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This article analyzes a recent initiative of Japan's Ministry of Education, which aims to internationalize higher education in Japan. The large-investment project 'Top Global University Project' (TGUP) has emerged to create globally oriented universities, to increase the role of foreign languages in higher education, and to foster global human resources. The TGUP identifies 37 universities: 13 as 'top global universities' intended to compete in the top 100 university world rankings and 24 'global traction universities' intended to lead the internationalization of higher education in Japan. Despite the substantial funding behind this initiative, little research has been conducted to evaluate the potential impact of this policy on language planning in higher education in Japan. This paper addresses this gap in its exploration of the TGUP, including key changes from previous internationalization policies. It then presents an analysis of publicly available documents regarding the policy, collected from all 37 of the participant universities. Findings indicate a positive departure from older policy trends and the emergence of flexible, unique forms of English language education in Japan's universities. [ABSTRACT FROM AUTHOR]

Based on case studies of China and Japan, this study undertakes comparative research on major aspects of university curriculum and instruction-teaching activities of academics, their role in curriculum development, and their perceptions of these activities-between a mass and a universal higher education system. Major findings from the APA (Academic Profession in Asia) surveys administered in the two countries in 2011-2012 with a similar questionnaire provide hard data. However, the study also explores other contextual factors and drivers which might have affected the teaching activities undertaken by academics, their involvement in curriculum development, and their views of relevant activities. The paper argues that, although differences can be found in some aspects of the curriculum and instruction and academics' participation in these activities during the shift from the mass to universal phase of higher education, seen from the two case studies, it is less clear that the differences show the impact of transforming from mass to universal education. The national contextual factors, especially the origins of higher education and ongoing national policies in both countries, appear to play a significant role in how current academics perceived the curriculum development and instruction, and their participation in these activities. More importantly, as fundamental changes do not necessarily occur in all aspects of the curriculum and instruction, as well as the academics' views across universal and mass higher education systems, Trow's research can only be partly applied to the analysis of the curriculum and instruction in both countries. [ABSTRACT FROM AUTHOR]

In order to strengthen their international presence, universities pursuing a world-class status are striving to increase their internationalization. Internationalization implies a transformation of university governance, especially for universities in a non-English-speaking system such as Japan's. This paper examines the challenges of internationalization for Japan's top universities as a transformation process of these universities' governance. First, the historical background of Japanese higher education as an early front-runner in Asia is discussed, along with the dynamics of national identity and global trends. Second, a series of government-funded programs for research and internationalization are examined from the viewpoint of governance reform. The construction of 'world-class' universities not only implies concentrated financial investment but also a comprehensive transformation of university governance in a global context. The major challenges for top Japanese research universities in terms of maintaining and improving their international presence are also highlighted. This article suggests the importance of examining the historical and current context of university governance in East Asian higher education. [ABSTRACT FROM AUTHOR]

Japanese education has been a focus of comparative studies for the past 20 years. Many scholars have attributed the economic success of this industrialized society to a highly literate and well-educated population. Recent studies, however, have tended to be more critical of, in particular, Japanese higher education (HE). Indeed, most universities in Japan are acutely aware of the need for change and a considerable effort at institutional reform is sweeping the nation. Unfortunately most of the constructive criticism of Japanese HE has not yet been published in English. One of the most vocal of the reformists, Professor Ikuo Amano, has published widely on various aspects of HE in Japan. The following paper is a translation of a chapter in his book Challenges to Japanese Universities. This translation is prefaced by both a synopsis of this book as well as a brief introduction to Amano and his work. [ABSTRACT FROM AUTHOR]