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Academic literature on the topic 'Student exchange programs Japan'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Student exchange programs Japan"

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Mubah, A. Safril. "Japanese Public Diplomacy in Indonesia: The Role of Japanese Agencies in Academic Exchange Programs between Japan and Indonesia." Jurnal Global & Strategis 13, no. 1 (April 8, 2019): 37. http://dx.doi.org/10.20473/jgs.13.1.2019.37-50.

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Japan and Indonesia have developed mutual cooperation in academic exchange programs for the past three decades. Japan acknowledges that student interchange plays a significant role in promoting mutual understanding between Japan and foreign countries. Japanese government expects international students, either those who are still studying in Japan or those who have returned to their home countries, serve as a bridge between their countries and Japan. To achieve this goal, Japanese government employs some agencies to undertake academic exchange programs. In Indonesia, particularly, some Japanese agencies such as Japan Student Services Organization (JASSO), Japan Foundation, and Japan International Cooperation Center (JICE) have played important role in student exchanges. They have various programs to attract Indonesian students getting involved in academic exchanges. This paper describes these agencies’ role in academic exchange programs between Japan and Indonesia. Considering that the Japanese agencies work to promote Japan’s soft power through public diplomacy activities under transgovernmental networks model, I utilize concepts of public diplomacy and transgovernmental networks as a framework for analyzing the case. I argue that Japanese agencies have successfully served as Japanese public diplomacy agents by acting great role in advancing Japan’s soft power through academic exchange activities. However, some challenges appear in the way to achieve Japanese public diplomacy goal to create mutual understanding between Japanese and Indonesian people.
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Marriott, Helen, and Sanae Enomoto. "Secondary exchanges with Japan." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 64–82. http://dx.doi.org/10.1075/aralss.12.05mar.

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Abstract This paper outlines the principal features which characterise secondary level student exchange programs with Japan, especially those relating to the home and school settings. Some of the main outcomes and gains from student exchanges, specifically, socio-psychological gains, cultural enrichment and gains in communicative competence are briefly described. The data are drawn from various sources, but principally from oral interviews in Japanese with a sample of 19 former exchange students, background interviews in English with some of these students, and a large national survey completed by 566 returned exchange students. All the evidence suggests that outstanding gains are derived from an exchange experience. With regard to communication, the exchange students make rapid progress with listening and speaking Japanese, even if some linguistic or sociolinguistic features are not acquired or are not acquired properly. As in-country experience for secondary or tertiary students constitutes a vital part of a LOTE program, more in-depth research in this area is recommended.
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Chen, Tang-Ping, Ku-Yuan Lee, Pegdwende Moise Kabre, and Chi-Ming Hsieh. "Impacts of Educational Agritourism on Students’ Future Career Intentions: Evidence from Agricultural Exchange Programs." Sustainability 12, no. 22 (November 15, 2020): 9507. http://dx.doi.org/10.3390/su12229507.

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Destination tourists are a critical stakeholder for developing sustainable tourism. Exchange students as tourists have become a growing segment of the international tourism market. Students undertake courses, internships, or exchange programs at an overseas university for a period of time. Student exchange programs (SEPs) through educational tourism offer exchange students ample learning opportunities from local universities, industries, and other stakeholders. The purpose of this research was to assess the relationships between experiential benefits (including practical business benefits, rural environmental benefits, and personal sociocultural benefits), professional identity, career choice intentions, and support for educational tourism via SEPs. This study surveyed students from Taiwan, Thailand, Indonesia, Japan, Vietnam, and others who attended exchange programs in the field of agriculture in Taiwan and other host countries during the last 15 years and are back in their respective countries. Primary data on exchange students were collected using an online questionnaire survey with a sample size of 326 respondents. The results indicated that professional identity has a full intermediating influence on relationships among experiential benefits, career choice intentions, and support for educational tourism via SEPs. The findings are expected to contribute to the understanding of agricultural students’ SEP behaviors, and to provide suggestions for planning and managing relevant policy to encourage more students to join SEPs overseas.
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Marriott, Helen. "Changing trends in Australia‐Japan and Japan‐Australia student exchanges and study abroad programs." Japanese Studies 14, no. 2 (September 1994): 50–74. http://dx.doi.org/10.1080/10371399408727577.

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Lor, Na, Wei-Mo Tu, David Rosenthal, and Chen Wang. "Challenges and Opportunities in International Partnerships in Rehabilitation Counselling: An Exploratory Study." Australian Journal of Rehabilitation Counselling 24, no. 1 (June 18, 2018): 35–53. http://dx.doi.org/10.1017/jrc.2018.2.

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We provide a comparative case study of rehabilitation counselling across the U.S., Japan and Taiwan focusing on the common challenges facing international constituents in the field. Through interviews with students, faculty and administrators from each of the respective countries, we use thematic coding analysis to identify key points of tension. Emergent themes comprise (a) systemic challenges, (b) student and faculty mobility, (c) cultural and linguistic differences and (d) lack of sustainable international leadership. We further discuss mitigation of these recurrent challenges and conclude collaborative research, student exchange and institutional partnerships may advance teaching, research and service scholarship of rehabilitation counselling programs, and, in turn, enhance the lives of people with chronic illness and disability worldwide.
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Lan, Huei-Yi Whitney. "Academic and Cultural Adjustment Among Asian Students in Graduate Music Therapy Programs." Music Therapy Perspectives 38, no. 1 (2020): 89–98. http://dx.doi.org/10.1093/mtp/miz020.

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Abstract Institute of International Education (Open doors report on international educational exchange: International student enrollment trends, 1948/49–2017/18) data indicated that during the 2017–2018 academic year, 1,094,792 international students were studying at a college or university in the United States, of which 62% came from Asian countries such as China, Indonesia, Japan, Malaysia, South Korea, Taiwan, and Vietnam. Recognizing the importance of a diverse student body, universities have developed programs to assist international students in adapting to the U.S. culture and education system. Music therapy programs, particularly at the graduate level, continue to attract students from Asian countries, although the exact number of students is unknown. Furthermore, little is known about the extent to which music therapy programs provide support for Asian international students, or how Asian international students themselves adjust to, and experience, the first few years of their academic training. Within this context, the purpose of this study was to interview Asian international students studying in graduate music therapy programs in order to understand their experiences during their first 3 years in the United States, particularly the cultural and educational challenges they encountered. Six students and five new professionals were interviewed, with interview transcripts analyzed using methods consistent with qualitative content analysis. Results indicated that almost all the Asian international students interviewed experienced challenges associated with cultural and academic adjustment. Recommendations for students and educators suggest ways to support Asian students as they adapt and integrate into U.S. cultural and academic environments.
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Yamakawa, S., O. Razvina, M. Ito, H. Hibino, T. Someya, and T. Ushiki. "Medical exchange project for students and young doctors between Japan and Russia." Medical University 1, no. 1 (November 26, 2018): 32–39. http://dx.doi.org/10.2478/medu-2018-0005.

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Abstract For more than 25 years Niigata University School of Medicine has been organizing medical exchanges with universities of the Russian Far East and Siberia. This exchange has turned out to be mutually beneficial for both universities, giving motivation to medical students and young doctors to strive for knowledge of international medicine. “Program for priority placement of foreign students sponsored by Japanese government” and “Re-inventing Japan project” initiated by Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) were adopted in 2014, so it gave us a perfect opportunity to expand the existing program. In 2017, the MEXT approved the application of Niigata University together with Hokkaido University for «Program of Globalization in the field of university education (in cooperation with Russia), the creation of a platform for interaction”. We hope advances in the field of medicine and medical care achieved as a result of such unique cooperation between Japan and Russia will greatly contribute not only to the welfare of citizens of both countries, but also to the development of industry and economy. We would like to share experience gained by our university in the sphere of Japanese-Russian medical exchanges and educational programs, as well to describe the prospects for further development.
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Urano, Sachi, Tomo Kawane, Sakiko Kanbara, and Rajib Shaw. "Immersive learning based on an attempt at global cultural exchange." Social Work and Social Welfare 4, no. 1 (2022): 206–15. http://dx.doi.org/10.25082/swsw.2022.01.005.

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The development of information networks has given people the freedom of choice and the ability to mutate and adapt on their own. Today's upper elementary school students to college students (born in the late mid-1990s to early 2010s) are the first digital native generation, known as “Generation Z” (shortly known as Gen Z). A review of immersion education shows lack of case study approach, and therefore, in this paper, through specific global collaborative programs of culture exchange between India and Japan, new forms of immersive education are proposed for Generation Z. Through collaborative programs of yoga and anime among the children as well as college students, immersion education mode is developed. Personalized learning, learning based on proficiency and experiential learning are some important steps for the immersive education for Generation Z. This is considered as a new form of education in a multi-verse society. This experience can go beyond the two cases present here and can be effective for early childhood education.
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Guest, Michael, and Le Thi Hong Duyen. "Student Preferences, Expectations and Anxieties Regarding an Online Exchange Program: Reports from Japan and Vietnam." 3L The Southeast Asian Journal of English Language Studies 22, no. 1 (March 7, 2016): 67–79. http://dx.doi.org/10.17576/3l-2016-2201-06.

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Harunasari, Siti Yulidhar, and Nurhasanah Halim. "Gegar Bahasa pada Program Pertukaran Mahasiswa Indonesia di Jepang: Sebuah Studi Kasus." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 4, no. 4 (November 1, 2021): 401–12. http://dx.doi.org/10.30872/diglosia.v4i4.212.

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The purpose of this study was to describe the experience of a language learner in an Indonesian student exchange program in Japan aimed to enable students to learn the language and culture directly in their home country. This experience was captured through a descriptive case study conducted to obtain a clear picture of what happened and find out what aspects could cause language concussion; and how the influence of language shock on the social acculturation of language learners. Data were collected through observation and interviews. The results showed that the language shock experienced by the Research Subjects in the target language environment included linguistic aspects at the phonological and morphological levels. Sociolinguistic aspects at the level of the use of a variety of respect. Anxiety also occurs due to the loss of signs and symbols of social relationships commonly known by the Research Subjects. Therefore, cultural differences between Indonesia and Japan should be anticipated so as not to cause difficulties in carrying out social acculturation.
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Dissertations / Theses on the topic "Student exchange programs Japan"

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Wallitsch, Kristen N. "INTERNATIONALIZATION, ENGLISH MEDIUM PROGRAMS, AND THE INTERNATIONAL GRADUATE STUDENT EXPERIENCE IN JAPAN: A CASE STUDY." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/15.

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This research is a case study on the lived experience of international graduate students in the Graduate School of Asia Pacific Studies (GSAPS) at Waseda University in Tokyo, Japan. Using cultural globalization and internationalization as a lens, this research positions international graduate students as local actors in an abroad community and addresses, 1) how and why students decided on an English Medium degree in Japan, and 2) the lived academic and social experiences of this particular group of students while in Japan. In-depth interviews with 17 degree seeking international graduate students explore graduate students’ past educational and professional experiences and the purpose of seeking an advanced degree abroad. Graduate students also discussed the types of academic and social sodalities they chose to engage in while in Japan and the other actors involved (or not involved) in these communities. Through inductive analysis, conclusions were drawn on how these actors constructed their social and academic lives amidst the influences of internationalization and cultural globalization.
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Fisher-Moore, Deborah Lee. "Goals of international exchange : an exploratory study of why American host families participate in international exchange programs." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3569.

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This thesis presents the findings of a descriptive study of goals of international exchange and how they are perceived in terms of relevance by host family participants in homestay exchange programs. The literature of international exchange was examined to identify goals as established and defined by researchers in the field. Experienced exchange coordinators, host families and others were interviewed for their suggestions of additional goals not discussed in the literature. A survey questionnaire was developed and administered to 69 host family members from Tillamook County, Oregon. They were asked to evaluate the importance and achievement of 14 literature-based and 22 non-literature-based goals represented by 43 two-part questions.
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Griggs, Lindy, of Western Sydney Nepean University, and Faculty of Education. "Dilemmas and discernment : towards a phenomenography of the experience of hosting in the curricula of student exchange programs." THESIS_FE_XXX_Griggs_L.xml, 2000. http://handle.uws.edu.au:8081/1959.7/617.

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The focus of this research is the learning of host families participating in the curricula of student exchange programs. The role of the host family is central to the exchange event, but hosting is often a problematic experience during which the host family faces may dilemmas. The research substantiates the relevance of family systems theory in relation to the host family and positions the host family in an intercultural context. Phenomenographic techniques are used to describe the different ways of experiencing a hosting event and to account for how these ways occur. The phenomenon of Hosting is described by the conception of Synergy. A Spectrum of Experience, rather than a hierarchy, is defined by the four components of :fit, responsibility, investment and learning. Host family dilemmas and discernment are related to prior experience of hosting and the Synergy between expectations and learning outcomes. Intercultural learning in a hosting event is identified as participants' understanding of themselves, the process of hosting, communication skills and an appreciation of cultural heritage. Host family expectations have an impact before, during and after the hosting event while realistic expectations recognise the potential for learning moments as well as the contribution that conflicts, confrontations and challenges make to learning and growth in an intercultural context. Best preparation and best practice for host family participation involves an understanding of experiential learning, training program design and strategies for ongoing support systems
Doctor of Philosophy (PhD)
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Griggs, Lindy. "Dilemmas and discernment : towards a phenomenography of the experience of hosting in the curricula of student exchange programs /." [Bankstown, N.S.W.] : Faculty of Education, University of Western Sydney, Nepean, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030513.101718/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, Nepean, 2000.
"Submitted for the degree of Doctor of Philosophy, Faculty of Education, University of Western Sydney, Nepean." "June 2000" Bibliography: leaves 276 - 302.
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Scott, Camille R. "“Outside People”: Treatment, Language Acquisition, Identity, and the Foreign Student Experience in Japan." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1400619243.

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Rose, Michael C. "INTERNATIONAL STUDENT ADAPTABILITY: THE INFLUENCE OF THE SINO-AMERICAN 1+2+1 DUAL DEGREE PROGRAM." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/267.

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An increasing reliance on expatriate employees makes it critical that multinational organizations make a concerted effort to facilitate the successful transition of employees from foreign cultures. The parallels between the experience of expatriate employees and international students suggests that the results of research investigating issues of cross‑cultural adaptability that are conducted in academic settings should generalize to the workplace. The current study investigated the influence of the Sino‑American 1+2+1 Dual Degree Program on the cross‑cultural adaptability, acculturation, and withdrawal intentions of international students. It was hypothesized that participants in the 1+2+1 program would demonstrate higher levels of psychological adaptability and socio‑cultural adaptability, while demonstrating lower levels of withdrawal intentions. In addition, it was hypothesized that 1+2+1 participants would be more likely to adopt an acculturation orientation style than 1+2+1 non‑participants. To test the hypotheses, survey responses were obtained from 50 Chinese international students who were currently enrolled at California State University, San Bernardino, Northern Arizona University, and Coastal Carolina University. Results provided partial support for the 1+2+1 program improving the socio‑cultural adaptability of international students, while providing no support for the other three hypotheses. An interpretation of the results is provided that cites past studies which present potential explanations for the findings. Finally, an overview of the limitations of the current study, as well as the theoretical and practical implications of the results are discussed.
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Keyes, McKenna Nicole. "International Educational Exchange Programs as a Promoter of Peace? : Moving Beyond Assumptions of Attitude Change to Identify a Causal Pathway." Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446222.

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This study asks, “How can international educational exchange contribute to more peacefulsocieties?” To test the first two steps in a proposed causal pathway, this paper hypothesizes thatstudents from non-democratic countries who study in a democratic country will 1) have more favorable views toward human rights than students who have not studied in a democratic country; and 2) be more likely to advocate for human rights protections in their home country than students who have not studied in a democratic country. Utilizing a natural experiment design, this study did not find support for either hypothesis when comparing international students who had studied in the United States with those who were unable to due to Covid-19. There were, however, statistically significant differences in political activism levels for the variables of socio-economic status and previous experience in a democratic country before university. This suggests that students from lower socio-economic backgrounds who study in a democratic country may ultimately secure more politically influential careers in their home country due to the theory of cultural capital. As these students are more likely to support political activism, they may use their influence to advocate for improved human rights protections, contributing to more peaceful societies.
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Weidemann, Arne. "Die Erforschung und Lehre interkultureller Kommunikation und Kompetenz." Doctoral thesis, Universitätsbibliothek Chemnitz, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-77481.

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Um interkulturelle Interaktionen verstehen und erklären zu können, bedarf es eines Ansatzes, der offen für die Selbst- und Weltverhältnisse aller beteiligten Interaktanden ist und sich dementsprechend emischer, nicht etischer, Beschreibungen von Handlungen und damit verknüpften Bedeutungszuschreibungen verpflichtet fühlt. Auf Basis (1) eines Kulturbegriffs, der von der Kulturdurchdrungenheit jeglichen Handelns einerseits und der (an individuelles Handeln gebundenen) Handlungsbedingtheit von Kultur andererseits ausgeht, wie dies in der Kulturpsychologie der Fall ist, und (2) qualitativ-sinnverstehender Methodologie und Methoden empirischer Sozialforschung ist dies möglich. Da das Verstehen von (kulturell fremden) Handlungen als Grundlage interkulturell kompetenten Handelns gelten kann, kommt der Lehre hermeneutisch-sinnverstehender Ansätze in der Ausbildung interkultureller Kompetenz somit eine besondere Bedeutung zu. Diesen Zusammenhängen widmet sich die in drei Großkapitel gegliederte – teilkumulative – Dissertation. Im ersten Teil der Arbeit werden die Symbolic Action Theory Ernst E. Boeschs, die handlungstheoretisch und kulturpsychologisch fundierte Relationale Hermeneutik Jürgen Straubs und der Grounded Theory-Ansatzes (Glaser/Strauss) im Hinblick auf ihre Eignung für die Erforschung und Lehre interkultureller Kommunikation und Kompetenz beleuchtet, ihre besondere Nützlichkeit für diesen Kontext begründet und zum Verfahren der ‚pragma-semantischen Analyse’ verdichtet. Im zweiten Teil der Arbeit sind die acht eingereichten Schriften in Originalfassung abgedruckt. Eine Zusammenfassung der zentralen Inhalte und Forschungsergebnisse sowie eine Darstellung der inhaltlichen und entstehungsgeschichtlichen Zusammenhänge der einzelnen Schriften findet sich in Kapitel 1.3. Vor dem Hintergrund des zentralen Themas der Erforschung und Lehre interkultureller Kommunikation rücken in Teil 2 konkrete Handlungsfelder (Tourismus, internationaler Schüleraustausch und Hochschule) in den Blick, die im Rahmen von Forschungs- und Lehrforschungsprojekten untersucht wurden. „Pragma-semantische Analysen zur Erforschung interkultureller Kommunikation“ (2.1) ist eine Studie, die am Beispiel eines reisebiographischen Interviews – in konsequenter Fortsetzung des ersten Teils der Arbeit – die Leistung des komparativen Vorgehens vorführt. Dem Zusammenhang zwischen touristischen Reisen und interkultureller Kommunikation und Kompetenz ist der Handbuchartikel „Tourismus“ (2.2) gewidmet. Die Studie „Touristische Begegnungen aus der Perspektive einer Psychologie interkulturellen Handelns“ (2.3) basiert auf vom Autor erhobenen Beobachtungs- und Gesprächsdaten in Ladakh (im indischen Teil des Himalaya). Die Studie „Experiences and Coping Strategies of Host Families in International Youth Exchange“ (2.4) basiert auf im Rahmen eines Lehrforschungsprojekts erhobenen narrativ-biografischen Interviews und analysiert Erfahrungen und Umgangsstrategien der Gasteltern im Hinblick auf kulturelle Differenz. Mit der programmatischen Betrachtung „Interkulturell ausgerichtete Studiengänge“ (2.5) beginnt der dritte Themenkomplex (Hochschule), der sich der Fruchtbarmachung der in Teil 1 und im Kapitel 2.1. dargestellten Theorien und Methoden für die Lehre im Bereich ‚Interkulturelle Kommunikation’ sowie für die Ausbildung interkultureller Kompetenz widmet. Im Kapitel „Akteure\" (2.6) wird dies mit Bezug u.a. auf die Anforderungen an Studierende, das Lehrpersonal und an die involvierten Institutionen konkretisiert. Der Text „Lehrforschung und Lehrforschungsprojekte“ (2.7) sowie die aus einem Lehrforschungsprojekt entstandene „Bedarfsanalyse“ (2.8) demonstrieren beispielhaft die enge Verzahnung von Forschung und Lehre, Theorie und Praxis und zeigen, wie das in den Kapiteln 2.5 und 2.6 formulierte Programm in der Lehre umgesetzt werden kann. In Teil 3 der Arbeit werden die gewonnenen Erkenntnisse für die Ausbildung im Bereich interkultureller Kommunikation und Kompetenz an der TU Chemnitz fruchtbar gemacht. Insbesondere der ermittelte Bedarf (2.8) an interkulturell ausgerichteten Studienangeboten an der TU Chemnitz sowie die in Kapitel 3.1 vorgenommene vertiefte Analyse der konkreten Standortfaktoren ermöglicht die empirisch und theoretisch fundierte Entwicklung eines detaillierten Konzepts zur Ausbildung Interkultureller Kommunikation und Kompetenz an der TU Chemnitz, das in Kapitel 3.2. dargestellt ist
If one views intercultural competence not as a set of – ultimately parameter-based – skills, but as a result of an understanding of otherness, intercultural competence cannot be taught as such. What can be taught, however, is the way one can make sense of otherness, hermeneutics. Understanding and explaining intercultural interactions requires an approach that is open to the self and world relations of interactants and thus committed to emic, not etic, description of actions and ascription of meaning to actions. This necessitates an understanding of culture that views culture as a result of individual action and all action as steeped in culture. Methodologically, this calls for qualitative interpretive methods. This – partially cumulative – dissertation consists of three parts. The first part discusses in detail two hermeneutic approaches to interculturality: Ernst E. Boesch’s Symbolic Action Theory and Jürgen Straub’s Relational Hermeneutics. Using Grounded Theory (Glaser/Strauss), these two approaches can be turned into a highly useful tool for the investigation of intercultural phenomena: Pragma-Semantic Analysis. The second part contains eight papers and articles. Starting with three papers demonstrating the usefulness of pragma-semantic analysis if applied to authentic ethnographic data, this part also explores interculturality in host families in international youth exchange and the intercultural systematics of tourism. The other four papers address various aspects of teaching the subject of Intercultural Communication at universities – degree structures, teaching/research projects and needs analysis. The recurring theme in these four papers is the necessity of a close interrelation between research and teaching as well as theory and practice. The third part, based on a case study from the second, outlines challenges and opportunities for the development of intercultural study programmes at the University of Chemnitz. The methodology employed here is pertinent to all universities wishing to implement intercultural studies programmes that suit their particular local and institutional requirements
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Chen, Chao Ju, and 陳昭如. "Understanding Behavioral Intention to Participate in Short-term Exchange Student Programs in Taiwan among Chinese college students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/93403784590028545499.

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碩士
東海大學
管理碩士在職專班
99
As the advanced education in Taiwan has been immensely affected by low birth rate and internationalization, with which the global competition accelerated by WTO goes hand in hand in bonding the cross-straits relations even tighter and closer. In the past research literature regarding the visits from the Mainland’s university students to Taiwan, there has seen a lack of first-hand questionnaire surveys targeting short-term exchanges or enrollment of the Mainland’s university students at the universities in Taiwan, not to mention that very few theses have addressed the visits from these students to Taiwan. Presently the Mainland China has become the largest country of origin in the world (CAN, 2011). With Taiwan’s policies loosening in the Mainland’s higher education certification and enrollment of students from the Mainland, the short-term exchange program may well attract better students from the Mainland and hence broaden the horizon and increase the competitive edge of Taiwanese students. Such issues are worth further discussion and exploration. Understanding Behavioral Intention to Participate in Short-term Exchange Student Programs in Taiwan among Chinese college students with Theories of Planned Behavior and Technology Acceptance Model and further scrutinizes the correlations of the “constructs” such as the intentions of exchange, attitudes, subjective norms, perceived behavior control, application, facility, innovativeness, attraction and policy acceptance. The study hopes to provide resources for the authorities concerned and enterprises in devising more complete educational policies regarding exchange programs. The current study adopts sampling questionnaires and selects first to fourth year university students from Beijing, Shanghai, Hangzhou, and Fuzhou as subjects. Number of effective returned questionnaires was 210 (32 on-line questionnaires and 178 paper copies). The study based its analysis and investigation upon the returned questionnaires and, according to the research results, provides conclusion as follows: 1.Understanding Behavioral Intention to Participate in Short-term Exchange Student Programs in Taiwan among Chinese college students from the mainland was affected by Attitude, only. And not affected by subjective norms and perceived behavior. 2.In the Technology Acceptance Model, T.A.M. The exploration of the intentions of short-term exchange students from the mainland attraction have affect on innovativeness, application but not on facility. 3.Location attraction and policy acceptance have affect on that, also.
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Cushner, Kenneth H. "The use of a culture-general assimilator in the orientation of adolescent exchange students living in New Zealand." Thesis, 1987. http://hdl.handle.net/10125/9558.

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Books on the topic "Student exchange programs Japan"

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Kyōkai, Kokusai Bunka Kōryū Suishin. Nichi-Ō kōkōsei kōryū purogramu 2006 jigyō hōkokusho: Japan-Europe High School Student Exchange Programme (JESEP). Tōkyō: Kokusai Bunka Kōryū Suishin Kyōkai, 2007.

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Foundation, United States-Japan, and State University of New York at Buffalo. Center for Comparative and Global Studies., eds. Towards transnational competence: Rethinking international education : a U.S.-Japan case study. New York: Institute of International Education, 1997.

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Chambers, Gail S. Profiting from education: Japan-United States international educational ventures in the 1980s. New York, NY: Institute of International Education, 1990.

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Messer, Dolores. Are student exchange programs worth it? Bonn, Germany: IZA, 2005.

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Living with your exchange student. Bloomington, Ind: iUniverse, 2011.

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Foreign exchange. London: Sceptre, 1995.

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Victoria. Office of the Auditor-General. International student programs in universities. Melbourne: L.V. North, Govt. Printer, 1993.

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La formation à l'international. Saint-Denis: Observatoire du développement de la Réunion, 2000.

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Hansel, Bettina G. The exchange student survival kit. Yarmouth, ME: Intercultural Press, 1993.

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Grove, Cornelius Lee. Orientation handbook for youth exchange programs. [Yarmouth, Me.]: Intercultural Press, 1989.

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Book chapters on the topic "Student exchange programs Japan"

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Strenger, Natascha, Marcus Petermann, and Sulamith Frerich. "Student Exchange Programs in Engineering Sciences Between USA and Germany." In Engineering Education 4.0, 611–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46916-4_45.

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Bruhn-Zass, Elisa. "Virtual Internationalization as a Concept for Campus-Based and Online and Distance Higher Education." In Handbook of Open, Distance and Digital Education, 1–18. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_23-1.

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AbstractThe concept of Virtual Internationalization systematizes the many possible uses of digital technology in the internationalization of higher education. It is rooted in a comprehensive understanding of internationalization that encompasses the entire institution. Virtual Internationalization includes, but is not limited to, curricular concepts such as virtual mobility, virtual exchange, and virtual study abroad. Beyond the curriculum, it also involves the internationalization of management and administration, academic and teaching staff, and the role of digital technology in physical student mobility, international partnerships, collaboration, and transnational education. Moreover, Virtual Internationalization systematically integrates online and distance education. Study programs that are offered fully online or at a distance are thus brought out of the blind spot of internationalization.
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Bruhn-Zass, Elisa. "Virtual Internationalization as a Concept for Campus-Based and Online and Distance Higher Education." In Handbook of Open, Distance and Digital Education, 371–87. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_23.

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AbstractThe concept of Virtual Internationalization systematizes the many possible uses of digital technology in the internationalization of higher education. It is rooted in a comprehensive understanding of internationalization that encompasses the entire institution. Virtual Internationalization includes, but is not limited to, curricular concepts such as virtual mobility, virtual exchange, and virtual study abroad. Beyond the curriculum, it also involves the internationalization of management and administration, academic and teaching staff, and the role of digital technology in physical student mobility, international partnerships, collaboration, and transnational education. Moreover, Virtual Internationalization systematically integrates online and distance education. Study programs that are offered fully online or at a distance are thus brought out of the blind spot of internationalization.
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Liu-Farrer, Gracia. "Migration Channels and the Shaping of Immigrant Ethno-Scapes." In Immigrant Japan, 40–61. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501748622.003.0003.

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This chapter explains that migration is a collective action orchestrated by different actors, both human and nonhuman, that either facilitate or hamper mobility. It presents the demographic and residential profiles of the major immigrant groups in Japan. The chapter then categorizes the channels and processes of migration that have helped shape such particular demographic profiles of Japan's immigrants. These channels include side doors for the importation of “unskilled workers” and selective talent programs for skilled migrants; marriage migration; and the expanding networks of global mobility such as student exchange programs, research collaborations, and recruitment agencies. The chapter uses the logic of different dimensions of this migration infrastructure to discuss the particular outcomes of different types of migration.
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Jackson, B. Jane. "The Academic Second Language (L2) Socialization and Acculturation of International Exchange Students." In Academic Mobility Programs and Engagement, 80–110. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1607-2.ch004.

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As internationalization efforts intensify across the globe, the number of higher education (HE) students who are gaining some form of international educational experience is on the rise. A large percentage of study abroad participants are from East Asian nations (Mainland China, Hong Kong SAR, Japan, Korea, Macau SAR, Taiwan), and most enroll in English language enhancement modules or English-medium content courses during their stay abroad, depending on their level of proficiency. To better meet their needs and ease their adjustment in an unfamiliar academic and social environment, it is imperative for researchers to conduct systematic studies that delve into study abroad experience. This chapter reports on a mixed-method study that investigated the second language socialization and acculturation of international exchange students from a Hong Kong university who took part in a semester-long stay in their host country. The findings have implications for both home and host institutions.
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Benton, Caroline, Rémy Magnier-Watanabe, Harald Herrig, and Olivier Aba. "A Hybrid Style of E-Learning in MBA Education across Borders." In Regional Development, 1604–20. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0882-5.ch811.

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This paper outlines a real-life example of a course taught jointly by the MBA-IB program at the University of Tsukuba in Tokyo, Japan and the Master in Management program (ESC) at the Grenoble Ecole de Management in Grenoble, France using a hybrid style of e-learning that was aimed at increasing communication and collaboration among instructors and students. The qualitative analysis of this experience found that the variables that most significantly affected the development and outcome of the course were the unique goals, resources and student profiles of each university, the blending of synchronous and asynchronous instruction, the exchange of instructors to promote face-to-face instruction, and the use of a didactic and experiential approach to cross-cultural learning. Such cross-cultural course connecting distant groups working together toward the resolution of a common problem can become a stepping stone toward the promotion of sustainable development.
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Mycak, Sonia, and Yasuo Nishizawa. "International Distance Education in the Asia Pacific." In Critical Examinations of Distance Education Transformation across Disciplines, 163–77. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6555-2.ch008.

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This chapter outlines the history and development of an international distance learning relationship, which was established between an Australian and Japanese university. In 2002, the University of Sydney, Australia and Gifu University in Japan established a lecture exchange program whereby live lectures would be transmitted through Web-based video conferencing. Further development of the relationship resulted in an additional three-year program whereby an entire course, consisting of weekly live lectures transmitted from Australia, was offered not only to local university students but citizens of Gifu city. An empirical account outlines the origin and purpose of this course, analyzes its success, discusses pedagogical and cultural issues and challenges that arose, and makes recommendations for further development. The final section of the chapter suggests possible future directions, including a theoretical model for worldwide international distance education.
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Otieno, Daniel. "Evidence-Based Virtual Exchange Models in Higher Education." In Handbook of Research on Innovations in Non-Traditional Educational Practices, 311–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4360-3.ch016.

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This chapter focuses on evidence-based practices of virtual exchange in higher education (HE). The chapter opens with a discussion of exchange programs in HEIs. A cursory look at the nature of academic exchange programs reveals the traditional models involving faculty and student mobility programs between universities have been and continue to be the modus operandi of many higher education institutions (HEI). The discussion revolves around the application of this traditional approach and the benefits that have accrued. Later sections of the chapter shift the discussion to emerging models and discusses virtual exchange as the new paradigm in global academic exchanges. Various models of virtual exchange programs are discussed with a view of documenting evidence-based global practices. The chapter concludes with change and policy recommendations and suggestions for further reading.
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Velliaris, Donna M. "To Study Abroad." In Academic Mobility Programs and Engagement, 1–30. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1607-2.ch001.

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Universities globally are increasingly seeking to improve the international mobility of their students. There are several latent benefits that accrue to a university whose faculty and/or students actively participate in international exchange programs. Essentially, this can lead to an increase in the capacity to develop international relationships, greater diversity in the student population with all the benefits that stem from diversity, opportunities for benchmarking against best practices, and the university's international reputation spreading on a global scale. Drawing on extant literature, this descriptive chapter reviews many and varied scholarly works to elicit a comprehensive range of ‘Push-Pull' factors or ‘a complex matrix of influences' that play a role in tertiary-level students' decision-making in relation to study abroad.
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Oguro, Susan, and Angela Giovanangeli. "Describing Undergraduate Students' Intercultural Learning Through Study Abroad in Terms of Their ‘Cultural Responsiveness'." In Multicultural Instructional Design, 1436–46. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch068.

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Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.
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Conference papers on the topic "Student exchange programs Japan"

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Fukuoka, Yuko, and Donald Sturge. "DIVERSIFYING INTERNATIONAL EXCHANGE PROGRAMS: A CASE STUDY FROM TOKUSHIMA UNIVERSITY, JAPAN." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1179.

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Strenger, Natascha, Marcus Petermann, and Sulamith Frerich. "Student exchange programs in engineering sciences between USA and Germany." In 2014 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2014. http://dx.doi.org/10.1109/educon.2014.6826233.

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Alvarado, Cassidy. "Exploring Community College and Transfer Student Access to International Exchange Programs." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1892389.

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Alvarado, Cassidy. "Exploring Community College and Transfer Student Access to International Exchange Programs." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892389.

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Haq, Aniq Hudiyah Bil, Gema Lara Fahmi, Puspa Ghandi, Khusnul Khatimah, Dewi Puri Astiti, and Jusuf Blegur. "Goal Setting for Students Participating in Student Exchange Programs Between Universities in Indonesia." In Interdisciplinary Conference of Psychology, Health, and Social Science (ICPHS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220203.012.

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Howard, Joseph H. G., and Herbert C. Ratz. "The International Engineering Student Exchange Program at the University of Waterloo." In ASME 1997 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-gt-065.

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The importance of international engineering student exchange programs in today’s increasingly global marketplace is well accepted. This report describes aspects of the experience of the University of Waterloo with such a program which involves 26 institutions in 14 countries. A major element in a successful link is close collaboration between faculty coordinators at the two institutions.
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Cizelj, Leon, Jörg Starflinger, Veronique Decobert, Behrooz Bazargan-Sabet, Filip Tuomisto, Michèle Coeck, Pascal Anzieu, John Roberts, Tzanny Kokalova Wheldon, and Pedro Dieguez Porras. "15 Years of the European Nuclear Education Network (ENEN Association)." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-82611.

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The European Nuclear Education Network (ENEN) was established in 2003 through an EU Fifth Framework Programme (FP) project, as a legal nonprofit-making body. Its main objective is the preservation and further development of expertise in the nuclear fields by higher education and training. This objective is realized through the cooperation between EU universities involved in education and research in nuclear disciplines, nuclear research centers and the nuclear industry. As of March 2018, ENEN has 66 members in 18 EU countries and has concluded Memoranda of Understanding (MoU) with partners beyond Europe for further cooperation, including organizations in, Russian Federation, Ukraine, Canada and Japan. ENEN also has good collaboration with national networks and international organizations such as the Belgian Nuclear Education Network (BNEN) and the International Atomic Energy Agency (IAEA). The main activities developed, and results achieved, within the first 15 years of the ENEN Association are presented and discussed. These include, for example, the launch of the European Master of Science in Nuclear Engineering (EMSNE), the annual ENEN Ph.D. competition and the portfolio of more than 10 EURATOM projects dealing with nuclear education, training and knowledge management through development of teaching methods and materials, courses, and exchange of students and teachers within EU and beyond. Those projects were all supported by the European Commission with the ENEN Association acting as the coordinator or as a partner.
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Tasnádi, Peter, and Peter Nagy. "The world of fractals." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11178.

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Fractals are fascinating geometric structures of nature which appear in more and more field of science, ranging from heartbeat characterization through, cancer research, stock exchange trends, meteorology, and computer graphics, up to digital image processing. Fractals can be created by simple algorithms that can be manifested with also simple computer programs. The necessary programs are available in the literature and they are easy to understand and manage for first-year undergraduate students too. Therefore fractals are suitable to attract student interest and improve their attitudes toward learning physics. Our main goal was that students work independently and gain experience on fractals with applying simple algorithm and making pictures of the weird formations of fractals. In this paper, a teaching material that is freely available on the internet is described. The material was originally intended for college students, but is suitable for anyone to become familiar with fractals.
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Garza-Olivares, X., RN Cavazos-Montemayor, and M. Lopez. "GLOBAL CLASSROOM: INTERNATIONALIZATION FOR UNDERGRADUATE STUDENTS AMID THE PANDEMIC." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7106.

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The international exchange for undergraduate students is a life-changing experience, an opportunity to interact with others and develop intercultural skills while learning. Nevertheless, the deficit in student participation in internationalization activities demands new formats that offer this academic practice in a virtual environment. Adjacent to this scenario, the greatest impact of the COVID-19 pandemic on higher education was face-to-face exchanges. Therefore, academic programs as Global Classroom was the only way for an international exchange amid the pandemic. The objective of this study was to assess the perceptions of the students about an implementation of a virtual international exchange shared with students from Mexico and Ecuador, focused on this contribution as an educational innovation to promote learning in multicultural and interdisciplinary skills. The study considered a quantitative approach to analyze a student's perception of the experience, and the design was descriptive and cross-sectional. The sample were 44 students enrolled in the experience in the August-December semester in 2020, 22 from Mexico and 22 from Ecuador. The instrument was made of 5 items in which the participants shared their experience regarding the different tools and activities, and their contribution to the educational objectives. Results show that the students valued the intercultural experience positively and the contribution of the different free-access educational technology tools to develop synchronous and asynchronous activities. Other disciplines and institutions can learn from this implementation to design remote educational environments that offer this internationalization experience for learners even after the pandemic. Keywords: higher education, educational innovation, interdisciplinary education, intercultural education, pandemic adaptations, global exchange.
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Bal, Harun, Shahanara Basher, and Abdulla Hil Mamun. "The Aftermath of Quantitative Easing in Advanced Economies: The Empirical Evidences." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02279.

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Quantitative easing (QE), as a measure of unconventional monetary policy (UMP), has been followed by many of the central banks of advanced economies to boost the economy by stimulating investment and consumption. The study identifies the most recent QE programs undertaken by central banks of four major advanced economies, namely, Federal Reserve (Fed), Bank of England (BOE), Bank of Japan (BOJ) and European Central Bank (ECB), and examines its impact on major macroeconomic indicators, namely output growth, inflation, exchange rate indices and stock market indices, employing vector autoregressive (VAR) models. Findings of the study suggest that QE was only favorable for real GDP growth of USA and the development of stock market of euro area. However, such an UMP failed to bring about changes in appropriate directions among the other economic indicators of these advanced economies. QE at an adequate scale to offset the recessionary forces could help achieve the expected results of the policy action. At the same time, policy makers should think over other supplementary measures that can support and expedite the impact of QE in favourable directions to achieve the desired goals of such UMP.
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Reports on the topic "Student exchange programs Japan"

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Ochiai, Kazuyasu. Working paper PUEAA No. 14. Evaluating long-term cultural diplomacy between Mexico and Japan: examining former participants in a governmental bilateral student exchange program. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.012r.2022.

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This paper summarizes a research project, titled “Long-term outcomes of bilateral student exchange program between Mexico and Japan: 50 years of governmental cultural diplomacy”. The project provides an analysis of the youth exchange program that was implemented in 1971 between Mexico and Japan. In this way, paper describes the negotiation process between the Mexican government and the Japanese government to implement exchange programs. Apart from this, the author analysis the quantitative and qualitative results of the youth exchange program between Mexico and Japan through decades. To obtain the quantitative information, it considers how many students have participated in this program; for obtaining quantitative results, it considers the students’ personal experience for knowing the effects of studying in Mexico or Japan in their lives. Finally, the author believes that studying the exchange program between Mexico and Japan is a means of achieving development through cooperation.
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