Mendeley出力
＜紀要論文＞
第三段階教育における学修成果と職業コンピテンシーの対応に関する研究
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| 概要 | The purpose of this study was to explore how the structure of learning outcomes consistent with various types of school and multi-level education programmes can be developed toward the visualisation o...f qualifications framework and international recognition indispensable for making “the grand design” of tertiary education. We surveyed the educational institutions and their graduates as their stakeholders to understand empirically and analyse how the learners achieve the learning outcomes focusing the business field. Firstly, regarding the learning outcomes expected by educational institutions, we found diversity in undergraduate programmes, such as one focused on fundamental specific abilities, the other was working on MBA level, whilst the theoretical and systematic cumulative models of knowledge and skills from basic levels were supposed. By contrast, in postsecondary courses of professional training colleges, the cumulative models in which students steadily learn the basic level of “attitude” and later work on higher goals were suggested. Secondly, about the goals expected by institutions and learning recognition by graduates, the survey indicated that both universities and professional training colleges, as well as institutions and graduates recognised the magnitude of fostering attitudes equivalent to basic levels. And in learning “attitude” and “application”, the survey indicated the importance of “classes such as seminars and practical trainings” and “extramural seminars such as internships” as TPO during the ability acquisition processes. Thirdly, we noted the structure of competency formation in the work places after completing an educational programme. University graduates also acquired “attitude” and “application” at basic level in the workplaces, and then got the positions that require advanced abilities. This study elucidated that current status and structure of competencies were not significantly different between university graduates and professional training college graduates, however, the process up to that seemed to be different.続きを見る |
| 目次 | １．研究の目的 ２．研究の背景 ３．課題の設定 ４．研究の方法 ５．教育機関の学修成果目標と能力獲得の時期と場面（TPO） ６．卒業生の学修成果・コンピテンシーの修得状況 ７．教育機関の学修成果目標と卒業生の修得状況のギャップ ８．まとめと今後の課題 |
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| 登録日 | 2020.05.26 |
| 更新日 | 2023.08.31 |