Research Training in EU member countries and the Humboldtian model
EU ショコク ノ ケンキュウシャ ヨウセイ トフンボルト リネン
磯, 直樹 ,
イソ, ナオキIso, Naoki
50 , 2016-03-31 , 大阪大学全学教育推進機構 , オオサカ ダイガク ゼンガク キョウイク スイシン キコウ
In this essay, I examine the Humboldtian model of higher education, and the unity of research and education at universities, from the perspective of research training and researchers’ careers. While such a viewpoint is critical in evaluating how the Humboldtian model actually works, it has not yet been considered in Japan. I draw on examples from universities in the UK, Netherlands, Belgium, and France, which I visited on business trips for Osaka University. In the UK, Vitae’s Research Development Framework reflects the character of research training, which is common across other EU member countries. In Netherlands, the Humboldtian model may be questioned, as undergraduate and graduate education are partly divided in terms of two different languages, with research closely connected to the latter rather than the former. In France, apparently, research and education appear to have been divided, with the nation appearing to refuse the Humboldtian model.However, actually, the model has actually been accepted and is now becoming far more evident at the University of Paris-Saclay. Although the Humboldtian model is not often apparent in the universities of such countries, it does exist and it contributes to their undercurrents. These European cases raise questions for the future of the Humboldtian model of higher education, especially through the system of research training.