谷 奈穂

千葉大学アカデミック・リンク・センターは，2011年3月より「考える学生の創造」に向けた実践と様々な調査研究をおこなってきた。4年間の取り組みや研究の成果，そこから明らかになった本学学生の実態およびニーズを，センター教職員と附属図書館職員で共有し，実践へフィードバックすることを目的として館内ワークショップを開催した。本稿はワークショップの概要と，その後の実践結果を報告するものである。

[Abstract] The purpose of this study is to clarify the core competency of educational and learning support practice in higher education. The methodology of scale development is applied in order to comprehend the competency required of university staff members engaged in such practice (excluding faculty members). This study consists of three surveys: (1) a bibliographic survey, wherein 298 papers were identified and 384 descriptions related to the targeted competency were extracted from them; (2) semi-structured interviews, in which 29 university staff members who were engaged in educational or learning support activities were interviewed, and a qualitative analysis of the interview records identified 1,236 items related to competency; and (3) a web-based questionnaire survey, wherein 47 questions were generated to measure competency on the basis of seven domains, 25 categories, and 177 items obtained from the bibliographic and interview surveys. The construct validity was tested by performing a factor analysis and by analyzing the relationship between the factor score, the qualification of the staff required to provide student support, and how frequently the staff members attended training seminars. These analyses resulted in five factors and 30 items as competency scales. These factor scores were found to be higher for those staff members who had the necessary qualifications or who participated in training seminars frequently. These findings lead us to conclude that these factors and items are valid measures of competency regarding educational and learning support practice. We also expect that these factors and items are usable for further staff development in universities, such as self-assessment scales in staff development programs, and as the basic concept for formulating the goals of such programs or for understanding professional practice proficiency in educational or learning support.

<p>千葉大学附属図書館は，2012年，図書館付設型ラーニング・コモンズを含む建物を増築し，新しい学習環境を整備した。本稿は，この環境における学生の行動と，行動に関係する環境の要素を，フォーカス・グループ・インタビューによる調査で明らかにしたものである。調査で得られた発言をもとに，学生の行動を12通りに分類し，環境の要素を3種類導き出した。行動と環境との関連を分析したところ，学生の行動の幅を制限しない空間設計や設備を備えた環境が，行動を促すことが明らかになった。更に，学生の行動は，他の学生の様子や学生自身が環境に抱くイメージによって影響されることも見えてきた。</p>