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This paper explores the admissions practices of an 'Elite Traditional International School' (ETIS) in a large city in Japan. The school is seeing falling enrolment from its traditional clients e.g.'transnational capitalist class' families working for Embassies and its alumnus, whilst attracting an emergent aspiring locally-based body of parents representative of a 'global middle class' likely seeking advantages, and a new, distinct identity. The resultant tension, between dealing with market-led change (reflecting the reality) and trying to maintain and protect legitimacy as an ideologically driven institution serving the privileged 'international community' (reflecting the vision), creates a platform (the nomos) for admission practices that are potentially biased and largely hidden. Utilising a methodology grounded in the work of Pierre Bourdieu we identify how the school adopts a number of 'unwritten rules', to 'guard the gate'. Moreover, the imagined 'international community' emerges as a major field of power. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to identify common patterns in central authorities' steering of universities and the institutional power in neo-liberal higher education regimes. The paper examines the regulatory mechanisms of England and Japan through Foucault's idea of 'governmentality' and utilises the concept of autonomy to identify the state-university nexus and institutional behaviour. The paper argues that the similar application of technologies of arts in England and Japan - such as financial incentives and output quality management - has not brought about the same effect across the two countries in institutional behaviour and culture. In the case of England, the decline of traditional university autonomy - which isolated the university sector from external pressure - and increasing external influence in the value system are the case, while in Japan, the shift is rather internal within an institution, changing from department to institutional autonomy, which is compatible with the concept of accountability. [ABSTRACT FROM AUTHOR]