University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

民國69年，臺灣大學成立臺灣第一所圖書館學研究所碩士班，迄今已有25年，目前有臺灣大學、政治大學、中興大學、臺灣師範大學、淡江大學與輔仁大學共六所碩士班成立。然而學校所培養出來的學生是否符合目前圖書館與資訊服務市場的需求，可以透過碩士畢業生的就業情形，來加以評估課程設計與教學方針是否符合就業市場所需。 本研究旨在瞭解碩士畢業生的就業市場、工作能力需求與學校課程供應之現況，並進一步地探討工作能力需求與學校課程供應之供需狀態是否平衡，希望藉此研究瞭解臺灣圖書資訊學碩士生就業情形，並提供圖書資訊學教育與課程規劃與調整之參考。在研究方法上，採用「文獻分析法」、「問卷調查法」、「網路內容分析法」，與「深度訪談法」，運用量化與質化的方式，蒐集6校在民國90至94年碩士畢業生的就業情形及工作能力需求、92學年至94學年課表，與6校的教學理念，以瞭解及分析臺灣近五年碩士畢業生就業市場與工作能力需求是否能夠與圖書資訊學碩士教育達到平衡。 本研究發現：1.臺灣圖書資訊學碩士畢業生的就業市場除圖書館機構外，有新興市場出現，分為九大類，包括：(1)教育機構；(2)政府機構；(3)學術研究機構；(4)博物館、美術館與檔案館；(5)圖書館資訊整合系統公司；(6)電腦公司；(7)通訊/網際網路業；(8)大眾傳播業；(9)自行創業。2.圖書資訊學碩士畢業生的工作能力需求有42項，分別為圖書館與資訊服務專業能力(16項)、教學與研發能力(4項)、科技與管理能力(11項)、個人能力(11項)。3.圖書資訊學碩士畢業生欠缺的工作能力需求以科技與管理能力及個人能力為主。4.六所圖書資訊學研究所共有194門課開設。5.課程開設理念除市場與研究考量外，也依老師專長領域劃分。6.工作能力需求與課程供需未達平衡。 最後建議：1.課程應配合市場與能力需求。2.課程設計朝向專科性(Specialty)發展。3.建立學術界與實務界合作機制。4.建立各校畢業生就業輔導與追蹤機制。5.碩士畢業生應加強專業繼續教育。6.保持本學門核心價值與新科技應用。 / It has been twenty-five years as National Taiwan University established its Master Programs of Library and Information Science (LIS) in 1980. Since then, six universities in Taiwan began to offer LIS Master Programs: National Taiwan University, National Cheng-chi University, National Chung Hsing University, National Taiwan Normal University, Tamkang University, and Fu-Jen University. Therefore, the analysis of employment situations of LIS master graduates can be used to evaluate the suitability of the courses in meeting the current market needs in the library and information industries. This research is also helpful in determining whether the curriculum design and teaching principles meet current market needs. The purpose of this research is first of all, to understand the LIS master graduates’ employment status. With the outcome, this research seeks to determine whether the working skills of the LIS master graduates match the programs’ curriculum design. Furthermore, the result also reveals if those LIS students fit in the employment market in Taiwan and brings up positive suggestions to adjust the courses for future use. The research methods of the study are as follows: “Questionnaire Survey”, “Websites Content Analysis”, and “In-depth Interview”. In questionnaire survey, we collect the statistics of LIS master graduates employment and the demand over them on work competence from 2001 to 2005. In websites content analysis, we gather class curriculums between 2003 and 2005, and the teaching principles of those six universities stated above. Followed by quantitative and qualitative analyses, this research achieves a better understanding on the correlation between the demand of LIS master graduates’ employment and work competence, and the supply of the LIS education in Taiwan for the past five years. Below are the findings: 1. There are emerging markets other than library institutions, including: educational institutions, governmental institutions, academic institutions, museums/galleries/archives, corporations of integrated library information systems, computer corporations, communication/internet industry, mass media dissemination industry and enterprisers. 2. There are totally forty-two core competencies for a LIS master graduate: LIS skills (16 items), skills of teaching and research (4 items), skills of techniques and administration (11 items), and personal skills (11items). 3. LIS master graduates are most lack of work competencies in technology, administration, and personal skills. 4. There are total 194 curriculums available within these six Master Programs. 5. In addition to the concerns of market and research, these curriculums are classified as well according to the faculty’s professional backgrounds. 6. It is unbalanced between the demand of work competencies and the supply of training curriculums in LIS Master Programs. The study makes final suggestions as follows: 1. The curriculum should meet the demand of work competence. 2. The curriculum should move toward specialty. 3. A cooperative link should be established between academics and library and information industries. 4. LIS Master Programs should create career consulting and employment monitoring system. 5. Master graduates should keep their continuous professional education. 6. The core value should be maintained and new technology application should be used well.

本研究係為建構我國高中校長培育之雛型，研究內容涵蓋培育專業課程、師傅校長、現場實習及相關配套措施等。為建立研究架構，先進行文獻分析探討及歸納，並事先訪談學校教師、校長及教育行政主管機關人員以蒐集實務運作意見，經編製成調查問卷，以作為調查工具。以臺北市高中校長、主任、國中校長及教育行政主管機關人員計268人為問卷發放對象，問卷回收222份，回收率達82.84%。問卷回收後，採平均數、標準差、次數分配表及交叉表等方法進行統計分析及討論。謹將本研究獲致之結論臚列如下： 壹、校長培育制度規劃可採本研究建構之四項內涵規劃 貳、高中校長培育專業課程： 一、受試者知覺整體高中校長培育專業課程為需要程度。 二、高中校長培育專業課程以行政管理得分最高。 三、於校長培育專業課程前先行學員評估，據以規劃課程。 參、高中校長現場實習及師傅校長制度 一、於培育課程中期開始，每週安排校長實習課程。 二、校長應每週一天赴學校實習，為期一學期至一學年。 三、依學員意願分配至願意提供實習之學校實習，並經培育單位同意。 四、校長應在二所以上（含二所）不同特色（或程度）學校實習。 五、師傅校長甄選應由校長團體推薦優秀且適合之校長，並經教育主管機關認可。 六、師徒配對方式，以培育單位提供師傅校長名單供學員（實習校長）選擇，並獲師傅校長同意較為合適。 七、師傅校長與學員（實習校長）的配對以一對一形式為佳，於適當時機，增加各師傅校長及各實習校長彼此互動機會，以獲致團隊學習效果。 八、師傅校長參與方式，在培育課程中，每週應安排師傅校長授課時 間。 九、獎勵師傅校長輔導實習校長較佳方式係發給合理酬勞。 肆、校長培育相關配套措施 一、宜由地方教育主管機關所屬教師進修研習中心負責辦理高中校長培育制度。 二、應以資績評分（含學歷、服務年資等）、口試及筆試三項分數選育人員。 三、校長培育專業課程若以儲訓班方式辦理，應儲訓九週至十二週為宜。 四、校長培育專業課程若以修碩士班層級校長學分班辦理，應修畢32學分。 五、校長培育專業課程，應安排於假日及寒暑假期間實施。 六、校長培育時程，應為半年以上未滿一年。 七、校長培育經費應由教育主管機關提供學員部分補助。 八、完成培育課程可於參與校長遴選時加分或將其列為參與校長遴選之必要條件，最能提昇校長參與培育意願。 / The purpose of this study is mainly focused on establishing the preparation prototype of senior high school principals in Taiwan; and the contents of this study contained the professional preparation courses, mentor principals, field internship and related accompanying measures etc. In order to establish the structure of this study, the author first conducted the literature review and generalization, as well as interviewed school teachers and principals and education authority to collect the data of field management as the opinions, in addition, the author then organized and revised the collected data and opinions to make a questionnaire as the research tool of this study. Adopted senior high school principals, directors, junior high school principals and education authority, the total number of them is 268, as the target to distribute this questionnaire; the number of returned questionnaire is 222, and the returned rate is reached 82.8%. Furthermore, mean, standard deviation, frequency distribution and cross table etc. methods were used to statistically analyze and discuss on the returned questionnaire of this study. The obtained outcomes are shown as follows: I. The principal preparation system can be implemented based on the four areas constructed by this research: II. Professional preparation courses of senior high school principals: 1.The degree of needs of professional preparation courses of senior high school principals perceived by the subjects. 2.Administrative management is ranked the highest in the professional preparation courses of senior high school principals. 3.The evaluation of trainees should be conducted before the commencement of the principal preparation courses in accordance with which the course contents should be planed. III. Senior high school principal internship and mentor principal system 1.Internship courses should be arranged every week since the middle of the preparation courses. 2.The principal should spend one day per week as an intern in school for the period between one semester and one school year. 3.The trainee should be assigned as an intern to the school which he/she so chooses which should be approved by the education authority 4.The principal should be an intern in at least two schools (including) which have different features (or levels). 5.The selection of mentor principals should be made from outstanding principals who are recommended by the principals’ association and approved by the education authority. 6.The matching of the mentor and disciple should be made by the trainee (intern principal) who makes selection from the list of mentor principals provided by the preparation institution. 7.The matching of the mentor principal and trainee (intern principal) is preferred in the one-to-one form. If opportunities allow, the interaction between the mentor principal and disciple principal should be increased to achieve the results of group learning. 8.In terms of the mentor principal’s participation, lecture hours should be arranged for the mentor principal. 9.The better incentive to encourage the mentor principal to provide guidance for the disciple principal is the provision of reasonable remuneration. IV. The supporting measures for the principal preparation 1.Teachers’ training institutions under the local education authorities should be responsible for the implementation of the principal preparation system. 2.The trainees should be selected as per their seniority and performance scores (including education, years of service, etc), oral examination and written examination. 3.In the event that the professional preparation courses of principals are undertaken for the purpose of training future principals, the adequate length of preparation should be between 9 weeks and 12 weeks. 4.In the event that the professional preparation courses of principals are undertaken by way of the principal credit program at the level of master’s degree, the total credits required for graduation should be 32 credits. 5.The professional preparation courses of principals should be implemented during holidays and summer, winter vacations. 6.The length of the professional preparation courses of principals should be between half a year and one year. 7.The education authority should subsidize part of the expenses of the professional preparation courses of principals. 8.The completion of the preparation courses may be treated as bonus points in the selection of principals or set as the requirement for the participation in the selection of principals, which will motivate principals to participate in the training program.

面對全球化競爭，世界各國莫不積極運用人力資源，以追求競爭力。公務人力資源為政府最寶貴資源，而常任高階文官尤其甚然。目前我國公務人員晉升簡任官等，除透過升官等考試及格取得任用資格外，亦可透過薦升簡訓練及格取得任用資格。公務人員保障暨培訓委員會及所屬國家文官培訓所爰依薦升簡訓練辦法辦理薦升簡訓練，以培訓未來晉升簡任官等職務公務人員所需知識、技能和態度。 國家文官培訓所自2003年起，辦理薦升簡訓練，迄2006年止已有4,756人通過訓練，並在各領域擔任重要職務。唯查現行薦升簡訓練之相關法令及實務運作，就受訓者從薦升簡訓練中所獲得訓練成效之探究，並無相關配套措施與計畫。是以，本研究嘗試： 一、歸納檢閱訓練移轉文獻，個案實證調查，從中瞭解影響本研究訓練移轉因 素； 二、研究結果提供薦升簡訓練相關法令修正和實務運作參考。 案經本研究個案實證發現： 一、受測者對未來生涯發展產生不確定感和無力感； 二、訓練課程之規劃未能因人制宜； 三、機關管理者、監督者之支持和同僚互助，是增加訓練移轉成效之關鍵因 素； 四、在訓練過程中，男性受訓者比女性受訓者更同意訓練課程設計和內容； 五、40歲（含）以下之受訓者最不認同訓練期望； 六、同僚互助之認同，因受訓者之學歷高低而有所不同； 七、受訓者服務年之不同，最認同之訓練移轉因素也有所不同； 八、受訓者官職等級之不同，對訓練移轉因素無顯著差異情形存在。 本研究發現影響訓練移轉因素不一，除受訓者特質、訓練課程設計和工作特質等因素外，現行人事法令、管理制度，不無影響受訓者之移轉成效。基此，本研究分別就現行薦升簡訓練實施制度和現行人事法令和管理制度提出具體建議如下： 一、現行薦升簡訓練實施制度 （一）培訓所訓練型態宜適度調整，與民間企業訓練機構建立夥伴關係； （二）訓練課程多樣性，講師多元化： 1.訓練課程規劃應配合受訓者特質和所屬機關屬性之不同，而有不同之課 程內容； 2.延聘講師應具專業專才，延聘管道多元化； 3.訓練科目、時數宜修改，人性化考量； （三）訓練評量標準客觀化，評量方式彈性化： 1.專題研討； 2.案例書面寫作； 3.受訓者實務經驗分享； 4.個案分析； （四）及格率未達七成時，建立補考制度，減少訓練資源浪費。 二、現行人事法令、管理制度 （一）活絡高階文官彈性調任制度 （二）給與訓練成績特優者適當獎勵並得優先陞任，以激勵受訓者 1.培訓所應主動作為 2.公務人員陞遷法宜配合修正 （三）受訓成績應確實與考核結合，以發揮訓練效能 薦升簡訓練自2003年開辦迄今僅為4年，已有4,756人通過訓練，在各領域擔任重要職務。高階文官肩負各機關實際政策規劃、制定、開創及推動等重要任務，對於機關組織發展與行政品質之提昇以及整個國家文官體制之健全發展，實有舉足輕重之影響。如何透過訓練以提昇簡任官等人員之素質，乃是保訓會和培訓所責無旁貸應面對之嚴肅課題。

本研究旨在探究英國校長專業資格檢定制度在我國國中小學校長培育制度的建構，以及探討校長專業培育課程與校長專業能力指標間的關係。本研究方法為文獻分析、問卷調查及後置訪談法，問卷調查樣本為台北縣、台北市、基隆市與宜蘭縣四縣市之學校行政人員，含校長、主任、組長等共800人，樣本回收524份，回收率達65.5%。訪談樣本為辦理國家級中小學校長職前培訓工作的教育行政人員，包含國民中學與國民小學部分共兩名。研究工具包含自編之「我國國中小學校長培育制度調查問卷」、採用之「校長專業培育課程問卷」、採用之「校長專業能力指標問卷」與自編之「我國國中小學校長培育制度訪談大綱」。本研究統計方法為描述性統計、單因子變異數分析、t考驗、皮爾森積差相關分析、結構方程模式（SEM）分析等方法分析。本章乃根據研究結果與分析，歸納獲致成主要結論如下： 壹、英國校長專業資格檢定制度之內涵與現況 一、 校長培育課程係根據校長國家標準； 二、 校長培育由國家籌設之專責機構辦理； 三、 校長培育制度為長時間的實務訓練以及彈性分散式的時間規劃； 四、 校長培育課程應重視個別差異，依照學員的需求評估提供合適培育路徑與學習課程模組； 五、 校長認證課程採成人式學習原理及資訊與通訊科技(ICT)應用； 六、 校長培育制度經費採行個人支付而國家補助的方式； 七、 校長培育制度應重視實務實習並落實於學校改善之中； 八、 校長培育制度重視師傅教導的教學方式； 九、 校長培育制度可進一步採行校長專業資格檢定認證模式； 貳、我國國中小學校長培育制度之建構 一、 校長培育制度規劃可採本研究建構之三向度模式規劃； 二、 校長培育機構之設立應由國家設立專責機構統籌辦理； 三、 校長培育時程規劃應為半年至一年，並採行分段辦理； 四、 進入校長培育課程前進行學員需求評估據以規劃課程； 五、 培育課程講座以兼具理論與實務經驗的大學教授為先； 六、 學員學習成效由原培育單位與專責評鑑中心共同評鑑； 七、 培育過程中的經費可由學員自行支付且國家予以補助； 八、 校長實務實習時程規劃可於中期開始並採分散式規劃； 九、 校長實務實習學校應在不同類型學校實習並落實實做； 十、 師傅學員的配對可為多對一的形式學習更豐富的經驗； 十一、師傅校長的甄選來源多元化並建立審查機制遴選良師； 十二、師傅校長與培訓課程應同時開始且每週皆有師傅校長； 參、校長專業課程與校長專業能力 一、學校行政人員對於校長專業培育課程之知覺為相當重要程度。 二、校長專業培育課程以教學領導課程得分最高。 三、學校行政人員對於校長專業能力指標之知覺為相當重要程度。 四、學校行政人員對於校長專業能力指標之知覺，以「行政管理」最為重要。 五、整體校長專業培育課程對於整體校長專業能力指標具有顯著的影響力。 最後，本研究依研究結果分別提出以下建議： 壹、英國校長專業資格定制度值得作為我國校長培育制度規劃之借鏡與參考。 貳、校長培育制度之規劃應先訂立校長國家標準。 參、我國校長培育可採本研究建構之校長培育三向度模式。 肆、校長培育制度中需要更多的校長積極地投入與參與。 伍、對未來進一步研究的建議。 關鍵字：英國校長專業資格檢定制度（NPQH）、校長培育制度、校長儲訓制度、校長專業培育制度、校長實務實習制度、師傅校長校長制度、校長專業培育課程、校長專業能力指標 / Abstract The main purpose of this study was to construct the elementary and secondary school principal preparation systems in Taiwan by (1) Analyzing the documents and literature of the NPQH in England; (2) Investigating the opinions of different members on the ideal elementary and secondary school principal preparation systems in Taiwan; (3) Analyzing the relationships between principal professional preparation curriculum and principal professional competency standards; (4) Explore the influential power of principal professional preparation curriculum on the part of principal professional competency standards. The method of this study was adopted literature review, questionnaires investigation and interviews. There were 800 questionnaire total issued and 524 effective samples were acquired. The sample included school principals and main administrators. There were 2 interview samples who were the core educational administrators conducting the work of he elementary and secondary school principal preparation. The instrument were ”Questionnaire for constructing the principal preparation systems of elementary and secondary school in Taiwan” and “Interview conspectus for constructing the principal preparation systems of elementary and secondary school in Taiwan.” The data gathered from questionnaires were analyzed by description statistics, t-test, One-way ANOVA, Pearson-moment correlation analysis, Scheff’e posteriori comparison, and SEM through the use of LISREL 8.71. The conclusion drawn from the study results were as follows: 1. The constructing systems for the elementary and secondary school principal preparation in Taiwan are “three dimension model.” 2. The institution of the elementary and secondary school principal preparation is the one of national level. 3. The time of the elementary and secondary school principal preparation is half to one year, and is a distributed formation. 4. The need assessment for students of the elementary and secondary school principal preparation was conducted before accepting the preparation curriculum. 5. The fist order teacher of principal preparation curriculum was the professor who was experienced in practice and theoretical in colleges. 6. The learning and performance assessment to students was conducted by original preparation center and other professional assessment center. 7. The pay of principal preparation was paid by students’ himself /herself and national government. 8. The practical internship was conducted form the middle of the principal preparation, and was conducted by a distributed formation. 9. The ideal internship school of the principal preparation was multiple-type. 10. The best pair of mentor and trainne was several to one 11. The resources of mentors were multiple and accepted selecting. 12. The mentor participated in the principal preparation, and directed the principals weekly. In the last part, the researcher, based on the findings, proposes some suggestions for the design unit of principal preparation system, hoping to benefit the development of construction of the elementary and secondary school principal preparation systems in future. Key words: National Professional Qualification for Headship, NPQH, principal preparation systems, principal professional preparation curriculum, principal professional competency standards

本研究旨在了解日本學生的語言學習信念變化，並找出哪些因素在台灣和日本的TESOL環境中影響學生的學習信念的形成和變化。不同於傳統基於問卷的調查，只針對某些固定的學生的學習信念特徵的研究，最近的研究更注重學習信念的動態變化過程。社會文化理論還強調，社會文化環境在學生的思考過程中具有中介的效果。本研究旨在了解日本學生的學習信念是如何受他們的學習經驗影響，而這些經驗在不同的環境如何影響他們的學習信念。本研究使用深度訪談收集資料，採用半結構式訪談每個月針對學生的學習經歷和信念進行一學期五次的資料蒐集。通過Liblich(1998)的方法整理出訪談資料的整體與分類的內容，本研究希望找出在台灣和日本學習語言的意識形態的不同，這些差異和參與者的語言學習信念之關係，以及在台灣的日本學生面臨何種語言學習機會和挑戰。 這項研究的結果是，三位參與者經歷了不同程度的語言學習信念轉變，同時形成新的學習信念。來台灣之前，參與者對於自己的英文能力的自信心高低不一，但他們都相信能夠透過海外留學加強英文能力。在台灣，由台灣以及西方學生所組成的團體使參與者能夠練習英文並表達自己的意見，無須擔心被批評。ETP課程給他們一個機會可以使用英文來學習並溝通。來到台灣一年後，Yoshi對英文能力變得較有自信，且相信策略運用比天生能力來的重要。Taka變得較不在意自己的發音且把注意力放在文化學習上。Ko了解自己天生語言學習能力的極限並開始發展自己的學習策略。在研究建議方面，當未來的研究採用BALLI(Belief About Language Learning Inventory)(Horwitz,1999)分析時也應將親密團體和社會文化等因素加入。在英語教育方面，台灣的大學英語培訓課程應該包括更多的跨文化差異教學，所以當國際學生參加一般ETP(English taught program)時他們將面臨較少的文化衝擊。由於參與者提到與台灣和國際學生的非正式交流對她們的英語學習大有幫助，在ETP課程中教授應考量國際學生的英語水平，並把他們分配在具有相應英語水平的小組中，使他們能夠更快克服學習困難。期望這項研究的結果提供語言教學方法的調整建議，以滿足國際學生，特別是日本學生的需求。 / This study was aimed to understand the language learning belief change of Japanese students, and to find out what are the factors in the TESOL environments of Taiwan and Japan that lead to these changes. Unlike the traditional questionnaire-based research, which studied student’s learning belief based on certain critical characteristics; recent studies focused more on the changing process of language learning belief. Socio-cultural theories also stressed that the socio-cultural environment has meditational effects on the student’s thinking process (Furberg, 2009). This study tried to understand how Japanese student’s English learning belief was affected by their learning experiences and how these experiences in the different environments affected their learning belief reciprocally. This study adopted in-depth interviews to collect data, using semi-structured interviews per month for six months to discover how Japanese students’ learning experiences and belief changed in the process. By analyzing the interview data using the holistic-content method proposed by Liblich et al (1998), this study focused on how different language learning ideologies in Taiwan and Japan affected the participants’ learning belief, what opportunities and challenges the Japanese students faced in Taiwan in terms of language learning. Based on the result of this study, the three participants experienced different degrees of language learning belief changes and formed new learning beliefs in the process. Before they came to Taiwan, the participants had different levels of self-confidence and all believed that they could improve their English proficiency by studying abroad. In Taiwan, the supportive community formed by Taiwanese and Western students allowed the participants to practice English and express their ideas without being afraid of getting judged. The ETP (English Taught Program) offered them an opportunity to use English to both study and communicate on a daily basis. After one year of staying in Taiwan, Yoshi became more confident in his English proficiency and believed more in strategy use than innate language learning ability. Taka was less anxious about his Japanese accent and put more emphasis on learning cultural factors. Ko realized the limitation of his innate language learning ability and began to develop his own language learning strategies. As for theoretical implication, factors like community and socio-cultural influence should be added to BALLI’s (Belief About Language Learning Inventory)(Horwitz,1999) model in analyzing language learning belief in future studies. In terms of pedagogical implication, English training programs in Taiwan’s university should provide more cross-cultural information so that when international students take English taught classes they will encounter less cultural shock. As the participants mentioned that the informal interaction with Taiwanese and Western students assisted their English learning, professors in the ETP classes should consider international students’ English proficiency and put them within groups of appropriate English levels so they can learn with less difficulty.

工学系人材養成における大学院での文理融合の教育アプローチの可能性を検討した基礎研究である。工学系人材にはエンジニアリング・デザイン能力，技術者倫理，グローバル・コンピテンシーなどの獲得が期待される。本研究はそれに資するプログラムとして「博士課程教育リーディング大学院」の事例を分析した。結果，上記の3要素の学習成果の可視化，および教育目標や学生評価の基軸として学生の学びにおける文理融合の「統合」の水準の設定が肝要であると結論した。 / This is basic research that examines the possibility of an integration of humanities and social sciences educational approaches in graduate schools for the development of engineering human resources. Human resources in engineering are expected to acquire engineering design ability, engineering ethics, and global competencies. This study analyzes the case of the "Program for Leading Graduate Schools" as a program that contributes to this goal. As a result, we concluded that it is important to visualize the learning outcomes of the above three elements and to set the level of "integration" of humanities and social sciences in student learning as the basis for educational goals and student evaluation. / 博士(教育文化学) / Doctor of Philosophy in Education and Culture / 同志社大学 / Doshisha University