This paper aims to clarify how student learning outcomes are understood in student affairs that strategically program comprehensive learning experiences such as cocurricular programs, which have rapidly expanded in U.S. higher education over the past 30 years. Reference standards for student learning outcomes in student affairs share a common feature: integrated student learning outcomes are not only developed through student affairs programs and services, but also include student learning in the classroom. Practical Competence is a distinctive learning outcome of student affairs programs, being the most complex and advanced learning outcome. It is also a characteristic of the learning outcomes of integrated learning.

 Integrated learning outcomes are important for student affairs that promote learning. In addition, it transpired that the prerequisite for this is collaboration and coordination in formal education and student support, which is also important in promoting learning outcomes, especially in the co-curriculum.

 Listening to diverse voices is essential to improve the quality of teaching and learning, as well as for university campuses to become safe places for all students. Improving student complaint handling systems is also important for universities to meet diverse student needs. As higher education institutions are extending their educational activities beyond national borders, it is necessary to ensure that the system is internationally compatible. However, little attention has been paid to the development of the framework to better respond to student complaints in Japan.

 The purpose of this study is to gain understanding of the basic framework for handling student complaints in the higher education sector by examining publicly available information in Australia, New Zealand, and the United Kingdom.

 Despite the diversity and complexity of the higher education systems in three countries, they share a common structure in which universities' internal processes have been developed and are maintained, based on national unified standards and guidelines. The quality of internal procedures for handling student complaints is assured by several external systems that review universities' compliance with the standards.

 Further discussion is necessary to establish a framework for Japanese higher education sector to ensure that the procedure is accessible and meets international standards.

 The purpose of this study was to clarify the relationship between learning from “past experiences” and proactive behavior among university administrative staff. To achieve this objective, we analyzed the data from a survey conducted in 2021 concerning university staff members.

 The main findings of this study can be summarized as follows. First, it clarifies the relationship between learning from “past experiences” and the proactive behavior of university staff. Specifically, a corresponding relationship between the type of experience and proactive behavior was confirmed: among the proactive behaviors, perceived growth from work was found to have a significant positive impact on work performance behavior, perceived growth from people was found to have a significant positive impact on interaction behavior, and perceived growth from learning opportunities was found to have a significant positive impact on learning behavior. Second, we identified other facilitators of proactive behavior among university staff. Specifically, consistent with the relationships among variables identified in previous studies of university administrative staff and whitecollar research, the analysis in this study also found results that are consistent with the relationships among variables identified in previous studies of university administrative staff and white-collar employees.

 While the Standards for the Establishment of Universities has called for “organized research” to improve teaching and “necessary initiatives” to develop the skills of staff, they have not been duly focused upon. In particular, activities related to specialized fields and specific tasks are lacking. This paper focuses on the “study group style” of FD/SD organized by the Center for Studies of Higher Education at Nagoya University, where FD/SD in specific fields is supported by non-specialist staff. The learning and effectiveness of “the study-group style” were preliminarily examined through interviews with six members.

 The results have shown that output-oriented learning in the “study group style” was received favorably by interviewed members, and that changes in learning styles and application to the workplace had occurred. Four features are pointed for this background freely determined activities, a continuous community, unique policy, and the advantage of university signboards. These preliminary results indicate that the “study group style” had reached the stage of “behavior” and “results,” which are considered to be the true benefits of training in Kirkpatrick's model for measuring training effectiveness. At the same time, it has been understood that the CSHE staff needed to support the policy direction while maintaining the freedom of member activities.

 This study aimed to examine how the Carnegie Community Engagement Classification (CCEC) contributes to the advancement of community engagement (CE) in higher education. The author investigated the organizational efforts of the University of Notre Dame (UND), which received the CCEC in 2020 following its 2010 classification. UND pursued CE organizationally according to its mission of Catholic Social Tradition/Teaching by the top leadership. But it is possible that there were individuals responsible for promoting CE who supported the top leadership. Regarding faculty roles and rewards, the UND categorizes faculty as teaching, practical, clinical, and research. Additionally, the Center for Social Concerns (CSC) designates community engagement courses in its curriculum, although comprehensive coverage remains a challenge. Regarding courses related to discipline, the NDSEED program, which integrates the engineering discipline with CE, receives high student satisfaction and employer recognition, yet faculty dedication sustains it, while logistical and financial support from the university poses challenges.

 The purpose of this study was to statistically clarify the relationship between university entrance examination methods and the level of difficulty of entrance examinations, recruitment status, and academic fields. Data were obtained from books in which the publisher surveyed universities about the 2022 and 2012 entrance examinations. Multiple regression analysis controlling for the type of university establishment and capacity yielded the following results: First, designated school recommendations have increased the most over the past 10 years, accounting for one-fourth of all private university admissions. When combined with affiliated school recommendations, approximately 30% of private university entrants were admitted virtually without having been selected by the university. Second, general entrance examinations and affiliated school recommendations are more often used by universities with higher admissions difficulties. Third, universities with higher admission rates use general entrance examinations and open enrollment recommendations. However, over the past ten years, these universities have aggressively expanded their use of AO examinations and affiliated school recommendations. Fourth, academic fields are related to the selection methods. These results suggest that it is meaningful to divide university entrance examination methods into “subject-based,” “non-subject-based,” and “high school-based.” The “high school-based” type is characterized by the fact that high school teachers conduct the actual selection process.

 This study aims to clarify the development of a student community during the late Taisho and early Showa periods. It examines the establishment of “Yokakai,” a student organization at Keio University, and the creation of the college song “Wakakichi,” to analyze the aspirations and actions of the students involved.

 The three main conclusions are as follows:

(1) To develop a community, the students aimed to establish “Yokakai” as the executing body and “Wakakichi” as the means of realization.

(2) The formation of “Yokakai” encountered challenges, particularly the clash between the concepts of the cross-grade “Sanshikai” and the cross-faculty “Yokakai.”

(3) Community formation took place in cooperation with faculty members.

 During the late Taisho and early Showa periods, higher education in Japan expanded significantly. The number of students at Keio University tripled, leading to concerns about the weakening of interpersonal relationships. However, the students voluntarily sought to develop a community and navigate through this crisis.

 This study organized and integrated research on the voluntary behavior of university staff using the framework of proactive behavior research to indicate the future direction of research on university staff's voluntary behavior.

 The results of an integrative literature review revealed that research on university staff's voluntary behavior was predominantly focused on voluntary learning, with less emphasis on other types of voluntary behavior. Furthermore, there was a lack of accumulated research focusing on the processes by which various antecedents affect voluntary behavior and the temporal dynamics of voluntary behavior, indicating the need for future research to focus on these areas. Additionally, because university organizations have different characteristics from private companies, it is important for future research to consider factors unique to university organizations and conduct research on the voluntary behavior of university staff.

 This paper aims to elucidate the relationship between “learning efficiency,” which considers the correlation between education and academic performance, and “employment efficiency,” which gauges the relationship between education and employment and concomitant wages, focusing on these two efficiencies pertinent to college education.

 Drawing upon previous studies, we used ten years of data from four liberal arts colleges within a single university, while controlling for educational investment costs and academic performance. We then integrate existing models of learning and employment efficiency (the IEO model and the study habits hypothesis) and conduct an analysis based on high school, college, and societal frameworks. The analysis employed college grades as a metric for learning efficiency and expected lifetime wages as a measure of employment efficiency.

 The results indicate that, (1) with respect to employment efficiency, variations in expected lifetime wages as an output emerge within the same university, controlling for education as an input, and (2) university performance in terms of learning efficiency increases expected lifetime wages in terms of employment efficiency, thus affirming the relationship between learning and employment efficiency.

 This study focuses on the profit-making activities conducted by incorporated educational institutions that operate private universities. While these institutions are non-profit organizations, engaging in profit-making ventures is permitted under the Private School Act. Given the demanding management environment of educational institutions, there is increasing interest in profit-making ventures as a new source of income. The first part involves analyzing financial statements to understand the scale of profit-making activities and their financial contributions. The second part includes interviewing the educational institution involved in significant profit-making ventures to uncover its background and the organizational structures it employs in such initiatives.

 As is well known, ChatGPT and other generative artificial intelligence have a significant social impact on the state of knowledge production. This paper discusses the transformation of skills predicted from the perspective of the knowledge required by social research professionals working with generative AI, which has become one of the pillars of universities' institutional research. To what extent can generative AI replace personnel with expertise in social research? If new specialists are required to collaborate with generative AI, what type of expertise would support this?

 Using two frameworks: agenda-setting and framing effects that were developed through mass communication research, the following findings were obtained:

1) Decisions that have a significant impact on the results are embedded in the questionnaire design phase. Social research designers, analysts, and decision-makers must be aware of the decisions that are interwoven into the questionnaire design phase.

2) If a problem is found in the decision embedded in the questionnaire, it will be necessary to retroactively modify the upstream process of selecting the subject and point of view in accordance with the purpose of the research to redesign the questionnaire.

3) By responding to these requirements, social research designers can achieve a high level of collaboration with generative AI, which can automatically create questionnaires.

 In this study, we analyze the introduction of faculty evaluation systems at private universities from various perspectives, based on subsidy requirements, inspection and evaluation reports, and interview surveys. The main objective was to determine how to utilize and operate the system effectively.

 An analysis based on subsidy requirements revealed that it is difficult for many general private universities to satisfy faculty evaluation criteria.

 An analysis based on inspection and evaluation reports showed that when it comes to faculty evaluation, the influence of discipline is stronger than the size of a university's faculty (number of faculty members).

 An analysis based on interview surveys revealed that while university executives such as planners and evaluators view the expected effects and significance of the evaluation system positively (favorably) to a certain extent, general teachers have a negative (passive) view of the situation. On the other hand, it was not necessarily just a simple composition of positive and negative views, but also elements that overlapped overall, that is, parts of shared recognition.

 Finally, the significance, implications, and future challenges of this study are discussed.

 This study aimed to empirically understand the learning and experience of studying abroad among national public officials who studied at graduate schools in the United States under the National Personnel Authority's long-term overseas researcher system for administrative officers. Two important points were revealed in the analysis of changes in consciousness before and after studying abroad. First, the educational content of the foreign graduate schools and students' lives abroad impacted their cognitive and emotional aspects because of changes in their views of Japan and the United States and their attitudes toward work and the government. Second, as the network analysis results obtained from overseas studies show, one can observe a variety of connections among people in communities. For example, one can consider the connections between researchers at a graduate school where one studies abroad. Furthermore, one can identify connections in the research community in the area where the university is located and the relationships between international students in that area, linked to the children accompanying them. These findings suggest that studying in the United States achieves a certain degree of success in developing human resources from an international perspective, and such students can respond appropriately to the increasingly complex and diverse international environment as internationalization progresses.

 Due to the constant decrease in government subsidies for state universities in the United States, it has become more crucial for American state universities to manage and expand their endowments. This study examines how the University of California (UC) has managed its endowment and clarifies the characteristics of UC's endowment by focusing on the role of its multicampus system and its investment management policies. The findings indicate that UC headquarters and each UC campus have autonomously invested and managed their endowments while taking advantage of the multicampus system. In particular, by investing in endowments collected from each campus, UC headquarters can manage endowments on a relatively large scale and succeed in increasing investment returns for UC as a whole. UC headquarters has an endowment management policy that reduces costs and fees for investment professionals and narrows the number of financial products that can be invested in. In addition, by increasing the proportion of alternative investments while retaining a relatively large proportion of traditional investments such as stocks and bonds, high returns have been achieved while maintaining stability. These research findings have implications for Japanese national universities regarding how to improve their financial stability through effective endowment management.

 Subsidy income is the second-largest source of income for private universities in Japan; however, in the 2010s, changes in the market environment and subsidies for private universities were less clear.

 This study analyzed the relationship between competitive funding projects' acquisition status, financial conditions, and university attributes in private universities in Japan. In particular, I explored the question, “Does the status of applications/acceptances of competitive funding projects in the 2010s improve the financial conditions of universities?”

 This paper concludes with the following four points: First, it became clear that the financial condition of private universities in the 2010s was worse than that of universities in the 2000s. Second, the number of applications/acceptances of competitive funding projects in the 2010s was lower than that in the 2000s. Third, the number of applications/acceptances of competitive funding projects was related to the size of the university but not to its prestige or financial conditions. Fourth, the number of applications/acceptances of competitive funding projects was not affected by changes in financial conditions in the 2010s.