How the japanese learn to work 2nd edition - part 5

Đối với các động từ khác miêu tả sự thay đổi trạng thái, hình thức -te iru chỉ một thì hoàn thành. Ví dụ kite iru có nghĩa "Anh ta đã đến (và vẫn đang ở đây)", nhưng tabete iru có nghĩa "Anh ta đang ăn".
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How the japanese learn to work 2nd edition - part 564 How the Japanes learn to workto graduate school the dominant ambition of students. Table 1.1 shows theconsiderable increase in graduate education between 1985 and 1994. The other reason is related, but applies at the other end of the spectrum.In the vocational subjects of engineering and science, employers are moreinterested in substantive learning accomplishments and less predominantlyinfluenced by the university-rank ability-labelling effect than when recruitingarts or social studies graduates. (That is precisely why graduate educationhas taken off in Japan only in science and engineering.) Moreover, the studentsat the lesser private provincial engineering colleges cannot look forward to aprotected seniority-waged career in a large corporation. They are more likelydestined for a local small or medium firm in which their career is going todepend on their real ability; they have a stronger incentive to make sure thatthey really do learn to cope. If it is true that, in a Japanese engineering education, for the most partformal instruction is as ‘deadly dull’ as writers like Kinmonth say it is, thereseems to be some considerable redemption to be found in the graduatingthesis. This usually accounts for a third or more of the unit requirements ofthe final year. For the purpose of this thesis students become integratedmembers of a real research community, one of a dozen or so students admittedto a professor’s personal ‘lab’, his Kenkyushitsu. At its best this can be avaluable and intellectually exciting experience of hands-on researchapprenticeship. At the very least, it provides occasion for independent inquiry,for learning how to find out what is the state of the art in any field—andusually for handling foreign (mostly English) language sources.UNIVERSITY-INDUSTRY LIAISONOne other thing on which most observers seem to agree is that a Japaneseengineering education is rather more theoretical than practical, and leansmore towards basic science than is common in Britain or the United States.It seems also to be true that the research conducted in Japanese engineeringdepartments is closer to the basic/fundamental than to the commercializable/developmental end of the spectrum than research in their British counterparts. This is symptomatic of the fact that the university-industry relationship isa good deal more distant than in Britain. The feeling that the citadels ofdisinterested scholarship should not be corrupted by those who live in theworld of the profit motive is a strong one, and one which in the publicuniversities is embodied in regulations which greatly restrict professorialconsultancies or the receipt of research contracts. Private universities areless formally restricted, but they do not contain the high-prestige faculties,and tend to follow the lead of their public university colleagues. As MITI isfrequently wont to deplore, Japanese corporations commission more research Vocational streams 65from universities in the US and Europe than from universities in Japan. IfGrayson’s count is correct and there are about 800 Japanese students in USscience and engineering graduate schools (Grayson 1983b:145), that maywell mean that there are more Japanese company-sponsored graduate studentsoverseas than in Japanese universities. Company sponsorship ofundergraduate students sometimes happens, but is rare and informal; theuniversities do not encourage it or seek to formalize it. (There has beenconsiderable change in this respect and an increase in research contractingsince 1985.) Companies are, of course, keen to compete for good students and expendconsiderable effort in doing so, but their favourite method is reliance onprofessorial recommendation rather than by open ‘milkround’ invitation.For these purposes firms do cultivate close relations with professors of scienceand engineering, as with professors of other subjects, and encourage theirformer students to keep in touch with them. And, certainly, the fact that apersonnel department cultivates a professor in order to stake a claim to hisbest students, and that the firm contains a number of his ex-students, increasesthe likelihood that the research department might seek his co-operation inresearch, or send employees to him for graduate work—though not verymuch. The recently heightened concern in Japan with scientific creativity andthe need for Japanese industry to move a little further towards the basic endof the basic research/applied research/development continuum, has broughta renewed concern with industry-university collaboration (Dore 1986).Several special programmes of the Science and Technology Agency and MITIare designed to promote research collaboration (with—usually grudging andlimited—support from the Ministry of Educat ...