経営学部・人間学部の卒業生に対して例年実施している「取得に関するアンケート」を2011年度も実施した。に関する説明会の開催や『取得促進カルテ』の実施についてはおおむね高評価を得ているものの,実際の取得者の増加には必ずしも結びついていない。説明会の方法や内容等を再考し,取得者の増加につなげていく必要がある。また学生の各種に対するニーズ,社会情勢,さらに大学,学部,学科の教育理念に配慮して,すでに設けている,あるいは今後設けるべきの吟味を行っていく必要がある。

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The architect license system in the United States of America and its recent revisions were investigated. In order to be registered as an architect there, the requirements are defined in the three categories: education, practice and examination. Through the investigation and interviews, trends in the recent revisions are revealed in relation to the 2012 NCARB Practice Analysis of Architecture. As architectural practice expands and evolves in a global context, the portability of professional credentials becomes further more important.

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American architect system consists of three independent requirements of (1) Education requirements, (2) Practice requirements, and (3) Examination requirements. In this paper, Intern Development System (IDP) and Architecture Experience Program (AXP) for Architects in America were investigated as part of Practice requirements. Collection of the current data was conducted, and real situation on practice was observed via hearing survey. Analysis was made to reflect the revision for the Practice requirements and clarified how it was operated through facing actual situations. Overall researches are intended to obtain significant knowledge for the upcoming requirement for the quality of Architects in Japan.

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2011年3月に太成学院大学経営学部・人間学部の卒業生対象に行った「取得に関するアンケート」の結果に基づいて,取得に対する卒業生の意識と取得対策の現状を整理・分析し,そこから指摘できる課題と今後の支援の方向性について検討した。今後有効な支援を行っていくためには,学生に対する取得情報の周知徹底化,取得に対する理解とバックアップを求めるための保護者に対する支援体制の周知、また企業を始めとする社会側から要求されている大学の機能や大学教育のあり方への配慮が必要である。

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To be a registered architect in the United States, there requires three categories: Education, Practice and Examination. The architectural licensure system confronts series of revisions, since prolongation until the license acquisition causes a serious problem against upbringing and the securing of the successor talented human-resources. In this paper, the introduction of a new system, IPAL: Integrated Path to Architecture Licensure was summarized, and further investigation was conducted to clarify the actual management and situations of the new curriculums for the programs accepted by NCARB.

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Accreditation systems for architectural professional education are investigated in Japan, Republic of Korea, and United States of America. In order to be registered as an architect in those three countries, requirements are defined for education, practice and examination. Critical part is ensuring the quality and outcomes of education called accreditation. Through the investigation of site visits by the three accreditation boards, common features and differences of the systems are clarified. As architectural practice expands and evolves in a global context, the portability of professional credentials becomes further more important.

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The purpose of this study is to investigate how professional instructors recognize the Leader's Certification System for Sport and Fitness in Japan. We consider that instructors have the impression that something is wrong about the licensing system. This paper suggests that the Leader's Certification for Sport and Fitness should be amended to clarify the meaning of the license and the methodology to make the best of the certificate leaders. The results are summarized as follows : Among sport and fitness instructors there are 4 recognized factors regarding the Leader's Certification System for Sports and Fitness. 1) The first factor is called "contents of the licensing system". Instructors have impressions that the certificate system is "attractive or unattractive", "positive or passive", and "satisfactory or dissatisfactory". 2) The second factor is "utility of the license". There are "stable or unstable", "practical or unpracti cal", and "useful or useless" impressions. 3) The third factor is "expectation of career and profession". Instructors used the expressions, "calm or active" and "basic or applied". 4) The fourth factor is "control of acquisition". Many instructors have ideas of "difficult or easy" or "expensive or inexpensive", in regard to the reasonableness of the going price. It should also be added that experienced instructors did not agree with inexperienced staff in opinions about recognized factors, and there little difference between "certificate" instructors and "non-certificate" ones. This paper is based on the data collected by professional instructors. It will be useful to keep these points in mind as we examine the social and economic functions of the license system for the Certificate Leader. And once that is understood, we will be in a better position to evaluate the Leader's Certification System for Sport and Fitness.

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Organizations of clinical psychologist were organized on two occasions in Japan at the initiative of professional societies. The move toward professionalization in the 1960s used a strategy which gave priority to the acquisition of specialist status and autonomy than to obtaining a state-granted qualification. As a result, it failed to obtain the support of professionals working in the clinical field. However, in the 1970s, the whole clinical mental occupation reached consensus on the need to promote specialist status, from a sense of crisis brought about by the unwillingness of the Ministry of Health and Welfare and doctors to create a qualification. In the second professionalization in the 1980s, calls were made for the advancement of specialist status and the establishment of a training system. Thanks to a strategy of professionalization aimed at developing an educational field, it came to attain “miraculous” growth.
This professionalization of clinical psychologists was based on the leadership of professional societies, which developed specialist attributes for the cultivation of a “science-profession” core based on a “dual strategy”, to gain professional status. The clinical psychologists used a dual strategy toward the Ministry of Health and Welfare and the Ministry of Education, expanded the market autonomously and produced a great deal of “science-profession.” However, it can be said that the professional society-led model has the danger of following the route of very unstable professionalization, which can be easily influenced of many domains although it has the potential for expanding new markets and the development of an autonomous training system.

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