Encouraging Career Development Processes through an Industry-University Cooperative Project-based Learning:A Hypothesis about Indicators to Evaluate Learning Results and Processes

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  • 産学連携による課題解決型学習を通してのキャリア形成支援：学習成果の評価指標の検討
  • サンガク レンケイ ニ ヨル カダイ カイケツガタ ガクシュウ オ トオシテ ノ キャリア ケイセイ シエン : ガクシュウ セイカ ノ ヒョウカ シヒョウ ノ ケントウ

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Abstract

In the previous paper (2013), descriptions by the 3rd year students who had participated in the industry-university cooperative learning program were examined. The results verified the following two; (1) the project participants tend to become aware of getting involved with new product development and to feel the reality of what they study in classrooms, (2) the students improve collaborative skills that are necessary to work well in a team environment. Based on the above verification, major roles of learning facilitators were clarified as follows; both suggesting ideas to overcome the difficulties, and encouraging collaborations to avoid splits within teams are indispensable.In this paper, the case of the fiscal year of 2012 was verified by the same research methods in the previous paper. After that, preliminary evaluations by the students, the professionals in charge of new product development and the learning facilitator were examined to introduce a hypothesis about indicators to evaluate learning results and processes. This hypothesis includes indicators to assess participants' growth as well as indicators to assess learning facilitators' supervision.

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