Osaka Shoin Women's University Repository
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Educational Program to Boost Students’ Sense of Identification with their University : A Comparison of 2013 2015 Programs and Analysis of Talk of the Teachers Approach
No full textP(論文)筆者らはこれまで、大学における全学科学生を対象とした帰属感高揚プログラムを開発してきた。本研究では、それまでのVTR を改善し、かつ受講生の所属する学科教員が登壇した2014 年度以降のプログラムの方が、2013 年度のプログラムに比べてより効果的であるかを再検証し、さらにその効果について「教員の対談」に注目して分析し検討することを目的とした。質問紙調査の結果、2014 年度以降のプログラムの方が効果的であり、特に教員の対談の効果が高まっていることが示された。さらに教員の対談の狙いを語りの内容から分析したところ、①フランクに自身の学生時代を示すことで、受講生の教員に対する親近感を高める、②自身の体験を踏まえて、大学・学科に関して語りかけ、受講生の大学生活の内省と帰属意識を促す、③個としての成長の取り組みを示し、呼びかけることで、成長の場として今の大学生活への自己関与意識を高め、帰属感につなげる、といった内容に分類され、受講者にとって親近性の高い教員がそれらの狙いに沿って語ることで、プログラムの効果が高まることが示唆された。At our university, we developed “University and I”－a program for students from all departments to foster a greater sense of identification with the university. We have improved the program we developed in 2013 by remaking video clips and boosting familiarity with faculty through our Talk of the Teachers approach. We incorporated those improvements in the 2014 and 2015 programs. This study analyzes the effectiveness of those programs compared with that in 2013. Questionnaire results showed that the programs and Talk of the Teachers were more effective in 2014 and 2015. Faculty members’ speaking objectives in Talk of the Teachers were classified as follows: (1) by frankly sharing their own university experiences, they could increase student familiarity with their teachers; (2) their talking about university and department matters based on their own experiences encouraged student self reflection on university life and a sense of belonging to the university; (3) by sharing their own actions as individuals, they could enhance students’ awareness of university life as a stage of personal development, thereby promoting a sense of belonging to the university. We found that when faculty with whom the students felt a sense of familiarity spoke with these intentions, the program was more effective in its aims.departmental bulletin pape
Reasonable Valuation Methods for Intellectual Property Rights in Transfer Transaction
Get PDFP(論文)本論文は、企業が産学連携において共同研究の成果である共同発明を大学から有償譲渡を受けた場合の特許権 の評価に関するものである。大学が企業に有償譲渡を行った際の買い取り価額が適正に評価されていないことを問題 とし、特許権の適正な評価方法について一定の指針を示すものである。具体的には、日本公認会計士協会が示してい る3 つのアプローチ方法に基づいて、特許権の評価に適切な方法を探った。The purpose of this paper is to examine the methods used to value patent rights when a company enters into a partnership with a university to develop an envention.
When a company enters into anaagreement with a university, there is generally anpredetermined exercise price that is not an appropriate valuation of the intellectual property rights involved. Therefore, this paper presents standardized guidelines for the appropriate valuation of patent.
Specifically, we examine appropriate valuation methods based on the third approach proposed by the
Japanese Institute of Certified Public Accountants.
Moreover, the paper outlines the various financial methods that are available and the difficulties involved in achieving a proper valuation of a patent whose value is unknown when a company enters into an agree- ment with a university.departmental bulletin pape
Adopting a Realistic Approach to Teacher Education Curriculum
Get PDFP(論文)本研究は、オランダの教育学者であるコルトハーヘンによって提唱されたリアリスティック・アプローチを教員養成課程に組織的に応用する可能性を検討したものである。大阪樟蔭女子大学の教員養成課程に関わる5 名の教員に学外アドバイザー1 名を加えたメンバーで定期的な勉強会を行い、理論面の学習と授業実践への応用を積み重ねた。幼小教育課程ではフィールド実習の振り返りに、中高教職課程では教育実習の振り返りにそれぞれ「8 つの窓」を使ったリフレクションが導入された。保育指導法・環境の授業では、「5 段階の手順」を用いて学生の経験を中心に据えた授業が計画された。実習指導では教員自らが「8 つの窓」を用いたリフレクションを行い、より深い気づきをもたらす実習指導を探求した。異なる授業形態にそれぞれのかたちでリアリスティック・アプローチの手法を導入することで、教師教育に必要とされる実践知（フロネーシス）が探究されることとなった。This research aims to show the possibility of adopting a realistic approach to the teacher education curriculum that was advocated by Dutch pedagogist and teacher educator Fred Korthagen. Five teacher educators at Osaka Shoin Women's University and an adviser from Aoyama Gakuin University held regular meetings to study the theory and practice of teacher education. Each teacher educator applied this approach to their classes of primary teacher education, secondary teacher education, early childhood educator teaching methods, and student teacher instruction. Teacher educators conducted an “8 windows” reflection for students’ field practice in a primary teacher education class and a secondary teacher education class. A “5 step procedure” was introduced into the “teaching method (environment)” class to construct an experience oriented lecture. A teacher educator also used the “8 windows” reflection method to improve her student teacher instruction. Various ways to apply a realistic approach to the teacher education curriculum are shown, which leads to the study of ‘phronesis’ in teacher education.departmental bulletin pape