This article was written in accordance with the contents of the “statement of purpose” given at the symposium on the subject research as part of the report of the results of the “Possibilities of Qualitative Research in Higher Education” (research period: 2020-2023). This research project aims to collect examples of excellent qualitative research on higher education and to examine methods for exploring the nature of qualitative research, to raise knowledge for the establishment of qualitative research methods in higher education. Three activities have been conducted so far: (1) literature review, (2) qualitative research, and (3) networking among researchers of higher education. Based on these findings, in the statement of purpose, we clarify the research theme of analytically organizing qualitative research methods in higher education research from the viewpoint of their practicality for the members. Specifically, the participants shared the direction of exploring practical possibilities, such as presenting the research in an easy-to-understand manner for novice researchers when referring to previous studies, which is the starting point of the research. Next, this symposium discussion aims to report on one part of the process of compiling a collection of case reports on qualitative research methods in higher education, in an effort to disseminate qualitative research methods.

  This article presents the results of a literature review of 207 articles published in the Journal of Japan Association for College and University Education over 20 years, from FY2000 to FY2022. This literature review aims to provide basic materials for the appropriate use of qualitative research methods in university education research. Based on the differences between the two types of papers, “Research Paper” and “Practice Research Paper,” a certain classification was made. The results showed that the number of papers using qualitative research methods was relatively larger for “Practice Research Papers” than for “Research Papers.” The same tendency was found for research papers that used both quantitative and qualitative data. Conversely, there was no significant difference between the number of research papers and case study papers in the number of papers that used quantitative research methods. Furthermore, qualitative research methods tended to be more likely to be employed to highlight the realities of the university field and the experiences of the people involved. Although it was found that qualitative research methods tended to be used in various fields, there is still little accumulation in various fields, and we can identify issues to be addressed. In the future, it will be necessary to work on the development of reporting standards of qualitative research in higher education based on these findings.

  We have considered creating a case study collection as a concrete method for promoting the dissemination of qualitative research methods in higher education research.

  We formulated eight questions while conducting qualitative research on higher education. These are as follows: (1) how qualitative research was started, (2) how to master qualitative research methods, (3) how to find research subjects, (4) interview points, (5) data analysis procedures, (6) points for writing papers, (7) ethical considerations, and (8) the significance of incorporating qualitative research methods into higher education research. Each member then prepared answers to these questions based on their experience as a qualitative research practitioner. Based on the responses, this paper discusses some practical points for conducting qualitative research on higher education. Additionally, we discussed the significance of incorporating qualitative research methods in higher education research, pointing out the potential of this method to provide suggestions for practical problem-solving.

  Finally, we propose the creation of a case study collection as a tool for further promoting the dissemination of qualitative research methods in higher education research in the future.

  In this project, we have collected examples of excellent qualitative research in higher education and examined methods for exploring its nature, with the aim of establishing informed qualitative research methods in university education. In addition, considering that there should be various approaches and methods depending on the academic subject and the purpose of the research, we have also made an effort to disseminate varied qualitative research methods to meet the needs of our members in the Japan Association for College and University Education collaboration. This paper summarizes the results of our activities, addresses any issues, and based on these results, reexamines the significance and potential of qualitative research methods in higher education.

  The account of the research to date can be summarized in three steps: (1) a literature review, (2) qualitative research, and (3) dissemination of qualitative research methods. The potential of qualitative research was assessed based on the findings of each of the above steps. In the literature review, we pointed out that an important issue in higher education research, which respects the nature of all parties involved, is to examine epistemological issues in anticipation of future developments in qualitative research. Through this survey, we reconsidered the results of this qualitative research from the perspectives of internal validity, “reliability,” and external validity, and discussed the importance of qualitative research with a new multidimensional approach and a new focus on process. Finally, the results and issues related to the dissemination of qualitative research methods were discussed in terms of their implications for community building based on mutual aid.

  The findings from the qualitative research literature review of the Journal of Japan Association for College and University Education are highly appreciated both by the Society and its members and those who conduct research in college education as a foundational review of previous research. The Q&A is also useful as results revealed using qualitative research methods by qualitative researchers on qualitative researchers. The manner in which the members can utilize these findings is an issue to be discussed. The results of this three-year-long research project have been incorporated in a literature review, qualitative research, and networking among researchers, all of which can be considered high research achievements. In particular, the outreach activities, such as books and seminars, have not only enhanced the value of qualitative research in our society, but also increased the social value of our association.

  This report is a brief summary of our pursuit of the possibilities for the use of qualitative research in higher education. At the beginning, the purpose of setting up the research project was discussed. In particular, we pointed out that while research using quantitative data is increasing, we have identified a strong need for qualitative research. Through this, both those experienced and inexperienced in quantitative research discussed what could be clarified, and the expansion and development of university education research through qualitative research could be examined.

  The results of this research on the subject are summarized based on the following three contents: (1) organization of the previous studies on qualitative research in higher education, (2) implementation of qualitative research for university students, and (3) development of outreach activities for the members of the Japan Association for College and University Education.

  Finally, in addressing future issues, the importance of research questions was highlighted and the fact that qualitative research is only one of several tools to elucidate such questions was emphasized. As future issues, the report discusses recommendations for solving the following problems: what kind of qualitative research should be conducted in university education, how to apply the results of qualitative research to university education, and how to build a richer qualitative research community.

  In the research project titled “Study on University Professional Development and Higher Education Graduate Programs” (2021-2023), the following four major perspectives were discussed in roundtable sessions and research conferences: those of (1) graduate program alumni, (2) graduate program faculty members, (3) university staff research, and (4) international comparisons. Previous roundtables and conference presentations focused mainly on (1) and (2) to accumulate and organize our findings. The series of reports at this yearʼs conference aims to continue and expand these approaches. Thus, this yearʼs conference reports focused on the four main issues. The first was to deepen our understanding of the development of human resources for university management. Therefore, it is essential to learn from the principles and practices of graduate programs. The second objective was to organize the research findings on university staff. What suggestions can be made for graduate programs when approaching them from a practical perspective? The third question concerns the identity formation and career of university staff members. By considering identity, including the inner life of individuals and career formation based on this identity, we expect to gain a new perspective on university professional staff. Finally, we compare human resource development in university management internationally. This report discusses the cases in the United States and the United Kingdom. Through a series of reports, the development of university professional staff and the structure of knowledge that supports staff development will be explored.

  This study discussed the management of human resources based on the University of Tsukubaʼs certificate program, University Management Human Resource Development. The discussion focused on the innovation-oriented learning methods characterizing this program. In particular, the following two key concepts: the university management human resource development system and its scope, which form the basis of program design, and practical knowledge as a basis for the development of university management human resources. To develop university management staff into leaders, they should acquire the ability to create new practical knowledge through an innovation-oriented approach. Innovation theory suggests that new value is not created by a single technology but by unprecedented combination of technologies. In this study, the following three questions formed the discussion core: (1) What are the current issues concerning university management and management personnel? (2) How will knowledge production change in the future? (3) What will be required of university management and management personnel in the future? Highly activating the triangle formed by the above mentioned 3 questions, it is possible to run Mode 2-type knowledge production system creating the practical knowledge on university management.

  This study examined university management development programs based on a review of research on university staff members. The following three research questions were set up: (1) What knowledge and skills are considered necessary; (2) what knowledge and skills can be improved through graduate study; and (3) what kind of work do they do with the knowledge and skills they possess? Research on university staff often discussed the knowledge, skills, and abilities required in the workplace. This study organizes quantitative and qualitative research into required competencies. In contrast, there have also been discussions on what knowledge, skills, and abilities graduate studies can enhance. The debate still needs to be improved; however, I will select only a few studies. Summarizing the above studies, the following conclusions were drawn: graduate programs require learning experiences that improve knowledge and skills across three areas: (1) knowledge of universities and higher education, (2) knowledge of the place of employment, and (3) information gathering and analysis skills. All the knowledge and skills required by university staff were acquired to a high degree in graduate studies. In addition, possessing these abilities increases the degree of improvement and the execution of new tasks. Based on the above arrangement, it is essential to further develop the discussion to explore the relationship between university staff abilities and future graduate programs.

  To consider the development of university professional staff who take the initiative in university management, it is necessary to approach the internal changes in university staff. While many studies have focused on changes caused by variations in the external environment, few studies investigate the inner lives of individual university staff members and track their changes introspectively. This study attempted to illuminate the dynamism of organizational identity by focusing on the following two questions: “Who are we?” and “How do others perceive us? In the US and the UK, the professionalization of university staff is said to be more advanced than in Japan. In this report, the process of their organizational identity change was explored based on some interviews with university staff in the UK. A research question was formulated regarding how the organizational identity of university staff changes according to their career stage. The findings are summarized as follows: (1) University staff members change their organizational identities in response to environmental changes and challenges during their daily work; and (2) the organizational identity structure changes according to job responsibilities and career stages. These findings can be applied to programs for professional development in university management, which is the theme of this project. In addition, this study serves as a foundation for future research on the growth of university personnel.

  This study discussed higher education programs in the United States. The history of higher education programs at the graduate level in the United States spans over 100 years. Currently, there are approximately 200 programs at the masterʼs and doctoral levels. This study first outlined the historical development of higher education programs. Next, it considered the University of Michigan as an example of a leading program and presented its curriculum and course offerings. It then discussed how professional associations and academic societies in higher education have conducted human resource development activities in graduate programs and how they have influenced human resource development. In particular, it addressed this movement to create detailed guidelines for graduate school programs. I then discuss East Carolina University as a case in which the guidelines worked effectively. At East Carolina University, the higher education program was small, had a small number of faculty members, and was in a weak position vis-à-vis other educational programs, but by successfully using the guidelines developed by the Association, the university gradually succeeded in raising its standing in the field of higher education. As seen in this example, while there are some universities in the United States where higher education programs have been strongly promoted, there are many universities where faculty members specializing in higher education have a weak voice, with elementary and secondary education faculty members having more influence. Professional associations, academic societies, and the guidelines they publish legitimize the existence of higher education programs and influence the voices of faculty members specializing in higher education.

  As a discussant, I made my comments primarily based on the perspective of organizational management. This is because it is essential to understand the overall picture of an organization to gain a broad view of the university organization as a whole and to become a leader in its transformation. To understand the overall picture of the organization, the metaphor of the “iceberg model” is introduced. Although it is easy to understand the necessity of looking at the entire organization to understand it, people tend to see only what is easily visible. Not only the structures that appear on the surface but also the politics, human relations, and culture that exist beneath the surface. When considering the “structure of knowledge,” which is the theme of this project, it is necessary to be careful not to emphasize only what is easily visible. If we work only on what is visible, the entire organization will not change, and we will end up with superficial reforms. Consequently, the people will be exhausted by these reforms. For these reasons, it is important for professionals involved in university management to pay attention not only to structures that appear, but also to those that exist beneath the surface, and to work for the reform and change of the entire organization, including these structures. Managers with excellent leadership who run the entire organization know the essentials of running an organization. In the future, as this project explores the structure of knowledge for university professional development, it will be important to broaden the scope of the project and examine the entire organization, including its invisible parts.

  Our research project started in 2021. Subgroup 1 focused on professional education of adult students, and subgroup 2 covered the role and utilization of the learning common in the framework of undergraduate education. People affiliated with Japanese universities experienced online classes during the COVID-19 pandemic. Both subgroups aim to examine new possibilities for university education in the new normal era with/after the corona pandemic.

  At this yearʼs symposium, subgroup one will focus on evaluating learning outcomes in remote format (including cases that have returned to in-person format) university education. This study aims to examine domestic case studies of professional education and consider the accessibility of undergraduate education. Subgroup 2 will analyze the interviews on university learning environments and learning support before and after the COVID-19 pandemic, examine the current state of development of learning space evaluation systems, and then consider practical examples of evaluation systems of learning environments.

  As the representative of this three year project supported by JACUE, the author reorganized the framework of this research and positioned the two sub-theme components as those primarily responsible for general education and specialized education, respectively. The author represents the latter sub-theme, and with a focus on adult students. In 2022, a total of seven domestic cases were discussed at the annual conference roundtable in June and the symposium in November. This paper reports on the Internet Degree Program, School of Human Sciences, Waseda University, and the Graduate School of Science and Technology on the Internet, Shinshu University.

  Further, given the considerable commonality between the quality assurance and the maintenance and improvement of graduation rates in the Japanese and American cases, these were organized into three categories: foundational elements, curricula, and student learning support. The on-campus learning environment, which is the subject of another sub-theme, was positioned as one of the foundational elements. The university emergency response to the COVID-19 pandemic in Japan after 2020 can be categorized under these three items.

  The COVID-19 pandemic showed the feasibility of non-face-to-face teaching in Japan. Institutions envisioned a combination of face-to-face and non-face-to-face interaction, or a flexible format whereby students were given a choice, and new possibilities for international exchange and digital transformation of universities. At the same time, in-person courses were not a throwback to the pre-COVID-19 days; instead, business schools emphasized both the possibility and attractiveness of advanced discussion-based courses. Some additional points from this sub-theme should be noted: first, students may have differing aptitudes for distance courses, and individualized learning support is important; second, the skills required of teachers are diversifying, with an emphasis on classroom skills for in-person teaching and individualized instruction, as well as evaluation during remote teaching.

  In considering higher education in the post-COVID-19 era, this report provides an overview of developments in Japanese adult education, particularly focusing on the case of graduate-level business programs highly evaluated by working adults. It explores the applicable educational methods and evaluation approaches of these examples, and the relevance they might have to future university-level education. For this study, the author visited and surveyed two schools, the Graduate School of Management of Globis University and the Graduate School of Nagoya University of Business and Commerce. Data included conversations with educational leaders from both institutions, as well as a collection of related program documents.

  When considering post-pandemic higher education, it is necessary to go beyond simple face-to-face vs. distance delivery issues, but rather reflect on the different qualities of each kind of educational method -for example, synchronous vs. asynchronous learning formats- and the way they relate to a universityʼs teaching and learning management. It is also necessary to have an organizational strategy to incorporate such curricular innovations, as well as the educational processes and assessment policies to make it all integrate smoothly.

  This study reviews previous research on distance education and e-learning and assesses the status of online classes during the Coronavirus disease 2019 (COVID-19) pandemic.

  Considering that online classes are as effective as face-to-face classes, it is important to design courses and utilize information and communications technology based on the formerʼs characteristics. It is also necessary to re-examine the meaning of conducting face-to-face classes, and consider ways to combine face-to-face and online educational activities, including learning environment and learning support.

  This study showcases the results of an interview survey on the universityʼs learning environment and learning support before and after the pandemic. The results pertain to three aspects: 1) difference before and after the pandemic 2) the learning environment (including learning spaces plus learning support), 3) the evaluation of learning outcomes and learning environment.

  An increasing number of universities have been offering study counseling and other services online, both during and after the pandemic. This necessitates that the changes in the learning of students who opt for online classes be captured along with the methods of providing learning support. Regarding the learning environment perspective (including space plus learning support), the importance of the following philosophies is discussed: “combining both physical and electronic spaces is a learning commons in the original sense,” “the goal is to create an educational environment to cater not only to the intellectual aspect, but also to the development of humanity.” In terms of evaluation of learning outcomes and learning environment, the results of the questionnaire survey were highly satisfactory, but it was difficult to evaluate its effectiveness. An extended version of the Learning Space Rating System (LSRS) is currently being developed.

  This paper aims to develop an extended version of the Learning Space Rating System (LSRS), a formal and physical learning space evaluation system, which can also be applied to informal and virtual spaces. While developing the extended version of the LSRS, ideas regarding possible additions and revisions were obtained by utilizing information from the interviews on the essential elements of a good informal learning environment, as well as findings and recommendations obtained from practice in online and hybrid environments. As a result, we partially updated the content of Part A and Part B of the third edition and created a new Part C to evaluate staff support, promotion of informal utilization, and responses to digital transformation (DX). It is necessary to continue trial evaluations of the developed extended version of the LSRS in actual learning environments in future. It is essential to select evaluation criteria and sections appropriately based on the characteristics of each space, and to ensure modular usage.

  This study aims to use the extended version of Learning Space Rating System (LSRS) in an informal-learning environment and elucidate its effectiveness, issues, and prospects. The author valuated four learning commons of a Japanese university using the extended version of LSRS, and analyzed them using Keep-Problem-Try (KPT) analysis. The results indicated that we measured whether supports and operations of informal-learning environments were integrated with campus context. For example, in the case of the university, the active-learning spaces were aligned with the academic strategy, the learning commons were operated based on research and assessment, and students obtained operational supports. Moreover, the learning space designs were reviewed using the extended version of LSRS. Specifically, the university received a positive rating for environmental quality such as daylight, temperature, visibility, and their control. However, the commons had an issue in immersive technology and inclusion. Further, the extended version of LSRS may not provide accurate scores because of the diversity of informal-learning space strategic plan. For example, commons of the university designed to quiet environment may not require immersive technologies. One possible solution for this is to prepare multiple-choice sections based on campus context. The “newest” LSRS also requires added and adjusted sections about Digital Transformation (DX) post COVID-19.

  At Symposium III in 2022, five presentations were made. After comments by Professor Shinichi Mizokami (Toin University of Yokohama), there were questions from the floor and replies made by the presenters. The summary of the symposium in 2022 is as follows: 1) Our project aims to unify the two groupsʼ research. 2) We will proceed with our research considering the comments and questions. 3) We will explore learning in a regular curriculum that can be applied to both traditional students and working people, its evaluation, and its support including face-to-face and online formats, in the final year.

  Among 17 SDGs goals, this research project aims to discuss gender equality, partnerships, and decent work in universities. As shown in several international surveys, Japan has a serious gender gap. So do Japanese universities. Many gaps exist not only in gender but also in employment status, nationalities, and physical conditions. To achieve diversity and equality is a great challenge for Japanese universities which is responsible for the professional raining of the future workforce.

  Currently, the proliferation and expansion of university operations are taking place. Different from the U.S. that has established non-academic specialist divisions for university affairs, Japanese universities are looking for a way to cope with the increasing demand with the cooperation between faculty members and staff. This includes the elimination of the wall or hierarchy between them. This is also a part of the effort to respect diversity and decent work in the university.

  It has been pointed out that the long work hours in Japan have deteriorated not only the welfare and health of the Japanese people but also their economic growth and innovation. Peer pressure and long work hours also exclude women and non-Japanese from male dominant workplaces. Therefore, gender equality, partnerships, and decent work are closely intertwined. This research group will identify the issues of Japanese universities with a literature review, will conduct surveys and interviews, and will make proposals to achieve the three goals.

  This study focuses on one of the United Nations SDGs to promote gender equality by placing more women in positions of power. Japanʼs ranking continues to languish at the lower end of the scale and systematic discrimination of women is a leading cause of this. Even so, higher education institutions are in a strong position to combat this situation and had been making progress until the pandemic hit where female workers were forced to shoulder a greater share of domestic duties and child-rearing. As a result, the number of female-written publications fell. On a more positive note, there are greater numbers of women participating in higher education; there is also a greater proportion of women in leadership roles.

  New Zealandʼs position is much more equitable than Japanʼs. There is a much higher proportion of women at universities, both as students and as faculty, although the proportion of women falls as the level of the position rises. Part of the reason for this success is due to labour law reforms. These have instituted parental leave systems and increased flexibility to accommodate better work-life balances. Nevertheless, challenges persist. Despite progress, women are still the minority in high positions, they suffer sexual discrimination and harassment, and outcomes for racial minorities are particularly inequitable.

  In the United States, there is a sharp contrast in university employment. Women are the majority of non-tenure track faculty, but only 36% of tenure-track. Even less than that are directors. Additionally, strong gender biases still exist in STEM fields.

  Collaboration between faculty and clerical staff is considered desirable for a universityʼs operations. However, there are few published examples of faculty-staff collaboration in practice. Here, we discuss the need for research on faculty-staff collaboration, including collaboration among faculty members themselves, from the perspective of Goal 17 of the UNʼs Sustainable Development Goals (SDGs). We believe that such collaboration can contribute to strengthening partnerships with stakeholders. As for collaboration among faculty members, the details of an active learning research project at Mejiro University were reported and its potential was clearly indicated. We also pointed out the need for a common understanding of the definition of terms when discussing faculty collaboration, and that a situation in which one of the stakeholdersʼ positions is unilaterally strong is not a healthy situation for the sustainability of the university.

  This study focuses on “Decent Work,” which is said to increase labor productivity, among Goal 8 of the SDGs. By clarifying what university faculty members mean by “Decent Work,” this study aims to make reforms in work styles more effective and efficient.

  In 2018, university faculty worked 2,565 hours. This is 49.32 hours per week in fulltime equivalent. This is longer than the hours worked by all workers in Japan. National, public, and private universities all saw a decrease in the percentage of time spent on research activities.

  University administrative staff work approximately two hours more per day than their scheduled work hours. This is equivalent to 67.14 days per year. Since the onset of the COVID pandemic, 71.5% of university staff has indicated that teleworking is a hindrance. This strongly suggests that there has been no progress at all in streamlining and streamlining operations.

  University courses are supported by a very large number of part-time lecturers. The percentage of classes taught by part-time lecturers is particularly high in the humanities and arts. A significant number of part-time lecturers are postdoctoral fellows.

  Regarding university staff, taking the library as an example, 51% of the staff are employed on a part-time basis. In addition, many operations are outsourced.

  We do not necessarily feel a sense of job satisfaction just because the environment is good. Some people also find “Decent Work” in the work itself. Decent Work is important when considering organizational management.

  We will clarify what “job comfort” and “Decent Work” are for university faculty and university staff based on a questionnaire survey.

  This study quantitatively and qualitatively examines the competencies of coaches supporting dual career (DC) programs for student-athletes, which refers to promoting a balance between academic/career development and athletic performance for student-athletes. The participants were 14 current collegiate athletic coaches (3 female, 11 male), including one who had experience as a national Olympic team head coach. The results indicated that the participants recognized the importance of all the competencies for DC support of student-athletes. In particular, the competencies of relationship with student-athletes were the most important indicated by the coaches in their support of DC. In addition, interviews were used to extract the narratives of sports coaches regarding DC support competencies that were not demonstrated in previous studies in the U.S. and Europe. The participants indicated that “understanding the importance of developing interpersonal and personal growth through collegiate athletics” and “recognizing the position and role of collegiate athletics as an extra-curricular education” were also important competencies. Further evaluation of the competencies related to the DC supports for Japanese sports coaches would also be necessary. In conclusion, this study revealed some specific DC supporting practices and problems with DC supports in Japan, which could not have been extracted from the questionnaire surveys only.

  This study aims to clarify the reality of interaction among laboratory members regarding explicit rules for the enhancement of research instruction in universities. To achieve this goal, two issues need to be addressed: clarifying the expression for discussing the rules and investigating their attitudes toward rules. This study used qualitatively analyzed, semi-structured interviews and participant observations of all members of a science laboratory. The analysis revealed three forms of expressing rules: “direct quotation,” “paraphrasing,” and “self-discretion.” As for attitudes towards rules, two categories were identified: supervisor attitudes and student attitudes. Student attitudes included taking rules for granted, adhering to rules, and breaking rules.

  In order to create a flexible research environment for students, it is necessary to have sufficient information to weigh and choose between the existing rules. To obtain such information, this research suggests that students should establish connections with other members, observe and gather information, hypothesize, test repeatedly, and learn to move from the periphery to the center of the social network. As a proposal for improving research guidance, it is crucial to present explicit rules at the time students affiliate with the laboratory, examine the rules, and teach students to recognize implicit rules.

  This study sheds light on the overlooked yet crucial aspect of interaction among laboratory members from the perspective of rules. To clarify the relationship between faculty research guidance and its effectiveness, a qualitative examination of interactions between supervisors and students would be an effective initial step. Further research should be conducted on various topics.

  Japanese higher education faces the simultaneous challenges of addressing both declining academic skills within its student body (due to the ongoing “massification” of enrollment), and the increased need to develop human resources capable of taking a leadership role in a knowledge economy and diverse international society. Establishing a learning support system that responds to studentsʼ diverse needs has therefore become an urgent issue. On an educational policy level, promoting educational quality assurance that organically links individual practitioner efforts to an institutionʼs teaching and learning management approach is also required. However, little is known about learning support in the management of teaching and learning in Japanese higher education. As such, this study investigated the clarity of learning support policies under the management of teaching and learning, and the importance afforded support initiatives, and their relationship.

  An online questionnaire was developed to examine the relationship between learning support policies and support initiatives. Besides gathering basic demographic information, the 32-item questionnaire inquired about such topics as: the clarity of learning support policies, its specific initiatives, and the degree of importance afforded to such learning support. The survey targeted all 782 national, public, and private universities offering bachelorʼs degrees within Japan. Researchers mailed survey request forms to the Vice-Presidents of Education and/or Student Affairs at each institution. Responses were collected online between November 15, 2021, and January 31, 2022.

  The study obtained a total of 267 responses with a response rate of 34.1%. Subsequent analysis elucidated the following three points. First, approximately 66% of universities had clear (i. e., “very clear” or “somewhat clear”) policies for learning support under the management of teaching and learning. The clarity of the support policies was moderately and positively correlated with both the importance of learning support within the regular academic curriculum (ρ=.47) and the overall effectiveness of such learning support (ρ=.56). Second, learning support initiatives incorporated within the regular academic curriculum, such as meeting with faculty members, were considered more important than extracurricular support initiatives. Finally, the clarity of support policies under the management of teaching and learning was related to the importance placed on support initiatives.

  In conclusion, the study discovered a relationship between the clarity of learning support policies under the management of teaching and learning, the importance afforded such support measures, and the overall effectiveness of learning support.

  Over the past few years, writing centers in Japan have increasingly begun providing online tutorials. This study aimed to explore the characteristics of online tutorials in the writing center through qualitative analysis. Data were collected from 9 writers and 10 tutors who were exposed to both face-to-face and online tutorials. Semi-structured interviews and open-ended questionnaire surveys were administered during the 2020-2021 academic year. The collected textual data were coded following an inductive approach, with a focus on the writersʼ and tutorsʼ narratives regarding their experiences with both online tutorials and face-to-face tutorials. Common themes that reflect the characteristics of online tutorials were identified and organized into categories (“ ”) and codes (‘ ’), from the perspectives of writers and tutors, respectively. The findings indicate that writers preferred online tutorials for their “convenience” and ability to provide “the same quality of support as face-to-face tutorials.” However, writers did report “points of dissatisfaction” with online tutorials, such as inflexible interactions. For example, due to the limited information obtained through the computer screen, writers felt uneasy and experienced ‘difficulty in building a collaborative relationship’ with their tutors. In contrast, tutors preferred face-to-face tutorials over online tutorials. Dialogic constraints of online tutorials were indicated by tutors and largely categorized as “difficulty in grasping writerʼs state and circumstances” and “fragmented conversation.” Tutors faced communication issues when dealing with the former constraint, including difficulty in ‘catching the writerʼs reaction,’ ‘anticipating a proper timing of supportive action,’ and ‘maintaining an appropriate distance with the writer.’Furthermore, some tutors felt disappointed with the ‘fewer opportunities to talk/learn together with other tutors’ during the transition to remote work. The manuscript also discussed the strengths of online tutorials based on the coding results of the writerʼs and tutorʼs narratives. Tutors were found to be able to bring out the writerʼs proactivity by offering them the initiative of the screen-sharing function of the video conference system (e.g., Webex Meetings), which encouraged the writerʼs text production/rewriting and the tutorʼs real-time feedback. Given the positive feedback from writers, online tutorials in writing centers are likely to be in demand. In terms of managing writing centers, it is essential to pay close attention to the working environment of tutors. For example, designing training sessions where tutors play the writerʼs role during online tutorials can improve their tutoring skills. Online tutorials that use video conference systems have the potential to promote student-centered writing support in writing centers. By leveraging their strengths, online tutorials can be an effective and accessible form of writing support for writing centers, rather than just a substitute for conventional face-to-face tutorials.

  This study aims to clarify the effects of learning support on the writing skills and learning strategies of student athletes. First, four student athletes who were admitted to a private university in Japan took a writing skill course and received advice from a writing tutor of the university writing center when they were first-year students. Second, when they were in their sophomore year, we collected conversational data about 1) the correlation between current learning in curricular classes and past learning support, and 2) the changes in writing skills, motivation to study writing, and approach towards further study following past learning support, based on semi-structured interviews. Finally, to schematize the classification and relationship between writing skills and learning strategies, we extracted segments from interview data, coded, and categorized them using grounded theory methods.

  The interview data yielded 250 segments, and ten core categories were identified. The correlation between current writing skills, learning strategies for academic writing and past learning support was identified by analyzing the theoretical connections between categories and comparing core categories. For example, a student athlete answered, “I studied the difference between academic reports and essays,” “now I write reports quoting references.” It suggests that the student athletes currently remember writing skills learnt about a year ago and transfer them to writing in their curricular classes.

  The results indicate that the current writing studies of the student athletes were affected by the features of their curriculum. For example, a student answered, “I almost never write more than 300-character reports.” It suggests that the features of their curriculum produced a bias towards writing studies, and the student athletes can take risk of lack of their writing skills. However, the student athletes who reflected on their writing skills compensated for the lack of them by studying outside their classes, for instance, by using the university library. These results indicate that past learning experiences (lectures and advice from the writing tutor) increased the student athletesʼ learning transfer with regard to academic writing.