Shaping the First-Year Experience: Assessment of the Vision Planning Seminar at Nagoya University of Commerce and Business in Japan

Autor/in	Ito, Hiroshi
Titel	Shaping the First-Year Experience: Assessment of the Vision Planning Seminar at Nagoya University of Commerce and Business in Japan
Quelle	In: International Journal of Higher Education, 3 (2014) 3, S.1-9 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; College Freshmen; Student Experience; Strategic Planning; First Year Seminars; Academic Persistence; Skill Development; Basic Skills; Program Effectiveness; Program Evaluation; Graduation Rate; Interviews; Student Surveys; Student Attitudes; Developmental Studies Programs; Case Studies; Japan + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Studienerfahrung; Strategy; Planning; Strategie; Planung; Kompetenzentwicklung; Qualifikationsentwicklung; Basic skill; Grundfertigkeit; Programme evaluation; Programmevaluation; Interviewing; Interviewtechnik; Schülerbefragung; Schülerverhalten; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Case study; Fallstudie; Case Study
Abstract	Learning assessments of the First-Year Experience (FYE) at universities have drawn increasing attention. Despite its current popularity, few pieces of literature on the FYE learning assessment exist in Japan. To present a case of FYE in the context of Japan, this paper examines the FYE course called the Vision Planning Seminar (VPS) at the Nagoya University of Commerce and Business (NUCB). The university created a unique FYE called the Vision Planning Seminar for Industrial Needs (VPSIN) in an attempt to reduce students' attrition and develop their generic skills, which also serve to develop employability. This case study examines whether VPSIN, as compared to other VPS courses, helps students stay in university, acquire generic skills, and envision their professional futures compared to other VPS courses. Findings show that whereas VPSIN possibly helps improve retention and some generic skills such as presentation skills and communication skills, the program does not seem to help improve other generic skills such as critical thinking and problem solving skills and develop future career perspectives. The author suggests that the VPSIN curriculum be redesigned to more directly focus on helping students with vision planning. It is also recommended that longitudinal studies be conducted in the future to examine how VPSIN has helped students improve specific generic skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01