University Faculty to Foster “Bachelor’s Competencies” in International Students:

Insights from Interviews with Subject-Specific Professors at a Small-sized University

Abstract

This study explored professors’ expectations of international students in the humanities and social sciences at a small private university, focusing on the required competencies through an interview survey. The findings underscore the importance of autonomy and active engagement in academic and social contexts, supported by “Japanese language proficiency for autonomy.” Other essential competencies include “Bachelor’s-level Japanese proficiency,” “academic adaptation skills,” and “foundational research abilities.” Unlike research-intensive university, this university prioritizes fundamental competencies and attitudes essential for developing “Bachelor’s competencies.” Japanese language instructors should design course content that aligns with these faculty perspectives, promotes collaboration, and addresses expectations for achieving effective educational outcomes.