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Outcomes assessment and its role in self-reviews of undergraduate education: in the context of Japanese higher education reforms since the 1990s

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Abstract

Under the recent state of higher education, “Outcomes Assessment” has become a familiar term in Japan as in other nations all over the world. However, actual conditions of outcomes assessment and its contribution toward educational improvement are not always obvious. Thus, this article attempts to clarify: (1) Japanese higher education reforms since the 1990s focusing on assessment and evaluation; (2) the influence of reforms on outcomes assessment implemented by higher education institutions; (3) how much the results of outcomes assessment are used in self-reviews of undergraduate education; and (4) whether application of outcomes assessment contribute to educational improvement. The results of national survey conducted in Japan reveal that assessments are clearly being carried out, but may not have been supporting the improvement of education.

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Notes

  1. In fact, about 80% students graduate university in 4 years—standard enrolment period of most majors other than ones related to medical activities.

  2. Although NIAD changed its English name to NIAD-UE (University Evaluation), the abbreviation “NIAD” is used throughout this article. For more information about NIAD, see http://www.niad.ac.jp/index_e.html.

  3. The definition of liberal education is controversial in Japan as is in other countries. In the context of this article, it is enough to be interpreted as education whose objectives are valid regardless of students’ major or subject of study.

  4. From 2004, mandatory system of third-party evaluation (Ninsyo-Hyouka-Seido) has started in Japan. Under this new system, all HEIs have to receive an evaluation by a nationally certified organization once every 7 years. NIAD and other certified organizations set outcomes assessment as one of the evaluation standards.

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Correspondence to Takeshi Kushimoto.

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Kushimoto, T. Outcomes assessment and its role in self-reviews of undergraduate education: in the context of Japanese higher education reforms since the 1990s. High Educ 59, 589–598 (2010). https://doi.org/10.1007/s10734-009-9266-1

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  • DOI: https://doi.org/10.1007/s10734-009-9266-1

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