Teaching Staff in Non-University Higher Education in Japan: Career Experience, Competencies and Identities

Yuki Inenaga; Keiichi Yoshimoto

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Chapter 9 Teaching Staff in Non-University Higher Education in Japan

Career Experience, Competencies and Identities

In: Universities as Political Institutions

Authors:

Yuki Inenaga

Yuki Inenaga
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Keiichi Yoshimoto

Keiichi Yoshimoto
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Type:: Chapter

Pages:: 213–234

DOI:: https://doi.org/10.1163/9789004422582_010

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Abstract

The non-university higher education sector in most countries conveys vocational education. In Japan, both junior colleges and professional training colleges also provide vocational education at Level 5 of the International Standard Classifications of Education (2011). However, the historical origins of these two types of institutions differ and there is ambiguity concerning their objectives and legal requirements for their educational programmes and teaching staff. We argue that there is a need to develop a convergent research framework to assess the career experience and competencies of the teaching staff of such institutions to improve the quality of vocational education. This study investigates the career experience, competencies and identities of teaching staff in the non-university higher education sector to understand how various types of academic qualifications and work experience are related to their careers through the analysis of nationwide empirical survey data in Japan. The results identified four model types of teaching staff members’ career experience: ‘dual’, ‘academic’, ‘vocational’, and ‘other’. While most junior college teaching staff were classified as ‘academic’, there was a conflict between the identities of junior college teachers and institutional demands. ‘Academic’ teaching staff reported conflicting demands when their academic experience did not meet the professional demands made of them by junior college students. Both junior colleges and professional training colleges revealed similar demands; to strengthen teachers’ professional/vocational orientations. However, the historical origins and inertia of such institutions have not supported the improvement of education and training quality offered to students.

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Universities as Political Institutions

Higher Education Institutions in the Middle of Academic, Economic and Social Pressures

Series: Higher Education Research in the 21st Century Series, Volume: 12

Cover Universities as Political Institutions

E-Book ISBN:: 9789004422582

Publisher:: Brill

Print Publication Date:: 27 Mar 2020

Subjects
- Education

Front Matter

Foreword

Acknowledgments

Figures and Tables

Notes on Contributors

Introduction

Part 1 Geo-Political Influences

Chapter 1 Powershift

Chapter 2 The Rise of Nationalism

Chapter 3 Pursuing Ideal Partnerships

Chapter 4 The Challenges of Brexit

Part 2 Political Analysis, Action and Power

Chapter 5 Keynote Conversation

Chapter 6 Universitas Reformata Semper Reformanda

Chapter 7 Student Protests and Higher Education Transformation

Chapter 8 University Third Mission as an Organisational and Political Field

Chapter 9 Teaching Staff in Non-University Higher Education in Japan

Part 3 Societal Values, National Regimes and Higher Education

Chapter 10 Inclusion and Fairness in Access to Higher Education

Chapter 11 Academic Career, Mobility and the National Gender Regimes in Switzerland and Finland

Chapter 12 The Applicability of Two Graduate Employability Frameworks

Chapter 13 Universities in the Complex Setting of the West Bank

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Chapter 9 Teaching Staff in Non-University Higher Education in Japan

Career Experience, Competencies and Identities

Abstract

Citation Info

Share link with colleague or librarian

Universities as Political Institutions

Higher Education Institutions in the Middle of Academic, Economic and Social Pressures

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