The purpose of this study was to clarify the relationship between learning from “past experiences” and proactive behavior among university administrative staff. To achieve this objective, we analyzed the data from a survey conducted in 2021 concerning university staff members.

 The main findings of this study can be summarized as follows. First, it clarifies the relationship between learning from “past experiences” and the proactive behavior of university staff. Specifically, a corresponding relationship between the type of experience and proactive behavior was confirmed: among the proactive behaviors, perceived growth from work was found to have a significant positive impact on work performance behavior, perceived growth from people was found to have a significant positive impact on interaction behavior, and perceived growth from learning opportunities was found to have a significant positive impact on learning behavior. Second, we identified other facilitators of proactive behavior among university staff. Specifically, consistent with the relationships among variables identified in previous studies of university administrative staff and whitecollar research, the analysis in this study also found results that are consistent with the relationships among variables identified in previous studies of university administrative staff and white-collar employees.

抄録全体を表示

 Despite recognizing the importance of implementing new projects for university administrators, not all of them are positive or achieving results. In this study, we addressed the question, “What antecedents and characteristics can be found in the process of implementing new projects by young university administrators?”

 Interviews with 12 young university administrators revealed the following three points. First, it became clear that when new projects are created or assigned, internal and external stakeholders are the “source” of policies, information, and reputation. Second, “collaboration” with various stakeholders in the implementation of new projects was evident, and their opinions were coordinated. In the process of coordination, strategies were used to persuade faculty members, to foster a sense of conviction through reasoning as well as by utilizing the authority of executives to pass the administrators' opinions. Third, individuals' proactivity and customer orientation accelerated their involvement with internal and external stakeholders in the process of implementing new projects.

抄録全体を表示

 With a focus on staff who are not in the “Third Space” professional roles, this study examines how professional services staff in UK higher education (HE) institutions develop their careers. Interviews with 14 university staff members from the “Job Shadowing HE” podcast series reveals a cyclical career management structure consisting of five phases: (1) navigating undefined career paths with individual-driven development, (2) acquiring new skills through job transitions, (3) gaining objective perspectives through internal and external networks, (4) transforming work through new organizational relationships, and (5) redefining professional identity. These findings suggest that despite the absence of clearly defined career trajectories, staff actively construct their career paths through continuous self-reflection and identity redefinition. The results also imply distinct career development patterns among different job levels, with senior managers often pursuing HE degrees after getting in HE and middle managers either advancing to senior positions or specializing in specific areas. While the sample size and institutional representation limit the generalizability of this study, it provides valuable insights into how professional university staff navigate career development in the UK HE sector, thereby highlighting the importance of self-directed career management and continuous professional identity formation.

抄録全体を表示

　本論は，近年勃興している

論のメタ評価を試み，高等教育研究としての課題を整理したものである．近代日本の大学制度の展開において，国立組織は，幹部職員と大学採用の格差構造，と文部省職員の二重構造，学長と事務局長の二元構造という特徴を持つようになった．60年代の大学紛争後に，大学運営の民主化としてこの二元構造の克服が提唱されたが実現せず，90年代には少子化などを背景に，私学の論が生起し，1998年大学審議会答申を機に，国立論も展開されるようになった．しかし，国立論には，教員と職員の対抗図式の上に立って，職員の役割拡大と専門性向上を主張し，国立大学の職員組織の構造が視野に入っていないなどの問題がある．論を発展させるための研究的な課題と，高等教育研究を発展させるための論の課題双方を指摘した．

抄録全体を表示

 How do non-academic university professionals develop their identities in the workplace while facing organizational changes and difficulties? Due to increasing pressure to meet the needs of the society, higher education professionals are required to cover more diverse and market-oriented work apart from the simple and conventional routine tasks. This paper focuses on transitioning organizational identity to explore how professional staff in higher education in the UK position themselves within the organization and overcome difficulties.

 Semi-structured interviews were conducted with nine UK professional staff in the higher education sector, and the interview transcripts were meticulously examined. It was revealed that professional staff in UK higher education have a stabilized resilience system, an “organizational identity rebuilder,” to constantly reconstruct their organizational identity, which allows them to navigate professional difficulties and conflicts.

抄録全体を表示

 This study organized and integrated research on the voluntary behavior of university staff using the framework of proactive behavior research to indicate the future direction of research on university staff's voluntary behavior.

 The results of an integrative literature review revealed that research on university staff's voluntary behavior was predominantly focused on voluntary learning, with less emphasis on other types of voluntary behavior. Furthermore, there was a lack of accumulated research focusing on the processes by which various antecedents affect voluntary behavior and the temporal dynamics of voluntary behavior, indicating the need for future research to focus on these areas. Additionally, because university organizations have different characteristics from private companies, it is important for future research to consider factors unique to university organizations and conduct research on the voluntary behavior of university staff.

抄録全体を表示

目的：人工歯の選択方法の実情を把握する目的で，QFD（品質機能展開）手法を用いて調査し，歯科医師と歯科技工士（以下，技工士）間の人工歯に対する要求や考え方の違いや，職場種類による認識の違いについて検討を加える．
方法：人工歯に対する要求項目を抽出するための1次アンケートに基づいて，19項目の2次調査項目を作成し，この調査項目を用いて関心度の高い項目からVAS法による再調査を行い，要求項目を明らかにした．調査対象は，歯科医師19名・大学附属病院技工士15名・開業歯科医師21名・開業技工士12名である．
結果：前歯に関しては歯科医師・技工士ともか開業かに関わらずほぼ同様な傾向を示し，臼歯に関しては歯科医師・技工士ともに，の歯科医師・技工士では咬合に関する項目，開業歯科医師・技工士では自然観に対する項目に関心が高く，両者の傾向が異なった．各質問項目間の相関が高い項目数は，歯科医師・技工士ともに，の歯科医師・技工士では相関の高い項目が少なく，開業歯科医師・技工士では相関の高い項目が多かった．主成分分析の分析上位項目は，歯科医師は主成分2までで寄与率が約60％ となったが，技工士は寄与率が30％を超える項目は無く多項目を要求しているが，それでも主成分3までで60％以上になり両者とも少ない項目で説明が可能であった．
結論：人工歯に対する考え方は，前歯に関しては，歯科医師と技工士，さらには職場の違いにおいても明確な差は見られなかった．臼歯については，歯科医師・技工士ともに，では咬合に対する精度を重視し，開業歯科医師・技工士では自然観を要求していた．歯科医師は，では多種多様な嗜好を示し，開業医では形態が安定し調和の取れた人工歯を希望した．

抄録全体を表示

本稿では,これからの像とその職能開発の議論にあたり,デザインの専門性という側面から考察を試みた.まずと教員の違いを,大学における「教育・研究」の含意から考察し,人間の知識活動における能力観・知識観をもとに,大学に求められる職能について整理した.さらに,職員の新たな職能開発にあたり,デザインの専門性が貢献できる可能性を考察した.

抄録全体を表示

　近年，知識社会化やグローバル化の中で変容が著しいわが国の大学において，

の役割拡大やその拡大された役割の遂行に必要な能力開発は，大学の将来を決める重要課題であるという認識が日増しに強まりつつある．しかしその認識の高まりと職員が置かれている現実の状況との間には相当なずれがあり，この関係を変えないと事態は改善しない．本稿は，職員に関わる問題の重要性に鑑み，その問題を捉える視点を明らかにするとともに，筆者が実施したアンケート調査から得られたデータに基づき，設置者別に見たの現状や能力開発に関する職員の意識等を分析し，教員と職員との協働や大学に置かれるべき専門職集団を含め，今後の大学運営に大きな役割を果たすべき職員の在り方を論じるものである．

抄録全体を表示