This study is a pioneering effort to clarify the methods and issues in utilizing final project evaluation results for curriculum improvement. Final projects, a cornerstone of Japanese higher education, offer students an invaluable opportunity to synthesize the knowledge gained during their undergraduate studies. While 97% of universities conduct final projects and studies on final project evaluation methods have proliferated in recent years, ours is one of few to focus on how to implement the evaluation results. We aim to bridge the gap by exploring the connection between final projects and curriculum, and understanding how final project evaluation results can inform curriculum improvement.
We conducted a postal questionnaire survey targeting education supervisors in 5, 370 departments nationwide, obtaining 1,446 responses. Our qualitative analysis involved focus coding of 571 open-ended statements, providing a detailed understanding of how final project evaluation results are used for curriculum improvement and the reasons why they are or are not employed.
Our results reveal the practical implications for departments that effectively utilize final projects. First, the evaluations can be used to assess student abilities, interests, and needs. Secondly, they can share, examine, and discuss the results systematically through faculty development (FD) and various meetings. This leads to tangible improvements in final projects courses and related courses, enhancing basic education. Conversely, departments that do not require final projects face challenges in implementing curriculum improvements, often leaving them to individual teachers and laboratories due to various diversity issues, organizational problems, and difficulties in utilizing final projects for curriculum improvement.
Our study breaks new ground in the field of education by considering the importance of final project evaluation results and their specific contents. Our results suggest that consistency and cooperativeness are of primary importance in linking final project evaluation results with curriculum improvement. Moreover, it is essential to consider the multilayered nature of the curriculum.
"},{"@language":"ja","@value":"本研究は，卒業研究の評価結果をカリキュラム等の改善に生かす上での方法および課題を明らかにすることを目的とする．全国の5370学科の教育責任者を対象とした郵送法による質問紙調査を実施し，1446件の回答を得た．その中から，卒業研究等の評価結果のカリキュラム改善等への活用方法と，活用できていない・していない理由に関する571件の自由記述を対象として，焦点的コーディングを中心とした質的分析を実施した．
分析の結果，活用学科は評価により学生の能力・関心・ニーズを把握し，FDや各種会議等を通じて組織的に共有・検討・議論し，卒業研究科目やそれに関連する科目の改善，基礎教育の充実につなげていることが示された．一方，未活用学科は，様々な多様性の問題，組織的な問題，カリキュラム改善等への活用の困難さから，卒業研究を個別教員・研究室に一任する状況にあることが明らかになった．以上の結果から，卒業研究の評価結果をカリキュラム等の改善につなげる方法と課題は，カリキュラムマネジメントの連関性と協働性に合致し，重層性も考慮すべきという示唆が得られた．その具体的な内容と，卒業研究の結果を活用することの必要性を検討することの重要性が見いだされたことは本研究の新しい知見といえよう．
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