本邦大学における「第三の機能」の制度化 (2) : 国立大学生涯学習系センター職員の意識調査をもとに
KJ00004388872.pdf 1.03 MB
Institutionalization of "the Third Function" in Japanese Universities (2)
center for lifelong learning
Centers for life-long learning were established by many Japanese universities in the late 1980s. The centers have played a role as special agencies for university extension. This paper asks how the university extension has been accepted and how it is institutionalized as the third function of the university through examining staff's attitudes of the centers. We arrived at the following findings : (1) The importance of the university extension is understood among the faculty members. (2) The faculty members have little interest in the centers and their projects, and they place the centers lower than the other departments in the university. For this reason, it is difficult for the staff of the centers to cooperate with the faculty members. (3) Though the centers have the authority to plan the project, they do not have sufficient authority on personnel and budget affairs. (4) Most center staff is aware that the center project should improve, but they have no concrete plan. (5) The specialty of most center staff is the study of lifelong learning, and more than half of them consider that they are good adult educators themselves. (6) Most center staff finds the fulfillment in their professional research than in their jobs. (7) As far as they adhere to the traditional model of university faculty, it is difficult for most center staff to adapt themselves to their routine work.
広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域