Faculty Profiles - MARUYAMA Kazuaki

Papers - MARUYAMA Kazuaki

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各国比較にもとづく日本の教員業務と勤務時間管理の特質 (特集世界の教員の働き方 : 勤務時間管理と業務比較から) Invited

丸山和昭

季刊教育法 Vol. 208 page： 42 - 49 2021.3

高等教育政策にかかわる会議体とアクター Invited

丸山和昭

高等教育政策決定過程の変容と高等教育政策、日本高等教育学会高等教育政策プロジェクト研究グループ編、（高等教育研究叢書159、広島大学高等教育研究開発センター） page： 33 - 49 2021.3

大学の授業とアウトソーシングの是非―大卒者を対象にしたインターネット調査の分析から― Reviewed Open Access

丸山和昭

東北教育学会研究紀要 Vol. 24 page： 29 - 42 2021.3

大学の授業とアウトソーシングの是非 : 大卒者を対象にしたインターネット調査の分析から Reviewed Open Access

丸山和昭

東北教育学会研究紀要 Vol. 24 2021.3

各国比較にもとづく日本の教員業務と勤務時間管理の特質

丸山和昭

季刊教育法 Vol. 208 2021.3

第三領域における大学教員の仕事とキャリア : 国立大学の入試担当とURAの調査から Open Access

丸山和昭 , 齋藤芳子 , 東岡達也 , 夏目達也

名古屋高等教育研究 Vol. 20 page： 445 - 464 2020.3

教育と研究の分業と大学教員としての「ふさわしさ」 : 大卒者ウェブ調査の結果から Reviewed Open Access

丸山和昭, 佐藤万知, 杉原真晃, 立石慎治

名古屋高等教育研究 Vol. 20 page： 91 - 110 2020.3

Japan's Academics in the "Third Space" : Comparative Studies of Areas of Admission and Research Administration at National Universities Open Access

MARUYAMA Kazuaki, SAITOH Yoshiko, TOOKA Tatsuya, NATSUME Tatsuya

( 20 ) page： 445 - 464 2020.3

The Image of the Teaching-only Professor and the Research-only Professor among University Graduates : Analysis of an Internet Survey in Japan Reviewed Open Access

( 20 ) page： 91 - 110 2020.3

On Statistical Methods in Higher Education Studies: Open Access

TATEISHI Shinji, MARUYAMA Kazuaki, HAYAMI Mikiya, MATSUMIYA Shinji, NAKAO Ran, MURASAWA Masataka

The Journal of Educational Sociology Vol. 104 ( 0 ) page： 29 - 55 2019.6

Language：Japanese Publisher：THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY

The purpose of this paper is to describe the quantitative methods used in studies of higher education in the field of the sociology of education. We set two research questions: one, “Does higher education research share the theoretical and methodological frameworks of the sociology of education?”, and, two, “What is the unique issue in higher education studies that use statistical methods? In addition, how do we tackle this issue in the future while also referring to other academic fields?” The result of our analysis of articles in academic journals shows that, in terms of method, the “generalized linear model” is the most used model, and that, in terms of content, “the systems and policies” of higher education is the most common research topic. At the same time, articles that use a statistical method in the Journal of Educational Sociology” address “Going to College” but do not address “Deviant,” “Learning,” and “Management”. It seems that this is the boundary around the statistical articles in the Journal of Educational Sociology. On the other hand, from the citations, it is clear that these articles not only tend to cite themselves but also cite articles in other journals of sociology. Thus, our answer to the first question is that some points are shared to some extent. We should now focus more closely on trends in the relevant academic fields besides those that are apparent in the Japan Society of Educational Sociology. We need to learn from these fields because EBPM practice raises many challenges, such as that of the raison d’etre of academic professions as experts, the refinement of methods from EBPM, etc., especially in higher education research, which is close to policy-making. Also, we can derive fruitful suggestions from the experiences of the Japanese Society of Educational Sociology, which has an “ecosystem”-an arena for discussion on methodology. Therefore, in answer to the second question, EBPM requires the refinement of statistical methods, but beyond that there is a need to discuss causal reasoning accurately. We always have to reflect on how to handle causal reasoning in any quantitative analysis that refers to discussions in related fields such as psychology, economics, and information science as well as the sociology (of education), and bear in mind the development of the causal models produced by Rubin, Pearl, and Campbell in those fields.

DOI： 10.11151/eds.104.29

Open Access

CiNii Books

CiNii Research

アドミッションセンターにおける大学教員の仕事とキャリア : 国立大学の教員に対する聞き取り調査の結果から Open Access

丸山和昭, 齋藤芳子, 夏目達也

名古屋高等教育研究 Vol. 19 page： 335 - 348 2019.3

Interviewing the Academics in Charge of Admission Offices at Japan's National Universities Open Access

MARUYAMA Kazuaki, SAITOH Yoshiko, NATSUME Tatsuya

名古屋高等教育研究 ( 19 ) page： 335 - 348 2019.3

Language：Japanese Publisher：名古屋大学高等研究教育センター

大学入学共通テストの導入に向け、個々の大学でも入試改革が模索されている。特に国立大学では、一連の高大接続改革のなかで、アドミッションセンターの設置と担当教員の配置が進んできた。長期的な視野のもとに改革を進めていくためには、アドミッション担当教員のキャリアパスを確立し、継続的な職能成長を促す施策が必要である。以上を背景として、本研究では、国立大学のアドミッション担当教員を対象に、仕事とキャリアについての聞き取り調査を実施した。知見の第一は、経歴と職務の多様性である。第二に、職務の継続性の低さを、多くの対象者が課題として指摘していた。第三に、すべての対象者において、研究と教育を担うことの意義についての言及があった。上記より、アドミッション担当教員の継続的な職能成長を支えるためには、秘匿性の高い情報を扱うという業務内容ないし研究活動の特殊性を考慮したうえで、多様な職務経験や研究成果を共有する場を確保すること、キャリアパスと職務の継続性を確立すること、及び、役割に即した評価基準や雇用・昇進制度を整備することが必要であるとの示唆が得られた。特に、本研究の知見を踏まえるならば、アドミッション担当教員のキャリアの支援においては、入試業務の専門家としても、大学教員としての役割を担う者としても、教育・研究活動に関わる機会を併せて考えることが有効であるといえるだろう。In recent times, admission offices and the academics working there have been targeted for development. Particularly at the national universities, there is a specific mission to respond to the reform of the admissions system mandated by the government, and this has brought a rapid increase in the numbers of offices and academicsin- charge. However, very little information about these departments and personnel has been accumulated. In the present study, an interview was conducted on the current practices and careers of the admissions office academics at the national universities of Japan. As a result, a large diversity of roles and careers were identified. Nevertheless, several commonalities were found. Almost all the informants noted a lack of clarity regarding their duties and employment contracts, and they underscored the importance of their research and teaching roles. The findings of this study indicate the need for clearer vision and more effective support for the career paths of admissions office academics. Every aspect of these personnel's training should be given increased consideration because not only are they experts who help fulfill the institutional mandate for reform, but also believe they are responsible for the teaching and research that helps lay the foundations of their profession.本研究はJSPS科研費（課題番号：16H03761）の助成を受けた。

DOI： 10.18999/njhe.19.335

Open Access

日教組と給特法の成立過程

荒井英治郎, 丸山和昭, 田中真秀

教職研究 Vol. 10 page： 86 - 140 2019.1

日教組と給特法の成立過程

荒井英治郎, 丸山和昭, 田中真秀

教職研究 ( 10 ) page： 86 - 140 2019.1

高等教育研究と計量分析 (特集高等教育研究と教育社会学) Invited Open Access

立石慎治, 丸山和昭, 速水幹也, 松宮慎治, 中尾走, 村澤昌崇

教育社会学研究 Vol. 104 page： 29 - 55 2019

多職種連携教育はいかにして国家資格カリキュラムに組み込まれたか : 公認心理師カリキュラム等検討会の議事録分析 Open Access

丸山和昭

名古屋高等教育研究 Vol. 18 page： 281 - 301 2018.3

How Has IPE Been Incorporated into the National Curriculum? : A Case Study of Japanese Psychologists Open Access

MARUYAMA Kazuaki

名古屋高等教育研究 ( 18 ) page： 281 - 301 2018.3

Language：Japanese Publisher：名古屋大学高等研究教育センター

多職種連携教育は、近年、医療福祉分野の専門職教育を中心に、普及が進む取り組みである。多数の専門職の業務が重なり合う状況では、職種間の葛藤が避けられない。専門職間の対立を乗り越え、質の高い実践を行うためには、当事者間の日常的な交流もさることながら、多職種での協働を動機づけるための制度設計が欠かせない。多職種連携教育もまた、このような背景のもとに、公的な専門職教育カリキュラムのなかへの位置づけが進んでいる。しかし、その制度化のプロセスの解明については、研究の蓄積が少ない状況にある。本稿では、2016年9月から2017年5月にかけて行われた公認心理師カリキュラム等研究会の議事録を題材に、多職種連携教育が国家資格カリキュラムに組み込まれるまでの過程を分析する。本稿が明らかにする第一の点は、いつのタイミングで、誰の主張により、多職種連携教育が公認心理師の国家資格カリキュラムに加えられることになったのか、である。第二の点は、多職種連携教育が目指す到達目標が、どのような検討会メンバーの課題意識と議論を背景として設定されたのか、である。In recent years, Inter Professional Education (IPE) prevails among various professional educators in Japan, especially in healthcare. When many professionals' tasks overlap, conflict between occupations cannot be avoided. To overcome such conflict and to conduct high-quality practice, designing institutions to motivate collaboration and to build good relationships in daily practice are essential. In this circumstance, IPE has been incorporated into some professions' public curriculum. However, little study on institutionalizing IPE has been conducted. This paper analyzes IPE's institutionalization through a case study of Japanese psychologists. In Japan, the Ministries of Education and Health formed a committee to build a national curriculum for psychologists from September 2016 to May 2017. Using text analysis of the committee's minutes, this paper examines the following two points: First, it clarifies the main actor who claimed that IPE should be added to the national curriculum. Second, it considers committee members' multifarious interests in IPE for psychologists.

DOI： 10.18999/njhe.18.281

Open Access

AN ESSAY ON THE RE-PROFESSIONALIZATION OF TEACHER EDUCATION Open Access

MARUYAMA Kazuaki

Bulletin of the Japan Educational Administration Society Vol. 43 ( 0 ) page： 44 - 62 2017.10

Language：Japanese Publisher：日本教育行政学会

This paper considered the reform trends of current teacher education in Japan from the perspective of the sociology of professions.First, this paper summarized the trends in the sociological studies of the professions. In recent years, sociological studies of professions tend to define the professions broadly as intellectual occupational groups. One of the main themes of these studies is to investigate how the professions change their knowledge level, task area, influence, and how they interact with states, universities, and other occupations. In addition to this, recent studies of the sociology of professions tend to argue that the model image of professions is diversifying in some new professions like management consultancy as well as in traditional professions like doctors. This paper defined this situation as "re-professionalization".Secondly, this paper focused on the problem of the core curriculum of teacher education that is the one of the main issues of the recent reform of teacher education in Japan. The recent reform should not be denied entirely, because it has features of the policy for the re-professionalization of teacher education. However, the recent reform also includes some problems. The policy making process of the recent reform is mainly promoted by the Ministry of Education, and the reform plan heavily reflects the interest of administrators. As a consequence of this, the recent reform plan of teacher education lacks consideration for diversification of teachers, and participation of professional groups.Thirdly, this paper examined the possibility of the plural accreditation in teacher education as a solution for the problem of the diversity and participation of professional groups of teachers. In comparison with doctors which is a precedent example of core curriculum, the teachers are characterized by a massive working population and internal diversity. This feature of teachers makes it difficult to build a unified core curriculum with the participation of professional groups of teachers. As one solution to this problem, we can learn many from the plural accreditation system of the U.S. teacher education or the U.S. psychologist education.In conclusion, this paper argued that we should build multiple associations for accreditation and devote more time to making a core curriculum. We should not use a rough-and-ready method to make a rigid unified core curriculum without the participation of professional groups of teachers. We may have another way to make a more flexible core curriculum through competition or cooperation of plural accreditation groups. Each of them holds a different professional image of teachers.The concepts of professions are diversifying in many other occupations as well as in the teaching profession. Faced with this situation, we need to consider the diversity of the professional image of teachers, and to discuss the plural accreditation system for participation of professional groups of teachers.

DOI： 10.24491/jeas.43.0_44

Open Access

再専門職化の時代における教員養成の方向性 Invited Open Access

丸山和昭

日本教育行政学会年報 Vol. 43 page： 44 - 62 2017

日教組と人材確保法の成立過程

荒井英治郎, 丸山和昭, 田中真秀

教職研究 Vol. 9 page： 87 - 121 2016.12

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Papers - MARUYAMA Kazuaki