Higher Education Quality Assurance Forum2013/10/01 · In the following panel discussion, six...
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The Proceedings of ＡＳＥＡＮ＋３ Higher Education Quality Assurance Forum Tuesday 1 October 2013 Mita Kaigisho Conference Center, Tokyo, Japan 独立行政法人 大学評価・学位授与機構
Transcript of Higher Education Quality Assurance Forum2013/10/01 · In the following panel discussion, six...
The Proceedings of
ＡＳＥＡＮ＋３Higher Education Quality Assurance Forum
Tuesday 1 October 2013Mita Kaigisho Conference Center, Tokyo, Japan
独立行政法人 大学評価・学位授与機構
The Proceedings of ASEAN+3 Higher Education Quality Assurance Forum
March 2014
National Institution for Academic Degrees and University Evaluation (NIAD-UE)1-29-1 Gakuen-nishimachi Kodaira-shi,Tokyo 187-8587, Japanhttp://www.niad.ac.jp/english/index.html
Preface: What is this Event?
The ASEAN+3 Higher Education Quality Assurance Forum was held on 1 October 2013 in Tokyo,
organized by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) in
cooperation with the National Institution for Academic Degrees and University Evaluation (NIAD‐UE),
Japan.
Over 240 colleagues in the higher education sector from the region participated in the Forum and
deepened their understanding of the principles and vision for student mobility in East Asia by sharing
QA practices in the region.
Main topics of the Forum
Higher education in the East Asian region is witnessing increasingly dynamic student mobility
resulting from a variety of factors including politics, economics and the labor market as well as
education. How are East Asian countries addressing this challenge and implementing policies with
regard to international students and human resource development to meet society’s demand for
talent? How are higher educational institutions in the region responding to this change? How
does quality assurance, conceived as an interface between higher education and society, contribute
to improving policy implementation and meeting the demands of society and higher educational
institutions for the provision of human resources?
Highlights of the Forum
Session I: The keynote speech was given by Dr. Sauwakon Ratanawijitrasin, Director of SEAMEO
RIHED, on the Vision and Current Trends of Student Mobility—from the ASEAN Perspective. Six
experts from the ASEAN+3 countries gave presentations on practices and experiences in quality
assurance approaches to student mobility and transnational education from ASEAN region‐wide,
national and university perspectives. Following presentations, the speakers joined a panel
discussion to exchange views on what could be done to meet social and regional demands for the
development of human resources through policies on student mobility and quality assurance.
Session II: Academics and students from Japanese universities presented four case studies on
exchange programs in East Asia. Following case presentations, Forum speakers and higher
education experts from the ASEAN region and Japan exchanged ideas for the further enhancement of
international student exchange programs.
For proceedings of the forum, please visit NIAD‐UE website:
www.niad.ac.jp/english/ news/1225851_1818.html
March 2014
Contents
Session I: Trends in Human Resource Development and Policies for Mobilizing Students in East Asia ∙∙∙∙∙∙∙∙ 1 Highlights of Session I ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 3 Keynote Speech
Vision and Current Trends of Student Mobility ‐ from the ASEAN Perspective Dr. Sauwakon Ratanawijitrasin, SEAMEO RIHED ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 5
Panel on Quality Assurance of Transnational Education and Country Experiences １． AIMS ‐ ASEAN International Mobility for Students ‐ PROGRAM REVIEW
Dr. Aishah Binti Abu Bakar, Ministry of Education Malaysia ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 29 2． Towards Further Student Mobility: Experiences of the AUN QA Programme Assessment
Dr. Wyona C. Patalinghug, De La Salle University, Manila, Philippines ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 37 3． QA Policy at Vietnam National University, Ho Chi Minh City
Dr. Le Quang Minh, Vietnam National University ‐ Ho Chi Minh City ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 45 4． Quality Assurance of Transnational Education in Malaysia
Mr. Mohamad Dzafir Mustafa, MQA ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 53 5． Quality Assurance of Cross‐Border Education and Asian Educational Exchange and Cooperation
Dr. Mengquan Lin, CDGDC ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 61 6． IEQAS in Korea
Dr. Innwoo Park, Korea University ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 71 Highlights of Dialogue and Discussion at Session I ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 79
Session II: Student Mobility in East Asia ‐ Input from International Collaborative Programs ∙∙∙∙∙ 81 Highlights of Session II ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 83 Case studies: Presentations on Joint Programs １． Case Study A: A Cooperative Asian Education Gateway for a Sustainable Society:
Expanding the Frontiers in Science and Technology of Chemistry and Materials by Nagoya University and Tohoku University Prof. Dr. Takahiro Seki, Nagoya University∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 85
2． Case Study B: Empowerment of Next Generation High‐Quality Policy Leaders through a “United Asia University for Peace = Human Security” by Osaka University Prof. Akihisa Matsuno, Osaka University ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 93
3． Case Study C: East Asian University Institute (EAUI) for Asian Regional Integration by Waseda University Ms. Motoi Takekawa, Waseda University ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 99
4． Case Study D: Asia Business Leaders Program by Hitotsubashi University Mr. Kazuhiro Saka, Hitotsubashi University ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 105
Highlights of Dialogue and Discussion at Session II ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 111
Reference: Forum Program ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 113
Session I:
Trends in Human Resource Development and
Policies for Mobilizing Students in East Asia
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Session I: Trends in Resource Development and Policies for Mobilizing Students in East Asia
Highlights of Session I
The aim of this Session I was sharing ideas and generating discussion.
Session I began with Dr. Sauwakon Ratanawijitrasin, Director, Regional Centre for Higher Education
and Development (SEAMEO RIHED), who provided an introduction to the development of student
mobility activities in the ASEAN region in her keynote speech entitled ‘Vision and Current Trends of
Student Mobility—from the ASEAN Perspective’.
In the following panel discussion, six experts in quality assurance from ASEAN+3 nations
introduced case studies of international student exchange for higher education and the quality
assurance of these programs across ASEAN region on the national or university levels.
Four experts representing ASEAN nations spoke. The first was Dr. Aishah Binti Abu Bakar, Director,
Academic Development Management Division, Department of Higher Education, Ministry of
Education Malaysia, who introduced AIMS (ASEAN International Mobility for Students) program and
its program review activities for quality improvement. Next, Dr. Wyona C. Patalinghug, Director,
International Quality Assurance Office, De La Salle University, Manila, Philippines, and Dr. Le Quang
Minh, Vice President, Vietnam National University, Ho Chi Minh City, both outlined ASEAN University
Network (AUN) quality assurance and their experiences with quality assessment at their own
universities. Mr. Mohamad Dzafir Mustafa, Director, Malaysian Quality Assurance Training Center
(MQATC), Malaysian Qualifications Agency (MQA), outlined the quality assurance of transnational
education in Malaysia.
Two experts from China and Korea also participated in the panel. Dr. Mengquan Lin, Director,
Evaluation Department, China Academic Degrees and Graduate Education Development Center
(CDGDC), described quality assurance in the People’s Republic of China, focusing on the management
of Chinese‐Foreign Co‐running Schools/Programs. Dr. Innwoo Park, Professor, Department of
Education, Korea University, provided an introduction to the international education quality
assurance system (IEQAS) in South Korea.
For Session I, participants were asked to speak to the theme of this Forum by offering their
opinions on the following points:
- What are your views on societal and regional demands for the development of human resources,
and how are these needs actually reflected in your programs (in terms of policy planning and
classroom situations)?
- As we look to the future, how can quality assurance, understood as an interface between higher
education and society, play an instrumental role in responding to societal and regional demands
for human resources?
Session I: Trends in human resource development and policies for mobilizing students in East Asia Keynote Speech
Vision and Current Trends of student mobility: Dr. Sauwakon Ratanawijitrasin
Director, Regional Centre for Higher Education and Development (SEAMEO RIHED)
ABSTRACT During the past two decades, the landscape of international student mobility has been expanding
rapidly. Globally, the number of foreign students have more than triple‐‐from 1.3 million in 1990 to 4.3 million in 2011. More than half of foreign students population worldwide come from Asia. Among them around 34% are from Northeast Asian and 8% from Southeast Asian countries. In Southeast Asia, although most outbound students go to study in an OECD member country, the tide for foreign students studying within the region is rising in recent years. These trends are driven by a wide range of forces. Key among them are the needs to meet the
challenges of globalization and regionalization, which has led to efforts to internationalize. East Asia—Northeast and Southeast—has witnessed proactive national policies and institutional initiatives to promote student mobility, which is a prime policy instrument among the many schemes to internationalize higher education. Individuals too desire to mobilize across national borders for higher education to enrich knowledge, skills, and experiences.
Amidst this tide of change, governments and higher educational institutions in the region reach out to one another to forge broader and deeper collaborations—bilaterally and multilaterally. International organizations also contribute to create and coordinate collective actions. The Southeast Asian Ministers of Education Organization‐Regional Centre for Higher Education and
Development (SEAMEO RIHED) plays such a role in initiatiing and coordinating the multilateral student exchange program AIMS (ASEAN International Mobility for Students). From its launch with 3 participating countries in 2010, the Program has now expanded to include 7 countries—Malaysia, Indonesia, Thailand, Vietnam, the Phillipines, Brunei Darusalam, and Japan—extending opportunities to students in both Southeast and Northeast Asia. To advance regional harmonization, as well as build enabling mechanisms for student mobility,
SEAMEO RIHED also conducts and takes part in initiatives related to quality assurance and credit transfer system. A recent effort, supported by the Asian Development Bank, is a policy action research to study and develop common credit transfer system which has resulted in the Academic Credit Transfer Framework for Asia (ACTFA) to be used to support student mobility. Asia, as well as the world, demand more human resources with tran‐system competency. It is the
role of higher education to cultivate globalized human resources to meet future chanllenges. To better promote student mobility, more extensive collective actions are called for. These include 1) establishing and enriching multilateral platforms for student exchange, 2) developing more programs in more diverse formats—covering learning in class, learning from peers, and learning in the workplace and community‐‐to meet future needs, 3) harmonizing higher education to allow better compatability and comparability, as well as maintaining diversity, 4) Strengthening quality of higher education to cover existing as well as emerging forms of institutions and programs.
Dr. Sauwakon Ratanawijitrasin Speaker Profile Director of SEAMEO RIHED (Southeast Asian Ministers of Education Organization‐Regional Center for Higher Education and Development) and Associate Professor at the Faculty of Social Sciences and Humanities, Mahidol University. Her academic interests are in the areas of systems thinking, public policy and management, education, sustainable development, and pharmaceutical and health systems.
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Session I: Trends in human resource development and policies for mobilizing students in East Asia
Keynote Speech Vision and Current Trends of Student Mobility ‐ from the ASEAN Perspective
Dr. Sauwakon Ratanawijitrasin
Director, SEAMEO Regional Centre for Higher Education and Development (SEAMEO RIHED)
Deputy Director‐General Nakaoka, President Nogami, and all the distinguished participants here at the forum, I am so glad to be with you today at this forum. First of all I would like to thank the organizers for allowing me this opportunity to be with you, to share some thoughts and then some information with you today and I look forward to a very lively and interesting discussion afterward. The topic today is the vision and current trends of student mobility and I will be focusing on South East Asia and North East Asia. I really agree with Tutiya sensei to talk about East Asia. It should mean both the North East and the South East, so allow me to begin. The Expanding Landscape of International Student Mobility What we can see from the previous decades is that there is a lot of expansion in international student mobility all over the world. And if we look at some of the numbers worldwide we can see that the number of international students more than tripled from 1990 to 2011 from 1.3 million to 4.3 million. That is a lot of change during a short period of time. Even with a lot of technologies that allow us to communicate without leaving our homes, student mobility has expanded around the world. And from these numbers, more than 50% of foreign students worldwide come from Asia. China is the largest exporter of students, international students in the world. About 34% of international students come from North East Asia, only around 8% from South East Asia, but I think it will be growing. Another trend that can be observed is that there is an increase in the percentage of undergraduate students across countries. The trend before was graduate students, but now more and more undergraduate students are moving around the world. And if we look at South East Asia’s foreign students trend, we can see that the proportions of foreign students from South East Asian countries to study abroad show that they choose an OECD country and the range is more than 50%. The range is from 63% in Indonesia, up to 94% in Singapore. However, we see also that around 11% of the South East Asian foreign students study in another country in South East Asia and this trend is increasing. And with the collaborative efforts among South East Asian countries, we will see that more and more students move
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Session I: Trends in human resource development and policies for mobilizing students in East Asia
around in our region. So those are the numbers but there are certain trends for which we might not have the number but we can see the trend anyway. Emerging Trends: Student Mobility In the past our countries and regions mainly sent out students, so more outbound students than inbound. We need to work on capacity building. In Thailand, King Rama V (Fifth) the Great, grandfather of the present king, sent his sons to study abroad. When they came back they became the ministers of different ministries that were newly set up at that time. Now as our region develops more, we welcome inbound students, and we have created many international programs. There is also an economic reason for that, to generate income from tuition fees and living expenses. This is one trend. Another trend is that we see that students are moving around not only outside our region but also inside our region and this will increase with the number of programs. AIMS is one, and it will serve to increase the number of students within the East Asian region. Another trend is that when we talk about student mobility, the exchange platforms have also evolved starting with bilateral exchanges, a bilateral platform. That means university and university come together and decide on exchange of students in particular fields, or other arrangements. Scholarships might be provided. But in recent years, we have seen more multilateral platforms, in which many parties come together and agree on something. Either a multilateral platform at the level of university or a multilateral platform at the level of government and then the government chooses the universities to do that. The bilateral model is still the mainstream but more multilateral is coming up. Emerging Trends: Program Mobility There are so many developments that we probably have difficulty keeping track of. There are joint degree programs, double and dual degree programs; also other partner programs such as two plus one, two plus two, three plus something, so many of them and even definitions of these terminologies might differ. But anyway, what we see, like franchise programs and the standard online learning programs, all these reflect an emerging trend of new program arrangements where programs do not attached with a single institution as before. In many countries, especially in the US, MOOCs, Massive Open Online Courses, are now a big hit and a lot of people are talking about it. So they are more diversity in terms of program design and we can call it in a sense of program mobility, although programs do not have legs.
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Session I: Trends in human resource development and policies for mobilizing students in East Asia
Emerging Trends: Institution Mobility Another thing is institution mobility. We are aware that many countries have been very proactive or aggressive in trying to set up branches and off shore campuses in another country. We see that just a decade ago, our region was receiver of the off shore campuses, of branches especially from Australia. But now many countries in North East and South East Asia also establish branches in other countries, for example China, India, Malaysia and Singapore. SEA: 3+ Decades of Accelerated Socio‐Economic Change There are certain forces behind all these changes. In increasing trends of the student mobility in the past 3‐plus decades, national policies play a very big role. Greater wealth as a result of economic development is also a national policy in all the countries. There are more money to pay to send our children abroad and also greater demands to have students with overseas experience in the workforce. We learn that in many countries, education reform and government support in terms of trying to internationalize higher education, as well as providing scholarships to send students abroad also serve to increase the trend of student mobility. Globalization actually has been with us throughout history, but we notice more rapid changes during the past decade. One thing may have many definitions. One definition of globalization that I like a lot is that Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology. Looking at international agreements, the General Agreements on Trade and Service, we have agreements that will free up, loosen the regulations and allow people to do offshore campuses and allow national treatment for international players. These are things that boost student mobility. Of course in South East Asia, creating ASEAN Community is just around the corner in 2015. These are the factors that are not mutually exclusive. They are all related, regionalization and globalization are internally related and what we do is to internationalize. Benefits Many people talked and keep talking about the benefits of student mobility. Individuals want to increase and improve their knowledge and skills by studying in another country, it will also improve the employment opportunities. Having a degree from overseas means a lot, you can compete in a competitive labour market, for example. National and organizational capacity building is another benefit, especially national capacity building in the past. But now organizations want to have people with international experience.
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Session I: Trends in human resource development and policies for mobilizing students in East Asia
Taking Samsung as an example, before they tried to produce a lot of gadgets and devices to compete with the iPhone, they sent out a lot of people overseas to live there for a period of time. Those people came back and created so many things that are probably in your pockets and in your hands right now. International understanding is one more benefit that might not be the initial purpose but it benefits anyway. Of course, international mobility also becomes to sources of revenues for national economy and higher education institutions. Cultivating globalized human resources When we look at these, I ask myself what exactly student mobility will benefit us? The answer is to cultivate globalized human resources. And what we need, I think, is human resources with trans‐system competency. I summarised trans‐system competency into three knows ‐ Know what, Know how, and Know who. Know What When we have student exchanges, we send students to another country to study a particular field, such as economics, engineering, agriculture, many things. Students study substantive knowledge and skills abroad, that is the know what. Mostly people would say we send our children abroad to study cutting edge knowledge, cutting edge technology. We agree, but missed another thing which is local knowledge. My background is in the field of pharmacy and I studied western medicine in the past. Some traditional medicines like Herbal medicines were a very sideline thing in the past, but now it is popular. Even in the US the market for herbal medicine is huge and increasing. Western medicine, also tries to extract active pharmaceutical ingredients from plants. It relies on local knowledge. Behind the Shinagawa Prince Hotel there is a satellite store and if you go there, they sell different kinds of local food and offer hometown flavour. As I know, in Korea, there is policy to promote local as well. Know How So we need know what to fill knowledge gaps as well as skill gaps. We also need know how in terms of providing context, like Inter‐cultural understanding. Know how includes many parts, not only culture, but the society, people, the political system, the societal favourite, etc. We need to know the economy in another country in order to promote our trade, to deal with in port and export. And we also need to understand organization, organizational arrangements, infrastructure, as well as organizational culture, both in bureaucratic procedures and the government.
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Session I: Trends in human resource development and policies for mobilizing students in East Asia
Know Who Know who means you go to another country and you study, you know your professors, you know your fellow students, your friends, you develop collegial relationship and you develop networks, professional relations or otherwise. Maybe you like photography and then you can join the network. You develop professional relationships while you also develop personal relationships and friendships. And these will provide you with benefits that more than expected. ‘Know who’ is something that comes right away when you travel to study in another country. Cost/Benefit of Student Mobility I used to teach cost benefit analysis so let's see the cost benefit of student mobility. What I can say is that the cost is additional. You send one student, it costs how much, you send two, you send three, you send ten, you send a hundred, the cost adds up. But benefits are multiplications. The more students that you sent abroad, when they come back and work, they more your country benefits! Multiple Modes of Mobility I proposed a Multiple Modes of Student Mobility to cultivate globalized human resources. The first one is learning in class, this is what we all student exchanges. We send students to go to study aboard, but study in class. We should also have students learning from peers, like organizing student camps. Get students come together and they will know and learn from each other. We should also include practice, initiating regional internship program, for example. Many universities have been doing this. We need more and regional, even global. And in the future probably we need more research collaborations among professors, academic staffs and graduate students. Enabling Mechanisms To promote student mobility, we need two sets of mechanisms, basically. It called enabling mechanisms and supporting mechanisms. Enabling mechanisms are best done at the national, regional level, and even global level. These are key policy instruments. For example, make funding available for students to go abroad, recognise institutions or programs, degrees, courses, etc. And next is for credit transfer. Students need to take the credits and come back to their home country to continue their study. Other policy instruments includes academic calendar, can we somehow harmonize academic calendar in Southeast region, for example; student visa. How can we deal with getting a visa only allows 3 months stay but the semester is 4 months long? Can we help students to study
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Session I: Trends in human resource development and policies for mobilizing students in East Asia
abroad easier? Supporting Mechanisms Supporting mechanisms are developed both at the national and institutional level. Institutions and countries need to provide scholarships as well as loans. For example, students cannot go to study abroad because of financial constraints. With additional money they will probably have an easier life and learn more. In addition, institutions, programs and other information should be provided, to provide options for students and professors. Housing facilities should be safe, clean. Health insurance is important for overseas students. In some countries it is cheap, but in some countries it is very expensive. Students should not fall through the crack of undue hardship because of illness which we do not know when it will happen. Linguistic tutoring should be provided and also administrative and social support. From the AIMS program we learned about the buddy system and many other systems, so if we help the students, they will have a better living experience. Another emerging issue that we recognized is academic and industrial collaboration which benefit students. Students can go and then learn at the workplace as well. These are what I called supporting mechanisms. The ASEAN International Mobility for Students (AIMS) Programme AIMS: Programme Overview The AIMS Program is a multilateral student initiation program where countries and universities come together to set principles and guidelines, so that students can move around among the participating universities within member countries. It was launched in 2010 as MIT (Malaysia, Indonesia and Thailand), student mobility pilot project, not the Massachusetts Institute of Technology. We exceeded our goal very quickly because of the great support from the member countries, and also the interest from the universities. With expansion the name changed to AIMS. AIMS: Members and Numbers We have set the goals for 2011, 2013, 2015 when the programme is launched in 2010. In 2011, we exceeded the goal set for 150 students. The number of students reached 260 in 2011. There are 5 fields, 3 countries, Malaysia, Indonesia and Thailand at that time. Vietnam joined in 2012. And this year the Philippines, Brunei and Japan joined the Programme. By middle of this year, 2013, over 500 students participated in the programme, 2 study fields are added, and now the Programme covers 7 fields and 7 countries.
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Session I: Trends in human resource development and policies for mobilizing students in East Asia
Now we have 7 universities from Malaysia, 12 from Indonesia, 7 from Thailand, 9 from Vietnam and one from Brunei. The Philippines will notify us soon and once the Reinventing‐Japan Funding result announced we will know the number of participating universities from Japan. The programme expands rapidly in 2013. AIMS: Study Fields The five Initial study fields are hospitality and tourism, agriculture, language and culture, international business, food science and technology. This year we add engineering and economics at the last meeting in Yogyakarta, Indonesia. AIMS: Current Arrangements The current arrangement is that, and I say the word current because we are moving fast, so changes emerge all the time. For example, we published the AIMS Program Handbook and only a little bit after we published it, it is out‐of‐date. Therefore, we organize two review meetings every year. Every time we come together and we agree on some new things. So the current arrangement is that the student mobility Programme is designed for undergraduate student only at this moment. I understand that there are requests to include graduate students, we will take it into consideration and it might happen in the future. The participating universities must provide international academic program within the fields of study which are determined collectively by participating countries. Originally study field was called discipline but we changed it to fields because inter‐disciplinary is important. Inter‐disciplinary studies, for example, economics, maybe you can go for traditional economics or environmental economics, same as environmental engineering. The Programme has a multilateral framework, allows multilateral governmental and institutional collaboration. The participating universities are nominated by their governments in different ways. Some countries' ministries just select but many countries ask the universities to apply and choose from the proposals like in Japan, like in Indonesia. And government provide scholarships for students. With the expansion, governments concern about their financial constrains. So we agree on seeking additional funding from other sources. The specific number of student, as well as student placement and arrangements is based on university bilateral agreements. Because of the preferences of the student they might want to go to this field, they might want to go to this country or this city in particular and it also depends on the slots that are available. So we have to rely on bilateral agreements between the universities and the universities share the curricula and the syllabi. And we have a great flexibility being added into the original AIMS principle.
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Session I: Trends in human resource development and policies for mobilizing students in East Asia
AIMS: Agreed Flexibilities The principle of reciprocity on the number of exchange students previously we have five‐five‐five and then one country would send five students to another country, for example, and then another country would send hopefully, absolutely, five. But it turned out that even within MIT (Malaysia, Indonesia and Thailand) countries, it did not happen that way. So with more countries, it is more difficult. And the financial capacity of each country might not be the same so we allow flexibility on financial supports. And the number of government‐sponsored scholarships for new countries is flexible. For example, the countries with less resources will probably have smaller number than the countries with more resources. We would open up possibilities to other institutions, organizations and even outside the region to seek their support to financing student exchanges. ACTFA (Academic Credit Transfer Framework for Asia) To promote student mobility, SEAMEO RIHED creates an Academic Credit Transfer Framework for Asia or ACTFA for short. This is an initiative started as a policy action research, funded by the Asian Development Bank. We found that there are a lot of credit transfer systems, but many students still cannot transfer their credit. There might be some requirements or agreements, or even disagreements limit credit transfer. So, as we proposed to ADB, we should come up with something flexible but feasible and practical to allow credit transfer. We reviewed different credit transfer systems and tried to identify what are the strengths and weaknesses of each credit transfer system. Then we invited 10 resource persons from 10 countries, including countries in Greater Mekong Subregion plus Indonesia Japan, Korea, and Malaysia, to study credit transfer in their own countries. Eventually we created ACTFA based on collected data from the resource persons. Major credit transfer systems like UCTS use conversions, but ACTFA addresses credits earned in a course, regardless of the total number of credits required by a programme. It is applicable to courses in module, semester and quarter and managed at the level of system components. ACTFA’s 4 Key Components The 4 key components are mutual recognition, credit transfer, grade transfer and supporting mechanisms & system context. Mutual recognition for the purpose of credit transfer is considered at 3 levels: institution, programme, and course. For HEI A to accept credits of its student’s academic work completed at HEI B, HEI A has to recognize HEI B’s programmes and courses. Regarding credit transfer, there are four concerns: course equivalency, depends on required course or elective course; number of credits per course, based on “workload”; principles for
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Session I: Trends in human resource development and policies for mobilizing students in East Asia
credit transfer; and maximum allowable credits to be transferred which is depend on the decision of home HEIs. Dr. Taiji Hotta contributes a lot in creating ACTFA. He studied credit transfer systems for many years and found that in Asia, we share similar number of study hours or teaching hours per course. Therefore, the number of credit per course can be considered as comparable easier. In addition, ACTFA allows the home university to determine how grades are to be taken, and whether they are included in the GPA calculation. Grade transfer is flexible, but the requirements and criteria need to be transparent and published beforehand. Clear rules for the transfer should be set and made public, and there should be no case‐by‐case deliberation Another part is Supporting Mechanisms. We need information on accreditation documents by authorized organizations, course description, workloads and maybe study plans, etc. A lot of details cannot be discussed here, and we need to put efforts on it. Fostering Student Mobility: A Call for Collective Actions In our region, both North East and South East Asia, there are many things that we can collaborate. In South East Asia although we are talking about the ASEAN community 2015, but we still have a long way to go to promote the community and common spaces in higher education. So we would like to call for collective action among Asian countries. We should firstly establish and enrich multilateral platforms for student exchanges. Multilateral exchanges allow more options for students to go around as well as allow more options for university professors to advise the students, so we need to have the countries and the universities to come together, multilaterally agree on some guidelines and principles. It is more difficult in the beginning, but it is a long‐term investment. So we have core shared principles that allow flexibility for the exchanges when we establish multilateral platforms. Try to get scholarships collectively for the students who cannot afford to study aboard. We need active roles of the governments and universities to come together. The government alone is not enough, but without the government it is more difficult. We might start small, but eventually it should become a broad‐based format, that anybody who is ready and interested can join. Follow the same principle and move around the region and the world. At programs and format level, it can be more flexible. In term of academic programs, we need identify what are the strengths in our region, and then develop academic programs for specific field, so that we draw more and more students to move around in our region. We need to identify our needs, develop and train our children to know ourselves, and then to
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Session I: Trends in human resource development and policies for mobilizing students in East Asia
build on the strengths of ourselves. We also need diverse format, collaborative format like joint programs. Joint programs might be organized between two universities, maybe three, or more, relying on the expertise and strength of partner universities. We should also have research collaboration not only among professors, but with graduate students' involvement. Moreover, we also need to think about cross‐border internship programs and cross‐border community service programs, so that we help each other in development of our region. We have talked a lot about harmonization for a while, but how can we achieve higher education harmonization? In terms of Institution and programs, what are the infrastructures and mechanisms that still need a lot more work? Can we work out academic credit transfer at the student level? Diploma supplements ‐ the Europeans use this for quite a while and if we can do it to help explain to the home university how students study and perform in the host university, it will be very beneficial and is this something that can be done in the future? How to even harmonize the academic calendar in the region? It needs collective actions! Quality assurance is a very important component for us to have student exchanges. We have national and institutional quality assurance. A lot of countries are trying to do it and in South East Asia the countries are at different stages of doing quality assurance. Some countries have well‐established organizations, national bodies to do quality assurance, but the other countries might still at its preliminary stage. We also have regional framework lead by AQAN (ASEAN Quality Assurance Network), we work with them and they lead the development of regional framework for quality assurance. Current challenges are, such as, number of HEIs is increasing, both public and private HEIs. There are many universities coming up over the past a few years in Laos, as well as in Cambodia. Second, we have highly diversified non‐traditional program forms. How can we do the quality assurance? Can we just say trust them? Some universities offer course in different countries, how do you deal with it? In addition, we have non‐traditional institution arrangements, like offshore campus. Can we expect Monash University in Malaysia is exactly the same as Monash University in Australia; and MIT (Massachusetts Institute of Technology) in Vietnam, will it be exactly the same as MIT in the US. These are the questions. So it is a challenge for AQAN and also for all the quality assurance experts. We need more collective actions. Nowadays, quality assurance focuses more on input and process. When the inputs and the processes change very rapidly can we chase it? How about if we go for outputs and outcome‐based quality assurance? People agree that it is more difficult to go for outputs and outcomes. But I would say with the diversity and the rapid changes on inputs and processes, outputs and outcomes might be more manageable. This is a challenge, we need to discuss more.
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Session I: Trends in human resource development and policies for mobilizing students in East Asia
Harmonization is not to make us all look the same like clones, but more comparable. We need diversity in students, universities, higher education systems, our country, region as well as the world, meet the needs and the preferences. Then we will be able to better serve student mobility, better serve the region and I think we all agree that more regional collaboration is needed, to cultivate globalized human resources for long‐last prosperity and peace. This is our job. Thank you very much.
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Vision
and
Current Trend
s of
Stud
ent M
obility
By Assoc. Prof. Dr. Sau
wakon
Ratan
awijitrasin
Centre Dire
ctor, SEA
MEO
RIHED
Keynote Speech given
at the
ASEAN
+ 3 Highe
r Edu
catio
n Qua
lity Assurance Forum
NIAD‐UE, Tokyo, Jap
an1 Octob
er 2013
www.rihe
d.seam
eo.org
The Expa
nding Land
scap
e of
Internationa
l Stude
nt M
obility
Foreign Stud
ents #
•1.3 million in 1990*
4.3 million in 2011*
•> 50% fo
reign stud
ents worldwide from
Asia*
•~ 34% from
Northeast Asia*
*
•~ 8%
from
Sou
theast Asia*
*
•Increase in
% und
ergrad
enrollm
ents
***
Data Sou
rce:
* OEC
D (2013)
** calculated from
data in OEC
D (2013)
***U
NESCO
(2012) 2
www.rihe
d.seam
eo.org
SEA Foreign Stud
ents Trend
s•
Prop
ortio
ns of foreign
stud
ents from
a SEA
coun
try stud
y at an OECD cou
ntry ra
nge from
63
% ‐9
4%**
•~ 11
% of S
EA fo
reign stud
ents study
at a
nother
coun
try in SEA
****
The Expa
nding Land
scap
e of
Internationa
l Stude
nt M
obility
Data Sou
rce:
** calculated from
data in OEC
D (201
3)****UIS (2
013)
3www.rihe
d.seam
eo.org
Emerging
Trend
s
SEA: From se
nding stud
ents
abroad
to attracting foreign
stud
ents ‐‐Gen
erating income
through tuition
fees & living
of
foreign stud
ents
Outbo
und
Inbo
und
Stud
ent M
obility
4
− 19 −
www.rihe
d.seam
eo.org
Emerging
Trend
s
Asia: G
reater m
obility with
in th
e region
Intra‐region
Outside
of region
Stud
ent M
obility
5www.rihe
d.seam
eo.org
Emerging
Trend
s
Multilateral
Bilateral
Stud
ent M
obility: Excha
nge Platform
s
More stud
ent e
xcha
nges based
on
multilateral arran
gemen
ts
6
www.rihe
d.seam
eo.org
Emerging
Trend
s
•Joint d
egree program
•Dou
ble/Dua
l degree prog
ram
•Tw
inning
/ partnered
: “2+1”, “2+2”, “3+0”,etc.
•Fran
chise prog
ram
•Distance/ online prog
ram
Prog
ram M
obility
7www.rihe
d.seam
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Emerging
Trend
s
Asia: B
ranch/ Offsho
re cam
puses
Institu
tion Mob
ility
Receiver
Provider
8
− 20 − − 21 −
www.rihe
d.seam
eo.org
SEA: 3+ Decad
es of A
ccelerated
Socio‐Econ
omic Cha
nge
Main driving forces:
•National policies
*Econ
omic develop
ment
greater w
ealth
, greater dem
and
*Education reform
& su
pports
internationalization, scholarships+
•Globalization
*Trade
*Techno
logy
*Hu
man
inqu
iry*International agreements: G
ATS
•Re
gion
aliza
tion
*AS
EAN Com
mun
ity
Globa
lization
Region
alization
9www.rihe
d.seam
eo.org
Bene
fits
•Kn
owledge an
d skills
•Em
ploymen
t opp
ortunitie
s
•Nationa
l and
organ
izationa
l cap
acity
building
•Internationa
l und
erstan
ding
•Source of reven
ues for the
econo
my an
d HEI
10
www.rihe
d.seam
eo.orgCultivatin
g glob
alized
hu
man
resources
Know
wha
t
Know
how
(the
system
works)
Know
who
Hum
an re
source with
tran
s‐system
compe
tency
11www.rihe
d.seam
eo.org
Know
Wha
t
Substantive know
ledge an
d skills
•Cu
tting‐ed
ge kno
wledge
•Local kno
wledge
Know
ledge Gap
sSkill Gap
s
12
− 20 − − 21 −
www.rihe
d.seam
eo.orgKn
ow How
(Con
text)
•Cu
ltural
•Po
litical
•Societal
•Econ
omic
•Organ
izationa
l
Cultu
ral G
aps…
13www.rihe
d.seam
eo.org
Know
Who
•Professors
•Pe
ers
•Co
lleague
s•Networks
•Pe
rson
al friend
ship
14
www.rihe
d.seam
eo.org
Cost/Ben
efit of Stude
nt M
obility
•Co
sts: Add
ition
•Be
nefits: M
ultip
lication
15www.rihe
d.seam
eo.org
Multip
le M
odes of M
obility
CULTIVAT
ING GLO
BALISED HRs
3. Practice:
Region
al Internship
2. Learning from
pe
er+:
Stud
ent C
amp
1. Learning (class):
Stud
ent E
xcha
nge
16
− 22 − − 23 −
www.rihe
d.seam
eo.orgEnab
ling Mecha
nism
s
Key Po
licy Instrumen
ts•Fund
ing
•Re
cognition
: institution & acade
mic program
‐‐de
gree
•Cred
it transfer
Other Policy Instrumen
ts•Academ
ic calen
dar
•Visa …
Nationa
l & Regiona
l/Globa
l Levels
17www.rihe
d.seam
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Supp
ortin
g Mecha
nism
s
•Scho
larships & loan
s•Institu
tion, program
, and
other inform
ation
•Hou
sing
facilities
•Health
insurance
•Linguistic tu
torin
g•Ad
ministrative an
d social sup
ports
•Acad
emic & indu
stria
l collabo
ratio
n•etc
Nationa
l & In
stitu
tiona
l Levels
18
The AS
EAN In
ternationa
l Mob
ility fo
r Stude
nts
(AIM
S) Program
me
19www.rihe
d.seam
eo.org
AIMS: Program
me Overview
•Multilateral stud
ent e
xchange program
•Laun
ched
in 201
0 as th
e Malaysia‐Indo
nesia
‐Thailand
(M‐I‐T) Stude
nt M
obility Pilot P
roject
•With
expansion
, nam
e changed to ASEAN
Internationa
l Mob
ility fo
r Stude
nts
Prog
ramme (AIM
S)
20
− 22 − − 23 −
www.rihe
d.seam
eo.org
AIMS: M
embe
rs and
Num
bers
More than
500
stude
nts
exchan
ged un
der the
Program (a
s of M
ay 201
3)
7 un
iversitie
s
By 201
1~ 26
0 stud
ents
5 fie
lds
3 coun
tries (M, I, T)
By 201
3> 50
0 stud
ents
7 fie
lds
7coun
tries (M, I, T, V, B, P, J)
By 2015
500 stud
ents
10 fields
10 cou
ntrie
s
Vietna
mJoined
in 201
2
9 un
iversitie
s
12 universities7
universitie
s1 un
iversity
Prog
ress
21www.rihe
d.seam
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AIMS: Study
Fields
5 Initial Study
Fields
Hospita
lity and Tourism
Agriculture
Language and
Culture
International B
usiness
Food
Scien
ce and
Techn
ology
2 New
Study
Fields
Engine
ering
Econ
omics
22
www.rihe
d.seam
eo.org
AIMS: Current Arran
gemen
ts
unde
rgradu
ate
Internationa
l acade
mic
prog
ram
Fields of study
•de
term
ined
collectively by
pa
rticipating coun
tries
Multi‐lateral Framew
ork
Ministries &
HEIs
HEIs no
minated
by Ministries
Governm
ent scholarships
* Ad
ditio
nal fun
ding
from
other
sources e
ncou
raged
•Sp
ecific # of stude
nts e
xcha
nge
and arrangem
ents based
on
HEIs bi‐la
teral agreemen
ts•
HEIs to sh
are curricula an
d syllabi
23www.rihe
d.seam
eo.org
AIMS: Agreed Flexibilitie
s
•Principle of re
ciprocity
on # of excha
nged
stud
ents
•# of Governm
ent‐spon
sored scho
larships fo
r ne
w cou
ntrie
s
•Fina
ncing stud
ent e
xcha
nges
24
− 24 − − 25 −
www.rihe
d.seam
eo.orgAC
TFA
Acad
emic Credit T
ransfer
Fram
ework for A
sia
ACTFA
Acad
emic Credit T
ransfer
Fram
ework for A
sia
25www.rihe
d.seam
eo.org
ACTFA
•Develop
ed from
a policy actio
n research fu
nded
by
•Focus o
n bu
ilding blocks: C
ourses
Applicab
le to
courses in mod
ule, sem
ester, an
d qu
arter
•Man
age at th
e level o
f system co
mpo
nents
26
www.rihe
d.seam
eo.org
ACTFA’s 4
Key Com
pone
nts
Mutua
l Re
cogn
ition
Cred
it Tran
sfer
Grade
Tran
sfer
Supp
ortin
g Mecha
nism
s &
System
Co
ntext
12
34
(Must a
gree)
(Must a
gree)
(Flexible)
27
I. Re
cognition
Level of
recognition
‐ institutiona
l‐academ
ic program
(must a
gree)
IV. Information Infrastructure
II. Credit
Type
of cou
rses
(core & elective)
# of te
aching
ho
urs (must a
gree)
oAccred
itatio
n do
cuments by authorize
d organizatio
nso
Course descriptio
no
Workload & # of credits
oAg
reed
stud
y plan
oetc
Acad
emic Credit T
ransfer F
ramew
ork for A
sia
(ACT
FA)
III. G
rade
Letter grade
(includ
ed in GPA
calculatio
n)
S/U grade
(exclude
d in GPA
calculatio
n)
(flexible)
28
− 24 − − 25 −
www.rihe
d.seam
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Fostering Stud
ent M
obility:
A Ca
ll for C
ollective Ac
tions
Establishing
and
Enriching
Multilateral Platforms for
Stud
ent E
xcha
nge
•Scho
larships: from various so
urces
•Scho
larships: access ba
sed on
merit
•Ag
reem
ent on
com
mon
prin
ciples, allo
wing fle
xibility to
accommod
ate diversities
•Activ
e roles of governm
ents and
HEIs
•Broa
d ba
se
29www.rihe
d.seam
eo.org
Fostering Stud
ent M
obility:
A Ca
ll for C
ollective Ac
tions
Prog
rams a
nd Format
•Ac
adem
ic program
s ba
sed on
region
al strengths
•Diversified
collabo
rativ
e form
ats: jo
int p
rogram
s, etc
•Re
search collabo
ratio
n with
gradu
ate stud
ents
involvem
ent
•Cross‐bo
rder in
ternship program
s
•Cross‐bo
rder com
mun
ity service program
s
30
www.rihe
d.seam
eo.org
Fostering Stud
ent M
obility:
A Ca
ll for C
ollective Ac
tions
Harmon
ization
•Re
cognition
•Acad
emic credit transfer
•Diploma supp
lemen
t
•Acad
emic calen
dar
31www.rihe
d.seam
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Fostering Stud
ent M
obility:
A Ca
ll for C
ollective Ac
tions
Qua
lity Assurance
•Nationa
l & institu
tiona
l QA
•Re
gion
al fram
ework
oQA fram
ework
oQualification fram
ework
•Needs to
ensure qu
ality
in a ra
pidly chan
ging
HE
environm
ent:
oIncrease in
# of H
EIs—
public and
private
oHighly diversified, non
‐traditio
nal p
rogram
form
soNon
‐traditio
nal institution arrangem
ents‐‐o
ffsho
re
32
− 26 − − 27 −
www.rihe
d.seam
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QA
Inpu
t‐& Process‐Based
Outpu
t‐& Outcome‐Ba
sed
33www.rihe
d.seam
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Fostering Stud
ent M
obility:
A Ca
ll for C
ollective Ac
tions
Harmon
ization
&Diversity
•Com
parability
•Com
patib
ility
Meetin
g •N
eeds
•Preferences
34
www.rihe
d.seam
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Region
al collabo
ratio
n to cultiv
ate glob
alized
hum
an re
sources
for lon
g lasting prospe
rity an
d pe
ace
35
Than
k You
SEAM
EO RIHED
Your Partner in
Highe
r Edu
catio
n
www.rihe
d.seam
eo.org
36
− 26 − − 27 −
Session I: Trends in human resource development and policies for mobilizing students in East Asia Panel on Quality Assurance of Transnational Education and Country Experiences
AIMS ‐ ASEAN International Mobility for Students ‐ PROGRAM REVIEW
Dr. Aishah Binti Abu Bakar Director, Academic Development Management Division, Department of Higher Education, Ministry of Education, Malaysia
Dr. Aishah Binti Abu Bakar introduced ways of enhancing the quality of AIMS (ASEAN International Mobility for Students), a student exchange program centered on ASEAN countries.
The AIMS (ASEAN International Mobility for Students) program conducts review meetings twice a
year in order to clarify the program’s current state and consider the challenges it faces. The fifth Review Meeting was held in May 2013, which consisted of program progress reports, break out session, IRO (International Relations Office) focus group discussion from member universities, and Ministry representatives focus group discussion. What types of issues this review meeting addressed and how the review process itself contributes to quality assurance of the AIMS program? The first task of the AIMS program review meeting is to ascertain the overall state of the program.
In addition to the member countries of Malaysia, Indonesia, Thailand and Vietnam, Brunei Darussalam and the Philippines have recently joined. Engineering and Economics have also been added to the study fields, bringing the total number of fields of exchange to seven. AIMS has achieved, even surpassed its original goals for student exchange, and at this most recent review, Japan has attended as an observer, part of the process of becoming a new member (note: at the present time Japan has become a member country). Additionally, this meeting worked on the content of AIMS participation certificates that in the
future will be issued upon completion of the program. Member countries had earlier agreed to certificates of completion, and the issue will remain under discussion at the next review meeting. Supporting mechanisms for program administrators in the member countries were also
introduced. First, it was proposed that AIMS program website be created, with information sharing among participating universities, Ministry representatives and IRO administrators. Furthermore, discussions were held on a credit transfer system and IRO training. Discrepancies were found in the latest data on student exchange numbers provided by each
nation, making it clear that improvements in data gathering methods will be necessary in the future. Accurate data on exchange achievements will ensure reciprocal benefits from the program, and are important for developing the next strategic plan. Furthermore, participants in this review meeting exchanged examples of best practices and their
views on methods for selecting universities and programs, as well as the establishment of program standards, and the accreditation of technical programs. The review meeting also concluded that minimizing matters of concern related to AIMS would
require the inclusion of ASEAN representatives in the review meeting discussions. Clarifying the relation between AIMS and educational quality assurance mechanisms of ASEAN countries would be helpful to program participants. In order to ensure high quality education and support student learning, the review meeting must debate what is needed from the standpoint of the AIMS program. Dr. Aishah Binti Abu Bakar Speaker ProfileDirector, Academic Development Management Division, Department of Higher Education, Ministry of Education Malaysia. Dr. Abu Bakar was actively involved in curriculum development and quality assurance apart from her research work in geotechnical engineering.
Summary of presentation
− 29 −
PRO
GR
AM R
EVIE
WA
IMS-
ASE
ANInte
rnat
iona
l Mob
ility
for S
tude
nts
DR
. AIS
HA
H A
BU
BA
KA
RH
IGH
ER
ED
UC
ATIO
N S
EC
TOR
MIN
ISTR
Y O
F E
DU
CAT
ION
MA
LAYS
IA
Mita
Kai
gish
o C
onfe
renc
e C
entre
, Tok
yo, J
apan
. 1
Oct
ober
201
3
Prog
ram
Rev
iew
•H
ow th
e AI
MS
Rev
iew
Gro
up fa
cilit
ate
the
enha
ncem
ent
and
impr
ovem
ent o
f the
pro
gram
•Vi
ews
and
issu
es w
ith q
ualit
y as
sura
nce
and
initi
ativ
es o
f en
hanc
ing
qual
ity a
ssur
ance
for t
he in
tern
atio
nal s
tude
nt
mob
ility
.
Prog
ram
Rev
iew
•Fr
eque
ncy
–tw
ice
a ye
ar•
Year
201
3•
5th
Rev
iew
Mee
ting
was
hel
d in
Yog
yaka
rta, I
ndon
esia
, fro
m
9 -1
0 M
ay 2
013.
•
6th
Rev
iew
Mee
ting
will
be in
Tha
iland
in N
ovem
ber 2
013.
•D
ay 1
: M
eetin
g
D
ay 2
: Ed
ucat
iona
l Vis
it.•
Mee
ting
Stru
ctur
e •
Pro
gram
pro
gres
s; c
ount
ry u
pdat
es•
Cur
rent
Dev
elop
men
t -s
uppo
rting
mec
hani
sm, s
harin
g be
st p
ract
ices
•B
reak
out
ses
sion
, IR
O fo
cus
grou
p di
scus
sion
, Min
istry
R
epre
sent
ativ
es fo
cus
grou
p di
scus
sion
− 31 −
− 32 − − 33 −
− 32 − − 33 −
− 34 − − 35 −
CO
UN
TRY
UPD
ATE
UN
IVER
SITY
CO
UN
TRY
NO
. OF
STU
DEN
TS20
1020
1120
12U
KM
IND
ON
ESIA
26
4
THAI
LAN
D2
71
UM
IND
ON
ESIA
66
21
THAI
LAN
D9
1115
UPM
IND
ON
ESIA
14‐
33
THAI
LAN
D17
‐23
USM
IND
ON
ESIA
29
12
THAI
LAN
D2
46
UTM
IND
ON
ESIA
3‐
‐
THAI
LAN
D0
5‐
UiT
MIN
DO
NES
IA12
‐16
THAI
LAN
D8
‐10
TOTA
L N
O. O
F ST
UD
ENTS
7748
141
Inbo
und
/ Out
boun
d D
ata
UN
IVER
SIT
YC
OU
NTR
YN
O. O
F ST
UD
ENTS
2010
2011
2012
TOTA
L20
13In
Out
InO
utIn
Out
InO
utO
ut
UK
MIN
DO
NES
IA1
24
61
46
123
THAI
LAN
D1
21
7‐
12
106
UM
IND
ON
ESIA
86
76
1421
2933
10
THAI
LAN
D1
96
1110
1517
359
UPM
IND
ON
ESIA
1314
13‐
1233
3847
22
THAI
LAN
D6
175
‐8
2319
4011
USM
IND
ON
ESIA
‐2
49
612
1023
10
THAI
LAN
D‐
215
48
623
1210
UTM
IND
ON
ESIA
13
3‐
‐‐
43
0
THAI
LAN
D‐
‐5
5‐
‐5
55
UiT
MIN
DO
NES
IA‐
12‐
‐14
1614
2811
THAI
LAN
D‐
82
‐5
107
1810
TOTA
L N
O. O
F ST
UD
ENTS
3177
6548
7814
117
426
6
Outbo
und = 26
6 stud
ents In
boun
d = 17
4 stud
ents
− 34 − − 35 −
Qua
lity A
ssur
ance
and
Mob
ility
•Se
lect
ion
of p
artic
ipat
ing
univ
ersi
ties
/ pro
gram
s•
Stan
dard
s –
Fiel
d / p
rogr
ams
•Ac
cred
itatio
n –
Prof
essi
onal
/ no
n-pr
ofes
sion
al a
cade
mic
pr
ogra
ms
•AI
MS
and
ASEA
N in
itiat
ives
–th
e bi
gger
pic
ture
•A
sess
ion
on A
IMS
prog
ram
in re
latio
n to
ASE
AN
initi
ativ
es li
ke A
QAN
and
AU
N.
•Av
aila
ble
syst
ems,
doc
umen
ts a
nd to
ols
deve
lope
d fo
r AS
EAN
cou
ntrie
s su
ch a
s AC
TS, A
UN
-QA
Gui
de to
AU
N
actu
al Q
ualit
y As
sess
men
t at
pro
gram
me
leve
l, AQ
AFH
E
Qua
lity A
ssur
ance
and
Mob
ility
•Av
aila
bilit
y of
thos
e in
form
atio
n m
ay c
ut d
own
unne
cess
ary
initi
ativ
es a
nd m
ay a
llow
impl
emen
tatio
n of
R
EAL
qual
ity e
duca
tion
–FA
CIL
ITAT
ING
STU
DEN
TS
LEAR
NIN
G
•To
tal l
earn
ing
expe
rienc
es –
teac
hing
and
lear
ning
, in
frast
ruct
ure,
cul
ture
and
com
mun
ity e
ngag
emen
t, SE
RVI
CES
Qua
lity A
ssur
ance
and
Mob
ility
•As
sess
men
t –ne
ed to
as
sess
pro
cess
rath
er th
an
end
prod
uct;
spec
ifica
lly th
e de
velo
pmen
t of s
tude
nts
attri
bute
aim
ed fr
om m
obili
ty
prog
ram
(sel
f-co
nfid
ent,
com
mun
icat
ion,
eth
ics,
at
titud
e, te
amw
ork,
etc
) –re
flect
ive
log,
sem
inar
s,
men
torin
g sy
stem
, etc
)•
Mon
itorin
g-m
echa
nism
− 36 − − 37 −
Session I: Trends in human resource development and policies for mobilizing students in East Asia Panel on Quality Assurance of Transnational Education and Country Experiences
Towards Further Student Mobility: Experiences of the AUN QA Programme Assessment
Dr. Wyona C. Patalinghug Director, International Quality Assurance Office, De La Salle University, Manila, Philippines
Dr. Wyona C. Patalinghug outlined the programme assessment of AUN QA and introduced her experiences with the assessment.
In 2015 the ASEAN Community is scheduled to begin. The ASEAN Community is expected to
guarantee the free movement of service sector and skilled workers, which will have great significance for the development of human resources and will also affect the quality of educational systems. If the mobility of human resources increases, quality issue on professional skills and qualifications would be focused. At such a juncture, the ASEAN University Network (AUN)’s quality assessment system will take a significant role. AUN was established in 1995, and at present has 30 full member universities and 2 associate
member institutions. The goal of AUN is to strengthen the existing network of cooperation among leading universities across the region. Quality assurance activities at AUN began in 1998. AUN has recognized the necessity of harmonized quality assurance systems based upon commonly agreed criteria and guidelines that could be used in the assessment of programs and institutions of AUN. Following the development of quality assurance criteria and guidelines, AUN began the programme assessment for member institutions from 2007. As of September 2013, 44 programmes have been assessed, and 14 more assessments are scheduled for the remainder of 2013. At present, 8 programmes at De La Salle University (DLSU) have undergone AUN assessment. 4
more programmes are scheduled for the assessment in November 2013. Speaking from the assessment experience of DLSU, the departments’ decision to undergo the assessment is strongly motivated by three considerations: (1) the programme’s recognition within the region, (2) external assessment by academics from foreign universities, and (3) credit transfer and mobility of its students in the future. Moreover, self‐assessment reports compelled the departments to undertake thorough internal reviews involving stakeholders. Assessment made significant demands for transparency in the specifications of the programme; expected learning outcomes, competencies, and required the dissemination of information about programmes through websites and catalogues. The assessment also provides opportunities for sharing educational systems of the region, best practices of teaching and learning, and potential linkages. DLSU is also testing the implementation of ACTS (ASEAN Credit Transfer System), which has
recently seen the enrollment of 4 student batches from Universiti Brunei Darussalam and Universitas Indonesia. DLSU was selected because of its matching academic calendar and use of English as the medium of instruction. Furthermore, in order to better coordinate university academic calendars both inside and outside ASEAN, internal policies are being reviewed in preparation for the anticipated start of the ASEAN Community in 2015, including shifting the beginning of DLSU’s academic calendar from June to September. Dr. Wyona C. Patalinghug Speaker Profile Director, International Quality Assurance, De La Salle University, Manila, Philippines. Dr. Wyona C. Patalinghug’s research areas in chemistry are in physical chemistry and crystallography of porous materials and organometallics. She has been active in the ASEAN University Network Quality Assurance project.
Summary of Presentation
− 36 − − 37 −
De
La S
alle
Uni
vers
ity
•AU
N w
as e
stab
lishe
d in
199
5by
m
inist
ers o
f edu
catio
n an
d th
e re
ctor
s of t
he le
adin
g un
iver
sitie
s dur
ing
the
4th
ASEA
N S
umm
it
•AU
N a
ims t
o st
reng
then
the
exist
ing
netw
ork
of c
oope
ratio
n am
ong
lead
ing
univ
ersit
ies
•AU
N m
embe
rs a
re th
e le
adin
g un
iver
sitie
s, b
ut A
UN
targ
ets a
ll ot
her u
nive
rsiti
es
•Co
mpo
sed
orig
inal
ly o
f 11
univ
ersit
ies
3
De
La S
alle
Uni
vers
ity
Towa
rds F
urthe
r Stud
ent M
obilit
y:Ex
perie
nces
of th
e AUN
QA
Prog
ramm
eAsse
ssmen
tDr
. Wyo
naC.
Pat
alin
ghug
De L
a Sa
lle U
nive
rsity
Man
ila, P
hilip
pine
s
The
ASEA
N+3
Hig
her E
duca
tion
Qua
lity
Assu
ranc
e Fo
rum
Toky
o, Ja
pan
1 O
ctob
er 2
013
De
La S
alle
Uni
vers
ity
AUN
Mem
ber
Uni
vers
itie
s (3
0)Br
unei
Dar
ussa
lam
Uni
vers
itiBr
unei
Dar
ussa
lam
Cam
bodi
aRo
yal U
nive
rsity
of P
hnom
Pen
hRo
yal U
nive
rsity
of L
aw a
nd E
cono
mic
s
Indo
nesi
aU
nive
rsita
sGad
jah
Mad
aU
nive
rsita
sInd
ones
iaIn
stitu
tTek
nolo
giBa
ndun
gU
nive
rsita
sAirl
angg
a
Lao
PDR
Nat
iona
l Uni
vers
ity o
f Lao
s
Mal
aysi
aU
nive
rsiti
Mal
aya
Uni
vers
itiSa
insM
alay
sia
Uni
vers
itiKe
bang
saan
Mal
aysi
a
Uni
vers
itiPu
tra
Mal
aysi
aU
nive
rsiti
Uta
ra M
alay
sia
4
De
La S
alle
Uni
vers
ity
Tow
ards
Fur
ther
Stu
dent
Mob
ility
: Exp
erie
nces
of
the
AUN
QA
Prog
ram
me
Asse
ssm
ent
•Ba
ckgr
ound
of A
UN
and
AU
N Q
A•
The
AU
N Q
A C
riter
ia a
nd R
atin
g S
cale
•K
ey S
teps
in A
UN
QA
Ass
essm
ent
•Pr
ogra
mm
eA
sses
smen
ts C
ondu
cted
•Ex
perie
nces
from
AU
N Q
A A
sses
smen
t•
Prog
ram
me
Ass
essm
ent t
o In
itiat
ives
•A
UN
-AC
TS a
t DLS
U•
Polic
y R
evie
w
2
− 39 −
De
La S
alle
Uni
vers
ity
Identi
fied N
eed
Aharm
onized
qual
ityas
sura
nce
syst
emba
sed
onco
mm
only
agre
edup
onst
anda
rds
and
crite
riath
atca
nbe
used
inth
eas
sess
men
tof
prog
ram
san
din
stitu
tions
ofth
eA
UN
. AUN Q
A Crit
eria a
nd Gu
idelin
es8
De
La S
alle
Uni
vers
ity
Glo
baliz
atio
nan
d th
e ne
ed fo
r HE
Is to
mee
t the
incr
easi
ng
mar
ket d
eman
d fo
r peo
ple
with
the
train
ing,
exc
elle
nce,
an
d ab
ility
to w
ork
in d
iffer
ent c
ross
-cul
tura
l set
tings
Coo
pera
tion
amon
g A
UN
mem
bers
Stu
dent
mob
ility
; cre
dit t
rans
fer;
trans
natio
nal e
duca
tion;
bo
rder
less
hig
her e
duca
tion
(Bol
ogna
pro
cess
)
Inte
rnat
iona
lizat
ion
7
De
La S
alle
Uni
vers
ity
•19
98AU
N Q
A w
as in
itiat
ed b
y AU
N B
oard
of T
rust
ees
•20
00He
ads o
f the
AU
N
mem
ber u
nive
rsiti
es
signe
d th
e Ba
ngko
k Ac
cord
on
AUN
-QA
ualit
y ss
uran
ce
6D
e La
Sal
le U
nive
rsity
AUN
Mem
ber
Uni
vers
itie
s (3
0)M
yanm
arYa
ngon
Inst
itute
of E
cono
mic
sU
nive
rsity
of Y
ango
nU
nive
rsity
of M
anda
lay
Phili
ppin
esDe
La
Salle
Uni
vers
ityU
nive
rsity
of t
he P
hilip
pine
sAt
eneo
de M
anila
Uni
vers
ity
Sing
apor
eN
atio
nal U
nive
rsity
of S
inga
pore
Nan
yang
Tech
nolo
gica
l Uni
vers
itySi
ngap
ore
Man
agem
ent U
nive
rsity
Thai
land
Chul
alon
gkor
nU
nive
rsity
Bura
pha
Uni
vers
ityM
ahid
olU
nive
rsity
Chia
ng M
ai U
nive
rsity
Prin
ce o
f Son
gkla
Uni
vers
ity
Viet
nam
Viet
nam
Nat
iona
l Uni
vers
ity, H
anoi
Viet
nam
Nat
iona
l Uni
vers
ity,H
o Ch
i Min
h Ci
tyCa
n Th
oU
nive
rsity
5
− 40 −
De
La S
alle
Uni
vers
ity
Asse
ssm
ent o
f qua
lity
of te
achi
ng a
nd le
arni
ng:
7-po
int r
atin
g sc
ale
Sca
leIn
terp
reta
tion
1Ab
solu
tely
inad
equa
te; i
mm
edia
te im
prov
emen
ts m
ust b
e m
ade
2In
adeq
uate
, im
prov
emen
ts n
eces
sary
3In
adeq
uate
, but
min
or im
prov
emen
ts w
ill m
ake
it ad
equa
te
4Ad
equa
te a
s ex
pect
ed (m
eetin
g th
e A
UN
-QA
guid
elin
es a
nd
crite
ria)
5Be
tter t
han
adeq
uate
(exc
eedi
ng th
e A
UN
-QA
guid
elin
es
and
crite
ria)
6Ex
ampl
e of
bes
t pra
ctic
es
7Ex
celle
nt (w
orld
-cla
ss o
r lea
ding
pra
ctic
es)
12D
e La
Sal
le U
nive
rsity
15 A
UN
-QA
Crite
ria
for
Prog
ram
me
Leve
l As
sess
men
t1.
Exp
ecte
d le
arni
ng o
utco
mes
9.
Stu
dent
adv
ice
and
supp
ort
2. P
rogr
amm
e sp
ecifi
catio
n10
. Fa
cilit
ies
and
infra
stru
ctur
e
3. P
rogr
amm
est
ruct
ure
and
cont
ent
11.
QA
of te
achi
ng a
nd le
arni
ngpr
oces
s
4. T
each
ing
and
lear
ning
stra
tegy
12.
Sta
ff de
velo
pmen
t act
iviti
es
5. S
tude
nt a
sses
smen
t13
. S
take
hold
ers
feed
back
6. A
cade
mic
staf
f qua
lity
14.
Out
put
7. S
uppo
rtst
aff q
ualit
y15
. S
take
hold
ers
satis
fact
ion
8. S
tude
nt q
ualit
y
11
De
La S
alle
Uni
vers
ity
AUN
QA
Mod
el fo
r Pr
ogra
mm
e Le
vel
10D
e La
Sal
le U
nive
rsity
AUN
QA M
odels
for H
igher
Educ
ation
9
− 40 − − 41 −
De
La S
alle
Uni
vers
ity
Prog
ram
me
Asse
ssm
ents
Con
duct
ed•
As
of 1
Oct
ober
201
3, 4
4 pr
ogra
mm
esha
ve b
een
asse
ssed
sin
ce 2
007
unde
r the
A
UN
QA
Act
ual A
sses
smen
t at
Pro
gram
me
Leve
l.•
14 m
ore
prog
ram
me
asse
ssm
ents
sc
hedu
led
until
the
end
of 2
013
for A
UN
.•
22 p
rogr
amm
eas
sess
men
ts u
nder
the
AS
EA
N Q
A p
roje
ct (A
UN
and
par
tner
s)
16D
e La
Sal
le U
nive
rsity
Key
Ste
ps in
AU
N Q
A As
sess
men
t3.
Ass
esso
rs’ r
epor
t on
the
prog
ram
me
4. A
UN
QA
Cer
tific
ate
15
De
La S
alle
Uni
vers
ity
Key
Ste
ps in
AU
N Q
A As
sess
men
t2.
Site
vis
it by
a te
am o
f AU
N Q
A a
sses
sors
from
diff
eren
t co
untri
es(3
day
s) in
volv
ing:
•In
terv
iew
s
Adm
inis
trato
rs
A
cade
mic
and
sup
port
staf
f
Stu
dent
s
Em
ploy
ers
A
lum
ni•
Exam
inat
ion
of d
ocum
ents
•To
ur o
f cam
pus
and
faci
litie
s•
Pres
enta
tion
of k
ey re
sults
of
asse
ssm
ent
14D
e La
Sal
le U
nive
rsity
Key
Ste
ps in
AU
N Q
A As
sess
men
t1.
Prep
arat
ion
of th
e Se
lf-As
sess
men
t Rep
ort
(SAR
) by
the
prog
ram
me
(6-9
mon
ths)
. •
The
prog
ram
me
is re
view
ed
by th
e de
part
men
t with
re
spec
t to
the
15 A
UN
QA
crite
ria.
•Th
e st
reng
ths
and
area
s for
im
prov
emen
t are
iden
tifie
d•
A qu
ality
pla
n fo
r the
pro
gram
is
prep
ared
•Su
bmiss
ion
of th
e SA
R13
− 42 − − 43 −
De
La S
alle
Uni
vers
ity
Expe
rien
ces
from
AU
N Q
A as
sess
men
ts
•Im
pact
of t
he v
isit
and
inte
rvie
ws
by
exte
rnal
ass
esso
rs o
n st
uden
ts, a
lum
ni,
and
empl
oyer
s –
thei
r inp
uts
and
the
prog
ram
me
reco
gniti
on in
the
regi
on
•O
ppor
tuni
ties
for s
harin
g ed
ucat
iona
l sy
stem
s of
the
regi
on, b
est p
ract
ices
of
teac
hing
and
lear
ning
, and
pot
entia
l lin
kage
s
•Fu
rther
com
mitm
ent a
nd p
ract
ice
of Q
A20
De
La S
alle
Uni
vers
ity
Expe
rien
ces
from
AU
N Q
A as
sess
men
ts•
The
asse
ssm
ents
put
hig
h de
man
ds o
n th
e transparency
of th
e sp
ecifi
catio
ns o
f th
e pr
ogra
mm
e: E
LOs,
com
pete
ncie
s,
lear
ning
stra
tegi
es, i
nvol
vem
ent o
f st
akeh
olde
rs, w
ebsi
tes,
cat
alog
ues
•Tr
ansp
aren
cy
diss
emin
atio
n of
in
form
atio
n ab
out t
he p
rogr
am in
ca
talo
gues
, web
site
, in
AU
N a
nd
asse
ssm
ent t
eam
19
De
La S
alle
Uni
vers
ity
Expe
rien
ces
from
AU
N Q
A as
sess
men
ts
•Th
e de
partm
ents
’ dec
isio
n to
und
ergo
AU
N
QA
ass
essm
ent i
s st
rong
ly m
otiv
ated
by
–R
ecog
nitio
n of
its
prog
ram
in th
e re
gion
–E
xter
nal a
sses
smen
t by
acad
emic
s fro
m fo
reig
n un
iver
sitie
s–
Cre
dit t
rans
fer a
nd m
obili
ty o
f its
stu
dent
s in
the
futu
re
•Th
e S
elf-A
sses
smen
t Rep
ort c
ompe
lled
the
depa
rtmen
ts to
mak
e a
thor
ough
revi
ew o
f th
eir p
rogr
ams
invo
lvin
g st
akeh
olde
rs18
De
La S
alle
Uni
vers
ity
AUN
QA
Prog
ram
me
Leve
l Ass
essm
ent a
t D
e La
Sal
le U
nive
rsit
y, M
anila
Com
pleted
Schedu
led
Che
mic
al E
ngin
eerin
g (2
008)
Inte
rnat
iona
l Stu
dies
(Nov
embe
r 201
3)
Econ
omic
s (2
008)
Civ
il En
gine
erin
g (N
ovem
ber 2
013)
Che
mis
try(2
010)
Mat
hem
atic
s (N
ovem
ber 2
013)
Lite
ratu
re (2
010)
Sta
tistic
s(N
ovem
ber 2
013)
Psyc
holo
gy (2
010)
Appl
ied
Cor
pora
te M
anag
emen
t(2
011)
Softw
are
Tech
nolo
gy (2
011)
Phys
ics
(201
1)
17
− 42 − − 43 −
De
La S
alle
Uni
vers
ity
Than
k Yo
u
24D
e La
Sal
le U
nive
rsity
Polic
y Re
view
R
evie
w o
f DLS
U’s
aca
dem
ic c
alen
dar t
o st
art i
n S
epte
mbe
r ins
tead
of J
une
•in
vie
w o
f AS
EA
N 2
015
•to
bet
ter f
it th
e ac
adem
ic c
alen
dars
of
univ
ersi
ties
in th
e re
gion
and
bey
ond
P
rogr
ams
asse
ssed
by
AU
N to
spe
arhe
ad
the
exch
ange
and
cre
dit t
rans
fer p
rogr
ams 23
De
La S
alle
Uni
vers
ity
AUN
-ACT
S at
DLS
U•
4 ba
tche
s of
AC
TS e
nrol
led
in D
LSU
sin
ce
AY
2012
-201
3 fro
m U
nive
rsiti
Bru
nei
Dar
ussa
lam
and
Uni
vers
itas
Indo
nesi
a
•P
rogr
ams
chos
en: M
ath,
Lib
eral
Arts
, C
ompu
ter S
tudi
es, E
duca
tion
•R
easo
ns fo
r cho
ice
of D
LSU
: mat
chin
g of
ac
adem
ic c
alen
dar,
use
of E
nglis
h as
m
ediu
m o
f ins
truct
ion
in D
LSU
, lin
ks to
P
hilip
pine
s22
De
La S
alle
Uni
vers
ity
Prog
ram
me
Asse
ssm
ent t
o In
itia
tive
s
•A
UN
QA
ass
esso
rs re
port
–S
treng
ths
and
area
s fo
r im
prov
emen
t of t
he p
rogr
am
•M
ore
stru
ctur
ed m
echa
nism
s fo
r st
akeh
olde
rs fe
edba
ck e
spec
ially
from
al
umni
and
em
ploy
ers
•V
olun
teer
ing
for A
UN
QA
Inst
itutio
nal
Leve
l Ass
essm
ent
21
− 44 − − 45 −
Session I: Trends in human resource development and policies for mobilizing students in East Asia Panel on Quality Assurance of Transnational Education and Country Experiences
QA Policy at Vietnam National University, Ho Chi Minh City Dr. Le Quang Minh
Vice President, Vietnam National University ‐ Ho Chi Minh City
Dr. Le Quang Minh introduced Vietnam National University’s quality assurance policy and objectives, including the process of undergoing AUN QA program assessment at the university.
In recent years Vietnam has begun education reforms, including the implementation of quality
assurance, aimed at the cultivation of talented human resources. Vietnam possesses a well‐established system of high school and has produced many talented graduates. Due to the small number of public universities, however, only a minority of students can be accepted into higher education. Additionally, insufficient quality is an issue for Vietnam’s private universities. Quality assurance approach at higher education institutions is implemented through a top‐down,
centralized system. In reality, there has been little incentive to ensure the motivation of staff involving quality assurance initiatives. In light of these situations, the Vietnam National University (VNU) has set a strategic plan towards
2015, which makes quality assurance its highest priority. This plan calls for the creation of an internal quality assurance system between 2010 through 2015 that will be implemented through a three‐pronged approach of teaching, learning and research. Fostering the quality culture in the university is also important. VNU have taken this opportunity to incorporate external evaluation for the purpose of improvement at the program level, and aim to extend this to the institutional level within a decade. VNU’s internal quality assurance activities currently use AUN criteria and indicators. The next step
is to formulate its own criteria and indicators for use in internal program assessment, and carry out improvement actions by necessary response period. In cases where program improvement requires a long‐term period, a decision might be taken to temporarily close the program. The direction of VNU’s quality assurance activities are determined by the president and vice
president through a quality assurance framework that includes the Quality Assurance Council that Dr. Minh takes a chair, and also the Quality Assurance Center directed by the university president. With regard to student mobility in Vietnam’s universities, at present the number of overseas
Vietnamese students is 60,000, and of them, 5,000 students are studying in Japan. According to a Vietnamese newspaper survey, 70% of students responded that their principle motivation for selecting overseas study is obtaining internationally recognized degrees, followed by cultural exchange, fellowship or other financial support, and job opportunities after graduation. Even though 40% of students responded foreign languages, language abilities are necessary for overseas study, and it is critical for students who desire to study abroad in the United States, the United Kingdom or Australia to first master English language. Dr. Le Quang Minh Speaker Profile Vice President, Vietnam National University, Ho Chi Minh City. Dr Mihn’s academic field is agricultural and environment science (hydrology/acid sulfate soil). His current research areas include irrigation efficiency and water resources development, reclamation of acid sulphate soils and its impacts on the environment, physical characteristics of different soil types in the Mekong delta, integrated coastal resources management, and community development.
Summary of presentation
− 44 − − 45 −
QA
POLI
CY
AT
VIET
NA
M N
ATIO
NA
L U
NIV
ERSI
TYH
O C
HI M
INH
CIT
Y
VIET
NA
M N
ATI
ON
AL
UN
IVER
SITY
HO
CH
I MIN
H C
ITY
Dr.
Le Q
uang
Min
h, A
ssoc
. Pro
f.C
hair,
QA
Cou
ncil
The
AS
EA
N+3
Hig
her E
duca
tion
Qua
lity
Ass
uran
ce F
orum
Toky
o, 1
Oct
ober
201
3
Cha
lleng
es o
f HE
in V
ietn
amV
ietn
am N
atio
nal U
nive
rsity
QA
stra
tegy
and
pol
icy
Less
ons
lear
ned
OU
TLIN
E
2
Dev
elop
men
t pac
e of
HE
<<
soci
ety/
econ
omic
s de
man
ds in
QU
ANTI
TY
AND
QU
ALIT
Yse
lect
ion
ratio
: 1/8
=> p
ublic
uni
vers
ities
NO
P
RE
SS
UR
E to
impr
ove
qual
ity
=> p
rivat
e un
iver
sitie
s(n
ot fo
r pro
fit, j
ust f
or m
oney
) co
mpr
omis
e: p
rofit
vs.
qua
lity
CH
ALL
ENG
ES
3
Top-
dow
n/ce
ntra
lized
in p
ower
=> L
ack
of in
cent
ive
from
the
depa
rtmen
ts
=> S
taff
feel
ing:
“ano
ther
wai
ting-
time
bure
aucr
atic
exe
rcis
e”=>
No
owne
rshi
p of
QA
exe
rcis
e =>
Hat
red
of p
aper
wor
k in
our
gen
es
=> F
ar fr
om re
ality
: cha
nges
in p
olic
y
CH
ALL
ENG
ES
4
− 47 −
Mai
n fo
cus
of u
nive
rsity
=>
chro
nic
and
imm
edia
te p
robl
ems:
sta
ff in
com
e,
equi
pmen
t, qu
ota,
regu
latio
ns fr
om “a
bove
”, en
tranc
e ex
amin
atio
n,…
=> e
xtra
inco
mes
: tea
chin
g ho
urs
+ a
“left
hand
” job
=>
QA
act
iviti
es =
loos
e ex
tra in
com
es=>
sta
ff ov
erlo
aded
CH
ALL
ENG
ES
5
Lack
of i
nter
natio
nally
wel
l acc
epte
d co
ncep
ts, n
orm
s, d
efin
ition
s, p
ract
ices
, re
fere
nces
,…
=> N
o cl
ear d
efin
ition
or c
once
pt o
f qua
lity
(use
r-de
fined
qua
lity!
)=>
Con
fusi
ons:
term
, pro
cess
, app
roac
h,…
=> S
horta
ge o
f RE
AL
expe
rts a
nd a
rchi
tect
s <<
br
ick
laym
en (t
ree
vs. f
ores
t/ins
pect
or v
s.
asse
ssor
)
CH
ALL
ENG
ES
6
HIG
HER
ED
UC
ATIO
N R
EFO
RM
AG
END
A
75/2
5: “t
each
ing”
vs.
rese
arch
uni
vers
ities
Qua
lity
Ass
uran
ceU
nive
rsity
Man
agem
ent
Teac
hing
met
hodo
logy
7
QA
IN V
NU
-HC
M
8
− 48 − − 49 −
1.To
p pr
iorit
y in
VN
U S
trate
gic
Plan
tow
ards
20
15
2.TQ
M: a
ll de
partm
ents
/all
leve
ls
3.M
ore
fund
4.C
omm
itmen
t fro
m le
ader
s
VNU
STR
ATEG
Y =>
Top
prio
rity
QA
9
asse
ssm
ent =
> im
prov
emen
t of
prog
ram
s (b
ased
on
AU
N Q
A)
Inst
itutio
nal l
evel
•eas
ier t
o im
prov
e
•les
s re
sour
ces
need
ed
•im
pact
s to
m
obili
ze th
e st
aff
•ass
ista
nce
from
A
UN
•gov
ernm
ent f
und
•com
petit
ion
•pre
ssur
e fro
m p
ublic
R
anki
ng
LEAR
NIN
G
OR
GAN
IZAT
ION
VNU
STR
ATEG
Y =>
Foc
us o
n pr
ogra
m le
vel
10
VNU
STR
ATEG
Y =>
Foc
us o
n pr
ogra
m le
vel
AUN
crit
eria
an
d in
dica
tors
VNU
str
ateg
ic
obje
ctiv
es•c
an b
e im
prov
ed in
6-
12 m
onth
s
•1-3
yea
rs
•lon
g-te
rm.
cont
inuo
usly
Int’l
pr
ofes
sion
al
accr
edita
tion
Col
labo
ratio
n w
ith
Euro
pe, N
orth
Am
eric
a,…
VNU
crit
eria
an
d in
dica
tors
RES
OU
RC
ES
11
VNU
QA
CO
UN
CIL
(VP
Scie
ntifi
c Af
fairs
)
VP A
cade
mic
Rec
tors
VNU
-QA
Cen
ter
(Pre
side
nt)
Uni
-QA
Cen
ter
OP
and
Dep
t
QA
STR
UTU
RE
VP F
&P
12
− 48 − − 49 −
VNU
STR
ATEG
Y =>
Car
rot a
nd s
tick
•mor
e fu
nd fo
r pas
sed
prog
ram
s
•end
faile
dpr
ogra
ms
afte
r 3 c
hanc
es o
f im
prov
emen
t
13
visi
onst
rate
gic
obje
ctiv
es
QA
fram
ewor
k pr
inci
ples
Res
earc
h
Educ
atio
n
Serv
ice
syst
emat
ic
appr
oach
Crit
eria
In
dica
tors
G
uide
lines
1. P
riorit
y
2.
Res
ourc
es
allo
catio
n
1. S
hapi
ng
futu
re
2.
Fire
figh
ter
1.Q
ualit
y as
sess
men
t N
OT
indi
cato
r as
sess
men
t
2. Im
prov
emen
t =>
le
arni
ng
orga
niza
tion
LEAD
ER
RO
LES
qual
ity
cultu
re
14
LESS
ON
S LE
AR
NED
•C
omm
itmen
t fro
m th
e to
p
•S
trate
gic
plan
of t
he u
nive
rsity
, the
n Q
A
•U
nive
rsity
vis
ions
and
mis
sion
s
•C
omm
unic
atio
n be
twee
n di
ffere
nt le
vels
•In
cent
ives
for t
he fa
culty
15
STU
DEN
T M
OB
ILIT
Y
16
− 50 − − 51 −
QA
in S
trat
egie
s
Qua
lity
assu
ranc
e
Res
earc
h qu
ality
Uni
vers
ity
repu
tatio
n
Res
earc
h pr
ojec
t
Indu
stry
su
ppor
t
Inte
rnat
iona
l co
llabo
ratio
nTo
p st
uden
tSt
uden
t m
obili
ty
17
STU
DEN
T M
OB
ILIT
Y•
Out
-goi
ng (s
tudy
abr
oad)
incr
ease
d qu
ickl
y:
60,0
00 s
tude
nts
stud
ying
abr
oad
(abo
ut 5
,000
in
Jap
an, 5
th)
•Su
ppor
ts fr
om J
apan
: bi-l
ater
al, u
nive
rsiti
es,
com
pani
es,…
•Vi
et N
am G
over
nmen
t Fel
low
ship
Pro
gram
s,
Reg
iona
l Fel
low
ship
Pro
gram
s (H
CM
500
, M
ekon
g 10
00, E
CV
1000
,…)
•Se
lf-fin
ance
•In
-com
ing
to V
N
18
SELE
CTI
ON
FA
CTO
RS
•In
tern
atio
nally
-reco
gniz
ed d
egre
es
(70%
)
•C
ultu
re(5
9%)
•Fe
llow
ship
or o
ther
fina
ncia
l sup
ports
(55%
)
•Jo
b op
portu
nity
afte
r gra
duat
ion
(48%
)
•La
ngua
ge
(40%
)
From
TIE
N P
HO
NG
New
s (1
Oct
201
3)19
OPP
OR
TUN
ITY
•Vi
et N
am g
over
nmen
t pol
icy:
•
Fello
wsh
ip p
rogr
ams:
20,
000
PhD
•Fo
reig
n U
nive
rsity
Cam
pus
in V
N
•Jo
in d
egre
e, d
oubl
e de
gree
pro
gram
s (2
+2, 1
+1)
•Fo
reig
n de
gree
•P
olic
y fro
m h
ost c
ount
ries
•A
UN
+3
•G
loba
lizat
ion
•C
ultu
re
20
− 50 − − 51 −
Than
k yo
u
− 52 − − 53 −
Session I: Trends in human resource development and policies for mobilizing students in East Asia Panel on Quality Assurance of Transnational Education and Country Experiences
Quality Assurance of Transnational Education in Malaysia
Mr. Mohamad Dzafir Mustafa Director, Malaysian Quality Assurance Training Center (MQATC), Malaysian Qualifications Agency (MQA)
Mr. Mohamad Dzafir Mustafa outlined the quality assurance of transnational education in Malaysia.
The present state of transnational education (TNE) in Malaysia includes seven university branch
campuses from two foreign countries with 163 programs, and 105 foreign institutions or awarding bodies which collaborate with local providers in the offering of 603 programs. The TNE operations engrosses various forms of engagements between the higher education
systems of the host and the TNEs’ origin, involving, among others; academic staff, institutional leaders, quality assurance agencies and government authorities. The engagements post challenges for each system in preserving its inherited characters, adapting to other practices and avoiding unnecessary conflicts that could hinder good educational arrangements. The quality assurance of TNE by a host country needs to address the issues of ‘inclusivity’ and
‘exclusivity’ of TNE providers with regards to the host system. Inclusivity entails a significant conversion of TNE operation to the system and traditions of the host, while exclusivity implies the absent of the host provisions that address and recognize the TNE operation. The Malaysian quality assurance addresses both contradictory issues in a tactical manner. TNE providers are generally addressed as comparable to the local providers and at the same time there are provisions that addressed them as a special group with specific characters. TNE providers are comparable to their local counterparts as both need to satisfy national
requirements on regulation, quality assurance and recognition. The inclusion of TNE providers in the same quality regime is to alienate unrecognized ventures, to facilitate fair local‐TNE competition, to protect students’ interests and to secure national priorities. The TNE‐inclusion is made possible, among others, by sophisticating the national quality assurance system with inter‐system compatibility i.e. by adopting common qualification‐based approach, internationally benchmarked framework and universal quality indicators. With regard to the issue of exclusivity, the Malaysian quality assurance system acknowledges the
need for TNE providers to maintain their indigenous system in their operation in Malaysia. They are required to ensure that their students in Malaysia will experience similar curriculum, enjoy equivalent delivery arrangement and benefit from identical award as enjoyed by students of similar program offered at the home campus. Safeguarding students’ interests are of crucial importance in the context of quality assuring TNE
operation in Malaysia. Mr. Mohamad Dzafir Mustafa Speaker Profile Director, Malaysian Quality Assurance Training Center (MQATC), Malaysian Qualifications Agency. Mr. Mustafa has been with the Malaysian Qualifications Agency (MQA) (previously known as the National Accreditation Board) since 1999. His portfolios, prior to the current position, includes accreditation, policy, strategic planning and international affairs. He attained a master’s degree in Educational Administration from University Putra Malaysia
Summary of Presentation
− 52 − − 53 −
1
QU
ALIT
Y AS
SUR
ANC
E O
F TR
ANSN
ATIO
NA
L ED
UC
ATIO
NIN
MAL
AYSI
A
MO
HAM
AD
DZA
FIR
MU
STAF
AM
ALAY
SIA
N Q
UAL
IFIC
ATIO
NS
AGEN
CY
12
QU
ICK
FAC
TS O
N T
RAN
SNAT
ION
AL
EDU
CAT
ION
(TN
E)IN
MAL
AYSI
A
MO
DES
OF
TNE
NU
MB
ERO
F TN
E PR
OVI
DER
SN
UM
BER
OF
TNE
PRO
GR
AMS
FOR
EIG
NB
RA
NC
HC
AM
PU
SE
S7
CA
MP
US
ES
163
TNE
PR
OG
RA
MS
(INC
OLL
AB
OR
ATIO
NW
ITH
LOC
AL
PR
OV
IDE
RS
)
105
PR
OV
IDE
RS
603
Dat
a ex
tract
ed fr
om th
e M
alay
sian
Qua
lific
atio
ns R
egis
ter a
nd th
e M
QA
List
of P
rovi
sion
al A
ccre
dita
tion
as o
f 17
Sep
tem
ber
2013
2
3
QU
ALIT
Y AS
SUR
ANC
E O
F TN
E IN
MAL
AYSI
A
•Va
rious
form
sof
ser
ious
inte
ract
ions
be
twee
ntw
ohi
gher
syst
ems:
the
host
co
untr
y an
d th
e TN
Es’ c
ount
ries
•M
ultip
le fa
cets
and
laye
rsof
inte
ract
ions
in
volv
ing
-aca
dem
icst
aff
-aca
dem
icun
its/d
epar
tmen
ts-i
nstit
utio
ns-q
ualit
yas
sura
nce
agen
cies
-aut
horit
ies
34
•C
halle
nges
for
two
inte
ract
ing
high
ered
ucat
ion
syst
ems:
-to
mai
ntai
nin
herit
edna
tiona
lch
arac
ters
and
inst
itutio
nal
conv
entio
ns
-to
adap
tto
othe
r’sre
quire
men
ts
-to
avoi
dco
nflic
tsth
atco
uld
hind
ered
ucat
iona
lar
rang
emen
tsan
dac
tiviti
es
QU
ALIT
Y AS
SUR
ANC
E O
F TN
E IN
MAL
AYSI
A
4
− 55 −
5
of TNE in th
e Malaysian
Qua
lity
Assurance System
Inclusivity
+Exclusivity
Inclusivity
vsExclusivity
QU
ALIT
Y AS
SUR
ANC
E O
F TN
E IN
MAL
AYSI
A
Inclusivity
Exclusivity
Inclusivity
Exclusivity 5
6
INC
LUSI
VITY
OF
TNE
IN
THE
MAL
AYSI
AN H
E Q
UAL
ITY
REG
IME
REGULATO
RY
Establishm
ent
of In
stitu
tion
Approval of
Program
Perm
ission
to
Recruit
Internationa
l Stud
ents
QUA
LITY
AS
SURA
NCE
Advisory/
Consultativ
e
Internationa
l Prom
otion of
Malaysian
Highe
rEducation
Fund
ing
Organ
izations
Employers
RECO
GNITION
All H
ighe
r Ed
ucat
ion
Prov
ider
s In
clud
ing
TNE
to b
e pa
rt o
f na
tiona
l con
fiden
ce
syst
em
exer
cise
shar
ed
resp
onsi
bilit
y
ensu
re
legi
timat
e/s
erio
us T
NE
ensu
re e
qual
tr
eatm
ent
6
7
QUA
LITY ASSURA
NCE
APP
ROAC
H…. add
ressing compatib
ility/in
clusivity
of T
NE
QUAL
IFICAT
ION‐Based
Qua
lity Assurance
VISIBLE
TANGIBLE
TRAN
SPAR
ENT TRAN
SFER
ABLE
…. add
ress various fo
rms o
f TNE op
eration in re
latio
n to
teaching, learning and AW
ARDINGactivities
78
QUA
LITY ASSURA
NCE
FRA
MEW
ORK
…. add
ressing compatib
ility/in
clusivity
of T
NE
Malaysian
Qua
lifications
Fram
ework
Stan
dard
Setting
Qua
lity
Audits
Reference
Centre
Inte
rnal
Qua
lity
Sys
tem
of H
ighe
r E
duca
tion
Pro
vide
rs
Inte
rnat
iona
l P
ract
ices
Stak
ehol
ders
C
onsu
ltatio
ns
Partn
ersh
ip
with
Pr
ofes
sion
al
Bodi
es
Exp
ert P
eer
Rev
iew
Gen
eral
P
ublic
Nat
iona
lP
olic
ies
Loca
l C
onte
xtua
lizat
ion
+ INTE
RN
ATIO
NAL
ALIG
NM
ENT
8
− 56 − − 57 −
9
QUA
LITY ASSURA
NCE
INDICA
TORS
…. add
ressing compatib
ility/in
clusivity
of T
NE
Visio
n, M
ission,
Educational G
oals
and Learning
Outcomes
Program Design and
Delivery
Assessment o
f Stud
ents
Stud
ent S
electio
n and Supp
ort S
ervices
Academ
ic Staff
Educational
Resources
Programme
Leadership and
Ad
ministratio
n
Programme
Mon
itorin
g and
Review
Continual Q
uality
Improvem
ent
910
QUA
LITY ASSURA
NCE
INDICA
TORS
…. add
ressing compatib
ility/in
clusivity
of T
NE
Vission, M
ission
& Edu
catio
nal
Goa
ls
Program Design /
Learning
Outcomes
Assessmen
t of
Stud
ents
Grade
s/Gradu
ates
Lead
ership &
Administration
Acad
emic Staff
Stud
ent S
electio
n
Educationa
l Re
sources
(1) I
NPU
T
Program Delivery
Stud
ent S
uppo
rt
Program M
onito
ring & Review
(2) P
RO
CES
S
Mon
itorin
g Fe
edba
ck &
R
epor
t of
Prog
ram
Rev
iew
(3) O
UTP
UT
(4) C
ontin
uous
Qua
lity
Impr
ovem
ent
(5) E
xter
nal S
take
hold
ers/
MQ
F/D
isci
plin
e Sta
ndar
ds
10
11
QU
ALI
TY A
SS
UR
AN
CE
IND
ICAT
OR
S…
. add
ress
ing
com
patib
ility
/incl
usiv
ity o
f TN
E
•en
sure
com
patib
leex
pect
atio
nsan
dpr
iorit
ies
onth
equ
ality
ofed
ucat
iona
lar
rang
emen
ts
•al
low
TNE
prov
ider
sto
desc
ribe
itssy
stem
and
prac
tices
1112
EXC
LUS
IVIT
Y O
F TN
E IN
TH
E M
ALA
YSIA
N
QU
ALI
TY A
SS
UR
AN
CE
SYS
TEM
•‘m
irror
cur
ricul
um’
•eq
uiva
lent
arra
ngem
ents
of p
rogr
am d
eliv
ery
-stu
dent
ent
ry re
quire
men
t/tra
nsfe
r -s
uppo
rt on
edu
catio
nal r
esou
rces
-stu
dent
aca
dem
ic s
uppo
rt-s
tude
nt a
sses
smen
t•
sim
ilar a
rrang
emen
t on
inte
rnal
qua
lity
syst
em•
iden
tical
aw
ard
12
− 56 − − 57 −
13
EXC
LUS
IVIT
Y O
F TN
E IN
TH
E M
ALA
YSIA
N
QU
ALI
TY A
SS
UR
AN
CE
SYS
TEM
•en
sure com
parable stud
ent learning
expe
rienceto th
e de
livery at hom
e campu
s•en
sure sim
ilar p
rivilegesen
joyed by th
e aw
ard
granted to th
e de
livery at th
e ho
me campu
s•respect a
uton
omy and creativ
ity in
ed
ucational activities
1314
INCLUSIVITY
+ EXC
LUSIVITY
OF TN
E IN THE MALAYSIAN
QUA
LITY ASSURA
NCE
SYSTEM
EXAM
PLE : M
ALAYSIAN
QUA
LIFICA
TIONS RE
GISTER
14
15
OVE
RALL REFLECT
ION
INC
LUS
IVIT
Y-a
ddre
ssco
mpa
tibilit
y-t
o be
par
t of t
he
host
’s n
atio
nal
conf
iden
ce s
yste
m-m
acro
fram
ewor
k an
d in
tern
atio
nal
prin
cipl
es
EXC
LUS
IVIT
Y-re
spec
t div
ersi
ty-p
rese
rvin
g th
e TN
E’s
inhe
rited
ch
arac
ters
of H
E
syst
em-c
ase-
to-c
ase
basi
s
PR
OTE
CTI
ON
OF
STU
DE
NT’
S IN
TER
ES
T
1516
OVE
RALL REFLECT
ION
PR
OTE
CTI
ON
OF
STU
DE
NT’
S IN
TER
ES
T(Q
UA
LITY
AS
SU
RA
NC
E O
F TN
E IN
MA
LAY
SIA
)
Visi
bilit
y
Con
fiden
ce
and
Rec
ogni
tion
Enr
ichi
ng
Lear
ning
E
xper
ienc
e M
obili
ty(T
rans
fera
bilit
y)
PETER’s
JOURN
EY
TNE
DIPLOMA
MALAYSIAN
QUA
LIFICA
TION
S RE
GISTER
APPR
OVA
L &
ACCR
EDITATION
LEAR
NING
ACTIVITIES
LINKED TO
MAIN CAM
PUS
TRAN
SFER
TO
BACH
ELOR
PROGRA
M
EMPLOYM
ENT
16
− 58 − − 59 −
17
ありが
とうございます
TERIMA KA
SIH
THAN
K YO
U
17
− 58 − − 59 −
Session I: Trends in human resource development and policies for mobilizing students in East Asia Panel on Quality Assurance of Transnational Education and Country Experiences
Quality Assurance of Cross‐Border Education and Asian Educational Exchange and Cooperation
Dr. Mengquan Lin Director, Evaluation Department, China Academic Degrees and Graduate Education Development Center (CDGDC), Ministry of Education, P. R. China
Dr. Mengquan Lin introduced the mechanism of Chinese‐Foreign Co‐running Schools/Programs in the People’s Republic of China.
Institutions of higher education are extremely numerous in the People’s Republic of China. More
than 700 educational institutions maintain graduate schools, and postgraduate students number 1.6 million. The China Academic Degrees and Graduate Education Development Center (CDGDC) is an independent legal entity operating under the supervision of the Ministry of Education (MOE). CDGDC possesses government authority for various roles, including recognition of qualification, quality assurance of higher education. For example, every six years CDGDC undertakes the regular evaluation of graduate schools that confer master’s and doctorate degrees. This assessment combines self‐assessment and external review that samples self‐assessment results. China maintains its own management regime for the quality assurance of transnational education
that is commensurate with international recommendations such as the UNESCO‐OECD guidelines. Bilateral agreements with partner countries and quality assurance systems have advanced, and in recent years many bilateral programs for student mobility have been implemented with ASEAN countries, Japan and Korea. Quality assurance for these programs has become important. The Chinese‐Foreign Co‐running Schools/Programs (CFCRS) is a typical mode of transnational
education in China. CFCRS provides educational services to Chinese citizens by cooperating with foreign educational providers to operate educational programs or institutions (in some cases research centers) within China. As of April 2013, more than 800 CFCRS were cooperatively administered with 28 countries and regions. Within the Asian region, Korean and Japanese partner institutions are comparatively numerous. In order to establish a CFCRS, approval by MOE is necessary. Approved CFCRS is required to pass
the evaluation by CDGDC. The evaluation centers on self‐assessment, and it follows a sequence that peer review, the release of evaluation results, and responding to issues requiring improvement. When it comes to cooperative education with foreign educational institutions, China bears much of the responsibility as an education importing country, and it is crucial that quality assurance agencies and other institutions cooperate in fulfilling the responsibilities for which they are tasked. With the aim of advancing exchange and cooperation in educational quality assurance in Asia,
China has a vision for the establishment of a Cross Border Quality Assurance Network in higher education (CBQAN). China proposed a plan for CBQAN at the fourth ASEM Meeting of Ministers of Education. Concrete steps towards CBQAN include plans for symposia and working groups. Dr. Mengquan Lin Speaker Profile Director, Evaluation Department, China Academic Degrees and Graduate Education Development Center (CDGDC), Ministry of Education, P. R. China. Dr. Lin hosts the posts of executive director of Chinese Society of Academic Degrees and Graduate Education (CSADGE), and the secretary‐general of Evaluation Council of Academic Degrees and Graduate Education (ECADGE).
Summary of Presentation
− 61 −
Qua
lity
Assu
ranc
e of
Cro
ss-B
orde
r Edu
catio
n an
d As
ian
Educ
atio
nal E
xcha
nge
and
Coo
pera
tion
1
LIN
Men
gqua
n D
irect
or o
f Eva
luat
ion
Dep
. of
CD
GD
C
Chi
na A
cade
mic
Deg
rees
and
Gra
duat
e E
duca
tion
Dev
elop
men
t Cen
ter
Oct
. 201
3, T
okyo
, Jap
an
��
��
OU
TLIN
E
I.Q
A of
CB
HE
in C
hina
II.Ev
alua
tion
of C
FCR
S ����
Col
lect
ive
Actio
n on
CB
QAN
---Pr
omot
e As
ian
Educ
atio
nal Q
AEx
chan
ge a
nd C
oope
ratio
n
2
I. Q
A of
CB
Hig
her E
duca
tion
in C
hina
3
CD
GD
C is
an
adm
inis
trativ
e in
stitu
tion
dire
ctly
und
er th
e su
perv
isio
n of
MO
E,
oper
atin
g un
der t
he jo
int l
eade
rshi
p of
MO
E a
nd A
DC
SC
, and
pos
sess
ing
the
qual
ifica
tion
of in
depe
nden
t leg
al e
ntity
.
1. W
ho W
e Are
Eva
luat
ion
Dep
artm
ent
Verif
icat
ion
Dep
artm
ent
Exa
min
atio
n D
epar
tmen
t
……
Aut
horiz
ed b
y go
vern
men
t: •R
egul
ar E
valu
atio
n (e
very
6 y
ears
)•R
ando
m C
heck
of D
octo
ralD
isse
rtatio
n•R
egul
ar E
valu
atio
n of
CFC
RS
Initi
ated
by
CD
GD
C:
•Pro
fess
iona
l Deg
ree
Acc
redi
tatio
n(M
BA
, etc
.)•C
DR
In
tern
atio
nal c
oope
ratio
n:•C
AM
PU
S A
sia
•CB
QA
N, I
NQ
AA
HE
, AP
QN
•QA
A, T
EQ
SA
, MQ
A•A
SE
AN
+3 W
orki
ng G
roup
……
4
− 63 −
2.Ch
inese QA Fram
ework of HE
Com
pany
Log
o
1.Ex
tern
al G
over
nmne
t Mon
itorin
g：re
gula
r eva
luat
ion
Und
ergr
adua
te: e
very
5 y
ears
Gra
duat
e: e
very
6 y
ears
3.Ex
tern
al s
uppo
rtin
g m
easu
res
CD
GD
C:C
DR
(Chi
na D
isci
plin
e R
anki
ng),
Acc
redi
tatio
n（M
BA
, etc
. on
volu
ntar
y ba
sis）
Soc
iety
: soc
ial i
nstit
utio
nal r
anki
ng
2.In
tern
al Q
A sy
stem
·en
rollm
ent/t
rain
ing/
acad
emic
deg
rees
·se
lf-as
sess
men
t(eve
ry 5
/6 y
ears
)
Entr
y co
ntro
l(s
elf-r
egul
atio
n)
5
Lear
ning
out
com
eTy
pes
of C
B
Educ
atio
nTy
pes
of C
B
Educ
atio
n
Staf
f Mob
ility
Staf
f Mob
ility
Ove
rsea
sSt
udyi
ngO
vers
eas
Stud
ying
Teac
her
Mob
ility
Teac
her
Mob
ility
Prog
ram
/Pro
ject
M
obili
tyPr
ogra
m/P
roje
ct
Mob
ility
CFC
RS
CFC
RS
Ove
rsea
sR
unni
ng
Scho
ols
Ove
rsea
sR
unni
ng
Scho
ols
（D
ista
nce
Educ
atio
n）（
Dis
tanc
e Ed
ucat
ion）
Type
s of
CB
Edu
catio
n
3. C
ross
-Bor
der E
duca
tion
in C
hina
6
Pers
onne
l Mob
ility
Inte
rnat
iona
l Rec
omm
enda
tions
4. Q
A of
Cro
ss-B
orde
r Edu
catio
n in
Chi
na
UN
ESC
O-O
ECD：
“Gui
delin
es fo
r Qua
lity
Prov
isio
ns in
Cro
ss-b
orde
r Hig
her E
duca
tion”
（20
05）
INQ
AAH
E："G
uide
lines
of G
ood
Prac
tice
in Q
ualit
y As
sura
nce"
（20
07）
APQ
N：
"Hig
her E
duca
tion
Qua
lity
Assu
ranc
e Pr
inci
ples
for t
he A
sia
Paci
fic R
egio
n (a
lso
know
n as
'Chi
ba P
rinci
ples
')"（
2008
）EN
QA：
"Sta
ndar
ds a
nd G
uide
lines
for Q
ualit
y As
sura
nce
in th
e Eu
rope
an E
duca
tion
Area
”（
2009
）
“ N
atio
nal O
utlin
e of
Med
ium
and
Lon
g Te
rm E
duca
tion
Ref
orm
and
Dev
elop
men
t (20
10-
2020
）”(
2010
)“C
FCR
S R
egul
atio
ns o
f the
PR
C”（
2003
）“I
mpl
emen
ting
Mea
sure
s of
CFC
RS
Reg
ulat
ions
of t
he P
RC
”（20
04）
“Reg
ulat
ions
of O
vers
eas
Run
ning
Sch
ools
(pro
visi
onal
)”（
2003
）
7
Chi
nese
Pol
icie
s
The
core
con
tent
s��C
oope
ratio
n R
egul
atio
ns, B
ilate
ral a
gree
men
t req
uire
men
ts,
Appl
icat
ion
and
appr
oval
, QA
syst
em a
nd s
tand
ards
.
II. E
valu
atio
n of
CFC
RS
in C
hina
8
− 64 − − 65 −
1.1
Chi
nese
CB
HE
Prac
tices
: CFC
RS
Wha
t is
CFC
RS?
(a
typi
cal m
ode
of C
BH
E)
CFC
RS:
Chi
nese
-For
eign
Co-
runn
ing
Sch
ools
/pro
gram
s
The
CFC
RS
/P in
volv
es th
e ac
tiviti
es o
f coo
pera
tion
betw
een
fore
ign
and
Chi
nese
edu
catio
nal i
nstit
utio
ns in
est
ablis
hing
edu
catio
nal
prog
ram
s or
sc
hool
s (o
r ins
titut
ions
in s
ome
case
s) w
ithin
the
terri
tory
of C
hina
to
prov
ide
educ
atio
n se
rvic
es m
ainl
y to
Chi
nese
citi
zens
.
CFC
RS
Prog
ram
s
Scho
ols
9
Tota
l: m
ore
than
800
pr
ogra
ms/
scho
ols
Cou
ntrie
s/R
egio
ns: 2
8
(dat
a up
to A
pr. 2
013)
1.2
Chi
nese
CB
HE
Prac
tice:
CFC
RS
93%
7%
Pro
gram
sS
choo
ls
10
Scal
e of
CFC
RS
invo
lvin
g As
ian
coun
trie
s an
d re
gion
s in
m
ainl
and
Chi
na(d
ata
up to
Apr
. 201
3)
1.3
Chi
nese
CB
HE
Prac
tice:
CFC
RS
Dat
a so
urce
: ww
w.J
SJ.
edu.
cn (
Apr
. 201
3)
/C
ount
ry/R
egio
nPr
ogra
mSc
hool
Tota
l
HK
,Chi
na35
439
KO
R27
128
JAP
120
12SG
P2
02
IND
20
2Ta
iwan
, C
hina
01
1
11
1.4
Chi
nese
CB
HE
Prac
tice:
CFC
RS
Cou
ntrie
sPr
ogra
ms
inop
erat
ion
Prog
ram
sbe
ing
eval
uate
d (2
013)
Japa
n12
3
Sou
thK
orea
288
2014
/3/1
4
Dat
a so
urce
: ww
w.J
SJ.
edu.
cn (
Apr
. 201
3)
CFC
RS
invo
lvin
g Ja
pan
and
Sout
h K
orea
12
− 64 − − 65 −
Appr
oval
and
Qua
lity
Mon
itorin
g of
CFC
RS
1.5
Chi
nese
CB
HE
Prac
tice:
CFC
RS
Qua
lific
atio
n or
impr
ovem
ent s
ugge
stio
ns (M
OE)
Eval
uatio
n of
sch
ool r
unni
ng
Appr
oval
in a
ccor
danc
e w
ith re
leva
nt la
ws
by th
e C
hine
se g
over
nmen
t (M
OE）
Req
uire
men
ts fo
r coo
pera
tive
part
ies
(CD
GD
C)
(bot
h si
des)
Cer
tific
atio
n
13
2.1
Eval
uatio
n St
anda
rds
and
Proc
edur
e of
CFC
RS
1. M
issi
on
2. M
anag
emen
t sys
tem
3. A
sset
man
agem
ent
4. Q
ualit
y co
ntro
l
5. F
acul
ty
6. T
each
ing
faci
litie
s
7. T
rain
ing
Qua
lity
8. S
ocia
l Ser
vice
9. C
hara
cter
istic
s
the
Eval
uatio
n In
dex
Syst
em o
f CFC
RS
14
2.2
Eval
uatio
n St
anda
rds
and
Proc
edur
es o
f CFC
RS
Eval
uatio
n Pr
oced
ures
of C
FCR
SM
ain
Step
s
2013
Eva
luat
ion
15
2.3
Appl
icat
ion
of re
sults
Faci
litat
e sc
hool
-run
ning
and
impr
ove
qual
ityPr
omot
e re
spon
sibi
lity
shar
ing
of th
e ed
ucat
iona
l im
porte
rs
and
expo
rters
C
ertif
icat
ion
acc
ordi
ng to
the
eval
uatio
n re
sults
Cur
rent
pro
gres
s4
prov
ince
s co
mpl
eted
, inv
olvi
ng 4
Asi
an c
ount
ries/
regi
ons
23 p
rovi
nces
incl
udin
g m
ore
than
300
pro
gram
s/sc
hool
s ar
e re
ceiv
ing
eval
uatio
n in
201
3.
16
− 66 − − 67 −
2.4
QA
expe
rienc
es (C
hina
)：
Syst
em：
one-
to-m
any
CB
edu
catio
nal Q
A sy
stem
，to
gain
exp
erie
nces
for b
ilate
ral o
r mul
tilat
eral
QA
Stan
dard
s：st
anda
rds
and
proc
edur
es (p
ublis
hed
onlin
e)
Cha
lleng
es：
CB
edu
catio
n is
the
mos
t typ
ical
and
com
preh
ensi
ve
form
of e
duca
tiona
l coo
pera
tion,
and
its
QA
is th
e m
ost
dire
ct, u
rgen
t and
effe
ctiv
e pr
actic
e fo
r QA
coop
erat
ion.
Such
as:
QF,
QA,
mut
ual r
ecog
nitio
n of
cur
ricul
ums,
qu
alifi
catio
ns, a
nd th
ird-p
arty
deg
rees
, etc
.
17
III.C
olle
ctiv
e Ac
t. on
CB
QAN
---Pr
omot
e As
ian
Hig
her E
duca
tiona
l QA
Exch
ange
and
Coo
pera
tion
18
1. C
halle
nges
and
Opp
ortu
nitie
s fo
r Asi
an E
duca
tion
2014
/3/1
4
Euro
pean
hig
her e
duca
tiona
l int
egra
tion
has
been
dev
elop
ing
rapi
dly
and
has
esta
blis
hed
a m
ore
com
plet
ed s
yste
m, E
HEA
. D
ue to
cou
ntry
div
ersi
ties
in A
sian
regi
on, i
t is
an u
nbal
ance
d di
alog
ue b
etw
een
Asia
n an
d Eu
rope
an r
egio
ns.
Ther
e is
no
inte
rnat
iona
l QA
exch
ange
pla
tform
for e
duca
tion
impo
rters
and
exp
orte
rs.
The
Asia
n co
untri
es h
ave
reac
hed
an a
gree
men
t tha
t Asi
a sh
ould
coo
pera
te w
ith E
urop
e, s
tarti
ng w
ith C
B ed
ucat
ion
and
expl
orin
g Q
A co
oper
atio
n in
HE.
19
2.1
Col
lect
ive
Act.
onC
BQ
AN
Expl
ore
Asia
-Eur
ope
Coo
pera
tion.
Sta
rt w
ith
coop
erat
ion
in c
ross
-bor
der e
duca
tion,
to
expl
ore
Asia
-Eu
rope
coo
pera
tion
on Q
A in
HE.
Agre
emen
t on
CB
QAN
. “Th
e M
inis
ters
als
o w
elco
med
C
hina
’s in
itiat
ive
to e
stab
lish
a C
ross
-bor
der Q
ualit
y As
sura
nce
Net
wor
k in
Hig
her E
duca
tion
(CBQ
AN).”
(ASE
MM
E4 C
hairs
Con
clus
ion-
12, M
ay 2
013)
ASEM
ME
4an
d In
itiat
ive
of C
BQ
AN
20
− 66 − − 67 −
Co-
cons
truc
tion
of C
BQ
AN•P
rom
ote
“them
atic
col
labo
ratio
n” in
deg
ree
awar
ding
, cre
dit
trans
fer,
subs
tant
ial e
quiv
alen
ce in
cur
ricul
um s
yste
m a
nd
degr
ee s
tand
ard,
Gui
delin
es in
QA,
etc
. bet
wee
n As
ian
coun
tries
•Pro
mot
e ed
ucat
iona
l col
labo
ratio
n am
ong
Asia
n co
untri
es
Ensu
re E
qual
Dia
logu
e•B
uild
up
colla
bora
tive
QA
mec
hani
sm to
enh
ance
the
disc
ours
e po
wer
of A
sian
cou
ntrie
s at
the
inte
rnat
iona
l edu
catio
n pl
atfo
rm
2.2
Col
lect
ive
Act.
onC
BQ
ANC
o-co
nstr
uctio
n of
CB
QAN
and
pro
mot
ion
of
educ
atio
nal c
oope
ratio
n an
d ex
chan
ge in
Asi
a
21
2.3
Col
lect
ive
Act.
onof
CB
QAN
Wor
k Pl
an A
ccor
ding
to th
e Fi
nal C
hair
’s C
oncl
usio
ns o
f ASE
MM
E4---
Qua
lity
Assu
ranc
e an
d R
ecog
nitio
n D
ialo
gue
in th
e fie
ld o
f qua
lity
assu
ranc
e an
d re
cogn
ition
Mal
aysi
a
HE
QA
cent
er fo
r Asi
aJa
pan
Wor
king
gro
up u
nder
the
AS
EA
N+3
Edu
catio
n M
inis
ters
Mee
ting
Japa
n
CB
QA
NC
hina
Pee
r lea
rnin
g ac
tiviti
es
Bel
gium
(Fle
mis
h C
omm
unity
and
Fr
ench
Com
mun
ity)
Wor
king
gro
up o
n th
e im
plem
enta
tion
of th
e A
SE
M
Rec
ogni
tion
Brid
ging
Dec
lara
tion
Chi
na (c
oord
inat
or) A
ustra
lia, A
ustri
a,
Belg
ium
(Fle
mis
h C
omm
unity
and
Fr
ench
Com
mun
ity),
Brun
ei D
arus
sala
m,
Ger
man
y, E
ston
ia, L
atvi
a, L
ithua
nia,
Po
rtuga
l and
the
Uni
ted
King
dom
NIC
s in
the
Asi
an re
gion
and
to s
et u
p a
web
site
Chi
naE
xper
t gro
up to
dis
cuss
inte
rreg
iona
l cre
dit t
rans
fer
mec
hani
sms
Aust
ralia
, Bel
gium
(Fre
nch
Com
mun
ity),
Brun
ei D
arus
sala
m, C
hina
, Est
onia
, Li
thua
nia
Mal
aysi
a. P
ortu
gal a
nd
Thai
land
22
2.4
Col
lect
ive
Act.
onCB
QAN
Expl
ore
coop
erat
ion
mec
hani
sm
At t
he b
egin
ning
sta
ge, C
hina
as
the
initi
ator
, tak
es c
harg
e of
co
mm
unic
atin
g w
ith o
ther
QA
orga
niza
tions
to jo
intly
con
stru
ct th
e ne
twor
k.
So
far s
ome
Asi
an c
ount
ries
have
reac
hed
an a
gree
men
t on
co-
cons
truct
ion
of C
BQ
AN
and
the
actio
n pl
an is
und
er d
iscu
ssio
n. W
e
wel
com
e th
e Q
A ag
enie
s to
join
the
netw
ork(
CB
QA
N) .
23
2.5
Col
lect
ive
Act.
onCB
QAN
CBQAN
Actio
n Plan
Sym
posi
um
Perio
dic
part
icip
atio
n ¥
disc
ussi
on o
f wor
king
gro
up
Dis
cuss
ion
on Q
A st
anda
rds
for A
sia-
Euro
pe c
ount
ries
Reg
ular
Act
iviti
es
Prop
osal：
regu
lar
activ
ities
, coo
pera
tive
plat
form
24
− 68 − − 69 −
Info
rmat
ion
Plat
form
QA
of C
B
Educ
atio
nM
ain
Act
iviti
esA
bout
C
BQ
AN
2.6
Col
lect
ive
Act.
onCB
QAN
Coo
pera
tion
plat
form
-CB
QAN
Web
page
(on
Web
site of
ANICs )
25
Con
tact
s
CD
GD
C W
EBSI
TE:
ww
w.c
dgdc
.edu
.cn
26
− 68 − − 69 −
Session I: Trends in human resource development and policies for mobilizing students in East Asia Panel on Quality Assurance of Transnational Education and Country Experiences
IEQAS in Korea
Dr. Innwoo Park Professor, Department of Education, Korea University
Dr. Innwoo Park introduced the International Education Quality Assurance System in Korea.
The International Education Quality Assurance System (IEQAS) is a new system in Korea. IEQAS
aims to accredit Korean universities and colleges who put appropriate management of foreign students in place through quality assessment. The decline in the number of university students due to Korea’s falling birthrate and the
globalization of higher education are the backdrop for the establishment of IEQAS. It is projected that by 2020, the number of high school graduates in Korea will be 200,000 lower that it is today, and in order to compensate for this reduction as well as increasing the international competitiveness of Korea, it is necessary to accept a large number of inbound exchange students. The numbers of exchange students have risen at a favorable pace. On the other hand, quality management systems for the management of inbound students have been inadequate, causing many problems. From the standpoint of exchange students from overseas, selecting the appropriate institution is extremely important. For these reasons, the quality assessment system was established. The Committee of IEQAS, established in 2011, developed this new system, which began in 2012.
IEQAS covers 350 universities and colleges, with the exception of cyber universities and graduate schools. IEQAS undertakes assessment based on criteria set by the IEQAS Committee, accrediting universities and colleges that appropriately manage inbound exchange students. Eligibility for applying IEQAS includes the absence of MOE sanctions on financial support,
confirmation of the dropout rate and number of inbound students. In 2012, 138 universities and 44 colleges fulfilled eligibility requirements. The evaluation process consists of three phases: quantitative evaluation, absolute evaluation and on‐site evaluation. The first phase of quantitative evaluation consists of eight criteria, and high weight is placed on the number and ratio of full time international faculty, ratio of dropouts to inbound students and the rate of on campus residence. The number and ratio of international students filling student capacity quotas and foreign student diversity are also evaluated. It is also necessary to confirm whether tuition is the same for local and exchange students. At the second phase of absolute evaluation, six criteria are confirmed, including dropout rates and disparities in tuition and confirmation of language abilities. Supplementary self‐evaluation reporting is also requested. Institutions must elaborate their vision, objectives, strategic plan for exchange programs, the management of academic affairs, and support for learning and living. In cases where accreditation is granted, it remains effective for three years, and the institution is
permitted to use the emblem of accreditation. As an incentive for participating in IEQAS, accredited institutions have better chances of receiving scholarships for inbound students. This emblem will be a landmark when you search Korean universities from abroad by using website. Dr. Innwoo Park Speaker Profile Professor, Department of Education, Korea University. Currently, Dr. Park is working on a project about how to develop a joint degree program between China, Japan, and Korea.
Summary of Presentation
− 71 −
Innw
ooPa
rk
Back
grou
ndH
isto
ryO
verv
iew
Proc
edur
esCr
iteria
Ince
ntiv
esAd
ditio
nal
2
Lack
of s
tude
nts
due
to th
e lo
w fe
rtili
tyN
eed
mor
e in
boun
d st
uden
ts to
incr
ease
the
glob
al c
ompe
titiv
enes
s◦
Japa
n : 3
00,0
00 in
boun
ds b
y `2
0◦
Chin
a : 5
00,0
00 in
boun
ds b
y `2
0◦
Sing
apor
e 15
0,00
0 in
boun
ds b
y `1
5◦
Kore
a : 2
00,0
00 in
boun
ds in
`20
3
Rapi
d In
crea
se in
the
num
ber
of in
boun
ds in
Ko
rea
Year
2005
2006
2007
2008
2009
2010
2011
2012
Total
22,5
2632
,557
49,2
7063
,952
75,8
5083
,842
89,5
3786
,878
Language
Course
5,21
27,
938
14,1
8419
,521
20,0
8817
,064
18,4
2416
,639
College/Univ.
9,83
515
,268
22,1
7128
,197
36,5
2543
,709
44,6
4140
,551
Masters
4,02
35,
183
7,24
79,
143
10,6
9712
,480
14,5
1615
,399
Doctoral
1,71
92,
173
2,63
83,
245
3,36
93,
811
4,49
64,
639
etc
1,73
71,
995
3,03
03,
846
5,17
16,
778
7,46
09,
650
4
− 73 −
No
qual
ity c
ontr
ol s
yste
m fo
r in
boun
ds
Prob
lem
s of
mal
adju
stm
ent a
nd
drop
outs
Neg
ativ
e im
age
of K
orea
bei
ng
built
Nee
d fo
r a q
uali
ty c
ontr
ol s
yste
m fo
r inb
ound
s
��
����
���� : C
RIC
OS &
PR
ISO
M
5
•Sub
-com
mitt
ee fo
r the
dev
elop
men
t of I
EQAS
Com
mitt
ee o
f IE
QAS
(201
1)
•8 u
nive
rsiti
es, 2
col
lege
sPi
lot t
est &
sel
ect
ion
of m
odel
sch
ools
•30
scho
ols
accr
edite
d (2
6 u
nive
rsiti
es, 4
col
lege
s)
Firs
t im
plem
enta
tion
of IE
QAS
(20
12)
6
IEQ
AS :
Inte
rnat
iona
l Edu
catio
n Q
ualit
y As
sura
nce
Syst
em35
0 un
iver
sitie
s an
d co
llege
s◦
Cybe
run
iver
sitie
s, g
radu
ate
univ
ersi
ties
bein
g ex
clud
edAi
ms
to a
ccre
dit u
nive
rsiti
es a
nd c
olle
ges
who
man
age
inbo
und
stud
ents
acc
ordi
ng to
th
e cr
iteria
set
by
the
com
mitt
ee o
f IEQ
ASTh
eCo
mm
ittee
of I
EQAS
◦Ab
out 1
5 m
embe
rs a
ppoi
nted
by
MO
E
7
Elig
ibili
ty fo
r ap
plyi
ngIE
QAS
◦N
o sa
nctio
ns to
fina
ncia
l sup
port
by
MO
E◦
Less
than
20%
of d
ropo
ut r
ate
◦M
ore
than
19
inbo
unds
for
univ
ersi
ties,
9 in
boun
ds
for
colle
ges
◦In
201
2, 1
38 u
nive
rsiti
es a
nd 4
4 co
llege
s w
ere
elig
ible
8
− 74 − − 75 −
Phas
e 1
Qua
ntita
tive
eval
uatio
n
•8
crite
ria fo
r un
iver
sitie
s, 7
for
colle
ges
•to
p70%
pas
ses
Phas
e 2
Abso
lute
eva
luat
ion
•Co
recr
iteria
: 6
for u
nive
rsiti
es, 5
for c
olle
ges
•Su
pple
men
t with
sel
f rep
orts
from
the
scho
ols
•Id
entif
y un
iver
sitie
s w
ho p
ass
the
core
crit
eria
Phas
e 3
On-
site
eva
luat
ion
•To
ver
ify P
hase
2 e
valu
atio
n re
sults
9
Phas
e 1
Qua
ntita
tive
eval
uatio
n◦
Num
ber
and
ratio
of f
ull t
ime
inte
rnat
iona
l fac
ulty
◦
Num
ber
and
ratio
of o
utbo
und
stud
ents
◦N
umbe
r an
d ra
tio o
f inb
ound
stu
dent
s◦
Num
ber
and
ratio
of i
nter
natio
nal s
tude
nts
fillin
g th
e st
uden
t quo
ta o
f uni
vers
ities
◦
Dro
pout
rat
ioof
inbo
und
stud
ents
◦D
iver
sity
of i
nter
natio
nal s
tude
nts
◦In
tern
atio
nal s
tude
nts’
impa
ct o
n fis
cal s
ound
ness
◦Ac
com
mod
atio
n pr
ovis
ion
rate
for
inte
rnat
iona
l stu
dent
s
10
Phas
e 2
Abso
lute
eva
luat
ion
◦D
ropo
ut r
ate
and
illeg
al r
esid
ency
rat
e is
co
mpl
emen
tary
to e
ach
othe
r.Ab
solu
te in
dica
tor
IEQ
AS S
tand
ards
①D
ropo
ut ra
te*
Less
than
6%
①-1
Ille
gal r
esid
ency
rate
Le
ss th
an 1
%
②D
iver
sity
of i
nter
natio
nal s
tude
nts*
Less
than
90%
③Fi
scal
sol
idar
ity90
% o
r abo
ve
④M
edic
al in
sura
nce
subs
crip
tion
rate
80
% o
r abo
ve
⑤Ac
com
mod
atio
n pr
ovis
ion
rate
of f
resh
men
25
% o
r abo
ve
⑥La
ngua
ge A
bilit
y (T
OPI
K le
vel 4
, Eng
lish)
30%
or a
bove
11
Visi
on, g
oals
, str
ateg
ies
for
inbo
unds
Man
agem
ent o
f aca
dem
ic a
ffai
rsSu
ppor
ts fo
r le
arni
ng, l
ivin
g, a
nd o
ther
s
12
− 74 − − 75 −
Effe
ctiv
e fo
r 3
year
sAl
low
to u
se th
e em
blem
Bett
er c
hanc
e to
get
the
gove
rnm
ent s
chol
arsh
ip
for
inbo
unds
13
Qua
ntita
tive
Indi
cato
rs
No
Cont
ents
Poin
t Dis
trib
utio
n(O
ut o
f 100
)
1N
um
ber
and
rati
oof
full
tim
ein
tern
atio
nal
facu
lty
①N
o.of
full
time
inte
rnat
iona
lfac
ulty
②N
o.of
full
time
inte
rnat
iona
lfac
ulty
/(d
ivid
e)N
umbe
rof
full
time
facu
ltyx
(mul
tiply
)10
0(%
)
2.5
2N
um
ber
and
rati
oof
outb
oun
dst
ude
nts
①N
o.of
outb
ound
stud
ents
:N
o.of
stud
ents
who
earn
edcr
edits
fro
mot
her
univ
ersi
ties
②Ra
tioof
outb
ound
stud
ents
:N
o.of
outb
ound
stud
ents
/(d
ivid
e)N
o.of
alle
nrol
led
stud
ents
x(m
ultip
ly)
100(
%)
2.5
14
Qua
ntita
tive
Indi
cato
rs
No
Cont
ents
Poin
t D
istr
ibut
ion
(Out
of
100)
3N
um
ber
and
rati
oof
inbo
un
dst
ude
nts
No.
ofex
chan
gest
uden
tsto
Kore
a/
(div
ide)
No.
ofal
lenr
olle
dst
uden
tsx
(mul
tiply
)10
0(%
)
5(o
nly
univ
ersi
ty)
4N
umbe
ran
dra
tio
ofin
tern
atio
nal
stu
den
tsfi
llin
gth
est
ude
nt
quot
aof
un
iver
siti
es①
No.
ofin
tern
atio
nals
tude
nts
fillin
gth
est
uden
tqu
ota
ofun
iver
sitie
s:
No.
ofin
tern
atio
nals
tude
nts
–(s
ubtr
act)
No.
ofdo
mes
ticst
uden
tss
hort
ofits
full
quot
a②
Ratio
ofin
tern
atio
nals
tude
nts
fillin
gth
est
uden
tqu
ota
ofun
iver
sitie
s:
Ratio
ofin
tern
atio
nals
tude
nts
x(m
ultip
ly)
Ratio
ofdo
mes
ticst
ude
nts
fillin
gth
equ
ota
10
15
Qua
ntita
tive
Indi
cato
rs
No
Cont
ents
Poin
t Dis
trib
utio
n(O
ut o
f 100
)
5D
ropo
ut
rati
oof
inbo
un
dst
ude
nts
①N
o.of
drop
out
inbo
und
stud
ents
/(d
ivid
e)N
o.of
tota
linb
ound
stud
ents
x(m
ultip
ly)
100(
%)
35
6D
iver
sity
ofin
bou
nd
stu
den
ts①
No.
ofin
boun
dst
uden
tsfr
omth
eco
untr
yw
here
the
mos
tnu
mbe
rof
stud
ents
com
e/(d
ivid
e)N
o.of
tota
linb
ound
stud
ents
x(m
ultip
ly)
100(
%)
15
16
− 76 − − 77 −
Qua
ntita
tive
Indi
cato
rs
7In
tern
atio
nal
stu
den
ts’i
mpa
cton
fisc
also
un
dnes
sAv
erag
etu
ition
per
inte
rnat
iona
lstu
dent
/(d
ivid
e)Av
erag
etu
ition
per
dom
est
icst
uden
tx(m
ultip
ly)
100(
%)
20
8A
ccom
mod
atio
npr
ovis
ion
rate
for
inte
rnat
ion
alst
ude
nts
(No.
offr
esh
inte
rnat
iona
lstu
dent
sliv
ing
insc
hool
acco
mm
odat
ion)
divi
de)
/N
o.of
alli
nter
natio
nals
tude
nts
x(m
ultip
ly)
100(
%)
Uni
vers
ity :
10
Juni
orCo
llege
:
15
No
Cont
ents
Poin
t Dis
trib
utio
n(O
ut o
f 100
)
17
Self-
eval
uatio
n Re
port
For
mat
No
Dim
ensi
onSo
urce
1U
nive
rsity
’s vi
sion
and
cha
ract
eris
tics
for
glob
aliz
atio
n 1-
1. V
isio
n of
glo
baliz
atio
n-
Mea
sure
s to
con
nect
glo
baliz
atio
n an
d un
iver
sity
de
velo
pmen
t -
Inte
rnat
iona
l st
uden
ts r
ecru
itmen
t st
rate
gy1-
2. S
peci
aliz
atio
n of
the
univ
ersi
ty-
Maj
or t
arge
t co
untr
y or
fie
ld-
Vario
us g
loba
lizat
ion
prog
ram
s2
Sele
ctio
n of
the
inte
rnat
iona
l st
uden
ts2-
1. I
s st
uden
ts’ s
chol
astic
abi
lity
verif
ied?
2-2.
Are
stu
dent
s re
crui
ted
by o
ffic
ial p
roce
dure
s?-
Doe
s th
e in
stitu
tion
have
a r
easo
nabl
e st
uden
t se
lect
ion
met
hod
to fi
ll t
he in
tern
atio
nal
stud
ent
quot
a?3
Acad
emic
man
agem
ent
3-1.
Att
enda
nce
reco
rds
-Ar
e th
e at
tend
ance
rec
ords
of
fore
ign
stud
ents
und
er c
ontr
ol?
-In
tern
atio
nal st
uden
ts’ a
tten
danc
e ra
tio3-
2. S
tude
nts’
sch
ool r
ecor
ds
-Fo
reig
n st
uden
ts’ g
rade
dis
trib
utio
n ta
ble:
inte
rnat
iona
l st
uden
ts’ a
cade
mic
ach
ieve
men
t co
mpa
red
with
dom
estic
stu
dent
sTh
roug
h a
rand
om s
ampl
ing,
on-
site
eva
luat
ion
is p
ossi
ble.
-D
oes
the
scho
ol h
ave
sylla
bus
(cou
rse
guid
elin
es)
or s
choo
l cal
enda
r?
18
Self-
eval
uatio
n Re
port
For
mat
No
Dim
ensi
onSo
urce
4In
tern
atio
nal s
tude
nts
man
age
men
t an
d su
ppor
t 4-
1. le
arni
ng s
uppo
rt-
Doe
s th
e sc
hool
hav
e le
arni
ng s
uppo
rt p
rogr
ams
(e.g
. KS
L or
maj
or c
ours
es)
for
inte
rnat
iona
l stu
dent
s?-
Do
fore
ign
stud
ents
hav
e de
sign
ated
aca
dem
ic a
dvis
ors?
4-2.
Sup
port
and
cou
nsel
ing
cent
ers
for
livin
g in
Kor
ea-
Is th
ere
any
desi
gnat
ed o
rgan
izat
ion
for
inte
rnat
iona
l st
uden
ts?
-Is
ther
e an
y co
unse
ling
cent
er a
nd p
rofe
ssio
nal c
ouns
elor
?4-
3. M
anag
emen
t of
the
fore
ign
stud
ents
aft
er t
heir
grad
uatio
n (e
.g.
empl
oym
ent)
-Ar
e fo
reig
n st
uden
ts t
aken
car
e af
ter
grad
uatio
n (e
.g. e
mpl
oym
ent
supp
ort,
alum
ni a
ssoc
iatio
n)?
-D
oes
the
scho
ol c
ondu
ct s
atis
fact
ion
surv
ey o
n ed
ucat
ion
serv
ice?
4-4.
Ada
ptat
ion
supp
ort
prog
ram
-Ex
tra
poin
ts c
an b
e pr
ovid
ed if
the
sch
ool h
as d
iffer
entia
ted
prog
ram
s t
o he
lp in
tern
atio
nal st
uden
t’s a
dapt
atio
n to
sch
ool l
ife in
Kor
ea s
uch
as
by h
oldi
ng v
ario
us e
vent
s to
tha
t en
d.
5O
ther
sAn
y sp
ecia
l mat
ter
for
the
univ
ersi
ty
19
Than
k yo
u
20
− 76 − − 77 −
− 79 −
Session I: Trends in Human Resource Development and Policies for Mobilizing Students in East Asia
Highlights of Dialogue and Discussion at Session I
The keynote speech of Dr. Sauwakon Ratanawijitrasin, Director, SEAMEO‐RIHED, was followed by a question and answer session. Next, six experts in quality assurance from the ASEAN+3 group of nations gave case study presentations and joined a panel discussion. Lastly, the discussion was opened to questions from the attendees.
< Q&A from the floor following the keynote speech > (Responder was Dr. Sauwakon Ratanawijitrasin)
Q. Can you give a concrete example of what you meant by the phrase ‘know what’ that you discussed in your speech?
A. ‘Know what’ refers specifically to thestudy fields. For example, in AIMS, the study fields include agriculture and food science. In order to increase the number of incoming exchange students to Southeast Asia, it is necessary to encourage the development of these niche fields.
Q. How can we ascertain the needs of learners? A. Mutual understanding between teachers and students is important. When teachers advise
students, the future of the students must be first in their minds. I think useful approaches to mentoring include encouraging students to attend conferences and symposiums such as this Forum, prompting them to ask questions, and inviting students to make presentations.
Q. Do you have any mechanisms to increase the number of universities participating in AIMS? A. We are looking at a review of the scholarship system, which has become a barrier to college
attendance.
Q. At the present time, AIMS membership is restricted to Southeast Asian countries. Are there plans for the participation of China or Korea?
A. Of course, the answer is yes. The AIMS memorandum of understanding includes membership invitation to nations outside of founding group of ASEAN nations.
< Panel Discussion >
- The six experts were asked about their degree of satisfaction with the present quality assurance approaches of various countries and regions. The majority of panelists demonstrated moderate satisfaction, pointing to evidence such as returns on economic, personnel and time investments, policy successes, the results of student learning outcomes and the smooth operation of quality assurance systems. Participants from the floor expressed a desire to include the exchange of academics in addition to students when assessing the success of quality assurance systems for transnational education.
- Panelists were asked whether sending students abroad or attracting overseas universities to establish domestic campuses were more effective strategies from the standpoint of promoting internationalization. Almost all of the panelists supported sending students abroad, citing disparities in student experiences, the productiveness of learning by living abroad and overseas study’s capacity to nurture collaborative skills.
Highlights of Q&A and Discussion
Session II:
Student Mobility in East Asia—Input from
International Collaborative Programs
− 83 −
Session II: Student Mobility in East Asia—Input from International Collaborative Programs
Highlights of Session II
In Session II, speakers shared accounts of exchange programs developed in East Asia, and case
studies of student exchange between Japanese and Asian universities were introduced in order to
deepen discussion of the present state of transnational education and its quality assurance. Case
study presenters included two academics responsible for the planning and administration of
transnational education, and two students who participated in exchange programs.
Academic speakers included Prof. Dr. Takahiro Seki, Professor, Graduate School of Engineering,
Nagoya University, who spoke about programs at Nagoya University and Tohoku University, and Dr.
Akihisa Matsuno, Professor, Osaka School of International Public Policy, Osaka University, who
discussed programs at his institution. Both professors acquainted the forum with the
implementation of transnational education and its quality assurance by focusing on the innovative
aspects and challenges facing their respective programs.
Student presenters included Ms. Motoi Takekawa, Graduate Student, Graduate School of
Asia‐Pacific Studies (GSAPS), Waseda University and Mr. Kazuhiro Saka, MBA Candidate, International
Corporate Strategy, Hitotsubashi University. Ms. Takekawa and Mr. Saka focused on the experience
they gained through their participation in each of international collaborative programs.
Following case study presentations, the four speakers were joined by two commentators and took
questions from the attendees, exchanging views on the salient features of their programs and the
significance of educational exchange from the perspectives of students and program administrators,
in response to the following concerns:
- With the aim of meeting the human resource needs of society, what issues demand consideration,
particularly from the standpoint of education providers, governments and advocates of quality
assurance agencies as advocates, if we are to expand cooperation in international education?
- In the specific case of program quality assurance, how can we advance international education by
working towards common understandings given conceptual differences among nations with
regard to the level and breadth of standards?
Session II: Student mobility in East Asia ‐ Input from international collaborative programs
Case Study A: Nagoya University and Tohoku University
Prof. Dr. Takahiro Seki Professor, Graduate School of Engineering, Nagoya University
Prof. Dr. Seki introduced the progress of international student exchange programs named ‘A Cooperative Asian Education Gateway for a Sustainable Society: Expanding the Frontiers in Science and Technology of Chemistry and Materials’ at Nagoya University and Tohoku University in order to draw specific attention to the program’s strengths as well as the challenges it faces.
This program undertakes chemistry and materials science related student exchange between Japan
(Nagoya University and Tohoku University), China (Nanjing University and Shanghai Jiao Tong University) and Korea (Seoul National University and POSTECH) universities in order to establish a leading Asian educational cluster in the field of chemistry and material science that will become a key point in the creation of sustainable society. The program is a complimentary educational alliance allowing students from any of its member institutions to study overseas at any other member institution. This project aims to produce specialists in the chemistry disseminated from the core industrial hub of Asia, and to produce world leaders in the field of chemistry who possess a global perspective through academic and industrial exchanges. This student exchange program consists of credit‐transferable overseas study terms of primarily
three to twelve months, tailored for postgraduate (master’s and doctoral) students. Exchange students are temporarily assigned to a laboratory at an overseas counterpart university and undertake joint research in the laboratory. The program selects highly motivated and promising students from each university who are at the top of their respective classes, and whose TOEFL scores exceed TOEFL IBT 70 (PBT520). As of March 2013, the program had achieved many participation from China and Korea. It shifted into high gear in 2013 academic year, and expects to achieve further momentum with the dispatch of Japanese students overseas. The program also sponsors annual symposia, which rotate among the member countries. Symposia have been well attended by large numbers of professors and students, promoting exchange and information sharing. Furthermore, exchange lectures, joint intensive seminars and summer courses involving additional universities are also undertaken. The program provides research and learning support by regularly assigning a TA to assist each overseas student. Currently, the results of exchanges include joint research and scientific papers, and beginning this year, information exchange has begun at three “Campus Asia” programs in science and engineering fields undertaken by four Japanese universities (Kyushu University, Tokyo Institute of Technology, Nagoya University and Tohoku University) that also collaborate. Looking to the future, this program aims to strengthen the platform for cooperative education in
the field of chemistry and materials science among Japan, China and South Korea, as well achieve broad growth across Asia and make an academic contribution to the Asian region.
Prof. Dr. Takahiro Seki Speaker profile Professor, Graduate School of Engineering, Nagoya University. Takahiro Seki had been Associate Professor of Tokyo Institute of Technology and he has been Professor of Nagoya University since 2002. His expertise includes photofunctional polymers, ultrathin polymer films, molecular assemblies, liquid crystals.
Summary of presentation
− 85 −
Nag
oya
Uni
vers
ity* a
nd T
ohok
u U
nive
rsity
Pr
ojec
t Lea
ders
Taka
hiro
Seki
*N
agoy
a U
nive
rsity
*, G
radu
ate
Scho
ol
of E
ngin
eerin
g, P
rofe
ssor
Ken
taro
Tan
aka
Nag
oya
Uni
vers
ity, G
radu
ate
Scho
ol o
f Sc
ienc
e, P
rofe
ssor
Toho
ku L
eade
rs
Akih
iro M
orita
* Toh
oku
Uni
vers
ity, G
radu
ate
Scho
ol o
f Sc
ienc
e, P
rofe
ssor
Taka
yuki
Doi
Toho
ku U
nive
rsity
, Gra
duat
e Sc
hool
of
Phar
mac
eutic
al S
cien
ces,
Pro
fess
or
Cut
ting
Edge
Sci
ence
and
Tec
hnol
ogy
in C
hem
istr
y an
d M
ater
ials
-A
Coo
pera
tive
Asia
n Ed
ucat
ion
Gat
eway
for a
Sus
tain
able
Soc
iety
ASEA
N+3
Highe
r Edu
catio
n Quality Assurance Forum Sessio
n II: Cam
pus A
siaStud
ent M
obility in
East A
sia
Creatin
g an
Organ
ization for Inn
ovative Ed
ucation in th
e Fields of C
hemistry an
d Material Scien
ce in
Asia to Con
tribute to Sustainab
le Society
Seo
ul N
atio
nal U
nive
rsity
Poh
ang
Uni
vers
ity o
f S
cien
ce a
nd T
echn
olog
y
Toho
ku U
nive
rsity
Nag
oya
Uni
vers
ity
Nan
jing
Uni
vers
ity
Sha
ngha
i Jia
o To
ng
Uni
vers
ity
Educ
atio
n of
che
mis
try s
peci
alis
ts
from
a c
entra
l Asi
an b
ase
Prod
ucin
g le
ader
s w
ith a
glo
bal
appr
oach
in th
e fie
lds
of
Che
mis
try a
nd M
ater
ial
Scie
nce
2
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RE
ASe
oul N
atio
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nive
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hang
Uni
vers
ity o
f Sci
ence
and
Tec
hnol
ogy
（Nan
omat
eria
ls,
Fun
ctio
nal C
hem
istr
y, et
c.）
JAPA
NN
agoy
a U
nive
rsity
, Toh
oku
Uni
vers
ity（S
ynth
etic
Che
mis
try,
Nat
ural
Pro
duct
s,C
oord
inat
ion
Che
mis
try,
Poly
mer
Che
mis
try,
etc.）
Nur
turin
g C
hem
ists
with
a G
loba
l Min
dset
for
the
Dev
elop
men
t of S
usta
inab
le S
ocie
ty
3
CH
INA
Shan
ghai
Jia
o To
ng U
nive
rsity
,N
anjin
g U
nive
rsity
（Sol
id S
tate
Che
mis
try,
Mat
eria
ls E
ngin
eeri
ng,
Ana
lytic
al B
ioch
emis
try,
etc.）
4
Plan
for the
System of N
urturin
g Specialists who
can
Think and
Act on a
Global Scalein th
e Most Impo
rtant A
reas of Scien
ce
・St
uden
t Exc
hang
e（pe
riod:
3-1
2m
onth
s, c
redi
t tra
nsfe
r）・Le
ctur
e Ex
chan
ges （by
sta
ff Pr
ofes
sors）
・Te
achi
ng A
ssis
tant
s &
Tuto
r Sys
tem
（C
ultu
ral e
xcha
nge/
Aca
dem
ic n
etw
orki
ng）
・Jo
int S
emin
ars（
Join
t Res
earc
h an
d Ed
ucat
iona
l Pro
gram
s）・A
nnua
l Cam
pus
Asi
a Sy
mpo
sia
to fa
cilit
ate
the
prog
ram
Coo
pera
tion
with
Indu
stry
:・Vi
sits
to P
lant
s ・C
aree
r Pat
h A
ssis
tanc
e・Le
ctur
es/A
dvic
e/Ev
alua
tion
from
the
Indu
stria
l Wor
ld
− 87 −
Organiza
tion of Cam
pus Asia Activities
Laun
chin
g H
omep
ages
Mai
n C
ampu
s A
sia
Hom
epag
e:ht
tp://
cam
pusa
sia.
apch
em.n
agoy
a-u.
ac.jp
/H
omep
age
of th
e To
hoku
Uni
vers
ity C
ampu
s A
sia
Pro
gram
http
://ire
mc.
phar
m.to
hoku
.ac.
jp/~
cam
pusa
sia/
Bui
ldin
g In
tern
atio
nal E
xcha
nge
Infr
astr
uctu
re T
arge
ted
Tow
ards
Fo
rmat
ion
of C
yber
Cam
pus
Inst
alla
tion
of T
V C
onfe
renc
e E
quip
men
t•
Mee
tings
bet
wee
n N
agoy
a an
d To
hoku
Cam
pus
Asi
a of
fices
•S
cien
ce a
nd e
ngin
eerin
g in
form
atio
n ex
chan
ge a
mon
g 6
Uni
vers
ities
of 3
Cam
pus
Asi
a P
rogr
ams
in J
apan
•M
eetin
gs b
etw
een
Cam
pus
Asi
a N
agoy
a O
ffice
and
Nag
oya
Uni
vers
ity S
hang
hai O
ffice 5
Bui
ldin
g In
tern
atio
nal E
xcha
nge
Infr
astr
uctu
reA
ssoc
iate
Pro
fess
or re
spon
sibl
e fo
r the
Cam
pus
Asi
a P
rogr
am,
Ilya.
D. G
ridne
v (R
ussi
a), w
as h
ired
to s
uppo
rt th
e de
velo
pmen
t of i
nter
natio
nal e
xcha
nge
and
educ
atio
nal
activ
ities
Stu
dent
s w
ishi
ng to
par
ticip
ate
in e
xcha
nge
prog
ram
s ar
e hi
red
as T
each
ing
Ass
ista
nts
(TA
)
Evalua
tion Bo
ard
Affiliatio
n
Dr. Yoshio Okamoto
Harbin Indu
stria
l University, C
hairProfessor
（Academ
ic）
Dr. A
rimitsuUsuki
Toyota Com
pany Central Laboratories, Dire
ctor
（Indu
stry）
Organiza
tion of Cam
pus Asia ProjectⅡ
6
Committee
Affiliatio
n
Takahiro Seki
Nagoya University, G
radu
ate Scho
ol of E
ngineerin
g, Professor
Akihiro
Morita
Toho
ku University, G
radu
ate Scho
ol of Scien
ce, P
rofessor
‐Hua
Xia
NanjingUniversity, Schoo
l of C
hemistry and
Che
mical
Engineering, Vice De
anYong
Zhang
Shanghai Jiao
Ton
g University,Schoo
l of C
hemistry and
Ch
emical Engineerin
g, Vice De
anByeo
ng M
oon
Kim
Seou
l National U
niversity,D
epartm
ent o
f Che
mistry, C
hair
Kyo Han
Ahn
Pohang
University
of Scien
ce and
Techn
ology,De
partment o
f Ch
emistry, P
rofessor
Stud
ent E
xchange in Cam
pus Asia Project
Stud
ent E
xcha
nge
Prog
ram
In J
apan
this
pro
gram
is m
ainl
y ta
rget
ed a
t gra
duat
e st
uden
ts.
Gra
des
from
the
Hos
t Uni
vers
ity a
re re
cogn
ized
by
the
Hom
e U
nive
rsity
. The
leng
th o
f sta
y is
3-1
2m
onth
s. S
tude
nts
choo
se th
e U
nive
rsity
they
wou
ld li
ke to
vis
it. D
urin
g th
e vi
sit,
they
car
ry o
ut jo
int r
esea
rch
in th
e la
bora
tory
of t
heir
choi
ce
and
atte
nd s
peci
al c
lass
es a
t the
Par
tner
Uni
vers
ities
.
Col
labo
ratio
n w
ith J
ASSO
(Jap
an S
tude
nt
Serv
ices
Org
aniz
atio
n) P
rogr
amJA
SS
O’s
pro
gram
is in
tend
ed fo
r stu
dent
s w
ho c
anno
t affo
rd a
3
mon
ths
or lo
nger
abs
ence
from
thei
r uni
vers
ities
. Thi
s fra
mew
ork
prov
ides
flex
ible
opp
ortu
nitie
s to
mat
ch th
e ac
adem
ic s
ituat
ion
of th
e st
uden
ts a
nd P
artn
er U
nive
rsiti
es.
Exch
ange
of S
cien
tific
Pre
sent
atio
nsS
tude
nts
are
give
n th
e ch
ance
for d
irect
aca
dem
ic e
xcha
nge
thro
ugh
sum
mer
sch
ools
, joi
nt s
emin
ars,
edu
catio
nal a
nd
rese
arch
trip
s an
d in
tern
atio
nal c
onfe
renc
es.
7
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Minim
um English skills T
OEFL IBT 70
(PBT
520)
Top academ
ic perform
ers w
ith high motivation
�������������
Gradu
ate stud
ents
Gradu
ate an
d un
dergradu
ate stud
ents
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An “Inter‐University
Agreemen
t”is conclude
d be
tween Partne
r Universities.
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Maxim
um 10 cred
its can
be
awarde
dInternationa
l Grade
s System app
ropriate
for o
btaining
GPA
is offe
red
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Each University
provide
s a list of available classes in English
��������
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Practical English Co
urses
useful fo
r Che
mistry field
A Teaching
Assistant is a
ssigne
d to help
each visitin
g stud
ent
����������
������������
��������
‐Travel expen
ses shall be bo
rne by
the Ho
me University
‐Scho
larships/Accom
mod
ation fees/Research costs shall be bo
rne by
the Ho
st University
(The
sche
dules of th
e visits a
re adjusted to th
e semesters of e
ach
University
)
Term
s and
Con
ditio
ns fo
r Stude
nt Exchange be
tween Ch
ina/Ko
rea/Japan
8
− 88 − − 89 −
Stud
ent M
obility（Inbo
und/Outbo
und be
tween Ch
ina/Ko
rea/Japan） 9
Data for
2011
‐201
2Inbo
und
Outbo
und
China
Korea
Total
China
Korea
Total
Exchange Stude
nts
（3mon
ths or longer
）10
212
02
2Short v
isit
（1‐2 mon
ths, JA
SSO)
33
60
55
Summer Schoo
l, Sympo
sia, etc.
32
519
524
Total num
ber o
f stud
ents
167
2319
1231
AY 2011‐2012
Stud
ent M
obility（Inbo
und/Outbo
und be
tween Ch
ina/Ko
rea/Japan）
10
Plan
for 2
013
Inbo
und
Outbo
und
China
Korea
Total
China
Korea
Total
Exchanging
Stude
nts
(for m
ore than
3
mon
ths
）
84
122
68
Short‐term
visits
（1‐2mon
ths, JA
SSO
）0
22
03
3Summer Schoo
l, Sympo
sia, etc.
32
55
2025
Total num
ber o
f stud
ents
118
197
2936
Plan
for A
Y2013
Host University
Cred
its Obtaine
dNo. of Stude
nts
University
granting the Cred
its
POSTEC
H2
6Toho
ku University
Gradu
ate
Scho
ol
SNU
2012
‐2013 Exchan
ging
(1)
Toho
ku University
Gradu
ate
Scho
ol
POSTEC
H2012
‐2013 Exchan
ging
(1)
Toho
ku University
Gradu
ate
Scho
ol
Total
6 (8)
Cred
its Awarde
d in 201
1‐20
12
11
Gra
ntin
g of
Cre
dits
（In
boun
d St
uden
ts）
Hom
e University
Cred
its Obtaine
dNo. of S
tude
nts
University
granting the Cred
its
POSTEC
H (B
4)15
1Nagoya University, Schoo
l of Scien
ce, N
UPA
CE
SJTU
47
Nagoya University
Gradu
ate Scho
ol
NJU
12
Toho
ku University
Gradu
ate Scho
ol
SJTU
2012
‐201
3 Exchanging
(1)
Toho
ku University
Gradu
ate Scho
ol
SNU
2012
‐201
3 Exchanging
(1)
Toho
ku University
Gradu
ate Scho
ol
Total
10 (1
2)
Gra
ntin
g of
Cre
dits
（O
utbo
und
stud
ents
）
Campu
s Asia Sympo
sia
12
Sta
ff m
embe
rs a
nd s
tude
nts
from
6 u
nive
rsiti
es g
et to
geth
er, r
epor
t res
earc
h re
sults
, ex
chan
ge in
form
atio
n an
d de
epen
frie
ndly
rel
atio
ns. T
he s
ituat
ion
of th
e st
uden
t ex
chan
ges
and
futu
re p
ersp
ectiv
es in
this
fiel
d ar
e al
so d
iscu
ssed
.
Kic
k-of
f Sym
posi
um
＜N
agoy
a U
nive
rsity
, Mar
ch 1
2-13
, 201
2＞
First
Cam
pus
Asi
a sy
mpo
sium
(Nag
oya
Univ
ers
ity）
◆Se
cond
Cam
pus
Asia
Sym
posi
um
＜N
anjin
g U
nive
rsity
, Mar
ch 1
2-13
, 201
3＞
◆Th
ird C
ampu
s As
ia s
ympo
sium
＜Se
oul N
atio
nal U
nive
rsity
, Nov
embe
r 7-9
, 201
3＞
Second
Cam
pus
Asi
a sy
mpo
sium
(Nan
jing
Univ
ers
ity）
− 88 − − 89 −
Diverse Exchange 1
Exchan
ge Lectures（Staff m
embe
r visits
）
Shared
lectures between Partne
r Universities ⇒
Even
while in
their o
wn coun
tries stud
ents can
learn
abou
t research activ
ities abroa
d
‐June
, 2013：Prof. T. SekiShan
ghai Jiao
Tong
University
‐Au
gust, 2013：Prof. T. SekiSeou
l Nationa
l University
T.A. System(Help in re
search and
stud
y, cultural excha
nge,
netw
orking
)One
TA stud
ent is a
ssigne
d to each exchan
ge stud
ent ⇒
Facilitates daily/acade
mic life and
networking
in a fo
reign coun
try
2011
‐2012：
23TA
stud
ents were assig
ned to th
e exchan
ge stud
ents
Them
ed Sem
inars
（Seminars a
mon
g Pa
rtne
r Universities
：Lectures fo
r grad
uate stud
ents
）
Joint sem
inars in specific research fields ⇒
Discussio
n of th
e latest achievemen
ts in
Science an
d Techno
logy Novem
ber 2
013:
Seminar on Molecular Sim
ulation to be given by
Professor Hua
i Sun
, SJTU
13Sha
ngha
i Ji
ao T
ong
Uni
vers
ity
Seo
ul N
atio
nal U
nive
rsity
DiverseExchange 2
◆Summer Schoo
l （20
12/8
）Th
is event is organized by gradu
ate stud
ents.D
octoral
stud
ents from
Asia
, Europ
e and Am
erica are invited. The
pu
rposes of this meetin
g are to givepractice in organ
ization of
internationa
l con
ferences
to gradu
ate stud
ents and
improve
friend
ly re
latio
nships between stud
ents from
various cou
ntrie
s
◆D2 Re
search Discussion Meetin
g（20
12/11）
Doctoral che
mistry stud
ents in
their secon
d year re
port on their
research in
English to one
ano
ther. This inter‐fa
culty
sym
posiu
m helps
to prepa
re stude
nts for interna
tiona
l excha
nge
◆Local R
esearch Meetin
g（20
12/12）
Academ
ic Adviso
rs of e
xcha
nge stud
ents from
China
and
Korea
were
invited to ta
lk abo
ut th
eir joint re
search projects,as well as d
iscussin
g the stud
ent e
xcha
nge
Sum
mer
Sch
ool
Sen
dai S
ympo
sium
14
Educ
atio
nal a
nd R
esea
rch
Trip
sS
treng
then
ing
supp
ort f
or s
tude
nts’
rese
arch
trip
s 1.
Cam
pus
Asia
Sta
ff m
embe
rs a
nd J
apan
ese
stud
ents
pla
nnin
g to
go
abro
ad v
isit
univ
ersi
ties
in C
hina
and
Kor
ea to
pre
pare
for f
utur
e jo
int
rese
arch
pro
ject
s
2.Su
ppor
ting
prep
arat
ion
of re
sear
ch re
ports
for i
nter
natio
nal s
tude
nts
Seou
l Nat
iona
l Uni
vers
ity＆
POST
ECH
（20
12/1
2 -2
013/
1)Sh
angh
ai J
iao
Tong
Uni
vers
ity＆
Nan
jing
Uni
vers
ity（20
13/3
)
◆SJ
TU In
terd
isci
plin
ary
Sem
inar
（20
13 3
/14
-3/1
5）1.
Four
staf
fm
embe
rsan
d12
stud
ents
from
Nag
oya
Uni
vers
itypa
rtici
pate
din
the
Sem
inar
Labo
rato
ries
Tour
,gui
ded
byst
uden
tsw
hoha
dpr
evio
usly
been
onex
chan
geat
Nag
oya
Uni
vers
ity2.
Dis
cuss
ion
onth
ere
sear
chsc
hedu
les
ofth
eex
chan
gest
uden
tsco
min
gto
Shan
ghai
Jiao
Tong
Uni
vers
ityin
2103
and
fort
heC
hine
sest
uden
tsco
min
gto
Nag
oya
Uni
vers
ityin
2013
◆In
dust
rial t
our f
or in
boun
d st
uden
ts
2012
.11.
29To
yota
Mot
orC
orpo
ratio
n,Ta
kaok
aFa
ctor
y20
13.9
.18
TOH
OG
ASC
o.,L
td.,
Chi
taM
idor
iham
aFa
ctor
yPf
izer
Inc.
,Nag
oya
Fact
ory
Diverse Exchange 3
Shanghai Jiao
Tong
University
POSTEC
H
Pfize
r Inc., Nagoya Factory
1516
■R
esea
rch
Pap
ers
◆To
hoku
Uni
vers
ity/N
anjin
g U
nive
rsity
/PO
STE
CH
In
orga
nic
Che
mis
try 2
013,
No.
52, p
p834
2-83
48
◆N
agoy
a U
nive
rsity
/ Seo
ul N
atio
nal U
nive
rsity
Advanced
Materials
subm
itted
August 2
013
Col
labo
ratio
n be
twee
n 4
univ
ersi
ties
in
3 C
ampu
s A
sia
Pro
gram
s fo
r stu
dent
s in
Sci
ence
and
Eng
inee
ring
field
sK
yush
u U
nive
rsity
Toky
o In
stitu
te o
f Tec
hnol
ogy
Nag
oya
Uni
vers
ity/T
ohok
u U
nive
rsity
Vis
itin
g Stu
dent
from
Nan
jing
Univ
ers
ity
<Tohoku
Univ
ers
ity>
Points of P
rogression
：Re
sults of the
Exchange
Intro
duct
ion
of C
ampu
s As
ia P
rogr
am to
Ja
pane
se C
hem
ical
Soc
iety
（40
000
Mem
bers
）"C
hem
istry
and
Indu
stry
"Aug
ust 2
013
− 90 − − 91 −
Prob
lem
Measures
Results
• Necessary Activities
Travel
expe
nses
Situation of travel
expe
nse supp
ort for
Chinese stud
ents
visiting Japan in
2012
was unclear
China・Japan
Vice Deans’
Meetin
g(2013/3/14)：
2011
/3At th
e Sympo
sium held at Nagoya University, 6
un
iversities from 3 cou
ntrie
s agreed on
fina
ncial
supp
ort for stud
ents, but th
ere was so
me
misu
nderstan
ding
in th
e metho
ds of app
lication
→20
13/4
According to th
e stud
ents who
had
returned
to China
, their travel expen
ses w
ere reim
bursed
Cred
itsIt was difficult to
correlate the cred
it system
with
Chine
se
Universities
Japane
se
Universities issue
transcrip
ts for b
oth
inbo
und /outbo
und
stud
ents
For e
xample, at N
agoya University
there is no
cred
it system
for d
octoral stude
nts
→In th
e case of interna
tiona
l excha
nges, pap
ers a
nd
joint research must b
e also con
side
red as
achievem
ents aside
from
credits
Stipen
d application
perio
d
It is difficult to app
ly
to program
s in
Chinese un
iversities
due to th
e short
application pe
riod
Apply an
individu
al
approach to
each
case
Since there are diffe
rences in
the lengths o
f sem
esters
in Ja
pan, China
and
Korea, it is impo
rtan
t to ad
just th
e ap
plication pe
riod prop
erly in
each case
Housing
Shortage of h
ousin
g for e
xchange
stud
ents
Also m
ake use of
private ho
using
There are diffe
rences in
living
con
ditio
ns in th
e vario
us
dorm
itorie
s→Re
nt hou
sing on
ly afte
r giving a de
tailed explan
ation
of th
e cond
ition
s to the stud
ent a
nd gettin
g his/he
r agreem
ent
Prob
lems E
ncou
ntered
17
Obj
ectiv
es o
f the
pre
sent
Pro
gram
●D
evel
op a
Che
mis
try
Plat
form
am
ong
Chi
na/K
orea
/Jap
anFo
rmat
ion
of C
onso
rtium
in C
hem
ical
Res
earc
h be
twee
n Ja
pane
se, C
hine
se a
nd K
orea
n U
nive
rsiti
es o
n th
e ba
sis
of th
e cu
rren
t Pro
gram
●
Expa
nd th
e C
hem
istr
y Pl
atfo
rm to
Asi
aE
xpan
sion
of c
oope
ratio
n to
the
who
le A
sia
●C
ontr
ibut
e to
the
deve
lopm
ent o
f sci
ence
Act
ive
parti
cipa
tion
in im
prov
ing
the
leve
l of r
esea
rch
in A
sia
●C
ontr
ibut
e to
Soc
iety
Edu
catio
n of
you
ng r
esea
rche
rs w
ith a
glo
bal
outlo
okan
d a
prof
ound
kno
wle
dge
of fu
ndam
enta
lsc
ienc
e co
uple
d w
ith h
igh
prof
essi
onal
ism
Inte
rnat
iona
l exc
hang
e be
twee
n ac
tive
rese
arch
ers
in A
sia
Inte
rnat
iona
l exc
hang
e be
twee
n ac
tive
rese
arch
ers
in A
sia
18
Than
k yo
u fo
r you
r kin
d at
tent
ion 19
− 90 − − 91 −
− 93 −
Session II: Student mobility in East Asia ‐ Input from international collaborative programs
Case Study B: Osaka University
Prof. Akihisa Matsuno Professor, Osaka School of International Public Policy, Osaka University
Prof. Matsuno introduced the progress of international student exchange program named ‘Empowerment of Next Generation High‐Quality Policy Leaders through a “United Asia University for Peace = Human Security”’ at Osaka University in order to draw specific attention to the program’s strengths as well as the challenges it faces.
Up to now, there has been a considerable divergence in objectives for educational exchange
between Japan and Southeast Asian countries. Japan emphasizes research, while Southeast Asian countries prioritize the development of human resources, and the scope of academic fields has also been limited. In order to expand student exchange at the graduate school level, it is essential that overseas study be opened to a wider range of fields. For this reason, both sides in this exchange must improve the content and clarify the objectives of their exchange programs. This program is an example from the social sciences, a field of minimal international exchange, and it represents an attempt to make a contribution by encouraging the expansion of exchange fields internationally. Generally speaking, Japanese university students’ interest in Southeast Asia is low, as is their motivation to study alongside students from Southeast Asian countries. Therefore, it is necessary to nurture mutual interest by clarifying the mission of exchange programs in order to help Japanese university students discover what they can study in Southeast Asia, and also what Southeast Asian students can study in Japan. At Osaka University, we believe that essential aspects of quality management include clear mission statements, syllabi in both Japanese and English, and clearly defined internal standard grading code. Moreover, Osaka University also undertakes yearly internal curriculum evaluations, convenes graduate advisory boards on a yearly basis, and consults external advice. Additionally, questionnaire for students are collected from all courses of the program. The results of these questionnaire are examined at faculty meetings, and since last year the program began consultations specifically with overseas students. There are major challenges to strengthening student exchange with Southeast Asia. In this program, students may freely select from among courses provided by 30 academic staff, but because exchange students primarily use a website to obtain course information prior to departure, concrete and specific course information must be posted online. With regard to changing the language of instruction for exchange courses to English, we anticipate that the expectations of overseas students can be met by concentrating English adoption to the courses these exchange students generally prefer. At present, outstanding issues include incompatible domestic and international academic calendars as well as problems with the transfer of credits. Furthermore, issues remain with student support. The Support Office for International Students and Scholars is expected to provide necessary assistance to inbound students. However, for Japanese students going abroad, there have been cases in which support has been insufficient because of issues related to the partner country or university. Globalization is transforming the world of higher education with increasing speed, so it is necessary
to foster interest in exchange study in both Japan and Southeast Asia, and to ensure that the bilateral overseas study environment with specific countries is transformed into a multilateral study environment. Put in grand terms, it is important to transform our understanding of education from knowledge by the Japanese, for the Japanese, into knowledge by humankind, for humankind. Prof. Akihisa Matsuno Speaker profileProfessor, Osaka School of International Public Policy, Osaka University. He served the Osaka University of Foreign Studies from 1983 to 2007. Since 2007 he is a professor at the Osaka School of International Public Policy, Osaka University. His major fields of research include international politics, conflict studies and Southeast Asian studies.
Summary of Presentation
− 95 −
Pea
ce
and
H
uma
n Se
cur
ity
in A
sia
Akih
isa M
atsu
noO
saka
Uni
vers
ity
Part
ner
Uni
vers
itie
s1.
Osa
ka U
nive
rsity
, Osa
ka S
choo
l of I
nter
natio
nal P
ublic
Pol
icy
(OSI
PP)
2. H
irosh
ima
Uni
vers
ity, G
rad
uate
Sch
ool f
or In
tern
atio
nal D
evel
opm
ent
and
Coo
per
atio
n (ID
EP)
3. N
aga
saki
Uni
vers
ity, G
rad
uate
Sch
ool o
f Int
erna
tiona
l Hea
lth
Dev
elop
men
t4.
Mei
oUn
iver
sity,
Gra
dua
te S
choo
l of I
nter
natio
nal C
ultu
ral S
tud
ies
1. D
e La
Sa
lle U
nive
rsity
, Fa
culty
of L
iber
al A
rts2.
Chi
ang
Ma
i Uni
vers
ity, F
acu
lty o
f Pol
itica
l Sci
ence
and
Pub
lic
Ad
min
istra
tion
3. P
aya
pUn
iver
sity,
PhD
Pro
gra
m o
n Pe
ace
build
ing
4. P
ann
asa
stra
Univ
ersit
y of
Ca
mbo
dia
, Fa
culty
of S
ocia
l Sci
ence
s and
In
tern
atio
nal R
ela
tions
5. N
any
ang
Tech
nolo
gica
l Uni
versi
ty, S
. Ra
jara
tnam
Scho
ol o
f in
tern
atio
nal S
tud
ies (
RSIS
)6.
Syi
ah
Kua
la U
nive
rsity
, Fa
culty
of L
aw
, Fa
culty
of P
oliti
cs a
nd S
ocia
l Sc
ienc
es7.
Na
tiona
l Uni
vers
ity Ti
mor
Lor
osa
’e, F
acu
lty o
f Soc
ial S
cien
ces
2
Jap
an
sho
rt-t
erm
stu
dy
pro
gra
m
Osa
ka P
rog
ram
, Feb
rua
ry 2
012
Them
es: h
uma
n se
curit
y, d
iplo
ma
cy, i
nter
natio
nal
coop
era
tion,
gen
der
Oki
naw
a P
rog
ram
, Aug
ust 2
012
Them
es: p
eace
, milit
ary
ba
se, r
egio
nal
dev
elop
men
tH
irosh
ima
Pro
gra
m, A
ugus
t 201
3Th
emes
: pea
ce, s
ecur
ity, a
tom
ic b
omb
, reg
iona
l d
evel
opm
ent
10 to
12 st
uden
ts fr
om p
artn
er u
nive
rsitie
s in
Sou
thea
st
Asia
att
end
a 10
to 1
4-da
y pr
ogra
m in
Jap
an.
3
SEA
sho
rt-t
erm
stu
dy
pro
gra
m
Chi
ang
Ma
i Pro
gra
m, M
arc
h 20
12Th
emes
:con
flict
, rel
igio
n, c
ultu
re, r
efug
ees
Ac
eh
Pro
gra
m, S
epte
mb
er 2
012
Them
es: p
eace
bui
ldin
g, g
end
er, g
over
nanc
e Ph
nom
Pe
nh P
rog
ram
, Feb
rua
ry 2
013
Them
es: p
eace
bui
ldin
g, p
ublic
hea
lth, g
end
erM
ani
la P
rog
ram
, Sep
tem
ber
201
3Th
emes
: dev
elop
men
t, p
eace
bui
ldin
g
10 to
15
stud
ents
from
pa
rtner
uni
versi
ties
in J
ap
an
atte
nd a
10
to 1
4-d
ay p
rogr
am a
t a S
outh
east
Asia
n un
iver
sity.
4
− 96 − − 97 −
Sem
est
er p
rog
ram
, 201
3
Fro
m J
ap
an
to S
out
hea
st A
sia
11 st
uden
ts, A
ugus
t-Ap
ril (4
to 6
mon
ths)
Send
ing:
Osa
ka 5
, Hiro
shim
a 2,
Na
gasa
ki 3
, Mei
o1
Rece
ivin
g: D
LSU
4, C
MU
2, P
UC 3
, RSI
S 1,
UN
TL 1
Fro
m S
out
hea
st A
sia
to J
ap
an
12 st
uden
ts, O
ctob
er-M
arc
h (6
mon
ths)
Send
ing:
DLS
U 2,
Pa
yap
2, C
MU
2, P
UC 2
, Syi
ah
Kua
la 2
, UN
TIL
2Re
ceiv
ing:
Osa
ka 9
, Hiro
shim
a 2,
Mei
o1
5
Pea
ce
and
Hum
an
Sec
urity
Wha
t to
stud
y?
Pea
ce a
nd S
ecur
ityPe
ace
bui
ldin
g, C
o-ex
isten
ceH
uma
nita
rian
Ass
ista
nce
Pove
rty R
educ
tion,
Dev
elop
men
tIn
tern
atio
nal C
oop
era
tion
Gen
der
, Mul
ticul
tura
lism
→To
wa
rds c
rea
tion
of m
ore
act
ive
hum
an
reso
urce
s with
kno
wle
dge
, ski
lls a
nd sp
irit b
oth
in
Jap
an
and
Sou
thea
st A
sia6
Co
mm
on
Ide
als
and
Inte
rest
s
Wha
t do
we
sha
re in
com
mon
?W
hat d
o w
e d
o to
geth
er fo
r our
com
mon
b
ette
r fut
ure?
Wha
t to
stud
y in
Ja
pa
n?
And
in S
outh
east
Asia
?
→A
cle
are
r for
mul
atio
n is
need
ed.
7
Qua
lity
Ma
nag
em
ent
at O
SIPP
Cle
ar m
issio
n st
ate
men
t, cu
rricu
lum
ba
sed
on
it30
mem
ber
facu
lty, 1
00 c
ours
es o
f la
w, p
oliti
cs a
nd
econ
omic
s with
focu
s on
pol
icie
sSy
llabi
in J
ap
ane
se a
nd E
nglis
h, w
ith g
rad
ing
crite
riaIn
tern
al e
valu
atio
n, A
dvi
sory
Boa
rd, q
uest
ionn
aire
s (f
or st
uden
ts),
cons
ulta
tion
with
inte
rna
tiona
l stu
den
ts.
Inte
rna
l sta
nda
rd g
rad
ing
cod
e (S
and
A 2
0%)
→M
ore
clea
rly d
efin
ed p
rogr
am
s are
nee
ded
.
8
− 96 − − 97 −
Ac
ad
em
ic C
ale
nda
r
Fro
m J
ap
an
to S
out
hea
st A
sia
Aug
ust-D
ecem
ber
or J
anu
ary
(1st
term
)O
verla
pp
ing
with
job
-hun
ting
per
iod
from
Oct
ober
or
Nov
emb
er to
Ma
y or
eve
n to
Sep
tem
ber
Fro
m S
out
hea
st A
sia
to J
ap
an
Oct
ober
-Feb
rua
ry o
r Ma
rch
(2nd
sem
este
r)Tw
o te
rms s
acr
ifice
d
9
Cre
dits
Jap
an
Ord
ina
ry c
ours
e :
2 c
red
it (9
0 m
in x
15)
Lang
uage
cou
rse:
1 c
red
it (9
0 m
in x
15)
1 se
mes
ter =
15
wee
ks
A 3
-cre
dit
cour
se n
eed
s 23
sess
ions
.
→To
wa
rds a
mor
e fle
xib
le c
red
it sy
stem
?
10
Stud
ent
Sup
po
rtSu
pp
ort
sys
tem
at O
saka
Uni
vers
ity・
Supp
ort O
ffice
for I
nter
natio
nal S
tude
nts a
nd S
chol
ars:
visa
, hou
sing,
tele
phon
e &
inte
rnet
con
tract
s, or
ient
atio
n・
Cen
ter f
or In
tern
atio
nal E
duc
atio
n an
d E
xcha
nge:
in
tern
atio
nal p
rogr
am
s, Ja
pane
se c
lass
es, c
ouns
elin
g,
com
mun
ica
tion
spa
ce, h
ost f
am
ily
Ho
usin
gSp
ecia
l arra
ngem
ents
with
Uni
vers
ity C
o-op
Univ
ersit
y as
a g
uara
ntee
for a
stud
ent’
s con
tract
Insu
ranc
eN
atio
nal H
ealth
Insu
ranc
eAc
cide
nt In
sura
nce
for S
tude
nts
11
Fro
m B
ilate
ral t
o M
ultil
ate
ral
Stud
y En
viro
nme
nt
No
to st
udy
ab
ou
tJa
pa
n or
Sou
thea
st A
sia,
but
to st
udy
toge
ther
inJa
pa
n or
Sou
thea
st
Asia
Wha
t to
stud
y?Fr
om b
ilate
ral t
o m
ultil
ate
ral s
tud
y en
viro
nmen
tFr
om k
now
led
ge b
y th
e Ja
pa
nese
for t
he
Japa
nese
to k
now
led
ge b
y hu
ma
nkin
d fo
r hu
ma
nkin
d
12
− 99 −
Session II: Student mobility in East Asia ‐ Input from international collaborative programs
Case Study C: Waseda University
Ms. Motoi Takekawa Graduate Student, Graduate School of Asia‐Pacific Studies (GSAPS), Waseda University
Ms. Takekawa introduced her experiences in Waseda University’s student exchange program ‘Campus Asia‐EAUI Program, ‐East Asian University Institute (EAUI) for Asian Regional Integration’.
Campus Asia‐EAUI Program is a collaborative education program coordinated by five universities:
Waseda University (Japan), Peking University (China), Korea University (Korea), Thammasat University (Thailand) and Nanyang Technological University (Singapore). Campus Asia‐ EAUI Program facilitates exchange among academic staff in addition to students, which makes it possible for Japanese students to attend the courses of foreign professors while still in Japan. This exchange program consists of credit‐transfarable semester overseas study, summer and winter schools in weeklong classes and seminar formats, as well as intensive courses. Incentives for participation in this program include the availability of courses offered by specialists in various fields, discussion forums with graduate students from other universities, and discovering new ideas and theories for MA theses. The winter school at Nanyang Technological University that Ms. Takekawa attended assembled
students and academic staff from the five universities in order to explore common agendas (including security, Asian values and Asian integration) from the perspectives of each participating country. On the first day students formed separate discussion groups and worked on specific issues in preparation for presentations on the final day of the course. Having the chance to participate in discussions between the students of the five universities was a wonderful experience. The personal network she developed through this program is also an extremely valuable asset. The
subject of her MA thesis is internal migration within the People’s Republic of China, and through Campus Asia‐EAUI Program she was able to build a network and receive guidance by becoming acquainted with professors at Peking University. Additionally, by continuing her relationship with students from other universities, she got significant results. For example, when Ms. Takekawa visited Peking University, she was introduced to important contacts and liaisons with an NGO related to her research. Even after the conclusion of the winter school, online discussion sessions continued, and more
than 40 participants discuss political economy on almost a daily basis. It was through these activities that the content of her thesis caught the attention of a professor at Thammasat University, which led to the opportunity to speak at a international conference in Thailand. In this way, Campus Asia‐EAUI Program blessed her with many opportunities. She is convinced that by maximizing these kinds of opportunities, students can enhance their scholastic aptitude. In conclusion, she would like to offer a point of advice to students of Master’s programs. This kind
of exchange program is a good chance, but it is extremely important that you are self‐motivated and maximize your opportunities.
Ms. Motoi Takekawa Speaker Profile Motoi Takekawa is a graduate student of Graduate School of Asia‐Pacific Studies (GSAPS) at Waseda University, as well as a special research student at The University of Tokyo, specializing cultural anthropology. She received International Baccalaureate Diploma, and obtained undergraduate degree from National Taiwan University.
Summary of presentation
− 101 −
『Cam
pus A
sia EA
UIP
rogram
』〜
Stud
ents’ V
oice〜
MOT
OI T
AKEK
AWA
Gra
duat
e Sc
hool
of A
sia-
Paci
fic S
tudi
es,
Was
eda
Univ
ersi
ty
dG
radu
ate
Scho
ol o
f As
ia-P
acifi
c St
udie
s,
WA
SED
A
UN
IVER
SITY
Scho
ol o
f In
tern
atio
nal
Stud
ies,
PE
KIN
G
UN
IVER
SITY
Facu
lty o
f Po
litic
al S
cien
ce,
THAM
MAS
AT
UN
IVER
SITY
Col
lege
of
Polit
ical
Sci
ence
an
d Ec
onom
ics,
K
OR
EA
UN
IVER
SITY
Scho
ol o
f H
uman
ities
and
So
cial
Sci
ence
s,N
ANYA
NG
TE
CH
NO
LOG
ICA
L U
NIV
ERSI
TY
Eval
uatio
n C
omm
ittee
AY 2
011-
2015
Hub
& S
poke
s M
odel
Join
t Fac
ulty
/Sta
ff M
eetin
gR
esea
rch
Col
labo
ratio
nJo
int E
duca
tion
Prog
ram
Facu
lty E
xcha
nge
Sem
este
r Exc
hang
e Pr
ogra
mSu
mm
er/W
inte
r Sch
ool
CA
Inte
nsiv
e C
ours
e
2
Incentives/R
eason for
participating the prog
ram
Div
erse
Dis
cuss
ion
•Le
ctur
es b
y th
e va
rious
exp
erts
from
5
diffe
rent
sch
ools
. •
Inte
ract
ion
and
disc
ussi
on w
ith s
tude
nts
Theo
ries
and
New
Idea
s fo
r M.A
. The
sis
34
− 102 − − 103 −
Dis
cuss
ion
on s
peci
fic is
sues
from
5
diffe
rent
per
spec
tives
/cou
ntrie
s （
Chin
a,
Japa
n, K
orea
, Sin
gapo
re a
nd T
haila
nd）
EX. S
ecur
ity, A
sian
Val
ues,
Asi
an
Inte
grat
ion
etc.
※
Appr
ox. 1
5 na
tiona
litie
s pa
rtic
ipat
ed in
the
disc
ussi
on.
Futu
re s
chol
ars
deba
ted
all d
ay. T
hrou
gh
out t
he d
iscu
ssio
n, w
e m
utua
lly
unde
rsto
od e
ach
othe
r’s s
tand
-poi
nt,
how
eac
h of
us
perc
eive
the
issu
es a
nd
tried
to fi
nd b
ette
r way
s fo
r ALL
.
5
CAMPU
S ASIA EAUI P
rogram
Grou
p D
iscu
ssio
n
Cultu
re &
So
ciet
y
Lect
ure
Hum
an
Net
wor
k
6
CAMPU
S ASIA EAUI P
rogram
and my M.A. T
hesis
CAM
PUS
ASIA
EAU
I Pro
gram
Was
eda
Univ
ersi
ty
（Sp
ecia
l Le
ctur
e）
Supe
rvis
ion
by P
rof.
Chu
Xiao
bo(P
KU)
Nan
yang
Tech
nolo
gy U
nive
rsity
（W
inte
r Sch
ool）
《Pe
king
Uni
vers
ity》
1.At
tend
ing
clas
s at
PKU
2.In
terv
iew
for t
hesi
s《
Was
eda
Univ
ersi
tyRe
unio
n w
ith S
emes
ter
Exch
ang
sudn
ets
Onlin
e Di
scus
sion
/ Ex
chan
ging
op
inio
ns（例：Fa
cebo
ok）
Asia
-Pac
ific
Peac
e Re
sear
ch
Asso
ciat
ion
conf
eren
ce(1
1/12
-14)
Kore
a Un
iver
sity
（CA
In
tens
ive）
In-d
epth
D
iscu
ssio
n(T
heor
ies
&
Case
stu
dies
)
Com
mun
icat
ion →
Hum
an N
etw
ork
7
Things I go
t from CAMPU
S ASIA
EAUI P
rogram
Deb
ate
& D
iscu
ssio
nHu
man
Net
wor
k an
d M
.A. T
hesi
s•
Qual
itativ
e D
ata
Colle
ctio
n（In
terv
iew）
•Re
sear
ch A
dvis
e（fro
m o
ther
Uni
v.）
Oppo
rtun
ity to
atte
nd In
tern
atio
nal
Conf
eren
ce（
2013
APP
RA @
Thai
land
）
8
− 102 − − 103 −
CAM
PUS
ASIA
EAU
I Pro
gram
has
giv
en m
e op
port
uniti
esan
d ex
perie
nce
to e
nhan
ce
the
acad
emic
ski
ll an
d un
ders
tand
div
erse
pe
rspe
ctiv
es re
gard
ing
issu
es in
Asi
a.
Also
, I h
ave
been
app
reci
atin
g th
e hu
man
ne
twor
k fro
m C
AMPU
S AS
IA E
AUI P
rogr
am a
s a
step
ping
sto
ne fo
r the
nex
t opp
ortu
nity
.“S
tude
nts
mus
t par
ticip
ate
and
com
mun
icat
e w
ith p
eopl
e ac
tivel
y, if
they
w
ant t
o m
axim
ize
thei
r opp
ortu
nitie
s.”
YOU
GET
FOR
WH
AT Y
OU D
O,
NO
CHAN
CE F
OR N
OAC
TION
.
9
− 105 −
Session II: Student mobility in East Asia ‐ Input from international collaborative programs
Case Study D: Hitotsubashi University
Mr. Kazuhiro Saka MBA candidate, International Corporate Strategy, Hitotsubashi University
Mr. Saka introduced his experiences in Hitotsubashi University’s Asia Business Leaders Program “Doing Business in Asia (DBiA)”.
When Mr. Saka was an undergraduate student, he specialized in the study of the Asian economy and
after graduation accumulated work experience in the overseas operations of a Japanese automaker and a information services company. His participation in the “Doing Business in Asia (DBiA)” exchange program rivals the sum of his previous work experience in Asia. “Doing Business in Asia (DBiA)” is a short‐term intensive program held in August 2013, through the
sponsorship of the business schools of Hitotsubashi University, Peking University, and Seoul National University. 10 students from each university participated in the program, studying together in three successive modules based in Seoul, Beijing and Tokyo, respectively. DBiA has two goals. The first is to familiarize students with the differences in the business culture of
these three cities, and the second is to visit, observe and devise potential solutions for problems facing businesses engaged in transnational enterprises. DBiA is an experiment in thinking about business centered on Asia in which students with experience in a variety of business fields participate. Students on the program spend five days in each country. In Seoul, it was striking that sharing the experiences of the 1997 Asian currency crisis, comparison between the elaborate strategies used in promoting the popularity of the “Korean Wave” of Korean entertainment media across Asia and domestically oriented Japanese businesses. In Beijing, students visited the Korean company Hyundai’s Beijing factory. It was extremely interesting
to hear firsthand about the ways a multinational corporation manages it’s local employees, affiliated companies and takes environmental conditions into account. At their last stop in Tokyo, they visited a company that is relatively unknown abroad, but learned how it is coping by developing at a natural pace in step with the local community. Mr. Saka discussed with other students how this company might be an example of the form that the next stage of enterprises in advanced capitalist economies will take. With regard to the problem of an aging society that all three nations face, students approached it not
as a danger but instead as an opportunity, and a consistent topic of consideration was how the aging society affects business. As an example, all three nations share the ethic of filial piety, but as each country urbanized, the increasing difficulty of practicing filial piety as individuals has become a challenge for our societies. Students debated the ability of social enterprises to fill in the gaps and developed concrete proposals. The great benefits that he took away from participating in “Doing Business in Asia (DBiA)” were
discussion and insight within a diverse environment as well as onsite practical experience.
Mr. Kazuhiro Saka Speaker Profile MBA candidate, International Corporate Strategy, Hitotsubashi University. He graduated from Hitotsubashi University as a bachelor of Economics in 2003. He joined Nissan Motor Company in 2003, and moved to Recruit Holdings where he was in charge of three domestic sales teams as a regional manager. Since September 2012, he has studied at Hitotsubashi University (International Corporate Strategy) for Master of Business Administration.
Summary of Presentation
− 107 −
Asi
a B
usin
ess
Lead
er P
rogr
am“D
oing
Bus
ines
s in
Asi
a (D
BiA
)”H
itots
ubas
hiU
nive
rsity
, Int
erna
tiona
l Cor
pora
te S
trat
egy
Kaz
uhiro
Sak
a
Gra
duat
e Sc
hool
of I
nter
natio
nal C
orpo
rate
Str
ateg
yH
itots
ubas
hi U
nive
rsity
Wha
t is
“Doi
ng B
usin
ess
in A
sia
(DBi
A)”?
Dev
elop
ing
Bus
ines
s Le
ader
sin
Asi
a
DB
iAis
a tw
o-w
eek
inte
nsiv
e co
urse
offe
red
join
tly
by G
uang
hua
Sch
ool o
f Man
agem
ent o
f Pek
ing
Uni
vers
ity,
Seo
ul N
atio
nal U
nive
rsity
Bus
ines
s S
choo
l and
th
e G
radu
ate
Sch
ool o
f Int
erna
tiona
l Cor
pora
te S
trate
gy,
whi
ch g
ives
an
over
view
of d
oing
bus
ines
s in
Chi
na,
Japa
n, a
nd K
orea
.
2
Gra
duat
e Sc
hool
of I
nter
natio
nal C
orpo
rate
Str
ateg
yH
itots
ubas
hi U
nive
rsity
Con
tent
s of
DBi
A(S
eoul
mod
ule)
3G
radu
ate
Scho
ol o
f Int
erna
tiona
l Cor
pora
te S
trat
egy
Hito
tsub
ashi
Uni
vers
ity
•K
orea
n C
ompa
nies
’ Stra
tegy
and
Inno
vatio
n•
Agi
ng M
eans
Bus
ines
s : A
Kor
ean
Cas
e•
Sta
rbuc
ks: B
uild
ing
an Ic
on B
rand
–C
onne
ctin
g H
uman
ity•
An
Ana
lysi
s of
Kor
ean
Ent
erta
inm
ent B
usin
ess
and
Kor
ean
Wav
e, H
ally
u•
Org
aniz
atio
nal C
ultu
re in
Kor
ean
Firm
s•
(Fie
ld s
tudy
) Yuh
anK
imbe
rly-T
he B
est
Bus
ines
s M
odul
e fo
r Sus
tain
able
Man
agem
ent
•YG
Ent
erta
inm
ent –
Kor
ean
Wav
e: T
he “P
sy”
case
Them
atic
Out
line
of S
eoul
Mod
ule
4
− 108 − − 109 −
Gra
duat
e Sc
hool
of I
nter
natio
nal C
orpo
rate
Str
ateg
yH
itots
ubas
hi U
nive
rsity
Con
tent
s of
DB
iA(B
eijin
g m
odul
e)
5G
radu
ate
Scho
ol o
f Int
erna
tiona
l Cor
pora
te S
trat
egy
Hito
tsub
ashi
Uni
vers
ity
Them
atic
Out
line
of B
eijin
g M
odul
e•
Man
agin
g A
cros
s bo
rder
s in
Eas
t Asi
a•
Gro
win
gO
ld b
efor
e gr
owin
g ric
h•
Mad
e in
Chi
na –
chal
leng
e an
d op
portu
nity
•(F
ield
stu
dy) H
yund
ai fa
ctor
y in
Bei
jing
•(F
ield
stud
y) J
ingd
ong
6
Gra
duat
e Sc
hool
of I
nter
natio
nal C
orpo
rate
Str
ateg
yH
itots
ubas
hi U
nive
rsity
DAY 12
DAY 13
DAY 14
DAY 15
DAY 16
Mon
day
Tuesda
yWed
nesday
Thursday
Friday
8/26/2013
8/27/2013
8/28/2013
8/29/2013
8/30/2013
8:30
‐Walk to ICS
8:30
‐Walk to ICS
9:00
‐Shuttle
Bus
7:00
‐Shuttle
Bus
8:30
‐Shuttle
Bus
Shuttle
bus to
Nagano
Welcome & Introd
uctio
n(Korver)
Session 3: Service
Managem
ent ‐Co
ncep
ts &
Fram
eworks (Intro to
Field
Stud
y 2, 3 & 4)
(Fujikaw
a)
Shuttle
bus
Shuttle
bus
Field Stud
y 1‐b
"Edo
Museu
m"
(Korver)
Session 1:
Hond
a Way
(Kob
ayashi)
Field Stud
y 3‐a
Fast Retailing ‐U
niqlo Ginza
Store Visit
(Fujikaw
a)Field Stud
y 5:
KOA Co
rporation
(Korver)
Shuttle
bus
Lunch & Sessio
n 2:
"Ven
turesome To
kyo"
(Korver)
Public Transpo
rtation
Lunch
(FR HQ
)Shuttle
bus
Lunch on
own
Lunch
(KOA Co
rp.)
Lunch
Field Stud
y 2:
Ropp
ongi Hills V
isit
Field Stud
y 3‐b:
Fast Retailing ‐D
ialogue with
FR
Executives
(FR HQ
, Fujikaw
a)Field Stud
y 5 (con
t'd):
InaFood
Indu
stry
Yomeishu Seizo
Grou
p Project W
ork Session
Public Transpo
rtation
Field Stud
y 1‐a
"Skytree"
(Korver)
Public Transpo
rtation
Shuttle
bus
Session 3:
Ropp
ongiHills Case Stud
y(Kanno
)
Field Stud
y 4:
Starbu
cks Japan
(Rob
inson)
Grou
p Project P
resentations
Public Transprtatio
n
Grou
p Project W
ork Session
Shuttle
bus back to Tokyo
Free
Shuttle
bus
Walk to Restaurant
Free
Wrap‐up
and
Sayon
ara Dinn
erFree
Con
tent
s of
DBi
A(T
okyo
mod
ule)
7G
radu
ate
Scho
ol o
f Int
erna
tiona
l Cor
pora
te S
trat
egy
Hito
tsub
ashi
Uni
vers
ity
Them
atic
Out
line
of T
okyo
Mod
ule
•Ja
pane
se b
usin
ess:
Tra
ditio
n an
d in
nova
tion
–Se
ssio
n 1,
Hon
da W
ay–
Fiel
d St
udy
5, N
agan
o (K
OA,
Ina
Food
Indu
stry
, Yo
mei
shu)
•V
entu
reso
me
Toky
o–
Fiel
d st
udy
1, S
kytre
ean
d Ed
o M
useu
m–
Fiel
d st
udy
2 an
d Se
ssio
n 3,
Rop
pong
iHills
•
Fore
ign
com
pany
ope
ratin
g in
Jap
an (a
s w
ell a
s Ko
rea
and
Chi
na)
–Fi
eld
Stud
y 4,
Sta
rbuc
ks J
apan
•Ja
pane
se c
ompa
ny o
pera
ting
in K
orea
and
Chi
na–
Fiel
d St
udy
3, F
ast R
etai
ling
(Uni
qlo)
8
− 108 − − 109 −
Gra
duat
e Sc
hool
of I
nter
natio
nal C
orpo
rate
Str
ateg
yH
itots
ubas
hi U
nive
rsity
Out
put t
hrou
gh B
eijin
g, S
eoul
, and
To
kyo
mod
ule
•S
ubje
ct: T
he b
usin
ess
resp
onse
to th
e op
portu
nitie
s an
d ch
alle
nges
of a
ging
in C
hina
, Ja
pan,
and
Kor
ea -
a co
mpa
rativ
e ob
serv
atio
nal
stud
y of
the
elde
rly m
arke
t.E
xam
ple)
“孝”s
harin
g bu
sine
ss
9G
radu
ate
Scho
ol o
f Int
erna
tiona
l Cor
pora
te S
trat
egy
Hito
tsub
ashi
Uni
vers
ity
DB
iA: D
oing
Bus
ines
s in
Asi
aAu
gust
201
3
Bei
jing
(PK
U)
Toky
o (IC
S)
Seou
l (SN
U)
10
Gra
duat
e Sc
hool
of I
nter
natio
nal C
orpo
rate
Str
ateg
yH
itots
ubas
hi U
nive
rsity
My
take
away
s fro
m D
BiA
prog
ram
•D
iscu
ssio
n an
d in
sigh
t in
dive
rsity
-mar
ket d
evel
opm
ent,
econ
omic
con
ditio
n,
hist
ory,
and
cul
tura
l bac
kgro
und
etc.
-ex.
Per
spec
tive
of e
lder
ly p
eopl
e (C
hina
, Ja
pan,
Kor
ea c
ases
)
•G
emba
(act
ual p
lace
) exp
erie
nce
-See
ing
is b
ette
r tha
n he
arin
g -e
x. U
niql
o’s
serv
ice
man
agem
ent
Hyu
ndai
fact
ory
in B
ejin
g11
− 111 −
Session II: Student Mobility in East Asia—Input from International Collaborative Programs
Highlights of Dialogue and Discussion at Session II
In Session II, presentations by two academics and two student participants in exchange programs were followed by responses from commentators, and then the discussion was opened to questions from the floor.
Prof. Akira Ninomiya, President, Hijiyama University, Hiroshima, Japan Dr. Sauwakon Ratanawijitrasin, Director, SEAMEO RIHED
<Responses of commentators to case presentations>
○ In order to cultivate globalized human resources in Asia, understanding Asia is crucial.
○ Three expectations for “CAMPUS Asia”: 1) Added value superseding existing exchange programs. 2) Quality of contact with foreign cultures. 3) Transparent tax and time investments.
○ Six important issues for learning design: ⋄ Multilateral cooperation ⋄ Expanding student horizons ⋄ Coordination with corporations and various other organizations ⋄ Interdisciplinary collaboration ⋄ Multiple pedagogical methods―lecture, practicums, internships and more ⋄ Public announcement of evaluation―publication through the internet and other means
<Highlights of Q & A from the floor>
Q. [Question about the program at Nagoya University and Tohoku University] What are the differences between short-term and long-term study abroad? Also, are dual majors possible?
A. We have short-term study abroad programs lasting between a week and one or two months.Long-term study abroad takes into consideration the necessity of earning academic credit. For the future, we are not conscious in developing dual major programs.
Q. [Question about the program at Osaka University] What measures are you taking to transcend language barriers?
A. The courses in this program are conducted in English only. However, transitioning all of the departmental course work at Osaka University to English would be difficult. For example, if you consider that Japanese law is used exclusively within the borders of Japan, you have to conclude that switching law courses to English is not feasible.
Continued on the following page.
Responses of commentators and Highlights of Q&A and Discussion
Commentators:
− 112 −
Session II: Student Mobility in East Asia—Input from International Collaborative Programs
Q. Don’t you think studies of the concrete learning outcomes of “CAMPUS Asia” programs should be undertaken?
A. [Moderator’s response] The evidence of those outcomes will be forthcoming.
Q. I would like to ask what you personally learned from your participation in the program. A. [Mr. Saka, Hitotsubashi University] I learned that the value of business school is its
contribution to society. After I graduate, I can use the results of this program to give something back to society.
[Ms. Takekawa, Waseda University] There were two reasons I participated in the program. I wanted to boost my academic skills and to realize my future dream of becoming an academic scholar.
<Summations by each of the commentators>
○ [Dr. Sauwakon Ratanawijitrasin, Director, SEAMEO RIHED] I think we have reaffirmed the importance of the international exchange of views at forums such as this. Today’s experience encourages me to rededicate myself to my own work to the best of my ability.
○ [Prof. Ninomiya, President, Hijiyama University] In “CAMPUS Asia”, universities from at least three countries participate in each program, but establishing transnational academic degree programs poses difficulties. Particularly in the case of three or more countries, joint degrees have been envisioned, but the regulatory framework does not yet exist, so I think it is still too early to seek those kinds of results from the program. However, the key to success for “CAMPUS Asia” will be how the labor market evaluates the experience gained by the program’s participants.
Prof. Akira Ninomiya Commentator Profile President, Hijiyama University, Hiroshima Japan. After his working at the Ministry of Education, he became Lecturer, Associate Professor and Professor of Comparative Education at Hiroshima University. He contributed as the Vice-president to Hiroshima, and after his retirement from Hiroshima, became the Vice-president of the Open University of Japan. Since April of 2013, he has joined Hijiyama University. Dr. Sauwakon Ratanawijitrasin Commentator Profile Director of SEAMEO RIHED (Southeast Asian Ministers of Education Organization-Regional Center for Higher Education and Development) and Associate Professor at the Faculty of Social Sciences and Humanities, Mahidol University. Her academic interests are in the areas of systems thinking, public policy and management, education, sustainable development, and pharmaceutical and health systems.
− 112 −
Reference:
Forum Program
− 115 −
Program Theme and Speakers 10:30‐10:50 Opening Remarks
Mr. Tsukasa Nakaoka, Deputy Director‐General, Higher Education Bureau, Ministry of Education, Culture, Sports, Science and Technology (MEXT)
Dr. Tomoyuki Nogami, President, National Institution for Academic Degrees and University Evaluation (NIAD‐UE)
Introduction of the Forum by Organizer Prof. Syun Tutiya, Professor, Research Department, NIAD‐UE
Session I: Trends in human resource development and policies for mobilizing students in East Asia 10:50‐12:05 Keynote Speech
Vision and Current Trends of Student Mobility ‐ from the ASEAN Perspective Dr. Sauwakon Ratanawijitrasin, Director, Regional Centre for Higher Education and Development (SEAMEO RIHED)
Q&A
12:05‐13:15 Break 13:15‐15:45 Panel on Quality Assurance of Transnational Education and Country
Experiences Themes on practices/experiences to share are:
Quality assurance of transnational education and its providers National policy for recruitment of international students and international QA system
Panelists: AIMS ‐ ASEAN International Mobility for Students ‐ PROGRAM REVIEW Dr. Aishah Binti Abu Bakar, Director, Academic Development Management Division, Department of Higher Education, Ministry of Education Malaysia
Towards Further Student Mobility: Experiences of the AUN QA Programme Assessment Dr. Wyona C. Patalinghug, Director, International Quality Assurance Office, De La Salle University, Manila, Philippines
QA Policy at Vietnam National University, Ho Chi Minh City Dr. Le Quang Minh, Vice President, Vietnam National University ‐ Ho Chi Minh City
Quality Assurance of Transnational Education in Malaysia Mr. Mohamad Dzafir Mustafa, Director, Malaysian Quality Assurance Training Center (MQATC), Malaysian Qualifications Agency (MQA)
− 116 −
Quality Assurance of Cross‐Border Education and Asian Educational Exchange and Cooperation Dr. Mengquan Lin, Director, Evaluation Department, China Academic Degrees & Graduate Education Development Center (CDGDC), Ministry of Education, P. R. China
IEQAS in Korea Dr. Innwoo Park, Professor, Department of Education, Korea University
Moderator: Prof. Syun Tutiya, Professor, Research Department, NIAD‐UE
15:45‐16:00 Break
Session II: Student mobility in East Asia ‐ Input from international collaborative programs16:00‐17:40
Case studies: Presentations on Joint Program
Case Study A: A Cooperative Asian Education Gateway for a Sustainable Society: Expanding the Frontiers in Science and Technology of Chemistry and Materials by Nagoya University and Tohoku University Prof. Dr. Takahiro Seki, Professor, Graduate School of Engineering, Nagoya University
Case Study B: Empowerment of Next Generation High‐Quality Policy Leaders through a “United Asia University for Peace = Human Security” by Osaka University
Prof. Akihisa Matsuno, Professor, Osaka School of International Public Policy, Osaka University
Case Study C: East Asian University Institute (EAUI) for Asian Regional Integration by Waseda University Ms. Motoi Takekawa, Graduate Student, Graduate School of Asia‐Pacific Studies (GSAPS), Waseda University
Case Study D: Asia Business Leaders Program by Hitotsubashi University Mr. Kazuhiro Saka, MBA candidate, International Corporate Strategy, Hitotsubashi University
Commentators: Prof. Akira Ninomiya, President, Hijiyama University, Hiroshima Japan Dr. Sauwakon Ratanawijitrasin, Director, Regional Centre for Higher Education and Development (SEAMEO RIHED)
Moderator: Dr. Kazuo Okamoto, Vice‐President, NIAD‐UE
17:40‐17:45 Closing Remarks Dr. Kazuo Okamoto, Vice‐President, NIAD‐UE
ＡＳＥＡＮ＋３Higher Education Quality Assurance Forum
