European Parliament Library

Education reform policy at a Japanese super global university, policy translation, migration and mutation, Grant Black

Label
Education reform policy at a Japanese super global university, policy translation, migration and mutation, Grant Black
Language
eng
Bibliography note
Includes bibliographical references and index
Index
index present
Literary Form
non fiction
Main title
Education reform policy at a Japanese super global university
Nature of contents
dictionariesbibliography
Responsibility statement
Grant Black
Series statement
Politics of Education in Asia
Sub title
policy translation, migration and mutation
Summary
"This book is a case study of policy translation at an elite Japanese university. Through an analysis of the implementation of government-funded reform policies, Black investigates the role of the university in society, the youth-to-work transition, and systems of organisational management operative at the university. Black was present throughout the initial adoption phase of the Super Global project, a policy project implemented at an elite Japanese university, the University of Tsukuba. Aligned with a basic critical realist perspective, the different components of his research are integrated in four levels of analysis: the macro level of policy, the organisation level of the university, the departmental level of the English Section, and the individual level of the student. The analysis and the different sources of data look at internal structures of the organisation and try to understand what the mechanisms of policy translation operative are in the integrated and overlapping complexity of the four levels of analysis. At the core of the research is the objective of understanding why things are as they are. The main theories to emerge from the case study serve to inform the judgements and decisions of practitioners or policy-makers in this area. It is a telling case for internationalisation-focused education reform policy in Japan"--, Provided by publisher
Table Of Contents
Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of figures -- Series editors' foreword -- Preface -- List of abbreviations -- Chapter 1: Introduction: Mapping the monograph -- "Reality congruent" with critical realism -- Norbert Elias' figurational sociology -- The globalising process -- Structure/agency -- I-we balance -- The case study method -- The case study method of the monograph -- The seven core findings -- Chapter 2: Setting the scene for Super Global -- Introduction -- Japan's higher education system -- The University of Tsukuba wins Super Global funding -- The University of Tsukuba -- The Super Global university project -- The University of Tsukuba's Super Global project -- Analytical framework -- Chapter 3: Globalisation and convergence -- Globalisation and convergence -- Competing interpretations of globalisation -- Definitions of globalisation -- Kerr et al. on convergence and management styles -- Emergent global culture -- Chapter 4: The labour market and transition to work in Japan -- Youth transitions as a concept in social science research -- The recruitment and hiring process in Japan -- Trends and needs in the Japanese labour market -- Gendered trajectories -- Chapter 5: The Japanese university and international competition -- Critiques of the Japanese university system -- Function of the university in Japanese society -- Quality assurance: an obstacle to harmonisation -- Internationalisation and the limits of mutual understanding -- International competition -- Internationalisation as a concept in Japan -- Chapter 6: Mapping the framework for analysis of university operations -- The global human resources survey -- Background and method -- Organisational management: English section leadership -- Policy translation: Coordinated curriculum and TOEFLBackground for coordinated curriculum and TOEFL -- Method for coordinated curriculum and TOEFL -- The seven core findings -- Ethical considerations and limitations -- Does it represent a reframing of our experience? -- Is it a form of metacognition? -- Does it entail an expansion of the psychological territory of our personal identity? -- Chapter 7: Translating Super Global in practice -- Research location, timing, events, participants -- Research steps and processes -- Step 1. General research question -- Step 2. Selection of relevant site and subjects -- Step 3. Collection of relevant data -- Step 4. Interpretation of data -- Step 5. Conceptual and theoretical work -- Step 5a. Tighter specification of the research questions -- Step 5b. Collection of further data -- Step 6. Writing up of findings/conclusions -- Conclusions -- Chapter 8: Migration and mutation from a macro-micro perspective: Policies, institutions, departments, and students -- Policy level -- Institutional level -- Seven core findings summary -- Groupist civil-servant model vs individual corporate model -- Output vs outcome -- Elisian we-I drift in social development -- Factionalised operations -- Maintain the past, protect the village -- Funding the crowd: dispersed and diminished resources -- Latent institutional strengths in higher education (HE), opportunities for growth -- Departmental level -- Case detail on English Section management -- Counterproductive management practices: October 2012-March 2015 -- Issues -- Recommendations -- Global team -- Organisational management -- Student level -- The global human resources survey -- Discussion for the global human resources survey -- Policy translation from Super Global to institution to department to student -- TOEFL -- Summary of results for TOEFL -- Key findings for TOEFL -- Discussion for TOEFL -- Concluding remarks for TOEFLCoordinated curriculum: Super Eigo -- Summary of results for coordinated curriculum -- Key findings for coordinated curriculum -- Discussion for coordinated curriculum -- Analysis: management practices for coordinated curriculum -- Background summary of practices for coordinated curriculum: first year of use (2013-2014) -- Second year of use (2014-2015) -- Coordination issues for coordinated curriculum -- Creating working management systems -- Measurable standards -- Roll-out plan -- Limitations of the study for coordinated curriculum -- Concluding remarks for coordinated curriculum -- Language of communication in a Japan-based higher education intercultural workplace setting -- Conclusions -- Policy implications -- Concluding remarks -- Recommendations for future research -- Bibliography -- Appendix A: Japanese and English translations of global human resource survey document questions -- Appendix B: Pictures of survey questionnaire -- Appendix C: Coordinated curriculum and TOEFL survey contents -- Appendix D: Promotion of Internationalisation in Everyday Life -- Our mission in the global society -- Defining characteristics of our Internationalisation Strategy -- Fundamental policies for expanding and enriching internationalisation -- Internationalisation of education and research -- Internationalisation of campus management -- Index
Classification
Content