TeamUp U.S.-Japan Educational Partnerships as a Vehicle for - PowerPoint PPT Presentation

TeamUp U.S.-Japan Educational Partnerships as a Vehicle for Student Mobility Susan Sutton, Bryn Mawr College Shingo Ashizawa, Toyo University Michael Pippenger, Columbia University Paige Cottingham-Streater , U.S.-Japan Bridging Foundation

Session Outline 1. Introduction & Video Message 2. Innovations in U.S.-Japan Partnerships 3. Strategies for Building Successful Partnerships 4. Discussion

Session Objectives Explore Innovations in Partnership Building between U.S.-Japanese Institutions. Identify New Resources for Partnership Building with Japan. Learn about Components of the 2015 TeamUp Campaign.

Engage with TeamUp Send us your questions via Twitter using #TeamUpAIEA Connect with us on Twitter: @TeamUpUS_Japan Find us on Facebook: TeamUpUSJapan

Contact Pamela L. FIELDS Deputy Secretary-General, U.S. CULCON Secretariat U.S.-Japan Conference on Cultural and Educational Interchange (CULCON) 1201 15 th Street, NW, Suite 330, Washington, D.C. 20005 pfields@jusfc.gov | 202.653.9800

The TeamUp RoadMap to Innovative Partnerships Susan Buck Sutton Bryn Mawr College

We are witnessing a flowering of international academic partnerships.

Among various aspects of internationalization taking place on your campus, which FIVE have received most attention and resources in recent years? (ACE Mapping Internationalization on U.S. Campuses , 2012 Master’s Doctoral Baccalaureate Associate Special Focus All Curriculum 62 55 70 61 34 58 IZN Strategic 78 61 56 46 58 56 Partnerships Int Student 59 63 55 32 44 48 Recruitment Faculty 64 52 54 36 34 46 Collaboration Student/Fac 52 56 47 27 24 40 Exchange

IAU 2014 Survey: 75% of institutions worldwide increased funding for exchange and research collaboration over last 3 years.

International academic p artnerships are… • central to an institution extending outward • essential for student learning, cutting-edge research, and global advancement of higher education • taking on new roles and functions • reaching out to new partners, at home and abroad • no longer simply what bubbles up • the focus of deliberate, intentional, strategic planning • no longer conceived simply in terms of logistics of exchange

Transactional Partnerships • Simple give-and-take • Neither institution is much changed by the exchange • Instrumental in nature • Trade resources

Transformational Partnerships • Change both institutions, as they work together • Generate common goals, projects, products through dialogue and collaboration • Combine resources • Emphasize relationship as much as the product • Expand over time • Spread into the teaching, research, and/or service functions, as well as the mission, of each institution

Partnerships provide a robust environment for student mobility, because they: • Create atmosphere that encourages ALL students to connect with the partner • Enable faculty who know little about partner country to become involved • Pursue the belief that some insights and knowledge only arise through international dialogue, for students and faculty alike • Build resources through sharing and collaboration • Develop materials/projects tailored to fit each partner • Institutionally model cross-national competencies wanted for students • Spark joint research, teaching, and development projects on new topics, the kind that only come from sustained conversation • Operate as collaborative units in the emerging global system of higher education • Become a sustained, integral part of each institution

The TeamUp RoadMap

The Destination: increasing student mobility by building innovative partnerships between the U.S. and Japan

Draft Outline • The Road Ahead: New directions, new pathways • Traveling Together: The basic principles of successful partnerships • Bumps along the Way: Challenges to be addressed • Smooth Sailing: Innovative strategies for forward motion • A Brief Guide for Those Just Getting Started • Further Resources

• Use partnerships for language instruction (e.g., online language buddies) • Collaborative teaching – both virtually and face-to-face • Short-term but intensive programs, using high-impact pedagogies • Theme or issue-based study abroad programs • Internships and experiential learning • Faculty collaborations that engage students • Curriculum integration of study abroad • New calculus for assessing balance in exchanges • Embed discussion of other country across the campus • Incentivizing new faculty to participate • Work with U.S.-Japan organizations, the business community • Gap year/post-graduation options • Creative pre-departure, bridge, and re-entry programming • Move some study abroad away from junior year • Bi-national zemi groups • Student-to-student networks among exchange partners

Contemplative Traditions Fall 2011 & 2013 • The History and Rhetoric of Buddhist Meditation (Hank Glassman, East Asian Languages & Cultures) • Silent Spaces: A History of Contemplation in the West (Michelle Francl, General Studies) • Listening to Mind and Body: The Psychology of Mindfulness (Marc Schulz, Psychology) • Traveled to Japan to explore Eastern traditions • Learned from a variety of monastic traditions • Blogged about their experiences in the cluster • Taught Philadelphia high school students habits of mindfulness

Doubling Student Mobility Between Japan and the U.S. : Seeking New Forms of Educational Collaborations Shingo Ashizawa Toyo University 2015/2/16

Today’s Topics 1. Background of This Session and New Trends in Student Mobility 2. Issues on Traditional Exchange 3. Possible Remedies and New Types of Collaboration 4. Government Initiatives and Institutional Initiatives (Top Global University Project (SGU) and its background and potential) 5. CASE: “Toyo Global Diamonds ” 2015/2/16

1 ． Background of This Session and New Trend of Student Mobility 2015/2/16

Changes in Number of International Students Studying in the US Japan India Cnina South Korea Saudi Arabia 2 00 ,0 00 1 9 4 ,0 2 9 1 80 ,0 00 (Number of international students) 1 60 ,0 00 1 5 7 ,5 5 8 1 40 ,0 00 127,822 1 20 ,0 00 1 0 3 ,2 6 0 1 0 3 ,8 9 5 1 0 4 ,8 9 7 1 00 ,0 00 94,563 9 8 ,2 3 5 1 0 0 ,2 7 0 8 3 ,8 3 3 76,503 8 0,0 0 0 8 1 ,1 2 7 7 9 ,7 3 6 8 0 ,4 6 6 67,723 6 6 ,8 3 6 7 4 ,6 0 3 7 5 ,0 6 5 7 2 ,1 5 3 73,351 6 2 ,5 2 3 62,582 7 2 ,2 9 5 6 9 ,1 2 4 59,939 61,765 63,211 6 4 ,7 5 7 6 0,0 0 0 62,392 5 3 ,3 5 8 5 9 ,0 2 2 5 4 ,4 6 6 52,484 51,519 54,664 49,046 46,872 46,497 42,337 4 5 ,6 8 5 46,810 45,960 4 0,0 0 0 35,282 3 3 ,9 7 4 3 4 ,1 3 9 4 1 ,1 9 1 4 2 ,2 1 5 40,835 38,712 2 9 ,2 6 4 24,842 22,704 2 0,0 0 0 21,290 1 9 ,9 6 6 1 2 ,6 6 1 9 ,8 7 3 1 5 ,8 1 0 5 ,5 7 9 5,273 5 ,1 5 6 7 ,8 8 6 3 ,4 4 8 3 ,5 2 1 4 ,1 7 5 3,035 0 1 9 9 9 2 0 0 0 2 0 0 1 2 0 0 2 2 0 0 3 2 0 0 4 2005 2 0 0 6 2007 2 0 0 8 2009 2 0 1 0 2011 2015/2/16 Source ： IIE 「 Open Doors Data ： International Students Leading Places of Origin 」

Obstacles Impinging on Decision to Study Abroad (from students perspective) ・ Major obstacles for students considering study abroad: financial problems, concern about foreign language ability, unease about security, concern about employment. ・ In many cases, many of these problems were overcome during actual study abroad. Multiple responses Source: University Data Book 2012 , Benesse 1) Multiple responses possible 2) Target group: 2,150 students who studied abroad under 10 years; 206 students with no experience abroad who had been interested in studying abroad and 2) collecting information under 10 years. 3) Survey graph based on commissioned by METI. The survey targets include not only persons who studied abroad while they were enrolled in their universities (60%) within the past 10 years from the time of the survey (2009) but also persons who studied abroad soon after graduating from high school or after they were employed (40%). Accordingly, the results of this survey are not limited to the situation of those studying abroad while in university but show the more general situation regarding problems for study abroad. Although there are some limits to the use of the survey and detailed data cannot be tabulated, the survey presents somewhat macro-data that show from a personal level the obstacles and issues regarding 2014/2/18 S.Ashizawa study abroad, and provides some clues for consideration. “Survey on Study Abroad,” “Survey on Labor and Economic Policy Focusing on Capacity Development of Students Studying Abroad,” (2009), research funded by METI.

Desire to Study Abroad (high school students) ・ A high percentage (52.3%) of high school students in Japan are not interested in studying abroad. Source: “Survey on High Schoolers’ Life Awareness and Study Overseas,” Hitotsubashi Council for the Promotion of Arts and Edu cation, Japan Youth Research Institute Survey period: (Japan, United States, China) September-November 2011, (South Korea) June-July 2011. Survey targets: (Japan) 21 high schools, (US) 12 high schools, (China) 30 high schools, (ROK) 66 high schools. 2014/2/18 S.Ashizawa Survey method: Paper questionnaire. Sample size: (Japan) 2,458 responses, (US) 1,032 responses, (China) 2,235 responses, (ROK) 2,292 responses.