This thesis contributes to knowledge in higher education (HE) studies, focusing on universities as places of faculty labour. In particular, it explores the teaching and working experiences of international and Japanese faculty employed on fixed-term employment contracts (FTECs) in Japan, concentrating on international staff. To broaden the perspective, tenured professors who had previously worked on FTECs were also interviewed to examine how these contracts affect integration, well-being, and workplace satisfaction post fixed- term employment. This is the first study to apply mixed methods to study both international and Japanese fixed-term faculty in the context of Japanese HE. This study was led by the following overarching question: What are the experiences of faculty employed on fixed-term employment contracts in Japanese higher education institutions (HEIs)? To answer the question, an explanatory sequential mixed methods approach was used. First, a quantitative questionnaire (n=94) was distributed nationwide, which included two open-ended questions. Based on these responses, 17 participants were selected for in-depth interviews to explore their experiences with FTECs. A survey graph, qualitative summaries, and thematic analysis were used to analyse the data. Two major themes emerged: (1) Experiences in the field of higher education, with six sub-themes (differences in entering a career, faculty positioning in the workplace/field of HE, status in the workplace, experiences of student interactions, stress and well-being in the workplace, language in the workplace), and (2) Personal characteristics complexity; Staff demographic and communication characteristics, with four sub-themes (gender related struggles, race, integration/communication, cultural capital and understanding). Bourdieu’s concepts of habitus, capital, and field provided a theoretical lens to help better understand faculty experiences as an interplay between agentic and structural forces in this context. Furthermore, findings suggest that faculty working on FTECs often experienced limited integration within their departments and the broader academic field in Japan, whereas tenured faculty are more embedded. Departmental integration was closely tied to well-being: the more integrated an individual was, they had a greater sense of well-being. Additionally, the socio-cultural capitals of Japanese language proficiency and having professional connections were essential for greater integration and career mobility. Overall, this study offers insights into the lived experiences of both international and Japanese faculty. Tentative practical and policy implications for Japanese HE highlights the need for the Ministry of Education to help HEIs create promotion systems allowing fixed-term faculty to secure permanent positions upon meeting institutional requirements, while ensuring equity through inclusivity and opportunities for faculty participation. By including perspectives rarely examined together, this thesis advanced understanding of structural inequities and supports calls for systemic reform in Japanese HE.
Brian Dubin (Thu,) studied this question.