Outcomes - (Aug. 2, 2010)
 New Paradigm of Quality Assurance in the Age of Globalization
䠉The “Functions” Viewing from Practices at International
Organizations䠉 (26 October 2011)
 Student Learning and the Future of Higher Education (23 July 2012)
 Student's Role in Higher Education Quality Assurance (22 July 2013)


NIAD-UE− 60 −

4

趣旨説明「学生の参画」

኱Ꮫ⣮த䛸Ꮫ⏕ཧ⏬䛾⌧≧
1968ᖺ㡭䛾Ꮫ⏕ེ஘䛿䚸すḢㅖᅜ䚸⡿ᅜ䚸᪥ᮏ䛺䛹䛾኱Ꮫ䛻䛚䛔䛶䚸ྠ᫬ከⓎⓗ䛺⌧㇟䛷䛒䛳䛯䚹 䛧䛛䛧䚸䛭䛾ᚋ䛾䛂Ꮫ⏕ཧ⏬䛃䛻㛵䛩䜛኱Ꮫኚ㠉䛻䛿䚸኱䛝䛺ᕪ䛜ほ䜙䜜䜛䚹Ꮫ⏕䛻ᑐ䛩䜛䜰䞁䜿䞊䝖ㄪᰝ䛺䛹䚸䛭䜜䜙䛾⤖ᯝ䜢ᨵၿ䞉ྥୖ䛻཯ᫎ䛥䛫䜛䚹 Ꮫ⏕䛾㉁ಖド䜈䛾ཧ⏬䛺䛹䚹NIAD-UE

5

History of Student Movement andDevelopment of Student Engagement in QA
Student movement in the late 1960s was theworld-wide phenomena in higher education
sectors in Europe, US, Japan, etc.
 A degree of development with student
engagement/involvement afterword is variedwith each region.
Student is providing information by responding tosurveys on a regular basis for quality
enhancement/improvement.
 Student involvement in quality assurance, etc.
6NIAD-UE− 61 −

趣旨説明「学生の参画」

1970ᖺ௦䛾Ḣ⡿䛸᪥ᮏ䛾ẚ㍑
䛂68ᖺ䛛䜙䛾Ꮫ⏕ེ஘䛃䛾᭱኱䛾ཎᅉ䛾୍䛴䛿䚸኱Ꮫ䛾኱⾗໬䛸ᛮ䜟䜜䜛䚹

᪥ᮏ䠄䛸䛟䛻⡿ᅜ䛸ẚ㍑䛧䛶䠅䛷䛿䚸኱Ꮫ㐍Ꮫ⋡䛾ᛴୖ᪼䛜㉳䛝䛶᪥䛜ὸ䛟䚸Ꮫ⏕䛾ព㆑䛻䛿ᪧ᮶䛾౑࿨ឤ䜔䜶䝸䞊䝖ព㆑䛜ᙉ䛟ṧ䛳䛶䛔䛯䚹Ḣ⡿䛷䛿䚸Ꮫ⏕ഃ䛿䛛䛺䜚⌧ᐇⓗ䛻ጇ༠䛧䛶䚸኱Ꮫ䛾ไᗘᨵ㠉䛺䛹䜢㑇䛧䛯䚹
 1970ᖺ௦ᚋ༙䛿䚸Ḣ⡿䛷䛿୙ἣ䛻㝗䛳䛯䠄䝫䝇䝖ᕤᴗ໬♫఍䜈䛾⛣⾜ᮇ䠅䛜䚸᪥ᮏ䛷䛿〇㐀ᴗ䜢୰ᚰ䛸䛧䛶ᕤᴗ໬♫఍䛜
㐍ᒎ䛧䛯䚹




᪥ᮏ䛾Ꮫ⏕㐠ື䛿䚸䛂㟷ᖺᮇ䛾཯ᢠ䛃䛷䛒䜚䚸♫఍䛻ᙳ㡪䜢䜋䛸䜣䛹୚䛘䛺䛔୍㐣ᛶ䛾䜒䛾䛸䛺䛳䛯䚹
NIAD-UE

7

Comparison Between the West and Japan
in 1970s: In the Context of Students
Expanding of higher education may have been one factor triggered
student movement since 1968.
 (In comparison with US particularly) Japan had seen a rapid growth inaccess rate to higher education, but university was still seen as an
academia for elites of students filled with a sense of mission.
 In Europe and the US, students had participated in reforms of higher
education by compromising where appropriate.
 In the late 1970s, industrialized society progressed focusing on the
manufacturing industry in Japan, where it fell into depression in
Europe and the US (in transition to post-industrialized society).
 Student movement in Japan was a ‘resistance of adolescence’ astransient fever which hardly affected the society.


NIAD-UE− 62 −

8

趣旨説明「学生の参画」

Ḣᕞ䛻䛚䛡䜛㉁ಖド䛸Ꮫ⏕ཧ⏬
䝋䝹䝪䞁䝚ᐉゝ䞉䝪䝻䞊䝙䝱ᐉゝ䠄1998/1999䠅Ḣᕞ㧗➼ᩍ⫱኱⮧఍ྜ䛻䜘䜚䚸Ḣᕞ㧗➼ᩍ⫱ᅪᵓ᝿䛜ᢎㄆ㻌Ḣᕞ㧗➼ᩍ⫱ᅪ䛻䛚䛡䜛㉁ಖド䛾ᯟ⤌䜏

ENQA 䠄Ḣᕞ㧗➼ᩍ⫱㉁ಖド༠఍䠅䛾タ❧䠄2000䠅
 ESGs䠄Ḣᕞ㧗➼ᩍ⫱ᅪ䛻䛚䛡䜛㉁ಖド䛾ᇶ‽䛸䜺䜲䝗䝷䜲䞁䠅䛾⟇ᐃ䠄2005/2009䠅
 EQAR 䠄Ḣᕞ㉁ಖドⓏ㘓⡙䠅䛾ไᗘ㛤ጞ䠄2008䠅


ESGs䛻䛚䛔䛶䚸㉁ಖド䜈䛾Ꮫ⏕ཧ⏬䜢᫂グ
ෆ㒊㉁ಖド䚸እ㒊㉁ಖド䚸እ㒊㉁ಖドᶵ㛵䛻㛵䛩䜛ᇶ‽䛸䜺䜲䝗䝷䜲䞁䛻᫂グ㻌
NIAD-UE

9

Europe: Promoting Student
Engagement in QA
Sorbonne Joint Declaration (1998)/Bologna
Declaration (1999) lead to the creation of the
EHEA
 3 Achievements in particular:

Establishment of ENQA in 2000
 Drafting the ESGs in 2005 /2009
 Creation of EQAR in 2008
Involvement of students in drafting the ESGs
㻵㼚㼢㼛㼘㼢㼑㼙㼑㼚㼠㻌㼛㼒㻌㼟㼠㼡㼐㼑㼚㼠㼟㻌㼕㼟㻌㼟㼠㼕㼜㼡㼘㼍㼠㼑㼐㻌㼕㼚㻌㼍㼘㼘㻌㼠㼔㼞㼑㼑㻌㼓㼡㼕㼐㼑㼘㼕㼚㼑㼟㻌㼒㼛㼞㻌㻵㻽㻭㻌㼒㼛㼞㻌㼔㼕㼓㼔㼑㼞㻌㼑㼐㼡㼏㼍㼠㼕㼛㼚㻌㼕㼚㼟㼠㼕㼠㼡㼠㼕㼛㼚㼟㻘㻌㻱㻽㻭㻌㼛㼒㻌㼔㼕㼓㼔㼑㼞㻌㼑㼐㼡㼏㼍㼠㼕㼛㼚㻘㻌㼍㼚㼐㻌㼑㼤㼠㼑㼞㼚㼍㼘㻌㼝㼡㼍㼘㼕㼠㼥㻌㼍㼟㼟㼡㼞㼍㼚㼏㼑㻌㼍㼓㼑㼚㼏㼕㼑㼟㻚㻌
NIAD-UE− 63 −

10趣旨説明「学生の参画」㉁ಖド䛻㛵䛩䜛Ḣᕞᇶ‽䛸䜺䜲䝗䝷䜲䞁㻌 ➨䠍㒊䠄Ꮫ⏕ཧ⏬䛻䛴䛔䛶グ㏙䛜䛒䜛ᇶ‽䞉䜺䜲䝗䝷䜲䞁䠅➨䠍㒊㻌 㧗➼ᩍ⫱ᶵ㛵䛾ෆ㒊㉁ಖド䛻㛵䛩䜛Ḣᕞᇶ‽䛸䜺䜲䝗䝷䜲䞁
1.1㻌 ㉁ಖド䛾᪉㔪䛸ᡭ⥆䠖㧗➼ᩍ⫱ᶵ㛵䛿䚸㉁䛾⥅⥆ⓗྥୖ䛾䛯䜑䛾ᡓ␎䜢⟇ᐃ䞉ᐇ᪋䛩䜉䛝䛷䛒䜛䚹䠄␎䠅䛭䜜䜙䛻䛿䚸Ꮫ⏕䛚䜘䜃௚䛾䝇䝔䞊䜽䝩䝹䝎䞊䛾ᙺ๭䛜ྵ䜎䜜䜛䜉䛝䛷䛒䜛䚹䜺䜲䝗䝷䜲䞁䠖ᡭ⥆䛾グ㏙䛻䛿௨ୗ䛾Ⅼ䛜ྵ䜎䜜䛶䛔䜛䛣䛸䛜ᮇᚅ䛥䜜䜛䚹㻌 䠄␎䠅㻌 䞉㉁ಖド䜈䛾Ꮫ⏕䛾㛵୚

1.2㻌 ᩍ⫱䝥䝻䜾䝷䝮䛸Ꮫ఩䛾ᢎㄆ䚸┘ど䚸ᐃᮇⓗ䝺䝡䝳䞊䠖㧗➼ᩍ⫱ᶵ㛵䛿䚸⮬䜙䛾ᩍ⫱䝥䝻䜾䝷䝮䛸Ꮫ఩䛻䛴䛔䛶䚸ᢎㄆ䚸ᐃᮇⓗ䝺䝡䝳䞊䚸┘ど䛻ᚲせ䛺බᘧ䛾䝯䜹䝙䝈䝮䜢᭷䛩䜉䛝䛷䛒䜛䚹䜺䜲䝗䝷䜲䞁䠖ᩍ⫱䝥䝻䜾䝷䝮䛸Ꮫ఩䛾㉁ಖド䛻䛿௨ୗ䛜ྵ䜎䜜䛶䛔䜛䛣䛸䛜ᮇᚅ䛥䜜䜛䚹㻌 䠄␎䠅㻌 䞉㉁ಖドάື䜈䛾Ꮫ⏕䛾ཧຍ
NIAD-UE

11

Standards and Guidelines for Quality Assurance inthe European Higher Education Area (ESG): PART 1
䠄on Student Involvement䠅
Part 1: European standards and guidelines for internal quality assurance within
higher education institutions
1.1㻌 Policy and procedures for QA䠖 Institutions should have a policy and associatedprocedures for the assurance of the quality and standards of their programmes andawards. (omit) They should also include a role for students and other stakeholders.
Guidelines䠖 The policy statement is expected to include:㻌 (omit)㻌 䞉the involvementof students in quality assurance
1.2㻌 Approval, monitoring and periodic review of programmes and awards䠖
Institutions should have formal mechanisms for the approval, periodic review andmonitoring of their programmes and awards.
Guideline䠖The quality assurance of programmes and awards are expected to include:㻌
(omit)㻌 䞉participation of students in quality assurance activities
NIAD-UE− 64 −

12

趣旨説明「学生の参画」㉁ಖド䛻㛵䛩䜛Ḣᕞᇶ‽䛸䜺䜲䝗䝷䜲䞁㻌 ➨䠎㒊䠄Ꮫ⏕ཧ⏬䛻䛴䛔䛶グ㏙䛜䛒䜛ᇶ‽䞉䜺䜲䝗䝷䜲䞁䠅➨䠎㒊㻌 㧗➼ᩍ⫱䛾እ㒊㉁ಖド䛻㛵䛩䜛Ḣᕞᇶ‽䛸䜺䜲䝗䝷䜲䞁
2.4㻌 ┠ⓗ䛻䛒䛳䛯䝥䝻䝉䝇䠖䛒䜙䜖䜛እ㒊㉁ಖド䝥䝻䝉䝇䛿䚸タᐃ䛥䜜䛯┠ⓗ䛸┠ᶆ䛾㐩ᡂ䛻㐺䛧䛯䜒䛾䛸䛺䜛䜘䛖᫂☜䛻タィ䛥䜜䜛䜉䛝䛷䛒䜛䚹䜺䜲䝗䝷䜲䞁䠖≉䛻ὀ┠䛻್䛩䜛䛾䛿௨ୗ䛾せ⣲䛷䛒䜛䚹㻌䠄␎䠅㻌 䞉Ꮫ⏕䜢ཧຍ䛥䛫䜛䛣䛸

NIAD-UE

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Standards and Guidelines for Quality Assurance inthe European Higher Education Area (ESG): PART 2
䠄on Student Involvement䠅
Part 2: European standards and guidelines for the external quality
assurance of higher education
2.4㻌 Processes fit for purpose䠖 All external quality assurance
processes should be designed specifically to ensure their fitness toachieve the aims and objectives set for them.
Guidelines䠖 ……there are some widely-used elements of external
review processes…. Amongst these elements the following areparticularly noteworthy: (omit)㻌
䞉participation of students
NIAD-UE− 65 −

14

趣旨説明「学生の参画」㉁ಖド䛻㛵䛩䜛Ḣᕞᇶ‽䛸䜺䜲䝗䝷䜲䞁㻌 ➨䠏㒊㻌䠄Ꮫ⏕ཧ⏬䛻䛴䛔䛶グ㏙䛜䛒䜛ᇶ‽䞉䜺䜲䝗䝷䜲䞁䠅㻌➨䠏㒊㻌 እ㒊㉁ಖドᶵ㛵䛻㛵䛩䜛Ḣᕞᇶ‽䛸䜺䜲䝗䝷䜲䞁
3.6㻌 ⊂❧ᛶ䠖㉁ಖドᶵ㛵䛿䚸䛭䜜䛮䜜䛾άື䛻ᑐ䛩䜛⮬ᚊⓗ㈐௵䜢᭷䛧䛶䛚䜚䚸䛭䛾ሗ࿌᭩䛾⤖ㄽ䛚䜘䜃່࿌䛜㧗➼ᩍ⫱ᶵ㛵䚸ᨻᗓ┬ᗇ䚸䛭䛾௚䛾䝇䝔䞊䜽䝩䝹䝎䞊䛺䛹䛾➨୕⪅䛾ᙳ㡪䜢ཷ䛡䛶䛿䛺䜙䛺䛔䛸䛔䛖Ⅼ䛻䛚䛔䛶⊂❧䛧䛶䛔䜛䜉䛝䛷䛒䜛䚹䜺䜲䝗䝷䜲䞁䠖㉁ಖドᶵ㛵䛿䚸௨ୗ䛾᪉ἲ䜢㏻䛨䛶⊂❧ᛶ䜢♧䛩ᚲせ䛜䛒䜛䚹㻌䠄␎䠅㻌 䞉㉁ಖド䝥䝻䝉䝇䛾୰䛷䚸㧗➼ᩍ⫱䛾㛵㐃䝇䝔䞊䜽䝩䝹䝎䞊䚸≉䛻Ꮫ⏕䠄Ꮫ⩦⪅䠅䛾ពぢ䛜ồ䜑䜙䜜䜛䛜䚸㉁ಖド䛾᭱⤊ⓗ䛺⤖ㄽ䛻䛴䛔䛶䛿㉁ಖド
ᶵ㛵䛜㈐௵䜢㈇䛖䚹
3.7㻌 ㉁ಖドᶵ㛵䛜⏝䛔䜛እ㒊㉁ಖド䛾ᇶ‽䛸䝥䝻䝉䝇䠖㉁ಖドᶵ㛵䛻䜘䛳䛶⏝䛔䜙䜜䜛䝥䝻䝉䝇䚸ᇶ‽䚸ᡭ⥆䛝䛿஦๓䛻つᐃ䛥䜜䚸බ⾲䛥䜜䜛䜉䛝䛷䛒䜛䚹䛣䜜䜙䛾䝥䝻䝉䝇䛿䚸୍⯡䛻௨ୗ䜢ྵ䜣䛷䛔䜛䛣䛸䛜ᮇᚅ䛥䜜䜛䚹㻌 䠄␎䠅㻌 䞉㉁ಖドᶵ㛵䛜Ỵᐃ䛧䛯ᑓ㛛ᐙ䜾䝹䞊䝥䠄㐺ᐅ䚸Ꮫ⏕䠄㞟ᅋ䠅䜢ྵ䜐䠅䛻䜘䜛እ㒊ホ౯䛸ゼၥㄪᰝ䚹
NIAD-UE

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Standards and Guidelines for Quality Assurance inthe European Higher Education Area (ESG): PART 3
䠄on Student Involvement䠅㻌
Part 3: European standards and guidelines for external quality assurance agencies

3.6㻌 Independence䠖 Agencies should be independent to the extent both that they haveautonomous responsibility for their operations and that the conclusions andrecommendations made in their reports cannot be influenced by third parties such as higher
education institutions, ministries or other stakeholders.
Guideline䠖 An Agency will need to demonstrate its independence through measures, suchas: (omit)㻌 䞉while relevant stakeholders in higher education, particularly students/learners,
are consulted in the course of quality assurance processes, the final outcomes of the quality
assurance processes remain the responsibility of the agency.
3.7㻌 External quality assurance criteria and processes used by the agencies䠖 The processes,
criteria and procedures used by agencies should be pre-defined and publicly available.
These processes will normally be expected to include:㻌 (omit)䞉an external assessment by a group of experts, including, as appropriate, (a) student
member(s), and site visits as decided by the agency.
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16

趣旨説明「学生の参画」

Ḣᕞ䛻䛚䛡䜛㉁ಖド䜈䛾Ꮫ⏕ཧ⏬஦౛ᅜ㻌 㻌 ྡ

ྲྀ䜚⤌䜏஦౛

䞉Ꮫ⏕䛜㉁ಖド䛻㛵䛩䜛䜰䞁䜿䞊䝖ㄪᰝ䛾⟇ᐃ䜔ㄪᰝศᯒ䜢ᐇ᪋䚹䞉ホ౯㛵㐃䝽䞊䜽䝅䝵䝑䝥䛷䛿䚸Ꮫ⏕䛜ពぢ䜢㏙䜉䛯䜚䝣䜱䞊䝗䝞䝑䜽䜢⾜䛳䛶䛔䜛䚹䞉䝣䜱䞁䝷䞁䝗㧗➼ᩍ⫱ホ౯ᑂ㆟఍䠄FINHEEC䠅䛾ᴗົ䜔ேဨᵓᡂ䛿ἲ௧䛻䜘䛳䛶ᐃ䜑䜙䜜䛶䛚䜚䚸䛭䛾୰䛷Ꮫ⏕䛻㛵䜟䜚䜒ゝཬ䛥䜜䛶䛔䜛䚹䝣䜱䞁䝷䞁䝗
䞉኱Ꮫ㐠Ⴀ䛻䛴䛔䛶䚸䝪䞊䝗䝯䞁䝞䞊䛿ᩍᤵ䚸ᩍဨ䞉◊✲⪅䞉䛭䛾௚䛾⫋ဨ䚸Ꮫ⏕䛛䜙ᵓᡂ䛥䜜䛺䛡䜜䜀䛺䜙䛺䛔䠄኱Ꮫἲ䠅䚹
䞉FINHEEC 䛿タ❧ᙜึ䛛䜙䚸ホ౯䛾䛩䜉䛶䛾ẁ㝵䛻䛚䛔䛶䚸ྍ⬟䛺㝈䜚Ꮫ⏕䜢ཧ⏬
䛥䛫䛶䛔䜛䚹ⱥ㻌 㻌 㻌 㻌 ᅜ䞉኱Ꮫ䛜ᥦฟ䛩䜛⮬ᕫホ౯᭩䛾ῧ௜㈨ᩱ䛸䛧䛶䚸Ꮫ⏕䛜Ꮫ⏕䛾❧ሙ䛷኱Ꮫ䛾㉁ಖ
ド䛻㛵䛧䛶ពぢ䜢సᡂ䛧䚸㉁ಖドᶵ㛵䛻ᥦฟ䚹ణ䛧䚸䝇䝁䝑䝖䝷䞁䝗䛻䛚䛔䛶䛿䚸኱Ꮫ䛿Ꮫ⏕䛸༠ຊ䛧䛶⮬ᕫホ౯᭩䜢⟇ᐃ䚹䞉኱Ꮫ䛾ពᛮỴᐃ⤌⧊䛻Ꮫ⏕䜢ධ䜜䜛኱Ꮫ䜒䛒䜛䚹䞉䝇䝁䝑䝖䝷䞁䝗䛷䛿䚸ᑓ㛛ᐙ䜾䝹䞊䝥䛻඲ᅜᏛ⏕䝴䝙䜸䞁䛾Ꮫ⏕௦⾲䛜ྵ䜎䜜䜛䚹䞉ⱥᅜ㧗➼ᩍ⫱㉁ಖドᶵᵓ䠄QAA䠅䛾⌮஦఍䠄17ྡ䠅䛾䛖䛱2ྡ䛜Ꮫ⏕⌮஦䚹䞉QAA 䛿⌧ᅾ90ྡ䛾Ꮫ⏕ホ౯⪅䜢᭷䛩䜛䚹ཧ⪃ᩥ⊩䠖ENQA Report 2006, Devin Chun-Jung Wu, TWEA, Taiwan䠄APQN ⥲఍2013䛾Ⓨ⾲䜘䜚ᢤ⢋䠅䚸FINHEEC 䛚䜘䜃 QAA 䛾䜴䜵䝤䝃䜲䝖
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17

Good Practices on Student Involvement
in QA in Europe
Country

Good Practices

Finland• Students spontaneously (or with the invitation from the faculty members) design
QA questionnaires and conduct analysis• Invites students to participate at evaluated-related workshops, and welcomes theiropinions and feedbacks.
• The remit of FINHEEC including board structure is stipulated under Finnish
legislation, and this refers student involvement.
• Representatives of the professors, other staff(lecturers, administrative staff, etc.)
and students must be included at all decision making levels under the University Act.
• FINHEEC has students involved at all levels of the QA process from the very earlystage of its establishment.

UK• Encourages students to either submit Student Written Submissions (SWSs) to
supplement the self-evaluation document, or to work with institutions in preparing
the self-evaluation documents submitted by their institutions.
• Institutions involve students at decision making bodies.
• Scotland has a long history of involving students as a full member of a review team.
• Two among seventeen of QAA Board member are students.
• QAA has 90 students participating as a full member of QA review teams currently.

RE䠖ENQA Report 2006, Devin Chun-Jung Wu, TWEA, Taiwan, websites of FINHEEC and QAA
NIAD-UE− 67 −

18趣旨説明「学生の参画」㉁ಖド䛻䛚䛡䜛Ꮫ⏕ཧ⏬ᙧែ඲ᅜ䝺䝧䝹䛾㉁ಖドᶵ㛵䛾䜺䝞䝘䞁䝇䛻ཧ⏬
 ➨୕⪅ホ౯䛾ホ౯䝏䞊䝮䛾ጤဨ䛒䜛䛔䛿䜸䝤䝄䞊䝞䞊ཧຍ ⮬ᕫホ౯᭩䛾సᡂ䛻ཧຍ ➨୕⪅ホ౯䛾ホ౯䛻䛛䛛䜛ពᛮỴᐃ䝥䝻䝉䝇䛻ཧຍ 䝣䜷䝻䞊䜰䝑䝥䞉䝥䝻䝉䝇䜈䛾ཧຍ

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19

Models of Student Involvement in QA
Involving as members of the consultative bodies and/or
the governance bodies for national quality assurance
agencies Participating as members/observers of external review
panels of higher education and/or programs Participating in the preparation of self-assessment
reports
 Participating as members of the bodies responsible ofexternal quality assurance decision-making processes
 Involving in the follow-up external quality assurance
processNIAD-UE− 68 −

20

趣旨説明「学生の参画」

Ḣᕞ䛾㉁ಖド䛻䛚䛡䜛Ꮫ⏕䛾ᙺ๭ᩍ⫱ᶵ㛵䝺䝧䝹᝟ሗᥦ౪⪅ ⮬ᕫホ౯᭩䛾‽ഛ䛺䛹ෆ㒊㉁ಖド䝥䝻䝉䝇䛻ཧຍ➨୕⪅ホ౯䝺䝧䝹





᝟ሗᥦ౪⪅
➨୕⪅ホ౯䛾ホ౯䝟䝛䝹䛾䝯䞁䝞䞊䛸䛧䛶ཧຍ㉁ಖドᶵ㛵䛾䜺䝞䝘䞁䝇䝺䝧䝹ホ౯䞉䜰䜽䝺䝕䜱䝔䞊䝅䝵䞁䛾䝥䝷䞁䝘䞊䛸䛧䛶ཧຍ ➨୕⪅ホ౯ᶵ㛵䛾䜺䝞䝘䞁䝇⤌⧊䛾䝯䞁䝞䞊䛸䛧䛶ཧຍ




䛭䛾௚
㉁ಖドᨻ⟇స䜚䛻䛚䛡䜛┦ㄯ⪅ ṇᘧ䛾䝥䝻䝉䝇䛻䛿ධ䜙䛺䛔䛜䚸㛫᥋ⓗ䛺᝟ሗᥦ౪⪅

NIAD-UE

21

Student Role in QA in Europe
Institutional Level






External Level


Providing information (in consultation during external reviews)
Participating as members of external review panels of higher education institutions
and/or programs

Level of Governance of National Quality Assurance AgenciesProviding information (by responding to surveys on a regular basis, focus groups, etc.);
Participating in the preparation of self-assessment reports (as members of the selfevaluation group, writing the report, providing feedback to the report etc.)
Participating as members of the bodies responsible of internal quality assurance
processes

Involved as planners of the evaluation/accreditation programs
Involved as members of the consultative bodies and as members of the governancebodiesOther ― QA policy discussions


Being consulted by policy makers (as governments)

Providing information on the issues at stake, or having a particular role ofdissemination
NIAD-UE− 69 −

22

趣旨説明「学生の参画」

Ꮫ⏕ཧ⏬䛾䝯䝸䝑䝖Ꮫ⏕䛾ཧ⏬䛿䚸ᵝ䚻䛺௜ຍ౯್䜢⏘䜏ฟ䛩䚹Ꮫ⩦䛾㉁䜢ホ౯䠄Assessment䠅䛩䜛㐣⛬䛷ᇶᮏⓗ䛺ᙺ๭䜢ᢸ䛖䚹
 ከᵝ໬䛾⌮ゎ䚸Ꮫ⏕䛻ᑐ䛩䜛ᩍ⫱ⓗຠᯝ䚹㉁ಖド䝥䝻䝉䝇䛾ྥୖ䛜ᮇᚅ䛷䛝䜛䚹ᚑ᮶䛻䛿䛺䛛䛳䛯どⅬ䛺䛹䚸ホ౯ሗ࿌᭩䛾ෆᐜ䛜඘ᐇ䛩䜛䚹 Ꮫ⏕䛾どⅬ䛜䚸᪂䛧䛔ゎỴ䛾⣒ཱྀ䛸䛧䛶ᮇᚅ䛷䛝䜛䚹ᩍ⫱ᶵ㛵䚸㉁ಖドᶵ㛵䛻䛸䛳䛶䚸㉁ྥୖ䛻ᙺ❧䛶䜛䛣䛸䛜䛷䛝䜛䛸䛔䛖ㄆ㆑䛜㔜せ䚹
NIAD-UE

23

Benefits of Including Students in QA


Different examples of ‘added value’ to be identified.
Students play a fundamental role in the assessment of quality ofeducation.
 Understanding of diversification, educational effect on students.
Provides an improvement of processes of internal andexternal assurance by student involvement in theseprocesses.
Students views are reflected in an enrichment of the evaluation
reports, expanding and including other aspects not previously taken
into account, or which have not been addressed likewise.
 Students often provide new solutions.
Important that both institutions and QA agencies appreciatestudents participation and commitment, perceiving it asinspiring and seeing good, solid results from theirinvolvement, valuing the students as partners and great
resource in this work.
NIAD-UE
24− 70 −

趣旨説明「学生の参画」

䜎䛸䜑䠖䛣䛾䝣䜷䞊䝷䝮䛾┠ⓗ䛂Ꮫ⩦ᡂᯝ䛃䛜㉁ಖド䛾㔜せ䛺䝔䞊䝬䛷䛒䜚䚸Ꮫ⩦䛾୺ᙺ䛷䛒䜛䛂Ꮫ⏕䛃䛾ཧ⏬䛿ᚲせ᮲௳䛸䛺䜛䚹 䝴䝙䝞䞊䝃䝹໬ẁ㝵䛻✺ධ䛧䛯㧗➼ᩍ⫱䛻䛚䛔䛶䚸ከᵝ໬䛩䜛䝙䞊䝈䜢ᢕᥱ䛩䜛䛯䜑䛻✚ᴟⓗ䛺䛂Ꮫ⏕䛃䛾ཧ⏬䛿㔜せ䛷䛒䜛䚹 ㉁ಖド䝥䝻䝉䝇䛻Ꮫ⏕䛾ཧ⏬䜢ồ䜑䜛᪉ྥᛶ䛿ᅜ㝿ⓗ䛺ὶ䜜䛷䛒䜛䚹 ཧ⏬䛾ᙧែ䛿ከᵝ䛷䛒䜛䚹 䜟䛜ᅜ䛷䜒䚸䛹䛾䜘䛖䛺Ꮫ⏕ཧ⏬䜢ồ䜑䛶䛔䛟䛛䜢᫂☜䛻䛩䜛ᚲせ䛜䛒䜛䚹NIAD-UE25

Summary䠖Purpose of this Forum
Students as learners ― their engagement isessentials in taking necessary measures forlearning outcomes for higher education
 Positive student involvement is important forunderstanding diverse needs for higher educationin the time of massification of higher education
 It is international trend that quality assurance
process is required with student engagement
 No single models/forms for student involvement
 The role of students in quality assurance of higher
education should become recognized as being
necessary and sought for models/forms in Japan

NIAD-UE− 71 −

26

趣旨説明「学生の参画」

ཧ⪃ᩥ⊩኱Ꮫホ౯䞉Ꮫ఩ᤵ୚ᶵᵓ㻌 ᅜ㝿㐃ᦠ䞉ㄪᰝ஦ᴗ http://www.niad.ac.jp/n_kokusai/
Nordic Project on Student Involvement. The Finish Report, FINHEEC, 2003
http://www.finheec.fi/en?C=231&product_id=178&s=56
Student involvement in the processes of quality assurance agencies, ENQA, 2006
http://www.enqa.eu/files/Student%20involvement.pdf
Standards and Guidelines for Quality Assurance in the European Higher Education Area, ENQA, 2009http://www.enqa.eu/files/ESG_3edition%20(2).pdf
The European Higher Education Area 2012: Bologna Process Implementation Report, EACEA, 2012

http://eacea.ec.europa.eu/education/eurydice
QUEST for Quality for Students: Going Back to Basics, ESU, 2012 http://www.esuonline.org/asset/Organisation/6178/QUEST-for-quality-for-students-publication-Part1.pdf
Student Engagement at QAA, 2013
http://www.qaa.ac.uk/Partners/students/student-engagement-QAA/Pages/default.aspx

NIAD-UE

27

Reference
Research Website on International quality assurance, NIAD-UE
http://www.niad.ac.jp/n_kokusai/
Nordic Project on Student Involvement. The Finish Report, FINHEEC, 2003
http://www.finheec.fi/en?C=231&product_id=178&s=56
Student involvement in the processes of quality assurance agencies, ENQA, 2006
http://www.enqa.eu/files/Student%20involvement.pdf
Standards and Guidelines for Quality Assurance in the European Higher Education Area, ENQA, 2009http://www.enqa.eu/files/ESG_3edition%20(2).pdf
The European Higher Education Area 2012: Bologna Process Implementation Report, EACEA, 2012

http://eacea.ec.europa.eu/education/eurydice
QUEST for Quality for Students: Going Back to Basics, ESU, 2012 http://www.esuonline.org/asset/Organisation/6178/QUEST-for-quality-for-students-publication-Part1.pdf
Student Engagement at QAA, 2013
http://www.qaa.ac.uk/Partners/students/student-engagement-QAA/Pages/default.aspx

NIAD-UE− 72 −

28

基調講演Ⅰ「質保証における学生参画の理念と実践：ENQAの観点とフィンランドの例」㉁ಖド࡟࠾ࡅࡿᏛ⏕ཧ⏬ࡢ⌮ᛕ࡜ᐇ㊶㸸
ENQAࡢほⅬ࡜ࣇ࢕ࣥࣛࣥࢻࡢ౛

22.7.2013 Tokyo
Helka Kekäläinen, Ph.D.
Secretary General1

Principles and Practice of Student
Engagement in Quality Assurance:
ENQA’s Perspectives and Finnish Example
22.7.2013 Tokyo
Helka Kekäläinen, Ph.D.
Secretary General2− 73 −

基調講演Ⅰ「質保証における学生参画の理念と実践：ENQAの観点とフィンランドの例」

࡞ࡐ࠿? - ᴫᛕࡢኚ໬ ‫ܖ‬፼‚⁞⁗⁓⁤⁠⁛⁠⁙‛↞ஓ↭ↆⅳ૙Ꮛ⇷∏⇦⇊∆↗ↆ↕૙੉‚⁦⁗⁓⁕⁚⁛⁠⁙‛‒↚↗→↕ⅺ↾→↎‒‒ ‫ܖ‬ဃ↞ჷᜤ↝оᡯᎍ↗↗↸ⅷ↸↻↺⅛ ᐯЎ↝‫ܖ‬፼⇽∓⇡⇟↝ᚸ̖⇁ԃ↯‫ܖ‬፼↝ᝧ˓↞⅚‫ܖ‬ဃ↚ᆆ↺⅛‒
 ૙Ꮛ↞↭↎⅚̾ʴ↝঺ᧈ⇁Ⴘਦↆ↕ⅳ↺⅛Ѽਙ⅚Ӌь↝ॖᜤӏ↢৤Йႎ↚ᐯЎ⇁ᚸ̖ↈ↺Ꮱщ↞⅚ˡᢋӧᏡ↙২ᘐ↗̾ʴ↝঺ᧈ⇁ᢋ঺ↈ↺↎↰↝࣏ᙲவˑ↖ⅱ↺⅛‒
 ᭗ሁ૙Ꮛ↞ൟɼɼ፯ᅈ˟↝ႆ‫↚ޒ‬ᝡྂ‒=>᧙̞ᎍμՃⅺ↸↝⇊∙⇽⇩⇮ⅻ൭↰↸↻↕ⅳ↺⅛‒
 ჷᜤᅈ˟‬‫ݩ‬ஹ↝᭗ሁ૙Ꮛ↞⅚ࣅ࿢ႎ⅚ཞඞႎ⅚‫ܖ‬ဃɼ‫↕↻ↄ↗ݰ‬ⅹ↹⅚૙Ꮛ↝Сࡇႎሥྸ↚‫↺ↈݣ‬ᛢ᫆⇁੩ᅆↆ⅚૙Ꮛ↝ᚸ̖↚ࢨ᪪ↈ↺⅛‒

3

WHY? - Conceptual changes
 Learning has replaced teaching as the preferred education paradigm.
 Student is perceived as the creator of knowledge.
 The responsibility of learning, including evaluating his or her learning
process, is transferred to the student.
 Education also aims at personal development. Inclusion, participation
and ability to critically assess oneself, are necessary prerequisites forthe achievement of transferable skills and personal development.
 Higher education contributes to the development of a democraticsociety => input is sought from everyone involved.
 Knowledge Society: future higher education has been described asrecurring, situational and initiated by students, challenging institutional
control of education and affecting the evaluation of education.
4− 74 −

基調講演Ⅰ「質保証における学生参画の理念と実践：ENQAの観点とフィンランドの例」

ENQAࡢほⅬ
ENQA – ഑߸᭗ሁ૙Ꮛឋ̬ᚰң˟‒
ESG – ഑߸᭗ሁ૙Ꮛ‫↚ח‬ⅹↀ↺ឋ̬ᚰ↝ؕแ↗⇒⇊⇯∏⇊∙‒‒
ೞ᧙↝ϋᢿឋ̬ᚰ↚↓ⅳ↕↝৆ဦ⅚૾ᤆ৖ዓⅼ↚↞‫ܖ‬ဃ↝ࢫлⅻԃ↭↻↕ⅳ↺↨ⅼ↖ⅱ↺⅛૙Ꮛ⇽∓⇖∏∆↗‫ܖ‬ˮ↝ឋ̬ᚰ↚↞‫ܖ‬ဃ↝Ӌьⅻԃ↭↻↕ⅳ↺ↂ↗ⅻ஖ࢳↄ↻↺⅛‫ٳ‬ᢿឋ̬ᚰ⇽∓⇡⇟↚↱‫ܖ‬ဃ↝Ӌьⅻԃ↭↻↕ⅳ↺↨

ⅼ↖ⅱ↹⅚‫ٳ‬ᢿᚸ̖‫࣏⅚↞↚⇽∞∑⇖ܼᧉݦ‬ᙲ↚ࣖↇ↕⅚‫ܖ‬ဃ∇∙⇶∞⇁ԃ↰↺࣏ᙲⅻⅱ↺⅛‷⁀⁃″↝‫∑⇳⇷ܼᧉݦ‬ⅻᛦૢↆ↎∇∙⇶∞ೞ᧙↝‫ٳ‬ᢿᚸ̖↞ࠝ↚഑߸‫ܖ‬ဃ∌⇱⇐∙≋‷⁅⁇≌↚↷→↕੩కↄ↻↎‫ܖ‬ဃ∇∙⇶∞⇁ԃ↯⅛‒

5

ENQA’s Perspectives
ENQA – the European Association for Quality Assurance in Higher Education
ESG – Standards and Guidelines for Quality Assurance in the European
Higher Education Area
The strategy, policy and procedures for internal QA of institution should
include a role for students. The quality assurance of programmes and awards

are expected to include participation of students. External review processes
should include participation of students and also, the external assessment
group of experts should include, as appropriate, a student member. The
expert panel of ENQA coordinated external reviews of member agency will

always include a student member, proposed by the European Students’
Union (ESU).
6− 75 −

基調講演Ⅰ「質保証における学生参画の理念と実践：ENQAの観点とフィンランドの例」

Ꮫ⏕ཧຍࡢศ㢮‣† ऴ‫إ‬੩̓ᎍ↗ↆ↕↝‫ܖ‬ဃ‒․† ᘍໝᎍ↗ↆ↕↝‫ܖ‬ဃ‒‥† ‫ܖ↝↕ↆ↗ܼᧉݦ‬ဃ‒…† ⇷∞⇮⇰∞↗ↆ↕↝‫ܖ‬ဃ‒7Classification of student participation
1. Student as an Information provider
2. Student as an Actor
3. Student as an Expert

4. Student as a Partner

8− 76 −

基調講演Ⅰ「質保証における学生参画の理念と実践：ENQAの観点とフィンランドの例」

Ṕྐ________________________________________________________

ࣇ࢕ࣥࣛࣥࢻࡢᏛ⏕ࡀ࡝ࡢࡼ࠺࡟ࡋ࡚㧗➼ᩍ⫱࡟࠾࠸࡚㠀ᖖ࡟㔜せ࡞ཧຍ⪅࡟࡞ࡾ࠼ࡓࡢ࠿

9

History________________________________________________________How did Finnish Students become suchimportant players in Higher education?

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基調講演Ⅰ「質保証における学生参画の理念と実践：ENQAの観点とフィンランドの例」

඲ᅜᏛ⏕ࣘࢽ࢜ࣥ - SYL ⇻⇉∙∏∙⇯↝μ‫ܖ׎‬ဃ∌⇱⇐∙‚⁅⁋‾‛↞⅚ʚ↓↝‫ܖ؏ע‬ဃ∌⇱⇐∙↚↷→↕‣‫↚࠰‣․‫‬ᚨᇌↄ↻↎⅛ ‫׎‬ᨥႎ↙˟ᜭ↖⇻⇉∙∏∙⇯↝‫ܖ‬ဃ⇁ˊᘙↆ↎⅛‒ ↈ↖↚‣‫׎↞‾⁋⁅⅚↞↚ˊ࠰•‥‫‬ᨥႎ↙‫ܖ‬ဃӏ↢ܱ፼ဃ↝ʩ੭Сࡇ⇁ኵጢↆ⅚ᡈᨩᜂ‫↗׎‬ᆢಊႎ↚ңщↆ↕ⅳ↎⅛‒
 ᇹʚഏɭမ‫ٻ‬৆↭↖↞⅚‫׎‬ᨥႎ෇ѣⅻ⁅⁋‾↝ɼᙲΟέʙ᪮↖ⅱ→↎
ⅻ⅚↌↝ࢸ⅚ᅈ˟ᅦᅍ↳૙Ꮛ૎ሊⅻ↷↹᣻ᙲ↚↙→↎⅛⁅⁋‾↞ࠝ↚‫ܖ‬ဃ↳૙Ꮛ↚᧙ↈ↺ↈ↨↕↝ʙ᪮↚ᆢಊႎ↚᧙ɨↆ⅚ɼ‫⇁ೌݰ‬ӕ→↕ⅼ↎≋̊ⅷ↟⅚‫ܖ‬ဃͤࡍ⇛∞⇹⇟⅚˰‫ܖ⅚ܡ‬፼ૅੲ↳я঺Сࡇ⅚
࿢‫↝ؾ‬բ᫆↗࠯ሁ↙↘≌⅛‒
 ᇹʚഏɭမ‫ٻ‬৆↝ࢸ⅚ૼↆⅳ⅚⇖∓∞⇶∑↙‫ܖ‬ဃ෇ѣⅻႆ‫‾⁋⁅⅛ޒ‬↞⅚‫׎‬ᨥ‫ܖ‬ဃ∌⇱⇐∙‚※⁇⁅‛↝ᚨᇌ∇∙⇶∞↝ɟ↓↖ⅱ↺⅛

11

National Student union - SYL National Union of University Students in Finland (SYL) wasestablished in 1921 by 2 local student unions.
 Represented Finnish students at international meetings.
 Already at the 1930’s SYL organised international student andtrainee exchange and had active co-operation with its neighbouring
countries.
 Until the WWII international activities were the major priority in SYL
but afterwards social welfare and education politics became more
important. SYL has always been actively involved and taken initiativein all matters concerning students and education, for example
student health services, housing, study support and grant system,
environmental issues and equality.
 After the WWII a new, global student activism developed. SYL was
one of the founding members of the International Union of Students,
IUS.
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基調講演Ⅰ「質保証における学生参画の理念と実践：ENQAの観点とフィンランドの例」

ୡ⏺᝟ໃୗࡢ෭ᡓ࡟ࡼࡿศ⿣
• ɭမႎ↙‫ܖ‬ဃᢃѣ↝ʚ↓↝⇊⇭⇐∓⇔∞≝σငɼ፯ᢃѣ↗⅚ಮ⅝↙
‫ܖ↝׎‬ဃ↚φ˳ႎ↙⇛∞⇹⇟⇁੩̓ↈ↺᩼૎඙ႎ↙‫׎‬ᨥೞ᧙↗ⅳⅵ⇈⇊⇭⇈⅛‒• ⁅⁋‾↞‣‫∞∐⇒∙⇵↝࠰ ‧‫‬ѣʏ≋⇣ᡲ៾↝⇼⇦∀⇟⇮̛ૌ≌ࢸ⅚※⁇⁅⇁Ꮾᡚↆ⅚‫ݣ‬ᇌↈ↺‫ܖ‬ဃ‫↖˳ׇ‬ⅱ↺‫׎‬ᨥ‫ܖ‬ဃ˟ᜭ≋※⁅‵≌↚Ӌьↆ↎⅛‒• ‣‫※‵↞↚࠰ ‫‬″ⅻ᧓੗ႎ↚※⁅‵↚᝻᣿⇁੩̓ↆ⅚※⁇⁅↖σငɼ፯↚ᆢಊႎ↚Ӓ‫↺ↈݣ‬቟‫↝׎‬μ‫ܖ׎‬ဃң˟≋⁇⁅⁀⁅″≌ⅺ↸↝‫ܖ‬ဃ⇁Ѫᨼↆ↕
ⅳ↎ↂ↗ⅻЙଢↆ↎⅛‒• ᝻᣿ɧឱ↚ឪ‫↝‵⁅※↺ↈ׆‬ᚐ૝ⅻ‣‫⁅⁇※⅚↹↙↗ܱྵ↚࠰‫ ‫‬ⅻʻɟࡇ⅚՗ɟ↝ɭမႎ↙‫ܖ‬ဃ‫‒⅛↎→↙↗˳ׇ‬

13

Cold War division in the global scene:• Two ideologies in the global student activism: Communist movement
and idea of a non-political international agency which would provide
concrete services to the students of various countries.
• SYL resigned the IUS after the Hungarian Uprising in 1956 (Soviet
forces invaded Budapest) and joined the International Student
Conference (ISC), the opposing student organization.
• In 1967 it was found out that the CIA had indirectly funded the ISC
and recruited students from the United States National Student
Association (USNSA) to actively oppose Communism in the IUS.
• The dissolution of the ISC owing to lack of funds became a reality in1969. Once again, the IUS was the only world-wide student
organization.
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基調講演Ⅰ「質保証における学生参画の理念と実践：ENQAの観点とフィンランドの例」

㠉᪂ⓗ࡞୕㒊ᵓᡂࢩࢫࢸ࣒ ‣‫ܖ↝⇯∙∏∙⇉⇻⅚↚ˊ࠰• ‫‬ဃ↞⅚‫↝ܖٻ‬ॖ࣬ൿ‫↚ܭ‬ⅹↀ↺↷↹᣻ᙲ↙ࢫл⇁ᙲ൭ↆ‫‒⅛↎↰ڼ‬ ⇻⇉∙∏∙⇯↝‫↚ܖٻ‬ⅹↀ↺ↈ↨↕↝−⇿∑↝ॖ࣬ൿ‫ܭ‬ኵጢ↞૙੉⅚‫ܖ‬ဃ⅚ӏ↢↌↝˂ᎰՃ↝ˊᘙⅺ↸↙↺⅛‒
 ӕ↹ൿ↰↞‫ܖٻ‬ඥ↚ദࡸ↚ᚡↄ↻↕ⅳ↺⅛‒
 ↈ↨↕↝‫ܖ‬ဃ↞ᐯѣႎ↚‫ܖ↝؏ע‬ဃ∌⇱⇐∙↝∇∙⇶∞↚↙↹⅚Ӳೞ᧙↝∌⇱⇐∙↞⁅⁋‾↝∇∙⇶∞↖ⅱ↺⅛‫ܖ↝؏ע‬ဃ∌⇱⇐∙↞⅚‫ܖٻ‬ϋ↝ↈ↨↕↝ദࡸ↙ॖ࣬ൿ‫ܭ‬ኵጢ↚Ӌьↈ↺‫ܖ‬ဃ↝ˊᘙ⇁ᢠЈↈ↺ᝧ˓ⅻⅱ↺⅛‫ܖ‬ဃ∌⇱⇐∙↝ᇌ‫ܖٻ↞ئ‬ඥ↖‫ܭ‬፯ↄ↻↕ⅳ↺⅛
 ‫ܖ‬ᅹ−⇿∑↖↝‫ܖ‬ဃ‫‒˳ׇ‬ ‫↞ܖٻ‬ᅹ‫ܖ‬σӷ˳↖ⅱ↺‬‒‫ܖ‬ဃ↞⅚⇕∏⇟⇁↗↺ဃࢻ↗ↆ↕↖↞↙ⅾ⅚‫ܖ‬ᘐೞ᧙↚ⅹↀ↺ૼஹ↝∇∙⇶∞↗ᙸ↙ↄ↻↕ⅳ↺⅛‒

15

Revolutionary tripartite system
 In the 1960’s students in Finland begin to demand a more significant
role in the decision-making of their universities.
 Representatives of professors, students and other staff at all decision
making bodies at all levels in Finnish Universities.
 Arrangement was enshrined in the University Act.
 All students automatically become members of their local student
union and the unions of institutions are the members of SYL. The
local student union is responsible for selecting student
representatives to participate in all official decision-making bodies ina university. The position of the student unions is defined in the
University Act.
 Student associations at the subject level.
 University is a scientific community: Students are seen more as
novice members in the academy than pupils taking classes.
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࣮ࣚࣟࢵࣃ࡟࠾ࡅࡿ
ᒎ㛤________________________________________________________________________________________________________________

17

Europeandevelopment________________________________________________________________________________________________________________

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基調講演Ⅰ「質保証における学生参画の理念と実践：ENQAの観点とフィンランドの例」

➃⥴
•
•
•
•

‷⁅⁇↞⅚ᙱ∎∞∓⇩⇷‫ܖ‬ဃऴ‫※⁅‷⁉‚ޅإ‬‴‛↗Ԡ↟↻↕ⅳ↎ɡ↓↝μ‫׎‬‫ܖ‬ဃ∌⇱⇐∙↚↷→↕‣‫‫‬‪․࠰↚ᚨᇌↄ↻↎⅛‒
ಮ⅝↙‫ܖ↝׎‬ဃ↚φ˳ႎ↙⇛∞⇹⇟⇁੩̓ↈ↺᩼૎඙ႎ↙‫׎‬ᨥႎऴ‫إ‬σஊೞ᧙↝⇈⇊⇭⇈↞⅚И஖െ᨞↝‷⁅⁇⇁ཎࣉ↔ↀ↺⅛‒‣‫‫‬‪•࠰ˊኳ↾↹↝ி∎∞∓⇩⇷↝૎඙ႎ‫※⁅‷⁉⅚↞҄٭‬‴↚↱ࢨ᪪⇁
ɨⅷ⅚଒ிͨ↝μ‫ܖ׎‬ဃ∌⇱⇐∙↚ьႱ⇁ਘ‫‒⅛↎ↆٻ‬‣‫․࠰•‫‫‬உ⅚⁉‷⁅※‴↞⃯⁉⃰⇁↞↉ↆ⅚഑߸‫ܖ‬ဃऴ‫※⁅‷≋ޅإ‬‴≌↗
↙→↎⅛‒

19

Beginnings• ESU was founded in 1982 by seven national unions ofstudents was called WESIB, the West European Student
Information Bureau.
• The idea of a non-political international information sharing
agency which would provide concrete services to the students
of various countries characterises the beginning of ESU.
• The political changes in Eastern Europe at the end of the
1980s affected WESIB as well, as it opened up itself to national
unions of students from the former east.
• In February 1990, WESIB dropped the “W” to become theEuropean Student Information Bureau (ESIB).
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࣮ࣚࣟࢵࣃࡢ⤫ྜཬࡧ࣮࣎ࣟࢽ࣭ࣕࣉࣟࢭࢫ
•
•

•

•

‷⁅※‴ⅺ↸‷⁅⁇↧⅚ҥ↙↺ऴ‫إ‬σஊኵጢⅺ↸‫ܖ‬ဃ↝ॖᙸ↳МႩ⇁ˊᘙↈ↺૎඙ኵጢ↚‫‒⅛↎ↆ҄٭‬
ʻଐ⅚഑߸‫ܖ‬ဃ∌⇱⇐∙≋‷⁅⁇≌↞⅚‥‫↝‫‬഑߸ᜂ‫׎‬ⅺ↸… ↝‫ܖ‬ဃ∌⇱⇐∙ⅻьႱↈ↺Ͳɦኵጢ↖ⅱ↺⅛‒‒‷⁅⁇↞⅚∎∞∓⇩⇷↝ɼᙲ↙ॖ࣬ൿ‫ܭ‬ೞ᧙μ↕≋഑߸ᡲӳ⅚഑߸ᚸᜭ
˟⅚⁇⁀‷⁅‵⁁ӏ↢∂∓∞⇱∉∝⇻⇏∓∞⇈⇩⇽∝⇖∑∞⇽≌↚‫⅚ↆݣ‬‣‣ႊɢʴ↝‫ܖ‬ဃ↝૙Ꮛ⅚ᅈ˟⅚ኺฎӏ↢૨҄ႎМႩ⇁̟ᡶↆ⅚ˊᘙ
ↈ↺⅛‒‷⁅⁇↞⅚഑߸ⅹ↷↢‫׎‬ᨥႎ↙−⇿∑↖ࢨ᪪⇁ɨⅷ⅚᣻ᙲ↙Мܹ᧙̞ᎍ↗ↆ↕ᛐᜤↄ↻↕ⅳ↺⅚⇈⇯∂⇑⇝∞↗⇓∉⇷⇝⇬⇉∝⇹∑⇭⇉∙⇖⇁ᘍⅵኵጢ↖ⅱ↺⅛‒
21

European Integration and Bologna process•

ESIB to ESU changed from just an information sharing organisation into to apolitical organisation that represents the views and interests of students.

•

Today the European Students’ Union (ESU) is the umbrella organisation of 47

national unions of students’ from 39 European countries.
•

ESU promotes and represents the educational, social, economic and culturalinterests of 11 million students to all key European decision-making bodies: theEuropean Union, Council of Europe, UNESCO and the Bologna Follow Up
Group.

•ESU is a professional advocacy and capacity building organisation that is
influential and recognised as an important stakeholder at the European andinternational level.
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ESUࡢ┠ⓗ࡜άື•••‷⁅⁇↞⅚‫ܖ‬ဃӋь⇁̬ᚰↆࢍ҄ↈ↺ↂ↗⅚ӏ↢‫⅚؏ע‬μ‫⅚׎‬഑߸−⇿∑↖↝᭗ሁ૙Ꮛ૎ሊⅹ↷↢ॖ࣬ൿ‫ܖ↚ܭ‬ဃⅺ↸↝⇊∙⇽⇩⇮⇁‫↳ف‬ↈↂ↗⇁Ⴘਦↆ↕ⅳ↺⅛
‷⁅⁇↞⅚ɢʴ↝↎↰↝ឋ⅚π࠯ࣱӏ↢⇈⇕⇡⇟↚᧙ↈ↺̖͌ᚇ↚ؕ↔
ⅳ↕᭗ሁ૙Ꮛ⇝⇟⇬∆⇁ਖ਼ᡶↆ↕ⅳⅾ⅛‒
ↈ↨↕↝ೞ᧙−⇿∑↖↝᭗ሁ૙Ꮛ૎ሊ↚᧙ↈ↺‫ᧉݦ‬ჷᜤ↝เ↗ↆ↕
‷⁅⁇↞⅚∐∙⇕⇁ನሰↆ⅚‫؏ע‬ⅹ↷↢ɭမ−⇿∑↖↝‫ܖ‬ဃ↳‫ܖ‬ဃ⇽∏⇩⇮⇻⇏∞∆᧓↖↝ऴ‫↳⇈⇭⇊⇈⅚إ‬ኺ᬴↝ʩ੭⇁̟ᡶↈ↺⅛‒

23

ESU’s aims and activities• ESU aims to ensure and strengthen students’participation and to increase the student input into higher
education policy and decision making at the local,
national and European level.
• ESU promotes a higher education system based on thevalues of quality, equity and accessibility for all.
• ESU as a source of expertise on higher education policy
at all institutional levels and to build links and foster an
exchange of information, ideas and experiences among
students and student platforms at a regional and global
level.
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基調講演Ⅰ「質保証における学生参画の理念と実践：ENQAの観点とフィンランドの例」

Ꮫ⏕ཧ⏬ࡢᙉࡳ࡜ㄢ㢟________________________________________________________

25

Strengths andChallenges of student
involvement________________________________________________________

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基調講演Ⅰ「質保証における学生参画の理念と実践：ENQAの観点とフィンランドの例」

Ꮫ⏕ཧ⏬ࡢᙉࡳ
•••‫ᧉݦ‬ႎჷᜤ≝‫ܖ‬ဃ↞⅚ᚸ̖↝ᚘဒ↗ܱ଀↚ⅹⅳ↕⅚˂↝‫ᧉݦ‬ჷᜤ↚ፗⅼ੭ⅷ↺ↂ↗ⅻ↖ⅼ↙ⅳ↷ⅵ↙⅚‫ܖ‬፼↳‫ܖ‬ဃ↝բ᫆↚↓ⅳ↕↝‫ݦ‬ᧉჷᜤ⇁ˊᘙↈ↺⅛‒̮ဇࣱ≝‫ܖ‬ဃ↝ࢍщ↙ࢫл⇁↱↓ↂ↗↖⅚૙ᎰՃ↝ᙻໜ↝↮↙↸↉⅚
‫ܖ‬ဃ↝ᙻໜⅺ↸↮↕↱ᚸ̖↚̮ဇ⇁ɨⅷ↸↻↺⅛ࢨ᪪≝ᚸ̖↚Ӌьↈ↺ↂ↗↚↷→↕⅚‫ܖ‬ဃ↞⅚૙Ꮛ↝Ӽɥ↚ࢨ᪪⇁ӏ↫ↈೞ˟⇁ਤ↓⅛ᚸ̖ⅻ‫ܦ‬ʕↈ↺↗⅚‫ܖ‬ဃ↞ᚸ̖↝ኽௐ⇁ਖ਼ᡶↈ↺ࢫл⇁ਃⅵ⅛

27Strengths of student involvement•••

Expertise: Students represent the expertise of studies and student
matters which cannot be replaced with other expertise in the planningand implementation of the evaluations.
Credibility: The strong role of the students gives the evaluations
credibility, not only in the eyes of the staff, but also in the eyes ofstudents.
Impact: By participating in the evaluations, the students have an
opportunity to influence the development of education. When theevaluation has been completed, the students have a role in promoting
the results of the evaluations.

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ࡉࡽ࡞ࡿᙉࡳ㸸• ‫ܖ‬ᘐႎσӷ˳↚ⅹↀ↺⇷∞⇮⇰∞⇝⇩⇽‬‒ᚸ̖↧↝Ӌь↞⅚
‫ܖ‬ᘐႎσӷ˳↚ⅹↀ↺‫ݣ‬ሁ↙∇∙⇶∞↗ↆ↕↝‫ܖ‬ဃ↝ࢫл⇁ࢍ҄ↈ↺⅛‒• ‫ܖ‬፼⇽∓⇡⇟≝‫׎‬μ˳↝ᚸ̖⇽∓⇞⇍⇕⇮↧↝Ӌь↞⅚
‫ܖ‬ဃ↚̾ʴ↗ↆ↕⅚↭↎⅚ᨼ‫↝↕ↆ↗ׇ‬Ꮱщ⇁Ӽɥↄ↊↺ⅺↀⅻⅷ↝↙ⅳೞ˟⇁੩̓ↈ↺⅛ᚸ̖↞‫˺↙٭ٻ‬ಅ⇁ↆ↟ↆ↟ᙲ൭ↈ↺ⅻ⅚↌↻↸↚Ӌьↆ↎‫ܖ‬ဃ↳‫ܖ‬ဃ∌⇱⇐∙↞↌↝ኺ᬴↚᩼ࠝ↚฼ឱↆ↕ⅳ↺⅛‒

29

More strengths:• Partnership in the academic community: Participation in
the evaluations strengthens the student role as an equal
member in the academic community.
• Learning process: Participation in the national evaluation
projects provides the students with a unique opportunity
to enhance their individual and collective competence.
Although the evaluations often demand hard work, thestudents and student unions participating in them havebeen very satisfied with the experience.

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Ꮫ⏕ཧ⏬ࡢㄢ㢟• ˊஆ↾↹↗⇮−∞⇱∙⇖≝‫ܖ‬ဃ↝↪↗⇂↘↞⅚‫ܖ‬ဃ∌⇱⇐∙↚․⊡‥࠰ઃ↾↺↏ↀ↖ⅱ↺⅛ᚸ̖˺ಅ↚↓ⅳ↕ૼↆⅳ‫ܖ‬ဃ⇁ዒዓႎ↚⇮−∞⇱∙⇖ↈ↺࣏ᙲⅻⅱ↺⅛
• ѣೞ↔ↀ↗‫إ‬ᣛ≝଺↚↞⅚‫ܖ‬ဃⅻᐯࠁᚸ̖⇽∓⇡⇟↚Ӌьↈ↺ѣೞ↔ↀⅻ࣏ᙲ↖ⅱ↺⅛
• ˊᘙࣱ≝‫ܖ‬ဃ↞‫ר‬ឋ↙⇖∑∞⇽↖↞↙ⅾ⅚‫ٶ‬ⅾ↝ॖᙸ⇁ਤ→↕ⅳ↺⅛‒• ᨂ↸↻↎ᙻໜ≝‫ܖ‬ဃ↞૙Ꮛ↝‫↝˂↳ܼᧉݦ‬ᚸ̖⇧∞∆∇∙⇶∞↚ൔ↨↕૙Ꮛ↚↓ⅳ↕↝ኺ᬴ⅻ‫↙ݲ‬ⅳ⅛

31

Challenges of student involvement• Turnover and training: Most students spend only two to
three years working for student unions. Continuing needto train new students in the evaluation tasks.
• Motivation and reward: Sometimes students need to be
motivated to take part in the self-evaluation processes.
• Representativeness: Students are not a homogeneousgroup but have many views.
• Limited perspective: Students has less experience ineducation than education professionals and others
evaluation team members.
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基調講演Ⅰ「質保証における学生参画の理念と実践：ENQAの観点とフィンランドの例」

ࡈΎ⫈࠶ࡾࡀ࡜࠺ࡈࡊ࠸ࡲࡋࡓ㸟

33

Thank you for your attention!

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基調講演Ⅱ「質への学生参画 ̶ 英国の事例：パートナー＆プロデューサー」

ឋ↧↝‫ܖ‬ဃӋဒ‒ ⃫ᒍ‫↝׎‬ʙ̊≝‒⇷∞⇮⇰∞≊⇽∓⇭∋∞⇛∞‒Dan Derricott
University of Lincoln

Student Engagement in Quality - A UK
Case Study: Partners & Producers

Dan Derricott
University of Lincoln− 90 −

基調講演Ⅱ「質への学生参画̶英国の事例：パートナー＆プロデューサー」ಒᙲ‒㡠ឋ≝˴⇁ᢋ঺ↆ↷ⅵ↗ↆ↕ⅳ↺↝ⅺ‒
㡠ឋ⇽∓⇡⇟↧↝‫ܖ‬ဃӋဒ↝Мໜ‒㡠ᒍ‫↚׎‬ⅹↀ↺‫ܖ‬ဃӋဒ↝Ө᪽‒㡠ɟᑍႎ↙ᚇໜ≝‒⇷∞⇮⇰∞↗ↆ↕↝‫ܖ‬ဃ‒㡠ˊஆႎ↙ᚇໜ≝⇽∓⇭∋∞⇛∞↗ↆ↕↝‫ܖ‬ဃ‒㡠ܱᨥ≝ឋ↧↝‫ܖ‬ဃӋဒ↝̊‒㡠Ο↻↎‫ܖ‬ဃӋဒ↝ҾЩ‒Overview• Quality: what are trying to achieve• Benefits of engaging students in quality processes• Emergence of student engagement in the UK• Dominant narrative: Students as Partners• Alternative narrative: Students as Producers• In Practice: examples of student engagement in quality• Principles of good student engagement− 91 −

基調講演Ⅱ「質への学生参画 ̶ 英国の事例：パートナー＆プロデューサー」

㡠∐∙⇑∙‫‒ܖٻ‬ឪเ↞‣‪ ‣࠰↚ᢓ↺‒‫ע‬Ψ↝ʴ⅝↝ॖ࣓↚↷↹․••‣࠰↚ᚨᇌ‒‫ܖ‬ဃ‣․„•••‒Ӹ‒૙Ճ ․•‒Ӹ⅚ૅੲ⇟⇥⇩⇻‒ ․•Ӹ‒⇒∞⇭⇉⇈∙‫‒↞↖‥‣•․⇯⇊⇒ܖٻ‬‣․•ఄɶ… ˮ‒‫ܖ‬ဃ฼ឱࡇ↞ɥˮ…Ў↝≔↚λ↺‚μ‫ܖ׎‬ဃᛦ௹≝⁀⁓⁦⁛⁡⁠⁓⁞‒⁅⁦⁧⁖⁗⁠⁦‒⁅⁧⁤⁨⁗⁫‛‒⁩⁩⁩†⁞⁛⁠⁕⁡⁞⁠†⁓⁕†⁧⁝‒′⁇⁠⁛‾⁛⁠⁕⁡⁞⁠‒− 92 −

基調講演Ⅱ「質への学生参画̶英国の事例：パートナー＆プロデューサー」

ឋ‒‒˴⇁ᢋ঺ↆ↷ⅵ↗
ↆ↕ⅳ↺↝ⅺ≢‒㡠இ˯ᨂ↝‫ܖ‬ᘐ൦แӏ↢ᛦԧ‡ൔ᠋ӧᏡࣱ⇁̬ᚰ‒㡠‫ܖ‬ဃⅻ⅚‫ܖ‬፼ↆ⅚‫ܖ‬ᘐ൦แ⇁ᢋ঺ↈ↺↎↰↝ᑣឋ↙ೞ˟ⅻⅱ↺
ↂ↗⇁̬ᚰ‒
㡠‫ܖ‬፼ೞ˟⇁Ӽɥↈ↺⅛↷↹ᑣⅾↈ↺↎↰↚ࠝ↚ѐщↈ↺⅛‒‒

Quality

What are wetrying to achieve?
• Assure minimum academic
standards and harmonisation /comparability• Ensure students have goodquality opportunities to learn andachieve those academic
standards• Enhance the opportunities tolearn. Constantly striving to bebetter.

− 93 −

基調講演Ⅱ「質への学生参画 ̶ 英国の事例：パートナー＆プロデューサー」

ឋ̬ᚰ‒‘‒෇ѣ↝Ӽɥ↧↝‫ܖ‬ဃӋဒ↝Мໜ‒㡠‫ܖ‬ဃ↞⅚․•‣‥࠰↚‫ܖ‬ဃ↖ⅱ↺ↂ↗ⅻ↘↝↷ⅵ↙↱↝↖
ⅱ↺ⅺ‫ᧉݦ‬ႎ↙ᙸᚐ⇁↱↎↸ↈ⅛‒㡠૙Ꮛ↚᧙ↈ↺‫ܖ‬ဃ↝ᙻໜ↞૙Ճ↝ॖᙸ⇁ᙀ‫↎≋↺ↈܦ‬↏ↆ⅚ӕ→↕ˊ↾↺ↂ↗↞໯ⅳ≌⅛‒㡠‫ܖ‬ဃ↞⅚ૼↆⅳ⇈⇊⇭⇈⅚⇎⇳∑⇔∞⅚ऴ༏⅚оᡯࣱ⇁↱↎↸ↈ⅛‒㡠‫ܖ‬ဃ↞⅚ᙹแ↗े‫↚ܭ‬ਪ৆ↈ↺ↂ↗⇁̟ᡶↈ↺⅛㡠‫ܖ‬ဃӋဒ↞ኽௐ↖↞↙ⅾ⇽∓⇡⇟↖ⅱ↺⅛ↂ↻↞ឋ↝̬ᚰ↗Ӽɥ⇁ᢋ঺ↈ↺↎↰↝૾ඥ↝ɟ↓↖ⅱ↺⅛‒‒

Benefits of engaging students in quality
assurance & enhancement activities• Students bring an expert opinion on what it is like to be a
student in the year 2013
• Students perspective on teaching and learningcomplements (but does not replace) the opinion ofacademics• Students bring new ideas; energy; enthusiasm; creativity• Students help challenge norms and assumptions• Student engagement is a process, not a product. It is
one method for achieving quality assurance &enhancement.

− 94 −

基調講演Ⅱ「質への学生参画̶英国の事例：パートナー＆プロデューサー」

ᒍ‫↚׎‬ⅹↀ↺ឋ̬ᚰӏ↢Ӽɥ↧↝‫ܖ‬ဃӋဒ↝Ө᪽‒ቇତ࠰ᘙ‒The emergence of student engagement in quality
assurance & enhancement in the UK
A brief timeline− 95 −

基調講演Ⅱ「質への学生参画 ̶ 英国の事例：パートナー＆プロデューサー」

㡠‣‫‫‬‪•࠰ˊ㡞‒‫ܖ‬ဃॖᙸ୿੩Ј↝ᙹ‫‒ܭ‬㡠‣‫‒ˊ࠰•‫‫‬㡞‒›‷⁃‵≋᭗ሁ૙Ꮛ൦แᚸᜭ˟≌‬‒‫ܖ‬ဃॖᙸ୿↝੩Ј↞↙ⅳ
ⅻ⅚‫ܖ‬ဃ↗↝᩿˟⇁࣏᪰↗ↆ↎⅛‫עޅ‬ႎ↚Ӌဒↈ↺⇙∞⇟ˊᘙᎍ↗ↆ↕‫ܖ‬ဃ⇮−∞⇱∙⇖↝᧏‫‒ڼ‬㡠‣‫‒࠰ ‫‫‬㡞‒⁃″″‒↝ᚨᇌ‒
㡠․••․‒࠰㡞‒ૼ↎↙ೞ᧙К⇐∞⇭⇉⇩⇮૾ࡸ↚Ⅴ‫ܖ‬ဃॖᙸ୿Ⅵⅻϐ‫ݰ‬
λ⅛இИ↝‒⁃″″ᎰՃ↝ᨽဇ≞ɼᙲ↙˟ᜭ↝᧏͵⅛‒
㡠․••․‟•‥࠰‒㡞⇟⇙⇩⇮∏∙⇯↝૙Ꮛ⇡⇕⇥∞ⅻ⅚ⅤӼɥ‫∄∞⇬׹‬Ⅵ↝ӕኵ↝ɼᙲҾЩ↗ↆ↕‫ܖ‬ဃӋဒ⇁੔ဇ⅛‫ܖ‬ဃᚸ̖ᎍ↗⁅⁂″⁄⁃⁅≋⇟⇙⇩⇮∏∙⇯ឋ↚ⅹↀ↺‫ܖ‬ဃӋьૅੲೞ᧙≌↝‫ݰ‬λ⅛

• 1980s – provision for student written submissions• 1990s – HEQC: no student written submission, but meeting withstudents compulsory. Started to train students as course reps toengage locally.
• 1997 – QAA established• 2002 – ‘Student Written Submission’ re-introduced into new
Institutional Audit method. First QAA staff employed; major conference
held.
• 2002-03 – Scottish sector adopted student engagement as a major
principle in their approach in their ‘enhancement themes’. Introduced
Student Reviewers and SPARQS.

− 96 −

基調講演Ⅱ「質への学生参画̶英国の事例：パートナー＆プロデューサー」

㡠․•• ࠰‒㡞‒⇖∏⇟⇚∞↚ⅹↀ↺⁃″″˟ᜭ↖↞⅚⇟⇙⇩⇮∏∙⇯↝μ‫׎‬‫ܖ‬ဃ∌⇱⇐∙˟ᧈӏ↢⁅⁂″⁄⁃⁅˟ᧈⅺ↸Ꮙ‫ܭ‬ႎ↙ࢨ᪪↚↓ⅳ↕Ꭵⅳ↕
ⅳ↺⅛‒⁃″″ྸʙ˟↞‫ܖ‬ဃᚸ̖ᎍ↞⅚ᒍ‫׎‬μ˳↖‫↨↺↻ↄ᧏ޒ‬ⅼ↖ⅱ↺↗ӳॖↆ⅚࢘И⅚ ‫↖ܖٻ‬ᚾ᬴ႎ↚ܱ଀ↄ↻⅚μ‫˟׎‬ᜭ↧‫إ‬ԓↄ↻↎≋ኽௐ↞‫ڤ‬ᚸ↏→↎≌⅛‒
㡠․•• ࠰‒㡞‒⁃″″ᎰՃ↝‫ف‬ь⅚⁃″″‫ܖ‬ဃӋဒ৆ဦ≝‫ܖ‬ဃ∌⇱⇐∙↧↝ૅੲ⅚ྸʙ˟↝‫ܖ‬ဃ∇∙⇶∞‒‒
㡠․••‫⇯∙∏⇖∙⇊‟‒࠰‫‬᭗ሁ૙Ꮛᝠ૎⇑⇌∙⇝∑≋›‷‸‵‷≌ⅻ⅚⇐∞⇽∙∝∌⇱⇶∞⇝⇬⇉↝᭗ሁ૙Ꮛᄂᆮ≊ऴ‫‷›‵≋∞⇥∙⇡إ‬⁄※≌↚‫ܖ‬ဃӋဒ↝ཞඞ⇁‫إ‬ԓↈ↺ↂ↗⇁‫ۀ‬ᚠ⅛ↂ↻↞⅚᭗ሁ૙Ꮛ⇈⇑⇭∅∞ⅹ↷↢μ‫ܖ׎‬ဃ∌⇱⇐∙↚ↄ↸↙↺᝻เ᧏ႆⅹ↷↢‫ܖ‬ဃӋဒ↝ૅੲ↝↎↰↝›‷‸‵‷↝᝻᣿੩̓↝↱↗↗↙→↎⅛‒• 2006 – QAA Conference in Glasgow heard from NUS Scotland
President & Head of SPARQS on positive impact. QAA Board
agreed Student Reviewers should be rolled out across the UK first piloted in 6 English universities and reported on to a national
conference (it was well received).
• 2007 – More staff in QAA; QAA Student Engagement Strategy:
support for students’ unions, student member of the board• 2009 - the Higher Education Funding Council for England (HEFCE)
commissioned the Open University's Centre for Higher Education
Research & Information (CHERI) to report on the state of student
engagement. This resulted in HEFCE funding the Higher Education
Academy and the National Union of Students to further develop
resources and support for engaging students.

− 97 −

基調講演Ⅱ「質への学生参画 ̶ 英国の事例：パートナー＆プロデューサー」

㡠․•‣•࠰‒‟‒⁃″″ྸʙ˟ⅻ⅚‫ܖٻ‬ⅻឋ⇽∓⇡⇟↚‫ܖ‬ဃ⇁Ӌဒↄ↊↺↗ⅳⅵദࡸ↙஖ࢳ⇁ɼࢌↈ↺Ⅴᚐᛟᚡ
ʙⅥ૨୿⇁Ӗↀӕ↺‒㡞‒↌↝ࢸ⅚⁃″″↞Ⅴ⁃″″↝ↈ↨↕↝ಅѦ↚ⅹⅳ↕ɼᙲ↙Мܹ᧙̞ᎍ⇖∑∞⇽↗ↆ↕
‫ܖ‬ဃ⇁ৢⅵ⅛Ⅵ‒

㡠․•‣•࠰‒㡞‒⁃″″ૼ৆ဦᚘဒ‬‒ᇹɟ↝Ⴘႎ↞⅚⁃″″ⅻ‫ܖ‬ဃ↝⇱∞⇠⇁฼↎ↆ↕ⅳ↺ↂ↗⇁̬ᚰↈ↺ↂ↗‒㡠․•‣․࠰‒㡞‒ᒍ‫׎‬᭗ሁ૙Ꮛ↝↎↰↝ឋᙹር‚⁃⁧⁓⁞⁛⁦⁫‒‵⁡⁖⁗‛‒ⅻો‫ↆૼ⅚↻ↄܭ‬ⅳᇘ↚ↈ↨↕↝᭗ሁ૙Ꮛ੩̓ೞ᧙
ⅻᢝ‫↙ↆܣ‬ↀ↻↟↙↸↙ⅳ⅚‫ܖ‬ဃӋဒ↚↓ⅳ↕஖ࢳↄ↻↺ʙ᪮ⅻ‫ݰ‬λↄ↻↎‒• 2010 - QAA Board receives 'think piece' document
arguing for a formal expectation that Universities
engage students in quality processes - and that QAA'treats students as the primary stakeholder group in
all its work'• 2010 - QAA's new strategic plan: 1st aim is to ensure
QAA is meeting students' needs• 2012 - UK Quality Code is revised and a new chapter/ expectation on student engagement is introduced
that all providers of Higher Education must comply
with− 98 −

基調講演Ⅱ「質への学生参画̶英国の事例：パートナー＆プロデューサー」

ྵ‫↝נ‬ཞඞ‒㡞‒இ᣻ᙲໜ‒㡠᭗ሁ૙Ꮛᛢᆉ⇁੩̓ↈ↺‫ܖٻ‬ⅹ↷↢⇑−⇩⇞↝ɼ↙ᚸ̖≋−⇹∋∞≌↝ↈ↨↕↖⅚ᚸ̖Ճ‫↝ׇ‬ɶ↚җЎ↙‫ܖ‬ဃ
∇∙⇶∞ⅻⅳ↺≋‫ܖ‬ဃᚸ̖ᎍ‣••Ӹˌɥ≌‒㡠ᚸ̖≋−⇹∋∞≌⇁Ӗↀ↕ⅳ↺‫⇑↞↎↭ܖٻ‬−⇩⇞↝‫ܖ‬ဃ↞ᚸ̖ᎍ↝↱↗↧୿᩿⇁ᡛ↺ↂ↗ⅻ↖ⅼ⅚൦แӏ↢ឋ↝ↈ↨↕↝Ў᣼↚↓ⅳ↕‫ܖ‬ဃⅺ↸↝ᙻໜ⇁ɨⅷ↕ⅳ↺‒
㡠⁃″″ྸʙ˟↚↞‫ܖ‬ဃⅻ․Ӹλ↺‒㡠ྸʙ˟↝ദࡸ↙‫ۀ‬Ճ˟≝‫ܖ‬ဃ᛽բ‫ۀ‬Ճ˟‒The current situation - highlights• All major reviews of Universities and Colleges thatdeliver higher education courses have a full student
member of the panel (over 100 student reviewers)• Students at the University or College being reviewed cansend a written submission to the reviewers - giving thestudent perspective on all areas of standards & quality• Two student members of the QAA Board of Directors• Formal committee of the Board of Directors: the Student
Advisory Board− 99 −

基調講演Ⅱ「質への学生参画 ̶ 英国の事例：パートナー＆プロデューサー」

᭗ሁ૙Ꮛ↚ⅹↀ↺‫ܖ‬ဃ↝ࢫл⇁↰ⅿ↺ྵ‫↝נ‬ಒࣞ‒⇷∞⇮⇰∞‒⁨⁥†‒⇽∓⇭∋∞⇛∞‒

Current concepts around the role of students inhigher education
Partners vs. Producers− 100 −

基調講演Ⅱ「質への学生参画̶英国の事例：パートナー＆プロデューサー」

ɟᑍႎ↙ᚇໜ≝⇷∞⇮⇰∞↗ↆ↕↝‫ܖ‬ဃ‒㡠૙Ꮛ↝Ӗѣႎ↙ෞᝲᎍ↗ↆ↕↝‫ܖ‬ဃ⇁ԁ‫‒ܭ‬㡠‫ܖ‬፼ӏ↢ᄂᆮ↚ⅹↀ↺⇷∞⇮⇰∞↗ↆ↕↝‫ܖ‬ဃ‡‡‡‒‒ ‒ ‒૙Ꮛ↝‫٭‬᪃ӏ↢ឋ⇽∓⇡⇟↚ⅹↀ↺⇷∞⇮⇰∞↗ↆ↕↝‫ܖ‬ဃ‒㡠‫ܖ‬ဃᐯ៲↝૙Ꮛ↚ⅹↀ↺‫ܖ‬ဃ↝ᆢಊႎ↙ࢫл⇁ࢍᛦ‒㡠ↂ↝ᇌ‫ૅ⇁ئ‬ⅷ↺ɤ↓↝ᙻໜ≝‒㡠‫ܖ‬ᘐ‟‒᭗ሁ૙Ꮛ⇈⇑⇭∅∞‒

㡠‫ܖ‬ဃ‒㡞‒μ‫ܖ׎‬ဃ∌⇱⇐∙‒
㡠ᙹСᎍ‒㡞‒᭗ሁ૙Ꮛឋ̬ᚰೞನ≋⁃″″≌‒

Dominant narrative: Students as Partners• Rejection of students as passive consumers of education• Students as partners in their learning & research ///Students as partners in educational change & quality
processes• Emphasises students' active role in their education• Three perspectives supportive of this:• Academics - Higher Education Academy• Students - National Union of Students• Regulators - Quality Assurance Agency− 101 −

基調講演Ⅱ「質への学生参画 ̶ 英国の事例：パートナー＆プロデューサー」‫ܖ‬ᘐ‒㡠᭗ሁ૙Ꮛ⇈⇑⇭∅∞‚›‷″‛↞⅚‫ܖ‬፼‡ᄂᆮ↚ⅹↀ↺⇷∞⇮⇰∞↗
ↆ↕‫ܖ‬ဃ⇁Ӌဒↄ↊↺૙Ճ⇁ૅੲↈ↺↎↰↝Ⅴ⇷∞⇮⇰∞↗ↆ↕↝‫ܖ‬ဃⅥ⇽∓⇞⇍⇕⇮⇁ܱᘍ‒㡠ᄂᆮ↚᧙ɨↈ↺૙Ꮛ⇁ԃ↯⅚᩼ࠝ↚Ꮙ‫ܭ‬ႎ↙૙Ꮛ↝↷↹ᆢಊႎ↙࢟७⇁ਖ਼ᡶ‒㡠⇷∞⇮⇰∞↗ↆ↕↝‫ܖ‬ဃ↝↎↰↝ૅੲ⇁ஊॖ፯↙↱↝↗ↈ↺↎
↰↚⅚›‷″↞૙ࠖᏋ঺⇙∞⇟⇁ᛐ‫‒ܭ‬

Academics• Higher Education Academy(HEA) runs a 'Students as
Partners' project to support
academic staff in engaging
students as partners in theirlearning / research• Promotes a more active style ofteaching & learning as very
positive, including researchengaged-teaching• HEA accredits teacher education
courses so their support for
students as partners is
significant− 102 −

基調講演Ⅱ「質への学生参画̶英国の事例：パートナー＆プロデューサー」‫ܖ‬ဃ‒㡠μ‫ܖ׎‬ဃ∌⇱⇐∙≋⁀⁇⁅≌↞⅚ឋ↗Сࡇ‫↚୼٭‬ⅹⅳ↕‫ܖ‬ဃӋဒ⇁ૅੲↈ↺↎↰↚⅚‫ܖ‬ဃ∌⇱⇐∙⇁ૅੲↈ↺‫ܖ‬ဃӋဒӏ↢ឋ∌⇱⇩⇮⇁ਤ→↕ⅳ↺‒
㡠Ⅴ⇷∞⇮⇰∞⇝⇩⇽∝∄⇱⇻⇍⇟⇮Ⅵ⇁․•‣‥࠰↚π᧏≝⇷∞⇮⇰∞⇝⇩⇽↝ⅱ↺ɟ‫⇽⇊⇥↝ܭ‬↝↎↰↝Ҿྸႎ↙ɼࢌ‒㡠⁀⁇⁅↝ࢫՃ↞⅚ↈ↨↕↝ɼᙲ↙
⇡⇕⇥∞ೞ᧙↝‫ۀ‬Ճ˟↝∇∙⇶∞↖ⅱ↺⅛‫ܖ‬ဃ↞μ‫ᙹ׎‬೉↖Ӌဒↆ↕ⅳ↺‒

Students• The National Union of Students(NUS) has a Student
Engagement & Quality Unit that
supports students' unions tofacilitate student engagement inquality and institutional change.
• Published 'A Manifesto forPartnership' in 2013: radicalcase for a certain type ofpartnership• NUS Officers are members of
the boards of all key sector
bodies. Student engagement
nationally.

− 103 −

基調講演Ⅱ「質への学生参画 ̶ 英国の事例：パートナー＆プロデューサー」

ᙹСᎍ‒㡠᭗ሁ૙Ꮛឋ̬ᚰೞನ‚⁃″″‛↞⅚ឋ̬ᚰӏ↢Ӽɥ↧↝‫ܖ‬ဃӋဒ↚↓ⅳ↕ᒍ‫׎‬᭗ሁ૙Ꮛ↝↎↰↝ឋᙹር‚⁃⁧⁓⁞⁛⁦⁫‒‵⁡⁖⁗‛‒↝ɶ↝Ⴧૼↆ
ⅳᇘ⇁πᘙ‒
㡠᭗ሁ૙Ꮛ੩̓ೞ᧙ⅻ‫ܖ‬ဃ⇁૙Ꮛኺ᬴↝̬ᚰⅹ↷↢Ӽɥ↚⅚̾ʴↃ↗⅚↭↎ᨼ‫↕ↆ↗ׇ‬Ӌဒↄ↊↺ↂ↗⇁஖ࢳ⅛Ο↻↎ܱោ↝ਦ
೅ⅻ ↓ⅱ↺⅛‒

Regulators• The Quality Assurance Agency(QAA) published a brand newchapter in the UK Quality Codeon student engagement inquality assurance &enhancement.
• Expectation that providers ofhigher education engage
students, individually andcollectively, in the assurance
and enhancement of theireducational experience. 7
indicators of good practice.

− 104 −

基調講演Ⅱ「質への学生参画̶英国の事例：パートナー＆プロデューサー」

ˊஆႎ↙ᚇໜ≝⇽∓⇭∋∞⇛∞↗ↆ↕↝‫ܖ‬ဃ‒㡠૙Ꮛ↝Ӗѣႎ↙ෞᝲᎍ↗ↆ↕↝‫ܖ‬ဃ⇁ԁ‫‒ܭ‬㡠⇌⇏∐⇩⇕‫↖ܖٻ‬ᎋకↄ↻⅚∐∙⇑∙‫↖ܖٻ‬ႆ‫⅚ↆޒ‬μ‫ܖ‬ႎ↚੔৸ↄ↻↎‒㡠ᄂᆮ↚ࢼʙↄ↊↺૙Ꮛ‡੕൭⇁ؕᄽ↗ↈ↺‫ܖ‬፼⇁↰ⅿ↺૙Ꮛ⇁ɶ࣎↗ↆ↎ኵጢҾྸ‒㡠૎඙ႎ↚ஜឋႎ↙ឪเ⅛‫↝ܖٻ‬ॖ፯↗⇈⇊⇭∙⇬⇉⇬⇉↝үೞ↚‫ܖ‬ᎍⅺ↸↝Ӓࣖ⅛‒㡠√⇇∑⇥∞∝⇿∙∊∅∙‒‟‒‣‫↚ˊ࠰•‥‫‬ᓸᎍ↞⇽∓⇭∋∞⇛∞
↏↗ⅳⅵᚕᛟ‒㡠⇿∑∐∙↝⇻∙∂∑⇮ⅤᡈˊⅥ‫‒ܖٻ‬㡞‒ᄂᆮ‒‘‒૙Ꮛ‒㡠቟‫↝׎‬ϐᎋక‫ۀ‬Ճ˟⅛ᄂᆮ↗૙Ꮛ↝ᘔᆳ‒㡠‣‫ܖ࠰․ ‫‬ဃᜒ፯ᢃѣ≝‫ܖ‬ဃ↘ↂ↼↖↞↙ⅳ‫ܖ‬ဃ‒‒

Alternative Narrative: Student as Producer• Rejection of students as passive consumers of education• Conceived at the University of Warwick, developed andadopted institution-wide at the University of Lincoln• An organising principle for teaching & learning centredaround research-engaged-teaching / inquiry-basedlearning• Deep radical political roots. A response from academics
in a crisis of meaning and identity for Universities.
• Walter Benjamin - Author as Producer talk in 1930s• Humboldt 'modern' University in Berlin - research &teaching• US Reinvention Committee. Research & teachingconflict.
• Student protest movement 1962: students more thanstudents− 105 −

基調講演Ⅱ「質への学生参画 ̶ 英国の事例：パートナー＆プロデューサー」

㡠⇽∓⇭∋∞⇛∞↗ↆ↕↝‫ܖ‬ဃ↞⅚‫↝ܖٻ‬ॖ፯⇁ᡓ↨Ⴚↆ⅚૙Ꮛ↗ᄂᆮ↗↝᧓⅚ɳ↢↚૙ࠖ↗‫ܖ‬ဃ᧓↝᧙̞⇁ϐನሰↈ↺ↂ↗⇁൭↰↺‒㡠ܱᨥ↚⅚⇑∐⇓∋∏∆↝ᚨᚘ↳ૼ⇙∞⇟↝১ᛐ‡⇙∞⇟↝ϐ১ᛐ↚ᆢಊႎ↚‫ܖ‬ဃⅻӋဒↆ↕ⅼ↎‒㡠⇑∐⇓∋∏∆⇁ឬⅷ↎ҾЩ↝ਘ‫⇽↝ܖٻ≝ٻ‬∓⇭∋∞⇛∞↗ↆ↕↝‫ܖ‬ဃ‒‒• http://studentasproducer.lincoln.ac.uk • Student as Producer seeks to restate the meaning ofa universities; to re-engineer the relationships
between teaching & research and between teachers& students• Practically it has seen students engaged actively inthe design of the curriculum and the approval of new
courses / re-approval of courses.
• Extended the principles beyond the curriculum:Students as Producers of their University.
• http://studentasproducer.lincoln.ac.uk− 106 −

基調講演Ⅱ「質への学生参画̶英国の事例：パートナー＆プロデューサー」⇷∞⇮⇰∞‒⁨⁥†‒⇽∓⇭∋∞⇛∞≢‒

Partners vs. Producers?

− 107 −

基調講演Ⅱ「質への学生参画 ̶ 英国の事例：パートナー＆プロデューサー」ᐇ㝿࡟ࡣឋ↧↝‫ܖ‬ဃӋဒ↝̊‒In Practice
Examples of student engagement in quality− 108 −

基調講演Ⅱ「質への学生参画̶英国の事例：パートナー＆プロデューサー」‫ܖ‬ဃˊᘙ‒㡠‫↖᧓ܖٻ‬σᡫ‒㡠⇙∞⇟⅚‫ܖ‬ᅹ−⇿∑↖‫ܖ‬ဃ↎←↚↷→↕ᢠЈ‒
㡠ᡫࠝ⅚‫ܖ‬ဃ∌⇱⇐∙↚↷→↕ૅੲ‒㡠ឋ↚‫↺ↈݣ‬ᝧ˓⇁ਤ→↕ⅳ↺⇙∞⇟↭↎↞‫ܖ‬ᅹ↝‫ۀ‬Ճ˟↝∇∙⇶∞
㡠‫ܖ‬ဃˊᘙᎍ↚↷→↕੩ᅆↄ↻↎ॖᙸ↞⅚ឋ∈⇱⇥∐∙⇖ⅹ↷↢ᚸ̖⇽∓⇡⇟↚ⅹⅳ↕ᎋॾ‒

Student
Representatives• Common across Universities• Elected by peers at course anddepartment level• Usually supported by Students'
Union• Members of course or
department committees thathave responsibility for quality• Views presented by Student
Reps are considered in quality
monitoring and evaluation
processes− 109 −

基調講演Ⅱ「質への学生参画 ̶ 英国の事例：パートナー＆プロデューサー」‫٭‬᪃ਖ਼ᡶᎍ↗ↆ↕↝‫ܖ‬ဃ‒㡠⇎⇕⇡⇥∞‫‒ܖٻ‬㡠‫ܖ‬ဃⅻࢬ↸↝૙Ꮛ∝‫ܖ‬፼ኺ᬴↝ɟᢿ⇁‫⇽↝↰↎↺ↈ୼٭‬∓⇞⇍⇕⇮⇁έ‫‒↺ↈݰ‬㡠ᐯ໱ኒᅹႸ↝↎↰↝⇎⇩⇡⇊ؓᇿ⇒⇊⇯↝˺঺
㡠ᚕᛖ੉ಅ૰⇁Ꭾӕↆ↕‣࠰ဃ⇁ૅੲↈ↺↎↰↝․࠰ဃ↗‥࠰ဃ↝˳С↝᧏ႆ‒
㡠‫ܖ‬ᘐႎᚸ̖↗⇻⇉∞⇯⇶⇩⇕↝
ܱ଀⇁ોծ‒
㡠ᜒ፯↳˂↝૙Ꮛ↚ૼↆⅳ২ᘐ⇁ወӳ‒Students as Change
Agents• University of Exeter• Students lead projects to changepart of their teaching andlearning experience• producing essay-writing guides
for science subjects• developing schemes for second
and third year students to help
first years with language tuition• improving academic assessmentand feedback practices• integrating new technology into
lectures and other teaching− 110 −

基調講演Ⅱ「質への学生参画̶英国の事例：パートナー＆プロデューサー」⇛∃∞⇮ᢿᧉ‒㡠∐∙⇑∙‫‒ܖٻ‬㡠‫ܖ‬ဃӋဒ৆ဦ‒㡠ↈ↨↕↝⇛∃∞⇮ᢿᧉⅻ‫ܖ‬ဃӋဒᚘဒ↗‫ܖ‬ဃӋဒઢᜱᎍ⇁ਤ↓‒㡠ʴʙ‒‟‒ᎰՃ˓ԡ‫ۀ‬Ճ˟↝ɟՃ↝‫ܖ‬ဃ‒㡠଀ᚨ‒‟‒࡫ሰཋᚨᚘӏ↢ો̲↚᧙↾↺‫ܖ‬ဃ‒㡠‫୿׋‬᫾‒‟‒ૼↆⅳ‫ݰ‬λ⇽∓⇡⇟⇁
ᚨᚘ‒Support Departments• University of Lincoln• Student Engagement Strategy• Every support department has aStudent Engagement Plan and aStudent Engagement Champion• Human Resources - students on
staff appointment panels• Estates - students involved withbuilding design & refurbishment• Library - designing new induction
processes− 111 −

基調講演Ⅱ「質への学生参画 ̶ 英国の事例：パートナー＆プロデューサー」

Ꮫ⏕ホ౯⪅㡠᭗ሁ૙Ꮛឋ̬ᚰೞನ‚⁃″″‛‒
㡠μ‫׎‬ႎ↚Ѫᨼↄ↻⅚༏࣎↙⇮−∞⇱∙⇖⇁Ӗↀ↎‫ܖ‬ဃ↝‫ᙹٻ‬೉↙⇖∑∞⇽⅛‣••Ӹ⇁ឬⅷ↺⅛‒
㡠‫ܖ‬ဃኺ᬴↚ཎ↚໰ໜ⇁࢘↕↎ᚸ̖‫ۀ‬Ճ˟↝ദࡸ∇∙⇶∞㡠ӷ᫇↝‫إ‬ᣛⅻૅ৚↾↻↺‒㡠ီ↙→↎ᙻໜⅺ↸⅚ಮ⅝↙ឋբ⇁ↈ↺⅛‫ܖ‬ဃ↚໰ໜ⇁ⅱ↕↕⅛‒Student Reviewers• Quality Assurance Agency• Large group of students
recruited nationally and given
intense training. Over 100.
• Full member of the review panel,often with a particular focus on
the experience of students• Paid the same fee• Ask different questions, from adifferent perspective. Student
focus.

− 112 −

基調講演Ⅱ「質への学生参画̶英国の事例：パートナー＆プロデューサー」‫ܖ‬ဃӋဒ↝ҾЩ‒᭗ሁ૙Ꮛ⇈⇑⇭∅∞≋≔≌‒
㡠ᄩࣱܱ‬‒⇷∞⇮⇰∞↗ↆ↕΁ⅾ‫ܖ‬ဃ≋ӏ↢↪ⅺ↝↱↝≌↚↗→↕ଢᄩ↙ఌਗⅻ
ⅱ↺‫ئ‬ӳ⅚Ӳ⇷∞⇮⇰∞↞ᚘဒ↳Э↱→↕ˁʙ⇁ࡽⅼӖↀ↺ↂ↗↚᧙↾↹ӳⅳ
ⅻⅱ↺‒
㡠Ѽਙࣱ≝ңщಅѦ↚ⅹⅳ↕Ӌဒ⇁᧸ↁ↺ᨦُⅻ↙ⅳↂ↗‒㡠‫ܖ‬ဃⅤ↝↎↰↚Ⅵ↭↎↞Ⅴ↚↓ⅳ↕Ⅵ↖↞↙ⅾ⅚‫ܖ‬ဃⅤ↗Ⅵᛅↈↂ↗‒㡠ྵ˳С↳⇽∓⇡⇟↧ҥ↚ңщಅѦ⇁↞↰ᡂ↯↝↖↞↙ⅾ⅚ఌஜႎ↙‫⇁҄٭‬Џ↹᧏ⅾↂ↗‒
㡠ңщಅѦ↝࣏ᙲࣱⅻ᧙̞ↈ↺ↈ↨↕↝࢘ʙᎍ↚↷→↕ᛐ↰↸↻⅚ӷॖↄ↻↺ↂ↗‒㡠σஊ↝Ⴘႎ⅚̖͌ӏ↢ҾЩ↝ᡶ‫‒ޒ‬
㡠ⅹʝⅳ↝ᛐᜤ⇁ྸᚐↈ↺↎↰↚଺᧓⇁лⅼ⅚↘↝↷ⅵ↚↌↻ⅻңщ᧙̞↚ࢨ᪪⇁ɨⅷ↺ⅺ‒

Principles of student engagement
Higher Education Academy (1)• Authenticity: where there is a clear rationale for students – and others – to workin partnership, each partner has a stake in the agenda and in taking the work
forward• Inclusivity: the absence of barriers that prevent engagement in partnershipwork• Speaking ‘with’, not ‘for’ or ‘about’ students• Being open to radical transformation, not just slotting partnership work into
existing structures and processes• A need for partnership work to be acknowledged and assented to by all parties
involved• Development of shared purpose, values and principles• Taking time to understand our perceptions of one another and how that affects
partnership relationships− 113 −

基調講演Ⅱ「質への学生参画 ̶ 英国の事例：パートナー＆プロデューサー」‫ܖ‬ဃӋဒ↝ҾЩ‒᭗ሁ૙Ꮛ⇈⇑⇭∅∞≋≕≌‒
㡠σӷ↝ॖ࣬ൿ‫↗ܭ‬ᛟଢᝧ˓↝ӕ↹ൿ↰‒㡠⇷∞⇮⇰∞ⅻᘍⅵࠀီ↳཯ᐯ↝ᝡྂ↝ᛐᜤ↝̖͌↝ӷሁࣱ‒㡠ೌщ᧙̞↝১ᛐ≝բ᫆↗ਦᤆ↝৑ஊೌⅻ↘ↂ↚ⅱ↺ⅺ⅚↭↎⅚ಅѦ↝ኽௐⅻ↘↝↷ⅵ↚̅ဇↄ↻↺ⅺ↗ⅳⅵↂ↗↚᧙ↆ↕ଢᄩ↖ⅱ↺ↂ↗⅛ଏ‫↝܍‬ɧ࠯ሁ⇁Ꮙ‫↺ↈܭ‬ನᡯ↳ॹ፼↚ီᜭ⇁՘ⅷ↺ᙾथⅻⅱ↺ↂ↗⅛㡠̮᫂᧙̞⇁ನሰↈ↺↎↰↚଺᧓⇁лⅾↂ↗‒㡠∐⇟⇕⇬⇊⇓∙⇖⇁̟ᡶↈ↺࿢‫⇁ؾ‬ሰⅾↂ↗
㡠⇷∞⇮⇰∞⇝⇩⇽ಅѦ⇁ૅੲↈ↺↎↰↝᝻เ⇁ᜤКↈ↺ↂ↗
㡠ᚸ̖↗‫ܖ‬፼↚σஊↄ↻↺፯Ѧ⇁Ѽԃↈ↺ↂ↗
㡠⇷∞⇮⇰∞⇝⇩⇽ಅѦ↚঺ыↆ↎঺ௐ↳ӕኵ⇁ᚸ̖ↆ⅚ܳˡↈ↺ↂ↗‒

Principles of student engagement
Higher Education Academy (2)• Joint decision making and accountability arrangements• Equality of value whist recognising difference and the unique contribution eachpartner makes• Acknowledgement of power relationships: being clear about where ownershipfor issues and agendas lies and how outcomes of work will be used. Being
prepared to challenge structures and practices that re-affirm existing
inequalities.

• Taking time to build trust• Creating an environment that encourages risk taking• Identifying resources to support partnership working• Embracing a shared commitment to evaluation and learning• Celebrating successful outcomes of and approaches to partnership working− 114 −

基調講演Ⅱ「質への学生参画̶英国の事例：パートナー＆プロデューサー」

ឋ↧↝‫ܖ‬ဃӋဒ‒ ⃫ᒍ‫↝׎‬ʙ̊≝‒⇷∞⇮⇰∞≊⇽∓⇭∋∞⇛∞Dan Derricott
University of Lincoln

Student Engagement in Quality - A UK
Case Study: Partners & Producers

Dan Derricott
University of Lincoln− 115 −

GS1「学生参画型FDと質保証」㉁䛚䜘䜃㉁ಖド䛸䛿䠛
ᖹᡂ25ᖺᗘ኱Ꮫホ౯䝣䜷䞊䝷䝮
GS1䛂Ꮫ⏕ཧ⏬䠢䠠䛸㉁ಖド䛃ᕝ㻌 ཱྀ㻌 ᫛㻌 ᙪ኱Ꮫホ౯䞉Ꮫ఩ᤵ୚ᶵᵓ㻌 ≉௵ᩍᤵḟඖ䛾␗䛺䜛䛂㉁䛃䛜䛒䜛ල㻌 య㻌 ⓗ㻌 ෆ㻌 ᐜ㻌䜲䞁䝥䝑䝒㻌
䠄ᢞධ䠅㻌ᩍ⫱◊✲άື➼䜢ᐇ᪋䛩䜛䛯䜑䛻ᢞධ䛥䜜䛯㈈ᨻⓗ䚸ேⓗ䚸≀ⓗ㈨※䜢䛥䛩䚹㻌䜰䜽䝅䝵䞁㻌䠄άື䠅㻌ᩍ⫱◊✲άື➼䜢ᐇ᪋䛩䜛䛯䜑䛾䝥䝻䝉䝇䜢䛥䛩䚹ィ⏬䛻ᇶ䛵䛔䛶䜲䞁䝥䝑䝒䜢ືဨ䛧䛶≉ᐃ䛾䜰䜴䝖䝥䝑䝒䜢⏘䜏ฟ䛩䛯䜑䛻⾜䜟䜜䜛⾜ື䜔సᴗ䜢䛥䛩䚹㻌䜰䜴䝖䝥䝑䝒㻌 䜲䞁䝥䝑䝒䛚䜘䜃䜰䜽䝅䝵䞁䛻䜘䛳䛶䚸኱Ꮫ䠄⤌⧊ෆ䠅䛷⏘䜏ฟ䠄⤖ᯝ䠅㻌䛥䜜䜛⤖ᯝ䜢䛥䛩䚹㻌ㅖάື䛾ᑐ㇟⪅䛻ᑐ䛩䜛ຠᯝ䜔ᙳ㡪䜒ྵ䜑䛯⤖ᯝ䜢䛥䛩䚹Ꮫ䜰䜴䝖䜹䝮䝈㻌
⏕䛜ᐇ㝿䛻㐩ᡂ䛧䛯ෆᐜ䚸᭱⤊ⓗ䛻㌟䛻䛴䛡䛯䜒䛾䚸ห⾜䛥䠄ᡂᯝ䠅㻌䜜䛯ㄽᩥ䛾ຠᯝ䜔ᙳ㡪䛺䛹䛷䛒䜛䚹㻌
NIAD-UE2− 116 −

GS1「学生参画型FDと質保証」

᭱䜒㔜せ䛺䛂㉁䛃䛿䠛
^ ᡂᯝ䠄䜰䜴䝖䜹䝮䝈䠅䛾㉁䛷䛒䜛䚹^ ᩍ⫱䛻䛴䛔䛶䛿䚸Ꮫ⩦ᡂᯝ䠄䝷䞊䝙䞁䜾䞉䜰䜴䝖䜹䝮䝈䠅䛷䛒䜛䚹^ ◊✲䛻䛴䛔䛶䛿䚸◊✲ᡂᯝ䠄◊✲άື䛻䜘䜛ຠᯝ䜔ᙳ㡪䠅䛷䛒䜛䚹

NIAD-UE3㉁ಖド䛩䜛䛯䜑䛾どⅬ^ ༟㉺ᛶ䠄㧗䛔Ỉ‽䛾㉁䠅
^ ᇶ‽䛻ᑐ䛩䜛㐺ྜᛶ^ ┠ⓗ䛻ᑐ䛩䜛㐺ྜᛶ^ ᶵ㛵䛾┠ᶆ䛾㐩ᡂᗘ^ 㛵ಀ⪅䛾‶㊊ᗘ
NIAD-UE4− 117 −

GS1「学生参画型FDと質保証」

኱Ꮫホ౯䛾┠ⓗ^ ᩍ⫱◊✲➼䛾㉁ಖド䜢⾜䛖䚹^ ᩍ⫱◊✲➼䛾ᨵၿ䞉ྥୖ䛻㈨䛩䜛䚹
^ ♫఍䛻ᑐ䛩䜛ㄝ᫂㈐௵䜢ᯝ䛯䛩䚹

NIAD-UE5− 118 −

GS1「学生参画型FDと質保証」

Ꮫ⏕ཧ⏬ᆺFD䛾ᴫせ䛸ᒎᮃᒸᒣ኱Ꮫ䞉ᩍ⫱㛤Ⓨ䝉䞁䝍䞊ኳ㔝᠇ᶞamano@cc.okayama-u.ac.jpᏛ⏕ཧ⏬ᆺFD䛸䛿䠛 Ꮫ⏕䛾どⅬ䜢ά䛛䛧䛯ᤵᴗ䞉ᩍ⫱䞉኱Ꮫ䜢䜘䛟䛩䜛ྲྀ䜚⤌䜏
䝫䜲䞁䝖䠖→Ꮫ⏕䛜୺యⓗ䛻ྲྀ䜚⤌䜐→Ꮫ⏕䛾䛂ព㆑ᨵ㠉䛃䜢ྵ䜐− 119 −

GS1「学生参画型FDと質保証」

䛺䛬䛂Ꮫ⏕ཧ⏬䛃䛺䛾䛛䠛 ᩍဨ䛰䛡䛷ຠᯝ䛾䛒䜛䛂FD䛃䛿ᐇ⌧ྍ⬟䛛䠛Ꮫ⏕䛛䜙䛾䝣䜱䞊䝗䝞䝑䜽䛜䛺䛔䛸㐺ษ䛻䛂ᨵၿ䛃䛷䛝䛺䛔䛣䛸䛜ከ䛔⌮᝿ⓗ䛺䛂ᨵၿ䛃䛜䛺䛥䜜䛶䜒䠈Ꮫ⏕䛻Ꮫ䜆Ẽ䛜䛺䛡䜜䜀ព࿡䛿䛺䛔 䕿䕿䜢Ỉ㣧䜏ሙ䛻㐃䜜䛶⾜䛟䛣䛸䛿䛷䛝䜛䛜䠊䠊䠊→Ꮫ⏕䜒ኚ䜟䜙䛺䛡䜜䜀䛺䜙䛺䛔䟿඾ᆺⓗ䛺Ꮫ⏕ཧ⏬ᆺFDάື Ꮫ⏕䛸ᩍ⫋ဨ䛾ពぢ஺᥮఍ Ꮫ⏕Ⓨ᱌ᆺᤵᴗ Ꮫ⏕ཧ⏬ᆺFD䛾䝣䜷䞊䝷䝮 䛭䛾௚ᩍဨ䜲䞁䝍䝡䝳䞊䠈Ꮫ⩦ᨭ᥼

− 120 −

GS1「学生参画型FDと質保証」

඲ᅜ䛻ᗈ䛜䜛Ꮫ⏕ཧ⏬ᆺFD Ꮫ⏕ཧ⏬ᆺFD䝣䜷䞊䝷䝮䜈䛾ཧຍ⪅䛜ቑ኱Ꮫ⏕FD䝃䝭䝑䝖2012ኟ䠄59኱Ꮫ䠈427ྡ䠅ͤྠ✀䛾䝣䜷䞊䝷䝮䛜ྛᆅ䛷ከᩘ㛤ദ Ꮫ⏕ཧ⏬ᆺFD䛾⤌⧊බⓗ䛺⤌⧊䝪䝷䞁䝔䜱䜰䛻䜘䜛㠀බᘧ䛾⤌⧊䝃䞊䜽䝹ᒸᒣ኱Ꮫ䛾Ꮫ⏕ཧ⏬ᆺFD 䛂Ꮫ⏕ཧ⏬ᆺFD䛃䜢ᒸᒣ኱Ꮫ䛾≉Ⰽ䛸఩⨨௜䛡䠈䝖䝑䝥䝎䜴䞁䛷බⓗ䛺⤌⧊䜢ᵓᡂᏛ⏕䞉ᩍဨFD᳨ウ఍䠄2001.6䠅ᨵ⛠Ꮫ⏕䞉ᩍ⫋ဨᩍ⫱ᨵၿጤဨ఍䠄2003.7䠅Ꮫ⏕䞉ᩍ⫋ဨᩍ⫱ᨵၿᑓ㛛ጤဨ఍䠄2010.4䠅
ͤ㏻⛠䠖ᨵၿጤဨ఍䠈ឡ⛠䠖SweeTFooD− 121 −

GS1「学生参画型FDと質保証」

ᨵၿጤဨ఍䛾ᵓᡂ䞉άື ᵓᡂ㻌 ͤጤဨ㛗䛿Ꮫ⏕Ꮫ⏕ጤဨ䠖30ྡᙉ㻌 ͤ11Ꮫ㒊䛛䜙᥎⸀+ṧ␃ᩍဨጤဨ䠖15ྡᙅ㻌 ͤ11Ꮫ㒊䛛䜙᥎⸀䜋䛛⫋ဨጤဨ䠖Ꮫົ㒊䛛䜙ⱝᖸྡ㻌 ͤ1䡚3ྡ⛬ᗘ άື

᭶1ᅇ䛾඲య఍㆟
㐌1ᅇ䛾WG䠖䝅䝇䝔䝮ᨵၿ䡡ᤵᴗᨵၿ䞉Ꮫ⏕஺ὶ䝅䝇䝔䝮ᨵၿWG ≀⌮ⓗ䛺Ꮫ⩦⎔ቃ䜔ಟᏛୖ䛾ไᗘ➼䛾ᨵၿ䛻㛵䛩䜛άື
ᩍဨ䛾FD◊ಟ఍䛺䛹䛷ヰ㢟ᥦ౪ ୖ㝈ไ䛾ぢ┤䛧䛻㛵䛩䜛ᥦ᱌䠈 ⮬㌿㌴⨨䛝ሙ䛾ᨵၿ䛻㛵䛩䜛ᥦ᱌䛺䛹ᢸᙜ㒊ㄢ䜈䛾┤᥋ⓗ䛺ᨵၿᥦ᱌ ᡂ⦼☜ㄆ䝅䝇䝔䝮䛾ᨵၿᥦ᱌䛺䛹− 122 −

GS1「学生参画型FDと質保証」

ᤵᴗᨵၿWG ᤵᴗ䛾ᨵၿ➼䛻㛵䛩䜛άືᤵᴗホ౯䜰䞁䜿䞊䝖䛻㛵䛩䜛ㄪᰝ䞉ᨵၿ䛺䛹 䜰䞁䜿䞊䝖䛾㡯┠䜢᳨ウ䠄H16䠅 ⮬⏤グ㏙ᘧ䜰䞁䜿䞊䝖䛾ᨵၿᥦ᱌Ꮫ⏕Ⓨ᱌ᆺᤵᴗ䛾๰స㻌 ͤH15ᖺ䛛䜙9⛉┠ Ꮫ䜃䛯䛔䛣䛸䜢Ꮫ䜆䠄୺యⓗ䛺Ꮫ䜃䜢ಁ㐍䠅 ᩍဨ䛸䛾ᤵᴗ๰స䜢㏻䛨䛶䠈ᩍ⫱ᨵၿ䜢⪃䛘䜛Ꮫ⏕஺ὶWG Ꮫ⏕ཧ⏬ᆺFD䛾ᬑཬ䞉ಁ㐍䛻㛵䛩䜛άືᏛ⏕ཧ⏬ᆺFD䛾䝣䜷䞊䝷䝮i*See䛾௻⏬䞉㛤ദ
 2005ᖺᗘ䛛䜙ẖᖺ9᭶䛻㛤ദ䠄20኱Ꮫ100ྡ⛬ᗘ䠅 ඲ᅜ䛾኱Ꮫ䛻ᙳ㡪䠖❧࿨㤋኱Ꮫ䛾Ꮫ⏕FD䝃䝭䝑䝖➼᪂ධ⏕䛾䛯䜑䛾ᒚಟ┦ㄯ఍䛾㛤ദ Ꮫ⏕䛻䛂኱Ꮫ⏕䛃䛸䛧䛶䛾⮬ぬ䜢ಁ䛩 䛂ᒚಟ䛃䜢㏻䛨䛶䠈ᩍ⫱ᨵၿ䜈䛾Ẽ䛵䛝䜢ᚓ䜛− 123 −

GS1「学生参画型FDと質保証」

ᒎᮃ䠖䛂㉁ಖド䛃䜈 Ꮫ⏕ཧ⏬ᆺFD䛜ᮏ᮶ Ꮫ⏕䞉ᩍ⫋ဨ䛾ពぢ஺䛾┠ⓗ䜢ᯝ䛯䛩䛺䜙䠈㉁ಖド䛻⤖䜃䛴䛟䛿䛪᥮఍௨ୖ䛾ẁ㝵䛻㐍䜎䛺䛔䠄㐍䜑䛺䛔䠅 Ꮫ⏕ཧ⏬ᆺFD䜢ᙧ㧁 άື䛻Ꮫ⏕䛜㛵୚䛩䜛໬䞉⮬ᕫ┠ⓗ໬䛥䛫䛺䛔䛯䜑䛻䜒䠈㉁ಖド䛻⤖䜃䛴䛡䛯䛔

䛰䛡䛷‶㊊䛧䛶䛧䜎䛖

䛂㉁ಖド䛃䛸⤖䜃䛴䛟䛯䜑䛻 Ꮫ⏕ཧ⏬ᆺFD䛾᭷ຠᛶ䜢♧䛩ᚲせ䛜䛒䜛→ᤵᴗ䞉ᩍ⫱䞉኱Ꮫ䜢Ⰻ䛟䛧䛶䛔䜛䛾䛛䠛Ꮫ⏕ཧ⏬ᆺFD䜢䛹䛖ホ౯䠄᳨ド䠅䛩䜛䛛䠛 ᣢ⥆ⓗ䛺άື䛷䛺䛡䜜䜀䛺䜙䛺䛔⤌⧊䞉యไ䜢䛹䛖ᩚഛ䛩䜛䛛䠛− 124 −

GS1「学生参画型FDと質保証」

2013/07/22 ࠕᖹᡂ25ᖺᗘ ኱Ꮫホ౯ࣇ࢛࣮࣒ࣛࠖGS 1‒ ᮾὒ኱Ꮫ኱Ꮫ㝔ᩍ⫱Ꮫᑓᨷ 㛵ᮾᅪ㹄㹂Ꮫ⏕㐃⤡఍๓Ꮫ⏕௦⾲  ᭮᰿೺࿃ᛅ᫆੩̓↝ϋܾ‒⊡‫ܖ‬ဃ↝ᙻໜ↖⊡‒䠍䠊䛺䛬Ꮫ⏕ཧ⏬ᆺ䠢䠠άື䛻㛵䜟䛳䛯㻌 㻌 䛾䛛
䠎䠊ᮾὒ኱Ꮫ䛷䛾Ꮫ⏕ཧ⏬ᆺ䠢䠠άື䠏䠊Ꮫ⏕ཧ⏬ᆺ䠢䠠άື䛻㛵୚䛧䛶䚸ఱ㻌 㻌㻌 㻌 䛜ኚ䜟䛳䛯䛾䛛䠐䠊Ꮫ⏕ཧ⏬ᆺ䠢䠠άື䛾ㄢ㢟㻌 㻌 ㄢ㢟䛾ゎỴ䛻ྥ䛡䛶㻞㻌

− 125 −

GS1「学生参画型FDと質保証」≔≑↙↋‫ܖ‬ဃӋဒ‫෇≧≩׹‬ѣ‒‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ‒ ↚᧙↾→↎↝ⅺ‒䞉ᅶỊẆ‫ܖٻ‬ỆẐᴾỾἕỽἼᴾẑẲộẲẺẇᴾ㻌 →ᤵᴗ䚸㞺ᅖẼ䚸࿘䜚䛾Ꮫ⏕䞉䞉䞉䞉䠢䠠䛻ཧ⏬䛧䛯䛝䛳䛛䛡䛿䚸䛂ᩍဨ䛃䛛䜙㻌㻌 䛾ኌ䛛䛡䛸䚸௚኱Ꮫ䛾Ꮫ⏕䛛䜙䛾䛂่㻌 ⃭䛃䚹䞉Ꮫ⏕䜏䜣䛺䛜୺యⓗ䛻Ꮫ䜆኱Ꮫ䛻䛧㻌 䛯䛔䛸䛔䛖ᛮ䛔䛜ⱆ⏕䛘䛯䚹㻟㻌ᮾὒ኱Ꮫ䛾䛒䜛ᤵᴗ䛻䛶䠄チྍ䜢ཷ䛡䛶᧜ᙳ㻌 ͤ྿䛝ฟ䛧䜒䚸チྍ䜢ཷ䛡䛶䛔䜎䛩䠅䝇䜽䝸䞊䞁ぢ䛻䛟䛔ᯈ᭩

૙ᏋႸ೅∝ᚸ̖‫˟ܖ‬ᇹ․‥‫‒˟ٻׅ‬㢦䛜ୗྥ䛝ఱ䛸䛺䛟ᬯ䛔✵㛫ᅛᐃ䛥䜜䛯ᮘ䛸䛔䛩− 126 −

GS1「学生参画型FDと質保証」

Ⅴ੉ಅᚸ̖⇈∙⇗∞⇮Ⅵ↞ⅱ↺ↀ↻↘‒Ꮫ⏕䛾ኌ䜢⪺䛟䚸௦⾲ⓗ䛺ྲྀ䜚⤌䜏Ⅴ‫ܖ‬ဃ↚↷↺੉ಅᚸ̖⇈∙⇗∞⇮Ⅵ‒㻌 䞉ᅇ⟅䛜ά䛛䛥䜜䛯䛾䛛䚸ᐇឤ䛜䛺䛔䚹㻌 䞉ᤵᴗ䛤䛸䛾⤖ᯝ䛿䚸ከ䛟䛜㠀බ⾲䚹㻌 䞉䛂䜰䞁䜿䞊䝖䛷ಙ㢗䛧䛶䛔䜛Ꮫ⏕䛸䛿䚸ಶ䚻㻌 㻌㻌 䛾ලయⓗ䛺Ꮫ⏕䛷䛿䛺䛟䚸⤫ィᏛ䝕䞊䝍䛸㻌 䛧䛶ฎ⌮䛥䜜䛯ᢳ㇟ⓗ䛺Ꮫ⏕䛃䠄ᅭ᭶䠈2012䠅㻡㻌ᅶ↞Ⅴⅻ→ⅺ↹Ⅵ↖ኳ↾↸↙ⅺ→↎≆‒• ᮾὒ኱Ꮫ䛷䛂䜑䛦䛧䛯䛔䛃䛸ᛮ䛳䛯䛣䛸㻌 䞉Ꮫ⏕䛾䛂Ꮫ䜃䛃䜈䛾ព㆑䜢㧗䜑䛯䛔䚹㻌 䞉ᮾὒ኱Ꮫ⏕䛷䛒䜛䛣䛸䛻䚸䛩䜉䛶䛾Ꮫ㻌㻌 㻌 ⏕䛜㄂䜚䜢䜒䛶䜛኱Ꮫ䛻䛧䛯䛔䚹㻌 䞉䛭䛾䛯䜑䛻䚸Ꮫ⏕䛾䛂⏕䛾ኌ䛃䜢䚸ᩍ㻌㻌 㻌 ⫱ᨵၿ䛻ά䛛䛩䛣䛸䜢ᙜ䛯䜚๓䛻䛧㻌㻌 㻌 䛯䛔䚹
㻢㻌− 127 −

GS1「学生参画型FDと質保証」≕≑ிබ‫ܖ↝↖ܖٻ‬ဃӋဒ‫෇≧≩׹‬ѣ‒• ᮾὒ኱ᏛᏛෆ䛷䛾ྲྀ䜚⤌䜏䐟 䛂Ꮫ⏕䠢䠠䝇䝍䝑䝣䛃䛾❧䛱ୖ䛢䠄2010䠅䐠 ᩍ⫋ဨ䠄䠢䠠᥎㐍䝉䞁䝍䞊䠅䛸䛾㐃ᦠ㻌 㻌 䛾☜❧䠄2010䠅䐡 ୺䛺ྲྀ䜚⤌䜏㻌 㻌 ඛ⏕䜲䞁䝍䝡䝳䞊䚸䛧䜓䜉䜚ሙ䛾㛤ദ㻌 㻌 ᩍဨ◊ಟ఍䛷䛾ሗ࿌䚸䝙䝳䞊䝇䛾సᡂ㻣㻌㻤㻌− 128 −

GS1「学生参画型FDと質保証」

ᏛᏛ⏕䠢䠠䝇䝍䝑䝣๪Ꮫ㛗㻥㻌≖≑෇ѣ↚᧙ɨↆ↕⅚˴ⅻ‫↎→↾٭‬ⅺ‒䞉Ꮫෆ䛾ព㆑䛜䚸ᑡ䛧䛪䛴ኚ䜟䛳䛯䚹㻌 →Ꮫ⏕䛾ኌ䜢䚸䠢䠠άື䛻ά䛛䛭䛖䛸䛔䛖ື㻌㻌 㻌 䛝䛜άⓎ䛻䛺䛳䛯䚹䞉ᩍ⫋ဨ䛾⌮ゎ⪅䛜ቑ䛘䛯䚹䞉⌧ᅾ䚸ᮾὒ኱Ꮫ䛷䛿Ꮫ⏕ཧ⏬䛾௙⤌䜏 㻌㻌 䛵䛟䜚䛜䚸ᑡ䛧䛪䛴㐍ᒎ୰䚹㻝㻜㻌

− 129 −

GS1「学生参画型FDと質保証」≗≑‫ܖ‬ဃӋဒ‫෇≧≩׹‬ѣ↝ᛢ᫆‒䐟 Ꮫ⏕䛾ㄆ▱ᗘ䛜୙㊊䛧䛶䛔䜛䚹㻌 →㛵ᚰ䛒䜛Ꮫ⏕䛿䚸䛤䛟䜟䛪䛛䚹䐠 ኱つᶍ኱Ꮫ䛷䛿䚸ᡂᯝ䜢ฟ䛩䛣䛸䛿㻌㻌 㻌 㞴䛧䛟䚸䜎䛰䜎䛰ヨ⾜㘒ㄗ୰䚹㻌 㻌 䠄ᮾὒ኱Ꮫ䛿䚸Ꮫ⏕ᩘ⣙30,000ே䠅䖩 ྲྀ䜚⤌䜐ᩍ⫋ဨ䜔Ꮫ⏕䛾⮬ᕫ‶㊊䛷㻌㻌㻌 㻌⤊䜟䜙䛺䛔䚹㻝㻝㻌ᛢ᫆Ⅎ↝ᚐൿ↚Ӽↀ↕‒䕺 䛂Ꮫ⏕䛾୺యⓗ䛺Ꮫ䜃䛃䛾☜❧䜢㻌䜑䛦䛩䜉䛝㻌 䞉Ꮫ⏕ཧ⏬ᆺ䠢䠠άື䛿䚸Ꮫ⏕䛸ᩍဨ཮㻌㻌 㻌 ᪉䜈䛾ാ䛝䛛䛡䠄䜰䜽䝅䝵䞁䠅䛜ྍ⬟䚹㻌 䞉Ꮫ䜃䛻㛵䛩䜛䚸Ꮫ⏕䛾䛂⏕䛾ኌ䛃䜢䠢䠠㻌㻌 䛻ྲྀ䜚ධ䜜䜛䛣䛸䛻䚸Ꮫ⏕ཧ⏬䠢䠠ᆺ㻌㻌 άື䛾኱䛝䛺ព⩏䛜䛒䜛䚹㻝㻞㻌

− 130 −

GS1「学生参画型FDと質保証」‒ ‒ ‒ ᛢ᫆ℳ↝ᚐൿ↚Ӽↀ↕‒䕺 Ꮫ⏕ཧ⏬䜢䛂㉁ಖド䛃䛻⤖䜃䛴䛡䜛㻌 䞉ᩍ⫱䛾ᨵၿ䛻⤖䜃䛴䛛䛺䛡䜜䜀䚸ព㻌㻌 㻌 ࿡䛜䛺䛔䚹㻌 䞉䛧䛛䛧䚸Ꮫ⏕䛻䛿㉁ಖド䛿㔜䛩䛞䜛䚹㻌 䞉⥅⥆ⓗ䛻ྲྀ䜚⤌䜏䚸㉁ಖド䛻⤖䜃䛴㻌㻌 㻌 䛡䜛䛯䜑䛻䛿Ꮫෆ䛷䛾ไᗘ໬䚸⤌⧊㻌㻌 㻌 ໬䛿୙ྍḞ䛷䛒䜛䚹㻝㻟㻌↖↞⅚↘ⅵСࡇ∝ኵጢ҄ↈ↺ⅺ≢‒• ‫↙↱↖ࡸ૾ܖٻޛޢ‬ⅾ⅚ᇌԡ᫾‫ܖٻ‬૾ࡸ↖↱↙ⅳ⅚Ⅴᇹ≖↝૾ࡸⅥ↧‒㻌 䞉ᒸᒣ኱Ꮫᆺ䠖Ꮫ㒊௦⾲Ꮫ⏕ጤဨ఍㻌 䞉❧࿨㤋኱Ꮫᆺ䠖䜔䜛Ẽ䛾䛒䜛Ꮫ⏕ເ㞟ᆺ䞉኱Ꮫ⤌⧊䛾୰䛻Ꮫ⏕ཧ⏬ᆺ䠢䠠άື䜢㻌 㻌ไᗘ໬䛧䚸Ꮫ⏕䛿ᖖ䛻බເ䛩䜛䚹㻌 䛭䛧䛶䚸╔ᐇ䛻ᨵၿ䛾ᡂᯝ䜢ฟ䛩䚹㻝㻠㻌− 131 −

GS1「学生参画型FDと質保証」

ឋ̬ᚰ↚ኽ↢↓ↀ↺↎↰↝∈⇭∑ᅶక‒Ꮫ⏕䠢䠠䝇䝍䝑䝣
䠢䠠䛻ྲྀ䜚⤌䜐ᩍဨ䞉⫋ဨබⓗ䛻ไᗘ䞉⤌⧊໬

䞉Ꮫ䜃䜢ಁ䛩ᗈሗ䜔䞉Ꮫ⏕䛾ኌ䜔ᛮ䛔䚸䜲䝧䞁䝖䛾㛤ദ䛺䛹䚸Ꮫ⏕ཧ⏬ᆺ䠢䠠άື䠄ྲྀ䜚⤌䜏䠅 せᮃ䛺䛹䛾Ⓨಙ➼Ꮫ⏕䜢ᕳ䛝㎸䜐άື᝟ሗᥦ౪άື
→䠢䠠䜈䛾Ꮫ⏕ཧ⏬䜢䚸ᐃ⩏䛻┒䜚㎸䜐䞉Ꮫ䜃䛾ᴦ䛧䛥䜢ఏ䛘䜛䞉ඹྠ䛷䛾ᤵᴗྥୖ䛾䞉Ꮫ⏕䛾⏕䛾ኌ䜢㞟䜑ྲྀ䜚⤌䜏䛾ᐇ᪋䜛୍⯡䛾Ꮫ⏕୺యⓗ䛺Ꮫ䜃䜢ಁ䛩䛝䛳䛛䛡䛵䛟䜚䚸Ꮫ⏕䛾ኌ䜢ά䛛䛧䛯ᤵᴗ䛾ᒎ㛤䞉Ꮫಟ᫬㛫䛾ቑຍ䞉ᤵᴗ䛾ཷㅮែᗘ䛾ኚ໬䞉⬟ືⓗᏛ⩦䜈䛾✚ᴟⓗ䛺㻌 ཧຍ୍⯡ᩍဨ䞉⫋ဨᏛ⏕䛾୺యⓗ䛺Ꮫ䜃䛾☜❧㻌 →኱Ꮫᩍ⫱䛾㉁ಖド䛻⧅䛜䜛㻝㻡㻌ↃฌᎮ⅚ⅱ↹ⅻ↗ⅵↃↅⅳ↭ↆ↎⅛‒‒Ↄɧଢ↙ໜ↙↘↞⅚‒‒ ‒ ‒ ‒ ᢒॾ໯ⅾↃឋբⅾ↏ↄⅳ⅛‒
஄ఌ‒ͤԍ‒

soneken-ace@crest.ocn.ne.jp㛵ᮾᅪ䠢䠠Ꮫ⏕㐃⤡఍䝬䝇䝁䝑䝖䛚䛨䛛䛱䜓䜣䛸䜑䛨䛛䛱䜓䜣㻝㻢㻌

− 132 −

GS1「学生参画型FDと質保証」

䝉䝑䝅䝵䞁䐟
䛂Ꮫ⏕ཧ⏬ᆺFD䛸㉁ಖド䛃඲య㆟ㄽၥ㢟ᥦ㉳䠖Ꮫ⏕ཧ⏬ᆺFD䛿䠊䠊䠊 ㉁ಖド䛻⤖䜃䛴䛟䛛䠛䛹䛖ホ౯䠄᳨ド䠅䛩䜛䛛䠛⤌⧊䞉యไ䜢䛹䛖䛩䜛䛛䠛 ఱ䜢䛩䜉䛝䛛䠛ⓙᵝ䛾䜰䜲䝕䜱䜰䜢Ḽ㏄䛧䜎䛩䟿− 133 −

GS1「学生参画型FDと質保証」㈗Ꮫ䛷䛿Ꮫ⏕ཧ⏬ᆺFD䛻䠊䠊䠊㻞㻡㻞㻠㻡ྲྀ䜚⤌䜣䛷䛔䜛
2. ྲྀ䜚⤌䜣䛷䛔䛺䛔
3. ศ䛛䜙䛺䛔
1.

Ꮫ⏕ཧ⏬ᆺFD䛿㉁ಖド䛻䠊䠊䠊
㻝㻟
㻝㻣
㻡
㻟
㻝㻥

༑ศ౑䛘䜛
2. 䜎䛒䜎䛒౑䛘䜛
3. 䛒䜎䜚౑䛘䛺䛔
4. 䜎䛳䛯䛟౑䛘䛺䛔
5. ఱ䛸䜒ゝ䛘䛺䛔

1.

− 134 −

GS1「学生参画型FDと質保証」

ぢ䛯┠䛿୰㌟䛰䟿㻌 䝇䝷䜲䝗䝥䝺䝊䞁ᐇ㊶ㅮᗙ㻌䝨䜰䝽䞊䜽䐟 Ꮫ⏕ཧ⏬ᆺFD䛿䛂㉁ಖド䛃䛻౑䛘䜎䛩䛛䠛䛂౑䛘䜛䛃䛸ᛮ䛖⌮⏤䛿ఱ䛷䛩䛛䠛䛂౑䛘䛺䛔䛃䛸ᛮ䛖⌮⏤䛿ఱ䛷䛩䛛䠛㻌 ⮬ศ䛾ពぢ䜢᫂☜䛻䛧䛶䠈㻌 㞄䛾ே䛸㆟ㄽ䛧䛶ୗ䛥䛔䟿

㻟ศ㻌

TIMER

TIME UPᏛ⏕ཧ⏬ᆺFD䛿ఱ䜢䛩䜉䛝䛛䠛
㻝㻣
㻢
㻝㻝
㻝㻢
㻢

Ꮫ⏕䛸ᩍဨ䛾ពぢ஺᥮఍
2. Ꮫ⏕Ⓨ᱌ᆺᤵᴗ
3. Ꮫ⏕䛾ព㆑䜢㧗䜑䜛䝣䜷䞊䝷䝮
4. ୖグ䛾䛩䜉䛶
5. 䛭䛾௚

1.

− 135 −

GS1「学生参画型FDと質保証」

ぢ䛯┠䛿୰㌟䛰䟿㻌 䝇䝷䜲䝗䝥䝺䝊䞁ᐇ㊶ㅮᗙ㻌䝨䜰䝽䞊䜽䐠 Ꮫ⏕ཧ⏬ᆺFD䛿ఱ䜢䛩䜉䛝䛷䛧䜗䛖䛛䠛Ꮫ⏕䛸ᩍ⫋ဨ䛾ពぢ஺᥮఍䠛Ꮫ⏕Ⓨ᱌ᆺᤵᴗ䠛Ꮫ⏕䛾ព㆑䜢㧗䜑䜛䝣䜷䞊䝷䝮䠛䠛䛭䛾௚䠛㻌 ⮬ศ䛾ពぢ䜢᫂☜䛻䛧䛶䠈㻌 㞄䛾ே䛸㆟ㄽ䛧䛶ୗ䛥䛔䟿㻟ศ㻌

TIME UP㈗Ꮫ䛷ᐇ⌧䛷䛝䜎䛩䛛䠛
㻢

1. ༎
༑ศ䛷䛝䜛
༑

㻞㻜

2.
2.

㻥
㻝㻞
㻞
㻠

䛺䜣䛸䛛䛷䛝䛭䛖
3. ᑡ䛧㞴䛧䛔
4. 䛛䛺䜚㞴䛧䛔
5. 䛸䛶䜒↓⌮6. 䛺䜣䛸䜒ゝ䛘䛺䛔− 136 −TIMER

GS1「学生参画型FDと質保証」

䛒䜚䛜䛸䛖䛤䛦䛔䜎䛧䛯− 137 −

GS2「これからの授業アンケートと生活実態調査」

1505-1615䜾䝹䞊䝥䝉䝑䝅䝵䞁䠄䝉䝑䝅䝵䞁䠎䠅䛣䜜䛛䜙䛾ᤵᴗ䜰䞁䜿䞊䝖䛸⏕άᐇែㄪᰝᤵᴗ䜿䕔ヰ㢟ᥦ౪䠖⏣୰ᓅ䠄஑ᕞ኱䠅, ᒸᓮᡂග䠄᪩✄⏣኱䠅Helka Kekäläinen䠄Vice-President of the ENQA䠅

Think-Pair-Share¾䛣䛾䝉䝑䝅䝵䞁䛻ཧ⏬䛧䛯⌮⏤䠄ᮇᚅ䛩䜛䛣䛸䠅䛺䛹䜢䚸䛚㞄䛾᪉䛸ㄒ䜚ྜ䛳䛶䜏䜎䛧䜗䛖

− 138 −

GS2「これからの授業アンケートと生活実態調査」

orientation (GRIP)
Role ᙺ๭
9 ㇏䛛䛺ሙ㠃䛵䛟䜚䠖䛣䛾ሙ䛻䛔䜛ⓙ䛥䜣
9 ヰ㢟ᥦ౪䠖⏣୰ᓅ, ᒸᓮᡂග9 䝁䝯䞁䝖䠖Helka Kekäläinen
9 䜎䛸䜑䠖▼ཱྀ⣧ᖹorientation (GRIP)
Impact 䛽䜙䛔
9 ኱Ꮫ䛷䛿䚸Ꮫ⏕䛾ᤵᴗ䛾⌮ゎᗘ䜔኱Ꮫ⏕ά඲⯡䛾‶㊊ᗘ䜢ᢕᥱ䛩䜛䛯䜑䛾䛥䜎䛦䜎䛺ㄪᰝ䛜⾜䜟䜜䛶䛔䜛䚹௒ᚋ䚸Ꮫ⩦䛸⏕ά䛾㉁ྥୖ䛻䛿䚸ㄪᰝ䜢ཷ䛡䛯Ꮫ⏕䛛䜙䛾䝣䜱䞊䝗䝞䝑䜽䛻䜘䜛ㄪᰝ᪉ἲ䛾ᨵၿ䜔ㄪᰝ⤖ᯝ䛾᭷ຠⓗ䛺ά⏝䛜㔜せ䛷䛒䜛䚹Ḣᕞ䛻䛚䛡䜛⤒㦂䜢䜅䜎䛘䛶䚸Ꮫ⏕䛾⤒㦂䜢䜘䜚ⓗ☜䛻ᢕᥱ䛧䚸㉁ྥୖ䜈᭷ຠ䛻ά⏝䛩䜛䛯䜑䛻ᚲせ䛺ḟ䛾䝇䝔䝑䝥䛻䛴䛔䛶䚸㆟ㄽ䛩䜛䚹− 139 −

GS2「これからの授業アンケートと生活実態調査」

orientation (GRIP)
Goal ┠ᶆ
9 ᤵᴗ䜰䞁䜿䞊䝖䜔⏕άᐇែㄪᰝ䛾䛂ḟ䛾䝇䝔䝑䝥䛃䛸⌧≧䛻䛴䛔䛶䚸䛒䛺䛯⮬㌟䛾ゝⴥ䛷ゎㄝ䛷䛝䜛䜘䛖䛻䛺䜛䚹
9 䛒䛺䛯䛾኱Ꮫ䛷䛂ḟ䛾䝇䝔䝑䝥䛃䜢ᒎ㛤䛩䜛䛯䜑䛻ồ䜑䜙䜜䜛ㄢ㢟䛻䛴䛔䛶䚸䛒䛺䛯⮬㌟䛾ゝⴥ䛷♧䛩䛣䛸䛜䛷䛝䜘䛖䛻䛺䜛䚹orientation (GRIP)
Process 㐨➽<1505-1615>
9 Think-Pair-Share 䛆3ศ⛬ᗘ䛇
9 orientation 䛆6ศ⛬ᗘ䛇
9 ヰ㢟ᥦ౪䠖⏣୰ᓅ, ᒸᓮᡂග 䛆12ศ㽢2䛇~1545
9 䝁䝯䞁䝖䠖Helka Kekäläinen
9 ᑐヰ
9 ┬ᐹ䛸䜎䛸䜑䠄▼ཱྀ⣧ᖹ䠅

− 140 −

GS2「これからの授業アンケートと生活実態調査」

ground ruleᏳᚰ䛧䛶ពᛮ䛾␯㏻䛜䛿䛛䜙䜜䜛䜘䛖䛺⎔ቃ䛵䛟䜚䜢ᚰ䛜䛡䜘䛖㛤䛛䜜䛯⋡┤䛺ᑐヰ䜢ዡບ䛧䜘䛖
2D䜘䜚䜒2L䜢᥎ዡ䛧䜘䛖䠖
㜵⾨<defending>䛸㆟ㄽ<debating>䛾඙䛧䛻Ẽ䛵䛝䚸ഴ⫈<listening>䛸Ꮫ⩦<learning>䜢
኱ษ䛻䛧䜘䛖

Ћᤵᴗᨵၿя
Ћᤵᴗᨵၿя⏕άᨭ᥼Ѝヰ㢟ᥦ౪䛾๓䛻䠖ᮏ䝉䝑䝅䝵䞁䛾఩⨨䛵䛡䜢⪃䛘䛶䜏䜛Ћ≉ᐃᑡᩘ䛾Ꮫ⏕я୙≉ᐃከᩘ䛾Ꮫ⏕Ѝ

− 141 −

GS2「これからの授業アンケートと生活実態調査」

䛣䜜䛛䜙䛾ᤵᴗ䜰䞁䜿䞊䝖䛸⏕άᐇែㄪᰝ䜢⪃䛘䜛䛯䜑䛻⏣୰ᓅ䠄஑ᕞ኱䠅599኱Ꮫ
䠄⣙80䠂䠖ᖹᡂ21ᖺᗘ䠅− 142 −

GS2「これからの授業アンケートと生活実態調査」

඲Ꮫⓗ䛺Ꮫ⏕䛻䜘䜛ᤵᴗホ౯䜢ᐇ᪋䛧䛶䛔䜛䚹

ᖹᡂ21ᖺᗘ䛻䇾Ꮫ⏕䛻䜘䜛ᤵᴗホ౯䇿䜢ᐇ᪋䛧䛯኱Ꮫ䛾䛖䛱䚸ᤵᴗホ౯䛾⤖ᯝ䜢ᤵᴗᨵၿ䛻཯ᫎ䛩䜛䛯䜑䛾⤌⧊ⓗྲྀ⤌䛜⾜䜟䜜䛶䛔䜛䛾
䛿䚸603኱Ꮫ䠄⣙80䠂䠅䚹

− 143 −

GS2「これからの授業アンケートと生活実態調査」

䛄䛒䜣䛺ᤵᴗホ౯䜢䛔䛴䜎䛷⥆䛡䜛Ẽ䛰䟿Ꮫ⏕䛻ᩍဨ䜢ホ౯䛷䛝䜛䛿䛪䛜䛺䛔䛅䛄እὀ䛻䛩䜛䛛…䛅
䛄䛫䛳䛛䛟䛾䜰䜲䝕䜱䜰䜒䚸䝖䝑䝥䛜ኚ䜟䛳䛶䛧䜎䛳䛯䛛䜙…䛅䛄᭱ึ䛾㡭䛿Ⰻ䛛䛳䛯䚸᭱㏆䛿䝬䞁䝛䝸䛻䛺䛳䛶䛧䜎䛳䛶…䛅
䛄䛹䛖䛧䜘䛖ᅇ཰⋡…䛅䛄䛒䜎䜚䛻Ꮫ⏕䛾⮬⏤グ㏙䛜䜂䛹䛔…䛅

− 144 −

GS2「これからの授業アンケートと生活実態調査」

䛷䛿䚸䛣䜜䜙䛜ゎỴ䛩䜜䜀ᤵᴗ䜰䞁䜿䞊䝖䜒Ᏻᚰ䠛䟿䝬䝛䝆䝯䞁䝖䛻㛵䜟䜛どⅬ䠄⤒⦋䛾⌮ゎ䚸䛽䜙䛔䚸ᐇ᪋┠ᶆ䚸ᐇ᪋⤌⧊䚸ᐇ᪋᪉ἲ䚸䜰䞁䜿䞊䝖㡯┠䚸ᐇ᪋ᡭ㡰…䠅䛻ຍ䛘䛶䚸䛂ᤵᴗ䜰䞁䜿䞊䝖䛃䛭䛾䜒䛾䛻㛵䜟䜛䛰䜝䛖
どⅬ䜢䝬䜲䞁䝗䝬䝑䝥䛻ᩚ⌮䛧䛶䜏䜎䛧䛯䚹− 145 −

GS2「これからの授業アンケートと生活実態調査」

㻌 䛣䛖䛧䛯ᤵᴗホ౯䛜⾜䛺䜟䜜䜛䜘䛖䛻䛺䛳䛯䛾䛿䚸┤᥋ⓗ䛻䛿භ䚽ᖺ௦ᮎ䛾Ꮫ⏕㐠ື䛜䛝䛳䛛䛡䛸䛺䛳䛯䛸䛥䜜䛶䛔䜛䛜䚸᰿ᗏⓗ䛻䛿䚸䜰䝯䝸䜹♫఍䛾ᾘ㈝⪅ಖㆤ䛾ᛮ᝿䛻㐃䛺䜛䜒䛾䛷䛿䛺䛛䜝䛖䛛䚹኱Ꮫᩍ⫱䛸䛔䛖䝃䞊䝡
䝇䜢㈙䛖ᾘ㈝⪅䛸䛧䛶䛾Ꮫ⏕䛻ᑐ䛧䚸ᙼ䜙䛜㐺ษ䛺㑅ᢥ䜢䛷䛝䜛䜘䛖䛻䚸ඛ㍮䛜ᤵᴗ䜢䛹䛖ホ౯䛧䛶䛔䜛䛛䛾᝟ሗ䜢ᥦ౪䛧䚸ᾘ㈝⪅䛾ᶒ฼䜢ಖㆤ䛩䜛䛸䛔䛖⪃䛘䛷䛒䜛䚹䛴䜎䜚ᩱ⌮䛾䜘䛧䛒䛧䛿䚸ᩱ⌮䜢㣗䜉䛯⪅䛻ุ᩿䛥䛫䜛䜉䛝䛰䛸䛔䛖⪃䛘䛷䛒䜛䚹䛹䜣䛺䛻ⴭྡ䛺Ꮫ⪅䛷䜒䚸䜎䛪ᩍᖌ䛸䛧䛶䛾ᤵᴗホ౯䜢䜎䛼䛜䜜䜛䛣䛸䛿䛷䛝䛺䛔䚹䛺䛬䛺䜙䚸䜰䝯䝸䜹䛷䛿኱Ꮫᩍᤵ䛾௵ົ䛿◊✲⬟ຊ䜒䛥䜛䛣䛸䛺䛜䜙䚸䜎䛪➨୍䛻Ꮫ⏕䛾ᩍ⫱䛻䛒䜛䚸䛸⪃䛘䜙䜜䛶䛔䜛䛛䜙䛷䛒䜛䚹႐ከᮧ࿴அ1990䛄኱ᏛῈử䛾᫬௦䠉ᾘ㈝♫఍䛾㧗➼ᩍ⫱䛅(୰බ᪂᭩965), 125-6㡫

− 146 −

GS2「これからの授業アンケートと生活実態調査」

๓ᥦ䛻䛸䜙䜟䜜䛶䛔䛺䛔䛛¾Ꮫ⏕䛿䛂ᾘ㈝⪅䛃䛷䛒䜛
¾ᩍဨ䛿䛂ㅮᖌ䛃䛷䛒䜛teaching (teacher centered)䛄ᩍဨ䛜䚸ఱ䜢䠄䛹䛾䜘䛖䛻䠅ᩍ䛘䛯䛛䛅䛸䛔䛖⪃䛘᪉䛾䜒䛸䛷䛾ᤵᴗ䜰䞁䜿䞊䝖䠘‶㊊ᗘ䛾᫬௦䠚๓ᥦ䛛䜙⪃䛘┤䛫䜛䛛¾Ꮫ⏕䛿䛂Ꮫ⩦⪅䛃䛷䛒䜛
¾ᩍဨ䛿䛂Ꮫ䜃䛾య⌧⪅䛃䛷䛒䜛teaching & learning(learner centered)䛄Ꮫ⏕䛿䚸ఱ䛜䠄䛹䜜䛟䜙䛔䠅䛷䛝䜛䜘䛖䛻䛺䛳䛯䛅䛸䛔䛖⪃䛘᪉䛾䜒䛸䛷䛾ᤵᴗ䜰䞁䜿䞊䝖䠘Ꮫ⩦ᡂᯝ䛾᫬௦䠚− 147 −

GS2「これからの授業アンケートと生活実態調査」

᪂䛯䛺ᝎ䜏
¾ ཷㅮ⪅䛸䛧䛶ㅮ⩏䛾ຠ⋡ᛶ䜢 ᐃ䛩䜛ホ౯䛛䜙䚸Ꮫ⩦⪅䛸䛧䛶ᤵᴗ䛻䛚䛡䜛Ꮫ⩦⤒㦂䜔㐩ᡂ䜢⮬ᕫホᐃ䛩䜛ホ౯䜈䚸඲㠃ⓗ䛻䝅䝣䝖䛩䜛䛾䛛䠛
¾ Ꮫ⏕䜔ᩍဨ䛾ᙺ๭䚸ᤵᴗほ䛾ኚ໬䠄᪉␎䞉᪉ἲ䛾ከᵝ໬䠅䜢㋃䜎䛘䛯䛸䛧䛶䜒…ᤵᴗᐇ㊶䛻㛵䛩䜛ᨵၿ᝟ሗ䛿䚸䜔䛿䜚ᚲせヨ䛧䛻స䛳䛶䜏䜎䛧䛯䟿୍᪉䚸⏕άᐇែㄪᰝ䛿䠛ㄪᰝ䛿䠛

− 148 −

GS2「これからの授業アンケートと生活実態調査」

ไస⛎ヰ䠛
¾ 䝕䞊䝍䜢ぢ䛶䜒䜙䛚䛖䚸⯆࿡䜢䜒䛳䛶䜒䜙䛚䛖䛸䛧䛶䛔䛯…䛰䜝䛖䛛䠛¾ 䛭䛾ᚋ䛻ఱ䜢⥆䛡䜛䛣䛸䛜䛷䛝䜛䛛䠛− 149 −

GS2「これからの授業アンケートと生活実態調査」

gakutnk@artsci.kyushu-u.ac.jp䛣䜜䛛䜙䛾ᤵᴗ䜰䞁䜿䞊䝖䛸⏕άᐇែㄪᰝ䜢⪃䛘䜛䛯䜑䛻ᒸᓮᡂග䠄᪩✄⏣኱䠅

− 150 −

GS2「これからの授業アンケートと生活実態調査」

䛆⮬ᕫ⤂௓䛇

4ᖺ䛾Ꮫ⏕⏕ά䛸25ᖺ䛾⫋ဨ⏕ά䛆Ꮫ⏕䛾ᤵᴗホ౯䜰䞁䜿䞊䝖䛸Ꮫ⏕⏕άㄪᰝ䛇᪩✄⏣኱Ꮫ䛷䛿䚸୧᪉䛸䜒඲Ꮫⓗ䛺ྲྀ⤌ᤵᴗホ౯Ѝྛᩍဨ䛾ᤵᴗᨵၿ䛾㈨ᩱ䛸䛧䛶ά⏝Ꮫ⏕⏕άㄪᰝЍᏛ⏕䛾ព㆑ㄪᰝ䛸⏕άᐇែ䛛䜙䛾ᨭ᥼᪋⟇䛾㈨ᩱ䛸䛧䛶ά⏝− 151 −

GS2「これからの授業アンケートと生活実態調査」

䛆Ꮫ⏕䛾ᤵᴗホ౯䜰䞁䜿䞊䝖䛾ᙺ๭䛾ኚ໬䛇ᝒ䛧䛝䜶䝢䝋䞊䝗
䜹䝇䝍䝬䞊䞉䝃䝔䜱䝇䝣䜯䜽䝅䝵䞁䠄CS䠅Ꮫ⏕䛾䛂୺యⓗ䛺Ꮫ⩦䛃䛂⮬୺ᛶ䛃䛜኱஦䛂䝁䝺䛳䛶䚸ఱ䛾ᙺ䛻❧䛴䛾䛃ᩍဨ䛛䜙䛾䝣䜱䞊䝗䝞䝑䜽䛸䛔䛖཮᪉ྥᛶᏛ⏕䛸ᩍဨ䛾཮᪉ྥ䛾䜔䜚ྲྀ䜚䜢♫఍୍⯡䛻䜒㛤♧䛆Ꮫ⏕⏕άㄪᰝ䜈䛾Ꮫ⏕䛾㛵ᚰᗘ䛾ኚ໬䛇ᅇ⟅⋡2001ᖺᗘ∧Ѝ9.41%

2012ᖺᗘ∧Ѝ41.4%
Ꮫ⏕䛾኱Ꮫ䛻ᑐ䛩䜛ᮇᚅ䛾㧗䜎䜚− 152 −

GS2「これからの授業アンケートと生活実態調査」

䛆␃ពⅬ䛇኱Ꮫ䛾άື䛻ᮇᚅ䛧䛶䛔䜛ᒙ኱Ꮫ䛛䜙✚ᴟⓗ䛻䜰䝥䝻䞊䝏䛧䛶䛔䜛ᒙ୧⪅䛾୰㛫䛻఩⨨䛩䜛Ꮫ⏕ᒙᏛ⏕䛾኱Ꮫ䛻ᑐ䛩䜛ᮇᚅ䛾㧗䜎䜚䛆⤖䜃䛻䛇䛂኱Ꮫ䜢Ⰻ䛟䛧䛯䛔䛃┠ⓗព㆑Ѝ☜ㄆ䛸᫂☜໬

− 153 −

GS2「これからの授業アンケートと生活実態調査」

okazaki@waseda.jp

We are happy to help you!

− 154 −

GS2「これからの授業アンケートと生活実態調査」

䝉䝑䝅䝵䞁䠎: 䛣䜜䛛䜙䛾ᤵᴗ䜰䞁䜿䞊䝖䛸⏕άᐇែㄪᰝ኱Ꮫホ౯䞉Ꮫ఩ᤵ୚ᶵᵓ ᖹᡂ25ᖺᗘ ኱Ꮫホ౯䝣䜷䞊䝷䝮䛂Ꮫ⏕䛛䜙䛾䜎䛺䛦䛧䠉㧗➼ᩍ⫱㉁ಖド䛸Ꮫ⏕䛾ᙺ๭䠉䛃
2013ᖺ07᭶22᪥䠄᭶䠅15᫬05ศ䡚16᫬15ศ
୍ᶫグᛕㅮᇽ

− 155 −

GS3「学生が評価委員？
！」

Group Session 3

Students Review?!
NIAD-UE University Evaluation Forum2013

Student's Role in Higher Education
Quality Assurance

Agenda1. Introduction to the session
2. Summary of student involvement inEuropean QA
3. Discussion
4. Summary and report proposal

2− 156 −

GS3「学生が評価委員？
！」

Introduction to the session• What does the title of the session,
Students Review?! imply?
– Discussion among participants forms themain part of this group session.
– Summary of our dialogue will be reported at
the general session.

3

Summary of student involvement inEuropean QA• Revisiting the European HE environmentthat enables student engagement inquality assurance and enhancement.

4− 157 −

GS3「学生が評価委員？
！」

Discussion
1. What is the QA situation practiced by students inJapan?
2. What are the key differences between Japanese andEuropean practices?
3. Do we want to have more student participation? If so:a. What part of the institutional side is delaying student
participation?

b. What part of students’ side is delaying their participation?
c. What are the main challenges for significant participation
by students?
5

1. QA situation practiced by
students in Japan• Course evaluation by students• Participation of students in faculty
development programs…and…and mormore?

6− 158 −

GS3「学生が評価委員？
！」

2. Key differences between
Japanese and European practices• Internal institutionalization• External institutionalization• Students’ enthusiasm…and more?

7

3. If we want to have more student
participationa. What part of the institutional side isdelaying student participation?
b. What part of students’ side is delaying
their participation?
c. What are the main challenges for
significant participation by students?

8− 159 −

GS3「学生が評価委員？
！」

Summary and report proposal• Summary of our dialogues to be presented
in the general session.

9− 160 −

GS4「質保証への学生参画と学内マネジメント」

ෆ㒊㉁ಖド䜈䛾ຠᯝⓗ䛺Ꮫ⏕ཧ⏬䛸኱Ꮫ䝬䝛䝆䝯䞁䝖
Nik Heerens - NIAD-UE Forum, Tokyo - 22 July 20131

Effective student engagement in internal
Quality Assurance and University management
Nik Heerens - NIAD-UE Forum, Tokyo - 22 July 2013

− 161 −

2

GS4「質保証への学生参画と学内マネジメント」Ⓨ⾲ᴫせϋᢿឋ̬ᚰ↧↝‫ܖ‬ဃӋဒ↗‫‒≝⇮∙∇⇞⇳∄ܖٻ‬• ↘ⅵⅳⅵ↱↝ⅺ≢‒• ↙↋᣻ᙲ↙↝ⅺ≢‒• ‫ܖ‬ဃ↞↘↝᪸؏↚᧙ɨↆ↙ↀ↻↟↙↸↙ⅳⅺ≢‒• ↌↻⇁ೞᏡↄ↊↺↚↞≢‒

3

Overview presentation
Student engagement in internal quality assurance and university
management:• What is it?

• Why is it important?
• In which areas should students be involved?

• How to make it work?

4− 162 −

GS4「質保証への学生参画と学内マネジメント」

Ꮫ⏕ཧ⏬䛸䛿ఱ䜢ព࿡䛩䜛䛾䛛䠛≔≑‫ܖ‬ဃӋဒ↝ᛅ⇁ↈ↺ↂ↗↞⅚‫ܖ‬ဃⅻᐯЎ↝૙Ꮛኺ᬴↝ᆢಊႎ↙Ӌьᎍⅹ↷↢ሥྸᎍ↖ⅱ↺ↂ↗⇁ᛐᜤↈ↺ↂ↗↖ⅱ↺⅛Ӌဒ‚‷⁠⁙⁓⁙⁗ ⁗⁠⁦‛↞⅚ɦᚡ↚ᅆↆ↎᧙ᡲↈ↺ဇᛖ↷↹᭗ⅳ−⇿∑↝ॖԛ⅚ↈ↙↾←⅚ᝧ˓⅚ೌᨂ˄ɨ⅚ⅹ↷↢‫ܖ‬ဃ↚ɨⅷ↸↻↎⇙∙⇮∓∞∑⇁ᘙↈ↝↖⅚Ⴛᛩ‚‵⁡⁠⁥⁧⁞⁦⁓⁦⁛⁡⁠‛⅚
᧙ɨ‒‚⁛⁠⁨⁡⁞⁨⁗ ⁗⁠⁦‛ⅹ↷↢Ӌь‚⁢⁓⁤⁦⁛⁕⁛⁢⁓⁦⁛⁡⁠‛↝↷ⅵ↙˂↝᧙ᡲᛖ↗ғКↈ↺ↂ↗ⅻ↖ⅼ↺⅛‒䠎䠊䛂‫ܖ‬ဃ↞ᐯ៲↝‫ܖ‬፼↗঺ௐ↝σӷᝧ˓⇁ਤ↓ॖഒႎ↙⇷∞⇮⇰∞↖ⅱ↺⅛᭗ሁ૙Ꮛ↝‫ܭ‬፯ↈ↺ཎࣉ↝ɟ↓↞⅚ↂ↝ॖഒႎ↙Ӌь↚᫂↺ር‫ܖ⅚׊‬ဃ↝৑ஊೌ⅚‫ܖ‬፼⇽∓⇡⇟↖ⅱ↺Ⅵ (QAA Scotland, 2008).
≖≑‫ܖ‬ဃӋဒ↞⅚ʚ↓↝཯ᇌↆ↕ⅳ↺ⅻ⅚᧙ᡲↈ↺ཞඞ↚ⅱ↺≝ೞ᧙∄⇳⇞∇∙⇮↗ឋ̬ᚰϋ↝‫ܖ‬ဃӋьӏ↢̾⅝↝‫ܖ‬፼ኺ᬴⇁ˤ→↎‫ܖ‬ဃӋဒ

5What does student engagement mean?
1. To talk of student engagement is to recognise that students are active
participants in and directors of their own education experience. Engagement canbe distinguished from other related terms such as consultation, involvement, andparticipation, because it depicts a higher level of association, responsibility,
empowerment and control afforded to the student.
2. “Students are active partners with shared responsibilities for their own
learning and achievement. Indeed, one of the defining characteristics of higher
education is the extent to which it relies on this active participation in, andstudent ownership of, the learning process” (QAA Scotland, 2008).
3. Student engagement exists in two separate but related contexts: theparticipation of students within institutional management and quality processes
and students’ engagement with their own individual learning experience.

6− 163 −

GS4「質保証への学生参画と学内マネジメント」

ෆ㒊㉁ಖド䛸኱Ꮫ䝬䝛䝆䝯䞁䝖䜈䛾ຠᯝⓗ䛺Ꮫ⏕ཧ⏬䛾฼Ⅼ䛿ఱ䛛䠛‒Ⅴ‫⅚↞ܖٻ‬ᎰՃ↗‫ܖ‬ဃ↗↝ңщ⇁ᡫↆ↕‫ܖ‬፼Ⴘ೅⇁ᢋ঺ↈ↺⇙∅∋⇱⇬⇉↖ⅱ↺⅛‫ܖ‬ဃ↳ೞ᧙↝ᎰՃ↝᧓↖ᛒኖↄ↻↎ңщ↞⅚ஜ఍ႎⅺ↓࡫ᚨႎ↙‫ݣ‬ᛅ↝ӧᏡࣱ⇁Џ↹ਏⅼ⅚↷↹Ѽਙႎ↖‫ܖ‬፼෇ѣⅺ↸↝⇻⇉∞⇯⇶⇩⇕⇁Ӓପↆ⅚↌↝ឋႎӼɥ↝↎↰↝ೞ˟⇁੩̓ↈ↺⅛Ⅵ (Cross Sector
group on student engagement England & Northern Ireland).

7

What are the benefits of effective student
engagement in internal QA andUniversity management?
‘’Universities are communities of learning achieved through a partnership
between staff and students. A committed partnership between students,
as active participants, and the staff at an institution will open up
possibilities for authentic and constructive dialogue, offering theopportunity for more holistic and reflective feedback and enhancement oflearning.’’ (Cross Sector group on student engagement England & Northern Ireland).

8− 164 −

GS4「質保証への学生参画と学内マネジメント」

䝣䜱䞊䝗䝞䝣䜱䞊䝗䝞䝑䜽
䝃䜲䜽䝹‫ܖ‬፼ኺ᬴↝ોծ‒‒‫ܖ‬ဃॖᙸ‒ឋોծ⇁ɶ࣎↚ឋોծ⇁ɶ࣎↚ↆ↎ᎰՃ↗‫ܖ‬ဃ᧓↝‫ݣ‬ᛅ↗‫ܖ‬ဃ᧓↝‫ݣ‬ᛅ‒.

ᎰՃ↗↝‫ݣ‬ᛅ‒

9FeedbacFeedback
cycle
Dialogue betwee
between staff
and students at thet heartimprovementof quality improv.

10− 165 −

GS4「質保証への学生参画と学内マネジメント」⇷∞⇮⇰∞‒‒‒‫‒ܼᧉݦ‬‒‒‫ܖ‬፼↝‫ܼᧉݦ‬↗ᛐ↰↸↻↎‒
‒
‒
‒

ᘍໝᎍ‒
‒
‒
ऴ‫إ‬੩̓ᎍ‒ᛦ௹↝‫ܦ‬ʕᎍ‒⇻⇉∞⇯⇶⇩⇕↝ӓᨼᎍ≊
Ўௌᎍ‒‒‒‫ܖ‬ဃⅻ᧙ɨↈ↺ಮ⅝↙૾ඥ‒11

Different ways of involving students

12− 166 −

ஜ఍ႎⅺ↓࡫
ᚨႎ↙‫ݣ‬ᛅ‒‒‒‒

GS4「質保証への学生参画と学内マネジメント」

Ꮫ⏕ཧ⏬䛾ᡂᯝཬ䜃䝥䝻䝉䝇• Ӌဒ↝঺ௐ↞⅚‫ܖ‬ဃⅺ↸ዒዓႎ↚ஊႩ↙⇻⇉∞⇯⇶⇩⇕↗

⇈⇊⇭⇈ⅻஹ↺ↂ↗↖ⅱ↹⅚૙Ꮛ↝ឋ↝Ӽɥ↗ⅳⅵႸႎ↝ᢋ঺↝↎↰↚⅚ᎰՃⅻ↌↻↸ⅺ↸‫෇⅚ↇࣖ⅚↢ܖ‬ဇↈ↺ↂ↗↖⅚
ࢬ↸⇁‫ڜ‬ѕↈ↺ↂ↗ⅻ↖ⅼ↺⅛‒• Ӌဒ↝⇽∓⇡⇟↞⅚‫ܖ‬ဃ↝ϋႎ᩿ͨ⇁঺ᧈↄ↊↺ᘍໝ↖ⅱ↹⅚↌↻↞ࢬ↸↝Ꮱщ⇁Ӽɥↄ↊≋̊ⅷ↟⅚Ўௌ⅚ʩฏ⅚ᛦ
௹⅚ႆᘙ⇟⇓∑≌⅚↷↹ↈⅿ↻↎‫ܖ‬፼ᎍ⅚↷↹ↈⅿ↻↎̾ʴӏ↢↷↹ↈⅿ↻↎ࠊൟ⇁˺↺ↂ↗↖ⅱ↺⅛‒

13

The outcome and the process of student
engagement• The outcome of engagement is continually useful feedback

and ideas coming from students; these can encourage staff,
who can learn from, respond to and employ them inenhancing the quality of education• The process of engagement is an inherently reflective

activity, which increases students’ competences (e.g.
analytical, negotiation, research and presentation skills) andmake them better learners, better individuals and better
citizens14− 167 −

GS4「質保証への学生参画と学内マネジメント」

1. ⇑∐⇓∋∏∆‒
6. ឋ↗൦แ‒2. ‫ܖ‬፼৖െ↗‒↌↝ᣐፗ‒‫ܖ‬ဃ↝ኺ᬴‒5. ‫ܖ‬ဃ↝ᡶᘍ↗‒঺ௐ‒

3. ૙Ꮛ‒
4. ᚸ̖↗ᢋ঺‒15

1. Curriculum
6. Quality andStandards

The
Student
Experience
5. Student Progression
And Outcomes

2. Learning resources
and their
deployment

3. Teaching and
Learning
4. Assessment andAchievement16− 168 −

GS4「質保証への学生参画と学内マネジメント」

ᐇ㝿䛻ຠᯝⓗ䛺Ꮫ⏕ཧ⏬䜢ᶵ⬟䛥䛫䜛䛻䛿䠛‣† ‫ܖ‬፼↚‫↹↷⅚↕ↆݣ‬ᆢಊႎ↚⅚↷↹᧙࣎⇁ਤ←⅚↷↹ᝧ˓⇁᝟ⅵ↷ⅵ↚‫ܖ‬ဃ⇁ૅੲↆ⅚‫ڜ‬ѕↈ↺․† ‫ܖ‬ဃ↗ᎰՃ᧓↝Ⴛʝྸᚐ⇁‫ڜ‬ѕↈ↺‒‥† ૙Ꮛ⇽∓⇡⇟ӏ↢ોծ૾ඥ↝ࢍ↮↗ࢊ↮⇁ཎ‫ࢫ↚↝↺ↈܭ‬ᇌ↓↷ⅵ↙⅚⇻⇉∞⇯⇶⇩⇕↳ᙻໜӏ↢ᙸᜤ⇁ࢽ↺↎↰↚‫ܖ‬ဃ↗σӷ᧙̞⇁ሰⅾ‒…† ⇑∐⇓∋∏∆⅚૙Ꮛ⅚ӏ↢‫ܖ‬ဃኺ᬴↝μ↕↝᩿ͨ↚↓ⅳ↕ॖ࣬ൿ‫ܖ↚ܭ‬ဃ⇁ࠇⅼᡂ↯‒‧† ‫ܖٻ‬ϋӏ↢‫ܖ↖᧓ܖٻ‬ဃӋဒ↝⇖⇩⇯∝⇽∏⇕⇬⇉⇟↝̊⇁ʩ
੭ↈ↺‒

17

How to make effective student
engagement work in practice?
1. Support and encourage students to become more active, moreinterested and more responsible for their own learning
2. Encourage mutual understanding between students and staff
3. Engage with students to obtain feedback, perspectives andinsights that will help to identify strengths and weaknesses inteaching and learning processes and ways of improvement
4. Involve students in decision-making about their curricula,teaching & learning and all aspects of the student experience
5. Exchange examples of good practices of student engagement
within and between universities18− 169 −

GS4「質保証への学生参画と学内マネジメント」

Ꮫ⏕ཧ⏬䜈䛾ㄢ㢟Ꮫ⏕ཧ⏬䜈䛾ㄢ㢟‫ܖ‬ဃ↝ᙻໜⅺ↸≝‒• ‫ܖ‬ဃ↞‫ܖ‬ဃӋဒⅻࢬ↸↚↗→↕˴⇁ॖԛↈ↺ⅺ⅚↭↎↌↻ⅻ‫ܖ‬፼ኺ᬴μᑍ⇁↘ⅵોծↈ↺ↂ↗↚݃ɨↈ↺↝ⅺҗЎ↚ᛐᜤↈ↺࣏ᙲⅻⅱ↺‒• ‫ܖ‬ဃӋဒ⇁јௐႎ↙↱↝↚ↈ↺↚↞⅚ᎰՃⅻ↘↝↷ⅵ↚јௐႎ↚‫ܖ‬ဃ⇁ѕ↭ↆ⅚ऴ‫⇁إ‬σஊↆ↕↵ⅾⅺ↚‫ٻ‬ⅼⅾ̔‫‒↺ↈ܍‬• ‫ܖ‬ဃⅻјௐႎ↚Ӌဒ↖ⅼ↺↷ⅵ↙ᢘЏ↙வˑ≋૾ᤆ⅚⇽∓⇡⇟⅚Ѫᨼ⅚
ʴ᧓᧙̞≌‒• ‫ٶ‬ⅾ↝‫ئ‬ӳ⅚‫ܖ‬ဃⅻᢘЏ↚ႆᚕ↖ⅼ↺↷ⅵ↚↙↺↎↰↚↞⅚‫ܖ‬፼↚↓ⅳ↕↷ⅾԢָↆ⅚ྸᚐ↖ⅼ↺↷ⅵ↙ೞ˟↗ૅੲⅻ࣏ᙲ↚↙↺‒19

Challenges to student engagement
From a students’ point of view:• Students need to be sufficiently aware of what student engagementmeans for them and how it will improve their overall learning experience• Effective student engagement is largely dependent on how effectively
staff can encourage and inform students throughout their student journey• Correct conditions (policies, processes, buy-in, relationships) so thatstudents can effectively engage• In many cases students will need the opportunity and assistance toeffectively reflect upon their learning in order to be able to comment on it
successfully20− 170 −

GS4「質保証への学生参画と学内マネジメント」

Ꮫ⏕ཧ⏬䜈䛾ㄢ㢟ᎰՃ↝ᙻໜⅺ↸≝‒• ‫ܖ‬ဃӋဒ↞‫ٶ‬ಮ↙ॖԛ⇁ਤ←⅚ʴ⅝ⅻፗⅺ↻↕ⅳ↺ཞඞ↚↷→↕↌↝ਵⅷ૾↞ီ↙↺⅛ↆ↎ⅻ→↕⅚‫ܖ‬ဃӋဒ↞ↈ↨↕
↝ᎍⅻӷↇ঺ௐ⇁൭↰↺↱↝↖↞↙ⅳ⅛‒• ‫ܖ‬ဃ↝↘↝−⇿∑≋̾ʴⅺ⅚↱ↆⅾ↞ˊᘙⅺ≌↝Ӌь⇁ࢽ↸↻↺↝ⅺ⅚↭↎↌↝ྒࢽ૾ඥ↚↓ⅳ↕↞ɧᄩࣱܱ⇁ˤⅵ⅛‒• ‫ܖ‬ဃ↗↝᧙̞ನሰ⇁ⅳⅺ↚ⅵ↭ⅾ↖ⅼ↎↝ⅺ⅚↭↎‫ڂ‬૗ↆ↎↝ⅺ↗ⅳⅵᢅӊ↝ኺ᬴ⅻ⅚ᎰՃⅻ‫ܖ‬ဃӋဒ⇁ⅳⅺ↚↗↸ⅷ↺↝ⅺ↚ࢨ᪪⇁ӏ↫ↈ⅛‒

21

Challenges to student engagement
From a staff point of view:• Student Engagement means different things to different

people and therefore achieving student engagement won’t
necessarily be the same for all• Uncertainty about how to get the most out of student

engagement both at the individual and representative level• Past successes or failures with students can have an

impact on how positively staff view student engagement22− 171 −

GS4「質保証への学生参画と学内マネジメント」

Ꮫ⏕ཧ⏬䛾ᨵၿ䠖⪃៖䛩䜉䛝᭦䛺䜛ၥ㢟• ̾ʴӏ↢ˊᘙ↝Ӌဒ↚ᢘↆ↎↤ↄ↾ↆⅳཞඞⅺ≢‒㡞‒૾ᤆ⅚৖᪯⅚ೞ˟‒‒• ↂ↝Ӌဒ↝ೞ˟↞⅚ီ↙↺⇥⇊⇽↝‫ܖ‬ဃ↚↱МဇӧᏡⅺ≢‒• јௐႎ↚Ӌဒↈ↺↎↰↚࣏ᙲ↙ദↆⅳऴ‫↳إ‬ჷᜤ⇁‫ܖ‬ဃⅻਤ→↕ⅳ↺
ⅺ‒• Ӌဒ↝⇥⇊∅∙⇖↞ᢘЏⅺ≢‒•㻌 ‫ܖ‬ဃ↞⅚ᐯ↸ⅻ⇈⇕⇬⇉⇼↙‫ܖ‬፼ᎍ↗ↆ↕⅚ⅱ↺ⅳ↞σ↚‫ܖ‬፼࿢‫⇁ؾ‬˺↹ɥↁ↺σӷᎍ↗ↆ↕঺ᧈↈ↺↎↰↚⅚‫ܖ‬ဃӋဒ↝ኺ᬴⇁җЎ↚ⅳⅺ
ↆ↕ⅳ↺ⅺ≢‒

23

Improving student engagement: further
issues to consider• Are the right conditions in place for individual and representative
engagement? – policies, procedures, opportunities• Are different types of opportunities for engagement available for different
types of students?

• Do students have the correct information or knowledge to be effectively
engaged• Is the timing of engagement right?
• Are students building on their experience of being engaged and havingthat opportunity to develop as co-creators or active learners?

24− 172 −

GS4「質保証への学生参画と学内マネジメント」

ෆ㒊㉁ಖド䜈䛾ຠᯝⓗ䛺Ꮫ⏕ཧ⏬䛸኱Ꮫ䝬䝛䝆䝯䞁䝖
Nik Heerens - NIAD-UE Forum, Tokyo - 22 July 201325

Effective student engagement in internal
Quality Assurance and University management
Nik Heerens - NIAD-UE Forum, Tokyo - 22 July 2013

− 173 −

26

GS4「質保証への学生参画と学内マネジメント」

!1+,-&,&  %&,"&-&".*+",1%& %&,"+&++*1 2-'",!*-$1
*'%(*"&"($  +$* +,(*,'+,#!'$*+'-&".*+",1+,-&,++!'-$"&.'$."&,!%& %&,'*,$+,,!.'"
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'+,-&,+"&-&".*+",1%& %&,"+)-",,".

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,'"$",,*+*!/",!(*,*'%',!'- !,&/",!
""&,'$$'*,"'&'*'%%'& '$+'$'*,'*"+/!"!
,!%+$.+*%& /",!“$'*,'*1%'*1”,-$$1","+'%%'&$1(,,!,'1+!"+-#//'*#/!"!$,',!'$*"2$,*/+'&"&,!,%'+(!*'
*'%,,!"+(*,%&,/!&,!1/*,,!"*1'-&  − 174 −

各GS報告・質疑応答・まとめ㉁ၥ⪅(㸸௒ᐑࡉࢇ㸦*6ሗ࿌⪅㸧࡟㉁ၥ࡛ࡍࡀࠊ࡞ࡐᏛ⏕ཧ⏬ᆺ)'ࡀ᭷ຠ࡞ࡢ࡛ࡋࡻ࠺
࠿ࠋ௒ᐑ ຍዉᮍ㸦᪥ᮏ኱Ꮫ㸧㸸Ꮫ⏕ཧ⏬ᆺ)'ࡢ᥎㐍ࡀ࡞ࡐ㉁ಖド࡟ࡘ࡞ࡀࡿࡢ࠿ࠊ࡜࠸࠺ࡇ࡜࡛ࡍࡀࠊᏛ⏕ཧ⏬ᆺ)'࡜ࡣᖹࡓࡃゝ࠼ࡤᩍ⫱ᨵၿࡢάື࡟Ꮫ⏕ࡢពぢࢆྲྀࡾධࢀࡿࠊ࡜࠸࠺
ࡇ࡜࡛ࡍࠋලయⓗ࡟⏦ࡋࡲࡍ࡜ࠊ౛࠼ࡤᤵᴗᨵၿࡘ࠸࡚ࠊࡇࡇࡣࡇ࠺ࡋࡓ᪉ࡀ
Ⰻ࠸࡜࠸࠺ពぢࢆᏛ⏕࠿ࡽ┤᥋ᚓࡿࡇ࡜࡛ࠊᩍဨࡀ᪂ࡋ࠸Ẽ࡙ࡁࢆᚓࡿࡇ࡜ࡀ
ぢ㎸ࡵࡲࡍࡋࠊ࠸ࡃࡘ࠿ࡢ኱Ꮫ࡛ࡣᐇ౛ࡶぢཷࡅࡽࢀࡲࡍࠋከᵝ࡞Ꮫ⏕ࡢពぢࢆྲྀࡾධࢀࡿࠊᏛ⏕ࡢࢽ࣮ࢬࢆᢕᥱࡍࡿࡓࡵࡢලయⓗ࡞యไ࡜ࡋ࡚ࠊᏛ⏕ཧ⏬
ᆺ)'ࡀᙺ࡟❧ࡘ࡜࠸࠺どⅬ࠿ࡽࠊ㉁ಖド࡟ࡘ࡞ࡀࡿ࡜ࡲ࡜ࡵࡉࡏ࡚࠸ࡓࡔࡁࡲ
ࡋࡓࠋ− 175 −

各GS報告・質疑応答・まとめ䜾䝹䞊䝥䝉䝑䝅䝵䞁䠎䞁䠎䛂䛣䜜䛛䜙䛾ᤵᴗ䜰䞁䜿䞊䝖䛸⏕άᐇែㄪᰝ䛃䞁䠎䜾䝹䞊䝥䝉䝑䝅䝵䞁䠎

⌧≧
•
•
•
•

䜰䞁䜿䞊䝖䛜ከ䛟䛾኱Ꮫ䛷ᐇ᪋Ꮫ⏕→ᾘ㈝⪅
ᩍဨ→ㅮᖌ䜰䞁䜿䞊䝖䛷‶㊊ᗘ䜢ㄪᰝ− 176 −

各GS報告・質疑応答・まとめ䜾䝹䞊䝥䝉䝑䝅䝵䞁䠎䞁䠎ㄢ㢟• 䝕䞊䝍䛾ぢ䛫᪉• Ꮫ⏕䜢䛹䛖䛸䜙䛘䜛䛛䠛ᾘ㈝⪅䠛• ㄪᰝ䛾タィ᫬Ⅼ䛻䛚䛡䜛Ꮫ⏕䛾ཧ⏬䠛䞁䠎䜾䝹䞊䝥䝉䝑䝅䝵䞁䠎ᥦ᱌• 䜰䞁䜿䞊䝖タィ䛾Ꮫ⏕ཧ⏬
• 䛿䛳䛝䜚䛸䝣䜱䞊䝗䝞䝑䜽• ㄪᰝ᪉ἲ䛾ᕤኵ఍ሙ䛷䛿䞉䞉䞉

− 177 −

各GS報告・質疑応答・まとめ䜾䝹䞊䝥䝉䝑䝅䝵䞁䠎䞁䠎⪃ᐹ• ኱Ꮫ䛸Ꮫ⏕䛾┦஫⌮ゎ䛜ᚲせ− 178 −

各GS報告・質疑応答・まとめ

Report fromGroup Session 3

Students Review?!
Reporter: KONO Momo (Kobe University)
NIAD-UE University Evaluation Forum 2013

Student's Role in Higher Education
Quality Assurance

Major Premise• Simply imitating activities practiced inother societies (e.g. European countries)
without paying attention to difference in
cultural/historical contexts is notpromising– Student participation to the process of QA is
something rare/limited in the Japanesehigher education environment.
– There should be differences between
Japanese and European contexts.
2− 179 −

各GS報告・質疑応答・まとめ

Summary of student involvement inEuropean QA• Students as full members/partners of
QA• Support for students, staff, institutions

3

Key differences between Japaneseand European practices• Treating students as partners is treating them as
matured people.
• At Lincoln University, students participate in thepanels for faculty search as full members (gives good
impact)• Impact of freshman education:– Professionalization of student union (constructive part ofuniversity)• Supporting staff with big picture and enthusiasm

4− 180 −

各GS報告・質疑応答・まとめ

How students can be involved:
what is deterrence?
• Limited opportunity for Japanese students toparticipate in QA process– Less motivated/inspired: higher emphasis on
future employability– Very limited Student Union (enforced in UK in theprocess of tuition-raise)– Faculties’ perspective to students: partners or
consumers?
– Students’ confidence to serve as partners in QA
process
5

What are required to inspire students
to be engaged?
• Not to try to have 100% coverage ofstudents.
– Various students have various voices− 181 −

各GS報告・質疑応答・まとめ

What are required to inspire students
to be engaged?
• Flexible and interesting process ofengagement is desirable.
– making it fun, otherwise even faculty
members will be bored!

• Making a “hoop” to sustain students’participation.

What are required to inspire students
to be engaged?
• Use of SNS– For ex. QAA produces message forstudents on YouTube– Facebook page of UK University President– Senior managers to reach students– Online feedback system (students areinvited via email)− 182 −

各GS報告・質疑応答・まとめ㉁ၥ⪅)㸸㛗ᆏࡉࢇ㸦*6ሗ࿌⪅㸧࡟㉁ၥ࡛ࡍࠋᏛ⏕ࡣOHDQLQJࡢᑓ㛛ᐙ࡛࠶ࡾࠊᏛ⏕ࡀཧ⏬ࡍࡿୖ࡛኱ษ࡞ࡇ࡜ࡣᏛ⏕ࡀẸ୺ⓗ࡞ᕷẸ࡬⫱ࡘࡇ࡜ࡔ࡜࠸࠺⟠ᡤࡀ࠶ࡾࡲࡋࡓࡀࠊᤵᴗࢆ⾜࠸ࠊࢸࢫࢺ࡛ ࡿ࡜࠸ࡗࡓࡼ࠺࡟ࠊ▱㆑ࢆ୚࠼࡚ࠊࡑࡢ▱㆑ࢆ࡝ࡢ⛬ᗘᤊ࠼ࡓ࠿ࢆホ౯ࢆࡍࡿࡼ࠺࡞ᤵᴗࢆࡇࡢࡲࡲ⾜ࡗ࡚࠸࡚ࡣࠊᾘ㈝⪅ࣔࢹࣝ࠿ࡽ⬺༷࡛ࡁ࡞࠸࡜ᛮ࠺ࡢ࡛ࡍࠋ࡝࠺ࡋࡓࡽᏛ⏕ࡉࢇࡀOHDUQLQJࡢᑓ㛛ᐙ࡜ࡋ࡚⮬ぬࡀ࡛ࡁࠊ⚾ࡓࡕᩍဨࡶWHDFKLQJࡢᑓ㛛ᐙ࡜ࡋ࡚⮬ぬࢆᣢࡕࠊࡑ
ࡋ࡚ᑐ➼࡞ࣃ࣮ࢺࢼ࣮ࢩࢵࣉࢆྲྀࡿࡇ࡜ࡀ࡛ࡁࡿࡢ࡛ࡋࡻ࠺࠿ࠋ௒ࡢᏛ⏕࡜ᩍဨࡢ㛵ಀࡣࠊỴࡋ࡚ᑐ➼࡛ࡣ࡞࠸࡜⪃࠼࡚࠸ࡲࡍࠋᏛ⏕࡜ᩍဨࡀࣃ࣮ࢺࢼ࣮
ࢩࢵࣉࢆྲྀࡿࡓࡵ࡟ࡣࠊOHDUQLQJࡢᑓ㛛ᐙ࡜WHDFKLQJࡢᑓ㛛ᐙ࡛࡞࠸࡜ࠊヰࡋࡀୖᡭࡃ⾜࠿࡞࠸࡜ᛮࡗ࡚࠸ࡲࡍࠋ࡝࠺ࡋࡓࡽࠊ⌧≧ࢆ஌ࡾ㉺࠼ࡽࢀࡿ࡛ࡋࡻ
࠺࠿ࠋ࠶࡞ࡓࡀឤࡌࡓ⟅࠼࡛ࡶᵓࢃ࡞࠸ࡢ࡛ࡍࡅ࡝ࡶࠊᩍ࠼࡚࠸ࡓࡔࡁࡓ࠸࡜
ᛮ࠸ࡲࡍࠋ− 183 −

各GS報告・質疑応答・まとめ㛗ᆏ ెୡ㸦ᒸᒣ኱Ꮫ㸧㸸⚾ࡣᑓ㛛ᐙ࡛ࡣ࠶ࡾࡲࡏࢇࡢ࡛ࠊ‶㊊࠸ࡓࡔࡅࡿᅇ⟅ࡀ࡛ࡁࡿ࠿ศ࠿ࡽ࡞࠸
࡛ࡍࡀࠊ௒ࡢ᪥ᮏࡢᏛ⏕ࡣ࡝࠺ࡋ࡚ࡶ༢఩ࡢಟᚓ࡟ࡤ࠿ࡾ┠ࡀ⾜ࡗ࡚ࡋࡲࡗ࡚
࠸࡚ࠊ࡞࠿࡞࠿OHDUQLQJࡢᑓ㛛ᐙ࡜ࡋ࡚ࡢព㆑ࡀ⫱ࡕ㞴࠸࡜ᛮ࠸ࡲࡍࠋࡋ࠿ࡋࠊ
+HHUHQVࡉࢇࡀㅮ₇ࡢ୰࡛ࠊ௒ࡣ኱Ꮫ࡟⾜ࡅࡤⰋ࠸⫋࡟ᑵࡅࡿ࡜࠸࠺ࡼ࠺࡞᫬௦
࡛ࡣ࡞ࡃ࡞ࡗ࡚ࡁ࡚࠸ࡿࠊ኱Ꮫ࡛Ꮫࡪ௨እ࡟ఱ࠿ࣉࣛࢫ࢔ࣝࣇ࢓ࡢࡇ࡜ࢆࡋ࡞
࠸࡜࠸ࡅ࡞࠸≧ἣ࡟࡞ࡗ࡚ࡁ࡚࠸ࡿࠊ࡜࠾ࡗࡋࡷࡗ࡚࠸ࡲࡋࡓࠋ⚾ࡣࠊࡑࡢࡇ
࡜ࢆᏛ⏕ࡀ⮬ぬࡋ࡚⾜ࡃࡇ࡜ࡀ኱ษ࡛ࠊࡑࢀࡀ➨୍Ṍࡔ࡜ᛮ࠸ࡲࡍࠋ

− 184 −኱Ꮫホ౯ࣇ࢛࣮࣒ࣛ

Ꮫ⏕࠿ࡽࡢࡲ࡞ࡊࡋ̿㧗➼ᩍ⫱㉁ಖド࡜Ꮫ⏕ࡢᙺ๭

Ⓩቭ⪅␎Ṕሗ ࿌ Ꮫ ⏕ ⤂ ௓࠯঺ ․‧ ࠰ࡇ‫ܖٻ‬ᚸ̖⇻⇏∞∏∆‒ ‒ ‒ ‒‫ܖ‬ဃⅺ↸↝↭↙ↅↆ⃬᭗ሁ૙Ꮛឋ̬ᚰ↗‫ܖ‬ဃ↝ࢫл‒⁀※″‶‟⁇‷‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒‸⁡⁤⁧ ‒․•‣‥‒⃭⁅⁦⁧⁖⁗⁠⁦’⁥‒⁄⁡⁞⁗‒⁛⁠‒›⁛⁙⁚⁗⁤‒‷⁖⁧⁕⁓⁦⁛⁡⁠‒⁃⁧⁓⁞⁛⁦⁫‒″⁥⁥⁧⁤⁓⁠⁕⁗⃮‒ႇ‒ ّ‒ ᎍ‒ ဦ‒ ഭ

BIOGRAPHY⇾∑⇑∝⇗⇑∏⇊⇳∙‒
഑߸᭗ሁ૙Ꮛឋ̬ᚰң˟≋‷⁀⁃″≌и˟ᧈ⅚‒⇻⇉∙∏∙⇯᭗ሁ૙Ꮛᚸ̖⇑⇌∙⇝∑ʙѦ‫‒ᧈޅ‬‒

Helka Kekäläinen
‒Vice-President of the ENQA,‒

Secretary General of the Finnish Higher Education Evaluation Council(FINHEEC)‒‒‒⇾∑⇑∝⇗⇑∏⇊⇳∙൞↞⅚․••‪࠰ⅺ↸഑߸᭗ሁ૙Ꮛឋ̬ᚰң˟≋‷⁀⁃″≌↝∂∞⇯∇∙⇶∞↗ↆ↕෇៫ↆ⅚ྵ‫↞נ‬и˟ᧈ⇁Ѧ↰↺⅛‷⁀⁃″↖↞ↂ↻↭↖⅚⇶∑⇑∙ᜂ‫↳׎‬ɶ‫↚⇈⇞⇈ځ‬ⅹↀ↺⇓∉⇷⇝⇬⇉͌⇹∑⇭⇉∙⇖͌⇽∓⇞⇍⇕⇮⅚ᚸ̖ೞ᧙↝ᚸ̖ᎍ↝⇮−∞⇱∙⇖↳‷⁀⁃″↝Ј༿ཋ↚ઃ↾→↕ⅼ↎⅛↭↎⅚⇗⇑∏⇊⇳∙൞↞⇻⇉∙∏∙⇯↝⇾∑⇝∙⇓↚৑‫⇯∙∏∙⇉⇻↺ↈנ‬᭗ሁ૙Ꮛᚸ
̖⇑⇌∙⇝∑≋‸※⁀›‷‷‵≌↝ʙѦ‫↱↖ᧈޅ‬ⅱ↺⅛‒‒⇗⇑∏⇊⇳∙൞↞๫т‫↝ܖ‬Ҧٟӭ⇁ӕࢽↆ↕ⅹ↹⅚ྵᎰ↷↹ˌЭ↚↞⅚⇾∑⇝∙⇓‫᧓࠰‣⅚↖ܖٻ‬๫т‫↝ܖ‬૙᪚⇁↗→↕ⅳ↎ኺ᬴↱ਤ↓⅛‒‒

Helka Kekäläinen is the Vice-President of ENQA (European Association for Quality Assurance inHigher Education) and has served in the Board since 2008. She has been involved in capacity
building projects in Balkans and Central Asia, training of agency reviewers and ENQA
publications. Her daily work is the Secretary General of FINHEEC (Finnish Higher Education
Evaluation Council), which operates in Helsinki Finland.
Prior joining FINHEEC, she worked at the University of Helsinki. She had her Ph.D. in Theatre
Research and she was the Acting Professor of Theatre Research in the University of Helsinki for
one year.

཯ᇌᘍ૎ඥʴ‒ ‫ܖٻ‬ᚸ̖∝‫ܖ‬ˮ੉ɨೞನ
⁀⁓⁦⁛⁡⁠⁓⁞‒※⁠⁥⁦⁛⁦⁧⁦⁛⁡⁠‒⁘⁡⁤‒″⁕⁓⁖⁗ ⁛⁕‒‶⁗⁙⁤⁗⁗⁥‒⁓⁠⁖‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒− 187 −

࠯঺ ․‧ ࠰ࡇ‫ܖٻ‬ᚸ̖⇻⇏∞∏∆‒ ‒ ‒ ‒‫ܖ‬ဃⅺ↸↝↭↙ↅↆ⃬᭗ሁ૙Ꮛឋ̬ᚰ↗‫ܖ‬ဃ↝ࢫл‒⁀※″‶‟⁇‷‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒‸⁡⁤⁧ ‒․•‣‥‒⃭⁅⁦⁧⁖⁗⁠⁦’⁥‒⁄⁡⁞⁗‒⁛⁠‒›⁛⁙⁚⁗⁤‒‷⁖⁧⁕⁓⁦⁛⁡⁠‒⁃⁧⁓⁞⁛⁦⁫‒″⁥⁥⁧⁤⁓⁠⁕⁗⃮‒ႇ‒ ّ‒ ᎍ‒ ဦ‒ ഭ

BIOGRAPHY‒⇦∙∝⇭∐⇙⇩⇮‒∐∙⇑∙‫ܖܖٻ‬ဃӋဒ⇐⇻⇉⇛∞⅚‒ᒍ‫׎‬᭗ሁ૙Ꮛឋ̬ᚰೞನ≋⁃″″≌∂∞⇯∇∙⇶∞‒Dan Derricott
Student Engagement Officer at University of Lincoln, board member, Quality
Assurance Agency for Higher Education (QAA)‒

‒
‒
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⇦∙∝⇭∐⇙⇩⇮൞↞⅚ᒍ‫ܖ↝ܖٻ∙⇑∙∐׎‬ဃӋဒ⇐⇻⇉⇛∞↗ↆ↕⅚૙Ꮛ↝ឋӼɥ↝ӕኵ↮↧↝‫ܖ‬ဃӋဒ⇁ਖ਼ᡶↈ↺μ‫ܖ‬৆ဦ↝ሊ‫଀ܱ⅚ܭ‬ӏ↢ໜ౨ᚸ̖⇁έ‫↕ↆݰ‬ⅳ↺⅛и‫ᧈܖ‬ᙀ˱⇁Ⴚ‫↝ޓ‬ɥӮ↗ↆ⅚и‫ܖ‬ᧈ↗ؓᘍᢿ⇧∞∆⇁‫ܭ‬஖ႎ↚⇛∃∞⇮ↆ↕ⅳ↺⅛ӷ൞↞⅚இᡈ⅚∐∙⇑∙‫⇁ܖٻ‬ҡಅↆ⅚ྵ‫ٻ⇕∞∎↞נ‬‫↝ܖ‬πσ૎ሊⅹ↷↢∄⇳⇞∇∙⇮↝̲ٟᛢᆉ≋ᡫ̮૙Ꮛ∝⇷∞⇮⇥⇊∆≌↚↱‫ܖנ‬ɶ↖ⅱ↺⅛‒‒⇭∐⇙⇩⇮൞↞ᒍ‫׎‬᭗ሁ૙Ꮛឋ̬ᚰೞನ≋⁃″″≌↝ྸʙ˟↝‫ܖ‬ဃ∇∙⇶∞↖↱ⅱ↹⅚⁃″″ ྸʙ˟↳࠴ᢿ↚⅚
‫ܖ‬ဃ↝ᙻໜⅺ↸૎ሊ↳৆ဦ↚↓ⅳ↕яᚕↈ↺ ⁃″″ ‫ܖ‬ဃ᛽բ‫ۀ‬Ճ˟↝ᜭᧈ⇁Ѧ↰↕ⅳ↺⅛‒‒↭↎⅚഑߸‫ܖٻ‬ң˟≋‷⁇″≌ӏ↢഑߸᭗ሁ૙Ꮛឋ̬ᚰң˟≋‷⁀⁃″≌ⅻܱ଀ↈ↺‫↝ܖٻ‬ᇹɤᎍᚸ̖↳⅚ឋ̬
ᚰೞ᧙↝∇⇥ᚸ̖↚ⅹⅳ↕⅚‫ܖ‬ဃᚸ̖ᎍ⇁Ѧ↰↕ⅳ↺⅛ឋ̬ᚰ↧↝‫ܖ‬ဃӋဒ⇁ਖ਼ᡶↈ↺↎↰↚⅚഑߸‫ܖ‬ဃ∌⇱⇐∙↗ᡲઃↆ⅚഑߸ឋ̬ᚰ⇻⇏∞∏∆↝ᢃփ‫ۀ‬Ճ˟⅚ឋ̬ᚰ↝‫↝ܖٻ↳ܼᧉݦ‬ਦ‫ݰ‬ᎍⅻᨼ↭↺ɼᙲ↙
‫׎‬ᨥ˟ᜭ↚ⅹⅳ↕‫ܖ‬ဃ∌⇱⇐∙⇁ˊᘙↆ↕Ӌьↆ↕ⅳ↺⅛‒‒‒

Dan Derricott is Student Engagement Officer at the University of Lincoln in the United Kingdom. In this role
Dan leads on the development, implementation and evaluation of the University's Student Engagement
Strategy which aims to involve students more actively in the enhancement of educational quality. Dan
reports directly to the Deputy Vice-Chancellor and regularly supports the Vice-Chancellor and the Senior
Management Team to involve students at a strategic level. Dan is also a recent graduate of the University of
Lincoln. He is currently studying part-time online for a masters degree in public policy and management with
the University of York.
Nationally in the UK, Dan is the independent student member of the Board of Directors of the Quality
Assurance Agency for Higher Education (QAA). In this role, Dan also chairs the QAA's Student Advisory Board
which advises the QAA Board and Executive on policy and strategy from a student perspective.
At a European level, Dan is a student reviewer of universities and quality assurance agencies for the European
Universities Association (EUA) and the European Association for Quality Assurance (ENQA). He works with theEuropean Students' Union to increase student engagement in quality assurance and represents them on theSteering Committee of the European Quality Assurance Forum, a major international conference of quality
assurance professionals and university leaders.
‒‒཯ᇌᘍ૎ඥʴ‒ ‫ܖٻ‬ᚸ̖∝‫ܖ‬ˮ੉ɨೞನ
⁀⁓⁦⁛⁡⁠⁓⁞‒※⁠⁥⁦⁛⁦⁧⁦⁛⁡⁠‒⁘⁡⁤‒″⁕⁓⁖⁗ ⁛⁕‒‶⁗⁙⁤⁗⁗⁥‒⁓⁠⁖‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒− 188 −

࠯঺ ․‧ ࠰ࡇ‫ܖٻ‬ᚸ̖⇻⇏∞∏∆‒ ‒ ‒ ‒‫ܖ‬ဃⅺ↸↝↭↙ↅↆ⃬᭗ሁ૙Ꮛឋ̬ᚰ↗‫ܖ‬ဃ↝ࢫл‒‒⁀※″‶‟⁇‷‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒‸⁡⁤⁧ ‒․•‣‥‒⃭⁅⁦⁧⁖⁗⁠⁦’⁥‒⁄⁡⁞⁗‒⁛⁠‒›⁛⁙⁚⁗⁤‒‷⁖⁧⁕⁓⁦⁛⁡⁠‒⁃⁧⁓⁞⁛⁦⁫‒″⁥⁥⁧⁤⁓⁠⁕⁗⃮‒‒‒‒ႇ‒ ّ‒ ᎍ‒ ဦ‒ ഭ

BIOGRAPHY‒‒‫ټ‬᣼‒ ঙ೔‒‒‫ܖٻޛޢ‬૙Ꮛ᧏ႆ⇡∙⇥∞ϱ૙੉‒ӷ‫ٻ‬ӷ⇡∙⇥∞‫ܖ‬ဃ∝૙ᎰՃ૙Ꮛોծ‫ۀᧉݦ‬Ճ˟૙Ճˊᘙ‒ӷ‫ٻ‬ӷ⇡∙⇥∞※⁆ ෇ဇ૙Ꮛ‫ۀᧉݦ‬Ճ˟и‫ۀ‬Ճᧈ‒
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Noriki Amano‒

Associate Professor, Center for Faculty Development, Okayama University
Representative of the committee of Students and Teachers Faculty Development, Okayama
University
Vice chairman of the committee of e-Learning, Okayama University

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‫ټ‬᣼‒ ঙ೔൞↞⅚․•• ࠰↷↹‫ܖٻޛޢ‬૙Ꮛ᧏ႆ⇡∙⇥∞‫ܖ‬ဃ∝૙ᎰՃ૙Ꮛોծ‫ۀᧉݦ‬Ճ˟и‫ۀ‬Ճᧈ⇁Ѧ
↰⅚‫↚ܖٻޛޢ‬ⅹↀ↺‫ܖ‬ဃӋဒ‫෇ ‶‸ ׹‬ѣ↚ขⅾ᧙ɨↆ↕ⅳ↺⅛↭↎⅚․••‫↹↷࠰ ‫‬ӷ‫ٻ‬ӷ⇡∙⇥∞※⁆ ෇ဇ૙Ꮛ‫ۀᧉݦ‬Ճ˟и‫ۀ‬Ճᧈ↱Ѧ↰↕ⅳ↺⅛‣‫҅↹↷࠰ ‫‫‫‬ᨕέᇢᅹ‫ܖ‬২ᘐ‫ܖٻ‬ᨈ‫⅚↕↚ܖٻ‬ऴ‫إ‬ᅹ‫⇣≋ܖ‬⇻⇮⇌⇍⇈߻‫↝≌ܖ‬ᄂᆮ∝૙Ꮛ↚ઃ↾↹⅚․••‥⊡․••… ࠰↭↖⇊∐⇴⇊‫∙∞∀∙∉⇝∝⇰⇶∞⇈ܖٻ‬ఄܲՃᄂᆮՃ⅛‫᠃↚ܖٻޛޢ‬Јࢸ↞⅚෇ѣ᪸؏⇁ऴ‫إ‬ᅹ‫ܖ‬ⅺ↸᭗ሁ૙Ꮛ↚ⅹↀ↺ ‸‶‒‚‸⁓⁕⁧⁞⁦⁫‒‶⁗⁨⁗⁞⁡⁢ ⁗⁠⁦‛↚↭↖ਘↁ⅚․•‣‣ ࠰↷↹ӷ‫ٻ‬ӷ⇡∙⇥∞‫ܖ‬ဃ∝૙ᎰՃ૙Ꮛોծ‫ۀ‬Ճ˟૙Ճˊᘙ⅛‫ܖٻ‬૙Ꮛ‫⅚˟ܖ‬ଐஜ૙Ꮛ߻‫⅚˟ܖ‬૙Ꮛ⇝⇟⇬∆ऴ‫⅚˟ܖإ‬ଐஜ ⁗‟‾⁗⁓⁤⁠⁛⁠⁙ ‫⅚˟ܖ‬ऴ‫إ‬ϼྸ‫⅚˟ܖ‬ᩓ‫܇‬ऴ‫إ‬ᡫ̮‫⅚˟ܖ‬ଐஜ⇣⇻⇮⇌⇍⇈ᅹ‫⅚˟ܖ‬″‵‿⅚Ӳ˟Ճ⅛‒‒‣‫⅚࠰ •‫‫‬ଐஜ‫ܖٻ‬૨ྸ‫ܖ‬ᢿՋ‫ܖ‬ᅹҡಅ≋૨‫ܖ‬ٟ≌⅛‣‫҅⅚࠰ ‫‫‬ᨕέᇢᅹ‫ܖ‬২ᘐ‫ܖٻ‬ᨈ‫ܖٻ‬ऴ‫إ‬ᅹ‫ܖ‬ᄂᆮᅹ̲ٟᛢᆉ̲ʕ≋̲ٟ≋ऴ‫إ‬ᅹ‫≌ܖ‬≌⅛‣‫҅⅚࠰ ‫‫‫‬ᨕέᇢᅹ‫ܖ‬২ᘐ‫ܖٻ‬ᨈ‫ܖٻ‬ऴ‫إ‬ᅹ‫ܖ‬ᄂᆮᅹҦٟᛢᆉ̲ʕ≋Ҧٟ≋ऴ‫إ‬ᅹ‫≌ܖ‬≌⅛‣‫҅⅚࠰ ‫‫‫‬ᨕέᇢᅹ‫ܖ‬২ᘐ‫ܖٻ‬ᨈ‫ܖٻ‬ऴ‫إ‬ᅹ‫ܖ‬ᄂᆮᅹя৖⅛․•• ࠰⅚‫ޢ‬‫ܖٻޛ‬૙Ꮛ᧏ႆ⇡∙⇥∞ϱ૙੉⅛ྵ‫↚נ‬ᐱ↺⅛‒

From 2006, Dr. Noriki Amano is a vice chairman of the committee of Students and Teachers Faculty
Development at Okayama University. He is also a vice chairman of the committee of e-Learning at Okayama
University from 2009. From 1990 to 1994, he worked at two IT companies as a system engineer. In 1999, hestarted his professional career at Graduate School of Information Science, JAIST (Japan Advanced Instituteof Science and Technology), where he engaged in research and teaching in the field of Information Science(Software Engineering). From 2003 to 2004, he was a visiting scholar of University of Illinois at
Urbana-Champaign. After moving from JAIST to Okayama University, he expanded the field of his activities
from Information Science to Faculty Development on higher education. He is the representative of thecommittee of Students and Teachers Faculty Development at Okayama University from 2011. He is amember of LGESJ, JSET, JSiSE, JELA, IPSJ, IEICE, JSSST, and ACM.
He received the B.A. degree from Nihon University in 1990 and the M.S. and Ph.D. degrees from JAIST in
1996 and 1999 respectively. In 1999, he joined the Graduate School of Information Science at JAIST as an
assistant professor. In 2006, he moved to the Center for Faculty Development at Okayama University as asenior associate professor.

‒཯ᇌᘍ૎ඥʴ‒ ‫ܖٻ‬ᚸ̖∝‫ܖ‬ˮ੉ɨೞನ
⁀⁓⁦⁛⁡⁠⁓⁞‒※⁠⁥⁦⁛⁦⁧⁦⁛⁡⁠‒⁘⁡⁤‒″⁕⁓⁖⁗ ⁛⁕‒‶⁗⁙⁤⁗⁗⁥‒⁓⁠⁖‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒− 189 −

࠯঺ ․‧ ࠰ࡇ‫ܖٻ‬ᚸ̖⇻⇏∞∏∆‒ ‒ ‒ ‒

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‫ܖ‬ဃⅺ↸↝↭↙ↅↆ⃬᭗ሁ૙Ꮛឋ̬ᚰ↗‫ܖ‬ဃ↝ࢫл‒⁀※″‶‟⁇‷‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒‸⁡⁤⁧ ‒․•‣‥‒⃭⁅⁦⁧⁖⁗⁠⁦’⁥‒⁄⁡⁞⁗‒⁛⁠‒›⁛⁙⁚⁗⁤‒‷⁖⁧⁕⁓⁦⁛⁡⁠‒⁃⁧⁓⁞⁛⁦⁫‒″⁥⁥⁧⁤⁓⁠⁕⁗⃮‒ႇ‒ ّ‒ ᎍ‒ ဦ‒ ഭ

BIOGRAPHY஄ఌ‒ ͤԍ‒᧙ி‫ܖ ‶‸ ח‬ဃᡲዂ˟Э‫ܖ‬ဃˊᘙ⅚‒ிබ‫ܖ ‒ܖٻ‬ဃ≩≧⇟⇥⇩⇻‒
ிබ‫ܖٻܖٻ‬ᨈ૨‫ܖ‬ᄂᆮᅹ૙Ꮛ‫ݦܖ‬ૌҦٟЭ஖ᛢᆉ‫נ‬ቔ‒Kengo Sone‒
Former representative of Student FD in Kanto District,
Student FD staff of Toyo University,
Graduate School of Literature (Education), Toyo University஄ఌ‒ ͤԍ൞↞⅚․•‣• ࠰ ‫ ‫‬உ↚ிබ‫ܖٻ‬ϋ↖‫ܖ‬ဃӋဒ‫෇≧≩׹‬ѣ⇁ᇌ←ɥↁ⅚
․•‣• ࠰ ‫ ‫‬உⅺ↸ ․•‣․
࠰ ‥ உ↭↖ிබ‫ܖܖٻ‬ဃ≩≧⇟⇥⇩⇻∐∞⇦∞⇁Ѧ↰↺⅛‫ܖ‬ϋ↖↞෇ѣ᧏‫଺ڼ‬ⅺ↸૙ᎰՃ↗ᡲઃↆ
↕⅚ɼ↚੉ಅોծ↚Ӽↀ↎ӕ↹ኵ↮⅚‫ܖ‬ဃ↝ဃ↝٣⇁૙Ꮛોծ↚෇ⅺ↌ⅵ↗ↈ↺ӕ↹ኵ↮⅚࠼‫෇إ‬ѣ↚щ⇁λ↻↕ⅳ↺⅛․•‣‣ ࠰ ‫ ‫‬உⅺ↸ ․•‣‥ ࠰ ‥ உ↭↖᧙ி‫ܖ≧≩ח‬ဃᡲዂ˟≋ඥ૎‫∝ܖٻ‬᩷‫ޛ‬‫ܖ‬ᨈ‫∝ܖٻ‬ᇌ૙‫∝ܖٻ‬ிබ‫ܖ↝≌ܖٻ‬ဃˊᘙ⇁Ѧ↰⅚‫᧓ܖٻ‬ᡲઃ↚↷↺‫ܖ‬ဃӋဒ‫෇≧≩׹‬ѣ↝෇ࣱ҄↚Ӽↀ↕ӕ↹ኵ↯⅛ↂ↻↭↖⅚⇝∙∃⇞⇌∆⅚⇻⇏∞∏∆ሁ↚ⅹⅳ↕‫ܖ‬ဃӋဒ‫෇≧≩׹‬ѣ⅚ⅹ↷↢‫᧓ܖٻ‬ᡲઃ↚↷↺‫ܖ‬ဃ≩≧෇ѣ↚↓ⅳ↕↝ႆᘙ⇁‫ٶ‬ૠᘍ→↕ⅳ↺⅛‒‒
ிබ‫ܖٻ‬૨‫ܖ‬ᢿ૙Ꮛ‫ܖ‬ᅹ⇁ҡಅࢸ⅚ӷ‫ܖٻܖٻ‬ᨈ૨‫ܖ‬ᄂᆮᅹ૙Ꮛ‫ݦܖ‬ૌ↚ᡶ‫⅛ܖ‬᭗ሁ૙Ꮛ⇁‫ݦ‬ૌↆ⅚
ྵ‫ܖٻנ‬૙Ꮛ‫⅚˟ܖ‬ଐஜ૙Ꮛ߻‫ܖ↝˟ܖ‬ဃ˟Ճ⅛‒‒

Kengo Sone had initiated Student FD activities in Toyo University in September 2010, andserved as a leader for FD Staff Group with student participation until March 2012. In this role
he led on improvement in quality of lectures, reflecting of students voice on the enhancementof educational quality, and promotion of these initiatives in collaboration with academic anduniversity staff. From September 2011 to March 2013, he represented FD-Student Liaison
Committee in Kanto region, which is a consortium of four universities; Hosei, Aoyama Gakuin,
Rikkyo and Toyo universities. He has given a presentation on FD activities with student
participation at many symposia and forums.
Kengo Sone is also a recent graduate of Toyo University. He is currently studying for amasters degree in education with Toyo University. He specializes in higher education, and hejoins Liberal and General Education Society of Japan and Japan Society of Educational
Technology, as a student member.
‒‒཯ᇌᘍ૎ඥʴ‒ ‫ܖٻ‬ᚸ̖∝‫ܖ‬ˮ੉ɨೞನ
⁀⁓⁦⁛⁡⁠⁓⁞‒※⁠⁥⁦⁛⁦⁧⁦⁛⁡⁠‒⁘⁡⁤‒″⁕⁓⁖⁗ ⁛⁕‒‶⁗⁙⁤⁗⁗⁥‒⁓⁠⁖‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒− 190 −

࠯঺ ․‧ ࠰ࡇ‫ܖٻ‬ᚸ̖⇻⇏∞∏∆‒ ‒ ‒ ‒

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‫ܖ‬ဃⅺ↸↝↭↙ↅↆ⃬᭗ሁ૙Ꮛឋ̬ᚰ↗‫ܖ‬ဃ↝ࢫл‒⁀※″‶‟⁇‷‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒‸⁡⁤⁧ ‒․•‣‥‒⃭⁅⁦⁧⁖⁗⁠⁦’⁥‒⁄⁡⁞⁗‒⁛⁠‒›⁛⁙⁚⁗⁤‒‷⁖⁧⁕⁓⁦⁛⁡⁠‒⁃⁧⁓⁞⁛⁦⁫‒″⁥⁥⁧⁤⁓⁠⁕⁗⃮‒ႇ‒ ّ‒ ᎍ‒ ဦ‒ ഭ

BIOGRAPHYဋɶ‒ ީ‒
ʋ߸‫࠴ؕܖٻ‬૙Ꮛᨈ૙Ꮛ˖ဒ᧏ႆᢿϱ૙੉‒‒

Gaku Tanaka‒
Associate Professor, Faculty of Arts and Science, Division for the Studies of
Educational Development, Kyushu University‒‒‫ܖٻ‬ҡಅࢸ⅚˟ᅈѮѦሁ⇁ኺ↕⅚‣‫ … ࠰ …‫‫‬உ⊡․••‪ ࠰ ‥ உ↭↖ʮᣃችᓙ‫ܖٻ‬ᎰՃ⅛‫ܖ‬ဃᛢ∝λᚾ࠼‫إ‬ᛢ∝૙Ѧᛢሁ⇁ኺ↕⅚․••… ࠰ … உⅺ↸↞Ⅴ૙Ꮛਖ਼ᡶ⇡∙⇥∞Ⅵ↚ѮѦ⅛ཎᑥ ‹⁂ ↝੔৸↙↘‫ܖ‬ϋ↝‫ܖٻ‬ો᪃⇁ૅੲↈ↺⅛․••… ࠰ࡇ↷↹ӸӞ‫ܖٻܖٻދ‬ᨈ૙Ꮛႆᢋᅹ‫ܖ‬ᄂᆮᅹ↚ⅹⅳ↕᭗ሁ૙Ꮛ∄⇳⇞∇∙⇮⇁‫ݦ‬ૌↆ⅚̲ٟᛢᆉ̲ʕ⅛Ҧٟࢸ஖≋‷⁖†‶≌ᛢᆉ‫ܖנ‬ɶ↝ ․••‪ ࠰ … உ↚⅚ʋ߸‫ܖٻ‬૙Ꮛો᪃˖ဒૅੲܴϱ૙੉↚ბ˓⅛‒‒․•‣․ ࠰ ‣• உ ‣ ଐ↷↹ྵᎰ⅛․•‣… ࡇⅺ↸ૼ↎↚⇟⇥∞⇮ↈ↺И࠰ഏ⇑∐⇓∋∏∆↝᧏ႆ⇁ਃⅵ⅛
⁃‟‾⁛⁠⁝⁥≋ʋ߸‫ܖٻ؏ע‬૙Ꮛોծ ‸‶∝⁅‶ ⇳⇩⇮∕∞⇕≌ʙѦ‫⇁ޅ‬ψѦↆ⅚ʋ߸∝ඌጃ‫↚؏ע‬ⅹↀ↺‫ܖٻ‬૙Ꮛોծਃ࢘ᎍ↝⇳⇩⇮∕∞⇕↔ⅾ↹⇁ਖ਼ᡶↈ↺⅛‒‒ܱោᄂᆮ↝⇬∞∄↞⅚‫ܖٻ‬૙Ꮛોծ↚᝻ↈ↺‫᧓ܖٻ‬ᡲઃ≋⇳⇩⇮∕∞⇕≌↝᧏ႆ⅚‫↚ܖٻ‬ⅹↀ↺૙ѦኒᎰՃ↝ࢫл⅚‫ܖٻ‬૙Ꮛ↝јௐ⇁᭗↰↺ኵጢ↔ⅾ↹⅛‒‒‒After having work experiences at industries, Gaku Tanaka joined Kyoto Seika University as a university
staff in April 1994. He had served in many offices including student affairs, student admission, public
relations, and teaching and learning. He was involved in the development for the centre of excellence
project at the Center for Enhancement of Teaching and Learning where he worked since 2004. Whenhe was studying at a doctoral course (EdD) in higher education management at Nagoya University, hejoined Kyushu University as associate professor in the Office for the Coordination of University
Educational Development.
He is currently an associate professor at the Division for the Studies of Educational Development since
October 2012. In this role he is involved in the development of curriculum for the first year students,
which will be introduced in 2014. He is also serving in the secretariat of Q-Links (Kyushu Learning
Improvement Network for Staff Members in Higher Education) which promotes a network in
educational development across the regions of Kyushu and Okinawa.
His recent research focuses on the development of networks in educational development, roles ofuniversity staff in teaching and learning, and enhancement of teaching and learning throughorganizational development.

‒‒཯ᇌᘍ૎ඥʴ‒ ‫ܖٻ‬ᚸ̖∝‫ܖ‬ˮ੉ɨೞನ
⁀⁓⁦⁛⁡⁠⁓⁞‒※⁠⁥⁦⁛⁦⁧⁦⁛⁡⁠‒⁘⁡⁤‒″⁕⁓⁖⁗ ⁛⁕‒‶⁗⁙⁤⁗⁗⁥‒⁓⁠⁖‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒− 191 −

࠯঺ ․‧ ࠰ࡇ‫ܖٻ‬ᚸ̖⇻⇏∞∏∆‒ ‒ ‒ ‒

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‫ܖ‬ဃⅺ↸↝↭↙ↅↆ⃬᭗ሁ૙Ꮛឋ̬ᚰ↗‫ܖ‬ဃ↝ࢫл‒⁀※″‶‟⁇‷‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒‸⁡⁤⁧ ‒․•‣‥‒⃭⁅⁦⁧⁖⁗⁠⁦’⁥‒⁄⁡⁞⁗‒⁛⁠‒›⁛⁙⁚⁗⁤‒‷⁖⁧⁕⁓⁦⁛⁡⁠‒⁃⁧⁓⁞⁛⁦⁫‒″⁥⁥⁧⁤⁓⁠⁕⁗⃮‒ႇ‒ ّ‒ ᎍ‒ ဦ‒ ഭ

BIOGRAPHY

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‫঺ ‒߃ޢ‬ή‒ଔᆖဋ‫ܖٻ‬૙Ѧᢿᛦ௹ࢫ‒‒Narimitsu Okazaki‒
Manager, Academic Affairs Division, Waseda University‫঺ ‒߃ޢ‬ή൞↞⅚‣‫‫‬‪‫ܖ↚࠰ ‫‬ఄඥʴଔᆖဋ‫˓ݦܖٻ‬ᎰՃ↗ↆ↕λᎰↆ⅚ʙѦ⇝⇟⇬∆⇡∙⇥∞⅚ᅈ˟ᅹ‫ܖ‬ᢿ⅚‫׎‬ᨥʩ්⇡∙⇥∞‫ܖ‬ᘐʩ්ᛢ≋ኵጢોዻ↖૙Ѧᢿ‫׎‬ᨥʩ්ᛢ≌⅚ʴ᧓ᅹ‫ܖ‬ᢿʙѦ৑≋ኵጢોዻ↖৑එዮӳʙѦ⇡∙⇥∞≌
⅚૙Ѧᢿ૙Ѧᛢ⇁ኺ↕⅚․•‣• ࠰↚૙Ѧᢿᛦ௹ࢫ≋˖ဒᛦ௹ਃ࢘≌⅚
․•‣‣ ࠰↚↞૨ᢿᅹ‫ܖ‬Ⴞ᭗ሁ૙Ꮛ‫ܖٻޅ‬ਰᐻᛢ‫ܖٻ‬ો᪃ਖ਼ᡶܴ‫ܖ≋ܫᧉݦ‬Ѧਃ࢘≌↗ↆ↕ЈӼ⅚․•‣․࠰ⅺ↸૙Ѧᢿᛦ௹ࢫ≋‷‿‴″ ਃ࢘≌↗ↆ↕ྵ‫↚נ‬ᐱ↺⅛‒‒‒Narimitsu Okazaki resumed his career at Waseda University from 1989. He had experienced
in several departments including Administrative System Center, School of Social Sciences,
Academic Exchange Section of International Exchange Center (later reorganized to Office ofInternational Exchange, Academic Affairs Division), School of Human Sciences (later
reorganized to Administrative Office, Tokorozawa Campus), Academic Affairs Section of
Academic Affairs Division before taking the responsibility as a Manager for research andplanning in Academic Affairs Division. In 2011, he worked as a Senior Specialist (academic
affairs) at Office for University Reform, University Promotion Division, Higher Education
Bureau in Ministry of Education, Culture, Sports, Science and Technology. He then gained thecurrent position of a Manager for EMBA in Academic Affairs Division in 2012 to date.
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཯ᇌᘍ૎ඥʴ‒ ‫ܖٻ‬ᚸ̖∝‫ܖ‬ˮ੉ɨೞನ
‒⁀⁓⁦⁛⁡⁠⁓⁞‒※⁠⁥⁦⁛⁦⁧⁦⁛⁡⁠‒⁘⁡⁤‒″⁕⁓⁖⁗ ⁛⁕‒‶⁗⁙⁤⁗⁗⁥‒⁓⁠⁖‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒− 192 −

࠯঺ ․‧ ࠰ࡇ‫ܖٻ‬ᚸ̖⇻⇏∞∏∆‒ ‒ ‒ ‒

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‫ܖ‬ဃⅺ↸↝↭↙ↅↆ⃬᭗ሁ૙Ꮛឋ̬ᚰ↗‫ܖ‬ဃ↝ࢫл‒⁀※″‶‟⁇‷‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒‸⁡⁤⁧ ‒․•‣‥‒⃭⁅⁦⁧⁖⁗⁠⁦’⁥‒⁄⁡⁞⁗‒⁛⁠‒›⁛⁙⁚⁗⁤‒‷⁖⁧⁕⁓⁦⁛⁡⁠‒⁃⁧⁓⁞⁛⁦⁫‒″⁥⁥⁧⁤⁓⁠⁕⁗⃮‒ႇ‒ ّ‒ ᎍ‒ ဦ‒ ഭ

BIOGRAPHY

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ᤠங‒ χൔӞ‒πᇌ‫ܖٻ‬ඥʴ‫׎‬ᨥ૙᫱‫ྸ ‒ܖٻ‬ʙᧈ∝‫‒ᧈܖ‬Norihiko Suzuki‒
President and Chair of the Board, Akita International University‒ᤠங‒ χൔӞ൞↞⅚‣‫࠰ ․ ‫‬ɟ೛‫ܖٻܖٻ‬ᨈኺฎ‫ܖ‬ᄂᆮᅹ̲ٟᛢᆉ̲ʕ⅚‣‫ ‫‬‪ ࠰⇊∙⇭⇉⇈⇰‫ܖٻ‬ኺփ‫ܖٻ‬ᨈҦٟᛢᆉ̲ʕ⅛∕⇝∙⇮∙߸ᇌ‫ܖٻ‬я૙੉∝แ૙੉⅚⇊∐⇴⇊‫ܖٻ‬я૙੉ሁഭ˓↝ࢸ⅚
‣‫׎↹↷࠰ •‫‫‬ᨥؕთ૙‫ܖٻ‬૙੉⅛․••• ࠰‫׎‬ᨥؕთ૙‫ܖܖٻ‬Ѧи‫⇁ᧈܖ‬ኺ↕ ․••… ࠰↷↹‫׎‬ᨥؕთ૙‫≌࠰ ․‣•․⊡≋ᧈܖܖٻ‬⅛․•‣․ ࠰≗உπႩᝠ‫ׇ‬ඥʴ‫ؕܖٻ‬แң˟‫ݦ‬Ѧྸʙ⅛․•‣‥ ࠰உⅺ↸ྵᎰ⅛‒‒‒
M.A. in Economics, Hitotsubashi University. DBA, Indiana University. Served as AssistantProfessor and Associate Professor at Washington State University, Assistant Professor at
University of Illinois at Urbana-Champaign, Professor at International Christian University from1990 as well as Vice President for Academic Affairs at International Christian University from2000. Appointed as the President of International Christian University in 2004. Served as
Senior Managing Director of Japan University Accreditation Association from 2012. Currently
the President and Chair of the Board at Akita International University.
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཯ᇌᘍ૎ඥʴ‒ ‫ܖٻ‬ᚸ̖∝‫ܖ‬ˮ੉ɨೞನ
⁀⁓⁦⁛⁡⁠⁓⁞‒※⁠⁥⁦⁛⁦⁧⁦⁛⁡⁠‒⁘⁡⁤‒″⁕⁓⁖⁗ ⁛⁕‒‶⁗⁙⁤⁗⁗⁥‒⁓⁠⁖‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒− 193 −

࠯঺ ․‧ ࠰ࡇ‫ܖٻ‬ᚸ̖⇻⇏∞∏∆‒ ‒ ‒ ‒

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‫ܖ‬ဃⅺ↸↝↭↙ↅↆ⃬᭗ሁ૙Ꮛឋ̬ᚰ↗‫ܖ‬ဃ↝ࢫл‒⁀※″‶‟⁇‷‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒‸⁡⁤⁧ ‒․•‣‥‒⃭⁅⁦⁧⁖⁗⁠⁦’⁥‒⁄⁡⁞⁗‒⁛⁠‒›⁛⁙⁚⁗⁤‒‷⁖⁧⁕⁓⁦⁛⁡⁠‒⁃⁧⁓⁞⁛⁦⁫‒″⁥⁥⁧⁤⁓⁠⁕⁗⃮‒ႇ‒ ّ‒ ᎍ‒ ဦ‒ ഭ

BIOGRAPHY
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⇱⇙∏⇟≋⇱⇩⇕≌∝⇾−∙⇟‒⇎⇕⇡⇥∞‫ ‶⁚⁂ ܖٻ‬ᄂᆮՃ⅚⇿∑⇔∞⁈‾⁇›⁄ ឋ̬ᚰ‫ۀ‬Ճ˟ᜭᧈ⅚‒⇟⇙⇩⇮∏∙⇯ ⁥⁢⁓⁤⁣⁥ Ψ˟ᧈ⅚഑߸‫ܖ‬ဃ∌⇱⇐∙Ψˊᘙ‒Nicolaas (Nik) Heerens
PhD Researcher at University of Exeter, UK
Chair of the Quality Assurance Board of VLUHR (Flemish Universities and University Colleges
Council), Belgium, former Head of sparqs (Student Participation in Quality Scotland) and former
representative of the European Students' Union (ESU) within the Bologna Process‒‒⇱⇩⇕∝⇾−∙⇟൞↞⅚ᒍ‫ ‶⁚⁂ ↝ܖٻ∞⇥⇡⇕⇎׎‬ᄂᆮՃ↖⅚ɼ↙ᄂᆮЎ᣼↞‫᧏؏ע‬ႆ↚ⅹↀ↺‫ࢫ↝ܖٻ‬л⅚∎∞∓⇩⇷↝᭗ሁ૙Ꮛ૎ሊ≋ཎ↚∂∓∞⇱∉͌⇽∓⇡⇟≌ⅹ↷↢᭗ሁ૙Ꮛ↝ឋ̬ᚰ↖ⅱ↺⅛‒․•‣• ࠰ⅺ↸⅚⇙∙⇌⇏∞∑߸‫ܖٻ‬ᡲӳ‚‵⁇‵‛↝ᄂᆮᎍ↗ↆ↕⅚‷⁇ ⅻੲяↈ↺ ⁇⁀※‵⁄‷‶⁅ ⇽∓⇞⇍⇕⇮≋᭗ሁ૙Ꮛ↝ီ↙↺૾ඥⅻ↘↝↷ⅵ↚‫؏ע‬ኺฎ᧏ႆ↚МႩ⇁↱↎↸ↈⅺ≌↚ઃ↾→↕ⅳ↺⅛↭↎⅚⇿∑⇔∞↝⇻∏∙⇯∑‫ܖٻ‬ӏ↢∌⇱⇶∞⇝⇬⇉∝⇑−⇩⇞ᚸᜭ˟≋⁈‾⁇›⁄≌↝ឋ̬ᚰ‫ۀ‬Ճ˟↝ᜭᧈ↖↱ⅱ↺⅛‒⁥⁢⁓⁤⁣⁥≋⇟⇙⇩⇮∏∙⇯↝ឋ↚‫ܖ↺ↈݣ‬ဃӋьਖ਼ᡶೞ᧙≌↝˟ᧈ⇁Ѧ↰↕ⅳ↎ↂ↗↱ⅱ↹⅚⇟⇙⇩⇮∏∙⇯ᝠ૎⇑⇌∙⇝∑≋⁅‸‵≌⅚⇟⇙⇩⇮∏∙⇯‫ܖٻ‬ң˟ӏ↢ ⁃″″ ⇟⇙⇩⇮∏∙⇯↝‫ۀ‬Ճ↝ኺ᬴⇁ஊↈ↺⅛↭↎⅚⇐∏∙⇦↝ឋ̬ᚰೞ᧙ ⁃″⁀⁇ ↖↞⇽∓⇞⇍⇕⇮∐∞⇦∞⅚⇐∏∙⇦↝᧏ႆኵጢ ⁅⁂″⁄‽≋଒ ″⁆″≌↖↞⅚ɼ↚ிҤ∎∞∓⇩⇷↝‫⇑↳ܖٻ‬−⇩⇞↗ңщↈ↺᭗ሁ૙Ꮛ⇽∓⇞⇍⇕⇮↝∄⇳∞⇞∉∞⇁Ѧ↰↎⅛ↄ↸↚⅚཯ᇌↆ↎⇙∙⇛∑⇥∙⇮↗ↆ↕഑߸μ؏↝᭗ሁ૙Ꮛ↝ႆ‫⇽↺ↈ᧙↚ޒ‬∓⇞⇍⇕⇮↚↱ઃ↾→↕ⅼ↎⅛‒․••‣‟․••‧ ↝஖᧓↚↞⅚⇐∏∙⇦↝‫ܖ‬ဃ∌⇱⇐∙≋‾⁅⁈⁔≌ӏ↢഑߸‫ܖ‬ဃ∌⇱⇐∙≋‷⁅⁇≌↝‫ܖ‬ဃˊᘙ⇁Ѧ↰⅚
இᡈ↖↞∂∓∞⇱∉͌⇽∓⇡⇟↝௒ϋ↖഑߸‫ܖ‬ဃ↝ˊᘙ⇁Ѧ↰↕ⅳ↎⅛‫ٳ‬ᢿᚸ̖Ճ‫ܖ↝ׇ‬ဃ∇∙⇶∞⇁Ѧ↰↎ኺ᬴↱ⅱ↹⅚഑߸‫ܖٻ‬ң˟≋‷⁇″≌↝ឋ૨҄ᢃփ‫ۀ‬Ճ˟↚↱‫נ‬ቔↆ↕ⅳ↎⅛‒‒

Nik Heerens is a PhD researcher at the University of Exeter in the United Kingdom. His main research interests
are concerned with the role of universities in regional development; European higher education policies (inparticular the Bologna Process); and quality assurance of higher education.
Since 2010, Nik is also contributing researcher with the Combined Universities in Cornwall (CUC), in particular
in relation to the EU funded UNICREDS projects, which looks at how different methods of higher education canbenefit regional economic development. Besides that, he is Chair of the quality assurance board of the Flemish
University and University Colleges Council (VLUHR) in Belgium.
Previously, Nik was the Head of sparqs (student participation in quality Scotland) and in this role he served on
several committees of the Scottish Funding Council (SFC), Universities Scotland and QAA Scotland. Nik has
worked as project leader with Dutch Quality Assurance agency QANU; and was manager, higher education
projects, of Dutch development organisation SPARK (formerly ATA), working primarily with Universities andColleges in South East Europe. Furthermore, he has been involved as independent consultant in several
projects related to higher education development throughout Europe.
From 2001-2005 he served as a student representative in the Dutch Students’ Union (LSVb) and the European
Students’ Union (ESU), most recently representing European students within the structures of the Bologna
Process. In this capacity, he served as a student member on external review panels; sat on the Quality
Culture steering committee of the European University Association (EUA).

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཯ᇌᘍ૎ඥʴ‒ ‫ܖٻ‬ᚸ̖∝‫ܖ‬ˮ੉ɨೞನ
⁀⁓⁦⁛⁡⁠⁓⁞‒※⁠⁥⁦⁛⁦⁧⁦⁛⁡⁠‒⁘⁡⁤‒″⁕⁓⁖⁗ ⁛⁕‒‶⁗⁙⁤⁗⁗⁥‒⁓⁠⁖‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒− 194 −

࠯঺ ․‧ ࠰ࡇ‫ܖٻ‬ᚸ̖⇻⇏∞∏∆‒ ‒ ‒ ‒‒‒‒‫ܖ‬ဃⅺ↸↝↭↙ↅↆ⃬᭗ሁ૙Ꮛឋ̬ᚰ↗‫ܖ‬ဃ↝ࢫл‒⁀※″‶‟⁇‷‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒‸⁡⁤⁧ ‒․•‣‥‒⃭⁅⁦⁧⁖⁗⁠⁦’⁥‒⁄⁡⁞⁗‒⁛⁠‒›⁛⁙⁚⁗⁤‒‷⁖⁧⁕⁓⁦⁛⁡⁠‒⁃⁧⁓⁞⁛⁦⁫‒″⁥⁥⁧⁤⁓⁠⁕⁗⃮‒‒ႇ‒ ّ‒ ᎍ‒ ဦ‒ ഭ

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BIOGRAPHY҅Ҿ‒ ԧ‫‒پ‬ிʮྸᅹ‫ܖٻ‬૙੉‒ிʮ߻ಅ‫׎∝ܖٻ‬ᨥؕთ૙‫ܖٻ‬Ӹᛎ૙੉‒

Kazuo Kitahara‒
Professor, Tokyo University of Science(TUS)
Professor Emeritus, Tokyo Institute of Technology(TITech) and International
Christian University(ICU)҅Ҿ‒ ԧ‫پ‬൞↞⅚․••․ࠥ․••‥ ࠰ଐஜཋྸ‫࠰ ‧••․⊡‥••․⅚ᧈ˟˟ܖ‬ଐஜ‫ܖ‬ᘐ˟ᜭ˟Ճ⅚․•• ࠰↷↹ӷᡲઃ˟Ճ⅚․••‪ࠥ․•‣• ࠰ӷ‫ܖٻ‬૙Ꮛ↝Ў᣼Кឋ̬ᚰ↝‫૾↹נ‬౨᚛‫ۀ‬Ճ˟‫ۀ‬Ճᧈ⅚․•‣•ࠥ․•‣․࠰ӷ‫ܖٻ‬૙Ꮛ↝ឋ̬ᚰਖ਼ᡶ‫ۀ‬Ճ˟‫ۀ‬Ճᧈ⇁Ѧ↰↺⅛․•‣․ ࠰ⅺ↸ ⁀⁂⁁ ཋྸ⇐∐∙⇺⇩⇕ଐஜ‫ۀ‬Ճ˟
ྸʙᧈ⅚․•‣‥ ࠰ⅺ↸ᅹ‫ܖ‬২ᘐਰᐻೞನᅹ‫∞⇥∙⇡∙∍⇝∞⇗⇱∋∅⇙ܖ‬ᄂᆮɼႳ⇁Ѧ↰↺⅛∄⇛⇧∋∞⇡⇩⇪߻ᅹ‫⅚ܖٻ‬ிʮ‫⅚ܖٻ‬᩺‫⅚ܖٻޢ‬ிʮ߻ಅ‫׎⅚ܖٻ‬ᨥؕთ૙‫↚ܖٻ‬ⅹⅳ↕ወᚘཋྸ↝ᄂᆮ∝૙Ꮛ↚ઃ↾↺⅛‒‒
ிʮ‫ܖٻܖٻ‬ᨈྸ‫ܖ‬ኒᄂᆮᅹཋྸ‫ݦܖ‬ૌ̲ٟᛢᆉ⇁̲ʕࢸ⅚⇿∑⇔∞૎ࡅዅᝲဃ↗ↆ↕⇼∐∋⇩⇡∑ᐯဌ‫↚ܖٻ‬သ‫࠰ … ‫‣ ↆܖ‬ӷ‫ܖྸܖٻ‬Ҧٟ↝‫ܖ‬ˮ⇁ӕࢽ⅛․•‣‥ ࠰↚⇿∑⇔∞ྛ‫↹↷׎‬−⇐∃∑⇯ѱᇘ⇐⇻⇉⇝⇎ᇘ⇁Ӗᇘ⅛‒‒‒
Dr. Kazuo Kitahara was the president of Physical Society of Japan 2002 to 2003, Member of
Science Council of Japan(SCJ) 2003-2005, Associated Member of SCJ since 2006; he served as
Chair of Quality Assurance of University Education of SCJ 2008-2010 and Chair of Promotion of
Quality Assurance of University Education 2010-2012. Since 2012 he is Chair of NPO Japan
Committee of Physics Olympiad and Research Director of Science Communication Center ofJapan Science and Technology Agency. He has engaged in research and teaching in the fieldof Statistical Physics at Massachusetts Institute of Technology, University of Tokyo, Shizuoka
University, Tokyo Institute of Technology, International Christian University and Tokyo
University of Science.
He received Master of Science from University of Tokyo and Doctoral Degree from Free
University of Brussels(ULB) during his research at ULB as recipient of Belgian Governmental
Scholarship. He was awarded the grade of Officer in the Order of Leopold from Belgium
Kingdom in 2013.
‒‒‒཯ᇌᘍ૎ඥʴ‒ ‫ܖٻ‬ᚸ̖∝‫ܖ‬ˮ੉ɨೞನ
⁀⁓⁦⁛⁡⁠⁓⁞‒※⁠⁥⁦⁛⁦⁧⁦⁛⁡⁠‒⁘⁡⁤‒″⁕⁓⁖⁗ ⁛⁕‒‶⁗⁙⁤⁗⁗⁥‒⁓⁠⁖‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒− 195 −

࠯঺≕‧ ࠰ࡇ‫ܖٻ‬ᚸ̖⇻⇏∞∏∆‒ ‒ ‒ ‒

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‫ܖ‬ဃⅺ↸↝↭↙ↅↆ⃬᭗ሁ૙Ꮛឋ̬ᚰ↗‫ܖ‬ဃ↝ࢫл‒⁀※″‶‟⁇‷‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒‸⁡⁤⁧ ‒․•‣‥‒⃭⁅⁦⁧⁖⁗⁠⁦’⁥‒⁄⁡⁞⁗‒⁛⁠‒›⁛⁙⁚⁗⁤‒‷⁖⁧⁕⁓⁦⁛⁡⁠‒⁃⁧⁓⁞⁛⁦⁫‒″⁥⁥⁧⁤⁓⁠⁕⁗’‒‒

Ӳ⇖∑∞⇽⇡⇩⇝∍∙‫إ‬ԓ‫ܖ‬ဃ‒ Students⇡⇩⇝∍∙≔‒ ‚⁅⁗⁥⁥⁛⁡⁠‣‛‒‒ʻܷ‒ ь‫ډ‬ச‒‒‒ଐஜ‫ܖٻ‬૨ྸ‫ܖ‬ᢿ … ࠰‒‒Kanami Imamiya‒‒
College of Humanities and Sciences ,Nihon University‒‒⇡⇩⇝∍∙≕‒ ‚⁅⁗⁥⁥⁛⁡⁠․‛‒‒ჽӝ‒ ኝ࠯‒‒‒᩷‫ܖޛ‬ᨈ‫ܖٻ‬ኺฎ‫ܖ‬ᢿ … ࠰‒‒Junpei Ishiguchi‒‒
College of Economics, Aoyama Gakuin University‒‒⇡⇩⇝∍∙≖‒ ‚⁅⁗⁥⁥⁛⁡⁠‥‛‒‒ඕ᣼‒ ఒ‒‒‒
ᅕৎ‫ܖٻܖٻ‬ᨈኺฎ‫ܖ‬ᄂᆮᅹ̲ٟᛢᆉ≔࠰‒‒
Momo Kono‒‒‒‒

Graduate School of Economics, Kobe University⇡⇩⇝∍∙≗‒ ‚⁅⁗⁥⁥⁛⁡⁠…‛‒‒ᧈ‫̀ ‒ק‬ɭ‒‫ܖٻޛޢ‬૙Ꮛ‫ܖ‬ᢿ ‥ ࠰‒

Kayo Nagasaka
Faculty of Education, Okayama University཯ᇌᘍ૎ඥʴ‒ ‫ܖٻ‬ᚸ̖∝‫ܖ‬ˮ੉ɨೞನ
⁀⁓⁦⁛⁡⁠⁓⁞‒※⁠⁥⁦⁛⁦⁧⁦⁛⁡⁠‒⁘⁡⁤‒″⁕⁓⁖⁗ ⁛⁕‒‶⁗⁙⁤⁗⁗⁥‒⁓⁠⁖‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒‷⁨⁓⁞⁧⁓⁦⁛⁡⁠‒− 196 −‒኱Ꮫホ౯ࣇ࢛࣮࣒ࣛ

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