Rethinking the concept of global human resources in the Japanese higher education context

Hofmeyr, Ana Sofia

doi:10.1080/02188791.2021.1889970

Cited by 15 publications

(6 citation statements)

References 23 publications

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“…Hofmeyr ( 2021 ) looked at education as a global process from the perspective of the Japanese experience of promoting global human resources. The author notes the need to promote key attitudes, knowledge, and skills that support the eventual “internationalization” of the educational process and global human resources.…”

Section: Literature Reviewmentioning

confidence: 99%

Educational performance between the human resource's theoretical paradigm and the practical mentality. Analysis at the European level

et al. 2022

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The issue of performance in education is always topical because it plays an important role in creating the most valuable resource: labor. It has been treated both from a scientific and practical point of view through numerous strategies and optimization techniques, being integrated with the strategies for educational development as a training system at a global level. This research aimed to identify the need for performance and assessed the theoretical and practical dimensions of the European gap in performance in education, given the impact of the global crisis. The analysis was based on a structured questionnaire that is part of a pilot research in which 130 teachers and school managers from Romania and 97 teachers and school managers from five other European countries participated. The results of the study will allow the identification of the human resource's theoretical paradigm and the practical mentality in the education system to improve performance, which the authors propose to use to identify concrete applicable measures in the short term.

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Section: Literature Reviewmentioning

confidence: 99%

Educational performance between the human resource's theoretical paradigm and the practical mentality. Analysis at the European level

et al. 2022

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“…With the demand for skilled workers, internationalisation in Japan has been intimately linked to the cultivation of GHR, top talent in possession of 'rich linguistic and communication skills and intercultural experiences, and thrive internationally' (CPHRGD, 2011, p. 3). While the concept of GHR has remained vaguely worded, an analysis of policy and promotional governmental and institutional documents carried out by Hofmeyr (2021) revealed many of the components of GHR emphasised in Japanese higher education to be directly associated with components of intercultural competence discussed in the literature (Deardorff, 2006), placing intercultural competence at the core of GHR.…”

Section: Internationalisation-at-home and Globally Competent Graduate...mentioning

confidence: 99%

“…Scholars have suggested that assessment should begin with a review of the target institution's mission statement and goals (Deardorff & van Gaalen, 2012) to allow for programs to be effectively rethought and redesigned. Consequently, a conceptual framework of analysis was built based on components identified by Hofmeyr (2021) as being associated by the Japanese government and Top Global universities with the cultivation of interculturally competent global human resources. Due to the longitudinal character of the study, which required students to voluntarily answer the same questionnaire at three points in the academic year, the components analysed were limited based on two main criteria: 1) direct relevance to the concept of intercultural competence, 2) frequency of occurrence in the Japanese materials.…”

Section: Conceptual Framework and Data Analysismentioning

confidence: 99%

Intercultural Competence Development Through Cocurricular and Extracurricular At-Home Programs in Japan

Hofmeyr

2021

Journal of Studies in International Education

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The rapid development of international education has occurred alongside a growing demand for higher education institutions to educate globally competent graduates. Yet, mobility remains a distant opportunity for most students, and Japanese undergraduate students often cite financial, safety, and job-hunting concerns as obstacles to studying abroad. Internationalisation-at-home has emerged as a viable alternative to mobility in Japan through government-funded internationalisation programs. This article will discuss the impact of co-curricular and extracurricular programs on the development of intercultural competence among 164 first-year Japanese students at two Top Global universities in Japan. Results from a one-year longitudinal, mixed methods study reveal that while formal programs positively affect intercultural competence development, informal intercultural contact on campus negatively affects students’ intercultural attitudes. Findings also indicate that student perceptions of intercultural competence at the pre-intervention stage affect engagement with intercultural opportunities on campus, suggesting the importance of introducing interventions prior to higher education.

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“…Some differences in this conceptualization of global human resources have been discovered by document analysis ( Hofmeyr, 2021 ), but many components overlap with global competence. The lack of tracked indicators for global competence further contrasts with the ostensible policy commitment to foster and promote “top global” projects at higher education institutions (HEIs) in Japan.…”

Section: Introductionmentioning

confidence: 99%

“…Despite a lack of a clear policy consensus, problem-solving and foreign language skills with a special emphasis on English communication ability, co-occurred the most strongly for the Japanese higher education context ( Hofmeyr, 2021 ), suggesting some priority about curricular components. The role of English in Japan’s educational and workforce landscape is debated, with some researchers finding in favor of its facilitating role for globalization processes (e.g., Morita, 2017 ), and others finding marginal proliferation changes limited to occupational necessity, with a relative dominance of receptive (e.g., listening) to productive (e.g., speaking) skill use in Japanese workplaces ( Terasawa, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Modeling personality antecedents and second language self-efficacy constructs with emerging adults in Japan: Domain-specific matching for assessing global competence in applied contexts

Kabir

Kramer²,

Koike³

et al. 2022

Front. Psychol.

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IntroductionResearch on self–efficacy in intercultural communication (SEIC) provided validity evidence for second language (L2) self-efficacy domains. However, it lacked (1) an analysis of individual differences in personality as antecedents, (2) divergent validity from anxiety variables (i.e., foreign language classroom anxiety; FLCA), and (3) disambiguation from speaking (S-SE) and listening (L-SE) skill-specific self-efficacy types.MethodsWe conducted structural equation modeling of L2 self-efficacy and anxiety as response variables predicted by the Big Five model of personality in the context of Japanese undergraduate students at three university sites (n = 373), and a geographically diverse online survey of emerging adults (n = 1,326) throughout Japan.ResultsThe final model for the nationally representative sample showed that SEIC was predicted by all identified personality factors. Differentially supported paths were observed linking L-SE with Conscientiousness (β = 0.24) and Extraversion (β = 0.16), and S-SE with Extraversion (β = 0.24) and Neuroticism (β = −0.12). The fear of failure factor of FLCA was predicted positively by Neuroticism (β = 0.25) and, surprisingly, Conscientiousness (β = 0.10), and negatively by Extraversion (β = −0.13). Relationships to Openness to Experience were only supported for SEIC (β = 0.17) and S-SE (β = 0.12).DiscussionThese findings provide specificity matching for personality and L2 self-efficacy domains as empirical advances for assessing global competence within the context of Japan. Implications for cultural influences on self-efficacy and applied educational practices in language and intercultural learning are discussed.

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Rethinking the concept of global human resources in the Japanese higher education context

Cited by 15 publications

References 23 publications

Educational performance between the human resource's theoretical paradigm and the practical mentality. Analysis at the European level

Educational performance between the human resource's theoretical paradigm and the practical mentality. Analysis at the European level

Intercultural Competence Development Through Cocurricular and Extracurricular At-Home Programs in Japan

Modeling personality antecedents and second language self-efficacy constructs with emerging adults in Japan: Domain-specific matching for assessing global competence in applied contexts

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