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In the second Summit between Japan, China and South Korea, held in October 2009, the three countries agreed to facilitate the trilateral exchange between their colleges and universities and promote the infrastructural development of quality assurance in higher education. Hence, the CAMPUS Asia Pilot Program started and the cooperation toward the establishment of a transnational framework of quality assurance has been accelerated. Under the current situation, the Division of Higher Education Research and Development, Institute of Higher Education Research and Practice, Osaka University, in collaboration with the University of Kanazawa, the University of Chiba, Japan Advanced Institute of Science and Technology and the Japan University Accreditation Association, conducted survey research on external/internal quality assurance systems of higher education in the above three countries plus Taiwan, as well as on the future common framework of quality assurance in higher education institutions in the East Asian area. According to the answers to the written inquiries sent in advance of our visit to Hangzhou University in China and National Yang Ming University in Taiwan, and the results of the interviews with the staff during on visits at Hangzhou University, Shanghai Jiao Tong University and the Shanghai Education Evaluation Institute in China, and Yonsei University and the Korea Institute for Higher Education Evaluation in South Korea, we conclude as follows: First, the importance of outcome assessment has been recognized and its methodology has been pursued and developed in each country. However, it is difficult for the colleges and universities to reach an agreement in terms of Cl'吋it exchange even at national level. For this reason, the development of common evaluation criteria and indicators based on global standards is important. Secondly, each university has to be autonomous so that it can develop an internal quality assurance system. In China, only major universities like Hangzhou University are given autonomy and are able to adjust external/internal quality assurance systems, while the other minor colleges and universities lack autonomy and are forced just to follow the external quality assurance standards set by the state. However, evaluating all colleges and universities by a single measure is problematic. Finally, the prospect of common framework of quality assurance in the East Asian higher education area seems dismaying because of institutional diversity of higher education system of the tree countries. Developing and sharing some common learning outcomes that can be used for institutional evaluation among the colleges and universities would be at the possible initial step towards the realization of the CAMPUS Asia Pilot Program.


  • 大阪大学大学教育実践センター紀要

    大阪大学大学教育実践センター紀要 (8), 17-39, 2012-03-10



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