Do Japanese Undergraduates Think They Will Be in an International Environment?

Autor/in	Morita, Liang
Titel	Do Japanese Undergraduates Think They Will Be in an International Environment?
Quelle	In: International Journal of Higher Education, 3 (2014) 1, S.58-65 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Undergraduate Students; Student Attitudes; Student Educational Objectives; Questionnaires; Intercultural Programs; Cross Cultural Training; Global Approach; Global Education; Student Surveys; Occupational Aspiration; Vocational Interests; Overseas Employment; World Views; Student Characteristics; Japan + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Fragebogen; Interkulturelle Orientierung; Globales Denken; Globales Lernen; Schülerbefragung; Berufsneigung; Berufsziel; Berufsinteresse; Auslandstätigkeit; World view; Weltanschauung
Abstract	Based on a data of 217 responses to questionnaires and conducted at a top Japanese national university, this paper examines the objective of preparing students to function in an international and intercultural context in the internationalisation of universities. Many educators have proceeded to internationalise the curriculum based on this objective but few have stopped to ask students if they really think they will be in an international environment. This question is particularly pertinent in Japan given its "sakoku" ("closed country") history and the recent description by the government of young people as being inward-looking. The author found that although some young people are influenced by "sakoku" thinking, many are outward-looking and positive about globalisation. There is however a tendency to perceive globalisation as an abstract concept and not engage with it. Students in engineering and science are more likely to perceive themselves working in an international environment compared to literature and law students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01