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Journal articles on the topic 'Japanese international university students'
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1
Xu, Jun. "Why Japanese? Why Not Japanese?" Journal of International Students 10, no. 4 (November 15, 2020): 1023–39. http://dx.doi.org/10.32674/jis.v10i3.1327.
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As Chinese students have become a larger share of the international student population at U.S. universities, their participation in Japanese language classes has increased. However, Chinese student enrollment significantly decreases after the completion of the first Japanese class, and consequently, fewer Chinese students take intermediate or advanced level classes. This study examined the experiences of Chinese international students enrolled in Japanese classes as well as those who stopped taking Japanese after the first quarter or first-year class in a private university in the United States. We used semistructured interviews to investigate the reasons and goals of Chinese international students for studying the Japanese language, the successes or challenges both inside and outside of the Japanese classroom, and the reasons students continue or discontinue learning Japanese.
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Lee, Ju Seong. "Challenges of International Students in a Japanese University: Ethnographic Perspectives." Journal of International Students 7, no. 1 (January 1, 2017): 73–93. http://dx.doi.org/10.32674/jis.v7i1.246.
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The author investigates what challenges four international students (Vietnamese, Filipino, Brazilian, and Chinese) faced and how they coped with these dilemmas in a Japanese language program during the first semester in 2014. Multiple apparatuses (e.g., field notes, face-to-face oral interviews, focal group conversations, and semi-structured written interviews) were employed to triangulate the data. The findings show four major challenges: Personal psychological issues, general living issues, sociocultural issues, and Japanese language issues. Additionally, supporting group, positive attitude, interaction with Japanese friends, financial assistance, and useful learning strategies are identified as coping strategies. The results will provide implications for international students as well as language instructors and program coordinators in a higher education institution to better assist the international students.
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Tamaoka, Katsuo, Akira Ninomiya, and Ayami Nakaya. "What makes international students satisfied with a Japanese university?" Asia Pacific Education Review 4, no. 2 (June 2003): 119–28. http://dx.doi.org/10.1007/bf03025354.
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Yoshimitsu, Kuniko. "Japanese home-background students at an Australian university." Journal of Asian Pacific Communication 14, no. 1 (March 8, 2004): 137–51. http://dx.doi.org/10.1075/japc.14.1.09yos.
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This paper deals with Japanese home-background students who enrolled in a full degree undergraduate program at an Australian university during 2000 to 2001. The study aims to identify and characterize the types of Japanese home-background students and establish a suitable classification of these students based on the findings. This study is an essential step in understanding the problems and the needs of these students in university learning. The findings are from a case study of 17 students, which are made up of seven local students and 10 international students.
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Hiratsuka, Hiroyoshi. "Japanese Language as an Organizational Barrier for International Students to Access to University Services: A Case of Aoyama Gakuin University." Journal of International Students 6, no. 4 (October 1, 2016): 956–66. http://dx.doi.org/10.32674/jis.v6i4.328.
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In 2011, Aoyama Gakuin University (AGU) started a government-funded degree program (taught in English) to accept international students with limited or no Japanese language proficiency. However, the students faced obstacles in accessing all of the university resources provided. In this article, I investigated Japanese language as an organizational barrier for students accessing to campus resources. I utilized the case study methodology through participatory observation on campus and face-to-face interviews.
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Kim, Soonhyang, Burcu Ates, Yurimi Grigsby, Stefani Kraker, and Timothy A. Micek. "Ways to Promote the Classroom Participation of International Students by Understanding the Silence of Japanese University Students." Journal of International Students 6, no. 2 (April 1, 2016): 431–50. http://dx.doi.org/10.32674/jis.v6i2.365.
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The authors explored the role of silence and deciphered its meaning and usefulness as a teaching and learning strategy for Japanese students through a survey of Japanese university students in their home country. This study has revealed that participant responses were evenly divided among comfortable with silence, uncomfortable with silence, and dependent on familiarity with the person. The use of silence by Japanese students varies on a highly individualized basis, not only by culture. The interlocutor is the significant factor, not the topic of conversation, for their comfort with silence. This study also suggests that silence can be used in addition to verbal participation as a form of engaged learning and active participation.
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Lim, Won-Tack. ""Professional Psychological Help-Seeking Attitude of Asian International Students in Japan"." Journal of Evidence-Based Psychotherapies 21, no. 2 (September 1, 2021): 117–26. http://dx.doi.org/10.24193/jebp.2021.2.14.
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"As globalization advances, the world's international student population has continuously risen. Among this enlarged population, numerous students face adjustment problems after realizing unfamiliarity with the host culture at certain points in their sojourns, which often trigger severe psychological distress. Previous studies conducted in the U.S. university settings have pointed to the underutilization of mental health resources by international students as one of the primary risk factors for the betterment of psychological health. Up to the present, however, there is very limited research carried out in places other than leading countries of North America and the British Commonwealth on the topics of international students’ mental health. Different from the predominant research settings of existing research, this article attempts to clarify the distinction in professional help-seeking willingness between Japanese domestic students and international students from other Asian regions who were enrolled in a Japanese university, performing an independent Two-sample Z-test analysis. The result of the findings showed that both Japanese domestic students and Asian international students scored below average in willingness to seek professional help from mental health providers. It also demonstrated that the degrees of local students’ help-seeking willingness did not significantly differ from those of international students. Implications, limitations, and recommendations for future research are also discussed."
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Yuriko, Sato. "Asian students’ brain circulation and Japanese companies." Asian Education and Development Studies 9, no. 1 (October 8, 2019): 105–16. http://dx.doi.org/10.1108/aeds-02-2019-0044.
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Purpose The purpose of this paper is to explore the relationship between the brain circulation of Asian graduates of Japanese universities and Japanese companies by picking up China, Thailand, Indonesia and Vietnam, which are among the top countries which send students to Japan and host Japan-affiliated companies. Design/methodology/approach Questionnaire responses of Japanese university graduates from four countries are compared, especially between those who work for Japanese companies in Japan and in their countries of origin (COO), coupled with existent data analysis, interviews of these graduates and human resources (HR) managers/executives of Japanese companies. Findings A mobility of Japanese university graduates from Japan to their COO has been promoted by an increase in Japan-affiliated companies in their COO, which tend to offer better working environment than Japanese companies in Japan. Practical implications Japanese companies need to provide better working conditions to able local staff in overseas subsidiaries in order to recruit and retain the returned graduates of Japanese universities and to realize mutually beneficial brain circulation. Originality/value The role and constraints of study destination companies in relation with international students’ brain circulation were explored based on empirical study.
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Parada, Roxana, Reiko Ikeda, Takayuki Ando, Masako Hishida, Hiroshi Takeda, Dagnachew Aklog, Kurie Otachi, and Kumi Yasunobu. "Efforts to Promote Global Education in Japan: The Case of Tottori University and Overseas Practical Education Programs." Journal of Education and Learning 7, no. 5 (June 19, 2018): 62. http://dx.doi.org/10.5539/jel.v7n5p62.
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Participation in overseas programs has recently increased as an international strategy worldwide. However, Japan has been the exception, because the number of Japanese students studying abroad has decreased over the last decade. The Japanese government and universities began efforts to motivate Japanese students to gain international experience. However, efforts to measure the impact of overseas programs other than in English proficiency have been limited. This paper reports the benefits of three types of overseas short-term programs offered by Tottori University (TU) to support Japanese students in studying abroad through the Global Getaway Program (GGP), emphasizing practical training in developing countries. Data for this study were collected from students from 2006 to 2011 before the GGP and 2012 to 2016 after its implementation. Students were tested before and after participating in overseas short-term programs, and results were compared with those who did not participate. The questionnaire survey carried out revealed significant differences in all global competences skills between students who attended overseas programs and those that did not. In addition, after participating in the overseas program, students understood i, why English as a tool for communication will help them grow as internationally minded future leaders, ii, how foreign languages can lead to overseas practical skills, and iii, the importance of field practice as opposed to knowledge only acquired in the classroom. The achievement of this study increases the value of overseas training for the younger Japanese generation and their perception of developing advanced thinking abilities through practical education in developing countries.
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Ishikura, Yukiko. "International learning experiences at home in Japan: The challenges and benefits of taking English-medium courses for Japanese students." Learning and Teaching 9, no. 3 (December 1, 2016): 42–61. http://dx.doi.org/10.3167/latiss.2016.090304.
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English-medium degree programmes are one of the trends within the internationalisation of higher education in Japan. The recent university internationalisation project, Project for Establishing University Network for Internationalization, or Global 30 is a good example. English-medium degree programmes attract a larger and more diverse international student population to study in Japan and create an on-campus international learning environment for both local and international students. This article aims to shed light on what attracts Japanese students to such an on-campus international learning experience and the kinds of challenges they face in taking English-medium courses. The results of my research show that English as a medium of instruction is a good tool to attract Japanese students, but the quality and relevance of what is being delivered are also significant. Japanese students are willing to challenge themselves in a different learning environment, but they tend to do so without seeking support, which in turn limits their learning.
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Tan, Wai Kian, and Minoru Umemoto. "International Industrial Internship: A Case Study from a Japanese Engineering University Perspective." Education Sciences 11, no. 4 (March 30, 2021): 156. http://dx.doi.org/10.3390/educsci11040156.
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In this globalization-focused era, the demand for globalized engineers in the creation of borderless societies is increasing. Despite the initiatives by the Japanese government to promote internalization through increasing the intake of foreign students, the exposures gained by the Japanese students from these programs are minimal. For years, internship has been used globally as a platform for training and educating future engineers, but only a few studies have examined the proactive transformation from domestic to international internship. International internships overseas offer a completely new dimension of experiences when carried out in multicultural environments. This article reports and offers evidence of a Japanese engineering university’s rapid global internship reform strategy toward the expansion of international internships in Malaysia. This paper provides insights into the process, from initial setup to implementation of the internship program covering all the necessary preparation and support. From the establishment of an overseas collaboration base and rapport building with hosting industries, the systematic steps taken are reported. Regarding the internship program, feedback from Japanese engineering students who completed their internships show improved satisfaction due to continuous improvement of the internship program with progressing years. It was also discovered that the low participation rate in overseas internship by Japanese students is not due to their inward-looking temperament, but due to the lack of internship program availability that is administered with sufficient preparation enabling them to challenge themselves in a new environment. The challenges encountered in the program, and the sustainable improvements made in alignment with sustainable development goals toward equitable quality education and promotion of lifelong learning are also stated. In this paper, the future perspectives and outlook of internships are also described considering today’s rapid technological advancements and the fast-changing needs of industries, which require future internship programs to have flexible approaches and ideologies.
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EMELJANOVA, NADEZHDA A., JULIA N. PETELINA, and ULIANA A. SAVELJEVA. "TRAINING INTERNATIONAL STUDENTS OF INTERPRETING AND TRANSLATION IN A MULTICULTURAL ENVIRONMENT: ASU BEST PRACTICES." HUMANITARIAN RESEARCHES 76, no. 4 (2020): 52–67. http://dx.doi.org/10.21672/1818-4936-2020-76-4-051-066.
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The challenges of adaptation faced by international students of interpreting and translation at Astrakhan State University (ASU), which are aggravated by high academic standards, have been successfully overcome owing to a number of factors: the favourable geographic location of ASU, a unique combination of languages (English, German, French, Italian, Spanish, Persian (Farsi), Azeri, Kazakh, Arabic, Chinese, Japanese), highly-qualified teaching staff, advanced technologies, and uptodate equipment.
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Soneta, Masumi, Akiko Kondo, Renaguli Abuliezi, and Aya Kimura. "International Students’ Experience With Health Care in Japan." SAGE Open 11, no. 2 (April 2021): 215824402110092. http://dx.doi.org/10.1177/21582440211009211.
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The number of foreign residents and visitors in Japan is increasing, which necessitates culturally competent care in hospitals. This study aimed to describe the experience of international students who visited hospitals in Japan. In total, nine international graduate students in a medical university participated in semi-structured interviews in English. The interview contents were transcribed and analyzed using content analysis. While participants were satisfied with an efficient medical system and kind staff, they also had difficulty communicating with staff and receiving health care due to language and cultural differences. Participants desired Japanese health care staff speak English, as well as have English documents. The differences from their own countries were mainly medical fees, insurance, the medical system itself, and use of English to communicate with foreign patients. It is necessary to improve staff’s English skills, provide English documents, use multilanguage interpreter services, and explain Japanese hospitals’ medical system.
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Menking, Scott. "Thai and Japanese university students: Usefulness of English." English Today 31, no. 2 (May 28, 2015): 51–58. http://dx.doi.org/10.1017/s0266078415000103.
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English is regularly perceived to be the global language that is used for cross-cultural communication by people from around the world (e.g., Crystal, 2003). Following international trends, English has exerted a presence in the cultures, languages, and interactional patterns of the peoples of Asia (Kachru, 1998: 91). The status afforded English native and near-native speakers reflects the perceived importance and interpersonal functionality of English in the region, and efforts by Asian governments to teach English at younger ages, as well as the demand for English ability by corporations, the media, and individuals, demonstrate its perceived instrumentality. In spite of the presumption of usefulness, there have been surprisingly few studies investigating Asian learners' perceptions of and decision to use English in specific settings. There is also a need for research that extends beyond individual countries to include pan-Asian issues, particularly in the “lesser-researched expanding-circle societies, including … Japan … [and] Thailand” (Bolton, 2008: 9). In order to address this gap in the literature and inform discussions about the comparability of students across Asian Expanding Circle countries, the aim of the present study is to compare and contrast how students in one Southeast Asian Expanding Circle country (i.e., Thailand) and one East Asian Expanding Circle country (i.e., Japan) view the usefulness of English to their lives.
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Arfani, Junita Widiati, and Ayami Nakaya. "Meanings of International High School Education in Indonesia and Japan." Journal of Research in International Education 18, no. 3 (December 2019): 310–25. http://dx.doi.org/10.1177/1475240919890223.
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The study on which this article is based aimed to discover the meanings of international education at the high school level from the perspective of students and parents in Japan and Indonesia. Two research questions are addressed: How do Indonesia and Japan balance their international education policy in relation to the need to foster globally competent workers, global citizenship, and nation-building? What are the respective meanings of international education for students and parents? A policy analysis was undertaken based on documents as well as class observations, and individual and group interviews with international education students and parents. The study found that while both the Indonesian and Japanese governments have attempted to build human capital with global competence and national identity, they have utilized different strategies. While Indonesian and Japanese students and parents found similar meanings in university preparation, there were different meanings regarding national language usage, social responsibility, self-identification, life after university, and neo-colonialism.
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Zhilina, Larisa Vladimirovna. "Japanese Universities’ Community in International Environment: Maneuvers or Heading Down?" Vestnik RUDN. International Relations 19, no. 1 (December 15, 2019): 119–29. http://dx.doi.org/10.22363/2313-0660-2019-19-1-119-129.
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The article discusses the issues that striving for getting on the first lines of ratings, Japanese universities have faced to face with in recent years. Since 2003, when universities began to receive their public evaluation on the pages of global university ratings, the world university system has entered a new phase of its development. For many countries, including Japan, getting into the top-list of global ratings has become almost a national goal. Of the new issues that have emerged over the course of the past years, the most important at present is the “internationalization” of Japanese universities and the most obvious manifestations of this tendency are the increasing interest in world university rankings. At the same time in Japan internationalization has become both a universities and a government priority because it is seen as a sign of global competitiveness. Since 2000, the government has introduced a series of legislative and policy initiatives aimed at increasing institutional autonomy and management capabilities, enhancing evaluation and emphasizing quality, and developing internationally-competitive research via centres of excellence and graduate schools. To solve this problem the Japanese government decided to increase the number of international students from the current 100,000 to 300,000 by 2020. However now the ranking of Japanese universities is on a downward trajectory, as universities elsewhere in East Asia catch up. In order to become more competitive with universities in other countries, Japan needs to open up its universities and work positively to welcome more-and more talented-researchers and students from overseas, it also needs to increase the number of courses available in English. At the same time it needs to send more Japanese researchers and students overseas to stimulate their research and improve necessary for top-ranking standards.
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Sabina, Mahmood, Ishii Ichiro, and Monta Mitsuji. "Exploring The Differences And Similarities Between International Baccalaureate Education And Japanese High School Education." Advances in Social Sciences Research Journal 7, no. 8 (August 12, 2020): 132–39. http://dx.doi.org/10.14738/assrj.78.8815.
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The number of International Baccalaureate (IB) students applying to Japanese Universities is on the rise. Okayama University is a Super Global National University (SGU) in Western Japan, which started IB admissions in 2012, and presently hosts 63 IB students including 11 graduates, in 11 faculties and 1 special program. Since the IB journey began in 2012, Okayama University has taken multiple approaches to become IB friendly. Through continuous follow up of enrolled IB students regarding academic and campus life, and regular feedback from faculty members regarding IB student performances and characteristics, Okayama University has discovered some basic differences between the educational approaches of IB accredited schools and Japanese High Schools (JHS). In order to further explore this observation, a two-phase research study was carried out. Between June 2018 and August 2019, the two surveys wer carried out. In Phase-1, University faculty, familiar with IB education, visited IB schools in Japan and JHS, to observe lessons and interview teachers about their respective methods of education. In phase-2, the same faculty members carried out an email survey followed by one-on-one interviews of 10 Super Global High Schools (SGH) teachers in Japan, regarding the similarities and differences in characteristics of their students, based on the Japanese version of the IB learner profile. This chapter reports and summarizes results of this two-phase study and perspectives gained from various first-hand observations.
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Ritter, Zachary S. "Taboo or Tabula Rasa: Cross-Racial/Cultural Dating Preferences amongst Chinese, Japanese, and Korean International Students in an American University." Journal of International Students 5, no. 4 (October 1, 2015): 405–19. http://dx.doi.org/10.32674/jis.v5i4.404.
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International students bring racial attitudes and group preferences that affect campus climates. Forty-seven Chinese, Japanese, and Korean college international students were interviewed, regarding their perceptions of race/ethnicity and nationality, when it comes to dating and romantic relationships on college campuses. Thirty-five out of forty-seven students interviewed said they would ideally want to date someone from their own cultural background, so that communication gaps would not occur, but when probed beyond language barriers, international students appeared to have a racial hierarchy when it came to dating. Students were not only influenced by parental approval of dating partners, but also US media images that helped create a racial hierarchy of dating and cultural capital. White Americans were the most desirable dating partner for Chinese, Japanese, and Korean international students; Asian-Americans were slightly below white Americans, while African-American, Latino, and Southeast Asian students were the least desirous.
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Chang, Bok-Myung. "Reflection on the International Distance Learning between Korean and Japanese University Students." Journal of Digital Contents Society 16, no. 5 (October 31, 2015): 681–89. http://dx.doi.org/10.9728/dcs.2015.16.5.681.
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Otsubo, Shunya, Yutaka Shigemori, Hiroshi Fukushima, Muneyuki Tachihara, Kyosuke Goto, Koki Terada, Rino Tsurusaki, Keita Yamaguchi, and Nana Otsuka. "Survey on Sports-Related Concussions among Japanese University Students." Brain Sciences 12, no. 11 (November 16, 2022): 1557. http://dx.doi.org/10.3390/brainsci12111557.
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In recent years, head injuries in sports have garnered attention, and in particular, international discussions have been held on the prevention of and response to sports-related concussions (SRCs). The purpose of this study is to investigate past SRCs experienced by university students in Japan, clarify the state and mechanism of such injuries in each sport, and consider the creation of an environment for future SRC prevention and responses. A questionnaire survey on past SRC experience was conducted among 1731 students who belonged to Fukuoka University in Japan and took “sports medicine” classes in 2020. Responses from 1140 students (collection rate: 65.9%) were obtained. According to this survey, it was revealed that 39 students (3.7%) had experienced SRC. The male–female ratio of those who had experienced SRC was 31 males (79.5%) and 8 females (20.5%). Two males had experienced SRC twice. In this study, SRCs were recognized in a variety of sports, not just in a few contact sports. It is necessary to further disseminate education on head injury prevention and SRCs among both athletes and coaches, because SRCs have been frequently recognized in various sports.
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Djafri, Fatmawati. "[Book Review] Jizoku Kanou na Daigaku no Ryuugakusei Seisaku: Ajia Kakuchi to Renkei shita Nihongo Kyouiku ni Mukete (Sustainable University’s International Students Policy: Toward Japanese Language Education in Collaboration with Various Asian Countries)." JLA (Jurnal Lingua Applicata) 3, no. 1 (June 15, 2020): 53. http://dx.doi.org/10.22146/jla.55370.
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This book explains the importance of re-examining sustainable education policies for international students at the university level and the role of Japanese language education in its application. This theme has become the focus of research in recent years along with the increasing number of international students and Japanese language learners in Japan, as well as in various Asian countries in the world. This book specifically focuses on national education policy and acceptance of international students at higher educational institutions in Japan. Analysis of educational policies at the micro level through the discussion of case studies at three groups of universities, namely large, medium and small scale universities, is what distinguishes this book from other similar books. In addition, the perspectives of universities in 11 Asian countries regarding their student mobility policy to Japan accompanied by an overview of the Japanese language education situation in each country were also discussed in depth by Japanese language education practitioners. A balanced presentation of two perspectives, Japan as a host country and Asian countries as sending countries, provides a thorough understanding of the application of educational policies for international students and the role of Japanese language education.
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Widiandari, Arsi. "G 30 PROJECT : INTERNASIONALISASI PENDIDIKAN TINGGI DI JEPANG." IZUMI 7, no. 1 (May 30, 2018): 42. http://dx.doi.org/10.14710/izumi.7.1.42-48.
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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.
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Shinagawa, Nagisa, Tomoaki Inada, Harumi Gomi, Haruko Akatsu, Motofumi Yoshida, and Yutaka Kawakami. "Challenges and experiences to develop a Japanese language course for international medical students in Japan: Maximising acquisition of Japanese language by applying adult learning theories." Asia Pacific Scholar 7, no. 1 (January 4, 2022): 3–8. http://dx.doi.org/10.29060/taps.2022-7-1/gp2655.
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Introduction: The International University of Health and Welfare (IUHW) School of Medicine was founded in 2017 with the intention of providing medical content in English a historical first in Japan. Twenty international medical students have been accepted annually, with the majority possessing less than beginner level Japanese language proficiency at the time of enrolment. However, proficiency in Japanese, especially in the context of medicine is required for academic success and program completion. To address this, the IUHW School of Medicine has developed a course in medical Japanese with the objective of facilitating international students’ acquisition of medical Japanese and reinforcing such acquisition through various listening, speaking, reading, and writing activities. This study aims to describe the Japanese language education program for international students at the IUHW School of Medicine, with particular focus on the development of the curriculum and course content. Methods: The course is designed based on the following educational strategies and their applications: (a) Synchronisation of both medical and Japanese contents; (b) Collaborative learning; (c) Japanese output of medical content learned in English; (d) Practical output through making/giving a presentation and discussion with medical experts; (e) Detailed language feedback from language experts; (f) Reinforcing the vocabulary knowledge by writing; and (g) Building up vocabulary and expressions with relevant contents. Results: Our observations suggest that our international students have been able to continue their medical education in Japanese smoothly. Conclusion: The content-based instructional design that includes second language acquisition strategies may also be applicable to other Asian languages such as Korean and Chinese.
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Draganova, Vanya Y., Hiroki Yokose, Kazuyo Tsuzuki, and Yuki Nabeshima. "Field Study on Nationality Differences in Adaptive Thermal Comfort of University Students in Dormitories during Summer in Japan." Atmosphere 12, no. 5 (April 28, 2021): 566. http://dx.doi.org/10.3390/atmos12050566.
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A summer field study was conducted in two university dormitories in the Tokai region of Central Japan. The study aimed at understanding the correlation between subjective thermal responses as well as whether nationality was affecting the responses. It was observed that nationality significantly affected thermal sensitivity and preference. The occupants’ acceptance for thermal stress was invariably above 90%. Despite the high levels of humidity observed, the multiple regression model showed that only the indoor air temperature was significant for explaining the variability of thermal sensation for both Japanese and non-Japanese students. The highest probability of voting neutral for university students in dormitory buildings in the Tokai region of Japan was estimated within 24~26.5 °C (by probit analysis). Japanese students were more sensitive to their indoor environment as opposed to the international students. The adjusted linear regression coefficient yielded from the room-wise day-wise averages were 0.48/K and 0.35/K for Japanese sensitivity and international sensitivity, respectively. In our study, the Griffiths’ model of estimating comfort temperature (or thermal neutrality) showed weak predictability and notable differences from the actually voted comfort. The neutral and comfort temperature observed and estimated in the study remained invariably below the recommended temperature threshold for Japan in summer leading to believe that that threshold is worth reevaluating.
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Fukuda, Kosei. "An empirical study on entrepreneurial intentions among Japanese university students." International Journal of Entrepreneurship and Small Business 21, no. 2 (2014): 216. http://dx.doi.org/10.1504/ijesb.2014.059474.
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Siegel, Aki. "Study Abroad in Sweden: Japanese Exchange Students’ Perspectives of Language Use in University EMI Courses." Languages 7, no. 1 (December 28, 2021): 3. http://dx.doi.org/10.3390/languages7010003.
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With the availability of English as a Medium of Instruction (EMI) courses, an increasing number of international students have been joining Swedish universities. However, the language use in Swedish EMI courses may display unique features; while many Swedish students have high English language proficiency, code-switching between Swedish and English is reported as a common practice by both lecturers and students, even when international students are present. Moreover, the term “international students” is often used to include students of various statuses and linguistic abilities, and the experiences and perspectives of short-term exchange students towards the language use in Swedish EMI courses are rarely documented. The current study investigates the perspectives of short-term exchange students from Japan enrolled in EMI courses at a university in Sweden. Questionnaire and focus group interview confirmed previous studies regarding the language-use practices in the classrooms. Moreover, the rate of speech, turn-taking, and background knowledge were found to hinder the learning and participation of the exchange students. The findings suggest the need to raise awareness of the language practices in Swedish EMI courses to students, lecturers, and other universities in order to support the learning experience of short-term exchange students.
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Danielewicz-Betz, Anna, and Tatsuki Kawaguchi. "Preparing Engineering Students for Global Workplace Communication: Changing the Japanese Mindsets." International Journal of Engineering Pedagogy (iJEP) 4, no. 1 (February 2, 2014): 55. http://dx.doi.org/10.3991/ijep.v4i1.3297.
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Preparing engineering students for global workplace is a growing need as engineering schools not only recognize the value of university experience, but also discover that many of their students do not demonstrate the right skills and mindsets for global success. Fresh graduates frequently lack knowledge of other cultures and languages and, most importantly, of how communication works. This paper reports on a comparative, qualitative-quantitative study (of Japanese and international students with varying foreign exposure) conducted in a Japanese engineering and computer science university (with English as a medium of instruction), where internationalization and increase in global awareness are being promoted. The ever-increasing need for global skills in employees calls for a shift in educational focus and job application strategies. We suggest measures to be taken at tertiary education level that should lead to improvement of the communication and other global skills in Japanese graduates.
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Suzuki, Ayako. "University students’ global citizenship development through long-term study abroad." Journal of English as a Lingua Franca 11, no. 1 (March 1, 2022): 77–88. http://dx.doi.org/10.1515/jelf-2022-2070.
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Abstract Study abroad (SA) is one of the popular ways for universities to develop their students as global citizens because the experience of sojourning is believed to be able to improve the students’ language skills of English as an international lingua franca as well as global awareness. This paper investigates whether SA can contribute towards the development of global citizenship, focusing on a group of Japanese students’ perceptions of English. This study reveals that SA may need some interventions in order to fulfill the expected role.
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Sato, Takahiro, and Samuel R. Hodge. "Japanese Exchange Students’ Academic and Social Struggles at an American University." Journal of International Students 5, no. 3 (July 1, 2015): 208–27. http://dx.doi.org/10.32674/jis.v5i3.417.
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The purpose of this study was to identify and analyze the views of exchange students from Asia about their academic and social experiences at an American university. The participants were eight exchange students from Japan (four men and four women). This study was descriptive-qualitative (Patton, 2002). The data sources were a demographic survey and two semi-structured interviews conducted during the participants’ study abroad sojourn. The interview data were analyzed using the constant comparative method (Merriam, 1998). The emergent themes were (a) social distance contributes to academic struggles, (b) collectivism positioned against individualism, (c) isolation in group discussions, and (d) professors’ negativity. We include recommendations aimed at improving international students’ academic and social experiences at American universities.
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Yamakawa, S., O. Razvina, M. Ito, H. Hibino, T. Someya, and T. Ushiki. "Medical exchange project for students and young doctors between Japan and Russia." Medical University 1, no. 1 (November 26, 2018): 32–39. http://dx.doi.org/10.2478/medu-2018-0005.
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Abstract For more than 25 years Niigata University School of Medicine has been organizing medical exchanges with universities of the Russian Far East and Siberia. This exchange has turned out to be mutually beneficial for both universities, giving motivation to medical students and young doctors to strive for knowledge of international medicine. “Program for priority placement of foreign students sponsored by Japanese government” and “Re-inventing Japan project” initiated by Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) were adopted in 2014, so it gave us a perfect opportunity to expand the existing program. In 2017, the MEXT approved the application of Niigata University together with Hokkaido University for «Program of Globalization in the field of university education (in cooperation with Russia), the creation of a platform for interaction”. We hope advances in the field of medicine and medical care achieved as a result of such unique cooperation between Japan and Russia will greatly contribute not only to the welfare of citizens of both countries, but also to the development of industry and economy. We would like to share experience gained by our university in the sphere of Japanese-Russian medical exchanges and educational programs, as well to describe the prospects for further development.
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Long III, Robert W., and Hiroaki Watanabe. "Adapting e-Learning for Japanese EFL Students." International Journal of Information and Education Technology 12, no. 4 (2022): 299–304. http://dx.doi.org/10.18178/ijiet.2022.12.4.1618.
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This study examined the effect e-learning had on second-year Japanese university English as a Foreign Language (EFL) student Test of English for International Communication (TOEIC) scores, which is a standardized English test. The English language learner e-learning system was developed by Gyuto-e ASP and had 800 multiple-choice listening questions. The four research questions were focused on the following: the possible differences in the TOEIC scores between the students who had completed the online module and those who had not; the possible score differences between genders; and whether any students had completed the e-learning but had not had any significant increases in their TOEIC scores. It was found that all tests were statistically non-significant at a 5% level. Further research is to be conducted on improving the e-learning program usage so that it has a more direct and meaningful effect on the students’ test scores.
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Nazarahari, Amin, Nader Ghotbi, and Koji Tokimatsu. "Energy Poverty among College Students in Japan in a Survey of Students’ Knowledge, Attitude and Practices towards Energy Use." Sustainability 13, no. 15 (July 29, 2021): 8484. http://dx.doi.org/10.3390/su13158484.
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In order to investigate the problem of energy/fuel poverty in Japan, we examined the knowledge, attitude, and practices towards energy usage of a random group of 447 college students in an international university in Japan. The majority of the students were living independently in private or shared accommodations, depended on portable heating/cooling appliances, and were billed directly for their electricity usage. The responses of 205 Japanese and 236 non-Japanese students to a detailed survey about energy consumption for daily living and its cost were collected. The examined variables included students’ monthly income/allowance, energy bills, attributes of energy use including room temperature setting for cooling in summer and heating in winter, the students’ awareness of energy fees, and their attitude towards energy use vs. saving in energy costs. The results indicate that energy bills were perceived as too high by most non-Japanese students as compared to Japanese students, while for both Japanese and non-Japanese students there was a positive correlation between monthly income/allowance and energy bills. The findings suggest that energy poverty is common among college students living independently in Japan, such that, in future research, they may be included in the category of vulnerable households with respect to energy poverty.
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YoungKyung Kim. "Needs Analysis for Chinese and Japanese International Students' Adaptation to University Life in Korea." Korea Journal of Counseling 10, no. 1 (March 2009): 535–59. http://dx.doi.org/10.15703/kjc.10.1.200903.535.
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Okuda, Tomoyo. "The writing center and international students in a Japanese university: a language management perspective." Higher Education Research & Development 39, no. 4 (November 28, 2019): 778–91. http://dx.doi.org/10.1080/07294360.2019.1693515.
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Julia, Tanabe. "Sustaining Language Learning through Social Interaction at a Japanese National University." IAFOR Journal of Education 9, no. 6 (December 18, 2021): 112–25. http://dx.doi.org/10.22492/ije.9.6.06.
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The careful use of online learning can achieve a variety of goals in sustainable education, such as providing access for students, particularly in times of crisis, as well as providing them with opportunities to study interdependently. Also, it gives them the opportunity to develop thinking skills and awareness to become active in working towards sustainable societies, ones where the actions of the current society do not damage the abilities of future generations to address their own needs. In this small-scale study at a Japanese national university, the switch from classroom-based teaching to online study in language education is considered in relation to flipped learning. This involved videoconferencing software and the organization of “study buddy” groups, supported by materials on a learning management system. The effect of the change has been investigated using a mixed-methods approach with survey data from students and data from two classroom observations by external observers. The data has been analyzed and framed in relation to sustainable education goals, produced by Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT), such as cooperation, interdependence, sense of responsibility, and international awareness. The author of this study found that the flipped learning approach was successful in building an online community and social interaction that provided the framework for achieving education for sustainability. In conclusion, the author considers how hybrid courses involving both classrooms and online technology may be the future for English language courses in Japanese universities.
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Zhou, Min, and Hanning Wang. "PARTICIPATION IN ANTI-JAPANESE DEMONSTRATIONS IN CHINA: EVIDENCE FROM A SURVEY ON THREE ELITE UNIVERSITIES IN BEIJING." Journal of East Asian Studies 16, no. 3 (August 18, 2016): 391–413. http://dx.doi.org/10.1017/jea.2016.21.
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AbstractNationwide anti-Japanese demonstrations have erupted in China periodically in recent years. This study investigates what factors make university students more motivated to participate in anti-Japanese demonstrations. We collected original data on 1,458 university students in Beijing in June 2014, inquiring about both actual and possible future participation. We find that students are more willing to participate in future demonstrations (1) when they believe that anti-Japanese demonstrations benefit China's diplomacy (instrumentality), and (2) when they have prior demonstrators in their social networks (diffusion). However, when it comes to actual participation, only diffusion plays a significant role while instrumentality does not. While students claim that they are motivated by beliefs that demonstrations will matter for China's diplomacy, they actually turn out only when networks operate. In addition, membership in the Chinese Communist Party (CCP) does not affect prospective participation but deters actual participation. The CCP actually discourages participation in recent anti-Japanese demonstrations.
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Imafuku, Rintaro, Kaho Hayakawa, and Takuya Saiki. "Text analysis of personal statements written in English by Japanese medical students." Asia Pacific Scholar 7, no. 2 (April 5, 2022): 51–55. http://dx.doi.org/10.29060/taps.2022-7-2/sc2710.
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Introduction: Personal statements are important documents in the admission and programme application processes, including international elective programmes, in medical education. However, writing these is challenging for international applicants not only because of their unfamiliarity with this genre but also their English academic writing skills. This study aims to explore the organisation and elaboration of text in personal statements written by Japanese medical students for international elective programme application. Methods: Drawing on genre analysis, the first draft of personal statements written by eight fifth-year medical students at a Japanese university were analysed. The text data were deductively classified into moves and steps, using Chiu’s framework of the personal statement genre. Results: In the introduction, Japanese medical students commonly described the context and issues of healthcare in Japan and the future goals for physicians. In the move of the relevant background, it was notable that six out of eight personal statements showed personality. Although a range of moves was covered when writing about the reasons for applying, only two students described their understanding of programmes and institutional attributes. In the move of conclusion, they focused more on writing their goals of future success and contribution to the course. Furthermore, no applicant expressed self-promotion and praise for academics, programmes, and institutions. Conclusion: The findings of this study can provide a springboard for the development of support for Japanese students’ academic writing in English in medical education across cultures.
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Inada, Yuko. "Collaborative Online International Learning Classes to Enhance Co-Creation in Canada and Japan." Journal of Education and Learning 11, no. 4 (May 24, 2022): 15. http://dx.doi.org/10.5539/jel.v11n4p15.
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The coronavirus disease (COVID-19) globally accelerated distance learning. Students who wish to create new businesses pursue collaborative learning in a cross-cultural environment. However, the research on the effect of collaborative learning on such courses is scant. This study investigated the changes in students’ entrepreneurial competencies and cross-cultural knowledge, skills, and abilities before and after participating in an online global career course and the differences between students from three Canadian universities and a Japanese university in collaborative online international learning (COIL). Survey data were collected from June to August 2021, before and after the course, from 33 participants. The questionnaire survey was based on the five main categories of knowledge, problem-solving skills, communication skills, cross-cultural understanding and teamwork skills, and confidence and motivation. The results revealed statistically significant differences in all the categories before and after the course. Considering the effect sizes, all five categories except for confidence and motivation improved following the course, showing that both the individual and the collaborative learning in the course design worked well in the COIL approach. Although most of the students lacked a business background, they could understand the basic frameworks for business planning through self-study in the asynchronous sessions and considered the tasks and solutions in the synchronous collaboration stage. Furthermore, the students from the Canadian universities performed well in all five categories and the students from the Japanese university performed well in four categories. Considering the budget and accessibility, students’ learning outcomes in COIL have a positive effect on their understanding of global careers.
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Donnery, Eucharia. "Testing the Waters: Drama in the Japanese University EFL Classroom." Scenario: A Journal of Performative Teaching, Learning, Research III, no. 1 (January 1, 2009): 17–33. http://dx.doi.org/10.33178/scenario.3.1.3.
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This paper explores the rationale for including drama-based pedagogy into the curriculum of the Department of English at Ritsumeikan Asia Pacific University (APU) in Japan. Traditional Japanese teaching practices are explained, followed by an outline of the parallels between drama-based pedagogy and teaching practices of the Japanese elementary school. Contrary to popular expectation, drama-based pedagogy is compatible with existing traditional and cultural systems of education in Japan. Therefore, drama-based pedagogy was included in the Fundamental English language course at APU to provide the students a bridge to move from teacher-led styles of junior high and senior high schools to return to the more learner-centered styles of education of the elementary educational system. This would seem a reasonable way in which to facilitate more cooperative, rather than competitive, styles of learning. Secondly, within the course subject matter of “Intercultural Communication”, drama-based pedagogy could be employed through role plays and self-reflection inside the classroom to allow the students to experience awareness of differing communicative styles when engaged in social interaction with the international students outside of the classroom. Likewise, the process of self-reflection in drama and theatre practices is a complex mix of introspective interrogation and affective engagement, which forms the catalyst for dramatic communication. The purpose of this paper is to present one specific case where drama-based pedagogy was incorporated into the English language curriculum of a rather unique Japanese university.
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Kawakami, Miyoshi, Jay Currie, Takahito Sonobe, and Yuji Yoshiyama. "Implementation and evaluation of a short-term overseas training community-setting experience for Japanese Advanced Pharmacy Practice Experience." Pharmacy Education 23, no. 1 (January 28, 2023): 39–46. http://dx.doi.org/10.46542/pe.2023.231.3946.
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Introduction: Kitasato University signed an international exchange agreement with the University of Iowa College of Pharmacy (UICOP) with a new focus on “Pharmacists in the community setting” in 2010. Students have short-term participatory and hands-on training yearly in the United States (US). Methods: A questionnaire survey was given to students after participation to evaluate the impact of the experience. Results: Before the programme, students had to learn about pharmacy education and actual community pharmacy practice. The attainment rate for it was 75.0%. At the community pharmacy shadowing, students could see the characteristics of US pharmacists and differences from Japan, and all the students had changed their future vision and way of thinking. Conclusion: The usefulness of this programme was confirmed. Students could learn about pharmacy practice, particularly in the community in the US. This programme may represent a helpful strategy to train pharmacists with an international perspective.
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Yamada, Etsuko. "Investigating the roles of first language (L1) speakers in lingua franca communication in multicultural classrooms: a case study of Japanese as a Lingua Franca (JLF)." Journal of English as a Lingua Franca 10, no. 2 (September 1, 2021): 285–311. http://dx.doi.org/10.1515/jelf-2021-2057.
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Abstract In the Expanding Circle (i.e. countries where English is traditionally learned as a “foreign language”), the concept lingua franca cannot be limited to English. Conducted in a Japanese university, this study reports on the perceptions of verbal behaviours by students in multicultural courses where international and Japanese students studied together. These behaviours were analysed and the findings from English medium instruction courses and those of Japanese-medium instruction (JMI) courses were compared. Then, further analysis centred on JMI courses to explore the roles of Japanese L1 speakers in the co-construction of Japanese as a lingua franca with a focus on cognitive and psychological, rather than linguistic, perspectives. Rapport building, accommodation strategies, often initiated by L1 Japanese speakers, and the spontaneous interactions of second language (L2) speakers in discussions, are assumed to have been the keys to more inclusive interactions in JMI courses. The findings emphasize the importance of students’ attitudes and imply that intercultural education in the context, including both L1 speakers and L2 speakers, will have potential to foster effective lingua franca users.
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Aoyama, Tatsuya, and Tomoko Takahashi. "International Students’ Willingness to Communicate in English as a Second Language." Journal of International Students 10, no. 3 (August 15, 2020): 703–23. http://dx.doi.org/10.32674/jis.v10i3.730.
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This study examined factors affecting international students’ willingness to communicate (WTC) in English as a second language (ESL), focusing on second language (L2) self-confidence, acculturation, and motivational types. L2 self-confidence was hypothesized to predict L2 WTC and to mediate the correlation between acculturation and L2 WTC for instrumental motivation learners, but not for integrative ones. Participants were 88 Japanese students studying at a university in California. The results partially confirmed the hypotheses, indicating that both L2 self-confidence and acculturation strongly correlate with L2 WTC, but the mediation effect of L2 self-confidence on the correlation between acculturation and L2 WTC was opposite from the hypothesis, as the mediation effect was significant for integrative motivation learners but not for instrumental ones.
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Radjai, Leyla, and Christopher Hammond. "Internationalization of the curriculum in Japanese higher education." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 172–75. http://dx.doi.org/10.32674/jcihe.v11iwinter.1523.
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Internationalization of university curricula has received growing attention among scholars and policymakers who recognize the importance of providing international and intercultural opportunities to all students, not only those able to partake in education abroad. Much of the research in this area has been done in Anglosphere and European contexts (Leask 2017; Beelen and Jones 2015; Haigh 2002), with less scholarly attention given elsewhere. Our study focuses on Japan, analyzing the approaches taken to internationalize the curriculum in English-medium instruction (EMI) programs in Japanese universities. We seek to understand the experiences of educators and students involved in teaching and learning in these internationalized classroom contexts, with a view to contribute novel insights that can inform future policy and practice at internationalizing universities. The research questions guiding this mixed methods project are: 1)What does internationalization of curriculum mean for educators in the Japanese university context? 2)How do faculty members incorporate intercultural/global dimensions into curriculum design in their EMI programs? 3)What factors do educators and students perceive to enable or block the internationalization of the curriculum in these programs?
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Colpitts, Bradley D. F., and L’Shawn Howard. "A comparison of focused and unfocused corrective feedback in Japanese EFL writing classes." Lingua Posnaniensis 60, no. 1 (June 1, 2018): 7–16. http://dx.doi.org/10.2478/linpo-2018-0001.
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Abstract Though corrective feedback (CF) has generally been accepted as an effective means for improving student writing, some debate still exists as to whether focused (narrow) or unfocused (broad) CF is more effective in improving student writing in English as a Foreign Language (EFL) contexts. A comparative study was undertaken of two groups of high-proficiency Japanese and international students of English at one private university in the Kansai area of Japan. A third control group who did not partake in any corrective feedback were also used for comparison. Both groups of students wrote argumentative essays on a subject of their choosing over the course of eight weeks. The first group, Treatment Group A, was comprised of seven Japanese and non-Japanese university students (n = 7) who were trained in giving meta-linguistic (error coded), computer-mediated unfocused peer CF. The second group, Treatment Group B, was comprised of seven Japanese university students (n = 7) who were trained in giving meta-linguistic, computer-mediated focused feedback on five errors identified as being the most common in an initial diagnostic writing sample done in the first week. The initial draft, post-peer CF draft, post-teacher CF draft, and final draft were then analyzed. Students’ ability to correctly resolve errors, and the number of errors per 100 words that emerged in each draft were then examined. The results suggest that unfocused peer and teacher CF may be a more effective means of reducing student errors in writing, possibly because it provides more overall learning opportunities.
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Hansen, Kelly, and Prajakta Khare. "Evaluating the effectiveness of an online pre-sessional course for Japanese and international university students." JALT CALL Journal 17, no. 2 (August 25, 2021): 183–200. http://dx.doi.org/10.29140/jaltcall.v17n2.322.
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Ren, Bamboo Yunzhu, Chen Liang, and James Z. Lee. "Meritocracy and the Making of the Chinese Academe, 1912–1952." China Quarterly 244 (December 2020): 942–68. http://dx.doi.org/10.1017/s0305741020001289.
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AbstractThis article takes advantage of three new big historical datasets to identify four salient features of the Chinese academe during the Republic of China. First, it was highly international in terms of training. Second, the proportion of female students was unexpectedly large. Third, there was a heavy emphasis on STEM subjects. Finally, the social and spatial origins of China's university students and university faculty members changed from a national population of civil servant families to business and professional families largely from Jiangnan and the Pearl River Delta. The datasets are the China University Student Dataset – Republic of China, which includes almost half of all students to graduate from a Chinese university during the first half of the 20th century; the China University Student Dataset – Overseas, which includes the vast majority of all Chinese students to graduate from a North American, European or Japanese university during this same period; and the China University Employee Dataset, which includes almost all university faculty members in China, 1941–1950.
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JOKO, SULISTYONO. "International Student's Impression of Research and Education System in Japanese University." Journal of the Society of Mechanical Engineers 101, no. 951 (1998): 117–18. http://dx.doi.org/10.1299/jsmemag.101.951_117.
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Sanders, Justin, and Yukiko Ishikura. "Expanding the International Baccalaureate Diploma Programme in Japan: The Role of University Admissions Reforms." Journal of Research in International Education 17, no. 1 (April 2018): 17–32. http://dx.doi.org/10.1177/1475240918765528.
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In 2011, the Japanese government, in partnership with the International Baccalaureate (IB) Organization, embarked on an ambitious agenda of increasing the number of schools offering the IB Diploma Programme (DP) in Japan. One of the biggest challenges in this initiative is improving the recognition of the IB Diploma as an acceptable and sought after qualification for entry into the nation’s higher education institutions. By examining data on DP student matriculation and a survey of Japanese university admissions offices, this paper explores the relationship between the government project, growth of the DP and admissions reform in Japan. Analysis suggests that while the DP recognition situation in Japan is changing, the pace is fairly gradual compared to the timeline set by the government, and there is still some way to go to meet the project targets. Additionally, it appears to be the private universities rather than the national universities that are leading in the reforms and accepting the most DP students.
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Saito, Arifumi. "L2 Learners’ Selection of Formality in Japanese Verbs: Linguistic and Non- Linguistic Factors." International Journal of Linguistics, Literature and Translation 4, no. 7 (July 30, 2021): 89–97. http://dx.doi.org/10.32996/ijllt.2021.4.7.10.
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This study explores how Japanese as a Foreign Language (JFL) learners express their own cultures and identities as well as their L1 aspects in L2 Japanese in terms of politeness. Many scholars claim that language reflects the speaker’s culture and identity, so it could be natural for JFL learners to express their cultures and identities in Japanese. Based on the idea, how JFL learners’ non-linguistic as well as linguistic aspects are reflected in their use of Japanese verb forms in terms of formality was examined through an activity called ‘Translation-based Communicative Activity’ in a university-level Japanese class. In the activity, the learners selected verb forms at different levels of politeness according to different social contexts. The participants were 12 international students from 8 different countries studying in Japan. As a result, American, German, and French students tend to show their L1 context (both linguistic and cultural aspects) in expressing politeness in L2. On the other hand, half of the Asian students (Chinese, Taiwanese, Vietnamese, and Mongolian) selected the verb forms in the way of the Japanese rather than their own ways. In this paper, we discuss what makes the difference in the students’ selections of the verb forms in each context among different subjects.
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Taylor, Charles R., George R. Franke, and Michael L. Maynard. "Attitudes toward Direct Marketing and its Regulation: A Comparison of the United States and Japan." Journal of Public Policy & Marketing 19, no. 2 (September 2000): 228–37. http://dx.doi.org/10.1509/jppm.19.2.228.17127.
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The authors propose that the high-context nature of Japanese communication and the collectivistic nature of Japanese culture have an impact on attitudes toward direct marketing and its regulation. The results of a survey of Japanese and U.S. university students suggest that certain types of direct marketing messages are less effective in Japan than in the United States. The results also indicate a greater willingness by Japanese respondents to support regulation of direct marketing practices. The authors discuss managerial implications of the findings for multinational marketers and advertisers and suggest public policy implications for direct marketing in Japan.