中国における大学教員の養成過程

北京大学博士課程指導教師の学歴を手がかりとして

抄録

After the Cultural Revolution, the number of enrollments in regular institutions of higher education have increased rapidly, along with regulation and expansion of higher education in China. Under this condition, educating faculty is becoming one of the most important things. Only a few attempts have been made so far at practical research which focuses on the concrete process of preparing faculty. In recent years, we can carry out practical research in this area, because some universities published books that introduce accademic staff of the university. The purpose of this article is to analyse the training process of faculty in China and to clarify their features, with special focus on the supervision of doctorate candidates in Peking University as a case example.
Supervision of doctorate candidates started in 1981 with establishment of the academic degree system in China. This means that they literally have right to train doctoral course students and confer the doctoral degree. Supervisors are selected on the base of their recognizing achievements in teaching or scientific research.
The author in this research draws upon three books of Yan Yuan Shi Lin (Peking University Press, 1991, 1996, 1998), in which 553 supervisors of doctorate candidates in Peking University are introduced. In these books, introductions of individual supervisors are described in terms of their career achievements. Finally, the sample of the investigation is 520. In the analysis, the author uses three main indicators: (1) institution of higher education from which they graduated, (2) experience of attending graduate education, (3) institution of higher education which they attended graduate education. Between 1949 and 1980, graduate education in China did not go hand in hand with the academic degree system. Many supervisors who completed their undergraduate course in that period did not obtain any academic degree and therefore we cannot analyse their academic degree which they obtained after attending graduate education.
The main results of this study are summarized as follows.
First, 358 of 520 supervisors of doctorate candidates in Peking University graduated from Peking University at the undergraduate level, 37 graduated from Tsinghua University, 11 from Renmin University of China, 10 from Yanjing University, and so on. If we count 19 supervisors who graduated from another institution at the undergraduate level and experienced graduate level education at Peking University, 72.5% of all supervisors of doctorate candidates in Peking University are defined as graduates of Peking University.
Secondly, in concentrating our attention on geographical distribution of institutions of higher education from which doctoral supervisors graduated, 83.7% of them graduated from the institutions of higher education located in Beijing, including Peking University and the three universities mentioned before. This fact may show that, in China, faculty members are generally recruited in the region where institutions of higher education are located.
Thirdly, with respect to their experience in graduate education, 42.3% of the supervisors who studied at graduate level in any institutions of higher education. It can be said that this rate is much higher than that of all full-time teachers in institutions of higher education in China (26.6%), especially if one considers the fact that in the 1950s and 1960s, many graduating students who wanted to be a university teacher did not have to attend graduate school after completing their undergraduate course. In addition, the percentage of supervisors who graduated from Peking University and have experience of graduate level education is lower than that of supervisors who graduated from other institutions of higher education and have experience of graduate education.