Research On Faculty Development (FD) In Japanese Universities

University faculty is the basis that ensures the quality of higher education.Within the context of the popularization of higher education,Faculty Development(hereinafter referred to as FD)has gradually become a global issue in the field of higher education.FD has also become an important means to enhance the quality of higher education.Japanese universities has institutionalized FD and set up a FD system characterized by a set of clear objectives,rich content,flexible and diverse implementation methods.This dissertation reviews the historical background of FD in Japanese universities and explores the rationale for Japanese universities to implement FD mechanism by centering around the institutionalization of FD in Japanese universities.It combines such research approaches as literature review,comparative approach,historical review,case study,interview,observation and questionnaires.The dissertation also provides an in-depth analysis of FD objectives,content and organizational structure as well as its implementation measures in Japanese universities for the purpose to reveal the true nature of FD in Japanese universities,thus enlightening in FD internationalization in Chinese universities.Since the Second World War,the Japanese higher education has witnessed dramatic change,shifting from elite education to mass education.The FD in Japanese universities has developed from teachers' personal development to organization development,from professional development to teaching enhancement.It has experienced three stages: the ferment stage,the embryonic stage and the institutionalization stage.The implementation of university FD is the inevitable outcome of the development of the popularization of higher education in Japan.The implementation of FD with the focus on teaching improvement is the strategic choice for the development of higher education in Japan which tends to lay more emphasis on research than on teaching.In terms of the goals of FD in Japanese universities,the national University and private universities have shown different tendencies at the macro and micro levels,but in essence they all intend to improve classroom teaching,enhance teaching quality and support school education reform.The goals of FD are achieved by revolving around teaching methods,teaching-related research and curriculum development via training,demo teaching and training of new faculty.In the aspect of organizing committee,academic organization has exerted positive effects on FD theory and practice.The development center on campus is the main body responsible for organizing activities and projects.The regional alliance provides a valuable communication channel and platform to promote FD among different universities.The National Base has set a good model for FD activities,which helps achieve the goal of sharing of resources and cooperation.After many years of exploration and practice,FD in Japanese universities has developed its own distinctive features,which is reflected in teaching-development as its narrow target,top-down FD system construction,resource sharing between internal and external organizations as well as diversified and personalized implementation measures.FD has also begun to take students learning into consideration.However,FD is now encountering some problems and challenges,such as traditional concept of neglecting teaching,the lack of relevant evaluation and insufficient support from government policy and resources as well as the inadequacy of FD professionals.In order to understand the current situation of the faculty development of Chinese universities,the author has carried out a survey on university lecturers.The results show that the demand for and participation rate in FD in Chinese universities are high,but the satisfaction rate is relatively low.Faculty is especially unsatisfied with the training mode,content and organization planning.Based on the above research,this paper puts forward four strategies for Chinese FD.First,it is essential to promote the balanced development between teaching and research and improve the teacher development mechanism.Second,FD should be properly positioned.It is advised to construct a diversified and personalized model for faculty development.In addition,the important role of various organizations at different levels that has played in FD should be emphasized.Resource sharing platform should be expanded.Fourth,FD is to serve faculty and should highlight its humanistic care for teachers.