Quality Assurance in Higher Education with a Focus on Learning Outcomes:
Current Situation and Issues in Japan
Tatsuo Kawashima
Kobe University
I. Background
1. Knowledge-based society ⇒ “Ability to make use of knowledge” more valued than “knowledge”
itself
2. Trend toward universal higher education + population decline in those aged 18 ⇒ Quality ishardly assured upon entrance (through the recruitment of new students)
3. Quantitative expansion of higher education + higher education budget cuts ⇒ Concerns overquality
4. Globalization of higher education ⇒ Increase in international student movement; equivalence in“degrees”
5. Shifting from a teaching to learning paradigm ⇒ From teacher focus to student focus
6. Change in definition of quality ⇒ From “input” and “process” to “output” and “outcome”
II. Ongoing Activities at the National Level
1. Idea of Gakushi Ryoku (Undergraduate Competencies): Guidelines for the common learning
outcomes of bachelor degree programs that every student in any major is expected to achieve (seetable)
Report by the Central Council for Education (in 2008) “Towards the enhancement ofundergraduate education”
2. Preparing Japan’s own version of a Subject Benchmark Statement
Under consideration by the Science Council of Japan
3. Participating in the OECD’s AHELO feasibility study
4. Second cycle of certified evaluation and accreditation with a focus on learning outcomes
III. Ongoing Activities at the University Level
1. Drawing up a “diploma policy”
Clear statement on graduate attributes to be developed in terms of knowledge, skills andattitudes; imposing stricter requirements for graduation
2. Curriculum reform emphasizing goals and learning outcomes
Making the best use of curriculum maps (matrix)
3. Introducing active learning
4. Introducing and making use of electronic portfolios
VI. Issues
1. To seek further understanding of the approach that places focus on learning outcomes
Difficulty in the shift from a teaching paradigm to a learning paradigm
12. Difficulties in designing backward/downward curriculum starting with university-wide learning
outcomes
Departmental and subject-related organizational barriers
3. To implement systematic assessment practice
Lack of understanding regarding what an “assessment” actually is
4. To build an internal quality assurance system centered on learning outcome management
5. To develop a national framework/academic infrastructure to support the internal quality
assurance system of universities
Lack of a framework for higher education qualifications or a “standard” for degrees

Gakushi Ryoku (Undergraduate Competencies)
1. Knowledge and understanding
A student systematically understands basic knowledge in his/her respective discipline andcomprehends the meaning of systematic knowledge as well as the existence of the student
him/herself in relation to history, society, and nature.
(1) Attain knowledge on multiple and different cultures and values(2) Develop knowledge on human culture, society, and nature
2. Generic skills for various purposes
Skills necessary for intellectual activities, work, and social life
(1) Communication skills
Ability to read, write, listen, and speak in Japanese and other specific foreign languages(2) Quantification skills
Ability to analyze, understand, and express nature or social phenomenon using symbols(3) Information literacy
Ability to collect and analyze various information using an ICT to make appropriate judgment and touse the information effectively in accordance with the set morals(4) Logical thinking
Ability to analyze and express information and knowledge logically and with multiple perspectives(5) Ability to solve problems
Ability to find problems and collect, analyze, and organize necessary information to surely solvethem
3. Attitude and propensity(1) Self-management
Ability to develop self-discipline(2) Teamwork and leadership
Ability to cooperate or work together with other people; ability to give overall direction to otherpeople to mobilize them to achieve certain objectives(3) Ethical view
Ability to act according to their own conscience and social norm as well as rules2(4) Social responsibility as a citizen
Ability to exercise obligation and rights in an appropriate manner and to actively contribute to social
development with a sense of being a member of society(5) Ability for life-long learning
Ability to learn by and for him/herself after graduation
4. Integrative learning experience and creative thinking
Ability to comprehensively use the attained knowledge, skills, and attitude, etc., and apply these tochallenges that were identified by him/her by working out a solution.

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