本研究はわが国の国公私立大学経営における理念の浸透をテーマとし、浸透のメカニズムおよび浸透策とその効果について、国公私立大学743校を対象としたアンケート調査と教職員個人を対象としたアンケート調査等により、体系的に初めて明らかにしたものである。研究の結果、特に私立大学においては理念の浸透が組織および職員個人に対してプラスの効果をもたらし、経営において重要な役割を果たしていることを確認した。 / This study focuses mainly on the effectiveness of pervasiveness of management philosophy in Japanese universities—both national and private universities. The mechanism is analyzed, in which the management philosophy pervades effectively, and the way how the mechanism would work is revealed through a systematic approach which is based upon the result of questionnaire survey directed at 743 Japanese universities as well as teaching and clerical staff who work for these universities. Throughout my considerations from various angles, it is confirmed that the pervasiveness of philosophy strengthens the staff's sense of belongingness and also that the pervasiveness itself plays an important role in school administration especially in the case of private universities. / 博士(政策科学) / Doctor of Philosophy in Policy and Management / 同志社大学 / Doshisha University

Service-learning, with a longstanding history in American higher education (Burkhardt & Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system – Carnegie Community Engagement Classification – for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton & Crosby, 2011; Hurtado & DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, & Korn, 2007). Community engagement "is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening – rhetoric versus reality" (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types – a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders.