Speaker
Abstract section 1: Relevance
As EMI programs continue to expand, universities must demonstrate evidence of effectiveness beyond short-term language gains. By applying a structured evaluation framework to postgraduate experiences, this study contributes to discussions on students’ learning gains, the applicability of their skills in the workplace, and program evaluation in higher education.
Abstract section 4: Outcomes/results
Graduates reported positive learning gains and high employability, with most securing employment within three months. Mongolian graduates emphasized bilingual mediation and the use of technical skills, while Japanese graduates highlighted transferable and intercultural competences. At the organizational level, participants contributed to innovation, communication improvement, mentorship, and civic engagement. The findings also indicate that EMI requires stronger institutional alignment to maximize long-term impact.
Abstract section 3: Content/method
A qualitative comparative case design was employed. Thirty EMI graduates (16 from Mongolia; 14 from Japan) participated in semi-structured interviews and completed a 19-item questionnaire. Data were analyzed thematically following Braun and Clarke (2006), with coding aligned to Kirkpatrick’s four levels.
Abstract section 2: Contribution/research questions
- What knowledge, skills, and attitudes do students acquire through EMI programs?
- How are these competences applied in graduates’ professional contexts?
- How do outcomes differ between Mongolia and Japan?
Abstract section 5: References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler Publishers.
| Title | English Medium Instruction Program Graduates' Perspectives |
|---|---|
| Teaching Context | College and university education |