Browsing by Subject "Internationalization of higher education"

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    Implementation of Internationalization of Higher Education Policies in Japan: Emergence of a Humanistic Internationalization
    (2021-07) Takahashi, Aki
    In recent years, the Japanese government has been encouraging Japanese universities to internationalize their institutions. In this process, stakeholders’ workloads have become increasingly demanding; however, their voices are oftentimes unheard. The purpose of this research was to examine internationalization at Japanese universities through the perspectives of faculty and key administrators in expanding or maintaining internationalization. The main research question is:How are Japan’s internationalization policies interpreted, envisioned, and practiced by stakeholders within a university nationally recognized for leading internationalization efforts today, and as a result, how is the university implicated in Japanese government efforts to internationalize? Relevant literatures (e.g., internationalization of higher education; administrator and faculty relations; internationalization of Japanese higher education) are presented thematically to inform the study. Guided by the sociocultural approach to policy studies (Levinson et al., 2009) and the cognitive framework of policy implementation (Spillane et al., 2002), the research was conducted using a case studies methodology with the focus on understanding the perspectives of the faculty members and key administrative leaders at my study site, Soka University, located in Tokyo, Japan. Semi-structured interviews were conducted with 17 participants involved in the internationalization efforts. Three major themes emerged as findings: 1) Institutional culture and capacity to promote internationalization; 2) Challenges of implementing internationalization initiatives; and 3) Growing focus on the importance of quality of internationalization. Furthermore, three implications were made based on the findings: 1) Soka’s institutional culture is shaping faculty understanding of the internationalization of higher education 2) Gap in ideal and reality becoming a burden but also a motivation for growth 3) Fostering students is not just about developing the skills but also about extending genuine care for their happiness and growth as a person With this, I am framing my theoretical offering as humanistic internationalization that emerges from Japan and specifically the Soka University philosophy and context. I conclude that humanistic internationalization is internationalization—policies, processes, and practices—that embody and exude wisdom, courage, and compassion. I believe that this humanistic internationalization will contribute to successful internationalization beyond numerical measures in Japan and provide insights for international educators throughout the world.
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    The new landscape of Korean higher education: institutional and personal factors influencing intercultural competence.
    (2009-08) Jon, Jae-Eun
    This dissertation research examines the impact of institutional and personal factors on the development of Korean university students' intercultural competence in Korean higher education. It is based on the context of significant change in demographics within Korean higher education from a rapidly increasing influx of international students, as well as emergent diversity within Korean society. For these purposes, this research employed a two-phase mixed-methods design, in which the quantitative and qualitative data were collected and analyzed. The quantitative results from correlation, regression, and path analyses demonstrate that an institutional factor--participation in intervention programs that bring Korean and international students together in a structured and supportive environment --plays an important role in promoting Korean students' intercultural interactions with international students, as well as developing their intercultural competence. One personal factor in particular-- intercultural interaction--has a direct influence on higher levels of intercultural competence. On the other hand, the institutional factor and another personal factor--prior international experience-- contribute indirectly to intercultural competence by influencing intercultural interaction itself. The qualitative findings from in-depth interviewing describe the nature of intercultural interactions between Korean and international students in terms of: the experience of developing intercultural friendship; the importance of reciprocity in these relationships; and the value of having a shared experience among students. Not only do these findings provide empirical support for the theoretical orientation in this research--the contact hypothesis--but they also provide empirical evidence for the concept of "Internationalization at Home" (Wächter, 2003) by demonstrating the benefits of internationalization for domestic students who remain in their home countries. It particularly emphasizes understanding and promoting mutually beneficial relationships between mobile and non-mobile students in relation to the internationalization of higher education. Furthermore, this research carries important implications for Korean society in educating college students to live and work with culturally diverse people in its emergent multicultural milieu. Lastly, this research presents suggestions for policy and practice for higher education institutions to implement in developing intervention programs for student intercultural interaction and intercultural competence development.