Possibilities and Problemsof University’s Integration and Alliancein the University’s Greater Change Era
KOBAYASHI Shinichi*

The purpose of this essay is to evaluate the value of university
integration and alliance during a time of more institutional change. To
this goal, after defining what university’s integration and alliance are,the author proposes a new image of higher education: the realizationof a society in which i) higher education is accessible regardless ofregional characteristics, ii) everyone can access higher education, andiii) recurrent and reskilling is achievable independent of the local
community.
The author highlights the following factors of the greater changes:
1) the relationship between neoliberalism and higher education, 2) the
effect of the global financial crisis on universities, 3) the relationshipbetween universities and the widening economic disparity, 4) the
impact of geopolitics, particularly that between the US and China, on
higher education, 5) the economic stagnation caused by the COVID-19,
6) the impact of the Ukraine war on higher education, and 7) the retreatof GAFA and the quick changes in IT environment.
The neoliberal economy cannot resolve today’s problems, anduniversities cannot overcome difficulties based on prior experiences.
We need a new vision for the university, and we should consider theuniversity’s integration and alliance as constructive ways to fulfill thatvision.

Professor, Vice President (Fields of Humanities and Social
Sciences), and Director of Research Institute for Higher Education,
Hiroshima University

461

Practices and Challenges of the Collaborative
Education Projects in the University
Collaborative Promotion Corporation: The Caseof University Alliance Yamanashi
SHIMIZU Kazuhiro*
In this report, I would like to describe the background of theformation of the General Incorporated Association “University Alliance
Yamanashi” and introduce the practice of the liberal arts collaborative
courses in the collaborative education projects of the University
Collaborative Promotion Corporation.
The background of the collaboration between University of
Yamanashi and Yamanashi Prefectural University is as follows; 1) The
two presidents, both of whom had a mindset of reform, are closefriends, 2) We have a shared sense of crisis regarding university
management and higher education, 3) The two universities are
geographically close and their faculty structures are complementary.
We have developed three principles for collaboration; 1) Maintaining
the autonomy and originality of each university, 2) Win-win
relationship between the two universities, 3) Leading trials that also
serve as models for other universities.
And we have set out three aspects of our collaborative projects; 1)
Collaborative educational projects that take advantage of the strengths
and characteristics of both universities, 2) Student support projects
that take advantage of economies of scale, 3) New university branding
aims at regional development.
In the first year, 53 courses were offered, including 39 liberal arts
courses, and 2,982 students took these courses. This year, 132 courses(including 3 graduate school courses) are offered.
The results of the cooperative education projects are as follows; 1)
A mindset of university reform based on university cooperation has
been fostered, and momentum toward further university reform is
growing at both universities, 2) Mutual cooperation has beenstrengthened and a regional cooperation platform has been establishedcentering on the Regional Human Resource Development Centers ofboth universities, and both universities are becoming a leader inhuman resource development in the region, 3) University functions will
be further enhanced through strategic redistribution of resources
obtained by university cooperation projects.
Finally, we are planning to unify our liberal arts education offerings, tojointly offer early childhood education courses and teacher training
programs, and to develop a new joint undergraduate courses in the future.

Executive Director / Vice President, University of Yamanashi

462

University Collaboration andCooperation in the New Era
HAMANA Atsushi*

The goal of this paper is to classify collaboration and cooperation
through examples of various interuniversity collaborations andcooperation that the Kansai University of International Studies has
been working on. It also aims to investigate future opportunities forsmall- and medium-sized private universities to engage in interuniversity collaboration and cooperation.
What are the advantages of interuniversity collaboration andcollaboration?
Interuniversity cooperation within the same region was the Ministryof Education, Culture, Sports, Science, and Technology’s original intent,
but it is entirely feasible to work with universities in other regionsthat do not compete with it for student recruitment (“distancecollaboration that cools the soup”) is fully possible.
In terms of international cooperation, there is great potential forforming and using international consortiums. The optimum kinds ofcooperation and collaboration should be carefully chosen by each
university and combined in accordance with its goals, themes, andsurrounding circumstances.

President, Kansai University of International Studies

463

Cooperative Education in Nagoya and Gifu
Universities about Aerodynamics:
A New Challenge for Overcoming
the Distance between the Universities
SUNADA Shigeru*
ITO Kazuaki**

The purpose of this paper is to state the new education program
related to aerodynamics at Nagoya and Gifu universities, which are
members of the Tokai National Higher Education and Research
System, as a reference for other universities. Through lectures andhands-on training, the new program, which was developed inconsideration of the requirements of industry, enables students tolearn aircraft design, its production, and flight evaluation sequentially.
The two universities are far apart and the distance between them isabout 50 km. To go over this distance, new remote techniques are used.
The faculty regulations of the two universities were changed and the
support of faculty members was required for the management ofcooperative classes. It should be noted that the financial support fromthe Cabinet Office and Gifu Prefecture was crucial for the promotionof this new program. The Education and Research Center for Flight
Engineering at Nagoya University and the Intelligent Production
Technology Research and Development Center for Aerospace, which
was founded at Gifu University, have played a key role in developing
and running this program.

*Professor, Department of Aerospace Engineering, Graduate Schoolof Engineering, Nagoya University**Professor, Department of Mechanical Engineering, Gifu University

464

The Effectiveness of Online PBL in Learning
Problem-Solving Skills: A Comparison with
Face-to-Face PBL Using Direct Assessment
ONO Kazuhiro*
SAITO Yugo**
MATSUSHITA Kayo***This study clarifies the effectiveness of online Problem-Based
Learning (PBL) by comparing it with face-to-face PBL, targeting
students in Department Y of Faculty X at Niigata University, who
had been studying the field of oral health and welfare through a
PBL-based curriculum. We compared the degree of acquisition ofproblem-solving skills between 23 second-year students (online
group) who had conducted online PBL in 2020 and 18 second-year
students (face-to-face group) who had conducted face-to-face PBL in
2019. As an assessment tool, we used the modified Triple Jump, a
performance assessment developed to directly assess problemsolving skills, and examined the results of the assessment conductedat the end of the first semester of the second year. Additionally, toinfer students’ learning motivation, we also examined their approach
to PBL and class satisfaction using a questionnaire. The results
showed that there was no difference in the degree of acquisition ofproblem-solving skills, the way students engaged in PBL, or theirlevel of class satisfaction in the online group compared with the faceto-face group. We believe that online PBL is as effective as face-toface PBL in learning problem-solving skills and in cultivating
motivation for learning.

*Professor, Graduate School of Medical and Dental Sciences, Niigata
University**Associate Professor, Institute of Education and Student Affairs,
Niigata University***Professor, Graduate School of Education, Kyoto University

465

Learning Behavior of Professional Vocational
University Students:
Case Study of Freshman Students
at “A Professional Vocational University”
OGATA Naoyuki*
TATEISHI Shinji**
TANIMURA Hidehiro***This paper examined 1) the influence of college choice and vocational
orientation on learning behavior and 2) the influence of classcharacteristics on proactive learning by using a first-year student
undergrad survey of “A Professional Vocational University.” The key
findings are as follows.
First, Students chose “A Professional University” because of acomparison with other universities rather than professional training
colleges.

Survey respondents considered other universities when

making college choices but rarely considered professional training
colleges.
Second, enthusiasm for class and satisfaction with class does notdepend on the type of high school they graduated from, but on
expectations for practical training and exercises, which is one of theunique characteristics of professional vocational universities, and on
occupational relevance that is the relationship between future careerprospects and class contents.
Third, in terms of proactive learning, group work and discussion
opportunities in class encourage the actual students’ behaviors, while
lessons that are designed to be easy to understand facilitate student
preparation and review. However, these interpretations are provisional
because the timing of the survey coincided with COVID-19 and many
classes were being held online.

*Professor, Faculty of Education, Kagawa University**Assistant Professor, Office of Management for Teaching and
Learning, University of Tsukuba***Lecturer, Faculty of Education, Teikyo University

466

Consciousness Concerning University Classes
by Practical Professors: A Case Study of Career
Studies, Media Studies, and Tourism Studies
NINOMIYA Yu*

Practitioner teachers are increasingly teaching in undergraduate
programs at universities. This paper clarifies the characteristics of
education by practitioner teachers through the analysis of interviews
with the parties. The narratives of the 12 full-time faculty memberswith practical experience were characterized by both competence
and performance models. First, for the former, there are two modes:
the regions mode, in which knowledge about the practice isrecontextualized, and the general skills mode, which focuses on“trainability.” The latter is the liberal/progressive mode, whichemphasizes the learner’s position relativizing business values, and the
populist mode, which concerns itself with the fields from which thepractitioner faculty members come. Modes other than the domain
studies mode are at variance with the policy intended to promote thehiring of practical professors. The limitation of this paper is that it
focuses on the subjectivity of the practical professor and does notaddress the effectiveness of education by them.

Associate Professor, Academic Assembly, Gunma University467

Challenges of Residence Life Programs tofacilitate Students’ Learning and Learning
Outcome-Based Assessment in JapaneseHigher Education
CHO Shinichi*
ABE Yukiko**This study examines challenges of residence life programs tofacilitate student learning and learning outcome-based assessment inJapanese higher education.
In the United States, the shift to learner-centered higher education
has led to the development of residential life programs focused on
student learning. However, the development of residence life programsin Japanese universities are just starting. Therefore, based on theanalytical framework of the previous study about Living Learning
Communities (LLCs) in the United States, we conducted case studies,including semi-structured interviews with staff and RAs (residential
students) in these residential life programs.
Both university residential life programs have three elements incommon with LLCs in the United States: the academic environment,
co-curricular environment, and social activities in the residence hall.
Furthermore, implementing learning outcome-based assessment led toa paradigm shift to learner-centered residence life programs. However,there are still issues to be examined regarding the collaboration withfaculty/academic affairs organizations around consistent goals andobjectives and assessment in creating educational residence life
programs.

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

468

Experiences of Becoming a University Student
During COVID-19:
Interviews with the Class of 2020
SATO Machi*
NAKANISHI Katsuhiko**
KATSUMA Lisa***
FUJITA Fuka****ONO Mariko*****
This paper examines the experiences of becoming a university
student during COVID-19 based on 12 interview studies. Since 2020,
universities have been restricting activities on campus because of theoutbreak of COVID-19. How did students who entered the university
in 2020 experience becoming university students? What is the impactof the experience on their understanding of being a university student
and the university?
According to the 12 interviews with students from three different
institutions, their understanding of the university and student life
motivated them to take to start a new life although their activities werelimited to online. However, their experiences were considered unreal as
they lacked physical experiences of meeting new people, using thecampus facilities, and joining club activities. They had controlled
relationships as they were able to decide to connect or disconnect
when the relationships were online. As a result, they were not sure if
they were becoming a university student or a 4th-year high school
student. The results indicate the importance of having physicalexperiences of student life for students in the transition to higher
education to make sense of what it means to be a university student.
Further investigation is necessary to identify the impacts of such
experiences on student life in the future.

*Associate Professor, Graduate School of Education, Kyoto
University**Assistant Professor, Faculty of Social Relations, Kyoto Bunkyo
University***Designated Assistant Professor, Graduate School of Education,
Kyoto University****Administrative Staff, Graduate School of Education, Kyoto
University*****Doctoral Student, Graduate School of Education, Kyoto University

469

Student Exchange Agreementin Japanese Higher Education:
Focusing on Reciprocity and Stratification
KATO Maki*OTA Kazusa**

This study provides an overall picture of study-abroad agreements
held by Japanese universities. Using data from the Ministry of
Education, Culture, Sports, Science, and Technology (MEXT), we
found that in the academic year 2017, there are 26,747 agreements inJapan as a whole, with Asia accounting for about half, Europe (26.89%),
and North America (15.21%), with these three regions accounting for
more than 90% of the total. The overall average proportion of reciprocal(mutual tuition waiver) agreements was 57.26% with regional
differences of partners; higher rates in Europe (64.35%) and lower inNorth America (48.07%). The use of agreements over the three years
from the academic year 2015 showed that the rate was approximately
60% in Asia and 60%-70% in Europe and North America, withdifferences depending on the institution. The number of agreements
per student was about twice as large for public institutions and about
three times as large for national institutions compared to private
institutions, and for both national and private institutions, the numberof studies abroad agreements was higher for more selective
university groups, with a larger percentage in Europe than in Asia. In
terms of the mutual reciprocal agreement proportion, the rate waslower for national universities in the selective groups, while the rate
was higher for private universities in the selective groups, indicatinga twist phenomenon depending on the establisher and tier.

*Professor, Center for the Studies of Higher Education, Nagoya
University**Doctoral Student, Graduate School of Education and Human
Development, Nagoya University
Research Fellow, Japan Society for the Promotion of Science470

Educational Competencies Evaluatedat Recruitment of Faculty in Japan:
Longitudinal Analysis with JREC-IN Data
KATO Maki*

This study identifies the changes and characteristics of educational
competencies in an open requirement for faculty in Japan. Using thedata from 2001 to 2020 of JREC-IN, a portal site for career support for
researchers, this study analyzes the frequency of the term “mockclasses” and “syllabus” being listed in the application items regarding
the appearance of educational competencies. The results reveal thatboth variables gradually increased from about 1% at the beginning of
the period to 23.07% and 6.75%, respectively, at the end of the period.
The percentage of mock classes and syllabi requested in the
recruitment from 2015 to 2020 differed among types of universities,
subjects, and ranks; It was higher at private universities and juniorcolleges than at public universities. Humanities and social scienceswere also overwhelmingly more common than natural sciences, andassociate professors and full-time lecturers were requested more
often than other ranks of recruitment. The results also showed
differences by rank and tenure, such as that more applicants for thetenured position were sought to show educational abilities than others
for fixed-term positions, while the tendency was not confirmed in theassociate professors and full-time lecturer positions.

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

471

The Use of Online Classes in Universities
after the Covid-19 Pandemic:
Challenges of Online Classes
from the Perspective of the Learning Cycle

TAGUCHI Mana*

The Covid-19 pandemic increased the usage of online education,
which was not previously common in Japanese universities. The
experience of online classes on both lecturer and student sides may
cause changes in university education in the future. It will be vital toinvestigate how online classes can be administered without thelimitations of face-to-face classes, taking into consideration how online
classes were provided during the Corona Disaster. When doing so, it
is important to think about what kinds of online classes would be mostbeneficial for learning, taking into account the fact that the spread ofe-learning was limited in Japan prior to the Covid-19 pandemic. Withreference to the theory of the “cycle of investigative learning,” I willdefine the function of teachers in online classes in this essay. I will also
discuss the challenges of online classes from the viewpoint of the cycleof learning.

Associate Professor, Graduate School of Education, Kyoto
University(Visiting Associate Professor, Center for the Studies of Higher
Education, Nagoya University)472

Student Representatives and Internal Quality
Assurance at UK Universities:
How Do Students’ Unions Engage Student Reps
with Quality Assurance?
TANAKA Masahiro*This study explores how students’ unions at United Kingdom
universities engage student representatives through internal quality
assurance. Specifically, it analyses how the student representatives are
selected, how they are trained, and what their roles are according totheir titles, by referring to the case studies of the following five British
universities: The University of Reading, The University of Worcester,
The School of Oriental and African Studies University of London, Royal
Holloway University of London, and Newcastle University. The results
revealthat

atUnitedKingdom

universities,

thestudent

representatives who participate in internal quality assurance can use
the voices of the entire student body to enhance their educational
experiences because students’ unions (i) manage the selection andtraining of student representatives, (ii) define the role of student
representatives hierarchically, (iii) centralize the information obtained
through the activities of student representatives and return it to thestudent body as a whole. Based on the findings of this research, theimplications for Japan are presented.

Associate Professor, Research Centre for University Studies,
University of Tsukuba(Visiting Associate Professor, Center for the Studies of Higher
Education, Nagoya University)473

Possibilities for Educational Digital
Transformation at Universities

MURAKAMI Masayuki*

To organize and introduce the research and practices, this study
uses the four-tier model of teaching and learning management toexamine digital transformation (DX) in higher education from two
perspectives: online classes and educational data analysis.
This essay on online classes demonstrates how

university

organizations have supported them, how faculty practiced online
classes in compliance with COVID-19, and how students evaluatedthem. Future university classes will take into account the best mix ofin-person and online instruction.
This paper discusses research on learning analytics and visualizationin higher education and the status of Institutional Research at Osaka
University, concerning the analysis of educational data. The potential
and difficulties of analyzing educational data analysis are considered.
Finally, it discussed the need to accumulate and implement various
studies corresponding to the four-tier model of teaching and learning
management to boost digital transformationtransformation in universities in the future.

andlearning

Professor, The Center for Education in Liberal Arts and Sciences,
Osaka University(Visiting Professor, Center for the Studies of Higher Education,
Nagoya University)474Advertising and Public Relationsof Modern Universities in Japan:
Focusing on the Analysis of the Content
of the HP in the 2010s
HASHIMOTO Koichi*

University advertising and public relations activities on theInternet have become more active in recent years. Thus, this paper
takes university HP content, extracts the characteristics anddifferences of its appealing content from quantitative text analysis,
and examines the positioning strategies and organizational identities
of university groups in terms of their attributes.
Using the Web Archiving Project (WARP) HP archive by the
National Diet Library, I sampled 141 universities (representing 20%of the listed 4-year universities) and collected textual data for theJune terms of 2011, 2015, and 2019 academic years for each
university. Co-occurrence networks, correspondence analysis, andtopic model analysis were used to extract the characteristics of thecontent of the appeals in the university world, and to identify
differences in positioning and changes over time for each university
group, which can be divided by founder and year of establishment.
The results of this analysis provide important suggestions for future
research on university advertising and public relations,organizational identity, and branding.

Professor, Open University of Japan475

Accounting Education in English as Foreign
Language for Instructors and Students:
Literature Review and Experience fromthe G30 Program at Nagoya University
NOGUCHI Akihiro*This paper is the interim report of the international joint research
project “Accounting Education in English as Foreign Language for
Instructors and Students” by Nagoya University Graduate School of
Economics and the University of Guam School of Business and Public
Administration (Mrs. Martha G. Suez-Sales, and Dr. Maria Claret M.
Ruane) since 2020 to clarify the opportunities and challenges faced byinstructors and students in the case of accounting education in
English as a foreign language.
Although the on-site exchange was blocked due to the COVID-19
pandemic after March 2020, online activity continued and the results
were presented at ICBEIT on March 19th, 2021, in the panel session
entitled “Accounting Education in English as Foreign Language for
Instructors and Students” with Mr. Jason Katigbak, CPA, Universityof Guam and IP&E Holdings, LLC, and in the presentation on March
17th, 2022, entitled “Accounting Education in English as Foreign
Language for Instructors and Students: Literature Review.” This
paper is the first publication of the results of the international joint
research project.
Based on the literature review and discussion, opportunities andchallenges are described for accounting education taught entirely inEnglish in Japan. We conclude that to make the most of the G30
program at the School of Economics, encouraging non-G30 Japanese
students to be enrolled in the G30 program lectures is the key.

Professor, Graduate School of Economics, Nagoya University476

An Exploratory Study of Factorsthat Promote Learning Bridging
between Regular Curriculum, Co-Curricular,
and Extracurricular Activities, throughthe Perspective of Student Engagement
TAKASAWA Yojiro*
MATSUI Kenji**

The definition of the notion of learning bridging in the context ofuniversity students’ learning is “bridging what has been learnt frommultiple situations.” Beyond just capturing the reality of what college
students study, this concept can be seen as having significant
implications for how students will be able to use their abilities insociety in the future.
This study sought to address these issues by focusing on therelevance of cross-situational learning and the basic factors thatdevelop learning associations and behaviors. Based on the examinationof an interview survey of 30 university students, methods of learning
engagement and activities were assessed as factors that build aconnection between “learning in the classroom” and “experiences inother different activities.”
Four categories and subcategories emerged from the findings: (1)deep quantitative or qualitative involvement in certain learning andactivities; (2) implementation of experiential learning beyond the scopeof a single activity; (3) experiences of diversity that go beyond theconfines of university and faculty; (4) an objective view of one’s field oflearning. The study also puts forth a theory regarding the relationshipbetween these categories and the meaning-promotion in learning
bridging that uses these categories as factors.

*Assistant Professor, Institute of Education and Student Affairs,
Niigata University**Professor, Faculty of Education, Niigata University

477

Relationship between Admission Centers
and Decision-Making Bodies
and Faculties of National Universities:
Based on the Narratives of Faculty and Staff
ONO Mariko**
To multidimensionally and holistically assess the qualities andabilities of applicants for university entrance examinations, it isimportant not only to establish an Admission Center (AC) but also toestablish an internal system that enables discussions involving theuniversity. Therefore, this study conducted an interview survey ofmembers in charge of admission to understand the relationshipbetween AC and decision-making bodies, and faculties from theperspectives of the decision-making process and networking methods
with faculties.
The results revealed that the expectations of the university's
executive board regarding multidimensional and holistic assessment
and their views on where the authority for admission decisions lies caninfluence the decision-making process and define the relationshipbetween AC and decision-making bodies and faculties. Specifically, therelationship between the executive board and the faculty, and the AC
may affect the ease of decision-making.
The methods of networking with faculty were found to be bothindividuals- and organization-driven, but what they all had in common
was the recognition that the cooperation of faculties is essential for the
implementation of the admission. In other words, the significance of
network building lies in deepening mutual understanding through dayto-day operational support and creating a situation that promotes
negotiation of interests.

Doctoral Student, Graduate School of Education, Kyoto University

478

The High School-University Articulationin Inquiry-Based University Entrance
Examinations: From the Interviews
with Faculty and Staff
TANAKA Kohei*
ONO Mariko**
OKADA Kohei***
There has been a growing interest in ‘Inquiry-Based University
Entrance Examinations (IBUEE)’ since MEXT has recently focused onreforming high school education, university entrance examinations,and university education in addition to emphasizing inquiry-basedlearning in high schools. This study aims to examine the design andmanagement process of IBUEE and its curriculum articulation witheducational programs at universities to establish a view of the highschool-university articulation that IBUEE offers. This study used a
semi-structured interview survey to achieve its goals. As a result, both
external and internal factors triggered the implementation of IBUEE,
which was carried out through a top-down or bottom-up approach. In
the process of developing the purpose of each university’s entrance
examination, the settings that define the mission of each university
were sometimes incorporated into IBUEE. We also demonstrated how
these environments could be actively directed toward connecting witheducational programs in certain situations or indirectly supportive ofsuch linkages in other cases. Furthermore, we demonstrated that there
are two types of high school-university articulation perspectives heldby IBUEE. The latter type is aimed toward connection with careers
and lives while the former type is what is oriented toward connection
with research at universities.

*Doctoral Student, Graduate School of Education, Kyoto University
Research Fellow, Japan Society for the Promotion of Science (DC)**Doctoral Student, Graduate School of Education, Kyoto University***Master’s Student, Graduate School of Education, Kyoto University479