2024 Volume 46 Issue 1 Pages 173-183
The introduction of career education into university curricula has accelerated and expanded to universities across the country, along with higher education policy initiatives in response to economic and social changes and the revision of the Standards for the Establishment of Universities. However, scholars have indicated many problems related to career education, including the positioning of career education in the curriculum, its content implementation, system of individuals in charge, and its management organization. Moreover, the ambiguity of its position as a subject has prevented constructive discussions on quality assurance; indeed, these discussions have not deepened to the present day. Several studies by practitioners in the field are underway to identify the pivotal issues relevant to this situation in career education.
This study developed a typology of situations in the curricula and the organization of career education courses to identify issues from a cross-university and birdʼs-eye perspective. Furthermore, this approach enables overcoming the diversity of individual situations and examining issues for the promotion of career education management. The framework for this study was derived from previous ones based on national surveys on the management of common education in which career education courses are typically positioned. Thus, six types were derived according to the contents of searches for web information that targets large private universities. The examination of the issues for each type suggested that the direction of management differs per type.
The results indicated that career education possesses characteristics that do not fit within the framework of common education and require specific management. Three points were identified as issues in quality assurance. The first is to elucidate where and how responsible entities regarding the domain can exist and function. Second, various internal and external organizations may be involved throughout the management cycle, and constructive information sharing is required. Third, sharing the understanding of the promotion of career education among parties that should collaborate throughout the management cycle is imperative. This studyʼs categorization approach can be a process that distinguishes characteristics from ambiguity and leads to concrete discussions. Onsite surveys and interviews on career education practices are planned for the future. Finally, an ongoing examination of important issues related to collaboration and continuity of practice in this field is required.
