japan’s higher education reform in globalization era

Japan’s Higher Education Reform in Globalization Era

December 2010

KATO ShigeharuDeputy Director-General, Higher Education

Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan

Contents

• Basic Facts• Functional Differentiation• Systemized Education • Quality Assurance• Information Disclosure• Internationalization• Students Affairs

2

Contents


3

Basic Facts 1• How many students studying in how many univ’s

– Population 127million– 18yr old population 1.22million– Univ’s entrants 0.61million → 50% entry rate– Students in univ’s 2.53million– Number of univ’s 737

• National, Public (Local gov’t), Private– National: 0.45million students in 86 univ’s– Public: 0.12million students in 75 univ’s– Private: 1.96million students in 576 univ’s → about 80%

4

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16 18 20 21 22 25 29 31 33 33 33 36 38 39 41 42

60 60 61 61 61

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11 12 13 13 1314 14 15 16 17 17 18 18 21

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1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020 2025

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70%

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100%

Entry Rate 1 (University + Junior College+ College of Technology+ Professional Training College)

Capacity(University+Junior College)

Applicant Rate directly from High School(University + Junior College)

University:49.1％Junior College:6.3％College of Technology:0.9％Professional Training College:20.6％

University:53.5％Junior College:6.6％

University:49.1％Junior College:6.3％

92．5%

77．6%

61．2%

56．2%

18-year-old bracket population

Plans of the last half of 70's

Plans of the first half of 80's

Plans of the last half of 80's

Plans afterFY1994

Concept after2000

(10,000 persons)

Students in the 4th gradeof Colleges of Technology

Students entering Professional Training Colleges

Graduates from High Schools

Students entering Universities

Students entering Junior Colleges

Entry Rate 2(University + Junior College)

(FY)

Declining 18yr old population; Entry rate exceeds 50%In Japan, the percentage of the 18-year-old population that entry into universities and junior colleges has steadily

increased since the Second World War, now exceeding 56%. If figures for enrolments in technical colleges and specialized schools are added, the total exceeds 77%.

Change in entry rate in Japan

● 18-year-old bracket population = Graduate from junior high schools and those who finished the first stage of secondary schools thee years before

● Entry Rate 1 = Number of proceeding to Universities, Junior Colleges, Colleges of Technology, Professional Training Colleges18-year-old bracket population

● Entry Rate 2 = Number of proceeding to Universities, Junior Colleges18-year-old bracket population

○ Number of Graduates from high schools = Graduates from high schools and those who finished the latter stage of secondary schools○ Applicant Rate directly from high schools = Number of applicants for universities, junior colleges

in high school graduates in the corresponding year18-year-old bracket population

○ Capacity = Number of enrollees to universities, junior colleges in the corresponding yearNumber of applicant to universities, junior colleges

Reference: School Basic Survey FY2009

6

Where do they study? : National, Public, Private Univ.

Entry rate enrolling into higher education institutions (including both 4-year university and 2-year junior college) has been

increasing gradually.

Number of 4-year universityNumber of students（undergraduate

course）（in 10 thousands）

National

Public Private Total National Public Private total

1999 99 66 454 619 47.6 8.8 188.5 244.9

2009 86 75 576 737 45.2 11.8 195.7 252.7

Change of number - 13 9 122 118 - 2.4 3.0 7.2 7.8

Number of 2-year junior college Number of students (in 10 thousands)

National Public Private Total National Public Private total

1999 17 52 480 549 0.8 2.2 33.8 36.8

2009 0 21 357 378 0 1.0 14.5 15.5

Change of number -17 -31 -123 -171 -0.8 -1.2 -19.3 -21.3

University (4 year)

Junior college (2 year)

Entry rate

38.2%

50.2%

+12.0%

Entry rate

10.9%

6.0%

-4.9%

MEXT “Basic Survey on Schools”

graduate school Number of students（in 10 thousands）

National Public Private Total National Public Private total

1999 99 45 319 463 12.1 0.8 6.2 19.1

2009 85 68 433 586 14.6 1.5 7.9 24.0

Change of number -14 23 114 123 2.5 0.7 1.7 4.9

Graduate school

Not including professional courses

7

The advancement rate enrolling in higher education in Japan is not so high, compared with other countries. The percentage

of entrants in the age of more than 25 years is exceptionally lower than the OECD average 20.6%.

Moderate Entry Rate; Low Entry of Age over 25yrs

Based on UNESCO Institute for Statistics “Global Education Digest 2007 Comparing Education Statistics Across the World” Table 7 (ISCED 5A scor

(year 2005)

ＯＥＣＤ database （2005）. For Japan, the Basic Survey on Schools and other survey by MEXT for Japan

Advancement rate enrolling in higher education institutions

(year 2005)Percentage of entrants in the age of more than 25 years

85 85

55 5244 44

28

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OECD average: 20.6%

7

Basic Facts 2

• Financing structure– Self revenue

• Tuition and fees• Remuneration of attached hospital• donation

– Public support• Subsidy for basic operating expenditure• Subsidy for national univ’s facilities construction• Subsidy for organizational education & research reform

– G-COE, Global-30, Education GP, etc.• Grant-in-aid for scientific research, etc.

8

Basic Facts 3• Decline of government financial support

– Basic operating expenditure subsidy• National 6.7% decline in 8yrs. (2004-2012)

– 1.24 Trillion ¥ → 1.16 Trillion ¥– Covering 50% of revenue

• Private 2.9% decline in 4yrs. (2006-2009)– 0.331 Trillion ¥ → 0.322 Trillion ¥– Covering 10% of revenue

• Background: Fiscal situation of Japan– Public debt / GDP = 200% worst of G7– General Account 9.23 trillion ¥ in FY2010

• Revenue side: national bond issue>tax revenue• Expense side: 25% for payment & interest of national bond

9

Index of Change Between 2000 and 2007 in Public Expenditure on Higher Educational Institutions

OECD “Education at a Glance 2010” Table B3.3

10

Expenditure on Higher Education Institutions as a percentage of GDP

OECD “Education at a Glance 2010” Table B2.4

Public Expenditure

Private Expenditure

(OECD Average)

11

Public Funding for Universities in Japan

12 12

Basic Facts 4-1

• National Univ. Corporation System– 2004.04 Incorporated

• Mid-term Objectives / Plan for 7 yrs.– 2011.03 End of the 1st Mid-term– Verification of the 1st term

• Effect of Incorporation, Challeges• Public comment, hearing from university

management & stakeholders, site visit• Report compiled July 2010

13

Basic Facts 4-2• National Univ. Corporation System

– Verification Report (July 2012)• Effect

– Education reform and students service in progress– Collaborative research, research grant increased– Contribution to society increased– Concern on burden of educational duties on faculty– Exhausted with planning and evaluation– Research time and academic papers decreased– Decrease in young faculty and full-time employee

• Challenges– More powerful educational and research activity– Enhanced governance– Robust financial base

14

15

Features of National University Corporation System◆Organizations of National University Corporations

●The presidential selection committee shall select well-qualified candidates for president, with the participation of external experts

●More than one of trustees shall be appointed from outside the university

●Important matters shall go through Executive Board deliberations

●Managerial matters shall be deliberated on by the Administrative Council, which is composed of both external experts and internal

representatives

●Educational and research affairs shall be deliberated on by the Education and Research Council, which is composed of internal

representatives

Establish a decision-making system which can effectively utilize the expanded discretion of universities

◆Mid-term Goals and Plans

●Each university shall submit a draft of its mid-term goals for 6 years to the Minister of Education, and the Minister shall determine them with respect given to the draft

●Each university shall draft mid-term plans and forward them for the Minister’s approval●With regard to mid-term goals and plans, the Minister shall listen beforehand to the opinions of the National University Corporation

Evaluation Committee

Set up and publicize mid-term (6-year) goals to clarify basic philosophy and priority areas at each university

◆Evaluations

●The National University Corporation Evaluation Committee shall evaluate the degree of achievement of mid-term goals each year and at the conclusion of the term for the goals

●Evaluations concerning education and research shall be carried out by the National Institution for University Evaluation and Academic Degrees, an independent administrative corporation

●Universities will have an opportunity to state their opinions before the evaluations are finalized

Improve the quality of activities and ensure accountability through third-party evaluations

15

16

External expertsconcerned withmanagement

Top-managementbased onprivate-sectorconcepts

National University Corporation SystemMinister of Education National University Corporation

Evaluation Committee

Evaluations・（）Ex-post facto checks

Establishment of mid-term goals,・Approval of mid-termplanAppointment of the university・

presidentIssuance of subsidies for management・expenses

Drafting the mid-term・goal and mid-term planof each universityProposal of a candidate・for president

( )RepresentativesDeregulation

Univer s i t y ' s→resposibility todetermine thebudget/organization

Setting upobjectives

Realizing strategic→operations

Encouraging→individualization

Non-civil servanttype personnel

Flexible personnel→system

Promot i ng→cooperation with theindustrial sector

Appoi nt i ng→f or e i gner s asuniversity president,etc.

( )Representatives

National University Corporation

President Selection Committee

More thanhalf to befromoutsidethe university

Internalrepresentativesconcerned witheducation and

research

Executive BoardAdministrative

CouncilEducation andResarch Council

Select, with the participationof non-university experts aswell, well-qualified candidatesfor president

President

Trustees

Mainly deliberate on()managerial matters Mainly deliberate on(

)educational affairsImportant matters go through(

)exective board deliberations

Schematic Diagram of National University Corporation System

17

Incorporation of each national university

Improvement of the process of selecting the president

People from outside the university participating in the management of universities

Introduce management techniques based on 'private-sector concepts'

Thorough disclosure of informationand evaluations

Select the non-civil servant typefor the status of personnel

Goals of the National Universities Incorporation

Increase autonomy and independence of university

administration

Enable dynamic and maneuverable decision-making in the management

strategy at each university

Create management systems that are open and accountable to society

Select a person with outstanding management capacities in addition to noteworthy achievements in education

and research as a president

Establish flexible personnel systems on the basis of the capability and

performance of personnel

Ensure accountability and improve the quality of activities through evaluations

Energetic and distinctive universities in a competitive environment

17

18

History of Incorporation of National Universities

◆National universities existed as a type of national organizations based on the “Law on the Establishment of National Schools”

◆Several reports proposed that the foundation form of national universities should be reviewed to increase autonomy and responsible independent in university administration

Report of the Central Education Council (1971)Third Report of the Ad Hoc Council on Education (1987)

◆April, 1999 Cabinet meeting decision

“Transformation of national universities into independent administrative institutions will be considered as one of the

reforms of universities with respect to university autonomy, with a conclusion by 2003.”

◆March, 2002 The Concerned Study Team in MEXT

The Final Report of ' A New Image of National University Corporations'

◆June, 2002 Cabinet meeting decision

“Incorporation of national universities (abbrev.) will be basically implemented from FY2004.”

◆July, 2003 The National University Corporation

Law was legislated

◆April, 2004 National University Corporation

system launched

18

Basic Facts 5• Managerial challenge of private univ.

– 75% of revenue: tuition and fees• Public support: 10% of revenue

– 445 of private univ’s: capacity less than 1000 a class• scale merit unlikely

– 413 with entrants less than their capacity• Most of them located in less-populated area

– The smaller the size, more likely deficit• More than 60% of univ’s with less than 1000 students are in

deficit– Peer-review of fiscal situation and Peer-guidance of

management, including possible merger and close

19

20

entrants－capacity

15,312

12,695

7,333

2,656▲543▲807▲1,808

▲2,336▲2,250

▲215

▲823

（FY 2009）

Number of university 25 99 79 69 53 39 49 32 60 42 23 total：570

Percentage of fulfilling the number of students

to capacity87.9% 83.8% 87.4% 92.3% 96.6% 96.0% 98.3% 109.4% 110.0% 114.9% 111.9% 106.5%

（previous year ） (89.6%) (81.9%) (86.9%) (91.4%) (97.1%) (94.2%) (94.2%) (110.3%) (109.6%) (115.5%) (114.0%) (106.6%)

Percentage of applicants

0.1% 1.5% 1.7% 2.2% 2.1% 2.1% 3.5% 4.6% 12.2% 21.1% 48.8% 100.0%

（previous year） (0.1%) (1.6%) (1.5%) (2.4%) (2.1%) (2.2%) (3.6%) (4.9%) (11.6%) (20.5%) (49.4%) (100.0%)

Percentage of entrants 0.3% 2.4% 3.4% 4.5% 4.7% 4.1% 6.7% 6.5% 16.8% 20.4% 30.1% 100.0%

（previous year） (0.3%) (2.4%) (3.1%) (4.6%) (4.6%) (4.0%) (7.2%) (6.9%) (16.0%) (20.4%) (30.4%) (100.0%)20

Smaller private universities get less-than-capacity students

capacity entrants

(number of students)

Less than 100 More than 3,000

Scale of capacity for enrollment

Contents


21

Functional Differentiation• Why functional differentiation

– Probable future decline in number of university students– Bleak outlook of public financial support– Large number of small-sized universities in less-populated area

• Illustration of differing functions (University Council 2005)1. World-class research and learning core2. Highly skilled professional training3. Wide-range of vocational training4. Comprehensive liberal arts5. Teaching and research focusing on specialized areas6. Regional hub for life-long learning7. Contribution for region, industry

• How to promote– Educational reform subsidy – National Universities’ 2nd Mid-term Objectives/Plan

22

MEXT Funding for enhancing teaching and learning (2010)World‐class research and learning core

Highly skilled professional training

Comprehensive liberal arts

Wide ranges of vocational training

Teaching and research

focusing on specific

specialised areas

Regional hub for life long learning

Contribution for region, industry

Strategic University Networking ProgrammeGlobal COE

University Hospital HR development

Japan‐China‐Korea Highly Professional Schools

Employability enhancing

Teaching & Learning Improvement

Re‐study support for mature students

Core Block Grant (for National and private universities)

Student Financial Support

Graduate Schools GP

Innovative IT Specialist

Industry‐HEIs collaboration

Cancer Professional training

23

MEXT Funding for enhancing teaching and learning (2011 plan)

World‐class research and learning core

Highly skilled professional training

Comprehensive liberal arts

Wide ranges of vocational training

Teaching and research

focusing on specific

specialised areas

Regional hub for life long learning

Contribution for region, industry

Leading University Programme

(PhD Courses)

Global COE

Global development reinforcement

Medical related

profession

Employability enhancing

Teaching & Learning ImprovementUniversity Networking for training for

regional and industry needs

Core Block Grant (for National and private HEIs)

Student Financial Support

for “Leading Graduate Schools”

Enhancing Teaching and Learning

24

Contents

• Basic Facts• Functional Differentiation• Systemized Education• Quality Assurance• Information Disclosure• Internationalization• Students Affairs

25

Systemized Education• Educational objectives for each course,

department, school– Knowledge, skill and attitude to be equipped with

through the study there • Admission, Curriculum and Diploma Policies

– Admission method and criteria– Systemized curriculum, specific faculty to undertake,

syllabus as a contract between faculty and students– Criteria and judging process for conferring degree

• Degree program as the axis of educational activities

26

Contents


27

Quality Assurance 1

• On establishment of a university/school/department– Education Minister’s approval based on peer-examination

• Notification to the Minister, in case of establishment of school/department w/o change in the dicipline of degee

– Statutory standards: minimum requirement• Ex-Post Evaluation

– Internal self-evaluation– External accreditation once in 7yrs.

• Accreditation body certified by Education Minister• The body’s standards endorsed by Education Minister in the

certification process

28

29

Illustrative Scheme of Quality Assurance Framework in Japan

National Quality Assurance Framework

Standards for establishing universities (SEU)

Establishment- approval system (EAS)

Quality assurance and accreditation system (QAAS)

Working as legal framework for sustaining quality assurance and improvement of universities’academic activities

Universities

・conducts issuing degrees, admission process, constructing curricula appropriately

・publishes information

・self-examination and evaluation

Coordinated m

anagement

Assuring that universities continue to assure quality internally while respecting the principle of independence and autonomy

・stipulating minimum standards and desirable goals and duties of universities by various regulations

・assuring through peer review by specialists that application to establish universities meet the SEU, have enough possibility to accomplish what it states, and continue to provide programs

・conducting by certified agencies accreditation on satisfaction of SEU, working also as encouragement to enhance quality of academic activities

29

Quality Assurance 2• Brief History

– Up to 2003• Relatively rigid requirements for establishment

– Substantive peer-review of proposal for establishment

– 2004 onwards• Deregulation of establishment

– Pro-forma review of proposal for establishment• Introduction of statutory obligation of ex-post, third-party

evaluation (accreditation)– As a result of dereguration,

• more private universities have appeared• Teaching/Learning quality has become big issue

30

Quality Assurance 3• Standards for Establishing Universities (SEU)

– Minimum requirements– Univ’s obligation: meet them and improve itself– Standards of

• Basic organizational structure for education and research• Faculty structure, including quantitative requirements• Qualification for faculty• Student capacity• Curriculum• Completion requirement• Facilities and equipment, including quant’ requirements• Administrative organization

31

Quality Assurance 4

• Accreditation– Legal obligation 2004 onwards– Certified Accreditation bodies for Univ’s

• National Institute for Academic Degree and University Evaluation (NIAD-UE)

• Japan University Accreditation Association• Japan Institute for Higher Education Evaluation

– 1st 7yrs cycle finishing

32

Quality Assurance 5

• Challenge– Viewpoint of accreditation

• Minimum requirements (SEU) met?• Standards of certified body met?• Continuous improvement in quality of education?

– Linkage between functional differentiation– Degree program

• So far, QA system look at a university as a whole• Trial QA on degree program in progress in ASEAN

univ’s– International validity, acceptability

33

Contents


34

Information disclosure• So far: piece-meal, step-by-step approach

– 1999 • SEU: Information disclosure in general term• Obligatory disclosure of self evaluation result

– 2005• SEU provided for:

– disclosure of educational program’s objectives– To set forth syllabus, standards for grading

• Comprehensive information disclosure, April 2011 onwards– Accountability to society– To improve educational activity– To show quality of its activity relative to global

standards35

Promotion of Active Information Disclosure

Set of information on all universities(A relevant regulation takes effect on 1 April 2011)

Set of information on universities placing special emphasis on international activities

(Published by the University Council)

1. Any university must provide information on:

1) Mission statement of education and research,

2) List of departments, academic courses and programs,

3) Faculty structure, No. of academic staff (m/f), highest qualification held, and lists of works,

4) Admission policy, No. of first year students and quota, No. of all students and graduates, and destinations of leavers (further study rates, employment rates with major industrial classifications) ,

5) List of modules and any other curriculum information,

6) Criteria of assessment and achievement,

7) Estate, physical infrastructure and any other information on learning and research environments on campus,

8) Tuition fees, accommodation costs and any other relevant costs, and

9) Students supports for academic work, career advice and spiritual support as well as support for international students and for disabled students.

2. Any university strives to provide information on what knowledge and skills are expected to acquire through their courses.

•No. of foreign academic staff•Productivity, lists of research outputs and citation counts•Student/staff ratio (full-time and part-time staff respectively)•Average class size•Completion rates and No. of degrees conferred

•Courses numbering such as 0-99 for introductory courses, and syllabi (compatible among related disciplines within a university) based on well-designed course policies•Opportunities of internship, international exchange, overseas training•Offering of “only in English” degree courses•International exchange programs and short-term study abroad programs based on University Exchange Agreements•Criteria for assessment of credit approval, degree approval, and grading (unified within a university)•Information for international students regarding employment and other destinations

•Identification of knowledge and skills expected to be acquired, and curricula enabling their systemic acquisition

36

Contents• Basic Facts• Functional Differentiation• Systemized Education • Quality Assurance• Information Disclosure• Internationalization

– Why?– How?– Emphasis on East Asian region

• Students Affairs

37

Why Internationalization of Japanese Universities

• Diversity: essential ingredient of higher education• Strong Demand for “Global Talents” in Japanese

industry

20.6

15.514.7 14.1

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%Percentage of International Students Percentage of Foreign Teaching Staffs

Japan 5.0%Yale (USA) 31.0%Harvard (USA) 29.5%Cambridge (UK)41.5%

Source: OECD “Education at a Glance” 2010

Source: QS Quacquarelli Symonds Limited, “Times Higher Education - QS World Ranking 2009 Top 100 Universities”;MEXT, “School Basic Survey (FY2009)”

38

“Global Talents” Meant in JapanConsensus Reached in an Industry-Academia member committee

• Those Who Can:– Think on their own;– Communicate effectively with colleagues and

customers of various background;– Mutually understand, putting themselves in the other’s

standpoint;– Overcome differences in values and characteristic

coming from cultural, historical background;– Take advantage of the difference to build synergy,

pulling out strong point of each team members; and– Create new values

39

How to globalize Japanese universities (1/2)

• More int’l students and faculty– 130 thousand students in 2010 ⇒ 300 thousand in

2020– 5 principal components: inter-Ministry cooperation

• Offer incentives and one-stop service for Study-in-Japan, in overseas

• Improving admission process and immigration regulation• Globalizing universities• Robust support to international students• Promoting employment in Japan, improving visa status

procedure

• Global 30 Program– Support to core universities for internationalization– 13 universities * 5 years(2009-13) 40

41

☆ Aim to welcome 300,000 international students by around 2020 as part of “global strategy”

☆ Strategically acquire international students of superior quality☆ Ministries and organizations concerned will work together comprehensively and organically

２．２．ImprovementImprovement ofof thethe initialinitial stepsstepsFacilitating study in Japan

○Enhance each university’s capacity totransmit information○Promote overseas exams prior to arrival in Japan○Encourage decisions prior to arrival in Japan○Reinforce universities’ enrollment administration

and streamline immigration and related procedures

４．４．CreationCreation ofof aa welcomingwelcomingenvironmentenvironmentEstablish environment conducive to dedicated studies

○Accommodations○Scholarships○Exchange between I.S. and Japanese○Japanese-language education○Counseling

5. 5. PromotPromote smooth social integration following e smooth social integration following graduatgraduationionGlobalization of society

○Provide job search support & support for entrepreneurs (industry-academia-govt.)○Clarify residence status, extend the length of permitted stay, etc.○Provide more comprehensive follow-up upon return to home country

MOFAMOFA

MOJMOJ

METIMETI

MHLWMHLW

MLITMLIT

MEXTMEXT

Point

○Proactively disseminate information○Reinforce advisory functions (student guidance)○Promote Japanese-language educationoverseas○Overseas offices actively collaborate to provide information and services

Motivating students to study in Japan, andthe development of a one-stop service

１．１．InvitationInvitations s toto studystudy inin JapanJapan

３．３．PromotionPromotion ofof thetheglobalizationglobalization ofof universitiesuniversities

Building attractive universities

○Develop core universities forinternationalization○Expand courses taught in English○Promote double degrees, short-term

programs, etc.○Reinforce specialized organizational structures such as universities

Industry Community

Cooperation

Go toJapan

Return to home country

Find employment

Disseminateinformation

宿舎

Framework of the 300,000 International Students Plan (outline)

Worktogether

Cooperation

〔 e.g. 〕

〔 e.g. 〕 Disseminateinformation

〔 e.g. 〕

Cooperation

CooperationSupport

〔 e.g. 〕

〔 e.g. 〕

42

Universities selectedas core universities

Core Universities for Internationalization: Global 30 In order to increase international competitiveness of Japanese higher education and to offer attractive and high-quality

education to international students, it is vital to develop some universities into cores for internationalization, where international students and faculty can enjoy high-quality education and research.

To this end, the Ministry of Education, Culture, Sports, Science and Technology is implementing the Project for Establishing Core Universities for Internationalization, in which universities out of all universities in Japan are to be selected and achieve specific goals with intensive support.

Select universities as core universities among those with high quality education and research in accordance with their mission and functions

and a welcoming environment for international students

【Teaching in English】・To develop a system in which degree courses can be

offered entirely in English. (Including development of English teaching materials and training of Japanese teaching staff)

・Internationally open recruitment of staff to teach specialized subjects in English. Assignment of teaching staffs from overseas with fixed term.

【To improve the environment to accept international students】・Support by specialized staff to international students in their

daily life, employment search. Supplementary education.・Introduction of fall (September) admission【To promote strategic international cooperation】・To establish oversea one-stop service centers to admit

international students・To expand student exchange programs based on

exchange agreements between universities.

Designation of universities as core universities for internationalization

To be designated as one of the core universities for internationalization and provide international students with good levels of education and research, universities should intensively work on the following:

○ To assign international teaching faculty.

○ To develop English teaching materials.

○ To assign support staff for international students.

○ To establish oversea centers. (Assignment of support staff, establishment of local offices, etc.)

Details of implementation

○Project for Establishing Core Universities for Internationalization

〔National Universities〕

-Tohoku University

-Tsukuba University

-Tokyo University

- Nagoya University

-Kyoto University

-Osaka University

- Kyusyu University

〔Private Universities〕

-Keio University

-Sophia University

-Meiji University

- Waseda University

-Doshisha University

-Ritsumeikan University

43

Overseas Offices for CoOverseas Offices for Co--Utilization by Japanese UniversitiesUtilization by Japanese UniversitiesEstablish a “Overseas Office for Shared Utilization by Universities” as the liaison for Study in Japan; in 8 cities in 7 countries. Upon completion, these offices will provide comprehensive information on Japanese universities overall, including enrollment seminars, admissions tests, etc.Tunisia (Tunis) 〔University of Tsukuba〕, Egypt (Cairo) 〔Kyushu University〕, Germany (Bonn) 〔Waseda University〕, Russia（Moscow, Novosibirsk）〔Tohoku University〕, India（New Delhi）〔Ritsumeikan University〕、India (Hyderabad) 〔The University of Tokyo〕, Uzbekistan (Tashkent) 〔Nagoya University〕, Vietnam (Hanoi) 〔Kyoto University〕*The name in the 〔〕indicates the operating university.

Overseas Office for Shared Utilization by Universities

Vietnam(Hanoi):Kyoto University

Germany(Bonn):Waseda University Russia(Moscow,Novosibirsk):

Tohoku University

Egypt(Cairo):Kyushu University

India(New Delhi):Ritsumeikan University

India(Hyderabad):The University of Tokyo

Uzbekistan(Tashkent):Nagoya University

Tunisia(Tunis):]University of Tsukuba

43

44

Expansion of Expansion of ““Degree in EnglishDegree in English”” courses in Global 30 universitiescourses in Global 30 universities

Establish courses at the universities selected through which English-only degrees can be obtained: 33 undergraduate courses and 124 graduate courses over the next 5 years

32Ritsumeikan University

71Doshisha University

95Waseda University

21Meiji University

22Sophia University

21Keio University

335Kyusyu University

42Osaka University

191Kyoto University

95Nagoya University

172Tokyo University

63Tsukuba University

113Tohoku University

graduateUndergraduateUniversity name

7 12

72

29

115

33

123

33

124

0

20

40

60

80

100

120

140

160

(course)

2009 2010 2011 2012 2013

graduate

undergraduate

44

Japanese Students Abroad

International Students in Japan

1,5722,1683,3864,1563,9774,653

5,9307,160

10,490

24,000

29,840

36,610

46,872

38,712

35,28233,974

29,264

13,160

13,01014,020

13,610

13,500

12,2609,050

7,0704,7454,350

13,360

18,050

15,070

42,215

45,960

46,49746,406

47,073

46,29245,531

45,27643,77042,843

40,700

46,810

40,835

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

50,000

1954

1959

1964

1969

1970

1971

1972

1973

1974

1975

1976

1977

1978

1979

1980

1981

1982

1983

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

Source：IIE, “OPEN DOORS”

Decreasing Japanese students abroad

Sharp decline of Japanese students in USA

• Study abroad for Japanese students– 75 thousand in 2007 ⇒ 300 thousand in 2020

• This is why MEXT plans two-way exchange program for 7,000 students

How to globalize Japanese universities (2/2)

Source: Acceptance: Surveys conducted by MEXT, JASSO Dispatch: Surveys conduced by OECD, IIE; UNESCO Statistical Yearbook, etc.

Source: “Life and thinking of junior & senior high school students”,Japan Youth Research Institute, Feb. 2009

“I want to study abroad”

“Society is too complex for me to engage”

Japan USA China Korea

Japan USA China Korea

Yes

Yes

No

No

45

International Students Coming to JapanAs of May 1 2009Total:132,720

516(0.4%)

1,050(0.8%)

2,575(1.9%)

122,464 (92.3%)

923(0.7%)

1,159(0.9%)

4,033(3.0%)

North America

South AmericaOceania

Asia

Middle and Near East

Africa

Europe

Source : Japan Student Services Organization（ JASSO）

46

2007Total: 75,156

Japanese Students Abroad

North America

South AmericaOceania

Asia

Middle and Near East

Africa

Europe

4,207(5.6%)

5(0.0%)

35,585(47.3%)

23,002（30.6%）

12(0.0%)

12,345（16.4%）

Sources : OECD ”Education at a Glance,” IIE (U.S.) “ Open Doors,” and others

47

Emphasis on East Asian Region• Many int’l students from East Asia

Other, 456Other, 548

USA, 279USA, 172

ASEAN, 166 ASEAN, 178

Korea, 66 Korea, 78

China, 148

China, 298

0

200

400

600

800

1000

1200

1400

2000 2009

• Rapid globalization of economic activities in East Asian region

Unit: billion dollar

Chart: Import and Export of Japan (total amount)(converted at ¥83 to $1)

China 79,082Korea 19,605Taiwan 5,332Vietnam 3,199Malaysia 2,395Thailand 2,360Indonesia 1,996Other Asia 8,495

104, 019(78.4%)

9,950(7.5%)

122,464(92.3%)

Growing Trade between Japan and East Asian Countries

43.5%

13.5%

34.2%

25.0%

48

New Policy Initiative• Former Prime Minister Yukio Hatoyama’s

proposal to enhance university exchange with QA in East Asia– Japan-China-Korea summit (October 2009 in Beijing)– ASEAN+3 and EAS summit (October 2009 in Cha-am Hua Hin)

• Japan-China-Korea committee for university exchange (April 2010 in Tokyo)– CAMPUS* Asia launched in April 2010 meeting of trilateral

promotion committee*) Collective Action for Mobility Program of University Students

– Pilot programs start expected during 2011• International symposium on University

Exchanges in East Asian region– March 2011 in Tokyo– Organized jointly with China and Korea

49

International Symposium on Exchange among Universities with QA in East Asian Region

(proposal)

• March 17-18, 2011 in Tokyo, Japan• Co-sponsored by Japan, China and Korea• Topics

– Issues in and possible measures for the promotion of university exchanges with QA

– Credit-transfer, joint programs, networking universities and QA agencies

– Deeper mutual understanding of each nation’s QA framework and system

– Idea of East Asian Community from the perspective of university exchange

50

Contents


51

Students Affair 1

• Tuition and Fees– National 536 thousand ¥/yr– Private 848 thousand ¥/yr

• High dependence on household and scholarship

• 1/3 of students supported by semi-public loan– Average debt 2.9 million ¥ for under-grad– 3.8 million ¥ for grad

52

Relationships between Average Tuition Fees and Proportion of Students Who Benefit from Public Financial Support

OECD “Education at a Glance 2010” Chart B5.3

53

Students Affairs 2

• Bleak prospect for job opportunity– Job supply/demand ratio: 1.26 for March 2011

• Big corporate 0.57• S/M corporate 2.16

– Job getter/job seeker ratio• 91.8% April 2010: second worst

• Batch employment of newly graduated– If you fail, less likely to get job in a second try

• Early and prolonged job hunting– Less time & interest in class → less aptitude

54

International Students Affairs• Housing

– JASSO and univ’s housing for 1/4 of int’l students • Scholarship

– MEXT scholarship recipients: 10thousand– JASSO scholarsip recipients: 10thousand

• Job opportunity– 60% of int’l students in Japan seek job in Japan – 9 thousand int’l students get job in Japan, out of 36

thousand, after completing their study• 70% of them to go workplace with less than 1000 workers;

40% with less than 50 workers• Top 4 job area: 1. interpreter & translation; 2. sales; 3.

information processing; 4. foreign business

55

Conclusion 1

• University reform– Expectation from Society– Policy Orientation– Autonomy and Spontaneity of University– Accountability of Universities

• Global perspective– Global citizen– Open up Universities: internationalization– Int’l collaborative education w/QA

56

Conclusion 2• If I were in university management, I would keep

in mind:– Define your stakeholders carefully, specifically– Make clear to your stakeholders what you are going

to do– Welcome their evaluations– Feed them back to improve quality of your activity– Always be aware of where you stand in the world;

your strength and weakness– Information disclosure: foundation of the process– Your students are your product, as well as

stakeholder of utmost significance

57

The world’s trends in higher education: ”For whose interest are we doing this?”

1. Funding from public sources will continue t o decrease2. Tenure including full-time faculty position will continue to decline and

online courses continue to increase3. Globalization of higher education will grow stronger and the current 3

million students studying overseas will multiply exponentially4. An institution’s historical admissions formula will go out of whack, as

students will apply to more schools across regions and place multiple deposits

5. Recruitment of high quality students will get tougher and more challenging with globalization but also countries and companies realize that their talent pipeline starts with the quality of students universities graduate

6. Parents and companies will demand more accountability from university in terms of learning outcomes, curriculum relevancy, and Return on Investment from the exorbitant tuition that keep going higher and higher

7. Many universities will go bankrupt and there will be an increase in M&Aactivity

8. With all of the above, universities will be forced to reconsider their raison d’ etre or mission, to answer the seminal question, “For whose interest are we doing this?”

By Go Yoshida, Nagoya Univ58

Thank you谢谢

E-mail: [email protected]: http://katoshigeharu.air-nifty.com/blog/

(Only in Japanese)

59

japan’s higher education reform in globalization era

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