Understanding the Relationship Between University Professors and Staff from a Former Employee’s Perspective

The latest book, “The Realities of University Staff” (Chuo Koron Shinsha), authored by former full-time staff members Shiki Kurabe and Anju Wakabayashi, sheds light on the little-known truths about the profession of university staff based on their personal experiences and analyses.

Currently available, “The Realities of University Staff”  (Chuo Koron Shinsha).

This time, we present an excerpt from this intriguing book, re edited for your reading (expressions and formatting conform to the original text).

 

Former university staff member Shiki Kurabe discusses the “somewhat peculiar relationship” with faculty members

The relationship between faculty and staff at universities is often a topic of discussion. Questions arise about the boundaries of their respective roles, whether faculty hold a “higher” status, and the practical implications of the idea that “collaboration between teaching and staff is important.”

 

Faculty members are considered experts in their fields and generally enjoy a high social status. While they are viewed as impressive, intelligent, and esteemed individuals, they may also be seen through the lens of being “a bit eccentric.”

 

Working alongside university professors can lead to various challenges and potentially interesting experiences, prompting curiosity about what it’s like to collaborate with them.

The personalities of faculty members are indeed diverse, so it’s hard to generalize. However, there are certainly unique individuals among them. Those who can view researchers as “interesting people” may be well-suited for staff roles. More importantly, understanding how faculty and staff operate within their respective organizations is crucial.

Even within the same institution, governance structures for faculty and staff differ significantly. Staff members generally function within a hierarchical, pyramid-shaped organization led by the board chairman. The head of the administrative division, typically the secretary-general, oversees various departments with positions like department heads, section chiefs, and team leaders, operating under a decision-making system similar to that of a corporate environment.

In contrast, faculty do not have such strict hierarchical relationships. While there are positions like the president, vice president, dean, and department chair, these roles are typically rotated every few years.

For example, if a department chair hands over their responsibilities, it is not seen as a “demotion.” The department chair serves as a representative and coordinator for faculty members but does not hold authority over personnel decisions or command directives. Although there may appear to be a chain of command, it is not very strong.

This governance structure among faculty members has been likened to a neighborhood association made up of independent shop owners. The association president plays a vital role in revitalizing the community but has no authority to impose strict rules on the other shop owners.

The coexistence of these two types of governance, with both faculty and staff collaborating for students, is what makes universities unique. Given the different systems for directing members, conflicts and misunderstandings can occasionally arise.

“Professor ○○ gives orders to staff in an authoritarian manner.”

“Professor ○○ acts without regard for the organization’s structure.”

Conversely, faculty members often express frustrations like:

“I don’t feel any motivation or enthusiasm from the administration.”

“Is this procedure really necessary? I’m swamped with paperwork and can’t find time for research or teaching.”

Such complaints are often voiced by faculty members. Both sides have valid points, and some frustrations are understandable. As stated in the university establishment standards, it is essential for faculty and staff to align their efforts and effectively collaborate in their respective areas for the benefit of students.

 

Are the boundaries between staff and faculty creating a “lag in competitiveness”?

The boundaries of responsibilities vary significantly among institutions. While faculty engage in advanced education and research and staff support operational tasks and educational research, this basic division of roles is consistent across universities.

However, many important deliberations and decisions have traditionally fallen within the faculty’s domain. The extent of this responsibility can differ widely depending on the institution.

In the past, the School Education Law included a provision stating that “universities must establish a faculty council to deliberate important matters.”

With the legal revision in 2015, the role of the faculty council became more limited, but there are still many opinions emphasizing the need to consider faculty input on significant issues, particularly regarding academic freedom and university autonomy.

Opinions on this matter are divided, and while this article won’t delve further into it, it’s clear that it’s an important discussion for staff as well.

Moreover, the burdens on faculty, whether in teaching or research, have been increasing year by year. Many express concerns about being overwhelmed by meetings and administrative tasks, making it difficult to secure adequate research time.

This accumulation of challenges has led to criticisms that Japan’s research environment is lagging in international competitiveness. Therefore, I believe it is essential for staff to step into areas that support faculty in their teaching and research, as well as tasks that faculty shouldn’t necessarily have to handle themselves.

Florence Nightingale famously said, “Look at the patient, not the disease.” This principle forms the foundation of modern nursing and continues to be passed down to many nurses today. Physicians, by their role, tend to focus on the causes and treatments of diseases, which is why it is essential for nurses to prioritize the individual.

In medical settings, there may still be a perception that physicians hold a higher status than nurses, pharmacists, physical/occupational therapists, and dietitians. However, each professional plays a vital role in their area of expertise, collaborating to provide comprehensive care.

The same applies to university staff and faculty. If the core strength of university faculty lies in being experts in their fields of study, then staff members can serve as specialists in engaging with stakeholders like students, parents, and high school students, as well as optimizing the organization as a whole.

While many faculty members excel in areas that staff are responsible for, staff cannot simply rely on those faculty members; they must actively contribute to their respective roles.

The book “The Realities of University Staff” (Chuo Koron Shinsha), authored by former full-time staff members Shiki Kurabe and Anju Wakabayashi, delves into the little-known truths about the profession of university staff based on their personal experiences and analyses. It is currently receiving positive reviews.