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International student exchange is integral to internationalization at higher education institutions and global human resource development in Japan. However, border closures and restrictions on physical mobility since 2020 due to the Covid-19 pandemic forced universities to adopt virtual mobility models to deliver international exchange programs. This study explores students’ experiences of taking virtual exchange programs and their pedagogical implications for future virtual exchange programs. In this paper, we present one case of virtual student mobility implemented at one national university in Japan. Analysis of multiple data sets, including student surveys (n=789), reflection papers (n=420), and interviews with a program administrator and a faculty member, revealed that this type of virtual student mobility program has strong merits in promoting internationalization activities. Students were satisfied with the diverse interdisciplinary academic content, flexibility in taking the course, and opportunity to engage with the host university faculty members and international students. Many have expressed their interest in studying at the host university in person. [ABSTRACT FROM AUTHOR]

This paper examines whether participating in a five-week asynchronous video exchange program would affect the intercultural competence of undergraduate students at a university in Japan. Participants collaborated with Taiwanese university students on the topic of sustainable tourism and exchanged self-introduction videos, presentations on local tourism, and feedback. A mixed-methods approach was employed in this study. The Intercultural Competence Scale for University EFL Learners was used to gather quantitative data, and participants' scores were significantly higher in the post-test in four out of five dimensions. As for qualitative data, a survey with open-ended questions was administered to explore how participants perceived the virtual exchange experience. Several themes emerged including communication, culture, and interpersonal interaction, and participants demonstrated traits related to intercultural competence. Findings in this study have provided evidence to support the positive effects of asynchronous video virtual exchange on cultivating intercultural competence among undergraduate students. [ABSTRACT FROM AUTHOR]

Objective: To determine impact of undertaking an international educational program during a nurse's or midwife's pre-registration program on subsequent practice, focusing on how nurses and midwives were transformed personally through participation in such programs. Background: Participation in international educational programs has been reported to enhance nursing and midwifery students' personal and professional development, however long-term impacts remain unclear. This paper presents findings drawn from a larger grounded theory study. Study design and Methods: Charmaz's grounded theory methodology was used to elicit experiences from 13 general nurses, two mental health nurses, three midwives and four dual qualified nurse/midwives across eight different countries. Data analysis led to the creation of three categories, with this paper reporting on the category of Developing as a Person. Findings: Participation in international educational programs can be transformative for nurses and midwives with long-lasting impacts, contributing positively to their personal growth and development. Discussion: The study findings underscore significant long-term impacts of international educational programs for nurses and midwives. These outcomes highlight the importance of incorporating international experiences into healthcare education. Conclusion: By providing opportunities for healthcare professionals to engage with diverse settings and populations, organisations and educational institutions can foster the development of well-rounded and globally competent practitioners. Implications for research, policy, and practice: The study's findings hold significant implications for research, policy, and practice in healthcare education. To deepen our understandings, additional longitudinal research across diverse countries is warranted. Policymakers have an opportunity to acknowledge the positive impact of these programs on the personal growth and development of nurses and midwives, potentially leading to the integration of global competency requirements into licensure programs. In order to provide comprehensive education, educational institutions should consider the inclusion of study abroad opportunities, cultural exchanges, and global clinical placements within nursing and midwifery curricula. What is already known about the topic? • International educational programs are widely used as a way of developing nursing and midwifery students' cultural understandings. • Previous studies have reported on short-term impacts of international educational programs. What this paper adds: • Long-term impacts of participation in an international educational program on nurses and midwives are described. • Personal development and subsequent transformations occur for nurses and midwives as a result of participation in international educational programs. [ABSTRACT FROM AUTHOR]

The purpose of the present paper is to review the importance of study abroad programs within the larger framework of internationalization of higher education and the impact of the COVID-19 pandemic upon student mobility in Japan. Furthermore, it will examine a few reports of the students who completed virtual study abroad programs in Canada, Netherlands and Taiwan and will offer a few comments regarding the future of study abroad in times of crisis. [ABSTRACT FROM AUTHOR]

Online cultural exchanges between students of different nationalities may be quite common in this digital age but expanding and adjusting them to include new and more specialized participants can be a challenging task. The Online Cultural Exchange Program (OCEP), currently hosted by the University of Miyazaki (Japan) has been functioning successfully since 2007 (see Araki, Shirasaka, and Larson, 2008), gradually expanding its scope from nursing students alone to include engineering and agriculture majors, consisting largely of online written personal introductions and light-hearted cultural exchanges. However, recent planned expansions of the program into the Faculty of Medicine between the host university in Japan and a new participant in Vietnam has demanded a re-evaluation of what is expected from the program with regard to its utility for medical students. In order to develop a focus suited to the academic and professional needs of medical students in both the hosting university (Miyazaki, Japan) and the new Vietnamese participant (Haiphong University of Medicine and Pharmacy) a pre-program survey was designed by the authors in order to gauge medical students' expectations, specific interests, preferences, anxieties, and abilities to fruitfully participate in such a program. In this paper, some salient results of these surveys are presented, along with the implications of moving the program towards a more professional and academic focus, and cultural factors that may affect participant expectations and potential outcomes. We expect that the data generated from these surveys may inform and influence similar international online exchange and learning programs being established elsewhere. [ABSTRACT FROM AUTHOR]

Background: Data on the perceptions of medical students on international experience in non-English-speaking high-income countries (HICs) are very limited. This study aimed to assess the perceptions of medical students in Japan toward overseas experience while in school and post-graduation, as well as to characterize the support they require to pursue their profession in international settings. Methods: A cross-sectional national survey was administered online between September 16, 2020, and October 8, 2020. Participants were recruited from 69 medical schools using snowball sampling through acquaintances and social media platforms. The survey results were analyzed by two researchers. Results: A total of 548 students from 59 medical schools responded to the survey. Among them, 381 respondents (69%) expressed interest in working abroad, while only 40% seriously considered it. The majority of students responded that they would like to pursue clinical training abroad for a short term or while they were medical students (54%) or during a residency/fellowship (53%). The most popular regions among the respondents for future international experiences were North America and Europe. Finally, the most reported reasons for hesitation to work abroad were language barriers (70%), followed by lack of clarity regarding career options after working abroad (67%), difficulties obtaining medical licensure abroad (62%), and the lack of role models (42%). Conclusions: Although nearly 70% of participants reported a high interest in working overseas, various barriers to working abroad were identified. Our findings identified key problem areas that could be targeted when promoting international experiences for medical students in Japan. [ABSTRACT FROM AUTHOR]

Social capital development is indispensable to economic growth and well-being because it allows individuals to contribute meaningfully to a society or community. The density of social networks helps an individual take ownership of control over their community through shared trust, norms, and values. As a component to human capital, social capital needs to be developed with important skills and knowledge, such as leadership, communication, and networking to pursue community empowerment. This study examines the development of social capital and community empowerment at the international level through the international youth exchange program (IYEP) under the Look East Policy (LEP). LEP was implemented in 1982 to develop human capital and increase bilateral collaboration and socio-cultural exchange with East Asian countries, i.e., South Korea and Japan. Based on the secondary data obtained from the Ministry of Youth and Sports and reports from related agencies, this study examined the IYEP of the Malaysia–South Korea and Malaysia-Japan programs and compared their impact on social capital and youth community empowerment. The findings indicate that the IYEP with both countries is expected to strengthen the partnership among participants and help nurture leadership skills. The focus was similar to sociocultural exchange and regional knowledge despite the different scales. Activities such as exchange of knowledge, discussions, enjoying cultural activities, and local activities help the participants build their networking skills and empower the community at both individual and group levels. As the IYEP has benefited its participants, it should be diversified in many areas and collaborations. [ABSTRACT FROM AUTHOR]

Purpose Globalization of Japanese dental hygienists is important to match the demands in the present society. The purpose of this study was to gauge opinions on international programmes of Japanese dental hygiene students and educators. Method Data were collected using a survey that was sent to all eight Japanese universities of oral hygiene in December 2014. Participants were composed of 466 university students majoring in oral hygiene (463 women; three men; mean age: 21 years) and 45 educators teaching dental hygiene education (mean age: 50 years). The response rates were 83.81% and 46.88%, respectively. Results 48.06% of 464 students would like to study abroad, and 76.04% of 330 students would like to interact with foreign students frequently. 97.54% of 455 students answered that learning English is important for dental hygienists, but 72.39% of 460 students are not comfortable interacting with foreigners in English. Those who knew more dental English terms had higher interest in studying abroad (odds ratio: 1.136). 75% of 44 educators think that dental hygiene students need to or sometimes need to study abroad. 68.89% of 45 educators think that teaching international programmes is costly. Conclusion We found that Japanese dental hygiene students and educators have positive interest in international programmes. However, they have concerns about their English skills and about the cost of studying it. Therefore, English classes need to be improved, and new approaches are required for lowering the cost of teaching international programmes, while stimulating foreign students' and educators' interest in studying abroad in Japan. [ABSTRACT FROM AUTHOR]

Focuses on the visa-less exchange program and its impact on alleviating opposition among South Kuril residents to transferring the islands to Japan. Details of the visa-less program; Background on the agreement to conduct visa-less exchanges; Implications of the program for Japanese irredentism.

Background and Objectives: International electives can provide experiences for medical students to learn about health systems and foster critical self-reflection. So far, little is known about the status of Japanese students' engagement in international electives. We sought to provide information about the internationalization of Japanese medical education by clarifying the current situations of international electives. Method: We undertook a cross-sectional national 17-item questionnaire survey of program officers in all medical schools in Japan in February 2010. Results: Sixty-five (81.3%%) of 80 Japanese medical schools responded to the questionnaire. 462 Japanese medical students (3%% of all students in their clinical years) travelled to North America (45.5%%), Asia (25.0%%), or Western Europe (24.4%%) to study abroad. The number of students who participated in international electives was significantly increased when academic credit was available (median 6 vs. 1, p < 0.001) and institutional affiliations were present (median 7 vs. 2 students, p < 0.001). Most students were evaluated by means of written assignment on return. Discussion and Conclusion: About 3%% of Japanese medical students participate in international clinical exchanges. Academic credit and institutional affiliations appear to promote greater utilization of international exchange opportunities. [ABSTRACT FROM AUTHOR]

The article focuses on the international exchange program related to the studies in neuropathology between Great Britain and Japan. There is a long history of professional and personal relationship among the neuropathologists of both the countries. The Japanese colleagues regularly participate in the meetings of the British Neuropathological Society. During the same period of time, British neuropathologists also received invitations for attending meetings and to give lectures in Japan.