History and Prospects of Internationalizationof Higher Education andits Multi-layered Global Governance
KURODA Kazuo*

Rapid socioeconomic globalization is forcing higher education toundergo a transformative process known as “internationalization.”
Simultaneously, within the traditional nation-state-centric realm of
education, the international community has established a frameworkfor global governance; policies have been formulated and developed tocooperate and collaborate in addressing global and transnational issues,
such as global warming, infectious disease crises, and international
conflicts, with the goal of guaranteeing peace, human rights, anddevelopment. A prominent milestone in this endeavor is theSustainable Development Goals (SDGs), where higher education cancontribute to the achievement of SDG 4 on education, as well as SDGs
on the whole. In recent years, the dynamic growth of political andeconomic regionalization has led to the flourishing of frameworks forregional cooperation and exchange in higher education. This study
engages in a theoretical examination of the role and potential
contributions of higher education in shaping the multilayered global
governance formation process.

Professor, Graduate School of Asia-Pasific Studies, Waseda
University
Visiting Professor, Center for the Studies of Higher Education,
Nagoya University381

Future Possibilities of Center for the Studies
of Higher Education in Japanese Universities
NATSUME Tatsuya*

The objective of this paper is as follows:1)

to elucidate the current situation and certain characteristics of2)

activities of the Centers for the Study on Higher Education(hereafter, centers) in universities, andto examine the possibility of their survival and development andthe conditions necessary for realizing such a possibility.
Many centers are conducting activities for enhancing education andlearning support for students in universities. Centers tend to face
many crises of survival, because they are small and have a weakfoundation for existence.
To survive, formulating strategies for transforming weaknesses intostrengths is necessary. A few examples include a) being sensitive tovarious issues within universities, taking advantage of the strengths ofa small organization, b) enforcing staff expertise by developing staff
expertise and expanding the functions of the center, and c)strengthening partnerships with staff from other universities.

Professor, College of Education and Social Transformation, J. F.
Oberlin University
Professor Emeritus, Nagoya University382Organizational Advancementof Diversity, Equity, and Inclusion
in Learning and Teachingat the Australian National University
TORII Tomoko*

This study explores the characteristics of diversity, equity, andinclusion (DEI) within the organisational framework of The Australian
National University (ANU) learning and education strategy, to derive
insights for Japanese universities. ANU is committed to providing anenvironment that embraces, supports, and collaborates with allindividuals. ANU’s Corporate Plan 2022-2025 aligns with national
policies and focuses on goals related to the participation of indigenous,
low socioeconomic, domestic students from rural and regional areas,
as well as on improving learning outcomes and key performanceindicators. However, specific implementation methods remain unclear.
To address this concern, Takayama et al.’s (2017) three-tiered model−
encompassing

university-wide

leadership(macro),facultyanddepartment (meso), and individual faculty (micro) − serves as theanalytical framework. The study investigates evidence-based DEI
promotion methods at ANU. The analysis reveals that The ANU isadvancing a data-informed transformation closely linked to its learningand teaching strategies, where a significant curriculum revisionenables students and faculty members to learn from the perspectivesof the equity target groups. This transformation promotes a deeper
understanding at the macro, meso, and micro levels throughout theorganisation.

Professor, Institute for Teaching and Learning, Ritsumeikan
University383

Impact of Engagement in Studies
and Activities for College Students
on Thinking and Behavioral Characteristics
in Their Early Professional Careers
TAKASAWA Yojiro*
MATSUI Kenji**
As part of a study on the transition of students from school to aprofessional career, this study conducted a survey that focuses on theconcept of engagement in studies and activities that promote learning
bridging (LB) between regular curriculum, co-curricular, andextracurricular activities (student engagement for LB). Previous
studies demonstrated the importance of the concept, and survey items
were created to quantitatively assess this concept. After examination
via a preliminary survey, the current study developed a scale thatcomprises 3 factors and 12 items. The study then used this scale toconduct a questionnaire survey for early-career adults (3‒4 years after
graduation from university). It intended to elucidate the relationships
among variables that are indicators of thinking and behavioral
characteristics in college life and at work, as established by previous
studies on the school-to-work transition.
In terms of factors in college life, analysis revealed significant
associations with career awareness, level of interaction with faculty
and staff, and balance of activities between regular curriculum, cocurricular, and extracurricular activities. Furthermore, the results
confirmed that student engagement for LB exerts a positive effect on
proactive and experiential learning behaviors displayed at work evenwhen compared with other variables of college life. A detailed analysisof the relationship with other factors, such as class attitude at college,
will be necessary in the future.

*Assistant Professor, Faculty of Economic Sciences, Niigata
University**Professor, Faculty of Education, Niigata University384Competition for Open Faculty Positions
at a Public University in Tokyo
KATO Maki*

This study analyzes the competition for faculty positions offeredthrough open recruitment by a public university in Tokyo. The
average number of applications was approximately 15, which wasreceived for each of the 111 open positions in the academic years 2019‒2021. This was influenced by an exception such as 183 applications fora position. The competitiveness of the applications differed bydiscipline and position. The field of science received the highest
average number of applicants (46.00), whereas health received thelowest (3.69). The number of applications for professor and associate
professor positions was nearly three times that for assistant professor
positions. In the case of professors, the level of competition may behigh as most appointments are for promotions, with the number ofopen positions approximately 20%. There were fewer applications for
nontenured positions, especially for assistant professors. The
relationship between fields and job classifications explains theextremely large or small number of openings. The results may havebeen influenced by the location of the university in Tokyo, a hub ofhigher education institutions. Therefore, subsequent studies are
required to verify these results.

Professor, Center for the Studies of Higher Education, Nagoya
University385

Cyclical Structure of Scholarships andDonations in Higher Education: Evidence fromMicrodata of Japanese University Graduates
FUKUI Fumitake*

This study investigates the relationship between students receiving
scholarships during university education and their donation behavior
after graduation. For this purpose, this study examines how scholarships,
aimed at alleviating financial burdens for recipients of higher education,
can potentially lead to increased societal spending on higher education
through future donations from recipients. An analysis of the microdata
of Japanese university graduates indicated that scholarship recipientswere significantly more likely to donate to universities than those who
had not received scholarships. Furthermore, this trend persisted
among graduates of public and private universities. In contrast, there
was no correlation between donation behavior and student loan
experience. In addition, individuals who received scholarships showeda stronger tendency to acknowledge that their university education
expenses were supported by donors than graduates who did notreceive a scholarship. The study findings highlighted a cyclicalstructure in which individuals who had received support toward thecosts of their higher education in the past were more likely to donate
to the next generation.

Professor, Research Institute, Kamakura Women’s University
Visiting Associate Professor, Center for the Studies of Higher
Education, Nagoya University

386

Access to Higher Education in a Society with
Decreasing Numbers of Children and Youth:
Regional Variations in College Choices
HOZAWA Yasuo
This study examined regional variations in college attendance andchoice behavior among high school students by analyzing official
statistics and survey data on their career choices. Thus, the following
points were clarified.
First, the desire to pursue higher education is more affected byhousehold income for students living in provincial areas. This is
primarily because most private universities are located far away andenrolling would therefore incur room and board expenses. Thus, in somecases, students do not pursue higher education even though they would
have done so if they lived in the three largest metropolitan areas.
Second, there are regional differences among students entering
selective private universities that are unevenly distributed in large
metropolitan areas, leading to differences in their overall advancement
rate. Thus, students prefer less difficult universities than those they
could have attended based on their “innate” academic ability.
Third, there are differences in the location of the main destination ofhigher education across regions. While differences in destinations are
related to the cost of college attendance, they also correspond to theregional distribution of the expected returns of pursuing higher education.
As the population of 18-year-olds declines, the proportion of thoseliving in the three largest metropolitan areas is increasing compared toyouth living in provincial areas. When discussing the future state ofaccess to higher education in Japan, a society where the number ofchildren and youth is decreasing, it is imperative to consider“inconvenience in large metropolitan areas” and “disadvantage inprovincial areas” in the context of access to higher education.

Senior Researcher, Department for Higher Education Research,
National Institute for Educational Policy Research
Visiting Professor, Center for the Studies of Higher Education,
Nagoya University

387

Acceptance of International Students
at U.S. Master’s Universities:
History and Policies of Universities
and International Student Populations
JINDA Nami*

Master’s universities in the U.S. typically prioritize vocational
education over liberal arts education and often allocate less emphasis tointernationalization strategies. However, some universities are actively
working toward internationalization. In this study, faculty and staff
responsible for international students at four master’s universities, eachwith distinct histories, policies, and international student populations,were interviewed to explore the differences in their perceptions
regardinginternational

students.

The

examination

focusedonunderstanding the rationale behind the internationalization efforts ofthese universities.
The findings revealed discernible differences in faculty and staff
perceptions regarding internationalization at the four universities
offering insights into the diverse rationales for the internationalizationof universities.
Two patterns of internationalization were found: “Isomorphism to
successful organizations” and “concentration on the accumulation ofacademic backgrounds and qualifications necessary for individual
students.” The results of this study indicate the potential for revisiting
Knight’s
rationalebyproposinganapproachtowardinternationalization that differs from the conventional perspectives
outlined in the existing rationale.

Doctoral Student, Graduate School of Education and Human
Development, Nagoya University

388

Students Development on Social Identities
in College Student Development Theory:
A focus on developments since the Modelof Multiple Dimensions of Identity
KAWAI Toru*
MURAKAMI Saori**
The scholarship of student development theory is an important partof higher education research. The development theory on college
students identities has been constructing theories and accumulating
findings. This paper, first review the source of the development theory
on student identity: psychology, sociology, social psychology, humanecology, and postmodern thought. Next, it explains the development
and redevelopment of the multidimensional identity model. This modelemphasizes on the multidimensionality and interaction of studentssocial identities, the influence of context and the meaning-making
filters that mediate it. This theorizing student identity development
focusing on social identities has the significance of illuminating
questions about social structures from everyday practices in higher
education. Therefore, future research and practice can be directed.
First, research can analyze the function of social structure on student
identity development, especially about inequality and oppressive
power. Second, the further research connects with other student
development theories such as cognitive development, interpersonal
development, and intrapersonal development. Finally, based ontheoretical development, empirical research should investigate andclarify how students make meaning from their experience bounded invarious contexts and how they develop their social identities
intersectionally.

*Associate Professor, College of Sport and Health Science,
Ritsumeikan University**Adjunct Researcher, Institute for the Study of Humanities &Social Sciences, Doshisha University389

Determinants of Psychological Climate
among University Staff and its Impact
on Attitudes and Voluntary Behaviors
HORIKAWA Yuya

This paper delves into the crucial topic of psychological climate,defined as an individual s perception of the organization, to identify
the factors shaping this climate and how it triggers voluntary behavior
among university staff. Using data from 1929 public and private
university employees, a covariance structure analysis reveals that
personnel policies and knowledge accumulation efforts positively
influence job satisfaction, with psychological climate serving as amediator. Moreover, the study finds that psychological climate
positively impacts voluntary behavior, mediated by job satisfaction.
This finding suggests that the psychological climate is formed throughstaff evaluations of organizational efforts, which in turn influencesindividual job satisfaction and voluntary behavior.
This study emphasizes the effectiveness of the psychological climate
dimension related to respect for individual consciousness
ineliciting voluntary behavior among university staff. However, as
psychological climate has diverse dimensions, it is essential to consider
that the scope of its influence on voluntary behavior may differ
depending on the dominant dimension of the climate.

Doctoral Student, Graduate School of Education, The Universityof Tokyo390

Status and Issues of Integrationof Student Affairs in Higher Educationin the United States
ABE Yukiko*This study focuses on the concept of integration, which has been
pursued for the past 30 years in higher education student affairs in the
United States, and intends to elucidate the reality and characteristicsof the concept and the challenges it faces.
First, the shift in the core philosophy of student support is classified
into three periods. In the third period, integrated student learning
outcomes and seamless learning emerged under the influence oflearner-centered higher education in the United States, which occurredin the mid-1980s. In student affairs, the shift in integrated student
services was due to internal criticism against the pursuit ofprofessionalism in student affairs that leaned toward student
development theories. Integrated student learning outcomes was thata redefinition of student learning to holistic student learning
experiences and outcomes expected to be acquired through holistic
learning experiences that combined formal curriculum and student
services, and the development of cocurricular that embodied theconcept of integrated student services was occurring.
The shift to integrated holistic student services also brought newissues, such as collaboration between academic and student affairs
organizations, faculty and student affairs, and elucidation of responsibleorganizations and persons when recommending assessment activities.

Associate Professor, Center for the Studies of Higher Education,
Nagoya University391