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四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，寻找适用于日本认证机构的可取培训计划。我们的研究概要和结果如下：1.问卷调查是在日本全国范围内的大学进行的，目的是确定内部培训计划的现状，从而使评估者能够在每所大学内进行“自学”，并寻找每所大学可能希望从大学认证机构获得的“理想的评估者培训计划”。2.为了了解美国大学认证系统采用的评估员培训计划，调查范围包括总共10个机构，特别是4个地区Acre…更多的编辑组织和6个专门和专业的认证组织。调查通过两种方法进行：1)参与其中3个组织提供的培训计划；2)对8个组织进行访谈。在美国的此类研究使我们能够加深对其评估员培训计划现状的了解，并便于我们收集相关材料。3.通过在英国、荷兰、德国和法国这四个欧洲国家进行的调查发现，除英国外，这些国家都没有提供评估员培训计划。然而，通过了解每个国家以《博洛尼亚宣言》为基础的旨在实现高等教育系统更高质量保证的教育改革运动，我们能够就日本大学在实施认证评估制度后应达到的适当质量保证水平获得有用的建议。还发现，尽管美国和英国采用不同的评价制度，但在评价人员及其培训方面有相似的想法。因此，日本的认证机构有很多东西可以借鉴这两个国家的培训计划，尽管实际做法略有不同。较少

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