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In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students’ academic and sociocultural experiences on American campuses. Guided by the adult transition theory (Goodman, Schlossberg & Anderson, 2006), this study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus group interviews. The findings of this study informed higher education educators and practitioners about unique challenges faced by international Chinese graduates in transition and provided insightful knowledge for new practice, programs, and policies that can be created to improve international students’ transition and success

Despite the recent requirement of more visibility of learning outcomes, most higher education institutions in Japan have yet to develop the appropriate methodology for their assessment. U.S. counterparts, however, have quickly implemented both direct and indirect measures of learning outcomes in response to the Spellings Report issued in 2006. Focusing specifically on general education, this paper reports four cases of U.S. higher education that are renowned for their effective curriculum and unique methods of outcomes assessment. The reported cases are The Evergreen State College, Portland State University, Appalachian State University, and Clemson University, all of which were paid site visits in February, 2014. It was found that all of the four institutions had created rubrics for each educational objective and applied them in assessing a random sample of learning records (student portfolios or transcripts). Implications and future tasks are discussed in terms of the portfolio review to be conducted at Nagasaki University., 長崎大学大学教育イノベーションセンター紀要, 6, pp.21-36; 2015

Recent reform in Japanese higher education requires an appropriate evaluation framework for educational activities undertaken by each faculty. Even though a number of universities in Japan have already implemented evaluative systems for this purpose, Nagasaki University has as yet to clarify its assessment policy of educational engagement. The authors, therefore, looked to the evaluation process of educational activities in U.S. universities and sought to find implications from their well-established practice of assessing faculty performance. Three universities around Los Angeles (UCLA, USC, and CSULA) were visited in February, 2013, and the results of the hearings are hereby presented. At each university, assessment of educational activities was found to be being conducted on the basis of the faculty-provided dossier, and the evaluation practice seemed to be pursued in more of a qualitative, integrative fashion, rather than relying on objective, quantitative ratings on specified criteria. Implications pertinent to faculty evaluation at Nagasaki University are discussed., 長崎大学 大学教育イノベーションセンター紀要, 5, pp.13-18; 2014

The current reform being pursued in Japanese higher education is arguably a process of Americanization. There is much to learn from U.S. experience in adapting to universal access to higher education and in developing assessment culture and integrative curriculum. However, there might also be pitfalls in simply implementing American schemes into the Japanese context. With a view to examining successful innovation in U.S. general education, the authors made site visits to four colleges and universities. They were Wagner College, Elon University, Alverno College, and Indiana University ― Purdue University Indianapolis (IUPUI), each renowned for a unique undergraduate curriculum. Case reports of each institution are presented and discussed in terms of the difference and common requirement of higher education in both countries., 長崎大学 大学教育機能開発センター紀要, 4, pp.23-37; 2013

Article disponible en ligne à l'adresse : http://www.uac.edu.co/images/stories/publicaciones/revistas_cientificas/dimension-empresarial/volumen-11-no-1/articulo01.pdf; International audience; This article deals with the U.S. higher education system from an organizational, political and economic angle. The analysis falls into the policy studies category and uses the framework of model convergence as well as a number of prisms (historical, ideological, and geopolitical) to assess the long-term implications of U.S. higher education's early adherence to market norms. The argument is that the historical construction of a distinctively U.S. higher education model, one that became the global source of policy transfer after the 1980s, and precisely for that same reason, ultimately led to a relative erosion of U.S. higher education's competitive edge at the turn of the twenty-first century. For the United States, one-way external policy transfer conveyed an implicit geostrategic challenge from the outset: in higher education as in other fields, exporting requires sustained renewal capacity to secure the model status of the export source.

Article disponible en ligne à l'adresse : http://www.uac.edu.co/images/stories/publicaciones/revistas_cientificas/dimension-empresarial/volumen-11-no-1/articulo01.pdf; International audience; This article deals with the U.S. higher education system from an organizational, political and economic angle. The analysis falls into the policy studies category and uses the framework of model convergence as well as a number of prisms (historical, ideological, and geopolitical) to assess the long-term implications of U.S. higher education's early adherence to market norms. The argument is that the historical construction of a distinctively U.S. higher education model, one that became the global source of policy transfer after the 1980s, and precisely for that same reason, ultimately led to a relative erosion of U.S. higher education's competitive edge at the turn of the twenty-first century. For the United States, one-way external policy transfer conveyed an implicit geostrategic challenge from the outset: in higher education as in other fields, exporting requires sustained renewal capacity to secure the model status of the export source.