「亞洲校園計畫」的課程設計與實踐之初步分析：以東京大學雙學位碩士課程為例

A Preliminary Analysis of the Design of the CAMPUS Asia Program and Its Consolidated Practices at Japanese Universities: Implications of the BESETO Program of The University of Tokyo

亞洲校園計畫是由日本、中國、韓國三國政府於2011年啟動的三方大學交流計畫，其不僅強調促進學生的三方流動，也致力於三國間高等教育品質保證合作的發展。在5年的試行階段後，該計劃於2016年進入第二階段並擴大實施，目前共有17個日中韓三方的大學聯盟合作開發課程。本研究目的在以大學課程設計的觀點檢視該計畫的發展現況，輔以對個案的初步分析來探討其跨國的品質保證合作過程與大學間學分轉換的實施情形。研究問題為：一、該計畫的跨國間與大學層級的實施體制為何？二、三國間的品質保證合作的發展過程為何？三、大學如何在此政策背景下規劃與安排課程的國際合作。研究主要採用文件分析方法並輔以半結構式訪談進行資料蒐集與詮釋，以日本高等教育的視角進行該計畫之課程設計的初步比較分析。研究結果初步顯示，在大學學系部門層級，確立專門的國際事務組織體系對於該計畫的推動不可或缺；國際間大學教育品質保證合作，亦須先由國家內部制度的運用，再而與合作國家尋找與建立連結點。此外，政府強調發展雙學位與聯合學位課程的政策，亦促進大學內部課程改組的重要驅力之一。

CAMPUS Asia, the governmental initiative of Japan, China, and South Korea, began in 2011. It highlights the collaboration of international quality assurance while promoting student mobility between the universities in these three countries. In 2016, it turned into a full-fledged program, with 17 university consortia in operation. The purpose of this paper is to review the current state of the CAMPUS Asia program in line with its development in Japanese higher education and offers a preliminary analysis of selected universities and their program design. It addresses the following research questions: 1. What are the structures of implementation of the CAMPUS Asia Program internationally and institutionally? 2. How did the trilateral quality assurance develop in this program? 3. How did universities develop and arrange their curricula to be in line with the program, and what are issues or challenges thus far? By using document analysis and two semi-structured interviews, this exploratory study concludes that, to promote and foster international affairs, organizations with clear purposes in the department are equally important as structures at the governmental level. In terms of international quality assurance cooperation, it requires practices from the national systems of the countries in the beginning so as to create linkages with partner countries that share a common vision. In addition, developing double / joint degree programs in such a context of trilateral collaboration is considered a critical motivation to evolve curriculum innovation within an institution. A preliminary analysis of the selected programs in terms of program design is provided as well.