Implementation of Internationalization of Higher Education Policies in Japan: Emergence of a Humanistic Internationalization

Abstract

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.