Internationalization of Curriculum in Japanese Higher Education: Blockers and Enablers in English-Medium Instruction Classrooms in the Era of COVID-19

Autor/inn/en	Hammond, Christopher D.; Radjai, Leyla
Titel	Internationalization of Curriculum in Japanese Higher Education: Blockers and Enablers in English-Medium Instruction Classrooms in the Era of COVID-19
Quelle	In: Higher Education Forum, 19 (2022), S.87-107 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2432-9614
Schlagwörter	International Education; Higher Education; English (Second Language); Second Language Learning; Online Courses; Foreign Countries; COVID-19; Pandemics; College Faculty; Teacher Attitudes; In Person Learning; Intellectual Disciplines; Teaching Methods; Student Mobility; Cooperative Learning; Educational Policy; Barriers; Educational Finance; Academic Achievement; Study Abroad; Educational Change; Computer Simulation; Japan + Suchen Sie Ihr Suchwort? Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Online course; Online-Kurs; Ausland; Fakultät; Lehrerverhalten; Geisteswissenschaften; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Kooperatives Lernen; Politics of education; Bildungspolitik; Bildungsfonds; Schulleistung; Studies abroad; Auslandsstudium; Bildungsreform; Computergrafik; Computersimulation
Abstract	The objective of this research was to understand the current situation and challenges associated with the internationalization of the curriculum (IoC) in English-medium instruction (EMI) programs at Japanese universities in the context of the COVID-19 pandemic. Utilizing a conceptual framework and ideas of 'enablers' and 'blockers' of IoC, we analyzed the qualitative data from interviews with 11 faculty members involved in both in-class and online teaching in EMI programs at different Japanese universities. Findings from our analysis revealed a general lack of awareness of IoC, with those that were aware either relating it to the international nature of their academic disciplines or expressing uncertainty in how to incorporate IoC into pedagogical practices. Perceived blockers included quantitative approaches to internationalization policy and funding at the government-level that largely neglected IoC, a lack of commitment and organizational support at the institutional level, and constraints on physical international mobility due to the pandemic. Enablers included the expansion of collaborative online international learning (COIL) programs for virtual student mobility and the general commitment to academic freedom in Japan that allows educators to teach without excessive external interference, enabling them to personally internationalize their curriculum if they wished to do so. The findings suggest that IoC is still a novel concept in Japan that may evolve in the dramatically altered higher education landscape going forward. (As Provided).
Anmerkungen	Research Institute for Higher Education, Hiroshima University. 1-2-2 Kagamiyama, Higashi-hiroshima, Hiroshima City, Japan 739-8512. Tel: +81-82-424-6240; Fax: +81-82-422-7104; e-mail: k-kokyo@office.hiroshima-u.ac.jp; Web site: https://rihe.hiroshima-u.ac.jp/publications/en/hef_en/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01