|Jonathan Peter Aleles||Last modified date：2019.06.24|
Associate Professor / Faculty of Languages and Cultures / Department of Linguistic Environment / Faculty of Languages and Cultures
|1.||Jonathan Peter Aleles, Japan’s Global 30 Program: The Push and Pull Factors of International Student Mobility, International Journal of Learning, Teaching and Educational Research, 14, 1, 2015.09.|
|2.||Jonathan Peter Aleles, International Education in Japan: The Global 30 Program
|3.||Jonathan Peter Aleles, University Support Services, Intercultural Communication, and Language Barriers: A Comparative Study of two Japanese Universities, International Conference on Education and Social Sciences, 2014.02, The movement to push Japanese education into an age of internationalization came to realization in 1982 with the formation of the Nakasone Government. The ambitions 1983 target of bringing 100,000 foreign students was finally achieved in 2003 under Prime Minister Nakasone’s original “International Student 100,000 Plan”. Since that time Japan’s drive to internationalize its universities has evolved into recent policies including The Ministry of Education, Culture, Sports, Science and Technology (MEXT) Global 30 Project (G30), a plan to attract 300,000 foreign students by 2020. With increases in international student mobility, the G30 Project and similar policies aim to transform Japan into an international education hub. Although these policies seem theoretically sound and viable, the intended outcome of internationalizing Japanese universities is sometimes not achieved. The policies that have shaped the internationalization of Japanese universities are based on increasing the amount of foreign students on campus to internationalize the institution, culture and curriculum.
Data presented in this paper is based on surveys involving 46 respondents conducted at two large (one national, one private), prestigious universities in Japan.
This comparative study focuses on university support services, language, and intercultural communication, issues that effect international students on a daily basis. Analysis from the surveys indicates differences in how international students feel toward their given university in terms of support services and intercultural communication opportunities. Findings from this exploratory report will be used for a future more comprehensive look into the internationalization of Japanese universities.
|4.||Jonathan Peter Aleles, International Education Hub: History, Policies and Economic Factors Contributing to Singapore’s Success, No.63, 143-150, 2013.03.|
|5.||Jonathan Peter Aleles, International Education Hub: History, Policies and Economic Factors Contributing to Singapore’s Success, No.63, 143-150, 2013.03.|
|6.||Jonathan Peter Aleles, Book Review on Intercultural Resource Pack, 2007.04.|
|7.||Jonathan Peter Aleles, Book Review on Intercultural Resource Pack, 2007.04.|
|8.||Aleles, Jonathan, Introduction to Differentiated Instruction, JACET Newsletter, March 2010 Newsletter (JACET), 4-7, No. 173
http://www.jacet.org/newsletter/index.html, 2010.03, [URL].
|9.||Aleles, J., Campbell-Larsen, J., Cunningham, S., & Strain, S., The First ESP Conference of Himeji Dokkyo University, JACET, Annual Report of JACET-SIG on ESP, 10, 41-44, 2008.12.|
|10.||Jonathan Aleles, Motivation in an Academic Reading Course: A Case Study of Second Year University Students, 22, 23-33, 23-33, 2009.03.|