この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/36518
大学論集 44 号
2013-03 発行
教養教育のカリキュラムと実施組織に関する一考察 : 実施組織代表者全国調査（2011年）の分析より <論考>
Trends in the Purpose, Organization and Staffing of Liberal and General Education : Perspectives from the 2011 National Survey of Liberal and General Education Chief Operating Officers <Article>
Abstract
Based on a national survey, this study highlights the trends in liberal and general education curriculum in Japan following the reform of Standards for Establishment of Universities in 1991.
Although there was a dramatic change in the number of credits in liberal and general education required for the baccalaureate degree between 1991-1999, survey results suggested that the situation stabilized in the first decade of the twenty-first century.
Survey results also suggested that the educational purposes of liberal and general education for first-year students focused on helping students transition to college life and acquire learning skills. Subsequently, the liberal education component focused generally on developing a student’s perspective on the world and approach to the good life while the English education component focused on promoting reading comprehension ability. In liberal and general education as a whole, the stress was on basic abilities as a member of society and formation of one’s character.
To what extent were the purposes of liberal and general education attained? The data suggest that although health education and information education were perceived as highly success in attaining their goals, there was less perceived success in attaining second language education and traditional liberal education goals.
An examination of the form of organization for operating liberal and general education showed that although the “commission system” is the most common form, the center/organization system is the most popular in national universities. The most common problem is “the difficulty of coordination between faculties” especially in the large universities. The second is “the balance of teaching load for liberal and general education”.
Finally, this study examined trends in budget and staffing for liberal and general education. In many universities, while budget, number of faculty and support staffs have decreased, the number of classes per faculty, the number of part time lecturers and number of classes have increased.
Each university faces distinctive challenges depending on their organization, number of faculties and scale.
Although there was a dramatic change in the number of credits in liberal and general education required for the baccalaureate degree between 1991-1999, survey results suggested that the situation stabilized in the first decade of the twenty-first century.
Survey results also suggested that the educational purposes of liberal and general education for first-year students focused on helping students transition to college life and acquire learning skills. Subsequently, the liberal education component focused generally on developing a student’s perspective on the world and approach to the good life while the English education component focused on promoting reading comprehension ability. In liberal and general education as a whole, the stress was on basic abilities as a member of society and formation of one’s character.
To what extent were the purposes of liberal and general education attained? The data suggest that although health education and information education were perceived as highly success in attaining their goals, there was less perceived success in attaining second language education and traditional liberal education goals.
An examination of the form of organization for operating liberal and general education showed that although the “commission system” is the most common form, the center/organization system is the most popular in national universities. The most common problem is “the difficulty of coordination between faculties” especially in the large universities. The second is “the balance of teaching load for liberal and general education”.
Finally, this study examined trends in budget and staffing for liberal and general education. In many universities, while budget, number of faculty and support staffs have decreased, the number of classes per faculty, the number of part time lecturers and number of classes have increased.
Each university faces distinctive challenges depending on their organization, number of faculties and scale.
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