Institutional Consensus on the Management of Teaching and Learning

Horizontal Variance and a Vertical Gap

Abstract

　 As an important constituent factor in the management of teaching and learning required to carry out educational reforms, the concept of “institutional consensus” in universities has become an increasing focus of attention in recent years. However the concept of “consensus” has rarely been examined on the basis of empirical data.

　 In this paper, “consensus” is operationally defined, using the data from a national survey administered to presidents and deans of Japanese universities, as the extent to which the difference inherent in the concepts of “horizontal variance” and “vertical gap” can be reconciled. “Horizontal variance” represents the standard deviation calculated on the basis of the responses made by university deans, while “vertical gap” is the absolute value of the difference between the responses of presidents and an average of the responses of deans.

　 Multiple linear regression analysis reveals the following points: 1) Institutional consensus varies according to the sector and the size of the institution; 2) institutional consensus has only minimal influence on the president’s level of satisfaction with the institution’s undergraduate education, but emphasis placed by deans on academic management is reflected in a rise in the level of satisfaction; and 3) institutional consensus is not related to what reforms the institution actually carries out.