The development of quality assurance practice in Japanese Universities

Book chapter


Nakano, Michiko, Ng, Chi-hung Clarence and Ueda, Norifumi. (2016). The development of quality assurance practice in Japanese Universities. In In C. C. Ng, R. Fox and M. Nakano (Ed.). Reforming learning and teaching in Asia-Pacific universities: Influences of globalised processes in Japan, Hong Kong and Australia pp. 365 - 380 Springer Science and Business Media. https://doi.org/10.1007/978-981-10-0431-5_17
AuthorsNakano, Michiko, Ng, Chi-hung Clarence and Ueda, Norifumi
EditorsC. C. Ng, R. Fox and M. Nakano
Abstract

In the era of globalisation, quality assurance mechanisms promote accountability and provide impetus for improving learning and teaching in Japanese universities. This chapter traces the development of quality assurance practices in Japan and situates it within the changing context of market forces and socioeconomic concerns in the Japanese society. We began our discussion with a brief description of the status of higher education in Japan before World War II, highlighting the important role of entrance examination as a critical step for assuring education quality. During the post-WWII period, the quality assurance mechanism was initially administered through an accreditation process based on the US model, which was later replaced by a system of self-monitoring and evaluation. Under the influences of marketization, the institution-based self-evaluation process was considered insufficient and third-party external review was implemented in 2000s. Looking into the future, we anticipate that the Japanese quality assurance system will be increasingly challenged by internationalization of higher education in Japan and other parts of the world.

Page range365 - 380
Year2016
Book titleReforming learning and teaching in Asia-Pacific universities: Influences of globalised processes in Japan, Hong Kong and Australia
PublisherSpringer Science and Business Media
Place of publicationSingapore
ISBN9789811004292
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-10-0431-5_17
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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