Comparative Study of College Impact Theory and Student Development

教与学的问题在高等教育机构中得到了广泛的讨论，但通常是从单一机构的角度出发。允许院校比较数据的基准努力通过允许跨院校比较而丰富了对话，但可以说，大多数大学都在一个共同的国家环境中运作，因此不同院校之间的差异仍然限于一个学位。此外，学生纵向数据的积累和这些数据的分析将有助于提高日本学生研究的质量和数量。这项研究比较了美国和日本两种不同文化和结构背景下的高等教育系统的学生结果。美国人的观点是通过加州大学洛杉矶分校高等教育研究所的大学高级调查(CSS)的调查结果得出的。日本人的观点是通过日本大学…的研究结果得出的开发了更多的学生调查(JCS)。这些数据代表了数千名当前大学生，并提供了大学生学习和经历的总结。描述性分析表明，美国学生在课外学习活动上花费的时间比日本学生多，对学习结果的评价和对自身能力和技能的自我评价也高于日本学生。对2005年JCSS2005数据的分析证实，学生的情感成就感与学生的敬业度密切相关，对教学质量的满意度决定了对大学体验的满意度。研究结果表明，发展有效的教学方法和教师的参与对于提高教与学是不可或缺的。在日本高等教育环境不断变化的背景下，本研究证实了日本有条件接受的大学影响理论的有效性。然而，学生数据的积累和分析将有助于各高校的专业改革和政策制定过程的完善。较少

Teaching and learning issues have been widely discussed in higher education institutions but usually from a single institution perspective. Benchmarking efforts that allow institutions to compare data have enriched the conversations by allowing cross institutional comparisons, but it could be argued that most universities operate in a shared national environment so that variations among institutions are still limited to a degree. Also, accumulation of longitudinal data of students and analysis of these data will be able to contribute on quality and quantity of student research in Japan.This study provides a comparison of student outcomes from two higher education systems that operate in different cultural and structural contexts-American and Japanese higher education. The American perspective is developed through findings from the College Senior Survey (CSS) from UCLA's Higher Education Research Institute. The Japanese perspective is developed through findings from the Japanese College … More Student Survey (JCSS) developed.Together, these data represent thousands of current college students and provide a summary of the learning and experiences of college students. The descriptive analysis shows that US students spend more time in learning activities outside class than Japanese students and show higher evaluation of learning outcome and self-evaluation for their abilities and skills than Japanese students. Analysis of JCSS2005 data confirms that affective fulfillment of students is closely associated with student engagement and the satisfaction toward quality of teaching and learning determines the satisfaction for college experiences.The results of the study suggest that development of effective pedagogy and faculty's involvement are indispensable for enhancing teaching and learning. In the changing environment of Japanese higher education, this study confirms the effectiveness of college impact theory which has been conditionally accepted in Japan. However, it is expected that accumulation and analysis of student data contributes on the improvement of program reform of each higher education institution and policy making process. Less