As the internationalization of universities becomes more complex and diverse, the professional development of senior international officers has become an important issue. The purpose of this article is to examine the development of human resources in the internationalization management of Japanese universities through an understanding of the profile of senior international officers and the reasons for their appointment. In particular, it addresses the factors which affect the appointment of senior international officers in order to discuss future challenges and prospects for the development of professional staff in charge of university internationalization. Data from a related survey of senior international officers in Japan was analysed in order to consider the research questions. The analysis uses the framework of career path patterns of senior international officers in the US put forward by Raby & Valeau (2021). In the 1970s and 1980s, it was the norm in the US for presidents and other senior managers to designate individuals as senior international officers regardless of their interests or prior experience, in what Raby & Valeau term “unintentional” appointments. However, since the 2000s, as the management of university internationalisation has become more sophisticated, there has been an increase in the number of “intentional” appointments in which candidates for such positions are required to have gained the relevant experience and expertise. In this paper, the researcher classified respondents to the Japanese survey into “unintentional” and “intentional” patterns of appointment before conducting cross tabulation and multivariate analysis to examine the impact of various factors thought to influence motives for appointment. The results revealed the following findings. First, there was a relationship between the presence or absence of experience working in the international education field prior to assuming a senior international officer position and motives for assuming the position. In particular, in the age group of 61 years and above, those who had experience in the field of international education prior to their appointment as senior international officers were more likely to adduce intentional factors in their appointment to the position. However, as there was no such clear difference in the 51-60 age group, a binomial logistic regression analysis was conducted which showed a negative effect for intentional factors among this age group. This result confirms that senior international officers in Japan tend to be appointed in their 50s for external reasons, such as designation by their superiors. Secondly, the more experience a person has in the field of international education prior to their appointment as a senior international officer, the greater the intentional motivation for the appointment. The results led to the conclusion that in order to increase the number of intentional appointments of senior international officers who support the advancement of internationalization management, it is important to establish a concrete framework to systematically develop those who begin to gain experience in the field of international education at a relatively young age as candidates for future senior management positions, as well as to nurture an organizational culture that supports such a framework.

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This paper aims to examine the disparity trends in study abroad opportunities according to university status. With the globalization of economic activities and internationalization of higher education, the number of students studying abroad is increasing rapidly worldwide. In contrast, the number of long-term Japanese study abroad students is declining, and since the latter half of the 2000s, young people's inward orientation has been viewed as problematic. In response to this situation, the government has continuously launched policies encouraging Japanese students to study abroad and develop “global human resources. “ Consequently, the number of Japanese students enrolled in Japanese universities who participate in short-term study abroad programs of less than one year, especially super-short-term study abroad programs of one week to one month, has increased rapidly in recent years. Regarding this increase in the number of study abroad students, research in Western countries and East Asia has regarded study abroad as a strategy of status attainment for the elite in the age of globalization, and the disparity in study abroad opportunities has been regarded as a problem from the perspective of social reproduction. However, despite a lack of evidence, the “massification of study abroad “ discourse has been shared by Japanese researchers and study abroad supporters. Therefore, there have been few studies that link the increase in the number of study abroad students to a widening disparity in study abroad opportunities within Japan. Nevertheless, the recent policy of prioritizing higher education internationalization may exacerbate the disparity in study abroad opportunities depending on the university to which the student belongs. Therefore, this paper analyzed disparity and its change over time in study abroad opportunities according to university status, focusing on large-scale study abroad opportunities of “less than 1 month, “ “6-12 months, “and “all term”, using data on changes in the number of study abroad students from each university. The key findings are as follows. First, the number of “all term “ study abroad opportunities has increased since 2010 due to the rapid increase in “less than one month “ opportunities at both national and private universities. Second, while private universities have a higher coefficient of variation in study abroad opportunities than national universities, differences in coefficient of variation tended to shrink overall. Therefore, the expansion of study abroad opportunities, both national and private, is not biased toward a few universities, but is expanding at a broader range of universities. Third, the disparity according to university status in all “less than 1 month, “ “6-12 months, “and “all term “ opportunities at national universities emerged, and this is growing. In the case of private universities, although it was confirmed that the disparity according to university status was partially reduced, there was a widening disparity in “less than one month, “ “6-12 months, “ and “all term “ opportunities between some high-level universities and other universities. Based on the foregoing, this paper contends that a series of policies governing internationalization of higher education promotes disparity in study abroad opportunities according to university status.

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The Republic of the Marshall Islands has administered its school education with financial help from the United States of America under the Compact of Free Association since 1986, when the Marshalls were granted their sovereignty. The current Public School System of the Marshall Islands, led by the Ministry of Education, Sports & Training, was established by law in 2013, and has been operating autonomously up until the present. However, the majority of the textbooks used in the school education of the Marshall Islands are produced in the US, and very few are original to the islands. Although this situation still continues, it is worth mentioning that the Marshall Islands teach a unique social studies course, “Marshall Studies“, to students of secondary schools. In this course, they learn the whole history of the Marshall Islands from the country’s own point of view, using an original textbook named A Marshall Islands History. The textbook describes the path that the Marshalls took from their prehistory through several colonial eras, including the aftermath of World War II, and furthermore explains the history of the Marshalls after independence, up to the present. So far, however, little has been reported on the present condition of social studies in the Marshalls, not to speak of the textbook A Marshall Islands History. This study thus aims to show the present structure of social studies in the Marshall Islands and moreover clarify how the textbook is used within this structure and what it describes, with a focus on the portrayal of the historical relationship with Japan.

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The COVID-19 pandemic has severely affected education worldwide, including in Cambodia. The forced closure of physical classrooms to contain the spread of the virus has brought about an abrupt rise in online learning that, to some extent, has allowed students to carry on their studies. In Cambodia, higher education, which was already confronted with a number of critical issues, endured additional challenges when the Ministry of Education, Youth and Sport ordered all educational institutions to temporarily suspend all face-to-face classes. As we somehow approach the new normal situation in the post-COVID-19 era, it is of vital importance that Cambodian higher education institutions rethink their provision of education. This article suggests that in the post-COVID-19 era, Cambodian higher education institutions should invest more in improving their digital infrastructure and learning resources, digitalize their delivery approach, provide regular professional development and training for faculty members, and promote collaboration and partnerships with diverse stakeholders.

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The objective of this paper is to explore some new perspectives on designing classes from the view of international education and to provide some ideas for creating teaching and learning materials on COVID-19. The global COVID-19 pandemic has made us realize that we are truly living in a global society. Infectious diseases are considered global issues in terms of health and sanitation, which are also related to Goal 3 of the SDGs, “GOOD HEALTH AND WELL- BEING“, and Goal 6,“CLEAN WATER AND SANITATION“. On the other hand, compared to other issues such as human rights, peace, or the environment, infectious diseases are not actively treated as teaching and learning topics. However, after the outbreak of COVID-19 in 2020, we have had to re-acknowledge that infectious diseases are critical global issues, and the pandemic has exposed various problems we are facing after their emergence. Are there any educational approaches or ways to make use of this experience and the issues we are facing right now? When designing lessons on global issues, awareness of involvement or sense of ownership are sometimes mentioned. They are thought to be key factors in promoting willingness to take action to solve problems. In my opinion, materials using COVID-19 will contribute to fostering such an awareness and sense. In this paper, I will investigate the possibilities of treating COVID-19 as a global issue in schools. I will also attempt to offer some suggestions on creating new materials based on this pandemic around the world. A few examples of practices in high school and university and the respective students’ comments are introduced to discuss possibilities for learning through the pandemic. In high school, as a part of their integrated study, papers on the problem of infectious diseases and COVID-19 were assigned to the students once a month ( in total twice for two months) while school was closed due to COVID-19. Another class I created and taught, named“COVID-19 and Global issues“, was conducted in a university using an active learning style. In the conclusion, it will be shown that educational practices connected with COVID-19 are expected to be an effective new approach to raise students’ citizenship and global awareness. It is important not to miss this chance to make students a little more concerned about social issues, and a timely and appropriate approach can attract students’ attention. In order to develop students’ awareness as global citizens, we need to create new educational materials and build a track record of practice.

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The paper aims to elucidate the process and policies of hosting international students by the Korean government and Korean universities during the COVID-19 pandemic. In Korea, the rapidly declining population of university-aged residents has created a financial strain that requires universities to host international students, so the Korean government was required to formulate a policy for continuing the hosting of international students during the COVID-19 pandemic. The Korean government efficiently managed the entry of international students from China and all over the world while also protecting the Korean population from COVID-19 infection. After the first wave of the COVID-19 pandemic, the Korean government and Korean universities exerted a concerted effort to adapt and attract more students in the post-COVID world. The number of degree-seeking international students increased from 2019 to 2020, but the total number of international students in Korea decreased. The number of international students in local areas dropped more than that in metropolitan areas. The local universities that depend on tuition revenue from international students suffered from the decrease in revenue. In 2012, the Korean government created the “Study Korea 2020 Project“ with the goal of attracting 200,000 international students by 2023, but achieving this goal will require a shift in perspective and developing new education program for international students. The Korean government has designed a higher education strategy that includes a plan for recruiting international students in the post-pandemic period. This plan pays due attention to the particular characteristics of international students and incorporates ideas and resources for new programs, as the efficacy of and enthusiasm for online education by international students remained low through the spring semester of 2020. The strategy also identifies the need for research to ensure the effectiveness of the support plan for international students. There are plans to update the International Education Quality Assurance System, a quality control system for accepting international student to Korean universities, for the new post-COVID environment. Japan and Korea face many similarities in the issues that appeared during the COVID-19 pandemic, but the Korean situation differs from that in Japan in the following respects. Korean universities, especially in local areas, depend on tuition revenues from international students, and the Korean government has made great efforts to accept international students over several years. The Korean government has also understood the competitiveness of online education programs offered by the Korean universities by comparing them with those offered by other countries, and fast tracked a new higher education policy including recruitment of international students to differentiate itself in the market.

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