Comparative study of evaluator training programs and their operation, as conducted by external quality assurance agencies in overseas countries

本研究的目的是考察美国和4个欧洲国家的外部质量保证机构提供的评估员培训计划，并根据结果，寻求适用于日本认证机构的理想培训计划。本研究的概要和结果如下。1.为了确定评价人员在各大学内部进行“自学”，寻找各大学希望从大学评价机构接受的“理想评价人员培训项目”，在日本全国各大学进行了问卷调查。2.为了了解美国大学认证体系所采用的评估员培训计划，调查范围包括10个机构，具体来说，包括四个地区性的认证机构，其中包括一个国家的大学认证机构，以及一个国家的大学认证机构。 关于我们 编辑机构和六个专业化、专业化的评审机构。调查采用两种方法进行：1）参加三个组织提供的培训方案; 2）对八个组织进行访谈。在美国进行的这类研究使我们加深了对其评估员培训项目现状的了解，并为我们收集相关资料提供了便利。3.通过对英国、荷兰、德国和法国这4个欧洲国家的调查，发现除英国外，其他国家都没有提供评估员培训项目。然而，通过了解各国以“博洛尼亚宣言”为基础，为提高高等教育体系的质量保证而进行的教育改革，我们得到了关于日本大学在实施认证评估制度后应达到的质量保证水平的有益建议。还发现，尽管美国和联合王国采用不同的评价制度，但它们在评价人员及其培训方面有着相似的想法。因此，尽管在实际操作上略有不同，但日本的认证机构有许多东西可以从这两个国家的培训计划中学习。少

The purpose of this study is to examine evaluator training programs offered by external quality assurance agencies in the United States and four European countries, and based on the results, to seek desirable training programs applicable to Japanese accrediting organizations. The outline and results of our study are stated below.1.The questionnaire survey was conducted at Japanese universities nationwide in order to determine the status of internal training programs thus enabling evaluators to carry out "self-study" within each individual university and to search for "desirable evaluator training programs" that each university may wish to receive from university accrediting organizations. The response rate was 78% of those surveyed, thus demonstrating a high level of interest regarding this issue.2.To learn about evaluator training programs employed by the US university accreditation system, the scope of the survey included a total of ten institutions, specifically, four regional accre … More diting organizations and six specialized and professional accrediting organizations. The survey was conducted by two methods : 1)participation in training programs offered by three of the organizations and 2)interview of eight of the organizations. Such research in the United States enabled us to deepen our understanding of the current conditions of their evaluator training programs and to facilitate our collection of related materials. We were thus able to offer a better contribution to the improvement of evaluator training programs in Japan.3.Through this survey, which was conducted in four countries in Europe, namely United Kingdom, Netherlands, Germany and France, it was found that evaluator training programs are not provided in these countries, with the exception of the United Kingdom. Nevertheless, by learning about each nation's educational reform movements aimed at attaining higher quality assurance in their systems of higher education, as based on the "Bologna Declaration," we were able to obtain useful suggestions on the proper level of quality assurance that should be achieved by Japanese universities after implementation of the certified evaluation system. It was also discovered that although they employ different evaluation systems, the United States and United Kingdom have similar ideas regarding evaluators and their training. Therefore, Japanese accrediting organizations have many things to learn from the training programs of these two nations, despite of a slight difference in actual practices. Less