大学教育の綜合評価 : その3 卒業生による学生生活の評価

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Purpose: Despite of a high reputation that ICU has received from pedagoical circles because of its unique educational activities carried out under its unique educational aims, it became apparent through frequent campus disputes that it had various problems of its own. This study was undertaken to measure the problems objectively through a wide assessment of its university life from the point of view of the alumni, thereby trying to provide an assistance in planning the future educational programs for their alma mater. Hence, the objectives of this study were as follows: 1. To study the evaluation of the university life by the alumni from 3 aspects: the degrees of importance, satisfaction and discrepancy (unfulfilment). 2. To study the trends of their evaluation of the university life from the same three aspects. Method: A questionnair titled "A survey of attitudes toward student's life", prepared by Iwase and Kuru (3, 4), was employed. It contains 121 items in 8 areas, covering various aspects of the university life. The responses to all items were obtained from two aspects: how important they were and how satisfactory they were. Consequently, the gap between the two assessments was considered as a degree of unfulifilment or frustration. Total of 133 responses were collected from the alumni. They were then divided into 4 groups according to their years of entrance to ICU. (Table 1) Results: Evaluation of the university life by the alumni tends to regard all spectra of the university life important, but they are generally unsatisfactory for them at the same time. Hence, a discrepancy between the two generates a considerable degree of frustration in their campus life. Trends of the evaluation revealed from the 3 aspects are as follows: A. Importance. 1. The aspects of the university life considered important at all times are those concerned with either academic activities and human relations on the campus. 2. Items which tend to increase their importance as the time passes are very few. On the other hand, approximately 1/3 of the total itmes decreases their importance as the time passes, and the peculiar feature of these items is that they are mainly those itmes which belonged to the category of educational activities unique to ICU. B. Satisfaction. 1. Those items concerned with human relations seems to be fairly satisfactory throughout. Low degrees of satisfaction are found in the aspect of exchange programs with the outside of the campus. 2. Very few items increase the degree of satisfaction as the time passes, whereas approximately 1/4 of the total tends to decline and the items are concentrated in either students' participation of administration and management or ICU's unique educational activities. C. Unfulfilment. 1. Relatively greater degrees of frustration are found in the acadmic activities and the exchange programs with the outside. 2. The degree of frustration tends to increase on the aspect of students' participation in administration and management. Discussion and conclusion: Basing upon the above results, it is possible to trace how the "image of ICU" conceived by the alumni and the students has changed. Those alumni belonged to the Group 1, who entered ICU in the early days of its foundation, not only felt the "ideals of ICU" important, but also saw ICU as a field to attain and accomplish those goals. Namely, they placed a great significance on "I of ICU" and "C of ICU". Along with the significance of academic affairs and human relations, they placed values heavily on the various educational activities unique to ICU. However, as the time passed, latter students tended to concern only with academic affairs and human relations and disregarded the unique characteristics of the university. Therefore, there is little distinction and differenciation of ICU from any other university. On the other hand, it is clear that the same students never felt that ICU should be the same with other university. They upheld the "ideals of ICU." This forces us to conclude that the unique educational activities, which are meant to convey the "ideals of ICU" to the students, failed to bear its fruit. Among other things, it may be due to the fact that the faculty and the administration have blindly followed the old manners without measuring and evaluating their effects objectively. If ICU were to retain its uniqueness in this changing society, it is necessary to assess the effectiveness of the means to convey its uniqueness, and to take appropriate measures in accordance with the results thus obtained. In order to do so, it is absolutely and urgently necessary to undertake educational evaluation of its university affairs on all comprehensive basis.
国際基督教大学の論文

大学教育の綜合評価 : その3 卒業生による学生生活の評価

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