The purpose of this Japan Association for College and University Education (JACUE)-supported three-year study is to examine how faculty have fostered “expert judgement” for defining and assessing higher education learning outcomes and to identify the necessary conditions for institutional shifts to the “learning systems paradigm.”

  This section introduces the series report of the 2021 symposium, which was the final opportunity for this research group to present to the JACUE community. The series begins with this statement of the purpose of this study and overview of research trajectories, followed by follow-up reports of practical research since the 2021 annual conference roundtable. Then, a review of theoretical and empirical research that offers a foundation for practical research is provided, followed by tentative conclusions drawn from practical research and an overview of the discussion section. The series will conclude with notes on remaining issues and future directions.

  Tokyo City University has established a series of PBL courses named “SD PBL” and is trying to connect them to graduation research so that students graduate with higher levels of achievement. It also aims to transform the organization toward a learning system paradigm, with these courses functioning as key courses in Pivotal Embedded Performance Assessment (PEPA).

  This paper reported on the background of SD PBL and its implementation in each department.

  In 2020 and 2021, we conducted a focus group interview survey and thematic analysis with faculty members in charge of SD PBL courses based on their respective disciplines. The results suggested that common characteristics, such as learning through reflection and collaboration among teachers, were beginning to emerge in departments with good practices during the first two years.

  We hope to clarify the process of transformation of individuals and organizations while continuing our action research.

  This study empirically examined how higher education institutions are transformed through the development of a teaching and learning management system. Under the cooperation of the mechanical engineering faculty at Kyushu University, we discuss how program-level educational goals are reflected in subject-level educational goals within a group of faculty members and how they are evaluated in charge of the subjects. The main conclusions are as follows. First, expert judgment was cultivated at a high level among faculty members, regardless of whether they had experience in teaching and learning management. The feature of the discipline of mechanical engineering and the organizational routines contribute to enhancing the expert judgment among faculty members. Second, organizational routines sharing educational goals and evaluation tasks between skilled and junior faculty members and the sharing of educational goals at the program level through the confirmation of graduate school entrance exam questions are the keys to enhancing organizational learning.

  This paper provides an overview of the findings from theoretical and empirical studies that offer frameworks for the overall research project “Promoting Faculty Expert Judgement and Institutional Change by Facilitating the Use of Learning Outcomes Assessment Tools”. The fieldwork at the Institute on General Education and Assessment, IGEA, and the Frontiers of Science, FoS, shows underlying contexts and interplays between individuals, groups, the institution, and external organizations that support changes. The survey studies developed an original scale to capture the expert judgements of faculty at an individual level and examined the effectiveness of the FD program at the surveyed university. The theoretical studies applied the 4I framework to examine how the transformation to the learning system paradigm occurs.

  This study examined the practice and the intermediate results of action research conducted using PEPA (Pivotal Embedded Performance Assessment) and PBL. PEPA is a concept that aims to understand studentsʼ learning trajectories and improve the quality of their learning outcomes at graduation by directly assessing and connecting learning outcomes in several key courses. Although the theory emerged from practice in the medical field, we attempted to expand the scope of application and refine the theory by implementing it in a science and engineering university (Tokyo City University). The transformation to a learning system paradigm began with a university-wide PBL curriculum, under which key courses are designed and implemented in each department, and individual changes (cultivation of expert judgement) are underway, mainly among the faculty members in charge. In this respect, PEPA and PBL are promising approaches for the transformation to a learning system paradigm.

  This study examined the intermediate findings from practical research (action research) conducted to examine the impact of the trial utilization of the Tuning Test Item Bank for the management of teaching and learning at Kyushu University, Faculty of Engineering, Department of Mechanical Engineering. The study aimed to reveal the process in which faculty expert judgement is fostered over time through faculty development interventions via the Tuning Test Item Bank, as well as the process in which initial differences in expert judgement due to prior experience in teaching and learning management are mitigated due to such interventions, resulting in organizational change.

  We had Dr. Atsushi Hamana, the president of Kansai University of International Studies, as a commentator and discussant at the symposium, “Promoting Facultyʼs Expert Judgment and Institutional Change by Facilitating the Use of Learning Outcomes Assessment Tools: Research Findings and Future Research.” Dr. Hamana evaluated the entire research project and then presented three points of discussion. First, a top-down approach seems to be critically important in promoting organizational change. Secondly, incentives may be necessary for promoting educational change. The third point is how to position learners in promoting organizational transformation. This paper introduces these issues and then reports on the discussions that took place among the presenters and participants.

  This paper provides an overview of the remaining issues and future directions of this JACUE-supported three-year research project. Findings from practical research conducted in two research fields revealed the multiplicity of personal transformation and organizational change, as well as the limitations regarding the concepts and research framework adopted in this study to capture complex processes. Reexamination of the expert judgement concept implies the need for a third dimension of faculty expertise concerning an overarching understanding of the curriculum. The dynamics of organizational learning revealed in this study require reconsideration of the research design and methods to be adopted in practical research. Initial implications on professional support, which is effective at facilitating institutional shifts to the learning systems paradigm, highlights the importance of pursuing a deeper understanding of the organizational learning process.

  This report briefly summarizes the pursuit of the possibility of utilizing qualitative research in the field of higher education. This report describes our research activities conducted to solve the following two issues: (1) what kind of qualitative research should be used in university education practice and how to apply the results of qualitative research to university education and (2) how to form a rich qualitative research community. Regarding the latter, we explains the collaboration with the committee for improving research skills in higher education research and describe the aim of the symposium to provide a concrete vision for the future.

  In the beginning of this session, we explained that the goal of this project was to develop a policy for activities to improve the quality of qualitative research toward the final year of this project. To examine the implications of qualitative research for university education practice in relation to how it should be applied to university education, we discussed the above issues using the results of practical research by members Nishino, Hattori, and Tani as examples. In addition, we discussed the results examined in each report and theoretically considered our future policy from the perspective of minimalism as a method. Finally, we argued the necessity of conducting a review of qualitative research based on this discussion.

  In this paper, we report on the results of the qualitative research methods seminar, which was held as part of the project to provide a place to learn from each other and a guideline for qualitative research and analysis for those who would like to engage in qualitative research in the field of higher education based on the results of a questionnaire survey. The effectiveness of the seminar was revealed in terms of the differences in the research experience of the participants, and the issues that need to be improved in planning and running the seminar were clarified, providing suggestions for future activities.

  The three reports show that diverse qualitative research is possible. The challenge is that it was not focused due to the absence of a common research question. Autumn School discovered the learning needs of its members for qualitative research. It also gave suggestions for the graduate schoolsʼ curriculum. In the future, what I expect from this research project is a focus on qualitative research for our academic societyʼs members, to consider not only methodologies but also usefulness and research motivation, and to produce results other than conference presentations and reports.

  Today, online classes have spread to Japanese universities because of the COVID-19 pandemic. The title of symposium III is “Possibilities for Higher Education in COVID-19: Subjects, Methods and Contents.” The purpose of this JACUE-supported three-year study is to improve the quality of online higher education in Japan. This study consists of two research projects that focus on two issues in parallel: student learning support and learning outcome assessment. The former project is “Building a Model for Learning Environment Design in the Age of the New Normal” and the latter is “Assessment of Learning Outcomes in Online Higher Education.”

  The objective of our research project is to examine the new possibilities of higher education in the age of the ‘new normal’ that has resulted from the COVID-19 pandemic. To achieve this goal, we aim to conduct our research in two sub-groups, classified as the “Evaluation of Learning Outcomes in Non-Face-to-Face Higher Education” and “Building a Model for Learning Environments Design in the Age of the New Normal.”

  This paper examined online-based CBE, which is a symbol of non-face-to-face education, with reference to the framework of competency-based evaluation of certified evaluation and accreditation organizations in the USA. Non-face-to-face online lessons are effective in USA for working adults from the perspectives of time and methods. CBE may be a highly probable method for developing recurrent education for working adults in Japan as well. Having experienced the COVID-19 pandemic, the development and practice of online learning support can be applied to non-face-to face advice and tutorials for the Japanese recurrent educational program. According to the 2020 American Research Association survey, many higher education institutions responded that collaboration with industry was essential. Industry-academic collaboration in building vocational competencies is an issue that should be developed in the new normal in Japan as well.

  A case study of the Competency-Based Education (CBE) at Brandman University in the United States, now UMass Global, is reported by two previous research papers and the authorʼs experience as a CBE student. The major findings are as follows. (1) The competency model draws on three educational frameworks: the Lumina Foundation’s Degree Qualifications Profile, the Association of American Colleges & Universities’ Essential Learning Outcomes, and industry standards as detailed by the Occupational Information Network, U.S. Department of Labor. (2) The CBE faculty have four separate roles: curriculum developers, tutorial faculty, academic coaches, and summative assessment graders. To achieve meaningful student-faculty interactions online, the training of tutorial faculty members is promoted. (3) The applicants are asked to try a couple of introductory competency modules and confirm their aptitude. (4) Using the learning management system, students who may need learning support are identified and advised at an early stage. (5) The discussion boards are called milestone posts for each competency and are expected to deepen the student-faculty interactions and student learning. (6) Brandman Universityʟs CBE course is a successful example of the online reproduction of student-faculty interactions.

  This study will briefly explore the plans and research objectives for Sub-Group 2: “Building a Model for Learning Environment Design in the Age of the New Normal”.

  In recent years, with the proliferation of learning commons (LC) and active learning classrooms, there has been a growing debate about the ideal learning environment.

  This study will be conducted using the following three processes: (1) needs analysis and understanding of actual conditions, (2) formulation of evaluation indicators and evaluation of practices, and (3) development of tips and implementation of workshops. Thus, this study aims to build a model for the design, operation, and evaluation of learning environments for the age of the new normal after the COVID-19 pandemic.

  Since the 2000s, many higher education institutions in Japan have established facilities and fostered environments to support learning, such as LC.

  In this presentation, after introducing the results of a literature review on LC conducted in 2018, we report on the progress of research on the literature published before and after the COVID-19 pandemic, which we are currently working on by expanding the keywords as a research project.

  This paper summarizes the results of a questionnaire survey on the response of LC to the COVID-19 pandemic. Immediately after the COVID-19 pandemic, numerous LCs were closed, but as the situation continued, many began reopening their facilities with infection control measures in place. They also developed activities that incorporated new systems, while implementing face-to-face support as much as possible. In particular, online initiatives are expected to continue in many facilities in the future as these make learning support more accessible to students than ever before. However, the results of this survey suggest that the staff also faced many difficulties. In the future, it will be necessary to create a system that enables the sharing of practices at each institution and the consideration of optimal approaches according to the circumstances of each university.

  The results of this questionnaire survey of Japanese universities with writing centers showed that universities have been implementing online tutoring and online classes since 2020. The case study of online tutoring revealed some advantages, such as sharing the screen with students and sharing specific improvements while tutoring, and less tension. However, it was difficult to grasp information regarding facial expressions and hand movements, and the information received was limited. Therefore, it is necessary to use questioning techniques based on deeper interpretations by interpreting the intentions of the studentsʼ statements and inferring their behavior and provide more careful verbal explanations than those provided in face-to-face classes.

  At Symposium III in 2021, six presentations were made, followed by the comments by Professor Shinichi Mizokami (Toin University of Yokohama), questions from the floor, and replies. The summary of Symposium in 2021 is as follows. 1) Two different approaches were made to improve the quality of online classes at universities: the learning environment design and the assessment of learning outcomes. 2) We will proceed with our research by referring to the comments, questions and our replies. 3) The research itself is also affected by the pandemic; however, we will do our best.

  This research project will discuss human resources development related to colleges and universities. One of the focuses of the discussion will be higher education graduate programs that aim to develop university personnel, but we do not limit our discussion to this issue. This paper seeks to discuss the principal investigatorʼs views on the development of university personnel. First, I will present the role universities should play in modern societies. Next, the author will present his views on the critical perspectives when considering the development of university human resources.

  The purpose of this report is to examine university professional development and higher education graduate programs from the perspective of graduates. To do so, I compiled and reported three pieces of information related to graduates of the University of Tokyo Graduate School of Education University Management and Policy Study Course, including a survey of graduates.

  It is important to deepen the understanding of the characteristics of universities and policies in these programs. I also found some common learning outcomes among the existing programs and pointed out issues that should be considered in future educational programs, such as the positioning of the masterʼs thesis and the balance between theory and practice.

  A scientific education program establishes an expert in the new field of a “university professional” who has expertise in that particular field and an axis of thinking that captures and considers the field. It is desirable to build an educational program that demonstrates leadership in the new field of the “university professional”.

  The purpose of this paper was to present a framework and information for discussing the role of graduate programs in the process of developing administrative staff as university professional staff and administrators. The discussion in this paper can be summarized as follows. First, the position of the graduate program in the growth process differs between those with a faculty background and those with an administrative background. For faculty members, the graduate program is a “prerequisite” for their on-the-job experience, while for administrators, it is a “supplement”. Second, the tasks to be performed by university professional staff and administrators may be broadly categorized into the coordination and realization of expert groups, their translation and expression, and understanding and respect, which are prerequisites for these tasks. In this case, it is assumed that the on-the-job experience will contribute to the coordination and realization, and the off-the-job experience will contribute to the translation, expression, and understanding and respect.

  This paper discusses the development of professional staff and administrators of colleges and universities from an international comparison. In particular, I will discuss the development of guidelines for graduate higher education programs in the United States. I will examine how guidelines are developed. There are more than 200 higher education programs in the U.S. graduate schools, which are essential for staff development. They are also characterized by the involvement of a wide variety of stakeholders, including academic societies and professional associations. Although there are significant differences between Japan and the U.S. in terms of the number of graduate programs and the employment and career paths of human resources, establishing guidelines is helpful as a mechanism for fostering excellent human resources and enabling them to demonstrate their abilities in colleges and universities.

  Several perspectives should be considered when examining a universityʼs professional development and higher education graduate programs. The diversity of university constituents, including students, faculty, and staff, is increasing, and it is necessary to consider diversity and flexibility in the process and methods of a universityʼs professional development program. Additionally, issues concerning the process of program development should be discussed. If this research project pursues program development from the perspective of educational systems, it is necessary to effectively organize the issues by relying on the instructional design model. The author will present questions and issues to each report, while placing the scope and perspective of each reporter in the framework of the ADDIE model.

  I serve as a commentator for the entire research project. I commented on each presentation at the symposium. I commented on three points from the standpoint of teaching staff of graduate higher education programs: first, the strong emphasis that students place on masterʼs theses in graduate programs in higher education; second, the professionalization of staff of colleges and universities; third, the curriculum of graduate programs in higher education.

  This report is a summary of the discussion at the research project conference on the Study on University Professional Development and Higher Education Graduate Programs. A variety of issues were found, including in terms of university education and management of human resources, graduate programs and certificate programs, and professionalism, guidelines, and employment of university staff. The research group will organize and review the findings and progress of this research project.

  The purpose of this paper is to examine the “Sports Club Myth” that sports club members hold an advantage in obtaining employment and in the workplace. It is thought that the following things are acquired by sports club members through their club activities: (1) they have experience devoting themselves to something in which they can talk about in job interviews; (2) they have the basic skills that are necessary for success in a company; and (3) they are able to adjust to working life more quickly after joining a company. Despite this, however, findings by the university sports association (UNIVAS), which has offered career support for sports club members since its establishment in 2019 indicates that those involved at UNIVAS are not optimistic about career support for these students.

  Therefore, using a nationwide university survey, this research will focus on whether or not sports club members hold an advantage in getting job offers over non- sports-club. Our research will calculate the Propensity Scores of sports and non-sports club students and will match those with similar Propensity Scores. The Average Treatment effect on the Treated was the measure used on the question, “Would the student who belongs to a sports club have been able to obtain a job offer if he or she did not belong to the club?” Our findings suggest that students participating in sports clubs were about 20 points more likely to obtain job offers than non-sports students.

  This paper examines the effectiveness and the continuity of student-engaged faculty development (FD) organizations by considering the case of Okayama Universityʼs student-engaged FD organization, an official organization that has been active for around twenty years. This study adopted a research methodology that involved disclosure of internal institutional documents (e.g., meeting documents) and procuring these to conduct a detailed analysis to overcome data limitations. The main findings from the analysis are as follows: (1) Okayama Universityʼs student-engaged FD organization was established as part of the universityʼs FD and a certain level of quality was demanded with respect to the student proposals; (2) Diverse activities have been conducted in the last two decades that have contributed to the promotion and enhancement of the universityʼs FD while incorporating the studentsʼ perspective; (3) Students who participated have been able to improve the quality of their proposals by surveying general students and departments, generalizing ideas that began as personal issues of interest and repeatedly discussing such ideas during meetings with the students, faculty, and staff members of the organization so that these could serve as formal proposals of an official committee submitted to the university; (4) While the student-engaged FD organization seeks to procure more participation in the form of initiatives by the students, it was found that less opportunities to participate in the discussions are being provided to the students.

  This paper categorizes the various types of educational articulation between high school and university in Japan utilized since the 1990s into two types: “The type focusing on the transition period from high school to university” and “The type in which students get a head start on university level learning in high school” and discusses the characteristics of educational programs representing each type according to their classification. As representative examples of the former type, this paper discusses remedial education, pre-entrance education, and first-year education. As representative examples of the latter type, this paper discusses SSH/SGH, IBDP (International Baccalaureate Diploma Programme) and AP (Advanced Placement) -like programs in Japan. On one hand, these two types of educational articulation have a common point in terms of orientation to turn the discontinuity between high school and university into a continuity through educational programs. On the other hand, the former type “supplements” students with the knowledge and skills necessary for university study in the short period of time before they enter university or in their first year, while the latter type anticipates part of university education by “adding” higher education level content to the regular high school curriculum that will be later covered at university (or beyond), or by “embedding” the research approach of higher education level into the regular high school curriculum. Moreover, as points of discussion for future research into high school-university articulation, the following issues are presented: the changing relationship, and blurring of the distinction, between the two types of educational articulation described in this paper; the merits and demerits of “Universityization of High School” caused by encouraging getting a head start on university level learning in high school; and a reevaluation of high school-university articulation from a global perspective.