ジョブ型雇用で大学生の文化は大きく変わる可能性

昔の東大（昭和時代）では、日本を背負うエリートとして、哲学や教養を議論したり、難しい本を読んだりする学生が「カッコいい」とされたようです。そういう頭でっかちな学生でも、一流企業に入れたからです。

しかし、平成以降は、就職がどんどん厳しくなっていき、東大生にも変化が訪れます。コミュニケーション能力を磨くために、普通の大学生らしくアルバイトをしたり、サークルをしたり、合コンをしたりするようになったようです。早慶は東大よりも早く、その傾向にあったと思います。結局、東大生であろうと、「コミュ障」だと就活は苦戦するので、サークルや合コンなども経験したほうがいいということなのでしょう。

そして・・・ジョブ型雇用です。おそらく、これが決定的に大学生の文化を破壊します。大学は就職予備校として、就活サークルなどが広がっていくでしょう。例えば、戦略コンサルや投資銀行に就職した先輩を呼んで勉強会をしたり、大学の授業よりも資格試験の勉強を優先したり、そのような流れになっていくと思います。

悲しいことです。東大生は、ずっと勉強をしてきて、一度も青春らしい青春をしたことが無い人もいます。それなのに、大学でもスペック上げのための競争になってしまうのです。一橋大学や早慶よりも厳しいのは、東大の場合は「進学振り分け制度」もあることです。早慶はスペック上げに専念して大学の授業は片手間にすればいいでしょうが、東大の場合は授業もしっかり取り組まないと、希望の学部へ行けません。

私の頃は、大学生はテニスやったり、ダンスやったり、音楽やったり、若者らしい文化がありましたが、少しずつ消滅していくでしょう。東大や早慶の人はプライドが高いので、資格や英語で武装したMARCHに就活で負けるのは「許されない」雰囲気があると思います。

「居酒屋のバイトで～」とかどうでもいい自己PRが消滅するのはよいことですが、スペック上げで武装したロボットみたいな大学生ばかりになるのも、なんだか悲しいです。

The Looming Shift: How Job-Based Employment Will Reshape Japanese Universities

The introduction of job-based employment to Japan's traditionally seniority-based system promises significant changes across various sectors, with universities likely at the forefront of this transformation. By shifting the focus from nurturing well-rounded individuals to churning out industry-ready graduates, the landscape of higher education faces potential upheaval. Examining examples from overseas universities that have already adopted similar models paints a vivid picture of what lies ahead.

One likely alteration is the curricula transformation. Expect a rise in vocational programs catering to specific job demands, mirroring universities like Germany's Fachhochschulen, known for their applied science focus. Courses might be revamped to prioritize practical skills and industry certifications, potentially reducing the emphasis on liberal arts and theoretical knowledge. This reflects the model seen in Anglo-American universities, where majors often align directly with professional fields.

Internships and co-op programs are likely to see a surge, mimicking universities like Australia's Cooperative Education Program. These allow students to gain real-world experience while earning credits, mirroring the "on-the-job learning" principle of job-based employment. This shift might resemble the German dual vocational training system, where students split their time between coursework and workplace placements.

The culture of student life could also see stark changes. Universities might witness a decline in extracurricular activities traditionally seen as character-building but not directly linked to specific jobs. This resembles the shift observed in some Korean universities, where students spend increasing time on career-focused activities like skill development workshops and networking events.

However, the picture is not entirely bleak. Job-based employment could potentially make career guidance more proactive and personalized. Universities might adopt the Dutch system of study advisors closely supporting students in navigating career paths and skills development, ensuring better alignment between education and employment.

Another positive aspect could be the enhancement of research-industry collaboration. This echoes the model seen in Singapore, where universities actively partner with industries to conduct research relevant to current market needs. This could not only boost innovation but also provide valuable research opportunities for students.

However, concerns do arise. The emphasis on industry-specific skills could stifle creativity and critical thinking, essential for long-term adaptability in a dynamic job market. This mirrors concerns voiced in the US, where some worry that vocational programs prioritize immediate employability over holistic development. Additionally, a narrowing of curriculum might disadvantage students seeking careers outside immediate job trends. This reflects concerns in Germany, where some argue that the Fachhochschulen system limits social mobility and career options.

The future of Japanese universities remains uncertain. While concerns about cultural shifts and academic freedom are valid, opportunities for modernization and industry collaboration exist. Ultimately, navigating this transition effectively requires striking a balance between preparing students for specific jobs while nurturing them as well-rounded individuals capable of lifelong learning and adaptation. By learning from international models and addressing potential pitfalls, Japan can create a university system that serves both individual aspirations and the evolving needs of its workforce.