https://doi.org/10.24552/00002201 ©青森県立保健大学
Comparison of First and Fourth Grades through Role Analysis of Mock Discussions
（Diploma Policy;“The Ability to Improve Yourself” Evaluation Report II）
Harumi Kadohama, Sangun Lee, Mellisa Ogasawara, Masashi Yamada, Naoko Hiromori, Yutaka Asada
and Kie Kawauchi
Aomori University of Health and Welfare
（Recieved March 18, 2022; Accepted June 22, 2022）
ABSTRACT
［Objective］Analyse group work roles in mock discussions to determine to what degree the university’s Diploma
Policy’s objective, the ability to improve oneself, was achieved, and present the implications for future education.
［Methods］One university student from each department was randomly selected from first- and fourth-
year students. Four groups were created; two first-year and two fourth-year. One group from each
year level received a guide for discussion, and the other groups did not. Participants discussed the
topic “What do you think about installing surveillance cameras?”for 45 minutes. The recorded audio
data was transcribed for each speaker, and role analysis tools were used to categorise the role of
each statement.
［Results］Analysis showed more statements were made by fourth-year students than by first-year stu-
dents, and groups with the discussion guide made more statements than those without a guide. In
terms of task roles, there were groups who shared their opinions based on information; however,
there were also groups that provided little information, did not agree, or disagree with other opinions,
and mainly commented on other opinions and did not express their own. Social roles among the
fourth-year students were approximately twice that of the first-year students, and were observed
continuously from the beginning to the end of the discussion. Individualistic roles were almost absent.
［Conclusions］The results suggest that fourth-year students have acquired social roles and developed
the ability to sustain discussions. It is considered necessary to consciously educate students on
strategies to better balance their task-performing roles.
Key words: Mock Discussions, Role Analysis, Evaluation of Diploma Policy, Conversation Analysis