白川 優治

本研究は，日本学術振興会科学研究費（課題番号15K04346）による研究成果の一部である。

[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.

This article discusses the development of the characteristics of the national scholarship system in postwar Japan. The Japanese national scholarship system for undergraduate and graduate students has two characteristics : first, the system provides only student loans, not grants; second, repayment is wavered if recipients work in certain occupations after graduation. These characteristics existed until 1965, and this article discusses those that influenced the policy-making process from 1945 to 1965.The Japanese Scholarship Foundation (JSF), the national scholarship organization, was founded 1944. At that time, the JSF promoted the ideal of "ikuei": which meant that at first the scholarship loan system targeted a small number of poor but brilliant students. But after WWII, the ideal and the system changed to "shougaku", which meant many more students were offered scholarships. The two ideals meant there was a difference in the number of scholarships offered and in the amount of money spent on the scheme.From 1945 to 1950, a national council for students' affairs tried to have the national student scholarship system extended. In 1948, a report by the Committee for Student Welfare, proposed the introduction of the scholarship grants system, the temporary loan system, and an increase in both the number of recipients and the value of the scholarships. Some of these proposals were adopted, but did not deliver a grants system. Another proposal from the Council for Student Welfare (this council is a separate to the committee referred to above) was the exemption from the repayment if the scholarship student became a teacher at an elementary or junior high school. This repayment exemption system was introduced in 1950, but the changes did not mean a revision was made to the law. It was not until 1953 that the law relating to the Japanese scholarship foundation was revised, and the repayment exemption system defined more clearly.The Ministry of Finance (MoF) at first welcomed an increase in the number of recipients and in the value of scholarships, but subsequently it changed its position and insisted that the scholarship system be "ikuei" not "shogaku.": i.e., it was not intended for students generally.From the late 1950s to 1965, two characteristics of the national scholarship system were established, and attention is paid to four processes.First, in 1958 the law was revised and the new scholarship system was introduced. It provided special loans to outstanding students. This new system introduced the ideal of "ikuei" and was retained when the law was revised in 1984.Secondly, in early 1960 the law was revised two times to widen exemptions for repayment of the loans. These changes not only targeted students who would become elementary school and junior high school teachers but also high school and kindergarten teachers. There was some argument in the Diet about revising the law and members of the Diet demanded that it be extended to other types of teachers like nursery school teachers etc. But, the Ministry of Education (MoE) insisted that the recipients be restricted to teachers at formal regular schools, such as kindergartens, elementary schools, junior high schools, and high schools.Thirdly, during this period it was pointed out in the mass media that the repayment rate was very low and this posed a problem for the Diet. Henceforth the MoE and the JSF took measures to ensure that more loans were repaid. The basis for such an argument was that scholarships comprised a "loan" system.Fourthly, in 1961 the MoF rejected a proposal by the MoE that it introduce a new grant system for doctoral graduate students. Because of the repayment exemption this system had the same effect. The Japanese feature of the scholarship system was completed by this process.This article argues that the characteristics of the national scholarship system came about as part of an historic process. But what kind of problems arose in relation to this starship system after the 1960s? This is next problem that needs to be solved.

This article explores factors that affect rates of financial aid receipt among private institutions of higher education in Japan, with the aim to understand whether academically well-prepared and needy students are awarded financial aid in those institutions. Using a survey dataset of chief financial officers of Japanese private four-year colleges and universities, an ordered logistic regression analysis of the rates of institutional aid receipt including tuition waivers and a linear multiple regression analysis of the percentage of recipients of Japan Scholarship Foundation (JSF) Scholarship Loans were conducted. The regression results are as follows:(1) the rates of institutional aid receipt are related to the age of the institution and the selectivity of students, but not to regional income levels or tuition amounts. The percentage of aid awardees is also not related to instructional costs. In institutions where many students receive institutional aid, there are a significant number of students who borrow JSF Type I Scholarship Loans (Interest-Free Loans).(2) While the rate of JSF Type IScholarship Loan recipients is related to the historical background of the institution, selectivity of students, and regional income levels, there is no correlation between JSF Type I Loan recipient rates and tuition. The type of departmentsand schools in an institution is also not relevant to that figure.(3) While the rate of JSF Type II Scholarship Loan (Interest Bearing Loan) recipients is not related to the historical background of an institution, the selectivity of students, regional income levels, tuition, and instructional costs affect it. The percentage of JSF Type I Scholarship Loan awardees is positively correlated to that of JSF Type II Scholarship Loans.