Journal articles: '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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Goudarzi, Houman, Masahiro Onozawa, and Makoto Takahashi. "Impact of COVID-19 on international medical education and the future plans of medical students in Japan." MedEdPublish 12 (June 16, 2022): 15. http://dx.doi.org/10.12688/mep.18953.2.

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Background: The aim of this study was to assess the impact of the coronavirus disease 2019 (COVID-19) pandemic on the current study methods and future plans of medical students compared to those in the pre-pandemic period. Methods: Second-grade medical students reported their academic experiences, study methods, and future career plans before (between 2016 and 2019) and during the pandemic (2020) using a questionnaire-based survey at Hokkaido University, Japan (n = 534). Results: From 2016 to 2019, we found an increasing trend for participation in short-term international exchange programs, taking the United States Medical Licensing Examination (USMLE), clinical training, and undertaking research abroad among the students. However, these percentages significantly declined (to 35.5%) during the COVID-19 pandemic in 2020 for all the assessed future plans, including short-term exchange programs (-27.9%), taking USMLE (-19.8%), clinical training (-24.5%), and undertaking research abroad (-13.2%) compared to 2019, wherein 67.9% of the students wished to have at least one of these four above-mentioned academic activities. Conclusions: The COVID-19 pandemic adversely and significantly influenced our medical students’ plans to go abroad for clinical and research training. Future studies are warranted to assess the long-term influence of this pandemic on the career planning of medical students.

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Goudarzi, Houman, Masahiro Onozawa, and Makoto Takahashi. "Impact of COVID-19 on international medical education and the future plans of medical students in Japan." MedEdPublish 12 (March 3, 2022): 15. http://dx.doi.org/10.12688/mep.18953.1.

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Background: The aim of this study was to assess the impact of the coronavirus disease 2019 (COVID-19) pandemic on the current study methods and future plans of medical students compared to those in the pre-pandemic period. Methods: Second-grade medical students reported their academic experiences, study methods, and future career plans before (between 2016 and 2019) and during the pandemic (2020) using a questionnaire-based survey at Hokkaido University, Japan (n = 534). Results: From 2016 to 2019, we found an increasing trend for participation in short-term international exchange programs, taking the United States Medical Licensing Examination (USMLE), clinical training, and undertaking research abroad among the students. However, these percentages significantly declined (to 35.5%) during the COVID-19 pandemic in 2020 for all the assessed future plans, including short-term exchange programs (-27.9%), taking USMLE (-19.8%), clinical training (-24.5%), and undertaking research abroad (-13.2%) compared to 2019, wherein 67.9% of the students wished to have at least one of these four above-mentioned academic activities. Conclusions: The COVID-19 pandemic adversely and significantly influenced our medical students’ plans to go abroad for clinical and research training. Future studies are warranted to assess the long-term influence of this pandemic on the career planning of medical students.

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Katsumata Shah, Mahdi, Bruno Jactat, Toshiyuki Yasui, and Murod Ismailov. "Low-Fidelity Prototyping with Design Thinking in Higher Education Management in Japan: Impact on the Utility and Usability of a Student Exchange Program Brochure." Education Sciences 13, no. 1 (January 3, 2023): 53. http://dx.doi.org/10.3390/educsci13010053.

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A project using design thinking (DT) was conducted among internal stakeholders of a large state Japanese university to design a user-centric brochure promoting study abroad programs at francophone partner universities. The low-fidelity prototype and the final product created with DT were tested by asking potential student-users to compare it with a standard brochure through two sets of surveys. Analysis of the quantitative and qualitative data revealed that low-fidelity prototyping was effective to enhance both the utility and usability of the final product. We also show how DT helped expose cognitive biases among designers.

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Kim, Seon-Joo. "Leveraging Process Evaluation for Project Development and Sustainability: The Case of the CAMPUS Asia Program in Korea." Journal of Studies in International Education 21, no. 4 (March 21, 2017): 315–32. http://dx.doi.org/10.1177/1028315317696961.

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CAMPUS Asia (Collective Action for Mobility Program of University Students in Asia) is a student-exchange program designed to promote student mobility between South Korea, China, and Japan. Begun in 2011, the program aims to foster the next generation of leaders in Asia by nurturing young talents with shared visions. This article provides an overview of the CAMPUS Asia pilot program and the major findings of its comprehensive process evaluation in Korea using five criteria. The evaluation indicates that the CAMPUS Asia program has evolved into a unique program that promotes dual degrees, creates new learning models, and develops in-depth discussions of substantial collaborations among consortia. The need to develop mechanisms for applying the lessons learned and insights gained through the evaluation is addressed; implications and recommendations for sustainable development of the CAMPUS Asia pilot program are offered, as are the benefits of implementing a process evaluation in one’s own practice.

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Shealy, Jasper E. "Human Factors in the People's Republic of China: Some Observations Based on a Faculty Exchange Program." Proceedings of the Human Factors Society Annual Meeting 31, no. 3 (September 1987): 298–301. http://dx.doi.org/10.1177/154193128703100306.

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The author spent two months as a Faculty member participating in a faculty exchange program in the People's Republic of China. While there, he taught an undergraduate course in Human Factors Engineering in Machine and Workplace design. He also conducted a week long seminar for factory engineering personnel and engineering faculty on the same topics. He consulted with industry and traveled extensively in China during this time. This paper is based on his experiences and observations. Specific topics are: 1) quality and nature of students in the PRC vs. the US, Japan and Europe; 2) Programs in Human Factors in the PRC; 3) Academic Engineering Laboratories in the PRC and 4) Safety Engineering in the PRC.

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Thi, Thanh Tu Nguyen. "Vietnam-Japan Higher Education Cooperation in the First Two Decades of the 21st Century." International Journal of East Asian Studies 11, no. 1 (March 31, 2022): 23–33. http://dx.doi.org/10.22452/ijeas.vol11no1.3.

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Since diplomatic relations between Vietnam and Japan were officially established in September 1973, the relationship between the two countries has increasingly expanded and achieved outstanding achievements in many aspects of economy, socio-culture, science and technology, especially in the fields of education and training. At the higher education level, the two governments have been promoting cooperation programs and projects such as transnational education, exchange of students and lecturers. Additionally, every year, Japan offers more than one hundred scholarships to Vietnamese undergraduate, graduate, and doctoral students to study and research in Japan. These projects have significantly contributed to improving the quality of Vietnam’s higher education, helping Vietnam to train high-quality human resources for the country’s industrialization and modernization. In order to further stimulate higher education cooperation between the two countries, however, it is necessary to examine what has been accomplished so far and what problems remain, so as to propose recommendations that might enhance education cooperation between Vietnam and Japan in the coming years. The objective of this study is to briefly introduce the basis of higher education cooperation between Vietnam and Japan. It also seeks to analyze and assess the current situation and policy as well as achievements and challenges of higher education cooperation between the two countries over the past 20 years. Thenceforth, it proposes a number of recommendations for further strengthening higher education cooperation between Vietnam and Japan in the coming years.

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Hanada, Shingo, and Miki Horie. "Impact of the CAMPUS Asia initiative for developing Japanese students’ attitude toward mutual understanding: A case study of the Japan–China–Korea trilateral exchange program." Research in Comparative and International Education 16, no. 3 (August 22, 2021): 276–94. http://dx.doi.org/10.1177/17454999211039172.

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This article discusses the impacts of the East Asian Leaders Program (EALP) organized as a trilateral collaborative educational program participated by students from Japanese, Chinese, and Korean universities. The East Asian Leaders Program has been operated under the CAMPUS Asia initiative led by the governments of the three countries, aiming at cultivating talents who contribute to promoting mutual understanding between the three countries. The empirical analysis of this study was designed by a mixed method approach collected from 16 Japanese students. The results showed that the East Asian Leaders Program has cultivated students’ attitudes and skills for mutual understanding, including acceptance/willingness to understand, ability to consider different perspectives, self-expression and assertion, and initiative and resilience. As this study indicates that the East Asian Leaders Program is effective for fostering students’ attitudes toward mutual understanding, further policy development should consider encouraging universities to develop such practices to increase intra-Asian student mobility as an alternative strategy for the internationalization of higher education.

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Enkhtur, Ariunaa, Ming Li, and Xixi Zhang. "Case Studies of Japanese Universities’ Collaborations with ASEAN, China, and Mongolia." Journal of Comparative & International Higher Education 13, no. 5 (December 10, 2021): 145–63. http://dx.doi.org/10.32674/jcihe.v13i5.3666.

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This paper elaborates on recent trends in Japanese higher education partnerships through three cases of collaboration between Japanese universities and higher education institutions in China, Mongolia, and the Southeast Asia (hereinafter referred to as ASEAN). Our analysis shows that partnerships were shaped by both top-down government policies and bottom-up institutional visions and past relations. Japan’s educational quality and reputation, particularly in science and technology, is highly regarded by higher education institutions (HEIs) interested in developing competitive international programs to prepare a globally skilled workforce. On one hand, Japan is striving to deepen and expand its partnerships with HEIs, particularly within Asia. A number of domestic and international factors - such as Japan’s population decline; increasing competition among HEIs both on the domestic and international front; an ambition to remain competitive in a twenty-first century, knowledge-based economy; and Japan’s strategy to strengthen its influence in Asia - drive the partnerships. On the other hand, while earlier partnerships were limited to student and faculty exchange or joint research projects, institutions increasingly prioritize more comprehensive strategic partnerships. Such strategic partnerships are important to overcome barriers during the COVID-19 pandemic that limit physical movement and interaction, and they may drive even greater collaboration and integration among Asian higher education institutions.

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Messer, Dolores, and Stefan C. Wolter. "Are student exchange programs worth it?" Higher Education 54, no. 5 (July 8, 2006): 647–63. http://dx.doi.org/10.1007/s10734-006-9016-6.

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Sowa, Patience A. "How valuable are student exchange programs?" New Directions for Higher Education 2002, no. 117 (2002): 63–70. http://dx.doi.org/10.1002/he.49.

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Ruminar, Hafida, Putri Gayatri, and Dian Islami Prasetyaningrum. "ESP Learner Motivations and Perceptions towards International Online Letter Exchange Program." JET ADI BUANA 5, no. 02 (October 30, 2020): 139–51. http://dx.doi.org/10.36456/jet.v5.n02.2020.2572.

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The Online Letter Exchange Program (OLEP) was an online collaborative learning program hosted by the Faculty of Agriculture of the University of Miyazaki, Japan. It has collaborated with the Faculty of Agriculture in one of the private universities in Malang. The program is designed to encourage students’ written communication skills and facilitate students with intensive real-life English communication experience with other students around Asia. The participant countries are from Japan, Taiwan, China, and Indonesia. One of its uniqueness lies in the policy that the participants share their specific fields, including agriculture and related fields. This study sought to investigate the intrinsic and extrinsic motivation and perception of the students towards the OLEP as it was supplementary activity. The perception included the topic, the platform, and interaction. The data were gained from questionnaires and interviews and were then analyzed using thematic analysis. The result showed that extrinsic motivation was dominant in completing the task in OLEP. The positive and negative perception of the three aspects would be a valuable source for those who attempt a similar online letter exchange program

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Daly, Amanda. "Determinants of participating in Australian university student exchange programs." Journal of Research in International Education 10, no. 1 (April 2011): 58–70. http://dx.doi.org/10.1177/1475240910394979.

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Hansel, Bettina, and Neal Grove. "International Student Exchange Programs—Are the Educational Benefits Real?" NASSP Bulletin 70, no. 487 (February 1986): 84–90. http://dx.doi.org/10.1177/019263658607048718.

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Rakhshandehroo, Mahboubeh, and Polina Ivanova. "International student satisfaction at English-medium graduate programs in Japan." Higher Education 79, no. 1 (May 14, 2019): 39–54. http://dx.doi.org/10.1007/s10734-019-00395-3.

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Jacobs, George M., and Anita Lie. "Toward Student-Centered Teacher Education Programs." Journal of International and Comparative Education 11, no. 2 (2022): 93–105. http://dx.doi.org/10.14425/jice.2022.11.2.1205.

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The impetus for this conceptual article was the authors’ reflections on their experiences as teachers and teacher educators in various Asian countries (China, Indonesia, Malaysia, Japan, Philippines, Singapore, and Vietnam), combined with their support for Social-Cognitive Theory and student-centered learning. Of course, great variations exist within and between countries in terms of development programs for educators. The present article examines actions by lecturers, policy makers, and other stakeholders which might enhance teacher education by helping it evolve to be more student-centered, thereby better preparing teachers to be lifelong learners and for those teachers to use a student-centered approach with their own students. These actions involve five possible areas: (1) students doing more research; (2) increasing learners’ roles in course design; (3) going beyond basic teaching skills and the basic curriculum; (4) building the social side of learning; and (5) searching for new knowledge and learning tools.

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YOSHIKAWA, Tomoko. "International Student Exchange of KOSEN, National Colleges of Technology, Japan." Journal of the Society of Mechanical Engineers 115, no. 1121 (2012): 205–6. http://dx.doi.org/10.1299/jsmemag.115.1121_205.

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Beniashvili, Ekaterine, and Jan Böhm. "Does Gender Matter? Student Mobility in Georgia. A Case Study." Journal of Education in Black Sea Region 6, no. 1 (December 4, 2020): 17–26. http://dx.doi.org/10.31578/jebs.v6i1.216.

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While integration into the European Union is one of the priorities of Georgia, internationalization of higher educational institutions and international student mobility is of a particular importance. The present paper serves exactly this purpose and outlines the preliminary assumption that gender stereotypes, cultural aspects and family traditions have a negative impact on students’ equal access to student exchange programs in Georgia. Although female students are more involved into international student exchange programs, they are at the same time facing bigger obstacles to do so. The mentioned problem refers mainly to females who cannot decide the issue of their participation in exchange programs alone, without their family’s involvement. The study revealed that the participation of female students in exchange programs especially increases year by year, while only a slight increase of the number of male students is demonstrated. The mentioned finding is in absolute coincidence with the events in Europe, where female participation has exceeded male participation long ago. In the light of the fact that this issue has never been studied before, the present paper may somewhat complement the gap in literature or build a foundation for the research in this field, as it discusses the individual factors of refusal to participate in exchange programs by female students, as well as interruptive and hindering circumstances, which in most cases come from family. Keywords: student mobility, higher education, gender, Georgia

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Saitoh, Takayuki, Mikiko Kishi, Noriyuki Koibuchi, Hiroshi Koyama, Masaaki Sakamoto, and Yasuki Ishizaki. "The International Student Exchange Programs of Gunma University Showa Campus." Kitakanto Medical Journal 69, no. 3 (August 1, 2019): 263–65. http://dx.doi.org/10.2974/kmj.69.263.

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Suryanto, Suryanto, Betha Labova Ayuza, and Noor Ahnis Othman. "Learning English through International Student Exchange Programs: English Education Department Students’ Voices." Journal of Foreign Language Teaching and Learning 7, no. 1 (January 29, 2022): PRESS. http://dx.doi.org/10.18196/ftl.v7i1.13717.

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English language learning is a process that students must go through in order to reach the optimum level of proficiency in the language. International student exchange programs are activities that might assist students in practicing and improving their English. The purposes of this study were to investigate the benefits and to identify the challenges of participating in an international student exchange program while studying English at the English Language Education Department of an Islamic Private University in Yogyakarta. The research design for this study was a qualitative descriptive one. The data for this study were gathered through interviews. Three students from the English Language Education Department of a private Islamic university in Yogyakarta participated in this investigation. The first finding concerned the advantages of participating in an international student exchange program while studying English. It shown that participating in international student exchange programs aided students in making foreign friends, interacting with native English speakers, practicing, and improving their English abilities, and boosting their self-confidence. The second result concerned the challenges associated with participating in an international student exchange program to improve their English. It demonstrated that students who participated in an international student exchange program failed to engage with local people outside of school and experienced culture shock. All associated parties, including students, host universities, university senders, and the program's committee, should organize and execute the program's activities with care and attention, beginning with the program's planning, preparation, deployment, evaluations, and follow-up.

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Cates, Kip. "Promoting Inter-Asian Understanding through English: Cross-border Exchanges through an Asian Youth Forum." Indonesian JELT: Indonesian Journal of English Language Teaching 12, no. 2 (October 31, 2017): 131–47. http://dx.doi.org/10.25170/ijelt.v12i2.1474.

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This paper discusses the importance of going beyond the classroom to provide EFL learners with out-of-class opportunities to use their language skills in real-world situations with same-age peers. It introduces the Asian Youth Forum (AYF), a unique series of international youth conferences designed by English language educators in Asia that aims at promoting cross-cultural awareness, communication skills, leadership and international understanding through the medium of English-as-a-global-language. The Asian Youth Forum is an annual 1-week event that brings together college-aged EFL students from across the Asian region. Participants typically comprise 30 - 80 young people from 10 - 15 countries such as Japan, Korea, Thailand, Indonesia, Vietnam, Cambodia and the Philippines. During this all-English event, students take part in a rich program of academic seminars, presentations and social events built around the themes of language, culture, global issues, and leadership. This paper outlines the aims and history of the Asian Youth Forum, describes its design and special features and reports on the program's outcomes in terms of student attitudes, language development, learner identity and international understanding. The author concludes by calling for further EFL youth exchanges of this type in other regions of the world.

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Tuấn Anh, Lê Hữu, Hoàng Thị Mai Khánh, Nguyễn Hoàng Hải, Mai Thị Thu Ngân, Võ Thị Sương, and Trần Hạnh Thảo. "Factors impacting the intention to participate in student exchange program." Science & Technology Development Journal - Economics - Law and Management 4, no. 4 (October 25, 2020): First. http://dx.doi.org/10.32508/stdjelm.v4i4.670.

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Ngày nay, học tập tại nước ngoài được xem là một cơ hội lớn đối với sinh viên để nâng cao kiến thức, trải nghiệm của chính bản thân trong tương lai. Đặc biệt, hình thức học tập thông qua các chương trình trao đổi văn hóa, học thuật tại nước ngoài đã và đang trở thành xu hướng phổ biến. Hình thức này tuy có những điểm chung so với việc du học dài hạn của sinh viên, nhưng ngoài ra những ưu điểm riêng của nó, cũng giúp hình thức này nhận được nhiều sự quan tâm của các bạn sinh viên. Nghiên cứu này được nhóm tác giả thực hiện nhằm xác định các nhân tố ảnh hưởng đến quyết định tham gia chương trình trao đổi quốc tế (TĐQT) của sinh viên Việt Nam. Nghiên cứu được thực hiện theo phương pháp hỗn hợp, bao gồm nghiên cứu định tính (phỏng vấn chuyên gia) và nghiên cứu định lượng (khảo sát thông qua bảng hỏi), tiến hành trên 505 đối tượng trong thời gian từ tháng 11/2019 đến tháng 02/2020. Từ 8 nhân tố được kế thừa từ nghiên cứu trước và thông qua nghiên cứu định tính, kết quả phân tích định lượng chỉ ra 7 nhân tố có tác động trực tiếp lên quyết định tham gia các chương trình TĐQT của sinh viên. Từ đó, nghiên cứu đem lại những giải pháp cho sinh viên, các trường tổ chức liên kết và các phòng ban chuyên môn có thể xây dựng, đặt ra các mục tiêu phù hợp nhằm nâng cao hiệu quả của các chương trình TĐQT tại Việt Nam. Từ khóa: Giáo dục, Trao đổi quốc tế, ý định tham gia, thành phố Hồ Chí Minh, Sinh viên In this day and age, studying abroad acts as an golden opportunity for students to expand their perspectives, and to gain priceless experience, which can facilitate their career path in the future. Moreover, international learning and knowledge propels students towards acceptance and understanding of an array of different cultural and community perspectives. Especially, a type of studying overseas called cultural and academic exchange programs has been becoming a popular trend. Although it shares a multitude of similarities with a long-term studying abroad programs, it has its own distinctive features which have been receiving a great deal of students’ attentions. This can be strong evidence that more and more students all around the world are participating in these programs every year. In terms of technical side, this research aims to identify factors having impacts on Vietnamese students’ decisions in participating in exchange programs. In specific, mixed methods are employed in the research, through qualitative methods (semi-structure interview) and quantitative method (survey), with 505 participants involving from November 2019 to February 2020. Based on literature review and qualitative analysis, a framework of 8 factors is proposed. Through quantitative analysis of survey questionnaire’s results, the research continues indicating a total of 7 factors that directly have influence on students’ decisions in taking part in exchange programs. Furthermore, the research provides several suggestions and objectives for individuals and organizations, which get involved in those exchange programs namely students, universities and educational institutions. Ultimately, the research is up for making a contribution to enhancing the effectiveness of exchange programs in Vietnam with a purpose that more Vietnamese students regardless of their backgrounds, can potentially have enough necessary qualities and satisfying the necessary conditions to carry on their studying abroad. Keywords: Education, International exchange, Intention to participate, Ho Chi Minh City, Alumnus

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González-Carriedo, Ricardo, Jesús López de Nava, and Manuel Salas Martínez. "International Student Teaching: A Transformational Experience." Journal of International Students 7, no. 3 (July 1, 2018): 841–55. http://dx.doi.org/10.32674/jis.v7i3.304.

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Today, being a teacher requires understanding and positively responding to the cultural and linguistic nuances present in the classroom. The increasingly diverse schools are placing higher expectations on teachers in regard to the use of multicultural practices. This is compelling teacher preparation programs to find new formulas to adequately train teacher candidates. International student teaching programs have been shown to yield important benefits for participants. This article describe an international student teacher exchange program between the University of North Texas and the University of Seville (Spain) and reflects on the effects of the experience on a Spanish preservice teacher and his mentor teacher in Texas. Implications and suggestions for teaching preparation programs are also provided.

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Pereira, Helder Rocha, Maryellen D. Brisbois, Helena Oliveira Silva, and Caitlin M. Stover. "Learning beyond expectations: Evaluation of an international nursing student exchange." Journal of Nursing Education and Practice 8, no. 2 (October 18, 2017): 72. http://dx.doi.org/10.5430/jnep.v8n2p72.

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Background/Purpose: Study abroad programs, through international exchanges in undergraduate nursing schools, are becoming common in response to a globalized world and imperative for nurses to acquire cultural awareness and related competencies. Increased recognition of exchanges exists, with limited empirical evaluation of learning outcomes. The purpose of this study was to understand the impact of a short-term international exchange on Portuguese and American nursing students in respect to its influence on learning.Methods: A mixed-method research design was utilized for data collection. Online survey (demographic data and revised HPSISN tool) and focus group data collection using synchronous chat groups captured nursing student experiences and perceptions about their participation in a two-sided exchange.Results: Focus group data from sixteen nursing students (aged 20-39) delineated two major themes: 1) Expectations of the student exchange with three subthemes: a) motivations to participate, b) met versus unmet expectations, and c) beyond expectations; and, 2) Learning (how and what) with six subthemes: a) understanding cultural differences, b) recognizing a different health care system, c) reconsidering the role of the nurse, d) building team work, e) integrating theory into practice, and f) peer mutual learning. Survey data across the four dimensions: 1) Perspectives of exchange, 2) attitude toward community involvement, 3) future professional work and, 4) personal reflection exhibited students acquired personal and professional competencies that were beyond their expectations of the exchange.Conclusions: Results strongly support nursing student participation in international exchange programs develops personal growth and professional competencies that may impact future practice when caring for diverse patient populations. Universities should develop and foster global programs for student engagement.

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Dolphyne, Florence Abena. "African Perspectives on Programs for North American Students in Africa: The Experience of the University of Ghana–Legon." African Issues 28, no. 1-2 (2000): 28–33. http://dx.doi.org/10.1017/s1548450500006818.

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The University of Ghana is the oldest of the five universities in Ghana. The others are Kwame Nkrumah University of Science and Technology, the University of Cape Coast, the University College of Education in Winneba, and the University of Development Studies in Tamale. The last two are only three years old and do not as yet have student exchange programs with North American universities. Kwame Nkrumah University and the University of Cape Coast do have student exchange programs with a few North American universities.

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Galvin, Megan K., and William B. Smith. "420 Case study: Educational outreach as a component of graduate education." Journal of Animal Science 97, Supplement_3 (December 2019): 178–79. http://dx.doi.org/10.1093/jas/skz258.367.

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Abstract Graduate students are developing skills in scientific communication, research, and various other specified trainings. However, adequate resources for these students are not always available at their home institution. Educational outreach programs are often discussed in relation to secondary education. The potential to expand these types of programs to the post-secondary and graduate levels of education would represent a potential benefit to the students, scientists, and universities involved in the exchange. In such programs, graduate students would participate in an exchange with other universities to address deficits introduced by a lack of resources. This educational experience in a new setting would allow exposure to techniques and ideals otherwise inaccessible to the student. The objective of this observational case study was to evaluate the relevance and value of graduate exchange as an educational outreach model in graduate education. In this case study, a graduate student from Tarleton State University’s Department of Animal Science and Veterinary Technology was supported to study for a period of three weeks in the University of Georgia’s Parasitology Laboratory. This exchange was established to teach in vitro techniques related to the student’s graduate research. The student was able to gain valuable experience in laboratory techniques that aided in personal and professional growth while also expanding the capabilities of the home institution through training exercises conducted on return to campus. In addition to expansion of research capacity, the student was able to serve as an ambassador for the home institution, thereby enabling a more fluid exchange of ideas through student recruitment. Qualitative results from this case study would indicate that similar educational outreach opportunities are valuable components of graduate education and serve as an example for development in future graduate programs.

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Wilson, Michael G., Marcela Carvalho, and Ariadna Patricia E. Alvarez. "Consortia for Future Leadership: Student Perspectives." Journal of Applied Rehabilitation Counseling 38, no. 3 (September 1, 2007): 25–30. http://dx.doi.org/10.1891/0047-2220.38.3.25.

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This article focuses on the perspectives of three students who took part in a student exchange program between Brazilian and American universities. The program focused on expanding human resources to increase the social inclusion of persons with disabilities in both countries. The students provide an overview of lessons learned from their experiences and a description of how they have applied those lessons in their respective countries. The students also discuss the challenges in applying rehabilitation counseling practices across cultures. Finally, the students discuss the role of international student exchange programs in strengthening rehabilitation practice across countries.

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Priyanto, Yumnaa Adina Ulfah, and Tomy Andrianto. "Long-term Impacts of Tourism Student Exchange Program." Journal of Tourism Sustainability 2, no. 1 (April 28, 2022): 11–18. http://dx.doi.org/10.35313/jtospolban.v2i1.19.

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The student exchange program as part of educational tourism certainly provides added value and benefits that contribute to sustainable tourism development. This study aims to identify the long-term impact of tourism student exchange programs in ASEAN. Student exchanges provide students with the opportunity to gain in-depth insight into global perspectives and cross-cultural understanding especially related to tourism studies. This study uses a qualitative method by interviewing seven informants enrolled in the program in the period of 2018 to 2019 to Thailand and Malaysia. Descriptive analysis of the first code cycle is used to analyze and answer the research objectives. As a result, students sense long-term changes from the program as improving communication in foreign languages, self-confidence, sense of independence, and responsibility in decision-making or participant actions, priorities for the future, and intercultural understanding.

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Chwialkowska, Agnieszka. "Maximizing Cross-Cultural Learning From Exchange Study Abroad Programs: Transformative Learning Theory." Journal of Studies in International Education 24, no. 5 (February 20, 2020): 535–54. http://dx.doi.org/10.1177/1028315320906163.

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While some institutions require their students to spend a semester abroad as a prerequisite to earning a business degree, academics challenge the view that travel abroad helps students become culturally competent. Many students admit that they failed to immerse themselves in a cross-cultural environment. Therefore, the purpose of this study is to identify the components of exchange study abroad programs (ESP) that facilitate student cross-cultural learning (CCL). Building on transformative learning theory (TLT), we propose and test a conceptual model of relationships between different components of exchange programs and student CCL. The data collected from more than 700 students participating in a semester and two-semester-long programs are analyzed through logistic regression. This research contributes to the literature on the effectiveness of ESP by identifying the key components that maximize positive outcomes for students. By building on TLT, it reveals the importance of getting out of one’s comfort zone and providing students with support during the ESP. This study bears practical implications as it provides academic institutions and students with important insights that help maximize student CCL.

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Mlama, Penina. "African Perspectives on Programs for North American Students in Africa: The Experience of the University of Dar es Salaam." African Issues 28, no. 1-2 (2000): 24–27. http://dx.doi.org/10.1017/s1548450500006806.

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The University of Dar es Salaam has a long history of links with universities in different parts of the world. Currently it has formal link agreements with 61 universities in Africa, Asia, and Europe, including 12 in North America (11 in the United States and 1 in Canada). Seven out of the 12 include student exchange at undergraduate or graduate levels. These universities include Carleton, Brown, Connecticut, Hampton, Florida, Iowa, North Carolina (Chapel Hill), universities in the consortium of American Lutheran colleges, and a number of others organized under the International Student Exchange Program (ISEP) and the International Reciprocal Student Exchange Program (IRSEP).

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Humeniuk, Olha, Vasyl Humeniuk, and Oksana Yefremova. "History of international academic mobility of students in higher medical education institutions of Ukraine." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 62–72. http://dx.doi.org/10.30970/vpe.2021.35.11307.

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The article summarizes the experience of Ukraine’s participation in international academic mobility on the example of undergraduate higher medical education. Analysis of the archival documents in the second half of the 20th century revealed two types of student exchange programs: introductory internships on the basis of clinical and medical institutions of Ukraine and European countries, under the guidance of an international group of teachers; labor introductory practice – exchange of student construction teams who got acquainted with the health care system of the host country and worked in hospitals and medical camps during the summer holidays. From the beginning of the 21st century, international mobility students in the Ukrainian medical universities (undergraduate medical education) have been studying at the following programs: 1) educational practice based on interuniversity cooperation agreements; 2) student exchanges organized by the International Federation of Medical Students Associations; 3) interuniversity international agreements on long-term (with credit transfer) and short-term exchange programs. The number of these students at the level of undergraduate medical education is increasing, but insignificantly compared to foreign students from Europe, Asia, Africa who receive undergraduate medical education on a permanent basis (as of 2018 – more than 23 thousand). Based on the obtained results, the general positive prospects and directions of the development of international academic mobility of medical students in Ukraine are determined: 1) short-term Ukrainian and European international student exchanges, which allow to increase their level of motivation to study, develop individual educational trajectories, expand their level of competence in the field of health care system of different countries; 2) expansion of the semester programs of student academic mobility taking into account the availability of educational programs in English in Ukraine and its lower cost compared to European universities, promising for both “EU students” and “non-EU students” of European universities, who: а) want to expand their experience and competence in the provision of medical services at the primary and secondary levels of health care and the pre-medical sphere; b) study medical management in the field of health care in different countries; c) have problems with tuition fees. Keywords: international academic mobility, undergraduate medical education, student exchange programs.

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Choi, Woon do. "Exchange Programs of Local governments and the Governance of Korea-Japan Relations." Journal of Korean Politics 26, no. 2 (June 30, 2017): 187–212. http://dx.doi.org/10.35656/jkp.26.2.8.

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Oguro, Susan, and Angela Giovanangeli. "Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their ‘Cultural Responsiveness'." International Journal of Bias, Identity and Diversities in Education 1, no. 2 (July 2016): 29–38. http://dx.doi.org/10.4018/ijbide.2016070103.

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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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Komariah, Kokom, Badraningsih Lastariwati, Siti Hamidah, Sri Palupi, Tuatul Mahfud, and Eltom Ishaq Osman Musa. "Evaluation of Students Performance in The Japanese Apprenticeship Program." Jurnal Pendidikan Teknologi dan Kejuruan 28, no. 1 (May 27, 2022): 22–31. http://dx.doi.org/10.21831/jptk.v28i1.48202.

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Apprenticeship programs are considered as an effective learning method to improve the job skills of prospective workers. The Japanese apprenticeship program highlights 5 work principles consisting of Seiri, Seito, Seiso, Seiketsu, Shitsuke (5S). However, until now, the apprenticeship program's effectiveness in Japan to foster 5S work principles for students has not been much evaluated. The objectives of this study were (1) to describe the student's 5S performance profile; (2) factors affecting the implementation of student 5S performance in the apprenticeship program in Japan; (3) the benefits of the Japanese apprenticeship program. This study involved 69 students who were apprenticed in Japan. The data collection used a questionnaire, and the data were analyzed using descriptive analysis. The study results revealed that the student's 5S performance was considered good during the apprenticeship program in Japan. Besides, the study results also show that ten factors affect student performance when participating in an apprenticeship program, namely self-discipline, technology, equipment arrangement, workplace, job planning, worker characteristics, management support, work type, job characteristics, and the existence of training. . Finally, the apprenticeship program in Japan provides benefits to the development of student work competencies which include aspects of knowledge, attitudes, and skills. This study recommends the need to develop and strengthen apprenticeship programs with a positive work culture that can encourage student performance improvement.

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Freeman, Ina, and Peter Knight. "Double-Loop Learning and the Global Business Student." Canadian Journal of Higher Education 41, no. 3 (December 31, 2011): 127. http://dx.doi.org/10.47678/cjhe.v41i3.2492.

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In preparing students for employment in commerce, the student needs to be aware of many aspects not necessarily included in business programs. In recognizing students often have no or limited exposure to foreign environments, the authors developed an electronic exchange between students in Canada and Kazakhstan. In this exchange, students not only learned about foreign marketplaces but were able to integrate classroom teachings and text knowledge into their actions. This approach resulted in enhanced learning for students through double-loop processes and development in their other courses.

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Sustarsic, Manca. "The Impact of Intercultural Exchange on Secondary School Exchange Students and Their Host Families." Journal of International Students 10, no. 4 (November 15, 2020): 912–33. http://dx.doi.org/10.32674/jis.v10i4.1042.

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The last decade has seen a significant increase of international student mobility and a growing popularity of secondary school exchange programs in the United States and around the world. Drawing upon culture learning theory, the purpose of this study is to understand the impacts, challenges, and rewards of intercultural exchange on secondary school exchange students and their host families. I performed a case study of in-depth interviews with six students who were placed in Hawai’i for an academic year on the Kennedy-Lugar Youth Exchange and Future Leaders Exchange merit-based scholarships, as well as interviews with their volunteer host families. Findings show that intercultural exchange occurs as a two-way process. Both students and host families reap the benefits of intercultural exchange by way of active interaction and culture sharing that is enhanced by a positive student–host relationship.

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Song, Inyoung, and Yangson Kim. "Short-term exchange programs in Korean Universities: International student mobility stratified by university mission." International Journal of Chinese Education 11, no. 3 (September 2022): 2212585X2211335. http://dx.doi.org/10.1177/2212585x221133502.

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The purpose of this study was to explore the internationalization of higher education institutions by analyzing partnerships of short-term exchange programs among universities in Korea and abroad. Based on data from 3 years (2008, 2013, and 2017), we used descriptive statistics to analyze the inbound and outbound statuses of overseas universities that have established credit exchange agreements with Korean universities. The analysis showed that the major components of short-term mobility in Korean universities are changing, and that credit exchanges among universities differ depending on the universities’ missions. The results suggest that the stratification of universities can affect the extent and quality of the international experiences to which students have access. Using university-level data, we proved that international exchange patterns differ according to the characteristics of universities.

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Mitsuta, Akimasa. "Dealing with China: Notes on development of student exchange between Japan and China." Journal of Contemporary China 3, no. 7 (September 1994): 89–99. http://dx.doi.org/10.1080/10670569408724210.

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Atkinson, Carol. "Does Soft Power Matter? A Comparative Analysis of Student Exchange Programs 1980â2006." Foreign Policy Analysis 6, no. 1 (January 2010): 1–22. http://dx.doi.org/10.1111/j.1743-8594.2009.00099.x.

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Sisavath, Soubin. "Benefits of Studying Abroad for Graduate Employability." Journal of International Students 11, no. 3 (June 15, 2021): 547–66. http://dx.doi.org/10.32674/jis.v11i3.2779.

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This study investigated the benefits of studying abroad with student exchange programs for graduate employability. Data were drawn from a survey with 163 Lao former exchange participants at three public universities in Laos, followed by 19 semi-structured interviews. Results revealed that participants benefited from participating in overseas exchanges at a high level in terms of the development of employability skills, particularly interpersonal and communication skills, and in multidisciplinary knowledge and international competences. Study abroad experience was positively considered as being related to increasing job opportunities, which signal better educational credentials with proven skills that are demanded in the domestic labor market. This study offers useful insights into the benefits of student exchange programs and adds perspectives from a developing country whose voice has been little heard in the literature on the value of study abroad.

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King Ramírez, Carmen. "Virtual exchange in Latin America: a profile of faculty and staff participants." Journal of Virtual Exchange 5 (October 21, 2022): 105–32. http://dx.doi.org/10.21827/jve.5.38284.

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Latin American educational institutions report some of the lowest internationalization rates in the world (OECD, 2019). Historically, recognized barriers to internationalization have included programs based largely on student mobility as well as a lack of systematic implementation and funding (De Wit, Gacel-Ávila, & Knobel, 2017). In order to increase student and faculty access to international education experiences, Latin American universities are working to offer more inclusive, cost-effective methods of curricular diversification via Virtual Exchange (VE) (Lafont Castillo, Echeverría King, & Álvarez Ruíz, 2021). Given the limited publications currently available regarding VE in this region, this article seeks to establish a profile of Latin American faculty and staff who are presently engaged in VE initiatives as well as identify resources they need to ensure that VE programs are sustainable at their home institutions. The data presented in this article resulted from a mix-methods survey carried out among the Latin American Collaborative Online International Learning (LatAm COIL) network membership. These data provide important insights to the current trends and future possibilities for VE programs in this region.

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Journal articles on the topic 'Student exchange programs Japan'

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