Encouraging Career Development Processes through an Industry-University Cooperative Project-based Learning:Roles of Professors in Learning Facilit

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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:学習過程を推進する際の大学教員の役割
  • 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 カテイ オ スイシン スル サイ ノ ダイガク キョウイン ノ ヤクワリ

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Abstract

Yanagida(2009) presented the following three points as hypotheses about processes of changes and integration of the university students' consciousness and behaviors through project-based learning in an industry-university cooperative project:(1) the students seem to become more conscious of behaving as the person to get involved with new product development;(2) the students seem to feel the reality of what they study in classrooms;(3) the students seem to improve collaborative skills that are necessary to work well in a team environment.Focusing on the above three points, there are two purposes of this paper: firstly, to verify in what situation of the learning processes, the above three consciousness and behaviors are experienced by the students, secondly, to clarify roles of professors to be expected in learning facilitation. Using text analysis software, the texts written by the project participants were examined in terms of words relationships. The texts were also analyzed by coding to understand meanings of the contents. As the results, firstly, the project participants tend to have the above three consciousness and behaviors when they experienced difficulties and collaborated on their assignments of new product planning. Secondly," coordinating"," delegating" and" consulting" are identified as roles of professors in learning facilitation, focusing on" significance of education for future jobs" as well as" encouragement of socialization".Future issues include how to develop indicators to evaluate effectiveness of results produced through "student-firm-professor" relationships, and to establish more systematic framework to facilitate industryuniversity cooperative projects.

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