Learning and Management of ‘Study Group Style’ in terms of FD/SD: Through the Narratives of the Group Members

• Published in: The Journal of Management and Policy in Higher Education Vol. 14; pp. 55 - 71
• Main Authors: SAITOH, Yoshiko, FUJII, Toshiki, TOOKA, Tatsuya
• Format: Journal Article
• Language: Japanese
• Published: Department of University Management and Policy Studies 2024; 国立大学法人 東京大学大学院教育学研究科 大学経営・政策コース
• ISSN: 2185-9701; 2436-6196
• DOI: 10.51019/daikei.14.0_55

While the Standards for the Establishment of Universities has called for “organized research” to improve teaching and “necessary initiatives” to develop the skills of staff, they have not been duly focused upon. In particular, activities related to specialized fields and specific tasks are lacking. This paper focuses on the “study group style” of FD/SD organized by the Center for Studies of Higher Education at Nagoya University, where FD/SD in specific fields is supported by non-specialist staff. The learning and effectiveness of “the study-group style” were preliminarily examined through interviews with six members. The results have shown that output-oriented learning in the “study group style” was received favorably by interviewed members, and that changes in learning styles and application to the workplace had occurred. Four features are pointed for this background freely determined activities, a continuous community, unique policy, and the advantage of university signboards. These preliminary results indicate that the “study group style” had reached the stage of “behavior” and “results,” which are considered to be the true benefits of training in Kirkpatrick's model for measuring training effectiveness. At the same time, it has been understood that the CSHE staff needed to support the policy direction while maintaining the freedom of member activities.