Skip to main content

Advertisement

SpringerLink
Log in

Internationalization of Curricula in Higher Education Institutions in Comparative Perspectives: Case Studies of China, Japan and The Netherlands

  • Published:
Higher Education Aims and scope Submit manuscript

Abstract

This article discusses the major issues and character of internationalization of curricula in higher education institutions in recent years in three non-English-speaking countries – China, Japan and The Netherlands. By making a comparative analysis of curricula provided for international students and curricula with international subjects, perspectives or approach offered in both English and the local language, the author examines development and character of internationalized curricula in the three countries, describes the similarities and different aspects of how the three countries internationalized their university curricula and met the needs of different regions and social, economic and higher education systems.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • A. Akinpelu (1994) ‘Policy, expectations and shortfalls: Nigerian views and experiences’ L. Bown (Eds) Towards A Commonwealth of Scholars: A New Vision for the Nineties Commonwealth secretariat London 108–115

    Google Scholar 

  • InstitutionalAuthorNameChina Education Yearbook Editorial Board (1996) China Education Yearbook People’s Education Press Beijing 359

    Google Scholar 

  • De Wit, H. (2002). Internationalization of Higher Education in the United States of America and Europe- A Historical, Comparative, and Conceptual Analysis. Greenwood press, p. 192.

  • Division of International Students Bureau of Higher Education, MEXT. (2001A). Waga kuni no ryugakusei seido no gaiyou – ukeire oyobi haken, Outline of System of International Students in Japan- Incoming and Sending p. 10.

  • Division of International Students Bureau of Higher Education, MEXT. (2001B). Waga kuni no ryugakusei seido no gaiyou – ukeire oyobi haken, Outline of System of International Students in Japan- Incoming and Sending p. 9.

  • Division of International Students Bureau of Higher Education, MEXT. (2001C). Waga kuni no ryugakusei seido no gaiyou – ukeire oyobi haken, Outline of System of International Students in Japan- Incoming and Sending, p. 23–24, 37–38.

  • Hoyhoe, R. (2001). Nihon no daigaku to sono kokusaiteki yakuwari (Japanese universities and their international roles), syakai kyouiku kenkyuu nenpou, Nagoya University. No. 15.

  • Huang, F. (2003). ‘Transnational Higher Education: a perspective from China’, Higher Education Research & Development 22(2).

  • van der Wende, M.C. (1996). Internationalizing the Curriculum in Dutch Higher Education: an International Comparative Perspective, University Ultrecht.

  • Ministry of Education, Science, Sports and Culture. (1992, 2002). Statistical Abstract of Education, Science, Sports and Education, Japan, p.86, 90.

  • Ministry of Education, Culture, Sports, Science and Technology, Japan (MEXT). (2001). Statistical Abstract, 2001 edition. Printing Bureau, Ministry of Finance: Tokyo, Japan, p. 88.

  • OECD Documents. (1996). Internationalisation of Higher Education, OECD: Paris, P. 48. According to the OECD research, nine types of internationalized curriculum are identified, namely, 1, curricula with an international subject. 2, curricula in which the traditional/original subject area is broadened by an internationally comparative approach. 3, curricula which prepare students for defined international professions. 4, curricula in foreign languages or linguistics which explicitly address cross-cultural communication issues and provided training in intercultural skills. 5, interdisciplinary programs such as region and area studies, covering more than one country. 6, curricula leading to internationally recognized professional qualifications. 7, curricula leading to joint or double degrees. 8, curricula of which compulsory parts are offered at institution(s) abroad, staffed by local lecturers. 9, curricula in which the content is especially designed for foreign students.

  • Universiteit Leiden. (2002). Leiden University Programmers, The Netherlands, p. 10 (university pamphlet).

  • Welch, A. (2004). Educational Services in Southeast Asia: Human Capital, Skills and Development and Future Growth, Building Institutional Capacity in Asia, Project commissioned by the Ministry of Finance, Japan, 2003/04 Report, Booklet No. 7. The University of Sydney.

  • Yang, R. (2002). Third Delight: The Internationalization of Higher Education in China, Routledge New York & London.

Download references

Author information

Authors and Affiliations

  1. Research Institute for Higher Education, Hiroshima University, Kagamiyama 1-2-3, Higashi Hiroshima, Japan, 739-8512

    Futao Huang Ph.D. (Associate Professor)

Authors
  1. Futao Huang Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Futao Huang Ph.D..

Rights and permissions

Reprints and permissions

About this article

Cite this article

Huang, F. Internationalization of Curricula in Higher Education Institutions in Comparative Perspectives: Case Studies of China, Japan and The Netherlands. High Educ 51, 521–539 (2006). https://doi.org/10.1007/s10734-004-2015-6

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10734-004-2015-6

Keywords

Search

Navigation