Measuring Global Competency as the Role of IR
In Japanese higher education, indicators for measuring 21st century-type competency are in research and development. This study presents the measurements of global competency based on a case study of the Shibaura Institute of Technology as the role of IR. In 2019, we conducted a pilot survey to measure the effects of the study abroad programs on global competency. With further cooperation with co-curricular teams and other colleagues, we would achieve measuring global competency. As Suskie (2014) argues, Institutional Research (IR) can measure competencies on co-curricular activities such as study abroad programs. According to her, there are five advantages of the IR to measure competencies as their role. These are (1) integrate with the mission and policy of the institutions, (2) collect evidence from not only students but also alumni, employers, regional society, (3) form a community across the institutional culture of silos, (4) assess the program with appropriately and systematically, and (5) make the program improvement effectively. This paper aims to identify the positive side of IR in measuring global competency in the Japanese university. Therefore, our research question is what the positive sides are to measuring global competency by the IR. How could IR be measured global competency? In this paper, from the case of a Japanese university, we will show concretely how IR is involved in the measurement of global competency. It is the promotion of joint research projects that produce results in academic conference presentations and academic journals.
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The pie chart in Figure 1 was created by author based on the data from JASSO’s “Survey of Japanese Students Studying Abroad 2018” which can be referred to the following site: https://www.studyinjapan.go.jp/ja/_mt/2020/08/date2018n.pdf (reference Nov. 20, 2020)
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