Without internationalization, Japanese higher education is sinking: Increased study abroad would help shake up classroom environment (original) (raw)
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In 1983 the Japanese government set itself the goal of having 100,000 foreign students enrolled in its universities by the year 2000 as part of a broader “internationalization” scheme. This paper will examine the motivation for such a policy, as well as the efforts made in the following four areas: 1) student enrollment, 2) teacher hiring, 3) curriculum, and 4) international programs. The paper will conclude by looking at how successful these efforts have been, and explore how policy was adapted in the 1990s when it appeared that the goal would not be reached.
2016
This thesis could not have been completed without the warm support of many people around me. I am sincerely grateful to my supervisors, Professor Richard James and Associate Professor Sophie Arkoudis, who have guided me from the beginning through to the end, by their expertise and the greatest support and encouragement. I still remember clearly the first time I confessed my intention to study to them, at Kansai Airport in Japan, and they warmly welcomed my idea. During their supervision they have patiently offered constructive suggestions on ideas, research procedures, interpretations and the structure of the thesis. Their feedback was always prompt, clear, facilitating, productive and stimulating. After each discussion with them I gained the drive to make the study progress forward. It has been a great privilege to study under their supervision. I am grateful to the institutions and individuals who allowed me access to the universities for the case studies. I am also appreciative of all the participants of this study for their sincere interest in the research and willingness to share their thoughts and experiences with me. Without their generosity, this thesis would not have materialised. My gratitude goes to my colleagues as well. To friends and colleagues in MCSHE, we deeply discussed on the topics regarding higher education and university internationalisation and supported each other to travel the PhD journey. In particular, thanks to Dr Jeremy Breaden for not only his special expertise in translation but also suggestive feedback that stems from his deep understanding of the context of Japanese higher education and its internationalisation. Heartfelt thanks to Maree James for supporting my and my daughter's study life in Melbourne. I was helped many times by her relaxing attitude and generous support, especially in guiding, fostering and affectionately watching my daughter Taki when we needed assistance. Lastly, I owe most to my family. My parents always allowed me from childhood to choose the paths I wanted to take. Their unconditional support and trust gave me the impetus to study in the University of Melbourne. Special thanks to my husband and daughter who patiently waited for me to complete the thesis. They always reminded me of how much this research journey was valuable for my life. v Table of contents Chapter One: Internationalisation and the renewal of Japanese higher education ..