The outcomes of university education have become a central focus in quality assurance. This study examines 'graduate attributes* as such outcomes and aims to identify the characteristics of post-1992 universities by comparing them to Russell Group universities, which are traditionally research-oriented institutions. Graduate attributes encompass skills, knowledge, and attitudes that extend beyond the disciplin­ ary knowledge students are expected to acquire upon completing an undergraduate degree. Profes­ sional expertise is also considered an important graduate attribute. Given that university education must prepare graduates to adapt to a fast-changing world and communicate across national borders, global competence can be identified as key graduate attributes. Using quantitative text analysis (KH Coder), a method suited for identifying patterns in text con­ tent, a co-occurrence network of frequent words in the graduate attributes of post-1992 universities was constructed as the first analysis. The themes that emerged were then explored, and a compari­ son was made with those of Russell Group universities to determine whether these attributes are characteristic of post-1992 universities. In the second phase, coding rules related to global compe­ tence were developed, and a code analysis was conducted. These analyses covered a total of 181 items of graduate attributes, with 108 items from 18 post- 1992 universities and 73 items from 8 Russell Group universities, all sourced from their official web­ sites between July and September 2023. The first analysis revealed a strong emphasis on digital literacy and the use of digital technology. Fourteen of the 18 post-1992 universities (78%) referenced digital literacy, highlighting its significant focus among these institutions. The low level of digital literacy among adults in the UK, often dis­ cussed in the media, may explain the heightened awareness among post-1992 universities regarding societal needs. Additionally, post-1992 universities showed a greater emphasis on professional development and practices compared to Russell Group universities. While traditional universities in the UK are regarded to have focused on the pursuit of knowledge itself, post-1992 universities, with their voca­ tional education roots, have aimed to apply knowledge in the real world. However, the comparison of graduate attributes suggests that the distinction between knowledge pursuit and application is becoming less pronounced across these institutions. The second analysis found a greater number of codes related to global competence in post-1992 universities than in Russell Group universities. This finding may suggest that the concept of global competence serves as a unique differentiating factor for post-1992 universities, either as a strategy to distinguish themselves or as an integral part of their academic identity. This study analysed the graduate attributes that universities expect their students to have ac­ quired by the time they complete their courses. These attributes are not the actual knowledge and skills acquired by their graduates. Analysis of the latter requires a different approach, utilising na­ tionwide surveys targeting individual students. This study also explored the graduate attributes at the university level, aiming to identify general trends. Given the potential variation across different academic disciplines and fields of study, a future comparative study within the same disciplines would provide valuable insights.

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The purpose of this study is to clarify how the Ministry of Education and the medical community in the mid-20th century England understood the problems children in hospital had been facing and how they perceived the significance of education for these children. The period was crucial in the history of education for children in hospitals, as both the Ministry of Education and the medical com­ munity began actively promoting education in hospital settings. The Ministry of Education issued a circular, which showed new educational policies and practices for these children while proceeding the reform in special education. Meanwhile, the medical community began restructuring pediatric care from the perspective of child welfare and recognising the importance of education within hospital environment. Therefore, this study aims to clarify the distinct recognitions of each regarding the challenges faced by children in hospital and the significance of their education, with a focus on the historical context of the period when both the Ministy of Education and the medical community began promoting education in hospital. In the early 20th century, education for children in hospital primarily targeted those requiring long-term hospitalisation with an emphasis on acquiring discipline and establishing daily routines to support their health. However, the situation began to change in the mid-20th century as advances in medicine and improvements in living conditions contributed to shorten hospital stays and expanded their access to public education. In response, the Ministry of Education sought to reduce the educational "handicaps" resulting from hospitalisation by ensuring continuity in learning before and after a childs hospital stay. This approach aligned with the contemporaneous reforms in special education, which aimed to develop the "residual resources" of the "handicapped" pupils. By issuing a circular, the Ministry encouraged LEAs to address the diverse educational needs of children in hospital. However, it largely overlooked issues related to child welfare, expecting LEAs to focus mainly on fulfilling educational functions regarding their learning outcomes. In contrast, the medical community adopted an approach centered on the welfare of children in hospital and initiated reforms in pediatric care accordingly. While prioritising the preservation of the mother-child relationship, efforts were made to reduce the psychological impact of hospitalisation by "humanising" the hospital environments. As a part of this initiative, the principle of keeping children occupied" was introduced, under which educational activities in hospital were promoted. Education was primarily valued as a means to alleviate boredom during their hospitalisation and to reduce anxiety children experienced when returning to their own school and realising their academic delays. This study revealed that the Ministry of Education and the medical community approached the issue from different perspectives, each rooted in their respective policy or academic insights. As a result, neither of them was able to holistically recognise the challenges children in hospital had been facing and to propose comprehensive solutions.

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The aim of this paper is to clarify the womens liberation thought of A. S. Neill and the wom­ ens educational aspects of the practice at the Summerhill School he founded. In other words, based on the results of this research, it can be said that the key concept of release* in his edu­ cational thought also includes the meaning of 'liberating women from a male-dominated socie­ ty*, and that Summerhill also had an aspect of empowering women for this aim. The following points were clarified in this paper. Neill pointed out that women were sup­ pressed in traditional society, and he argued that women should be freed from such suppres­ sion through the reform of that society. From this, it can be seen that his thought on womans liberation was contained within his thought on social reformation. Furthermore, he believed that the only way to achieve social reformation was through educational reformation, and he positioned education as a means of liberating women from suppression by the social system. Summerhill was the place where this educational reformation was put into practice. In terms of educating people to become agents of social reformation, he made no distinction based on gender. However, his thought did include the intention of empowering women through 'making of the Unconscious conscious (i.e. release)*. As a result, it can be said that Summerhill had an aspect of womens education. This paper aims to reconsider Neills thought from a new perspective, and it is significant in that it has value in the study of educational thought, and also in that it shows the possibility of locating Neill in the history of women*s liberation thought and the history of womens educa­ tion. However, this paper has not been able to clarify his views on gender, that is, how he viewed female or male, and how these views were connected to his educational thought and practice. I would like to continue related study on these issues as a future issue.

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