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An introduction to the journal is presented in which the editor discusses several topics including student gambling, international students' diet and a guide to Japanese higher education.

Drawing on various sources of official discourse and public commentary pertaining to the recent implementation of two large-scale strategies aimed at internationalising student and academic staff populations within Japanese higher education institutions, this paper will present a number of broad multifaceted perspectives addressing those issues which may hinder the success of the two strategies. Announced in 2008 and 2009 respectively, the '300,000 international students plan' and the 'Global 30' Project aim to enable 30 select universities to attract 300,000 international students to Japan by 2020. The 30 institutions, known as centres for internationalisation will each strive to recruit between 3000 and 8000 international students from across the globe. However, since the late 19th century Japanese attempts at the importation of ethnolinguistic diversity into the education system have been greeted with accusations of insincerity and the masking of a predominantly self-serving nationalistic agenda. The current paper will also seek to assess whether the self-serving nationalistic argument is still valid in relation to contemporary internationalisation efforts. [ABSTRACT FROM AUTHOR]

A number of countries with public higher education systems have implemented privatisation policies. In Japan, the national government introduced the National University Corporation Act (NUCA) in 2004 and changed the legal status of national universities from that of government-owned public institutions to independent administrative agencies. Its objective was to incorporate them, giving their presidents discretionary power and encouraging financial independence and autonomous administration. Applying McNay’s models of university governance, this paper tracks three stages of university governance longitudinally from 1886, when Japan’s modern higher education system was established, to reveal the historical roots of problems that the NUCA is meant to address. In addition, the effects of the NUCA over the first 6-year period (2004–2009) are examined based on data analysis. Its criteria for analysis are developments in the direction of financial, administrative and intellectual independence, accompanied by increased levels of transparency and public accountability. [ABSTRACT FROM PUBLISHER]

Universities use merit-based scholarships as a recruitment tool to attract and enrol academically talented students. Various literature concludes scholarships can have an overall positive impact on the enrolment yield of new students. This article provides an analysis of the merit-based scholarship programme for new students at a Japan-based branch campus of a large, public university in the United States of America (US), which serves as an evaluation of the programme itself and provides a case study for universities to use in evaluating their own programmes. Using a data sample of students recruited from outside of Japan across five academic years, the enrolment yield of scholarship recipients is compared against non-recipients in general, and across several academic rankings. It found that not only did merit-based scholarship recipients enrol at a higher yield in general, but scholarships were also a likely factor in an increased yield for the most academically talented students. [ABSTRACT FROM AUTHOR]

In the shifting environment of higher education, characterised by financial constraints, institutional competition and governmental steering, universities adopt a new stream of missions. In Japan, internationalisation and the acquisition of a global outlook have become a key strategy. The trend is endorsed through competitive public funding schemes, based on the belief that competition fosters so-called world-class universities. These schemes necessitate not only internationalisation of curriculum and research but also a wide range of projects and programs, which require talents that may not be readily found in the existing cadres of university workers. This empirical research assesses experiences and perceptions of project-based professionals in Japanese universities. It found unique ways in which ‘Specially appointed academic staff’ are given project and administrative responsibilities but with limited access to environment and/or support system for research. Discussions focus on impacts of such appointment on their academic career and explore how these institutional projects may be handled in regards to university organisation. [ABSTRACT FROM AUTHOR]