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大学教員の職業意識に関する一考察

机译：高校教师职业意识研究

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This study aims to clarify the distinguishing characteristics of the Japanese results from two international surveys, “The Changing Academic Profession 2008”and “The Changing Academic Profession in Asia 2012”. We asked faculty members how they perceive their academic professions.The results were as follows:1 . Japan has a high rate of awarded doctoral degrees. This is considered a basic requisite for becoming an academic. Academics are receiving doctoral degrees at an increasingly younger age.2 . Faculty members show a strong inclination towards research. However, the amount of time spent on teaching duties is increasing for academics and this could lead to scheduling conflicts.3 . Facilities and support for academics at Japanese universities are not as favorable as they are overseas. Personnel support is lacking; many academics have to cope with a high workload with minimum or no support. This is believed to be linked to stress amongfaculty members.4 . Japan lags behind international institutions in implementing institutional initiatives to improve education and provide professional development for management andadministrative teams in academic institutions.5 . Japanese faculty members have a high degree of job satisfaction. Around 70％ of surveyed faculty members were satisfied with their job. However, when asked the question “If you could live your life again, would you still choose to become a faculty member?”, the responses included many neutral or negative responses. This indicates that change in the academic working environment is needed. As professionals, faculty members take on new tasks throughout their careers and they face a daily struggle to perform well in all duties. The tasks vary according to the individual’s age and position. We conclude that faculty members need individualized support networks to help them advance at every stage of their career.
机译：这项研究的目的是通过两项国际调查（“正在变化的学术专业2008”和“正在变化的亚洲学术专业2012”）来阐明日本研究结果的区别特征。我们问了教师们对他们的学术专业的看法。结果如下：1。日本的博士学位授予率很高。这被认为是成为学者的基本条件。学者的年龄越来越小。2。教职员工表现出强烈的研究兴趣。但是，学术界花费在教学上的时间越来越多，这可能导致日程安排冲突。3。日本大学在学术方面的设施和支持并不像在国外那样有利。缺乏人员支持；许多学者不得不在很少或根本没有支持的情况下应付繁重的工作。人们认为这与教师的压力有关。4。日本在实施机构举措方面落后于国际机构，以改善教育并为学术机构中的管理和行政团队提供专业发展。5。日本教职员工对工作的满意度很高。大约70％的被调查教师对此工作感到满意。但是，当被问到“如果您可以再次生活，您是否还会选择成为教职员工？”这个问题时，回答包括许多中立或消极的回答。这表明需要改变学术工作环境。作为专业人员，教职员工在整个职业生涯中承担着新的任务，他们每天都在努力地履行所有职责。任务根据个人的年龄和职位而有所不同。我们得出的结论是，教师需要个性化的支持网络，以帮助他们在职业生涯的各个阶段发展。

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