This is the final symposium for the three-year research project “Possibilities for Higher Education in COVID-19: Target, Methods and Contents,” and it consists of two subthemes. It was started in 2021 in response to the coronavirus outbreak, but in May of 2023, we moved into the post-corona era. In response to this, for subtheme #1, we conducted a survey of university faculty among members of our Society regarding their educational activities during and after the coronavirus. We reported the main results at the symposium. For subtheme #2, we summarized our three years of activities, and presented the “Learning Environment Design Book” available for use in the post-corona era.

  As a part of the conclusion of the research project, we organized a framework for linking and integrating the two subthemes. The major research results were summarized into four points: the spread and reduction of online education, evaluation of the learning environment, the possibilities of online education, and the advancement of face-to-face and online synchronous education.

  The coronavirus pandemic has left a variety of impacts on universities. Students may have suffered inadequate learning due to poorly prepared online education. In Japan, a return to face-to-face education has become mainstream, and the use of online meetings and learning management systems have become widespread. On the other hand, there are cases overseas where the use of online education is being promoted. There are pros and cons to both; and future consideration is required.

  This paper reports on the development and practice of an extended version of the Learning Space Rating System (LSRS). The extended version of the LSRS, developed as an assessment tool for informal learning environments, incorporates new sections to evaluate diverse learning needs and styles and the efforts to support them. It also addresses the utilization of learning data in response to digital transformation (DX) and the provision of learning environments using the internet. We discuss the application of the extended version of the LSRS in evaluating and improving learning spaces and training sessions for faculty, staff, and student staff members.

  Additionally, this paper presents the current state of internet-based learning environments and examines key points for consideration when introducing support for learning support.

  This report offers an overview of the “Learning Environment Design Book” developed within the research project “Development of a Learning Environment Design Model for the New Normal Era,” focusing on Chapter 4: “Designing Learning Supports.” This book assists faculty members engaged in managing learning environments in designing new environments that address the universityʼs evolving needs and challenges and enhance existing ones. Moreover, it comprises six chapters based on previous studies on learning environment design and research findings from the members of sub-theme 2. Chapter 4 introduces the diversity of learning supports offered in the learning commons. In addition, it emphasizes the importance of analyzing needs, clarifying the purpose and target of support, and designing relevant learning support. The chapter outlines specific steps for designing such support. Furthermore, it categorizes the support provided in informal learning environments centered on the learning commons in Japan. Drawing from previous studies and university websites, these supports are classified into six objectives, namely, (1) general skills, (2) specific/specialized skills, (3) comprehensive support, (4) project activities, (5) networking, and (6) facility use. Moreover, the report underscores the importance of fostering seamless connections and collaborations within various university departments to offer learning support within the learning commons.

  This paper describes the summary and prospects of sub-theme 2, “Construction of a Learning Environment Design Model in the New Normal Era,” of the research project “The Potential of University Education Brought about by the Corona Disaster; Object, Method, and Content”. Research activities were conducted through three processes: (1) “Identification of current conditions and analysis of needs,” (2) “Development of evaluation indices and evaluation of practices,” and (3) “Development of design books and conducting workshops.”

  Requirements for the planning and implementation of learning environments were extracted based on a literature review, questionnaire survey, and interviews conducted with several universities regarding the status of their learning environment development.

  Based on the requirements, we extended the Learning Space Rating System (LSRS). An evaluation index for formal learning spaces was extended to informal spaces, and an extended LSRS was developed. To summarize sub-theme 2, a “Learning Environment Design Book” was compiled as an outcome to be utilized by the faculty and student staff involved in the creation, implementation, and improvement of learning environments. With the publication of the design book and the planning of workshops utilizing it, we intend to make the results available to both members and non-members of the Japan Association for College and University Education in Japan and abroad and to contribute to the Japan Association for College and University Educationʼs research activities.

  Additionally, the focus of this subtheme was to examine the design of learning environments from the micro- to mid-level. In the future, it will be necessary to examine the learning environment in the new normal from a macro-level perspective.

  This report presents the results of the “Survey on Post-Corona University Education” conducted in October 2023 among members of the JACUE (Japan Association for College and University Education). The survey, carried out by subtheme 1 group of this research project, aims to examine how the online teaching experience necessitated by the COVID-19 disaster has affected the teaching practices and educational management of individual university faculty members. The results indicated that while many classes returned to face-to-face teaching in the spring of 2023, many others used face-to-face and distance methods per the instructor. Furthermore, based on their experiences during the pandemic, instructorsʼ use of the Learning Management System (LMS) has progressed, and its use has become well-established. The most common preference for the future format of classes was face-to-face classes, however, a certain level of support for hybrid courses existed. Incorporating the willingness of instructors to take new approaches based on their experience during COVID-19 will have important implications for the future of university education.

  During the two years from AY2020 through AY2021, most Japanese higher education institutions closed their campuses and shifted their classes online as a measure against the COVID-19 pandemic. This paper is based on a survey of JACUE members responsible for teaching at universities during that period, which was conducted as part of the research project. This study examines how the methods and ideas of assessing student learning outcomes have changed due to the limitations of face-to-face classes. In this examination, we focused on how attempts were made to ensure and confirm the amount of student learning when conducting classes at a distance and assessing learning outcomes based on the principles of the credit system. The reason for focusing on these points was to gain insight into how to ensure the amount of student learning, which is a prerequisite for the awarding of credits, in the event that online classes are promoted in the future due to other factors such as policy support after the outbreak of infectious diseases has subsided.

  The analysis based on the member survey results revealed that the frequency of lecturers checking studentsʼ learning progress, which temporarily increased during the pandemic control measures, decreased once the face-to-face classes resumed. This suggests that if non-face-to-face courses are to be promoted —beyond the makeshift measures— concern not only for the provision of classes but also for student involvement is required to guarantee the amount of learning.

  This paper analyzes the results of a survey conducted on members of the Japan Association for College and University Education to understand the direction of post-Corona university education. We present the results of this survey and the findings of related previous case studies. In doing so, this paper will consider the direction of post-corona university education and areas for future improvement.

  Based on the results of the previous research in 2020, many institutions of higher education shared a positive toward the use of online classes and would continue to use them in combination with face-to-face classes. The challenges of non-face-to-face (online) classes are to link the combination of face-to-face and online classes with quality assurance, to reduce the workload of faculty members, and to secure human and material support. On the other hand, we confirmed that the limitation of the current situation is that subsequent research is needed to reveal how to improve the measures toward challenges associated with online classes and how to address them by incorporating such experience and research accumulation.

  Data such as experiences concerning students and faculty members under the coronavirus have been accumulated and analyzed from the faculty survey and previous surveys. However, since individual data and cases have yet to be comprehensively analyzed, they are not fully utilized in developing online classes. In the current situation of universities and other higher education institutions that have fully reverted to face-to-face teaching, they have yet to build an environment that takes advantage of the benefits of online classes, partly because highly flexible classes are time-consuming and labor-intensive. In fact, in a domestic case study, only a few universities offer non-face-to-face classes to undergraduate students. When they do, they mainly target graduate students and working adults. In the future, it is necessary to collect previous cases of on-demand class development combined with DX, using the experience gained so far.

  Referring to the faculty survey and case study survey, it is possible to collect and accumulate previous cases, utilizing the experience of online classes while basing them on the face-to-face format and incorporating them into the program. Infrastructure improvement and development for the application of evaluation methods in programs for working people in bachelorʼs programs and promotion of online classes that are based on face-to-face teaching but incorporate DX and advanced LMS, together with advanced use of online classes, are considered to be the direction toward which post-corona university education is moving.

  In this paper, we summarize the JACUE-supported research project, “Possibilities for Higher Education in COVID-19: Subject, Methods and Contents” and its subtheme #1: “Assessment of Learning Outcomes in Online Higher Education.” For this subtheme, we investigated relevant overseas and domestic cases. With the onset of the post-coronavirus era in May 2023, we also conducted a survey of university faculty among the members of our Society, asking them about the educational activities during and after the coronavirus pandemic. Subtheme #2 focused on learning environment design, and will be summarized in a separate paper in this issue.

  As a summary of the research project, we organized the coordination and integration of both subthemes. We also summarized the main research results into the following four points.

  1. Changes in online higher education: Due to the coronavirus pandemic, online classes became a daily routine for university instructors in Japan. Once the coronavirus pandemic was over, however, face-to-face classes were fully resumed. Nevertheless, the coronavirus pandemic experience did lead to the continued adoption of online meetings and the use of learning management systems.

  2. Evaluation of learning environment: The scope of the existing evaluation system was expanded from the classroom to a variety of learning environments outside the classroom. The Learning Environment Design Book was edited as a guide to the new evaluation system.

  3. Future possibilities of online higher education: The domestic and international cases covered by subtheme #1 showed improvements in learning support and the assessment of learning outcomes. Some cases were more advanced in online education. Some CBE cases in the United States involving online active learning.

  4. Advances in face-to-face higher education: A case covered by subtheme #1 emphasized face-to-face and two-way, synchronous online education.

  In conclusion, information and communication technology is a means of expanding educational options, and appropriate utilization is expected. Achieving this kind of advanced education requires both university-level organizational strategy and the development of government policy.

  Following the reports of the two subgroups, the chair read the written comments submitted by commentator Shinichi Mizokami (Toin University, Yokohama). According to Mizokami, research on non-face-to-face teaching, learning environment and study support is extremely important, but the main foci of the current research are student learning outcomes and the increase of study amount. He expressed particular concern about the adjustment to higher education of students who studied primary and secondary education in individually catered learning formats under the GIGA school concept and called for further optimization and implementation of the teaching and learning management systems. The session ended with responses from each subgroup, followed by Q&A from and with the audience.

  Graduate schools and other training programs are becoming increasingly necessary to support the development of university professionals in the new era. To develop professionals who can focus not only on university management but also on university education, research on their training and program development is required. Here, I first discuss learner-centered universities. Next, I describe the subject of this discussion with reference to the efforts of the Graduate Program of University Management and Policy Studies of the Graduate School of Education at the University of Tokyo, followed by a description of the background and status of the research project. After referring to the development of human resources for university education and management and graduate school education, I discuss the opportunities, methods, and content for developing the abilities of university staff and explain the purpose of this symposium.

  This study examines the project “Development of Professional Staff and Administrators of Colleges and Universities.” The author participated in this project with a view to planning and implementing a certificate program, rather than a graduate program, and the three-year course of study revealed several findings. We learned a lot about the curriculum, both about the assigned subjects and the overall philosophy.

  In parallel with this study, the authors developed a certificate program. Tohoku University launched its Basic Program for University Management in 2023. This paper reports on the design concepts and practices of this certificate program. The program was conducted online. The courses were categorized into required and free courses. The required courses had 60 hours of content, and the free courses had 8 hours of content. The curriculum for the required courses covered university education, university law, university staff organization, university finance, and university management. In addition, the required courses were combined with lectures and exercises to teach specialized knowledge and skills.

  Although the program was conducted online, efforts were made to create an interactive learning environment for students. We also focused on developing studentsʼ abilities to apply academic knowledge to actual university management problems.

  Various issues became clearer after the first year. We intend to resolve these issues through further evaluation and verification of the program.

  This report examines a new questionnaire survey framework for a future “Development of Professional Staff and Administrators of Colleges and Universities” program, based on the two reports in the past symposiums on this subject.

  In the previous reports, the effectiveness of masterʼs theses, discrepancy between usefulness and satisfaction with learning, and delayed effects of learning were identified as issues based on past surveys of graduates and case analyses of graduate studentsʼ narratives. Next, from a review of university staff research, the relationship between specific learning experiences in graduate school and each knowledge and skill and the lack of verification of the relationship between learning experiences, changes in knowledge and abilities, and outcomes and quality of work were identified as issues.

  Based on the above, I examined a new framework for surveying alumni to explore the relationship between “learning usefulness” and current “learning habits,” and the relationship between changes in position and usefulness.

  This report delves into the nuanced process whereby the professional identity of a senior management professional staff member within a UK university is shaped throughout her career trajectory. A comprehensive examination of the skillsets and competencies required for each role, coupled with that of her active participation in professional development activities, reveal the intricate development and refinement of her professional identity. This evolution is marked by a continuous subprocess encompassing a gradual transition from individual competency development to multifaceted management leadership.

  Significantly, this study highlights the crucial role played by professional communities and networks in this journey. The individual not only leverages these external resources but actively manages her professional identity by addressing such fundamental questions as “What attributes should I embody in this role?” and “What aspirations drive my engagement in this position?” The research underscores the agency of the professional staff member in actively shaping her identity, showcasing a proactive approach to career development.

  This paper begins with a review of developments in the field of higher education in the U.S. concerning the status of its university professional workforce. The paper then touches on large and small graduate programs in higher education in the U.S. It also considers the implications of U.S. higher education programs, including online programs, for Japan. Next, it discusses graduate programs as research and teaching organizations in higher education in Japan. The paper further addresses the interrelationship between research centers and graduate programs, as well as the role of graduate organizations in higher education as centers for research and personnel development. It then examines the current status and issues in Japanese higher education. Finally, the paper concludes with a review of future prospects.

  The concluding symposium of the themed research project presented a diverse range of perspectives, building upon prior discussions concerning human resource development within university education, management, and program design. Particularly noteworthy were insights about integrating practical expertise that addresses on-site challenges into course curricula, establishing collaborative learning mechanisms through practical exercises, and implementing institutional research practices guided by research questions. These insights hold significant value for the field of university education and management.

  This paper endeavors to provide insights while contemplating future research endeavors, with a particular focus on the “evaluation” phase in program development from an educational system standpoint. In the context of the continued implementation of the program, it is crucial to systematically demonstrate both the learning outcomes of students and the educational achievements of the program as compelling evidence to secure budgetary and personnel resources.

  Additionally, the paper explores the potential for conceptualizing and implementing a comprehensive professional development system through flexible collaboration across diverse environments for human resource development in university education and management. As an exemplary emerging case, Ritsumeikan University has initiated a training program where staff spearhead the planning, design, and management as an integral aspect of the Business Reform Actualization Project. Ideally, fostering opportunities for self-directed and collaborative learning among university staff should be loosely connected with external programs, ensuring a reciprocal process, and functioning as a system that transcends institutional boundaries.

  This research group has been working on examining the SDGs of gender equality, partnership, and work-life balance in universities. These goals differ from goals of excellence, efficiency, and reform - which Japanese universities have pursued in the past. The new goals focus on equity and quality-of-life rather than competition and economic growth. Last year, the group conducted a happiness survey among the JACUE members and found that faculty members are happier than other staff members regardless of gender, age, or type of institution. This is all the more interesting as faculty members report working longer hours. Scouring the literature on happiness, one explanation for this difference is that a sense of happiness is determined by the degree of discretion in oneʼs work. It is often claimed that the rise of a knowledge society requires a fundamental shift from industrial societies in terms of work style. The shift includes an emphasis on performance over long work hours, collaboration over competition, and innovation over routine work. Staff members are still constrained by the rigid rules of industrial society, which discourage diversity, partnership, and work-life balance. Universities are in a good position to reform, as the discretionary work style of faculty members can be a model for staff members.

  This presentation aims to provide guidelines for discussing issues related to human resource systems and job satisfaction by focusing on gender equality, collaborative teaching roles, and work-style reform based on the Sustainable Development Goals (SDGs). It does so by organizing the findings from existing surveys targeting university staff, referencing three survey reports by the University Management & Policy Studies Center at the Graduate School of Education, University of Tokyo.

  The presentation compiles survey results on topics such as the ease of expressing opinions and suggestions by university staff, the accessibility of taking leave, the trust relationship with faculty, the appropriateness of personnel transfers, the presentation of career models, the current state of staff development and personnel evaluation, the atmosphere of the university, opportunities for participation in decision-making, and the level of communication in the workplace. From these findings, the presentation demonstrates insights that can contribute to the discussions at this symposium.

  In defining Teaching-Faculty and Clerical Staff Collaboration in university affairs, the emphasis lies on the “equality” of faculty and staff. To explore the specific meaning of this “equality,” an examination was conducted based on the results of the membership survey. It was found that both faculty and staff highly prioritize “mutual respect,” yet staff members, in comparison to faculty, tend to place a higher emphasis on aspects such as “equal opportunities for the same position,” “an atmosphere where opinions can be freely expressed in meetings,” and “the right to express opinions on par with faculty.” While faculty tends to prioritize intangible aspects, staff members show a tendency to prioritize tangible aspects. Conversely, both faculty and staff showed a tendency not to prioritize “equality in treatment regarding employment conditions.” From these findings, it is suggested that achieving collaboration between faculty and staff in university affairs tasks requires an emphasis on tangible aspects, focusing on discretion and decision-making authority to create a work environment that staff find enjoyable and fulfilling, rather than short-term incentives like monetary rewards. Additionally, addressing the intangible aspects to ensure governance equality is crucial.

  Interest in university staff is growing in the job market for job changes and employment. However, there is not much information available for the general public summarizing the satisfaction and challenges that actual university staff members feel. Based on interviews and surveys of current university staff, this symposium organized opinions gathered about universities as workplaces. Additionally, considering the dissatisfaction and concerns they hold, an examination was conducted on the characteristics of university organizations as workplaces.

  In the context of transforming universities towards Trowʼs concept of universal access higher education, the symposium also raised the question of whether there are aspects of staff working conditions that need to be reconsidered.

  Universities are a typical industry that requires many specialties and special tasks that are not found in other business fields. While taking into consideration the management and professional development of university administrative staff in the public sector, such as government offices and municipalities, it is necessary to examine to a certain extent the nature of human resource development in universities, taking into account the special nature of the existence of universities.

  In this symposium, the author, who has been involved in higher education administration for many years and is currently working at the University, made certain suggestions and exchanged opinions on the future management style of universities and the nature of the system of professional development.

  In this report, I will organize the discussion of the round table part for our group research in the final year. At Symposium III in 2023, four presentations were made. After those, there were questions from the floor and replies made by the presenters, and discussion between them at the round table part. Through these discussions, we find some current situation and staff issue in higher education like job satisfaction, engagement, and so on. We found three points to promote job satisfaction for them.

  This research project aims to examine the current state and issues surrounding the goal-setting, evaluation, and instruction methods of graduation project education in undergraduate programs in Japan. It seeks to explore more effective approaches to realize the full potential of graduation project education. Graduation project education has been integral to Japanese higher education since its inception and has been passed down through generations. In addition, given its potential to directly and comprehensively assess the final academic outcomes of undergraduate education, it is gaining renewed attention, particularly in todayʼs context where quality assurance is paramount.

  The project seeks to answer three key research questions. First, it explores the relationship between diploma policies and final projects, examining the specific content and level of objectives guiding their implementation. Second, how can systematic evaluation criteria for final projects be formulated and applied? Third, what teaching methods for final projects yield optimal learning outcomes? We aim to answer these research questions using a three-pronged approach: a comprehensive overview of the national landscape of final projects, a comparative analysis across fields, and an in-depth examination of individual implementations.

  This subject research symposium is guided by three primary objectives. First, it seeks to elucidate the current landscape of final projects, both nationally and across specific fields, by synthesizing and reporting findings from a nationwide survey conducted through the postal method. Second, it verbalizes practical examples of individual final projects implemented across academic disciplines. To this end, we summarize reports detailing practical examples of final projects in the humanities, social sciences, natural sciences and health. Third, the symposium aims to identify and understand the specific interests of members regarding the subject of final project research.

  This study examines the current state of final projects in undergraduate education. Although previous surveys have examined the status at the university, department, and discipline levels, a comprehensive and detailed survey across all disciplines is lacking.

  To address this gap, we conducted a nationwide questionnaire survey of 5370 department heads via mail, receiving 1446 valid responses with a response rate of26.9%. The survey yielded three key findings. First, while final projects exhibit varied relationships with diploma policies, they can comprehensively assess studentsʼ knowledge, attitudes, and skills. Second, the implementation rate of FD in graduation research and its subsequent utilization for curriculum improvement remain low. Third, we were also able to verbalize the characteristic differences by field, although this is not a realm of possibility. In particular, the field of arts demonstrated a higher rate of unified evaluation criteria for final projects and their utilization for curriculum improvement compared to other fields.

  Our future research endeavors will examine the nature of final projects from perspectives beyond disciplinary differences. Additionally, we intend to conduct interviews to contextualize the survey responses. In particular, we seek to shed light on how final project outcomes can inform improvements in the curriculum and identify factors hindering such improvements.

  To explore approaches to undergraduate final projects, four university instructors, each specializing in natural sciences, humanities, health sciences, and social sciences, reported on their educational practices. Each outlined their approaches to teaching final projects within their respective laboratory or seminar. A particular emphasis was placed on aligning educational methods, goals, and assessment criteria for these projects, with approaches tailored to the unique characteristics and contexts of each discipline. Specific examples illustrate these practices.

  In the natural sciences laboratory, where students found it difficult to freely decide their research topics, instructors aimed to spark studentsʼ interest and encourage independent thinking. In the humanities seminar, emphasis was placed on students building confidence through self-assessment and refining their verbalization skills. In the health sciences laboratory, students were encouraged to undertake high-level research in their third year before they confront an increased workload in their fourth year due to preparation for national examinations. In the seminar of social science, students were motivated to improve the quality of their graduation theses by giving them many opportunities to be seen by others, for example presentation at conferences, submission to prize-winning papers, and publication of graduation theses.

  These educational practices were reported and served as the basis for further discussion in the next section.

  This general discussion aimed to identify membersʼ concerns regarding final projects in university education, outlining key issues and future challenges for this research area. A panel discussion format facilitated a question-and-answer session that included fact-finding for the principal investigator and presenters. The discussion highlighted commonalities and differences in how final projects are approached across disciplines. Moreover, it shed light on the issues of re-evaluating final projects within the broader context of undergraduate education. This paper summarizes the key points raised in the panel discussion.

  First, the discussion raised concerns about the number of credits, study hours, and educational workload associated with final projects. Second, the discussion brought to light the importance of teaching for choosing final project theme. Third, the panelists deliberated upon intergrade learning. While there may be a disparity in the level of closeness between seniors and juniors, the discussion highlighted the potential benefits of juniors learning from the experiences of their seniors. Fourth, the panel discussed the burdens and significance of student self-evaluation. Fifth, the criteria for evaluation were underlined. Sixth, the relationship between final projects and job hunting was considered. Seventh, the panelists discussed how final projects relate to academic support and extra-curricular activities.

  Building upon these insights, we intend to explore the ideal structure of final projects in undergraduate education. This will involve a more in-depth analysis of the national survey, interviews, and action research.

  This research distinguishes itself from prior studies on final projects in undergraduate by clearly positioning itself in the context of quality assurance in undergraduate education. The title of this research aptly reflects the potential of final projects to assess the learning outcomes of the entire curriculum. Today, when a particular emphasis is placed on understanding and visualizing educational outcomes, gaining an accurate understanding of the education for final projects or the learning outcomes derived from final projects, is deemed more crucial than ever before.

  One notable contribution of this research to undergraduate education is examining why the evaluation of final project outcomes remains underutilized in curriculum reform. The findings from the national survey conducted as a part of this research revealed this underutilization, despite considerable overlap between the Diploma Policies (DPs) and the objectives of final projects. In addition to the challenges of assessing final project outcomes, it is reasonable to assume that the factors driving curriculum reform extend beyond the existing curriculumʼs outcomes. However, given the position of final projects within the curriculum, reforms based on its outcomes appear both reasonable and efficient. Analyzing cases where this cycle functions effectively can provide valuable recommendations for other universities.

  In terms of academic research, understanding how university faculty members define or perceive the “quality” of final projects can offer unique insights into the quality assurance of undergraduate education. This is because overlapping goals between final projects and DPs should imply a commonality in the “quality” required for final projects and undergraduate education as a whole. If “quality” encompasses both “content” and “level,” what specific competencies, and at what level, are expected to be achieved in terms of learning outcomes? Answering this question requires taking a qualitative approach, using answers to related questions in the national survey as initial clues.

  This study aims to reveal the impact of pre-Faculty Development (FD), also known as Preparing Future Faculty Program (PFFP) in foreign countries, on improving teaching skills and reducing educational anxiety. To this end, we collected and analyzed the micro-teaching scores (teacher and peer evaluations) of 38 students enrolled in the pre-FD course at National X University, and the questionnaire data on educational anxiety at two points in time. The results indicated that pre-FD enhanced teaching skills and alleviated specific types of educational anxiety related to the learning content and environment. Further analysis of reflections after the second micro-teaching session compared high- and standard-growth groups in terms of teaching skills. The high-growth group was notably more aware of the areas needing improvement based on teacher evaluation criteria, and could broadly reference the learning content and resources for improvement from the overall pre-FD content. Given that this pre-FD has standardized content, similar programs at other universities could enhance studentsʼ teaching skills and reduce their educational anxiety. Moreover, insights into unimproved educational anxieties and an analysis of reflections are likely to be valuable for future enhancements of the pre-FD curriculum.

  This study is a pioneering effort to clarify the methods and issues in utilizing final project evaluation results for curriculum improvement. Final projects, a cornerstone of Japanese higher education, offer students an invaluable opportunity to synthesize the knowledge gained during their undergraduate studies. While 97% of universities conduct final projects and studies on final project evaluation methods have proliferated in recent years, ours is one of few to focus on how to implement the evaluation results. We aim to bridge the gap by exploring the connection between final projects and curriculum, and understanding how final project evaluation results can inform curriculum improvement.

  We conducted a postal questionnaire survey targeting education supervisors in 5, 370 departments nationwide, obtaining 1,446 responses. Our qualitative analysis involved focus coding of 571 open-ended statements, providing a detailed understanding of how final project evaluation results are used for curriculum improvement and the reasons why they are or are not employed.

  Our results reveal the practical implications for departments that effectively utilize final projects. First, the evaluations can be used to assess student abilities, interests, and needs. Secondly, they can share, examine, and discuss the results systematically through faculty development (FD) and various meetings. This leads to tangible improvements in final projects courses and related courses, enhancing basic education. Conversely, departments that do not require final projects face challenges in implementing curriculum improvements, often leaving them to individual teachers and laboratories due to various diversity issues, organizational problems, and difficulties in utilizing final projects for curriculum improvement.

  Our study breaks new ground in the field of education by considering the importance of final project evaluation results and their specific contents. Our results suggest that consistency and cooperativeness are of primary importance in linking final project evaluation results with curriculum improvement. Moreover, it is essential to consider the multilayered nature of the curriculum.

  To reduce the emphasis on knowledge-oriented university entrance examinations, the Japanese government introduced Multidimensional and Holistic Assessment (MHA) to evaluate the qualities and abilities of university applicants. In the written policy, the government did not specify the structure or methods to conduct MHA, which undoubtedly created confusion among universities. Many universities ended up introducing essays and interviews on top of traditional written examinations, which created additional burdens for university faculty and staff. Under these circumstances, National Z University (anonymized) successfully introduced MHA as original practice and reformed its admission system. Today, MHA at Z University is considered one of its successful models. Why were they able to take charge, and what was the process?

  This case study aims to describe how actors involved in interpreting and implementing MHA developed their admission system as they attempted to address the policy-driven challenge of a shift towards MHA. For this purpose, data was collected from documents and interviews with faculty and staff members of Z University. I interviewed them with the following questions: (1) what kind of MHA practices did they implement, (2) how did they interpret MHA into practice, and (3) what was the process of implementation like. I used an organization learning theory, the 4I framework by Crossan et al. (1999), to analyze the interviews and documents.

  As a result, two factors that led to “institutionalization” are presented: the creation of a concrete admission system and the construction of a shared knowledge about introducing this new admission system among university members. Furthermore, three factors were identified as reasons that led to the realization of the system and the shared philosophy: knowledge transfer through information sharing among members, collaborative influence exercised by members, and timing based on the internal and external conditions of the university. Although these findings are based on a single case study, it is possible to understand the mechanism of organizational change by outlining what happened, then utilizing an analytical perspective to understand why it happened. This study also shows that it will be difficult to achieve organizational change simply by deploying outside technical specialists to introduce and promote MHA. The findings of this study can be used as a reference to create an environment in which technical specialists may function more effectively.

  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.

  The mission of health science colleges is to educate students to become professionals who practice patient- and client-centered health care and ensure the welfare of patients. This paper proposes a new curriculum structure, focusing on how “liberal arts” education should be incorporated in bachelorʼs degree programs to train students to become occupational therapists who play a part in this mission. The primary role of occupational therapists is to perform rehabilitation focused on the characteristics of individual patients in addition to their disease characteristics, with the goal of “establishing a personalized life” for clients living with disabilities. Furthermore, when working in society after graduation, occupational therapists are required to have not only specialized knowledge but also knowledge of a wide range of “liberal arts”, as insight into human beings becomes very important. However, in the current bachelorʼs degree programs of health science colleges, a high proportion of time is allocated to the acquisition of medical knowledge and skills related to the profession. The incorporation of “liberal arts” education in bachelorʼs degree programs for students with occupational therapy majors is a challenge.

  Kinukawa (2013) describes that modern college education is facing the challenge of recognizing the structure of liberal arts education that involved implicitly in the disciplines. Our paper highlights the importance of Kinukawaʼs concept of “liberal arts character involved in specialized subjects each discipline”, and specifically considering a “four-year integrated university education” curriculum.