この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/45668
大学論集 50 号
2018-03 発行
アメリカ研究大学の博士課程ベンチマーキング : 全米研究協議会の評価データからミシガン大学を事例に
Benchmarking of Doctoral Courses at the American Research Universities: The Role of the National Research Council 2010 Assessment Data
相原 総一郎
Abstract
This paper demonstrates that National Research Council (NRC) 2010 assessment data evolved from ranking tools to benchmarking tools. University benchmarking is used as a case study of the University of Michigan. University benchmarking supports internal reform by clarifying strengths and weaknesses of the universities via comparison with peer universities.
The NRC 2010 assessment has evolved from a ranking tool to a benchmarking one. The university rankings of NRC 2010 assessment reflect faculty values and are based on objective data. The National Research Council, however called them "Illustrative rankings," and they didn't support or recommend them because they expected their assessment data were used for benchmarking. For that they released that spreadsheet of assessment data to the internet.
The university rankings could serve as a catalyst for benchmarking as an example of university assessment. The paper then proceeds to university benchmarking from the rankings of research activities and the rankings of student support and outcomes. University benchmarking clarifies the strengths and weaknesses of universities on the assessment items of student support and outcomes. This is, however the first stage of benchmarking. The National Research Council expects to address the second stage. That is where the person in charge of the assessment uses statistical data that are not included in the assessment data set. They recommend exchanging data with peer universities, employing qualitative analysis of the document materials, and using the national student survey.
In Japan, university benchmarking is rarely implemented. This paper presents suggestions to Japanese universities about improvement of education and research.
The NRC 2010 assessment has evolved from a ranking tool to a benchmarking one. The university rankings of NRC 2010 assessment reflect faculty values and are based on objective data. The National Research Council, however called them "Illustrative rankings," and they didn't support or recommend them because they expected their assessment data were used for benchmarking. For that they released that spreadsheet of assessment data to the internet.
The university rankings could serve as a catalyst for benchmarking as an example of university assessment. The paper then proceeds to university benchmarking from the rankings of research activities and the rankings of student support and outcomes. University benchmarking clarifies the strengths and weaknesses of universities on the assessment items of student support and outcomes. This is, however the first stage of benchmarking. The National Research Council expects to address the second stage. That is where the person in charge of the assessment uses statistical data that are not included in the assessment data set. They recommend exchanging data with peer universities, employing qualitative analysis of the document materials, and using the national student survey.
In Japan, university benchmarking is rarely implemented. This paper presents suggestions to Japanese universities about improvement of education and research.
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