{"created":"2021-03-01T06:38:03.542950+00:00","id":29822,"links":{},"metadata":{"_buckets":{"deposit":"3deee5a3-0aed-402c-bab6-91f2482e0b04"},"_deposit":{"id":"29822","owners":[],"pid":{"revision_id":0,"type":"depid","value":"29822"},"status":"published"},"_oai":{"id":"oai:nagoya.repo.nii.ac.jp:00029822","sets":["748:749:750:2489"]},"author_link":["97445","97446"],"item_1615768549627":{"attribute_name":"出版タイプ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_9_alternative_title_19":{"attribute_name":"その他のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"Examining Unbundled Academic Professions : Experiences of Teaching-focused Academics in Australian Universities","subitem_alternative_title_language":"en"}]},"item_9_biblio_info_6":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2020-03","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"234","bibliographicPageStart":"213","bibliographicVolumeNumber":"20","bibliographic_titles":[{"bibliographic_title":"名古屋高等教育研究","bibliographic_titleLang":"ja"}]}]},"item_9_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"現在、日本の大学では、特定プロジェクト雇用教員、FDやIR担当教員など特定の業務のみに従事する教員が増加しており、多様化、役割細分化する大学教授職に対してどのような策を取り得るのか、という点が課題となっている。大学教授職の多様化や役割細分化という現象は、他の国においても起きており、一部の欧米諸国では、大学教員のポストを役割ごとに細分化し、異なる教員評価やキャリアパスの仕組み等を導入するという組織的、制度的対応を進めている。限られた資源の中で、大学が果たすことを期待されている多様な役割を担うためには、合理的な選択だと言える。しかし一方で、学術的な専門性に基づき教育・研究・あるいは学術サービスなどに関わるという大学教授職のあり方を根源的に揺るがすものであるといった批判や、大学教員ポストの階層化を促進するものであるといった懸念が示されている。特に大学教員の中核的活動である教育と研究を分ける教育担当教員の設置は、様々な議論を引き起こしている。そこで、本稿は、オーストラリアの教育担当教員ポストの設置を事例に、大学教授職の役割細分化の動機、課題について整理し、今後取り組まれるべき課題を提示することを目的とする。","subitem_description_language":"ja","subitem_description_type":"Abstract"},{"subitem_description":"This paper examines the big-picture changes and driving forces behind the institutionalization of teaching-focused academic appointments and the issues they face in Australian universities. There is increasing evidence that academic work has diversified as a result of a variety of forces, including the massification of higher education, advancement of technologies, managerialism, and so forth, in many countries. In response to such a situation, Australian universities introduced differentiated academic roles, which is part of an international trend. According to the literature, there are a number of different and contradictory reasons for introducing teaching-focused appointments, from raising the status of teaching and creating career paths for excellent teachers to improving institutional research rankings by transferring research-inactive academic staff to teaching-focused appointments. Emerging issues with teaching-focused appointments include 1) stratification of academic staff with teaching-focused academic standing below teaching-research academic; 2) unclear expectations, criteria for promotion, and role description; and 3) insufficient governance and management. To understand the impact of having unbundled academic professions, it is necessary to conduct more empirical studies to capture living experiences of teaching-focused academics. Future research might also look at the outcomes of discussion by different stakeholders, such as unions, to capture the image of academic professions in the context of Australia.","subitem_description_language":"en","subitem_description_type":"Abstract"}]},"item_9_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.18999/njhe.20.213","subitem_identifier_reg_type":"JaLC"}]},"item_9_publisher_32":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"名古屋大学高等教育研究センター","subitem_publisher_language":"ja"}]},"item_9_select_15":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_select_item":"publisher"}]},"item_9_source_id_7":{"attribute_name":"ISSN（print）","attribute_value_mlt":[{"subitem_source_identifier":"1348-2459","subitem_source_identifier_type":"PISSN"}]},"item_access_right":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_abf2"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"佐藤, 万知","creatorNameLang":"ja"}],"nameIdentifiers":[{"nameIdentifier":"97445","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"SATO, Machi","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"97446","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2020-04-03"}],"displaytype":"detail","filename":"12.pdf","filesize":[{"value":"1.5 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"12.pdf","objectType":"fulltext","url":"https://nagoya.repo.nii.ac.jp/record/29822/files/12.pdf"},"version_id":"1b1f3ff9-e48b-4986-851a-9b9606a72891"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"大学教授職の役割細分化現象と課題 : オーストラリアの教育担当教員を事例に","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"大学教授職の役割細分化現象と課題 : オーストラリアの教育担当教員を事例に","subitem_title_language":"ja"}]},"item_type_id":"9","owner":"1","path":["2489"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2020-04-03"},"publish_date":"2020-04-03","publish_status":"0","recid":"29822","relation_version_is_last":true,"title":["大学教授職の役割細分化現象と課題 : オーストラリアの教育担当教員を事例に"],"weko_creator_id":"1","weko_shared_id":-1},"updated":"2023-01-16T04:10:52.735568+00:00"}