ORCID Profile
0000-0003-1150-3132
Current Organisation
Hiroshima University
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Publisher: SAGE Publications
Date: 06-2017
Abstract: This study examines whether students who started their doctoral degree with different motivation profiles differ in their emotional engagement in their studies, and how this pattern differs between domestic and international students in Finland. This study used survey data collected from 1064 domestic and 120 international students. The results showed that students who started their degree with a low motivation to extend their career prospects were significantly less satisfied with their studies. Interestingly, the students in the group with the lowest level of interest in their research work were nonetheless fairly satisfied in their studies if their motivation to develop their career prospects was at a moderate level. The international students embarked upon their doctoral programmes with a greater wish to develop their career prospects and were more satisfied with their doctoral studies. The discussion emphasises that students, specifically domestic students, become more aware of the meaningfulness of doctoral studies for their career opportunities, which helped them to engage more positively with their doctoral studies.
Publisher: Informa UK Limited
Date: 21-12-2021
Publisher: SAGE Publications
Date: 14-07-2014
Abstract: This article is based on a study which investigated whether Chinese international students at a university in Finland are more likely to rely on a Surface approach to learning and dismiss a Deep approach than are other international students in the same university educational context. In responding to a survey, students’ scores with respect to the Deep approach and Organized Studying did not significantly differ between the groups. However, the Chinese students appeared slightly to exhibit the Surface approach to a greater extent, although this result was tentative when the students’ extreme response styles were taken into account.
Publisher: Springer Science and Business Media LLC
Date: 19-11-2021
Publisher: Center for Open Science
Date: 28-11-2022
Abstract: The well-being of foreign early career academics (FECAs) has been the subject of research attention in relation to present demanding academic milieux in general and to those unfamiliar workplace settings in particular. A traditional variable-oriented approach that focuses on mean scores can easily gloss over the erse nature of the group under study. Our study, conducted in Japan, took a person-oriented approach and identified FECAs’ distinct well-being profiles and the associations of their personal attributes with the profiles. Most (64%) were classified as having the highest stress scores and moderate scores for sense of belonging, control of workload and career development engagement. The second-largest profile (29%) included FECAs characterised by the lowest stress score and a strong sense of belonging, control of workload and career development engagement. Those in the smallest profile (8%), who had moderate levels of workload control and stress, lacked a sufficient sense of belonging and career development engagement. Among FECAs’ personal attributes, contract type was significantly associated with their distribution across the three well-being profiles, whereas no attributes of FECAs’ unique nature significantly pertained to their distribution. Our results suggested that support for well-being may be important regardless of background. Our investigation, using multifaceted well-being subscales over a composite scale, offers analytical, strategic support for academics in globalised higher education.
Publisher: Emerald
Date: 10-12-2018
DOI: 10.1108/JRIT-10-2017-0026
Abstract: The purpose of this paper is to examine what impacts university students perceived from their short-term intensive international courses as part of undergraduate multidisciplinary education. The study design was informed by interpretative phenomenological analysis. Semi-structured interviews explored informants’ views of their experience to elicit key themes of their experience. The analysis resulted in four major themes: personal development, generic skills, global perspectives and subject-specific matter. Some text segments were coded with multiple themes, which suggests that the impacts of short-term international courses are multifaceted. Academic topics of the courses substantially centred around humanities and social sciences at a particular university. This paper furthermore primarily depended on students’ self-reported answers, and it is possible that the participants who chose to enrol in the elective international courses may be principally willing to acquire global competence. Therefore, this study did not set out to present the generalised impacts of any short-term international courses. The findings could be used as a conceptual tool for the design and evaluation of new and existing courses. In addition, the four major themes that this study elicited are useful as a cue for students’ self-reflection about their own learning experiences. There have been significant efforts devoted to increasing the quantity of short-term international programs, but there has been less focus on the quality of these programs. This study supports the findings of existing literature but also identified one of the potential unfavourable impacts that short-term international courses may have on students’ development.
Publisher: Informa UK Limited
Date: 04-04-2023
Publisher: Informa UK Limited
Date: 28-01-2014
Publisher: SAGE Publications
Date: 02-04-2021
DOI: 10.1177/10283153211004284
Abstract: This article examines how students’ subject knowledge acquired in short-term international courses (SICs) developed while engaging in university studies in the year following their SICs. It also explores factors associated with their engagement and disengagement. Two interviews with a 1-year interval with 25 students revealed their transformations in their SIC subject matter knowledge. Some students’ engagement in continuing studies of the SIC-related subject matter was supported in a multifaceted manner by their personal motivation, teaching-learning environment, educational structure, and wider social relationships. However, the analysis demonstrated that many students discontinued deepening their knowledge of the subject matter. Students’ personal factors and certain dimensions of the institutional educational system explained their disengagement in continuing studies. Concerning the continuing SIC impacts on students in interdisciplinary liberal arts programs, the study discusses some suggestions drawing on the concepts of integrative learning and formative assessment.
Publisher: Center for Open Science
Date: 26-06-2023
Abstract: Employees’ sense of development is an essential component of their well-being that enhances their work performance. In the Japanese higher education sector, the number of foreign academics has increased considerably due to the strong backing of government initiatives. Although studies have unpacked foreign academics’ intercultural challenges and marginalisation experiences, their developmental experiences in host countries have been under-researched. Thus, this mixed-methods study examined what explains foreign early career academics’ sense of knowledge and intellectual development and how. Both the quantitative and qualitative results indicated collegiality’s key role in their development, while the discrepancies between them suggest that their development is better explained by how knowledge is transmitted via three key conditions—access, interpersonal matters, and sources—than workplace conditions. Foreign academics’ perspectives can contribute to institutional policy development, because they may be aware of the status quo to which locals feel resigned.
Publisher: Emerald
Date: 17-05-2021
DOI: 10.1108/SGPE-03-2020-0018
Abstract: This study aims to explore the disciplinary characteristics of doctoral students’ generic skills learning experience at a Finnish university. An online survey measuring doctoral students’ generic skills learning experience was administered to all doctoral students of the university and 1,184 responses were obtained. The study conducted exploratory and confirmatory factor analysis, principal component analysis and heatmap analyses. The results suggested three major trends. First, students’ scores for research integrity skills were consistently lower in the hard sciences, such as biological and environmental sciences, pharmacy, veterinary medicine, science and medicine. Second, students of the law showed a unique trend their scores for research integrity, leadership and entrepreneurship skills learning were remarkably higher than those in other faculties, but they had the lowest scores for communication skills. The data represented students at one Finnish university, so institutional and geographical differences fell beyond the scope of this paper. Furthermore, the results could reflect either the authentic levels of students’ acquired skillsets or self-interpretation of experiences governed by their disciplinary values. Accordingly, the immediate generalisability of the findings to in iduals and different contexts should carefully be considered. The findings can contribute to improve doctoral training practices. In addition, the survey results are useful for the further development of inventories, as doctoral students’ engagement in generic skills development has been attracting attention in higher education.
Publisher: Springer Science and Business Media LLC
Date: 07-12-2022
Publisher: Emerald
Date: 09-11-2012
DOI: 10.1108/17597511311316964
Abstract: This article's purpose is to report the findings and implications of a study that explored factors promoting and hindering international doctoral students' academic engagement. An empirical study sought data through a questionnaire from international students registered for doctoral study at the University of Helsinki. Open‐ended and Likert‐scale survey data were qualitatively and quantitatively analysed. The students commented most frequently (41 per cent) on the scholarly community as a factor in promoting their studies. Departmental issues had the largest proportion of hindering factors overall (34 per cent). Promoting factors related to the supervision they received and private domain factors were positively related to students' satisfaction with their studies. Considering dropping out was significantly associated with hindering factors related to their supervision and to departmental issues. Also, peers and colleagues were not significantly associated with students' satisfaction with their studies or with their contemplating dropping out. The article addresses key issues that will be of interest and benefit to universities who wish to retain and attract overseas research students. In particular, it discusses the importance of wider scholarly communities in providing international doctoral students with a favourable study experience which may be enhanced by performing departmental tasks as an important part of enculturation within supportive scholarly communities. This paper offers a novel way of understanding early career researcher development, as illustrated by doctoral students' academic experiences. It also taps into the under‐ examined area of international doctoral students' study experiences.
Publisher: Wiley
Date: 27-06-2023
DOI: 10.1111/HEQU.12453
Abstract: Employees' sense of development is an essential component of their well‐being that enhances their work performance. In the Japanese higher education sector, the number of foreign academics has increased considerably due to the strong backing of government initiatives. Although studies have unpacked foreign academics' intercultural challenges and marginalisation experiences, their developmental experiences in host countries have been under‐researched. Thus, this mixed‐methods study examined what explains foreign early career academics' sense of knowledge and intellectual development and how. Both the quantitative and qualitative results indicated collegiality's key role in their development, while the discrepancies between them suggest that their development is better explained by how knowledge is transmitted via three key conditions—access, interpersonal matters and sources—than workplace conditions. Foreign academics' perspectives can contribute to institutional policy development, because they may be aware of the status quo to which locals feel resigned.
Publisher: Emerald Publishing Limited
Date: 03-05-2022
Publisher: Emerald Publishing Limited
Date: 22-01-2018
Publisher: Center for Open Science
Date: 31-03-2023
Abstract: Amid increasing globalisation, higher education institutions are expected to support staff members who relocate from their home countries. However, few studies have focused on factors exclusively contributing to the engagement of foreign early-career researchers, who are often in challenging and precarious situations. Guided by the job demands–resources model, this study examined how the significant factors of the work environment (workload control, academic support structure, and collegiality) are associated with their intention to stay, sense of belonging, and stress conditions at their institutions. Using a s le of 305 foreign early-career researchers in Japan, structural equation modelling analysis demonstrated that those with greater collegiality had a higher sense of belonging, intention to stay, and less stress. The results also suggest that they feel less job stress when they can take control of their workload. However, their intention to stay and sense of belonging were not significantly explained by the workload and academic support conditions. This study offers valuable insights into supporting global human capital in modern higher education institutions and their work engagement. For ex le, as Japanese universities have increasingly established English medium programs and appointed foreign researchers, proper institutional initiatives should be taken to foster collegiality among institutional members.
Publisher: Walden University
Date: 23-05-2023
Abstract: Objectives: Little is known about how international functions of higher education, such as exchange programmes, can be resumed during recovery from a disruptive global crisis, such as COVID-19. We collected the opinions of administrators of international exchange programmes regarding their plans to resume their exchange programmes in the recovery phase and identified variations in the responses concerning institution type (public vs. private) and the presence or absence of a medical school. Method: We used multiple-choice survey questions in our study, resulting in 180 valid responses. We examined overall patterns using descriptive statistics and institutional uniqueness using Fisher’s exact test. Results: Governing organisations and domestic university networks are expected to initiate the resumption of student exchange programmes. Respondents indicate that they would rely on infection prevention experts at their institutions as sources of information for their decision-making. Public universities would rely more extensively on their staff’s opinions whilst private universities would consult with external experts. Universities with a medical school indicated a greater likelihood of referring to the opinions of experts at their institutions. Implication for Theory and/or Practice: Higher education systems vary across nations. However, extant studies have shown some shared features, and the findings may have implications for higher education institutions internationally. Policy incentives and support may encourage public universities to participate in the global recovery of international education. During global public health infectious crises, institutions without a medical school may require more government support. Conclusions: Institutional variations should be considered to effectively encourage universities to adapt to changing dynamics in the recovery of international education. Method: The study used multiple-choice survey questions, resulting in 180 valid responses. The study examined overall patterns using descriptive statistics and institutional uniqueness using Fisher's exact test. Results: Governing organisations and domestic university networks are expected to initiate the resumption of student exchange. Respondents indicate that they would rely on infection prevention experts at their institutions as sources of information for their decision-making. Public universities would rely more extensively on their staff’s opinions whilst private universities would consult with external experts. Universities with a medical school indicated a greater likelihood of referring to the opinions of experts at their institutions. Implication for Theory and/or Practice: The higher education systems vary across nations. However, extant studies have shown some shared features, and the findings may have implications for higher education institutions internationally. Policy incentives and support may encourage public universities to participate in the global recovery of international education. During global public health infectious crises, institutions without a medical school may require more government support. Conclusions: Institutional variations should be considered to effectively encourage universities to adapt to changing dynamics in the recovery of international education.
Start Date: 2017
End Date: 2020
Funder: Japan Society for the Promotion of Science
View Funded ActivityStart Date: 2020
End Date: 2023
Funder: Japan Society for the Promotion of Science
View Funded ActivityStart Date: 2020
End Date: 2024
Funder: Japan Society for the Promotion of Science
View Funded Activity