Comparative Study of College Impact Theory and Student Development

教与学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进行的。允许机构比较数据的基准测试工作通过允许跨机构比较丰富了对话，但可以说，大多数大学都在一个共同的国家环境中运作，因此机构之间的差异仍然有限。此外，学生的纵向数据的积累和这些数据的分析将能够有助于在日本的学生研究的质量和数量。本研究提供了两个高等教育系统，在不同的文化和结构背景下运行的学生的结果比较-美国和日本的高等教育。美国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）的结果发展起来的。日本的观点是通过日本大学的研究结果发展起来的 ...更多信息 学生调查（JCSS）。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验的总结。描述性分析表明，美国学生在课外学习活动上的时间多于日本学生，对学习结果的评价和对自身能力和技能的自我评价高于日本学生。通过对2005年JCSS数据的分析，证实了学生的情感满足与学生的参与度密切相关，对教学质量的满意度决定了学生对大学体验的满意度，研究结果表明，有效的教学方法的发展和教师的参与对于提高教学质量是必不可少的。在日本高等教育环境不断变化的背景下，本研究证实了在日本有条件接受的大学影响力理论的有效性。然而，希望学生数据的积累和分析有助于改善每个高等教育机构的计划改革和政策制定过程。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