Student perspectives on international education: an examination into the decline of Japanese studying abroad

Lassegard, James P.

doi:10.1080/02188791.2013.807774

Cited by 14 publications

(5 citation statements)

References 16 publications

(17 reference statements)

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“…In the Japanese context, discussions on study abroad intent have been limited to perceptions of the activity, such as barriers and benefits (Asaoka and Yano, 2009;Lassegard, 2013). A study defining the qualities of Japanese students with strong intent to study abroad has yet to be conducted, therefore this paper aims to address this gap.…”

Section: Study Abroad Intent and Self-selection In Japanmentioning

confidence: 99%

“…One factor related to the decline relates to Japan's demographics, especially its ageing society and the corresponding decrease of those under 19 years old (Central Intelligence Agency, 2017). Some identify recent troubles with the national economy and increased costs of higher education as reasons why more students lack the means to take overseas sojourns (Lassegard, 2013;Yonezawa, 2013). While these factors are associated with slumping participation numbers, it is important to note that enrollment in Japan's HEIs -especially in the more elite institutions -has remained relatively stable over recent decades (MEXT, 2014), leading to criticism of the massification of Japanese higher education (Yamada, 2015).…”

Section: Introduction and Contextmentioning

confidence: 99%

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Study Abroad Self-Selection Amongst First-Year Japanese University Students

Nowlan¹,

Wang²

2018

JICE

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Applying a mixed-methods design, this study aims to generate knowledge regarding decreasing study abroad involvement amongst Japanese students. Based on data collected from a group of first-year Japanese university students, the authors propose six qualities of a predominantly willing, or self-selecting, group of study abroad participants, including 1) achievement in English-proficiency testing; 2) prior international experience and authentic cross-cultural interactions; 3) purpose and meaning connected to international experience, 4) a perception of barriers to study abroad as surmountable; 5) flexible beliefs on job hunting and lifetime employment; and 6) greater international posture. This paper concludes with a discussion on the applicability of our findings to universities across Japan and in the Asia-Pacific region. Furthermore, we discuss the potential of fostering study abroad intent in the second language classroom, thus leading to greater study abroad interest and participation.

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Section: Study Abroad Intent and Self-selection In Japanmentioning

confidence: 99%

Section: Introduction and Contextmentioning

confidence: 99%

Study Abroad Self-Selection Amongst First-Year Japanese University Students

Nowlan¹,

Wang²

2018

JICE

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“…Fostering such perceptions can be done through faculty and administrative development programmes but also requires the appointment of permanent administrative staff to support and develop courses from a non-academic point of view. Administrative staff in Japanese universities are regularly rotated every 3-5 years irrespective at times of abilities and personal preferences (Lassegard, 2014) meaning appropriate staff are not always available. In both of the universities involved in the study reported here, neither employed dedicated staff for the EMI programmes www.ccsenet.org/ies…”

Section: Structural Issuesmentioning

confidence: 99%

Teaching in English Is Not Necessarily the Teaching of English

Chapple¹

2015

IES

140

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Described as a "galloping" phenomenon now considered "pandemic" in proportion, the use of English as the lingua franca medium of instruction (EMI) at higher education institutions (HEIs) across the globe is today considered the most significant trend in educational internationalisation. Japan is no exception and a growing number of the nation's universities are increasingly offering classes-and even entire courses-in English. Seen by some as a panacea for jump-starting the nation's stagnant internationalisation profile and improving overall English language skills, this paper firstly explores the theoretical background and rationale behind the trend to utilize EMI based on a review of the literature. Secondly, questionnaire data and feedback from Japanese students taking such classes at two, second-tier universities are analyzed to help shed light on attitudes and ascertain the issues as well as highlight some limitations and problems involved with EMI classes. Finally, it concludes with practical recommendations for greater language support activities and warns of the implications of naively equating EMI alone to an automatic improvement in English language ability in the Japanese context.

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“…Many universities in Japan, as Lassegard (2013) pointed out, do not have clear educational policies related to accelerating internationalization through study abroad. In fact, only a few universities set clear educational goals related to study abroad and educational support.…”

Section: Resultsmentioning

confidence: 99%

Universities’ Expectations for Study-Abroad Programs Fostering Internationalization: Educational Policies

Take

Shoraku

2017

Journal of Studies in International Education

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Because internationalization in higher education has recently received significant attention within the context of globalization, universities in Japan have begun to develop study-abroad programs to support their students in gaining international experience. This article explores those university policies designed to support the internationalization of higher education through mandatory study-abroad programs. An analysis is conducted of the educational policies of these universities based on a review of their admission, curriculum, and degree-awarding policies. The findings are as follows: First, it is unclear how study-abroad programs provide students with opportunities to attain knowledge and skills. Second, universities that face the same challenge to cultivate global citizenship through study abroad should review their educational content to determine whether students are achieving the goals set in their policies. Universities should realize the importance of study abroad in terms of providing opportunities through which students can achieve their education goals.

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Student perspectives on international education: an examination into the decline of Japanese studying abroad

Cited by 14 publications

References 16 publications

Study Abroad Self-Selection Amongst First-Year Japanese University Students

Study Abroad Self-Selection Amongst First-Year Japanese University Students

Teaching in English Is Not Necessarily the Teaching of English

Universities’ Expectations for Study-Abroad Programs Fostering Internationalization: Educational Policies

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