■ 研究ノート ■経営論集

Vol. 5, No. 7, March 2019, pp. 1-10
ISSN 2189-2490

海外大学・大学院が外国人出願者に求める英語力について
遠

山

道

子

山

﨑

佳

孝

研究概要
本研究の目的は、英語で授業を行う海外の大学の出願資格・条件のうち、外国人志願者の英語能力要件について調査することである。本研究を遂行するにあたり ２ つのアプローチを用いた。
（ 1 ）北米、ヨー
ロッパ、オセアニア、アジアの30大学のウェブサイトにアクセスする方法及び、（ 2 ）ヨーロッパの ２
大学と日本国内にある １ 大学の国際交流あるいは留学生アドミッションの責任者へのインタビューである。調査対象は主に経営またはビジネス分野に関連した学部や大学院であり、したがって大学院に関してはビジネススクールに焦点をあてた。本調査の結果、英語で授業を行う大学の学部・大学院すべてが、外国人志願者に TOEFL® や IELTS などの英語 4 技能試験における一定以上のスコアを要求していることが判明した。また、出願資格とされているスコアは、例えばインターネット受験の TOEFL iBT® で
概ね80～100点と非常に高いこともわかった。したがって留学希望者は高度な英語 4 技能を身につけ、これらの試験で高得点を得る必要がある。さらに多くのビジネススクールでは、出願書類選考で合格した志願者に対して面接を実施していることも明らかになった。これらの結果より面接の重要性を鑑み、本稿の最後には海外留学を志す学生の準備に有用な留学面接質問リストを示した。

キーワード：英語 ４ 技能試験、留学、アドミッションプロセス、面接、海外大学（受理日

文教大学経営学部〒253-8550 神奈川県茅ヶ崎市行谷1100
Tel 0467-53-2111（代表） Fax 0467-54-3734
http://www.bunkyo.ac.jp/faculty/business/

2019年 1 月31日）

経営論集

Vol.5, No.7（2019）pp.1-10

English Proﬁciency Requirements for International Students
as an Admissions Factor for Overseas Universities
Michiko Toyama*
Yoshitaka Yamazaki**2016（MEXT, 2017）. The JASSO data also

₁ ．Introduction

indicated that the countries with a large
number of Japanese students in 2016 were

The Japanese Ministry of Education,

the United States（20,159; an increase of 1,483

Culture, Sports, Science and Technology

compared to the previous year）, Australia（MEXT）（2008）addressed the importance of（9,472; an increase of 1,392）,and Canada（8,875;moving towards globalization of Japanese

an increase of 686）（MEXT, 2017）. The rate

education. Part of this effort is to increase theof Japanese university students studying

number of Japanese students who study

abroad increased by 16% from 2014 to 2015abroad（MEXT, 2008）. In line with thisand by 28% from 2015 to 2016（MEXT, 2017）.

initiative, the Tobitate project of the Japan

Although there were some differences

Student Service Organization（JASSO）was

between OECD and JASSO data, the number

launched in 2013 and established the goal ofof Japanese students studying abroad seems

reaching 120,000 Japanese university students

to be increasing, particularly with regard toand 60,000 Japanese high school students

those studying for more than 1 year instudying abroad before the 2020 Tokyo

English-speaking countries.

Olympic Games. Based on the statistical data

This trend indicates the importance ofof the Organisation for Economic Co-

English language proficiency for Japanese

operation and Development（OECD） andstudents who are interested in studying

JASSO, MEXT（2017）reported current rates

abroad in overseas universities that useof studying abroad. The OECD data showed

English extensively. To substantiate Englishthat 54,912 Japanese university students

effectiveness, Japanese students muststudied abroad in 2014 and 54,676 in 2015,

demonstrate English language proficiency as

while the JASSO data provided numbers ofpart of the admissions process for overseas

81,219 in 2014, 84,456 in 2015, and 96,641 inuniversities. When considering English as aforeign language（EFL）programs in Japan,* 文教大学経営学部
toyama 3 @shonan.bunkyo.ac.jp**文教大学経営学部
yyama@shonan.bunkyo.ac.jp

however, it is thought that Japanese students
have been struggling to meet theserequirements. Japanese undergraduates have1

little experience with conversation, since thewish to study abroad, it is important togrammar-translation method has been

understand the admissions processes ofpredominant in classrooms（Toyama &overseas universities for international

Yamazaki, 2018）. To wit, many EFL learners

students, including Japanese students.

in Japanese universities are given grammar

Another inquiry concerns whether overseas

exercises, assignments to translate written

universities require an interview session for

expressions, and spelling quizzes（Toyama &admission of international students. This

Yamazaki, 2018）. To be able to study abroadinquiry directly relates to English

as international students, it is crucial for

conversation skills. Accordingly, our study

Japanese undergraduates to learn and acquire

aimed to answer the following two questions:

English conversation skills so they can discussA） W h a t a r e t h e E n g l i s h p r o f i c i e n c yand participate in educational programs ofrequirements of international students

overseas universities. Yet, there is still a bigfor admission into overseas universities?

gap to overcome between the requiredB） D o overseas universities conduct anconversation skills and the actual skill levels

interview with international students as

in EFL classrooms. According to thepart of the admissions process?

Educational Testing Service（2018）, Japanese

₂ ．Methods

studentsʼ Test of English as a Foreign®

Language（TOEFL ）speaking scores in 2017
were the lowest not only in Asia but in the

Our study applied two approaches to theworld, including 170 countries and regions.

investigation of admissions process ofThose statistics reflect the need to recognize

universities that use English in undergraduate

and address this undesirable gap withor masterʼs programs. The first approach was

effective teaching and learning methods ininternet-based research―review of university

EFL classrooms in Japanese universities.

websites that provide admissions information

Consistent with MEXTʼs initiative tofor international students. We specificallyincrease the number of Japanese students

looked for minimum acceptable scores on the

studying abroad, a recent policy change madeTOEFL® and International English Language

by MEXT focuses more on the development

Testing System（IELTS） and interview

of English conversation skills among Japaneserequirements. Additionally, our study sought

students（Teeter, 2017）. This policy change

information on admissions policies orwill work for the betterment for Japaneseguidelines from a few universities in relation

students studying abroad who need to do wellto international students. Since we are in thein their application process. When considering

faculty of business administration, we chosethe situation facing Japanese students whobusiness schools or management departments,

2

経営論集

Vol.5, No.7（2019）pp.1-10

which include disciplines of general,

students in about 30 graduate schools withinternational, or global business andMBA or related programs. Several English

management. When websites did not specificallyproficiency examinations are officially used byprovide admissions requirements in relationthese graduate schools, including TOEFL ®,to management or business departments in

IELTS, Pearson Test of English（PTE）, andtheir undergraduate programs, we sought

Michigan English Language Assessment

general admission requirements forBattery（MELAB）. Among them, TOEFL®

international students. Twelve countries orand IELTS are used by almost all universities

regions were selected for this study: the USA,to evaluate English language proficiency ofCanada, Australia, six European countries,

international students; thus, this study

and three Asian countries. The total number

investigated the scores of those two testsof universities at the graduate level was 30

required for admission. Furthermore, webusiness schools for masterʼs programs, mostchecked whether 30 business schools conductof which were masterʼs of business administration

an interview with international applicants.

（MBA）programs, while the number at theTable 1 summarizes English language

undergraduate level was 23 schools with more

proficiency and interview session requirements.
TOEFL® tests have three formats: paper-

diversified majors or disciplines.
The second approach was an interview

based, computer-based, and internet-based.

with university admissions directors to obtain

To meet English proficiency requirements forrich information regarding admissions

overseas universities, the internet-based typeprocesses and policies. We had face-to-face orseems most acceptable. In Table 1, we listed

phone meetings with representatives fromboth paper-based and internet-based

KU Leuven, the University of Antwerp, andminimum scores of the business schools, if

the International University of Japan（IUJ）.

they were available. Paper-based TOEFL ®

Although the third university was located inscores ranged from 550 to 620, with an

Japan, English is the official language of

average of 578, whereas internet-based

courses and most students are non-Japanese.

TOEFL® scores ranged from 79 to 110, withan average of 93. Seven business schools did

₃ ．Results

not specify TOEFL ® minimum scores. In
addition, Erasmus University indicated that it
does not initially require international

3．1． Internet-based approachstudents to submit their scores, but scores

3．1．1． Graduate schools

may be required later in the admissions

We investigated English language

process. With regard to IELTS minimum

proficiency requirements for internationalscores, their range was 6.5 to 7.5, with an

3

Table ₁． English proﬁciency and interview requirements of ₃₀ business schools
Areas

Graduate school
Columbia
Duke
George Washington
Michigan State University
New York University
Oregon State University
Rutgers
Univ. of California, Los Angeles
University of Chicago
University of Missouri
University of Texas, Austin
University of Virginia

USA

TOEFL®
Paper
577
600

575
560
600

Internet
Not specified
90
100
100
Not specified
91
Not specified
87
104
93
Not specified
Not specified

IELTS

7.0
7.0
7.0
7.0

Yes
Yes
Yes
Yes
Yes

90
86
100

6.5
6.5
7.0

Yes
Yes
Yes

British Columbia
McGillWestern Ontario

Australia

MonashQueensland

550

79
87

6.5
6.5

600

110
110
100
100
Not specified
80
80
105
83
Not required initially

7.5
7.5
7.0
7.0

EuropeOxfordCambridge
ESADE
IE
IESE
Antwerp
KU Leuven
INSEAD
Aarhus University
ErasmusHKUST
IUJ
Nanyang Tech University

Asia

550
620
560

550
600

Yes
Yes
Yes
Yes
Yes
Yes

7.0
7.0
7.0

Canada567

InterviewNot specified
80
100

6.5
6.5
7.5
6.5

Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes

6.5

Yes
Yes
Yes

Note: These scores and requirements are based on information from the university's website in 2018.

average of 6.9. Seven business schools did notinternational students need to demonstratereport minimum scores for IELTS ororal or conversation skills through those®

TOEFL . Overall, our investigation illustrates

English tests.

that business schools of overseas universities

Most business schools investigated in thisrequire international students to take andstudy—25 of 30—require an interview session

submit English proficiency scores of internet-

as part of the admissions process. However,®

based TOEFL or IELTS. As those two tests

this interview is usually limited to those who

include English speaking proficiency,

successfully pass the initial screening process.

4

経営論集

Vol.5, No.7（2019）pp.1-10
Table ₂． English proﬁciency and interview requirements of ₂₃ undergraduate schools

Area

USA

Undergraduate school
Columbia
Duke
George Washington
Michigan State University
New York University
Oregon State University
Rutgers
Univ. of California, Los Angeles
University of Chicago
University of Missouri
University of Virginia

TOEFL®

IELTS

Paper

Internet

600

100
100
90
79
100
88
79-100100
18＊79-100Not specified

7.0
7.0
6.5
6.5
7.5
7.0
6.0-6.5
7.0
7.0
6.5-7.090
10083

6.0-7.0
6.5
6.5

550

550-600

550

CanadaBritish Columbia
McGillWestern Ontario

550
600
550

Australia

MonashQueensland

69
87

6.0
6.5

EuropeOxfordCambridge
ESADE
IE
Erasmus

110
110
65-93
90
80

7.5
7.5
6.5
7.0
6.5

Asia

HKUST
Nanyang Tech University

80
Not specified

6.0

550

Interview
Opportunities
Yes
Yes

Yes

Yes

Yes
Yes

Note: These scores and requirements are based on the information of university’ s website in 2018.
＊
This score represents “internet-speaking.”

3．1．2．Undergraduate schools

Thus, the aim of the interview is not to checkapplicantsʼ English language proficiency but

Our study investigated international

to examine to what extent applicants are an

student admissions requirements of 23

appropriate fit for the business school fromundergraduate schools, including both English

various aspects established by the school. In

proficiency test scores of paper-based andthis respect, beyond English conversationinternet-based TOEFL® and the IELTS, as

skills, other significant knowledge, skills,

well as interview requirements. Table 2

abilities, and other characteristics of businessprovides summary information on 23

school applicants are examined for theundergraduate schools.

selection. Accordingly, the interview session

Two undergraduate schools did notseems much more challenging forprovide specific minimum required scores oninternational students than the English

the TOEFL ® and IELTS. The minimum

language proficiency tests.

internet-based TOEFL ® scores of the 235undergraduate schools ranged from 65 to 110,At KU Leuven, we interviewed a professor

with an average of 91. The minimum paper-and an administrative staff member in charge

based TOEFL ® scores ranged from 550 toof international affairs. Based on our interview

600, with an average of 566. The minimum

data, the graduate school for economics orscores of IELTS ranged from 6.0 to 7.5, withmanagement does not require interviews foran average of 6.7. All of the average scores

all applicants. Since their graduate studentsʼ

were slightly lower than those at the graduate

performance correlated with scores on thelevel. Although several universities

Graduate Management Admission Test

interviewed applicants as part of the（GMAT）,the graduate schools focused on theadmissions process, only McGill, Oxford, and

GMAT performance of applicants and did not

Cambridge required interviews. Unlike theneed to rely on interviews in the admissions

graduate schools, the purpose of the interview

process. They mentioned that internationalin the undergraduate admissions process wasstudents were not always successful in the

not to evaluate applicants for selection but tograduate program; thus, the selection processprovide an opportunity for the applicants tofor international students had to be stricter.

understand the university and its programs.

They stated that the problem of Japanese
students is English language speaking and3．2．Interview approach

writing. The school would not increase theWe conducted interviews from representatives

number of international students, but itof three universities: KU Leuven, University of

seemed that it would enhance the quality of

Antwerp, and IUJ. KU Leuven is listed as one ofinternational students. Yet, the school

the 100 highest-ranking universities by therecognized the importance of globalization

Financial Times; the University of Antwerp iswith an increase in overall performance.

listed among the 100 top executive MBA

Because English is very crucial in the school,programs by the Times; and IUJ is listed

professors and faculty members may need toamong the 100 top global business schools by

prove their English proficiency to meet its

the Economist. Our interview aimed toneeds. Those working in the university,

understand each universityʼs admissions

including professors and staffs, who were notpolicy and process with regard to

Belgian also needed to have a certain level ofinternational students. Particularly, we asked

the Belgian language.

what kind of international students they

We met with a director of internationalsought, how they selected them, and how theaffairs at the University of Antwerp. She wasstudents adapted to globalization. Table 3

hired to deploy university globalization. At

shows basic information and data of threepresent, the university consists of international

schools.

students from 75 countries. Its initial masterʼs

6

経営論集

Vol.5, No.7（2019）pp.1-10
Table ₃． Three schoolsʼ information and data
Antwerp
IUJ（Antwerp campus） （Graduate only）

KU Leuven
Student numbers
Total
International
Japanese

8000
5 -10%
Very few

3000
20%
<10

350
90%
10%

International orientation

Maintain

ExpandMaintainNo

Yes
20 minutes

Yes
20-30 minutes

Interview
Requirement
Time

program starts at the fourth undergraduatesuch as that of the AACSB.

year with an economics background, while

We int er view ed a m anager of t he

the advanced masterʼs program is oriented

admissions office at IUJ. He mentioned thattowards management and business. The MBA

requirements for applicants to its MBA

program requires international students toprogram are similar to those of other business®

submit TOEFL or IELTS scores along withschools. However, interviews are only for

GMAT or Graduate Record Examinations

domestic applicants in Japan, most of whom（GRE）scores and a motivation essay andare thought to be Japanese. The manager told

includes interviews as part of the admissions

us that the purpose of the interview was notprocess. Those requirements are similar atonly to evaluate several key competencies likeother business schools. The interview

leadership, communication, maturity, andappraisal is not a sole deciding factor forhuman and team skills, but also to examine

selection. According to the intervieweeʼs

English language proficiency. Thus, it isperception, Asian students are reserved inthought that Japanese applicants need to beclass activities with less direct communication,

prepared for both MBA qualifications andand they do not always participate. She

English capabilities. Documents provided

mentioned that the graduate school isabout the IUJ admission policy highlightworking to develop more ways to meetdevelopment of tomorrowʼs global leader, andpeopleʼs needs related to globalization, withthe school selects applicants with maturity

both short-and long-term graduate programs,

and specific motivations to learn in graduate

summer programs, and student exchange

school, to become a leader, to be willing toprograms. Thus, the school tries to find ancommunicate and understand people fromoverseas university for exchange students

different cultural backgrounds, and to havethat has received international accreditation

the English proficiency necessary for this7MBA program. These admission policies seem

4．2．Interview requirements

to correspond with interview questions. The
manager mentioned that interviews were

We attempted to explore this interview

conducted for 20 to 30 minutes with a few

requirement within the business school. As

professors. Like the University of Antwerp,

described, the interview is not a deciding

IUJ uses the interview not as a deciding

factor but remains crucial. Thus, if

factor but as one component of the admissions

international students, including Japaneseprocess. He told us that not all Japanese andstudents, want to obtain an MBA degree, they

Asian students are competent in English

need to carefully prepare for the interview.

communication. If applicants need to improve

Through this preparation, they can use theEnglish language proficiency before starting ainterview to demonstrate particular skills or

regular MBA program, they are offered thecompetencies expected by business schools,

opportunity to take a summer English

as discussed by IUJ. As another example, theprogram.

Anderson School of Management at the
University of California at Los Angeles（2018）

₄ ．Discussion

uses the interview to evaluate applicantsʼ
communication and social skills as well as
their readiness for its MBA program.

4．1．Summary of ﬁndings

4．3．Interview questions

This study investigated English
proficiency requirements of international

As mentioned in the introduction, MEXT

students who apply for overseas universities,

wants to increase the number of Japaneseusing the internet and interviews as sources.

students who study abroad. Considering the

We found that English proficiency tests likeapplication process and its frequent interview®

TOEFL and IELTS are required as part ofrequirement, it will be important for students

the formal admissions process of any overseas

to practice interviewing if they are interested

university that uses English as an official

in studying at a business school. We propose

language in its program. Based on theirseveral relevant interview questions that may

minimum required scores, internationalbe useful preparation for undergraduate

students need to show a high level of English

students who want to study abroad in thecapability through those English tests.

area of business administration.

Furthermore, we found that interviews are
required for applicants selected by a business

General Questions

school as part of its admissions process.

• Please introduce yourself briefly.
• Why did you choose this country to study in?

8

経営論集

Vol.5, No.7（2019）pp.1-10• Why are you interested in this university?

• If you came to this university, how would• How did you learn about this school?

you contribute to other studentsʼ learning?
• What was your most challenging situation

Speciﬁc Questions

involving interpersonal relationships? How

A. Motivation

did you cope with the situation?

• What motivates you to come to study in thisdepartment?

D. Leadership• Can you tell me more about why you are• Tell me about your leadership experience.

interested in business or management?

What did you learn from it?

• What major are you interested in? Why are• What would be your ideal leadership role?

you interested in it?

Why do you think so?

• Among courses in your major, which course• I f you want to develop leadership skills, howmost interests you? Why?

would you go about it?

B. Career

E. Cross-cultural competency• Which organization/firm would you most• To what extent are you open to new cultures?

like to work for? If you do not have a• If in class you need to work with people

specific organization in mind, what industry

who are culturally different from you, what

are you interested in? Why?

is your approach? How do you work with

• T ell me more about your career. Whatthem?

career goals do you have after graduating• Have you ever been abroad? What was yourfrom this school? How is your future

best experience? Tell me what you learned

learning at this school related to your careerfrom it. What was your worst experience?

goal?

Tell me what you learned from it.

• T hink about your career success in 10
years. Tell me about it.

F. Personal characteristics• What kind of skill or capability do you want

• T ell me more about yourself. What haveto develop more for your career success?

been your best experiences in life? What did

Why do you think you need that?

you learn from them?
• W hat are your strengths? How did you

C. Interpersonal relationships

develop them?

• Have you ever worked as part of a team,• How about your weaknesses? How would

either in school or in another environment?

you improve them?

Tell me what you think constitutes a good• Whom do you respect most? What do you

team. What is your role in that team?

think you can learn from him or her?

9

The next step would be to develop ways

admissions/requirements#interview.

to effectively practice interviews in EFL

Acknowledgmentclasses in order to improve communication

This research was partly supported by JSPS

skills relevant to those questions.

KAKENHI Grant Number JP17K02938.

References
Educational Testing Service.（2018）. Test and scoredata summary for TOEFL® iBT Tests: January
2017–December 2017 test data. Princeton, NJ:
Author.
Ministry of Education, Culture, Sports, Science andT e c h n o l o g y . （ 2 0 0 8 ）. O u t l i n e o f 3 0 0 , 0 0 0international students plan: A study of detailpolicy based on its idea［『留学生30万人計画』の骨子」とりまとめの考え方に基づく具体的方策の
検 討 ］. Retrieved October 13, 2018, from http://
www.mext.go.jp/b_menu/shingi/chukyo/
chukyo 4 /houkoku/attach/1249709.htm.
Ministry of Education, Culture, Sports, Science andTechnology.（2017）. Survey on enrolment statusof foreign student in Japan and the number ofJapanese students studying abroad［「 外 国 人 留
学生在籍状況調査」及び「日本人の海外留学者数」
等 に つ い て ］. Retrieved October 13, 2018, fromhttp://www.mext.go.jp/a_menu/koutou/
ryugaku/1345878.htm
Teeter, J. L.（2017）. Improving motivation to learn
English in Japan with a self-study shadowing
application. Languages, 2（19）, 1 –27.
Toyama, M., & Yamazaki, Y.（2018）. Exploring thecomponents of the Foreign Language Classroom
Anxiety Scale in the context of Japanese
undergraduates. Asian-Pacific Journal of Secondand Foreign Language Education, 3（ 4 ）, 1 –27.
University of California at Los Angeles Anderson
School of Management.（2018）. Interviews:
Requirements of admission of full-time MBA.
Retrieved October 19, 2018, from http://www.
anderson.ucla.edu/degrees/full-time-mba/

10

Journal of Public and Private Management
Vol. 5, No. 7, March 2019, pp. 1-10
ISSN 2189-2490

English Proﬁciency Requirements for International Students
as an Admissions Factor for Overseas Universities
Michiko Toyama
Yoshitaka Yamazaki
Faculty of Business Administration, Bunkyo University
toyama3@shonan.bunkyo.ac.jp

yyama@shonan.bunkyo.ac.jp

Recieved. 31. January. 2019

Abstract
The aim of this study was to investigate English proficiency requirements of international students
as part of the admissions process of universities using English in their program. We took two
approaches to the investigation:（1）accessing 30 universities’ websites and（2）interviewing those incharge of international student admission at two European universities and one Japanese university.
Our targeted departments or schools were associated with management or business areas; thus, theinvestigated graduate schools were mostly business schools. We found that English proficiency tests
like the Test of English as a Foreign Language and International English Language Testing Systemtest are mandatory in the formal admissions process of any overseas universities that use English as
an official language in their undergraduate as well as graduate program. Considering their minimum
required scores, it is necessary for international students to demonstrate a high level of English
capabilities through those English proficiency tests. Furthermore, we found that most businessschools require interviews of applicants who successfully pass the initial screening process. Finally,
we propose relevant interview questions to prepare those who are interested in studying abroad.
Keywords：English proficiency, admissions processes, international students, interview requirements,
overseas universities

Faculty of Business Administration, Bunkyo University
1100 Namegaya, Chigasaki, Kanagawa 253-8550, JAPANTel +81-467-53-2111, Fax +81-467-54-3734
http://www.bunkyo.ac.jp/faculty/business/

経営論集

Vol.5, No.7

ISSN 2189-2490
2019年 3 月29日発行
発行者

文教大学経営学部

石塚

浩

編集

文教大学経営学部

研究推進委員会

編集長

鈴木

誠

〒253-8550 神奈川県茅ヶ崎市行谷1100
TEL：0467-53-2111

FAX：0467-54-3734

http://www.bunkyo.ac.jp/faculty/business/