Speaker
Description
In response to the need for universities to create more inclusive campuses for international students, this study investigated the experiences of international students at a university in Japan. The results indicate that case method pedagogy foster inclusive intercultural engagement, but challenges persist in bridging the cultural divide between international and domestic Japanese students, underscoring the need for more institutional support. This study provides practical insights to university educators seeking to cultivate inclusive diverse academic environments.
Abstract section 5: References
Knight, J. (2003). Updated definition of internationalization. International Higher Education, 33(3), 2-3.
Tsuneyoshi, R. (2018). The internationalization of Japanese education: “International” without the “Multicultural”. Education Studies in Japan, 12, 49-59.
Yin, R. K. (2008). Case study research: Design and methods (4th edition). Sage Publications.
Yonezawa, A. (2023). Japan’s higher education policies under global challenges. Asian Economic Policy Review, 18(2), 220-237.
Abstract section 3: Content/method
To explore the diverse needs of international students, a case study approach was employed to understand their situated experiences within real-life contexts (Yin 2008). We first conducted a survey with 83 students from 32 different countries. Triangulating the survey findings with other sources of information allowed us to further validate our research. An invitation to participate in an interview was sent via internal university email to the survey respondents, and nine students volunteered to participate.
Abstract section 4: Outcomes/results
The survey and interview findings indicate that international students have an overall positive perception of inclusivity at the private university. More specifically, the results indicate that the case method pedagogy fosters inclusive intercultural engagement among the international students. However, challenges persist in bridging the cultural divide between international and domestic Japanese students, particularly due to language barriers and cultural differences. Recommendations include expanding language exchange programs, and organizing more cultural events on campus.
Abstract section 2: Contribution/research questions
How can tertiary institutions best promote diversity and inclusivity for international students in higher education in terms of pedagogical practices?
How can tertiary institutions bridge the cultural divide between international and domestic students, by addressing the distinct needs of international students?
Abstract section 1: Relevance
As higher education continues to internationalize, inclusive pedagogical practices that support meaningful participation among diverse student populations have become increasingly important. Internationalization in higher education is a multifaceted process aimed at integrating an international, intercultural, or global dimension into the purpose, functions, or delivery of post-secondary education (Knight 2003). Despite ambitious government initiatives to create more inclusive campuses for international students, Japanese universities have struggled with meaningful internationalization (Tsuneyoshi 2018; Yonezawa 2023).
| Title | Inclusive Learning Environments in Higher Education |
|---|---|
| Teaching Context | College and university education |