Daigaku ronshu: Research in higher education Issue 50
2018-03 発行

大学教育の成果をめぐるアプローチの多元性 : 卒業生調査による満足度とキャリアの非一貫性に着目して

The Pluralism of Approaches over the Relevance of University Education: Focusing on Inconsistency between Graduate Satisfaction Levels and their Careers in Graduate Surveys
Yoshimoto, Keiichi
Eto, Chisato
Tsubaki, Akemi
This research is based on the results of a graduate survey for institutional research activities at several participating universities; it was conducted by the research project of Higher Education and Qualifications at Kyushu University. And it also aims to clarify characteristics and relevance of two outcome indicators, satisfaction levels with their alma mater and their careers, and to develop suggestions about methodology for graduate surveys to analyze the values of university education focusing on inconsistency between two indicators.
As results of analysis using two indicators, satisfaction levels with their alma mater and their current jobs, two major finding were obtained. Firstly, satisfaction levels with their alma mater and ones with their current jobs are not in one-to-one correspondence. And the satisfaction levels with alma mater increase depending on traditional education style such as seminars and specialized subjects, but working experience relating their specialties (Work Integrated Learning; WIL) has a great influence on their satisfaction level with their current jobs. Secondly, the inconsistency between them was found in the relationship of their specialty field.
This inconsistency shows the necessity of verification considering comprehensively both education and labor market. Also, as a survey method, it is essential that graduates who have experienced some early stage careers should be included in target groups. And for comparison, graduates who have different graduate years from control group should be included because surveys for only person right after graduation have difficulties in considering their satisfaction levels taking into account their future career.
Copyright (c) 2018 by Author