https://hri.ad.hit-u.ac.jp/html/320_research_activity_en.html Dr. Hiroshi Ota is a Professor of the Center for General Education at Hitotsubashi University, Tokyo, where he serves as Director of the Hitotsubashi University Global Education Program. Prior to his current position, he worked for the Office for the Promotion of International Relations at Hitotsubashi University (2007 – 2009), the School of Commerce and Management as International Student Advisor at Hitotsubashi University (2003 – 2006), the Office of International Education at the State University of New York at Buffalo (2000 - 2002), and Toyo University, Tokyo (1988 - 1999). He also worked for the Japanese education ministry’s (MEXT’s) project, “Strategic Fund for Establishing International Headquarters in Universities” as Research Advisor of Project Team for Supporting University Internationalization at the Japan Society for the Promotion of Science (JSPS) from 2005 to 2010. His research primarily focuses on higher education policies and practices related to internationalization and international student mobility in a comparative perspective. He is currently a member of the research team conducting a government-funded research project titled “Empirical Research on the Assessment of University Internationalization in Japan and Asia”. From the State University of New York at Buffalo, Ota received his Ed.M. in 2001 and Ph.D. in Social Foundations of Education (Comparative and Global Studies in Education) in 2008. He was awarded a Fulbright Scholarship to study international education administration in the U.S. in 1996. Supervisors: D. Bruce Johnstone and Stephen C. Dunnett
Japan has traditionally emphasized international student recruitment and exchange as priorities i... more Japan has traditionally emphasized international student recruitment and exchange as priorities in its internationalization strategy. However, little attention has been given to the increasing importance of international program and provider mobility (IPPM), which includes international branch campuses, franchise programs, international joint universities and joint/double degree programs. This article analyzes the policies, status and role of IPPM to meet future needs of Japanese higher education. The study reveals that the full potential of IPPM is not realized given the government’s restrictive regulations for the establishment of Japanese programs and international branch campuses abroad as well as foreign higher education providers in Japan. While regulations are necessary to ensure quality and achieve the multiple benefits of IPPM provision, there is a need to re-examine and relax some of the government regulations that serve as barriers. The success of the three Japanese international joint universities provides evidence that Japanese universities are motivated and experienced in working collaboratively with international partners and looking for new IPPM opportunities. Scholars, policy analysts, and academics interested in Japan’s engagement with the rest of the world through collaborating with foreign higher education partners will benefit from this analysis of current and past IPPM activities and policies and the call for further research.
Japan has traditionally emphasized international student recruitment and exchange as priorities i... more Japan has traditionally emphasized international student recruitment and exchange as priorities in its internationalization strategy. However, little attention has been given to the increasing importance of international program and provider mobility (IPPM), which includes international branch campuses, franchise programs, international joint universities and joint/double degree programs. This article analyzes the policies, status and role of IPPM to meet future needs of Japanese higher education. The study reveals that the full potential of IPPM is not realized given the government’s restrictive regulations for the establishment of Japanese programs and international branch campuses abroad as well as foreign higher education providers in Japan. While regulations are necessary to ensure quality and achieve the multiple benefits of IPPM provision, there is a need to re-examine and relax some of the government regulations that serve as barriers. The success of the three Japanese international joint universities provides evidence that Japanese universities are motivated and experienced in working collaboratively with international partners and looking for new IPPM opportunities. Scholars, policy analysts, and academics interested in Japan’s engagement with the rest of the world through collaborating with foreign higher education partners will benefit from this analysis of current and past IPPM activities and policies and the call for further research.
Since the late 2000s, the Japanese government has been promoting the internationalization of univ... more Since the late 2000s, the Japanese government has been promoting the internationalization of universities by providing several competitive grants. Grant-recipient universities are facing challenges implementing their original plans during the pandemic, and many among them have started using ICT tools to continue international exchanges virtually. What are the characteristics of their responses to the pandemic, and how do those universities see prospects for international exchange? This article explores the efforts of Japanese universities selected for the two recent competitive grant projects for internationalization, the Inter-University Exchange Project (IUEP) and the Top Global University Project (TGUP). Recent Government's Projects The IUEP started first, in 2011. This project is meant to promote two-way student exchanges between Japan and countries or regions that are specified each year by the ministry of education, technology, and culture (MEXT). Selected universities receive grants for five years. In recent years, the target countries and regions were East Asia and ASEAN in 2016; Russia and India in 2017; the United States in 2018; the European Union in 2019; and Africa in 2020. Another grant is the TGUP, which started in 2014. Thirty-seven universities were selected and will be receiving funding for 10 years, until 2023. One of the main goals of this project is to improve the international profile of those universities through institutionwide reforms and internationalization efforts. Fifty universities have been selected to receive one or both of these grants as of the academic year 2020-2021. Nineteen universities receive both TGUP and IUEP grants; 18 universities receive only TGUP grants; and 13 universities receive only IUEP grants. These universities are expected to develop good practices of international online exchange with the grants during the COVID-19 pandemic. Universities that do not receive such grants will later on be able to learn from these good practices. Universities' Responses to COVID-19 According to the MEXT survey of these 50 universities in November 2020, more than 90 percent reported that they faced difficulties in pursuing internationalization due to the massive cancellation of academic and student exchange programs caused by the
The “300,000 International Students Plan” called for a significant increase in the number of inte... more The “300,000 International Students Plan” called for a significant increase in the number of international students in Japan, from 140,000 to 300,000. It was announced by the Japanese government in 2008 and the Global 30 Project, implemented as part of the Plan, has triggered the growth of English-taught degree (hereafter “ETD”) programs in Japanese universities. In this paper, the application guidelines and procedures of 20 universities which offer ETD programs for undergraduate students were collected and examined. Comparative analysis revealed that the admissions quotas for those ETD programs are, in general, limited to a small number of students and that their growth does not, therefore, necessarily lead to easier access for international students. The results of the analysis also indicated that the larger the international student admissions quota for an ETD program, the higher the accessibility of international admissions procedures provided by the respective university.
English-medium instruction (EMI) has played – and continues to play – an important role in the in... more English-medium instruction (EMI) has played – and continues to play – an important role in the internationalization of Japanese higher education. This chapter traces the development of EMI in Japan through both government initiatives and institutional practices and analyzes some of the divisions and tensions that EMI has fostered in Japanese institutions, as well as in Japanese society. The authors contend that the use of EMI in Japan resembles, in many ways, the Dejima trading island of the seventeenth century, which allowed Japan to open up to the West, while still protecting itself from foreign influence.
PurposeThis study aims to construct a system of indicators for measuring the internationalization... more PurposeThis study aims to construct a system of indicators for measuring the internationalization of universities allowing comparative self-assessment by universities in Asia.Design/methodology/approachTo achieve the aforementioned research purpose, the authors conducted three surveys and held an expert roundtable discussion. Two surveys were conducted, one in Japan and the other in Asia, to identify important indicators for measuring the internationalization of universities. Additionally, a survey of experts was conducted to identify effective indicators for benchmarking internationalization among universities in Asia. An analysis of each survey was examined during the roundtable discussion, and a system of internationalization indicators was constructed.FindingsThe three survey results showed similarities and differences between the relative importance accorded to 53 internationalization indicators by universities in Japan and in other Asian countries, as well as in the experts...
This chapter describes how the discourse of “global education” has been part of recent Japanese g... more This chapter describes how the discourse of “global education” has been part of recent Japanese government higher education (HE) policy, and how institutions have reacted to these policy initiatives. What are the goals of recent government initiatives, and how have these goals been (re-)interpreted by university leadership and faculty? The purpose here is to frame the discussion of the remainder of the book within the wider Japanese context of government policy initiatives and the resulting institutional programs that surround the trope of “global education.” This context has arisen from, on the one hand, the perceived pressure of a rapidly shrinking and aging population which is forcing the Japanese state to develop “global education” policies in order to “import diversity” (McConnell, 2000) and respond to the effects of globalization generally, providing the knowledge-based economy with a highly skilled labor market. On the other hand, many Japanese higher education institutions (HEIs) see the demographic challenge more as an intensifying competition for domestic students in the shrinking market which can be partially met by using the appeal of “global education,” particularly in undergraduate curricula, as a marketing strategy.
In light of the three policy and environmental factors: (1) shifting from quantitative to qualita... more In light of the three policy and environmental factors: (1) shifting from quantitative to qualitative goals in the international student policy in 2003, (2) the corporatization of national universities in 2004, and (3) a deteriorating national demographic climate, the primary purpose of this study is to examine international student enrollment management differences between two types of Japanese national universities: more selective and less selective institutions. Specifically, this study examines the international student recruitment policies of national universities, such as their primary/prioritized host programs, target international student applicant pools, and required language proficiency standards. Data was first collected through quantitative methods in the form of a mailed survey questionnaire and later complemented by interviews for qualitative data collection. Results indicated that, first, in general, more selective national universities had larger numbers and higher p...
Positive attributes stick to higher education internationalisation, and it is a policy paradigm w... more Positive attributes stick to higher education internationalisation, and it is a policy paradigm with performative effects. Internationalisation draws on imagined virtuous flows of knowledge production and exchange, and is presented as an assemblage of detraditionalisation, expansiveness and epistemic and cultural opportunity for individuals, organisations and nation states. Policies target bodies, minds and affect, yet are presented as an unquestionable good in an imagined genderneutral, borderless, meritocratic and benign global knowledge economy. This paper explores the affective economy of internationalisation drawing upon interview data gathered in fifteen private, five national and eight public universities in Japan with thirty-four migrant academics and thirteen international doctoral researchers. We aim to contribute to internationalisation theory by exploring the sticky micropolitics of internationalisation in relation to affective assemblages, and how the gendered, racialis...
In recent years, there has been a dramatic increase of Japanese students participating in “super-... more In recent years, there has been a dramatic increase of Japanese students participating in “super-short-term” study-abroad programs, lasting from one week up to one month. This reflects a growing global trend among college students, especially in developed countries. This article discusses the background of this trend in Japan as well as emerging challenges.
Japan has traditionally emphasized international student recruitment and exchange as priorities i... more Japan has traditionally emphasized international student recruitment and exchange as priorities in its internationalization strategy. However, little attention has been given to the increasing importance of international program and provider mobility (IPPM), which includes international branch campuses, franchise programs, international joint universities and joint/double degree programs. This article analyzes the policies, status and role of IPPM to meet future needs of Japanese higher education. The study reveals that the full potential of IPPM is not realized given the government’s restrictive regulations for the establishment of Japanese programs and international branch campuses abroad as well as foreign higher education providers in Japan. While regulations are necessary to ensure quality and achieve the multiple benefits of IPPM provision, there is a need to re-examine and relax some of the government regulations that serve as barriers. The success of the three Japanese international joint universities provides evidence that Japanese universities are motivated and experienced in working collaboratively with international partners and looking for new IPPM opportunities. Scholars, policy analysts, and academics interested in Japan’s engagement with the rest of the world through collaborating with foreign higher education partners will benefit from this analysis of current and past IPPM activities and policies and the call for further research.
Japan has traditionally emphasized international student recruitment and exchange as priorities i... more Japan has traditionally emphasized international student recruitment and exchange as priorities in its internationalization strategy. However, little attention has been given to the increasing importance of international program and provider mobility (IPPM), which includes international branch campuses, franchise programs, international joint universities and joint/double degree programs. This article analyzes the policies, status and role of IPPM to meet future needs of Japanese higher education. The study reveals that the full potential of IPPM is not realized given the government’s restrictive regulations for the establishment of Japanese programs and international branch campuses abroad as well as foreign higher education providers in Japan. While regulations are necessary to ensure quality and achieve the multiple benefits of IPPM provision, there is a need to re-examine and relax some of the government regulations that serve as barriers. The success of the three Japanese international joint universities provides evidence that Japanese universities are motivated and experienced in working collaboratively with international partners and looking for new IPPM opportunities. Scholars, policy analysts, and academics interested in Japan’s engagement with the rest of the world through collaborating with foreign higher education partners will benefit from this analysis of current and past IPPM activities and policies and the call for further research.
Since the late 2000s, the Japanese government has been promoting the internationalization of univ... more Since the late 2000s, the Japanese government has been promoting the internationalization of universities by providing several competitive grants. Grant-recipient universities are facing challenges implementing their original plans during the pandemic, and many among them have started using ICT tools to continue international exchanges virtually. What are the characteristics of their responses to the pandemic, and how do those universities see prospects for international exchange? This article explores the efforts of Japanese universities selected for the two recent competitive grant projects for internationalization, the Inter-University Exchange Project (IUEP) and the Top Global University Project (TGUP). Recent Government's Projects The IUEP started first, in 2011. This project is meant to promote two-way student exchanges between Japan and countries or regions that are specified each year by the ministry of education, technology, and culture (MEXT). Selected universities receive grants for five years. In recent years, the target countries and regions were East Asia and ASEAN in 2016; Russia and India in 2017; the United States in 2018; the European Union in 2019; and Africa in 2020. Another grant is the TGUP, which started in 2014. Thirty-seven universities were selected and will be receiving funding for 10 years, until 2023. One of the main goals of this project is to improve the international profile of those universities through institutionwide reforms and internationalization efforts. Fifty universities have been selected to receive one or both of these grants as of the academic year 2020-2021. Nineteen universities receive both TGUP and IUEP grants; 18 universities receive only TGUP grants; and 13 universities receive only IUEP grants. These universities are expected to develop good practices of international online exchange with the grants during the COVID-19 pandemic. Universities that do not receive such grants will later on be able to learn from these good practices. Universities' Responses to COVID-19 According to the MEXT survey of these 50 universities in November 2020, more than 90 percent reported that they faced difficulties in pursuing internationalization due to the massive cancellation of academic and student exchange programs caused by the
The “300,000 International Students Plan” called for a significant increase in the number of inte... more The “300,000 International Students Plan” called for a significant increase in the number of international students in Japan, from 140,000 to 300,000. It was announced by the Japanese government in 2008 and the Global 30 Project, implemented as part of the Plan, has triggered the growth of English-taught degree (hereafter “ETD”) programs in Japanese universities. In this paper, the application guidelines and procedures of 20 universities which offer ETD programs for undergraduate students were collected and examined. Comparative analysis revealed that the admissions quotas for those ETD programs are, in general, limited to a small number of students and that their growth does not, therefore, necessarily lead to easier access for international students. The results of the analysis also indicated that the larger the international student admissions quota for an ETD program, the higher the accessibility of international admissions procedures provided by the respective university.
English-medium instruction (EMI) has played – and continues to play – an important role in the in... more English-medium instruction (EMI) has played – and continues to play – an important role in the internationalization of Japanese higher education. This chapter traces the development of EMI in Japan through both government initiatives and institutional practices and analyzes some of the divisions and tensions that EMI has fostered in Japanese institutions, as well as in Japanese society. The authors contend that the use of EMI in Japan resembles, in many ways, the Dejima trading island of the seventeenth century, which allowed Japan to open up to the West, while still protecting itself from foreign influence.
PurposeThis study aims to construct a system of indicators for measuring the internationalization... more PurposeThis study aims to construct a system of indicators for measuring the internationalization of universities allowing comparative self-assessment by universities in Asia.Design/methodology/approachTo achieve the aforementioned research purpose, the authors conducted three surveys and held an expert roundtable discussion. Two surveys were conducted, one in Japan and the other in Asia, to identify important indicators for measuring the internationalization of universities. Additionally, a survey of experts was conducted to identify effective indicators for benchmarking internationalization among universities in Asia. An analysis of each survey was examined during the roundtable discussion, and a system of internationalization indicators was constructed.FindingsThe three survey results showed similarities and differences between the relative importance accorded to 53 internationalization indicators by universities in Japan and in other Asian countries, as well as in the experts...
This chapter describes how the discourse of “global education” has been part of recent Japanese g... more This chapter describes how the discourse of “global education” has been part of recent Japanese government higher education (HE) policy, and how institutions have reacted to these policy initiatives. What are the goals of recent government initiatives, and how have these goals been (re-)interpreted by university leadership and faculty? The purpose here is to frame the discussion of the remainder of the book within the wider Japanese context of government policy initiatives and the resulting institutional programs that surround the trope of “global education.” This context has arisen from, on the one hand, the perceived pressure of a rapidly shrinking and aging population which is forcing the Japanese state to develop “global education” policies in order to “import diversity” (McConnell, 2000) and respond to the effects of globalization generally, providing the knowledge-based economy with a highly skilled labor market. On the other hand, many Japanese higher education institutions (HEIs) see the demographic challenge more as an intensifying competition for domestic students in the shrinking market which can be partially met by using the appeal of “global education,” particularly in undergraduate curricula, as a marketing strategy.
In light of the three policy and environmental factors: (1) shifting from quantitative to qualita... more In light of the three policy and environmental factors: (1) shifting from quantitative to qualitative goals in the international student policy in 2003, (2) the corporatization of national universities in 2004, and (3) a deteriorating national demographic climate, the primary purpose of this study is to examine international student enrollment management differences between two types of Japanese national universities: more selective and less selective institutions. Specifically, this study examines the international student recruitment policies of national universities, such as their primary/prioritized host programs, target international student applicant pools, and required language proficiency standards. Data was first collected through quantitative methods in the form of a mailed survey questionnaire and later complemented by interviews for qualitative data collection. Results indicated that, first, in general, more selective national universities had larger numbers and higher p...
Positive attributes stick to higher education internationalisation, and it is a policy paradigm w... more Positive attributes stick to higher education internationalisation, and it is a policy paradigm with performative effects. Internationalisation draws on imagined virtuous flows of knowledge production and exchange, and is presented as an assemblage of detraditionalisation, expansiveness and epistemic and cultural opportunity for individuals, organisations and nation states. Policies target bodies, minds and affect, yet are presented as an unquestionable good in an imagined genderneutral, borderless, meritocratic and benign global knowledge economy. This paper explores the affective economy of internationalisation drawing upon interview data gathered in fifteen private, five national and eight public universities in Japan with thirty-four migrant academics and thirteen international doctoral researchers. We aim to contribute to internationalisation theory by exploring the sticky micropolitics of internationalisation in relation to affective assemblages, and how the gendered, racialis...
In recent years, there has been a dramatic increase of Japanese students participating in “super-... more In recent years, there has been a dramatic increase of Japanese students participating in “super-short-term” study-abroad programs, lasting from one week up to one month. This reflects a growing global trend among college students, especially in developed countries. This article discusses the background of this trend in Japan as well as emerging challenges.
Japan was the first country in Asia to draw up a national policy for international students, the ... more Japan was the first country in Asia to draw up a national policy for international students, the "100,000 International Students Plan (ISP)," and, after this target was achieved, the "300,000 ISP" was implemented as a high-level policy to unify the approach of various government ministries and agencies. Within international student policy, discrepancies and gaps often arise between the principles and intentions of the central government and the ways in which these are actually put into practice by those dealing directly with international students, leading to unintended consequences. Bearing these points in mind, this paper aims both to review the 300,000 ISP and to consider issues as we move into the next era.
The Global Education Effect and Japan: Constructing New Borders and Identification Practices, 2020
This chapter describes how the discourse of “global education” has been part of recent Japanese g... more This chapter describes how the discourse of “global education” has been part of recent Japanese government higher education (HE) policy, and how institutions have reacted to these policy initiatives. What are the goals of recent government initiatives, and how have these goals been (re-)interpreted by university leadership and faculty? The purpose here is to frame the discussion of the remainder of the book within the wider Japanese context of government policy initiatives and the resulting institutional programs that surround the trope of “global education.” This context has arisen from, on the one hand, the perceived pressure of a rapidly shrinking and aging population which is forcing the Japanese state to develop “global education” policies in order to “import diversity” (McConnell, 2000) and respond to the effects of globalization generally, providing the knowledge-based economy with a highly skilled labor market. On the other hand, many Japanese higher education institutions (HEIs) see the demographic challenge more as an intensifying competition for domestic students in the shrinking market which can be partially met by using the appeal of “global education,” particularly in undergraduate curricula, as a marketing strategy.
The Future Agenda for Internationalization in Higher Education, 2018
English-medium instruction (EMI) has played – and continues to play – an important role in the in... more English-medium instruction (EMI) has played – and continues to play – an important role in the internationalization of Japanese higher education. This chapter traces the development of EMI in Japan through both government initiatives and institutional practices and analyzes some of the divisions and tensions that EMI has fostered in Japanese institutions, as well as in Japanese society. The authors contend that the use of EMI in Japan resembles, in many ways, the Dejima trading island of the seventeenth century, which allowed Japan to open up to the West, while still protecting itself from foreign influence.
Internationalization and Employability in Higher Education, 2019
During the post-war period, the central focus of the Japanese government's internationalisation p... more During the post-war period, the central focus of the Japanese government's internationalisation policy was on attracting international students to come and study in Japan. However, with the decline, from the late 2000s, of the number of Japanese students studying abroad, the government (under the Abe administration) started prioritising the promotion of outbound mobility in order to foster a globally minded workforce for Japanese companies, leading to a revitalization of Japanese economy. Until that point, studying abroad had been mainly considered as a private choice, and governmental support for Japanese students to study abroad had been limited. In its effort to promote study abroad, first, the Japanese government set a numerical target of raising the number of Japanese studying abroad to 120,000 by 2020 under the Japan Revitalisation Strategy (Prime Minister of Japan and His Cabinet, 2013). Second, the government increased scholarships available for individual students, to expand the range of study abroad participants, and provided competitive funds for universities to develop outbound mobility programs and support systems in order to broaden the range of study abroad options.
The Future Agenda for Internationalization in Higher Education, 2018
English-medium instruction (EMI) has played – and continues to play – an important role in the in... more English-medium instruction (EMI) has played – and continues to play – an important role in the internationalization of Japanese higher education. This chapter traces the development of EMI in Japan through both government initiatives and institutional practices, and analyzes some of the divisions and tensions that EMI has fostered in Japanese institutions, as well as in Japanese society. The authors contend that the use of EMI in Japan resembles, in many ways, the Dejima trading island of the seventeenth century, which allowed Japan to open up to the West, while still protecting itself from foreign influence.
In East Asia, higher education has relied heavily on private and marketized forces in its rapid d... more In East Asia, higher education has relied heavily on private and marketized forces in its rapid development process. At the same time, state governments have introduced strong initiatives especially in upgrading the global positioning of their flagship universities through their pursuit of international competitiveness. Currently, these well-known characteristics of East Asian higher education are challenged by the necessity to formulate international dimensions for regional and global well-being, without a clear consensus as to a regional future vision.
The changing roles of East Asian higher education in a new global environment have implications for academics and policy-makers who not only wish but also need to understand the most recent developments and future prospects of higher education from an East Asian point of view. In Emerging International Dimensions in East Asian Higher Education, authors from a wide variety of cultural and academic backgrounds examine the changing context of East Asian higher education in the global, regional, and national dimensions
The analysis and case study material in this volume are strengthened by the wealth of contributors’ diverse national and professional backgrounds. Most have practical experience in the formulation of higher education policy in two or more countries. The range of disciplinary perspectives that contributors brought to the book – including sociology, political science, anthropology, economics, philosophy and history – strengthen the multi-disciplinary approach, credibility, and uniqueness of the work.
Each chapter considers the impact of the emergence of international dimensions in East Asian Higher Education through detailed consideration of trends and debates over higher education reforms at the regional, sub-regional, inter-regional and national levels. Issues such as student mobility, cross-border higher education programs, quality assurance, and demands from the market economy, among others, are examined.
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Papers by Hiroshi Ota
international students to come and study in Japan. However, with the decline, from the late 2000s, of the number of
Japanese students studying abroad, the government (under the Abe administration) started prioritising the promotion of
outbound mobility in order to foster a globally minded workforce for Japanese companies, leading to a revitalization of
Japanese economy. Until that point, studying abroad had been mainly considered as a private choice, and governmental
support for Japanese students to study abroad had been limited. In its effort to promote study abroad, first, the Japanese
government set a numerical target of raising the number of Japanese studying abroad to 120,000 by 2020 under the Japan
Revitalisation Strategy (Prime Minister of Japan and His Cabinet, 2013). Second, the government increased scholarships
available for individual students, to expand the range of study abroad participants, and provided competitive funds for
universities to develop outbound mobility programs and support systems in order to broaden the range of study abroad
options.
The changing roles of East Asian higher education in a new global environment have implications for academics and policy-makers who not only wish but also need to understand the most recent developments and future prospects of higher education from an East Asian point of view. In Emerging International Dimensions in East Asian Higher Education, authors from a wide variety of cultural and academic backgrounds examine the changing context of East Asian higher education in the global, regional, and national dimensions
The analysis and case study material in this volume are strengthened by the wealth of contributors’ diverse national and professional backgrounds. Most have practical experience in the formulation of higher education policy in two or more countries. The range of disciplinary perspectives that contributors brought to the book – including sociology, political science, anthropology,
economics, philosophy and history – strengthen the multi-disciplinary approach, credibility, and uniqueness of the work.
Each chapter considers the impact of the emergence of international dimensions in East Asian Higher Education through detailed consideration of trends and debates over higher education reforms at the regional, sub-regional, inter-regional and national levels. Issues such as student mobility, cross-border higher education programs, quality assurance, and demands from the market economy, among others, are examined.