Internationalization Of Japanese Higher Education Research Articles

Polarized agents of internationalization: an autoethnography of migrant faculty at a Japanese University

In recent years, government policies that target the rapid internationalization of Japanese higher education have provided new career opportunities especially for scholars with experience of studying and teaching abroad. This autoethnographic paper draws on such “migrant” faculty’s engagement in formal curriculum development to illustrate their active negotiations within the micro-level processes of internationalization of a Japanese University. More specifically, the analysis focuses first on the enactment of agencies to negotiate diverse understandings of “culture” and “discipline” in the process of building a “Japanese Studies” curriculum. The paper then draws on those negotiations to show how those agencies were transformative; namely how they impacted on and challenged the framing and the practice of the official framework of “Japanese Studies” at University X. This study aims, therefore, to shed light on the ways individual migrant faculty members of diverse backgrounds, may constructively contribute to internationalization processes of higher education when such faculty’s active interactions are carefully looked at and sought for, beyond established and often imagined cultural, disciplinary, and institutional boundaries.

G 30 PROJECT : INTERNASIONALISASI PENDIDIKAN TINGGI DI JEPANG

Internationalization of Japanese Higher Education is not a new issue, but has begin since 1983. In 1983, the Japanese Government lead by Prime Minister Nakasone Yasuhiro announced its plan to accept 100.000 international students by 2000. The target number of international student was reached in 2003. In 2008, Japanese Government announced new plan to accept 300.000 international students by 2020. This plan called Global 30 or Ryuugakusei 30-mannin keikaku. To achieve this target, thirteen universities has been chosen to be pilot for the project. One of main aim of Global 30 is to develop system where student can learn in international method, so some university offer English program by invite English speaker lecturer, and English training for university’s staff. This paper reviews the internationalization of Higher Education in Japan, focus on Global 30 project.

Where Is Japan Heading After the Earthquake?

This article discusses the impact of the catastrophic earthquake incident on the internationalization of Japanese higher education and ways to overcome the imposed challenges.

The knowledge society and the internationalization of Japanese higher education

The internationalization of higher education is considered to be a major policy agenda in the global knowledge society. For Japan, internationalization has been a key driver in academic and social advancement, while its traditional culture and national identity have also been retained. Recently, a series of policies have been presented by the government, university, and industry to attract more students and top calibre researchers from Asia and further afield, and to enhance exchange and collaboration, internationalization at home, and global human resource development. Concurrently, the controversial nature of internationalization has been pointed out, as well as the stagnant mobility of Japanese students and their inward-looking attitude. This paper discusses the internationalization of Japanese higher education by examining the relevant policy, practice, and perceptions of the people and institutions concerned. The major findings reveal the complexity of internationalization as a dynamic process of change, its vulnerability and marginality, and the extent of the gap between policy and practice. The author also addresses the increased relevance of the research in this field to policy-making and practice in education and its contribution to the production of new knowledge.

Should Japanese Universities Shift the Academic Calendar?

An effort to internationalize universities often conflicts with domestic systems, and it is seen at Japanese universities, currently. In Japan, to internationalize the university, a shift of the academic calendar from April to fall (September or October) was suggested by the internal panel of the University of Tokyo, in May 2012. This shift is to align the academic calendar to the world standard. Though this suggestion is still under discussion, major Japanese universities and the Japanese government, as well as industry, have started to discuss the issues and obstacles of implementation. While this suggestion might become a potential symbol of the reform for the internationalization of Japanese higher education, it has highlighted conflicts with traditional and domestic systems in many ways. Shifting the academic calendar faces difficulties at the University of Tokyo and other Japanese universities.

Multilateral initiatives in the East Asian arena and the challenges for Japanese higher education

PurposeThe purpose of this paper is to analyze the recent evolution of the policy debate over the internationalization of Japanese higher education in times of particularly strong financial constraint, with reference also made to trends in the higher education systems of neighboring Asian countries. The authors describe the de facto formation of a regional Asia‐Pacific higher education arena through open multilateral initiatives, which continues to develop despite the lack of a developed regional policy consensus.Design/methodology/approachThe present paper is based upon over a decade of investigation into the Japanese and other Asian higher education systems. Observations drawn are based on the critical analysis of regional dynamics, including changing sociopolitical, demographic, economic and technology/information‐based factors. The paper objectively interprets information gathered on Japan's investment in human resources, the research performance and international standing of its universities, as well as on and cross‐border phenomena within the Asia‐Pacific region, such as transnational academic mobility, exchange agreements and other multilateral initiatives.FindingsThe international dimension of Asia‐Pacific higher education is becoming increasingly pronounced, primarily as a result of regional multilateral initiatives. Mutual exchange and collaboration between higher education institutions and individual academics and students are widespread and developing rapidly. However, at this moment, there is neither a developed policy consensus to guide the process, nor explicit agreement as to what the “regional higher education arena” in East Asia and the Asia Pacific looks like. Increasingly complex regional dynamics now present Japanese higher education with the need to reposition its role as a distinguished global leader to one as an active member in supporting multilateral initiatives within the Asia‐Pacific region.Originality/valueIn providing an objective synopsis of selected policy initiatives in Japanese and Asian higher education, this paper underscores the need to re‐conceptualize higher education dynamics in the Asian region and Japan's role therein. Long‐held views of Japan as “regional leader”, of the significance of the geographic situation of any one nation, of cross‐border initiatives as planned phenomena and of the factors influencing regional collaboration in academia are reassessed. As such, this paper moves beyond traditional “polar” conceptualizations to the new reality of “multilateral” relationships, concluding with an urgent call for consensus on key policy issues.

The Challenges of Increasing Capacity and Diversity in Japanese Higher Education Through Proactive Recruitment Strategies

There has been fierce competition for a shrinking pool of high school graduates in the higher education market in Japan in recent years. Along came former Prime Minister Fukuda's plan for an intake of 300,000 international students by the year 2020. These have placed Japanese institutions of higher education under further pressure to sustain their student enrollments in the already competitive global higher education market over the coming decade. This article begins by showing rapidly changing trends in internationalization of Japanese higher education. It then highlights the challenges of increasing the capacity to diversify the campus population and program offerings that are facing Japanese higher education today. Some key issues revolving around such challenges are identified and then examined. Furthermore, the article stresses the importance of internationalizing both the institution and individual along the way. The article concludes with a few suggestions on approaches to internationalization.

Internationalization of Japanese higher education in the 1980‘s and early 1990‘s

The Japanese response to its recognition that the country‘s economicachievements implied that it should increase its interaction with theworld-wide community is analysed with particular reference to developmentsin the 1980‘s and early 1990‘s. Attention is particularly drawn to thesignificant part played by Japanese government initiatives aimed atincreasing the number of foreign students coming to Japan to study and atfacilitating the employment of foreign nationals as members of faculty inJapanese universities. Curricular developments within Japanese universitiesincluding undergraduate programs with an international flavour intended forJapanese students and the development of several graduate schools with afocus on international development are detailed. Programs on Japaneselanguage and culture, some aimed at Junior Year Abroad students mainly fromthe USA, are noted as well as the steps taken to smooth the path of foreignresearchers seeking to complete doctoral studies in Japan.Inter-governmental and inter-university agreements are described includingprojects aimed at training scientists and other specialists from developingcountries which include training in Japanese institutions. The paperidentifies a complementary movement by foreign institutions, mainly in theUSA (prompted in part by awareness of Japan's mounting trade surplus withthe USA) to establish branches in Japan; it is shown that such developmentswere encouraged by Japanese municipalities, especially those anxious tore-vitalize their communities. The conclusion reviews the whole developmentand adds a note on problems which may lie ahead in the future.