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(1)Tbn Years of the JOY Program: Current Conditions, likiture Prospects ISHIKAWA Yiiichi, HASEGAWA Kenji. Key words: JOY program, Intemational student education, International exchange subjects, English language 1ectures, Japanese language. education 1. Introducticn The JOY program was estahlished in October 1997 for incoming exchange. students from partner universities. By providmg such students with the opportunity to take classes in the English language, and by promoting the development of the student exchange program, the program aims to corrtribute toward the intemationalization of the universitM which is one of the four central tenets ofYNU. As described in an earlier article, in addition to the JOY program,. there has been the Individual program geared toward students with high Japanese language abilitM where students take classes in the faculties with. Japanese students.' The JOYJ program, which mostly supplants the Individual prograni and provides students with high Japanese language level with a more cohesive program, wil1 commence in Sptmg semester 2007. In 1995, the Association of Intemational Education, Japaii (presently the. Japan Student Services Association, JASSO) established a program for the promotion of short-term student exchange, under the guidance of the Education of Mmistry which stressed the necessiry to establish special programs taught in English in universiries. In 1995, Kyushu UniversitM (a trial program started in the fal1 of 1994), University of 'Ibkyo, and 'Ilsultuba University estahlished their. respective short-term student exchange programs offbrtng courses taught in. i Yuichi Ishikawa and Aaron Gerovsc "" clotzmal ofthe fokahama Alational Um'verstyinternationalStudent Clenterv1O (2OO3) p.3'21.. -35-.

(2) English for incoming students. The JOY program was established two years latex in the fall of 1997, which made YNU the 9tih national university to start a. short-term student exchange program. 'IbdaM 28 (formeri national universiries and 32 private .universities operate short'term student exchange programs.. The total number of incoming short'term exchange studenbs to YNU has reached 419 students from 41 universities (18 countries). [IJhe number of JOY students is 260, from 21 universiries (9 countries); and the number of students on the Individnal program is 159, from 13 universities (9 countries). 102 of the. Individnal program students, 60% of the total, are graduate students. The number of short'term exchange students YNU received in 2005 was 54, the 9tih largest number for national universities. In fall semester 2006, 43 students from. 24 universities (12 countries) (29 JOY students, 14 Individual program students) are eurolled at YNU. 'Ihe total number of intemational students at. YNU as of May 2005 is 774, with short'term exchange students comprising 6% of the total.. With respect to outgoing students, YNU has sent 209 students to 34 universiries (15 countriesi in tihe past 10 years. In 2005, 47 students went abroad to 25 universities, the largest annual number to date. Among national universities, the percentage of students going abroad on the student exchange prograni is among the top class, roughly that of 'Ibkyo University of Foreign Studies and Osaka University of Foreign Studies.. Markng the 10th anniversary of the program, this paper wil1 introduce'how the rapidly developing JOY progiram has contributed to the (liversfication of. intemational students and potential destinations for outgoing exchange. students at YNU. An intemational symposium commemorating the 10th anniversary of the JOY program was held in July 2006, in which we invited 4. guest speakers invokwed in our exchange program from our valued partner unjversities. 'Ilie report on this symposiuni will be publiShed in the special issue of this journal.. -36-.

(3) 2. The signing of student exchange agreements Figure 1 shows the figures for the number of mutual tuition waver exchange agreements YNU has signed. At the start of the program, there were only 15 universiries from 9 countries but as of October 2006 the numbers have risen to 53 universiries from 22 countries. In 2002, the Faculty of Economics. joined the universitsis short"term student exchange program, making possible the operation of the exchange program at the ur[iversity'wide level. Also, in. 2001, YNU joined UMAP (University Mobility in Asia and the Pacficl and started using its UCTS (UMAP Credit 'Iliransfer Scheme) in order to more actively operate the exchange program.. South Amerioa/ Africa 2 Asia 19. Europe 18. North America 9. 5. Figure 1: Number of Partner Universities. Figure 2 shows the regional distribution of student exchange agreements.. There are many agreements signed with universiries in Europe, Asia, North. America, and Oceania. Howeve4 there is only one agreement each for Ahica and South America, and none for the ]Mfiddle East.. -37-.

(4) South Americal Africa 2 Asia 19. Europe 18. North America 9. Oceania 5. Bigure 2: Regional Disuibution ofPartner Universiries. Not alL regions have active exchanges; the irurriber of universities with. which YNU is actirely operating the exchange program is approximately 20. Figure 3 ranks the total number of incoming and outgoing exchange students OOY and Individual). As wil1 be described late4 there is an exchange imbalance･. with universiries in China and Korea with more incoming than oixtgoing students because of YNU outgoing students' strong propensiry to study in the US and Britain. YNU is not unique in this regard. 213 of the total number of. international students in Japan are lbom Chna, whereas 60% of all Japanese students studying al)road go to the US. 'Ihis seems to stem from the history of study abroad in Europe in the Melji period and the postwar study al)road in tlie. us.. -38-.

(5) Untversity of Geergta Macquarte University Utah State Untversrty EastChmaNorrnalUnsverssty Uneversity of Durham Celsfornea State Uneversbty Sacramento. University of Osnabrueck. JonkopmgUniverst±y Flinders University Unsversety Jean Mou1in-Lyon 3. BeuingNorrnaiUniversity UnLversity of Sheffield AustralianNationalUntvers!ty San Dtego Dtate Untverstty. Yeungtnarn Uneversity. UniversityofPatiers Uneverstty of Teehnology bydney. Virgsnta Tech UnLversrty PtskyongNationatUneversity. UniversrfyofSeeul o. 10. 20 30 40. 50. 60. 70. Number of Exchange StuderTts. Figure 3. Hgure 3 :Number ofr Exchange Students. Considering the rapid globalization of the education and reseai℃h environment, a more diverse regional distribution of outgoing students is desirable.. ]iltrom 2004, we have been conducting the exchange of partnership information for improved communication with our partners. In addition to making the information available on the web, we also convey the information to. prospective outgoing students in guidance seminars. Close communication between those directly invokwed in running the exchange is indispensable to establish a relationship based on trust. In this regard we have conducted visirs. to partner universiries and have partictpated in NAFSA (Association of Intemational Educatorsi and EAIE (European Association for Intemational Education) to talk directly with our counterparts for the development of mutually beneficial programs.. -39-.

(6) 3. Current conditions of the short'term student excha nge. program 3.1 Incomingstudents Figutre 5 shows the number of incoming exchange students into the JOY and Individnal programs. In the first year of the JOY program, the ratio of JOY. to Individual program students was 1:1. Howeveag after two years, the ratio changed to 2:1, and has remained so since.. co. p= o. v5. -. co. tu. .F. E o o. s. Year Fjgure 5: Number of Incoming Exchange Students (Individual and JOY). Figure 6 shows the regional breakdown of the 260 JOY program students (a) and the 159 Individual program students (b). Figure 6a shows that the regional breakdown of JOY students is roughly 1/4 each from Asia, Australia,. the United States, and Europe. Figure 6b shows that in the case of the Individual program, 82% of students are from Asia, 12% from the United States,. and the rest from Australia and Europe. Of the Individual program students. -40-.

(7) from Asia, 80% are from South Korea and 18% from Chna. The American students on the Individual program are mamly graduate students specializing in architecture.. Asia. 20%. Europe 40%. Oceania. 22%. North America 18%. Figure 6a: Regional Distribution of JOY E xchange Studenbs. North America Oceania 12%. Europe 3%. 3%. Asia 82% figure 6b :Regional Distmbution of Incoming Exchange Students (In dividU ab. Figure 7 shows the regional breakdown of degree-seekng international students, where a vast majority of students come from Chna and Korea. A comparison with Figutre 6a shows the regional djversity of JOY students. The. JOY program is contmbuting Po the diversfication of YNU's intemational. student community In addition, there are students who complete the short"term exchange program and subsequently return to YNU to enter graduate programs here. As ofApnl 2006, there have been 20 such students. 18. -41-.

(8) of them are fbom Ikorea. 'Ihere are also students who work in Japan related. fields or enter other graduate programs in Japan after completion of the. program.. Nrica. Oceania. North America. 1%. Asia. 89%. Figure 7: Regional Dist]ribution Qf Longterm lntemational Students. The JOY program operates under a university'wide structure. ']lie Committee for Short'term Student Exchange, under the head of the Committee of Intemational Exchange, is the committee responsible for the operation and. managemerrt of the program. Each semester approxirnately 30 students enter. the JOY program and those students are assigned faculty advisors based on their field of study Studenis are also assigned student `teutors" who assist students in adjusting to campus life.. 3.2 Scholarships [lhe Japan Student Services Association OASSO) scholarships incfude, in addition to the "general?' quota, quotas for universiries participating in UMAP. (University Mobiljty in Asia and the Pacfic) and for programs of short'term. student exchange with English as the medmm of instruction. Figure 8 sbows. -42-.

(9) the number of scholarships YNU has been able to award incoming students.. YNU utilizes both the UMAP and short'term student exchange quotas, in addition to the general quota. From 1999 to 2000, the number of scholarshtps declmed drastically from 41 bo 31. There was a slight increase afterward, but. the number of scholarships given under the short-term student exchange quota declined from 2005. The nurnher of scholarships allocated to YNU is among the. top 10 of the 28 universities conducting the short'term student exchange program. Dtmg this time the number of short'term exchange students have increased from approximately 40 to over 50 students. Selfsupporting students. now comprise approximately half of the exchange student population.. 45 40 35 30. Recipients. 25 20 15 10. 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 Year Eigure 8a: [[btal Number of JASSO Scholarship Recipienbs (Incoming to YNU). -43-.

(10) 2000 1800 1600 1400 1200. Recipients. 1OOO. 800 600 400 200 o. 1998 1999 2000 2001 2002 2003 2004 2005 2006 Year Figure 8b: [[btal Number of JASSO Scholarship. for Incoming Exchange Students to Japan Scholarships available for outgoing exchange students are very limited.. Figu[re 9 shows the nuniber of outgeing students receiving the JASSO scholarship. More than 90% of outgoing exchange students are selfsupporting.. 6 5 e. .tt.t. ,tA't. .'. .v.tt. t. tt.t.t. .t'Av. 4. -g 3. -g or. 2. tt. t"ttt. 1. o. 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006. Year Figure 9: Number of JASSO Scholarship recipients (outgoing). -44-.

(11) 4. The Ctmculum and Tbsks for the Ifuture 4.1 InternationalExchangeCourses (Content courses taught in English) As Figure 10 shows, the core cimiculum of the JOY program consists of courses in various fields taught in EngliSh and Japanese language courses. The classes taught in EngliSh relies on the active cooperation of the faculties. More. than 30 classes have been offered each year since the establiSlment of the. program. JOY students take Japanese language courses open to all intemational students of the universitM in addition with some specialized intensive courses open to them. JOY students also undertake an Independent Research Project each semester If their Japanese language level allows, they may also take regular courses taught in Japanese in the faculties.. -45-.

(12) Japanese l コhm塵コrβ. 66コマ. Japanese Language. ・General E（総合4＋スキル別4）8. Fa旺・Spring. ・GeneralD（総合4＋スキル別4）8 ntem卍巴onal Student Ger詫e ・GeneralC（総合4＋スキル別3）フ・GeneraB（総合4＋スキル別2）6 ・General A（総合4＋スキル別2）6. Fa［lgSpring. FallgSpring Fall・Spring FalI露Spring. （Fall Semesterコマ数）. 102コマ Intensive Japarlese. J. O Y. ntema“onal Stude賦Ge賦e. 36コマ. ・Beginner∼1ntermediate Lev《麟B／C 6. Fall・Sprhg. ・Beginner Level A 8. FaII・Spring. ・Intermediate∼Ad“anced D／E 6. Fal1. （Fall Semesterコマ数）. C o u ・Aspects of Japanese Cu忙ure A. FalI. S. FacuIty of Education. gAspects of Japar】ese Gu｝ヒure B. Sspring. e. and Human Sciences. ・AsPects of Japanese Cu比ure G. Fall. 5コマ. ・Developmental Psycholinguistics ・Foロndations of Generative Grammar. Sspring. ・Japan and the Ea5t Asian Economies. Fall. ・Japan and the World Economy ・Japanese Economy」ndust四and Gorporatio肩・Finance，Emp［oymenしGrowセh and Environment in. Sspring Sspring. r. S. Facu比y of Economics 4コマ. FaII. Fall. the Japanese Economy. Facu忙y of Business. Administration 6コマ. Faculty of［≡ngineering. ・Nationai Accounting of Japan. FaIl. ・JaPanese ManagemePt. Sspring Sspring. ・Cost Management of Japanese Gompanies ・Japanese Society and Culture ・Japanese Production Management ・Management in Japan ・Macroenglneering and Arch忙ecture ・Recent Advances ln Materia［s ScienGe and. Fall. Sspring FaI【. Fall Fall. ・Recent Progress in EleGtrioal and Computer. 専門科目 34コマ. 5コマ English Glass. Englneehng. Fall. ・Japanes Automobile Technology ・Elementary Particles and SpaGe Science. Fall. FalI. ・Materials in Todaゾs World and Vacuum Technology Sspring. ・Industry and the Environment−lndustrial Ecology−Fail. ・War and Imperblism m Modern Japan ・Japan during the American Occupatio胸. FaIl. FalI. ・Automobile a口d the Environrnent−lndustriaI. Ecology of the Automobile. Sspring Sspring. International Student. ・Electronics lndustry in Japan. Center. Sspri口9 ・Postwar Japanese History Sspring ・Rethinking the Atomic Bombings Sspring ・Japanese Film and Literature ・Advanced Lecture Series on Japanese GorporatiolSspring. 14コマ. ・Japanese Trad比ional Gulture Fa［1 冨［nセernship Sspring. ・Independent Research Prqiect Spring・Fa［1. Figure 10. Based on the cre（五t transfbr scheme induded in our student exchange agreements， some students are able to have credits eamed in the JOIY program. coun：t toward thetr graduation requirements． In the f乞皿semester of 2001 we. condu眈edat副㎜oftheUCTS． S血cethen， wehave治suedtr騰cnptsbased on UCTS and have included the UMAP study plan． in our apphca on. 一46一.

(13) documents in order to facilitate the establiShnent of a more eflicient credit. transfer system with our partner universities. Among (formeul national universities, YNU was the third to take such measures, after Hiroshima University and Otarut University of Commerce. [[bdaM we also utilize the ECTS (European Cre(lit 'Ilrransfer Scheme) with our European partner universities.. Figure 11a and 11b shows the Intemational Exchange Courses (Content courses taught in Englishl given in the 2006 academic year. We have tried to. schedule these courses in the aftemoon to avoid as much as possible time. conflicts with Japanese language courses. As Figure 13a and 13b shovs4 Intensive Japanese courses and the core courses for all levels of Japanese language classes are given in the morning. [[he classes marked with an " are courses that are given mainIy in Japanese, with some use of English, usually in. the class hand'outs and readings. Outside of "Japanese [[Maditional Culture/Callil]igureM" which does not require language al)ilitM such courses are. recommended to students with the Japanese language level of `[D" or higheL The Àdvanced Lecture on Japanese Corporations" is a special class given by members of the Mitsui VNet (to be described in more detail lateri, who give 1ectures based on their rich tirst hand experiences. "Foundations Qf Generative. Grammaf' (Springl and `fDevelopmental Psycholmguistics" (Fall) are courses given in EngliSh in the Faculty of Education and Human Sciences tihat predated. the estahlishment of the JOY program and opened to JOY students.. -47-.

(14) 2006JovProgramCcn:rBeTSmeSctiedule Fal!Semester (2oo6.lo･v2eo7.o2) Monday. Day. "''. ''''''''. iAll'Isaay '' ''. ' tildny'' '''' ''.' ''' '''wbli''hdia'.y' '''''' ''''''. Period. Iinday. ' .i.'-MELLERDanieD ' ManagementinJapan 1' i 8:se--･10:20･ . '. tt･ t'IX513404 tt ttt tt t tt ttt tt ' ,jspanandtheEastAsianJspanandtheWbrld.'/ tt tt ･ Eeenomies tt -Economy tt ･･t 2 ' (SA[DOKiyotaka) <OKABE,KODA.TOMIURA,H tt. '. '. '. ' . ･ww"lill'i'il･';l. '. 10:30-v12:OO.･ 1 .x3232o3 .AGrWARA) .･. . - ･ ,X423204' '.'. ' "AspectsofJapsnese "IndustT],andthe ''AspeetsofgapaneseCulturel/Developmental /'IEIementaryPsrtielesana. 'CultureC Environrnent'Industrial･A Psycholinguistics -SpaceScience 3 CMCAULAYAIexandeT)Ecology' (YmmOTO.OGAYA, (HAYASHIBEHideo) tsHIBATAMskio) 13:OON14:30･X133103 (ISHIKAwnYiiichVSUMI,BERNDpt X433105 '-X533504. tt. ' -･･X233oo9.X333104 ee.ss.ww1.'i.llllj.re.i,Melas1･S.i}l..as.I?...f.-, 1Japaneseftaditionsl '. Culture -. CEIASEGAWA,KQBAYASHI)' ' X433002 ,Mscroengineeringand Recent Advances inNationslAccountingof JapaqeseSocietyand "japaneseAutomobile. Architecture Materialthienoeand-Japan Culture Tbchnology. 4 .<KAWABrt]AMssaya,Tle6hno]ogy(1) <YAMASHITASeiki> .CANDRADEHisamb CTANAKAHiTohisa,ctal.). 14:40"-l6:10･etalJ '(SUZUKI,KUBOZA,'X343403 X443302 'X543505'' ' ./X143sOl YAMAGUCHI) . /Sva'1-1/k."i4il...,..,pt.ifl..,.. ･. ･X243502 i' ･ '. ttttttttttttttttttttt ttttt tttttttt t ttttttttttttttttttttt ttttttttttt 5 WArandlmperialismin. Recent?rogTessin ,JapanDuringtheAmerican.'. ttttt. ttttttt. tttttttttttttttttttttttttttttttttt. tttttt. ttttttttt. tt. tttttttt. l6:20-"17:50.ModernJapan ･ ElectricalandComputerOccupstien '. ' (HASEGAWAKeajD/ EngineeTing(KAWAMURA'"ASEGAwaKerljD '. ' .X35350S ･. ' '.' X153008 -. Iittsuo.etaD ･'X453000 1 '.intiof,di{aetitib6s6alGE)lrtlj6d'i'idg63cio6 ''''''''''''''''. 'Vnlessethervvbeneted,theclassestaughtinEngliabinon-highlSghted)willbeheldinRoom307oftheintmationalStudenteellter. Figure 11a. 2007IOY20. 2006 JOY Program Course Time S6hedule Spring Sernester. (2 O O 6.4 -- 2 O 0 6.7). }ikxEEE. Monday. '' . Wednesday. TUesday. . Thursday. Friday. tt. Mrtance,Empleyment. Growt]iandEnvirenrnent. .intheJapaneseEcenomy. 1. (UEMURA, YAMAZAKI,.. 8:50--IO:20. OHMORI,OKUMURA). .･. 'Agb6cls6fJap'5nese''. , X41.22.02.. .-,..... .. .. .,. ., .. '. Culture B. (HIGGINSBeth> X322101. 2 10:30--12:OO. .AdvancedLectureon .'JapsneseManagement IJapaneseEconomy. JspaneseElmand 'JaparteseCorporatiens'(YAMAKURA,SHIBAfTAIndustry,snd .Literature. Foundationsof. GeneTativeGrammar (MARTINRoger> HESBuilding X5321U2. 3 ,'(MitsuiVLNet, ,FUTAGAMI,HELLER)Corporation .'(YOMOTAChie). ttttt. 13:OO--14:30.ISHIKAvaAYtiichD･x2323ol (ISCAI:ANIJKIKeaji)..X432006. '.XIS2001 . ･.XS32201 . '. '''. '. ''''. ' ''''. Ati{6m'o'Sile ' aAd ''t'he'''. tt. ' 1cegL'''Manag6merrt ''af Jkpshese' 'prod"Etion･kieEtl6r{icg''inddeil)i. 4 .Enyirenmerrt-IudugtrialJapaReseCernpanies Managemenf. Japaa. l4:4o-v16:10 EcologyoftheAutorndbile <YeSHIKAN-IATlakeo> .'(MATSUIYbshiki> .(ISHIKAInvLYtiichi). .aSHIKAwnYtiiehab/X2424ol' .iX342402 IX4420o7. X142002. '. t ttttt ttttttt tt tt tttttt ttttttttttttttttt t tttttt ttttt 5 PestwarJapaneseHistoryMaterialsinTbday's IRethinl[ingtheAtomic 16:20'-17:50taASEGA]VAKeaji) 'WorldsnaVhcuum Bombings. 'Xl52003 ffbchnology (HASEGAWAKeniil '(ISHIKAWAYtiichi) .'X352005 X2fi2004. "UnlessotheTwisenoted,theclassestaughtinEnglishwillbeheldinRooni307oftheInternationalStudentCenter. 'Independent Research Prejectl XS62003 '. Ngure 11b. -48-. in.

(15) All these courses taught in English are open to Japanese students as well,. providing students with an opportunity to exp(uience "on-campus study abroad." The class size is relatively small, allowing them to be run as discussion. seminars and not simply one'way lectures. 'Ibtal class size varies from above 20. for popular classes on Japanese culture, and less than 5 for specialized Engineering classes. The average size is ,al)out 10 students. Figu[re 12 shows that the number of Japanese students receiving cre(Mt from these coursbs is on the rise. At first, only about 20% of Japanese students registering for these classes receired credits; now the number is above 70%.. 400. ,.･. r. OForeigner. mJapanese. 350 Number of. l. 300. Students. 250. ... 200 150. .'. ..'. t'. .v. .vt.'.'. A.t.t.. 1OO. 50. o 1998 1999 2000 2001 2002 2003 2004 2005 Year Figure 12: Number of students earning credit for Intemational Exchange Courses. International Exchange Courses are not counted toward graduation requirements, except for in one of the Engineering Department courses. Although these courses offer Japanese students vyith the opportunity to hone. their academic and English skilts, at present many students do not know of these courses. This is something we have been endeavoimg to change through by distributing pamphlets and introducing them during orientation.. Further increasing the variety and quality of Intemational Exchange. -49-.

(16) Courses remains an important task for the future. Recently we partictpated in a. joint international ID (Faculty Developmentl pToject headed by The University. of Electro-Communications toward such an end. [[he maintenance and improvement of the JOY program ctmcu1um relies on the active and voluntary participation of faculty members across the faculties.. 4.2 JapaneseLanguageEducation Along with tl}e above mentioned classes taught in EngliSh, Japanese. language courses form a central pruar in the JOY program ctmculum. Although the original pu!pose of the JOY program was to allow non'Japanese $peaking students to study in Japan, in realitM learning the Japanese language. is one of the main goals of most JOY studenbs. This is espe(hally so for the substantial number of students majoring in Japanese or Japan studies in their. home universities. At first, JOY students were placed in one special class. Howeve4 as students of various Ianguage levels joined tihe program, this ceased. to be viable. As a temporary measure, JOY students were placed in pre-existing Japanese courses for all internaticnal students, but due to the nature of these courses, only 2 credits could be issued to JOY students regardless of the number. of class hours. [[his problem was remedied in the fal1 of 2003, when the `VOY Japanese Course" was established, allowing JOY students to receive credits in a. manner that redected the number of classes they took.2. The "JOY Japanese Course" is open to all intemational students at YNU, including exchange students. In the fal1 of 2006, 20 (90 minutel class blocks of level'specific (non'skill-specificl classes were offered, and 15 class blocks of sldl'spe( ilic (kanji', writing, listening, etc.) classes were offered. Figure 13a. 2 For a detailed discussion of the development of the JOY program Japanese langutage program, see Chika Maruyama, à]]anlri ryugakusei ukeire to genchigo kyoilrutanlriryugaku uketre niyoru nihongo kyoikugenha no hen'yo no igi," in Kt2kusal' seni vaku toshiteno kyojLcvogo no eigoka-mb' ryLlgakupLuvgzzramu notakakukaii hi2?alkez herkyz4 Kagaku kenkyuhi hojokin kibankenkyu B, ' [fsuneyoshi' Heisei 17nendo kenkyuseika hokokusho, Kenlryu daihyosha Ryoko. (2006) p.40-51. ' ･ -50-.

(17) shows the time schedule fbr falL 2006. Figure 13b shows the time schedule for Intensive Japanese. Here, ÈA7' level classes are for beginners progressively leading up to advanced "E" level. 8 class blocks are devoted to fall semester's. D'level (upper intermediate) class, which has the largest number of students.. Students with advanced (E or F) Japanese ability are able to take "General. Education Courses" such as Aspects of Japanese Society and Culture. JOY students are placed into appropriate classes based on a placement exam they take at the begimiing of the program.. 2007,tOji20. 20e6 JOY Japanese Course CEXme Sehedule Fall Semester <L,OOtS.ie'"-2(H)7.;S). kll,i.g.:.Is/r,N･ll' .. ....,..,...M9il!.,eX.. H.H. -.....,..,.., I{.1}l. e.ff.dB.Y.... .,...... 1.iY...9.,I..l}9. F.g.A.I .,. .,..H,.....! liU{.Sd.aZ.-.,..-.H.H...... Filllst1 Z.-...--.-. Gt",neralBtMur"s.avsra Ge};eral{)i.Fu."i C"eneralA.s'U.sai {LlenegalPLSSakai Geue.ra}. 11 t 'Pashiyo. l?,#t>nl XOB .Rw"=;･](li({ 1?.u÷)u/t:1{llil ,;'tStxB.u;}{}}. .1{xx;xtt.1.1;{)X i,tA.l:,ig)E'}J･-･･-.-･･･--･--･････-----･---'. g:so..lo,,.,.oX'llK'gOi X2}3J('}1 X313,j'})3 x.ge,Js'.i7 C;ere;eralni'X'Var{tytitna (]eneialBt'Haruila .(),entrvalCl,''Higuclxi'. Getiera}E,gA{otifi,achi. :'?(F/>.fn}.Oi.･)XL)1(SJf)8Vgxiru,{.{K{ ';l'"orul{;-.'･] 1･l#o!n:1{O/{. ''il/k'illlili,i'iSilCi/TL//`,'//iil/1?iiliUE""'X3iP･tjgA x.,,,,,,. X51.:Xl92. G{,}s}eralBtMzt2･itq.awa ()e"e.ralCiF{t.iti General.t･tSUs.ui {.]ene"slAYS"kai GeneralD/Rishiro. .lllxni;l(}({ :'?s"u'i:1{llil .le,'xmi;}{}}. }l"o:ft;"){)･1 :'/l(u>!n},OE･) :z. IO::IO･h-12:O(} ')'-,/r:"it"il'i'.un,,J&'""S'i';'l?,I;rg"Wff-r'"'",i'il.:/J,:',/}le"#l¥,",th,?ww'5wwiwwetrva'h'll;,;ith'''Yl/wwf;,#t:-'i;wwl.,i?'?-ff'-t;FK;,';""'"ww""(,llfW;,tal/,iEI'ii,(./L'i::'-tf{g"umE""""""'ww"ii,l';,,ii,ilf;iE}crsf'ixX;)1'i"g'Muum,:Y,lww"'. l{tx:)/tllt').i. XKia2n3si'igt2g}tomota.avtkegatat)eneraipstacticemi{xsai}tefiding&speakLng})t`1{mmji{?ishin){zu Katui･AiFujij. Il."ofniO,f 1?tsvtrs:litlll{ C},kupo'I'Ia{runa }lt:,uxst.1･{}t･･] ll.t")!;/tCl"'li. :･ls -Xl;saxTg3 'X2SSt;90 Rw)inK{'} X･l;3･J99 Xs3:NI9S. t3:QC)---ll:3e. 'X233;S,]S5. S:::';:lniv{T,EfOgtiwa . ;･ft?l;Lztr:,g.fi.7S{)cmkimgreSI:gy,ll.?,Iimkat. ,xl:';."gll -itt,K}mi{i;a X433,]90. ],istx,mng&spE,akimgv,iiist{,rang&spuakiug{:;X333j9S ()entnaipt･a<･tieeAiokuno. `t S.hiininu Kawano VJ/":n;}Ol. IoN16:Lo'it"s.,na:S()fS l',t;>ognlfi.l X'543Jf)4 ,.X...l.:l.:.".9..P......... ..X...f4i.l.",.J.,,i?.],.. 'Repfirt & Filll;･'5iL'i,il];'E'i{''gi]"' s{)"aking'ill"Wi･Fii'llE'g'l'tr'li""". Takegeta ,t,isui Xl.43)9S N2,43J(}2. ll:e<ma}eF, lt,?.-'n'>i'n;"iCil. figure 13a. -51 --.

(18) 2eo71o.li.t.,e. 2006 Intensive Japanese Course Time Schedule FaU Semester. ;(2CI06.lef--2001.;3>. Tuesdiay Weanesday Thursday. Moneay. 'S"ss.. t}'th t/1.. -ll5, S.... S}a￡)'Hin:,ri I""oin. /l･.a. S. Fxiday. 06A.giziKeenxl03 ShiiRoernlOtl Yb$higa'ffhi.iftvBsce}{Ci3. Odagi.r;].[}3. X71stS5 sl'se･v le 2o. ''. S'i"'fili5"i"b'i"i""i'6･i･･･-･-. .X713J97. "%'i-n'th'trth"o'Rl,{-iio-iwwww'. Sb.irntoriRtx)nAIOI) Sbinde Roesrn 101. ''. tl. Shii Room !04. o{isgty￡ R6ffm }g3. Ogawa Roem.I04. i2. Ybshi{{a･ShMReotn101') ･'S'. h{il'i'xt!' iva5va'ii'i. OdBgiriSC"'i '' 'ik'n'i{Eni'w"il'i'65ma'idi'. 1':%ffotu }ibem'Hi-e'l'n'rmrm'/. e:3o--i`s:o(}. 3. "i"5'i'"'i':'w'i'HiH65hi-i63"'. 'S'hi"'"va'i:xuH'H'HR'o'o"Hth"'ii'iYH"''H"''"'. 'X713J96. l3:(}O--14:30 .. -g, l-<:40･Nl(;:1fi. IS,:･,gi.nn[s.i:l.thvel X'Tl$3'R$. Intertnediatelrevel X713tT96. AdvancedlJeyet X71.ee'9:. Figure 13b ' Figure 14 shows the last 3 years' Ctistribution of JOY students' Japanese language levels. The considerable but inevitable fluctuation in the distribution causes difficulties for the coordmator in planning the course offbrings.. '. -52-.

(19) 60. A. 50. +A -B. l. .i-. ss. ."3 .'. .""'.. k 40. -. .. ''" >'v'K.-.'N.-.v...>-N. ts. -.... = 30. '. -Ns--x.t. z･. t. --- N-.. K･･A･"/. '.'. 20 10. v' -･. o. .s-. Ns...-e.--... '. b'v.. 2003Fall 2oo4spring 2004Fall 2005Spring 2005Fall 2o06Spring Figure 14: JOY students' enro]lment in diEferent leveis ofJapanese language courses. 4.3 ProblemsoftheJOYprogram One of the problems the program faces reflects its nature as a university'wide program. Because students with a wide variety of academic backgrounds come into the program, ir is difficult to offer a curriculum that satisfies the needs of all students. Some students may find a given class too specialized, with others finding it too basic. We need to continue working toward. providing a ctmculum that takes advantage of students' being in Japan and in. Ybkohama. 'IEhe opportimity for students to take regular courses in the faculties is severely limited by the smalL number of classes gtven in EngliSh in the faculties,. and by the Japanese langutage ability of JOY students. From 2007, we are considering the implementation of graduate student tutors who will assist students of Japanese level D or higher in taking regular courses in the faculties.. Erom the fal1 of 2003, we sul)stantially highered the academic requirements for JOY students. Whereas they only needed 8 credits' to complete the program. -53-.

(20) before, they now need 12 credits. Inctuded in the 12 credits is the Independent. Research Project (2 credits) required of all JOY students, as well as one Intemational Exchange Course. UP to 6 credits ofJapanese language courses can be counted toward the requirement.. Figure 15 shows the classes taken by JOY students for the last 3 years. 'Ibere are a significant nuMber of students who challenge themsekwes by taking general education or regular courses in the faculties, in addition to Ir}ternational. Exchange Courses and Japanese Ianguage courses. Figure 16 shows the student evaluations of the JOY program. For various aspects of the program, students were asked to rate the program from O to 5, 5 being the best. Whereas. "Japanese language courses" and `fAdvisingtCounselmg' have consistently received marks al)ove 4, Ìnternational Exchange Courses" and `fFaciljties" have. received fower marks. 16. :. p"--. 14 12. -. --. .---- e-b---"--.e -"-Nwaes,taJiL*4e--iH1sc:･i. "b---.SFHT4e--e-iA;. ra. E. 10. M8. ･t!Z. ofth 6. 4. ..--. -".1-. . -.-..'1. 2. o. A. --r--. i-'t'--. 2003Fall 2004Spring 2004Fall. .-.A-. --. 2005Spring 2005Fall. Iiligure 15: Courses taken by JOY students. -54-. 2006Spring.

(21) 5. Ai) ")lis---,A-. '. .4. 4. U,.. =3. N. 5-... NX. .. -2. '. .9 tt. --. N, "" ,. A. eu- A. ×' i'.:1':'7 'Y'. " General. -!nternational Exchange Courses. i. di 2. " lt 'Japane$e. ･.O-s tExchange/actMtie$ 1. - ,Facilities -A- Advising/ Counseling. o. 2003Fall 2004Spring 2004Fall 2005Spring. 2005Fall. IiSgure16 JOYProgramStudentEvaluations Ìnternational Exchange Courses" have not been able to cater to the diverse. needs and levels of JOY students in a way comparable to Japanese Language. courses. The high marks for ÈAdvisingtCounselmg' owe much to the international student advisors in the faculties and the staff in the Intemational Student Division oflice. With regard to exchange activities, the activities of "105". (a student volunteer group based in room 105 of the International Student Centeri, student clubs, classes, and activities hosted by the ur[iversity offer. studenbs opportunities to mingle with Japanese students. In addition, Mtsui. VNet (a volunteer group composed mainly of retirees of Mitsui"affiliated companies) organizes activities and conducts one on one partnerships for. students wishng to learn more about Japanese corporations, culture, or langutage. The low marks on facilities are due mainly to Minesawa dormitory's. lack of air conditioning, the library, and the lack of aecess to university computers during the weekends. Dormitory capacity is staiting to be a problem with the expanding number. -55-.

(22) of incoming JOY applicants. CumentlM there are 30 dormitory rooms open to exchange students coming in the spring, and 35 for the fall. AlreadM the nurnber. of applications we receive exceed these numbers. A continued increase in the. mimber of applicants (and the mimber of outgoing exchange students from YNU) would mean the necessity to re'think the housing situation.. 5. 0utgoing Exchange Students Erom 2002, the Intemational Student Division has conducted annually an information session for prospective outgoing exchange students. Inyrom 2003, the. JOY program coordmators have been charged with the responsibihty of coordinating the sending of YNU students abroad on the exchange program. Partly as a result of such measures, as Figure 17 shows, the number of outgoing. exchange students have been steadily increasing. In 2005, the number reached. 47, roughly 4 times the number of 2002, and neambg the year's nurnber of incoming exchange students. 'IEhe mimber of outgoing exchange students is among the top amohgst (formeD national universities.. gi.":.o.mm.::E]. 60. 50-. 40 ￡. 30. 20. 10. Year Figure 17: Incorning and Outgoing Exchange Students. -56-.

(23) Figure 18 shows the geoFigu[reical distribution of the destinations of outgoing exchange students for the last ten years. Unlike the geofigureical distribution of the incoming exchange students (Figure 6a), tine number of students going to Asian countries is small, with most going to English speaking. destinations such as the US, Britain, and Oceania. For the most comPetirive destinations in the US, only al)out 113 of applicants are ahle to participate in the. exchange.. Asia 8%. 41%. Oceania. Europe 20% North America 31%. Eigure 18: Regional Distxibution of Outgoing Exchange Students. Figure 19 shows the TOEFL requirements for our partner universities in. English speaking countries. Figure 20 shows the TOEFL scores of YNU students at the time of their intemal application for the outgoing exchange program. Although students can improve tiheir scores up until the application deadlines of the partner universities (eanly March for the US, early June for Britain, October to November for Oceania), every yea]c a sigriificant number of students have difficulties attaining the necessaiy scores. As measures to assist. in improtmg their Enghsh ski[ls, we provide International Exchange Courses, `". I]alk time" (a [IIhursday event where incoming exchange students from English. speaking countries provide Japanese studerrds the chance to practice Englishl,. and TOEEL seminars.. -57-.

(24) ..,ix･l/ie.IS/'i'f"./'t/,L･E-s.ttt{y. 10 8 -{. S6 E4 ts. tT,s'iE:-i;i,,T,[;fi.}{{･lgx,i-c ?,t' -･. 8. l'l,l////-'¥.i'11'tlE.'il-!///lil/ltk'/"'. ･xx'. 2 ..,i.t･.l.F-ittt}-.,t/i.:,Il.,./i,t/',,/N,ig;,:t,-". o. i73-180 213-220 230-237 253S;Lk Required TOEFL Score. Inyigure 19: Required TOEFL Scores for Partner Universities. 25 ..tst'/t.1.v.t."v. 20 .t//-x-)t-pt ,'i'.'tt/IES='･n'I.,. co. -=. o v=. -. co. 15 vtt-.ytt-x.'. ..r...±.. ... 10. -..'H.'At'tt'. ',`.tT,'t4Ite.s･'. 5 o. <150 150-170 -173-183 187-197 200-210 213-227 230-260. TOEFL score FEgure 20: TOEEL scores for outgoing exchange students for past 5 years. (NbveMber scores). -58-.

(25) English is not the only impediment for prospective outgoing exchange studenbs. There are cases where students requinng teacher's training courses or laboratory classes in the Faculty of Engineering cannot gradnate in four years if. they study abroad. [IJhe timing ofjob hunting (February to July in Junior and Senior years) often causes difficulties for students wishng to study abroad their. junior year: Dilficulties in transfetmg credits earned durtng students' study. abroad is another problem. It is important that students consult with their faculties beforehand to accurately understand which credirs wil1 be counted and. which will not. From this yeax the Faculty of Economics has started actively. using the UCTS system, advising students on courses to take while E(broad. Financial difficulties is a fu[rtiher problem. IJess than 10% of outgoing students. receive the JASSO scholarshjp. Although the university and faculties also provide limited financial aid, it remains the case that study abroad places heavy. fuiancial burdens on students.. 6. Conclusions 'IEhe JOY program rests on university wide cooperation, with all students. receiving advising support from the faculties and the JOY staff in the Intemational Student CenteL Withn the International Student Cente4 the JOY coordinators and the staff in the Short-term Student Exchange Division work in close cooperation.. Following Kitahama3, we can analyze the intei nationalization effects of the. JOY program from multiple angles. First, the JOY program, with incoming. students from 18 countries and 41 universities, has contributed toward diversifying the universitYs intemational student population. Second, the program has allowed for vairious forms of multicultural exchanges, both in and. out of the university TEhird, the program has the potential of introducing. elements of higher education outside Japan and synergizing them with the unique educational environment of YNU. At this point, short-teum student 3 Eiko Kitahama, `"Ihbunka shakai to ryutgakusei koiyu," 0lsaka (imgaku ipagakuser' senta korkyu ronshu No.7 (2003) p.11'27.. -59-.

(26) exchange students compose but a small minority of the total intemational student population, and the effect of the program on the urriversiry is not substantial. It remains to be seen how this can change in the next ten years.. -- 60 -.

(27)