A framework for quality assurance of engineering education is proposed including an objective method for assessing learning outcomes. The framework is based on the three policies for the quality assurance of higher education in Japan, and follows the criteria of JABEE. The proposed framework consists of, (1) quality assurance by the JABEE accreditation, (2) information on the educational system of the program, (3) information on the measuring methods of each student’ s score and achievement level of the leaning outcomes, and (4) showcase-portfolio depicting the evidence for the achievement level of the leaning outcomes.
In Japan, the government is promoting reform for connection between high school education and higher education. This is not merely an admission reform but approaches a fundamental shift in university education from admission to graduation. Quality assurance of university education based on student learning outcomes is advanced in other countries. In the same way, connection reform between high school education and higher education is a reform that brings student learning outcomes through university education and enhances accountability.
In the third phase of certified evaluation, universities are required to set up three policies (diploma policy, curriculum policy, admission policy) and to function the internal quality assurance system starting from these three policies. Furthermore, soon it will become necessary for the universities to establish Management of Teaching and Learning for improving the quality of education and to assure the quality of education by assessing the learning outcomes. However, it is significant that academics and staff have a common understanding of the goal of improving the quality of education, not overly emphasizing visualization of learning outcomes.
Unlike its European model, the Japanese Diploma Supplement focuses not on improving fair recognition of qualifications but on making explicit the learning outcomes actually acquired by students through completion of their degree programs. This paper argues that this difference is due to the fact that the Japanese Higher Education Quality Assurance System is not equipped with a Higher Education Qualifications Framework. Because Japanese universities are unable to define their expected learning outcomes based on an agreed framework of higher education learning outcomes, they are obliged to convince stakeholders of the value of the degrees they confer by demonstrating the learning outcomes actually achieved by each of their graduates. This paper argues the urgent need of the higher education community to engage in collaborative discussion on higher education learning outcomes which will lead to the construction of a Japanese Higher Education Qualifications Framework.
Tokyo City University has designed a Diploma Supplement to assure quality of student skills at graduation. The Diploma Supplement is a radar chart that measures six areas (core literacy, core competency, language ability, core academic ability, specialist academic ability, and specialist competency) and is accompanied by qualitative evaluations. There is also a Pre-Diploma Supplement that is issued to students at the end of each academic year so that students learn to implement the PDCA cycle themselves and to find ways to improve their academic output.
The authors surveyed 100 personnel managers at Japanese companies with a list of Can-do descriptors and identified the levels of global communication proficiency expected from engineers. We used the list to compare the proficiency levels of Japanese and foreign students in global PBL programs. The levels of the foreign students met levels desired by the managers, but those of the Japanese students were much lower. The list was also used to assess the proficiency of Japanese students before and after they took a graduate course and a global PBL program. The assessment results suggest that Japanese engineering students need educational trainings for their language production skills, and their global communication skills can be enhanced through a properly designed educational program.
The objectives of this research were to develop the competence evaluation for the global engineer resource development coordinated the learning materials and teaching methods. We could determine that the generic skill concerning the global engineer development consisted of three axes: the critical thinking and the collaborative thinking, the creative thinking. We built the assessment rubric and problem-posing manual for evaluating generic skill. This research based on an international test involving five countries including Japan, estimated these results:We could understand that the characteristics of competence depended on engineering education in each country. As the grade rose, total of competences tended to rise. In every grade, the score of critical thinking became high, and the collaborative thinking score became low. This meant that the learning materials and teaching methods of engineer development agreed with growing of the critical thinking.
We investigated the thinking process at the design activity of 107 graduate students using the Divergence-Convergence Curve (DCC) as a method to visualize the thought process at discussion under design thinking. As a result, it was found that the shape of DCC shows the process type, the phase type and the procedure type. We examined free descriptions for each of these types with meta viewpoint, process, method, interaction and fuzzy division. The references to meta viewpoint and process were seen in process type and phase type.
In this study, we investigate the knowledge of teaching assistants (TA) and student assistants (SA) using a qualitative data analysis method. We selected 20 cases, and the results were classified into four categories, i.e., identifying and analyzing problems, ingenuity in teaching, cooperating and sharing information, and reflection. Based on our results, we developed a guidebook and rubric based on the self-assessment criteria and further used these in the same class in the subsequent year. We observed that the guidebook and rubric helped to quantify the completeness of their teaching activities. 90% of the students answered that the teachings of TA and SA can be easily understood, and more than 80% of the students answered that they required TAs and SAs
This paper aims to examine students’ reaction to an achievement English test, focusing on strategy changes after the test. The 4th year students (aged 18-19) in National Institute of Technology answered questionnaire after an English midterm examination. By comparing the results of two groups (high / low proficiency group), it was found that high proficiency group inclined toward memory strategy more than low proficiency group did.
One of the most importance of JABEE accreditation is giving higher education to have a great opportunity for improving the internal quality assurance system in engineering education. The internal quality assurance mechanism is believed to complement the quality of higher education by including the aspects which relate to the stakeholders inclusive of the lecturers, graduates and also employers, in terms of meeting the requirement in accordance with JABEE standards. In 2017, Tokyo KOSEN has an opportunity of JABEE accreditation, and has many important suggestions about our future improvement. According to the accreditation, improvement for internal quality assurance was considered in order to realize school administrative competencies associate with implementation in internal quality assurance of KOSEN education. As a system of the internal quality assurance, study achievement meeting where all faculties attend for discussing outcomes of each student was started.
Class evaluation questionnaire is conducted as one of Faculty Development in higher education institutions. However, it has not been fully utilized. We have developed a hierarchical item bank that can feedback class improvement information even with a small number of item. In addition, we developed a system that can feed back time series data using a hierarchical item bank. In this paper, we report practice research in order to verify the effectiveness of the system. As a result, the system and its feedback based on time series data is effective for class improvement.
Engineering students taking face-to-face classes on intellectual property law have indicated a desire to study a greater amount of applicable content. Accordingly, we have developed and are currently operating various learning support systems. The first system has video recordings of lectures as well as additional functions such as practice exercises. The second system is a self-learning support system that utilizes the fact that law statements can be represented by logical expressions. In the third system, the user interface of the second system is represented by logic elements and logic circuits. In this report, we explain these three systems, and we compare and analyze the use of each system by students and their evaluation of the systems. It was found that, overall, students preferred the first system. In addition, first system was evaluated highly by students who placed emphasis on acquiring knowledge, while the second and third systems were highly evaluated by those who prefer to do problem exercises.