The 12th Annual Conference on Global Higher Education at Lakeland University Japan

Presentation Summary

Challenges in International Brain Circulation through Attracting International Engineering Students: Case Studies from the UK, Germany, and the US
512  •  9:50-11:15  •  Kaigai: Beyond Japan
The intended presentation aims to examine Japan's challenges in internationalizing engineering education and research by comparing its policies for attracting engineering students and promoting international brain circulation with those of the UK, Germany, and the US. Although Japan has set numerical targets for international student enrollment by 2033, it continues to lag behind these countries in both the number of international engineering students and internationally co-authored research outputs. In contrast, the UK, Germany, and the US regard international engineering students as future highly skilled professionals and strategic partners who enhance research capacity, industrial competitiveness, and science diplomacy. The conclusion suggests that Japan must reconceptualize its recruitment policy as a long-term investment strategy and adopt a more integrated approach linking systems, funding, talent development, and global networks.

Dr. Yumiko Myoken
University of Tokyo
Yumiko joined the University of Tokyo as Research Fellow for International Strategy last October. She has 20-year experience science diplomacy in both UK and Japan. Prior to the current position, Yumiko was Deputy Director of JSPS London as well as Senior Science Officer in the British Embassy Tokyo. She is the secondment to the Consulate-General in Boston followed by the Japan Science and Technology Agency where she conducted some fieldwork on the university-industry technology transfer.

Central to Survival, Peripheral in Status: Continuing Education and Organizational Contradictions in Higher Education
512  •  9:50-11:15  •  Kaigai: Beyond Japan
This presentation explores the growing yet often overlooked role of continuing education (CE) units in higher education. As colleges and universities face enrollment challenges and financial pressures, CE units have become essential for generating revenue and driving innovation. Drawing on interviews with CE deans from across the U.S., the session examines how CE leaders navigate tensions between their strategic importance and their marginalized status within traditional university structures. Attendees will gain insight into the organizational contradictions facing CE and consider ways to better integrate these units into the core mission of higher education.

Dr. Michael Watts
Michael Watts, Asia University
Dr. Michael Watts is Vice Director of the Center for English Language Education at Asia University in Tokyo. His research focuses on the organizational dynamics of higher education internationalization, with particular interest in institutional strategy, planning, and leadership. In addition to his work in Japan, Dr. Watts has contributed to policy-related projects with the U.S. Department of State, including the Bureau of Educational and Cultural Affairs, the Foreign Service Institute, the Directorate of Defense Trade Controls Compliance, and the U.S. Embassy in Tokyo. Dr. Watts holds a Master of Science in Organizational Communication and a Master of Public Administration from Eastern Washington University, as well as a Doctor of Education in Global Studies in Education Policy, Organization, and Leadership from the University of Illinois Urbana-Champaign.

Contested Futures of Higher Education in the Age of Generative AI: A Comparative Discourse Analysis of Public Narratives
514  •  9:50-11:15  •  A.I. In and Out of Education
This study explores how different stakeholders frame the future of higher education in the age of generative AI. Using a dataset of approximately 150 long-form YouTube transcripts (2019–2026), it analyzes how public discourse has evolved before and after the rapid rise of generative AI. The findings show clear differences across four groups—technology actors, educators, industry leaders, and policy institutions—in how they view AI's role in education. These perspectives range from innovation and productivity to concerns about assessment, ethics, and governance. The study highlights key tensions shaping AI integration and emphasizes the need for more coordinated, evidence-based approaches in higher education.

Eliud Kiprop, Hesborn Ondiba
Eliud Kiprop, Lakeland University Japan; Hesborn Ondiba, Tokyo University of Science

Teaching Law to Business Students in Hong Kong: The Generative AI Controversy
514  •  9:50-11:15  •  A.I. In and Out of Education
This article explores the challenges of teaching Law to business Students in Hong Kong, evaluates the potential and limitations of generative AI in this context, and considers strategies for integrating technology into legal pedagogy without compromising educational quality.

Dr. Lok Kan So
Dr. Lok Kan SO, The Chinese University of Hong Kong
Dr. Lok-Kan So obtained his PhD from King's College London and his thesis analysed the possible reform solutions for the insurance law in Hong Kong. Dr. So is now a Lecturer at the School of Accountancy, The Chinese University of Hong Kong. Prior to that, he worked as a Lecturer at the Singapore University of Social Sciences, where he taught international trade law and trade regulations and compliance.

Stories of Neurodiverse Teachers
515  •  9:50-11:15  •  Student and Teacher Wellness and Accommodation
In this presentation, the presenter will share stories of neurodiverse teachers who are currently teaching languages in Japan. She will look at how they became aware of their neurodiversity, how it affected their lives when they were students, and how it now affects their lives as teachers. Themes include how chapter authors felt about their diagnoses, whether they disclosed their neurodiversity to others, and their challenges and successes as teachers.

Dr. Melodie Cook
University of Niigata Prefecture
Dr. Melodie Cook is a professor at the University of Niigata Prefecture and has been teaching in Japan and Canada for more than 30 years. She is currently the Book Reviews Editor for JALT Journal.

Breaking the Barrier: Accessible Mathematics for Visually Impaired ESL learners
515  •  9:50-11:15  •  Student and Teacher Wellness and Accommodation
In this talk, I will review my experiences in teaching mathematics to an ESL student with an acute visual impairment. Firstly, I will outline the unique challenges that lie at the interface of cross-cultural education and visual impairment. After this, I will present my underlying approach to pedagogy that informed my in-class decisions, as well as some practical examples that helped minimize the unique barriers to learning faced by my student. As we will see, with a bit of imagination, mathematics can be taught through a series of informative, non-visual analogies that are fun at the same time.

Dr. David O'Connell
Dr. David O'Connell, Lakeland University Japan

Adherence is Everything: Longitudinal Outcomes of a Structured Exercise Intervention in Japanese Higher Education
515  •  9:50-11:15  •  Student and Teacher Wellness and Accommodation
We will present the results of a year long study during which the participants engaged in a structured exercise program. Our results include improvements in self-confidence and supportive relationships as well as the identification of what obstacles stand lower exercise adherence among university students.

Dr. Max Praver, Dr. Ian Roth
Meijo University

Writing First, Polishing Later: Building Creative Confidence Across Languages
512  •  11:30-12:55  •  Reading and Writing Pedagogy
Students in multilingual, multicultural classrooms often associate creative writing with linguistic risk, personal exposure, and high expectations for correctness. These concerns can limit participation, especially for students with weaker English backgrounds or limited prior experience with creative writing. This presentation outlines a classroom process designed to help students develop a creative voice through structured support rather than linguistic mastery. The approach combines scaffolding, imitation and remixing, guided constraints, journaling, and low-stakes peer sharing to reframe creative writing as an exploratory and social practice. Students begin with tightly bounded tasks that reduce decision fatigue and language pressure, then gradually move toward more open forms of expression. Imitation and remixing allow students to borrow structure and tone before producing original work, while guided constraints shift attention from accuracy to intent and meaning. Journaling provides a private space for experimentation, and peer sharing emphasizes listening and connection over evaluation. The presentation focuses on classroom framing rather than product quality. It highlights observed changes in student confidence, willingness to take creative risks, and engagement across language levels. Sample activities illustrate how this process supports students in sharing personal stories without requiring advanced English proficiency. Attendees will leave with a practical framework for supporting creative voice development in general education and creative writing contexts, particularly in classrooms that bring together students from diverse linguistic and cultural backgrounds.

Dr. Jeremy S. Chambers
Temple University Japan Campus
Jeremy S. Chambers, Ph.D., is an Assistant Professor at Temple University Japan Campus, where he teaches first-year writing, creative writing, and language in society courses. His work focuses on effort-based grading, student engagement, and reducing academic anxiety. He designs courses that emphasize process, synthesis, and creativity. His current research examines how assessment practices shape student motivation and perceptions of authorship in the age of AI.

Is the Practical the Enemy of the True? Teaching Reading for a New World
512  •  11:30-12:55  •  Reading and Writing Pedagogy
How did we get to the point where even literature students graduate without reading a book cover-to-cover? Higher education must shoulder some of the blame, particularly for trading on the dichotomy that labels the practical the enemy of the true. This presentation will explore how to blend academic analysis with public-facing outcomes.

Dr. Myles Chilton
Dr. Myles Chilton, Nihon University
Myles Chilton is a professor in the Department of English Language and Literature, Nihon University. He is the author of English Studies Beyond the 'Center': Teaching Literature and the Future of Global English (2016), and co-editor and co-author of Asian English: Histories, Texts, Institutions (2021); and co-author of The Future of English in Asia: Perspectives on Language and Literature (2015), among other books.

Playful Prose: Gamifying Composition II to Increase Student Engagement and Course Relevance
512  •  11:30-12:55  •  Reading and Writing Pedagogy
The presentation asserts that performative and written roleplay exercises in first-year composition courses (Composition II) offer an effective way to teach argumentation. It suggests that the gamification of a portion of the course helps to bridge the classroom to the wider world and may increase student investment in FYC courses. Student feedback and a discussion of some of the challenges of implementation will be included.

Dr. Adam Tompkins
Dr. Adam Tompkins, Lakeland University Japan
Adam Tompkins earned his Ph.D. in history at Arizona State University. He is currently an associate professor, teaching history, interdisciplinary, and composition courses at Lakeland University Japan. His research primarily focuses on twentieth-century social movements in the U.S. and Japan that address environmental and/or social justice concerns. Working on an early stage of Justice Sandra Day O'Conner's iCivics project helped him to recognize the utility of games in education.

Post-Study Abroad Challenges in Japan
514  •  11:30-12:55  •  After our Students Graduate
In this presentation we report on the findings of a study conducted with university students who returned to Japan after at least one semester abroad (N=18). Findings suggest that upon re-entry, students struggle to sustain or apply what they gained abroad, have trouble navigating social and institutional environments, and question whether Japan is still where they want to build their future. Results will shed light on how internationalisation initiatives at HEIs can be improved to better support students post-study abroad.

Dr. Ana Sofia Hofmeyr; Dr. Fern Sakamoto
Dr. Ana Sofia Hofmeyr, Kansai University; Dr. Fern Sakamoto, Nanzan University
Ana Sofia Hofmeyr is Associate Professor at Kansai University, in Japan. She holds a PhD in Transformative Education from Osaka University, and an MA in Culture and Identity Studies from the University of St Andrews. Her work focuses on the development of IC among university students in Japan, particularly through internationalisation-at-home initiatives. Fern Sakamoto is Associate Professor at Nanzan University in Japan, where she also serves as Vice-Director for the Centre for Global Strategies. Fern holds a PhD in Applied Linguistics and her recent research focuses on the cultivation of global competence through higher education in Japan.

The Future of Formal Business Education in the Gig Economy: Incorporating Autonomy, Technology, and Micro-Credential into the Curriculum
514  •  11:30-12:55  •  After our Students Graduate
The proposed program aims to present the study's findings and outline the future of the higher education business program designed to serve those in both the formal and informal sectors. Incorporating micro-credentials into the curriculum, developing more autonomous programs, and using technology as the core of courses rather than just a supplementary tool are potential components of the future of business education.

Jonathan Nahum Marpaung, PhD; Marcia Sun, PhD.
Jonathan Nahum Marpaung, University of Indonesia; Marcia Sun, Oklahoma State University

How Japanese Young Adults Mobilize Study Abroad Credentials in Japan: Case Studies of University Credit-Earning Study Abroad Returnees
514  •  11:30-12:55  •  After our Students Graduate
By analyzing the detailed narratives of ten Japanese young adults in their early careers, who had a one-year, credit-earning study abroad experience during their university years, this study examines how study abroad credentials are mobilized and contribute to cumulative advantages in early life courses.

Naho Yoshikawa
University of Zurich

Graduate Student Voice Against and With The Japanese University
512  •  2:35-4:00  •  Internationalization of the Japanese University
This research uses a qualitative mixed methodology to cover how international graduate students created a student representative organization that functioned within and beside an English-medium Graduate Degree (EMGD) program. This research describes how EMGD program students responded to challenges in their program through the creation of a unified student representative body to negotiate for a voice within the department, improve the program, and take a larger role in steering their professional development opportunities as international graduate students. It examines how a state of usual conflict between student interests and university organizational interests was addressed in an amicable manner, but also recognizes the challenges that could not be overcome systemically.

Brian Berry

Brian Berry is a Faculty Lecturer at Chiba University of Commerce, his research focuses on the lived experiences of international students, especially graduate students, within the system of the Japanese University. Included are matters of student speech, internationalization, and organization of the university.

The Acculturation of Students in English Degree Programs at Japanese Universities
512  •  2:35-4:00  •  Internationalization of the Japanese University
The number of international students in Japan has grown to record levels. This research examines the acculturation of student studying in degree programs that are taught primarily in English. Most of these students come to Japan without knowing much about the language and culture of the country, yet they make a long-term commitment to earn a degree and possibly seek employment in Japan. This research examines their level of acculturation to Japanese society as well as their satisfaction with university life.

James Lassegard
Hosei University
James Lassegard is a professor at Hosei University in Tokyo. He has earned a Ph.D. from Nagoya University in educational sociology and an M.A. from the University of Minnesota. His main research areas include international mobility and the internationalization of higher education.

Self-Assessment of Intercultural Communicative Competence (ICC): A Qualitative Study of Japanese University Students' Perceptions and Their Use of External Resources
512  •  2:35-4:00  •  Internationalization of the Japanese University
As globalization and digital communication expand, Japanese university students encounter intercultural contexts more frequently, yet their perception of Intercultural Communicative Competence (ICC) remains limited, potentially influencing their self-assessment. Previous research in Japan has mainly focused on instructional outcomes or quantitative measurement, leaving the relationship between students' perceptions of ICC and their self-assessment underexplored. This study examines how students construct their self-assessment of ICC based on their perceptions. The participants were five Japanese university students preparing for a short-term English study abroad program. Data were collected through a survey and semi-structured interviews and analyzed using the Modified Grounded Theory Approach (M-GTA). The findings indicate that students tend to base part of their self-assessment on external resources, including personal background, social attributes, and surrounding environments, rather than solely on internal competence. This tendency suggests a partial externalization of ICC, in which contextual or incidental resources are interpreted as personal competence. Such reliance on external resources contributes to inflated self-assessment, as students may overestimate their own ICC based on these resources. These findings highlight the importance of addressing students' perceptions of ICC and encouraging critical reflection on the distinction between internal competence and external experience. The study offers implications for improving intercultural communication education in higher education.

Takako Tomite
Osaka University of Tourism

“What is Natural?” - Urban Environmental Engagement in Tokyo and Virginia
514  •  2:35-4:00  •  Inside and Outside the Classroom
This presentation will examine ways that the author has promoted student engagement with the environment in urban settings, including field studies, habitat restorations, and an Urban Ecology course taught in Tokyo. That course also considers humans as another species within the community, albeit one with a larger ecological footprint. These forms of engagement are important in helping students address the philosophical question of “what is natural?” and whether humans are truly part of nature or are separated from it.

Maynard Schaus
Maynard Schaus, Virginia Wesleyan University
Dr. Maynard Schaus received his Ph.D. in Zoology from Miami University (Ohio). He has been a member of the Virginia Wesleyan faculty since 1998 and currently serves as the Director of Academic Effectiveness and Accreditation. His current research projects include a) the impact of urbanization on bird communities, b) the feeding ecology of harvestmen (daddy long legs), and pedagogical research in biology, environmental studies, and sustainability.

Public Education in the Digital Era: An Exploration of Tokyo's Literature Museums
514  •  2:35-4:00  •  Inside and Outside the Classroom
Tokyo offers a wide range of literary cultural centers in the form of museums, archives, and libraries. While some of these literary centers present the specific histories of Japanese authors or localities, others are more global in perspective. My presentation will explore the curatorial practices and public outreach activities of literature museums and other literary cultural centers in the Tokyo area. It is my hope that my presentation will award insight into the various ways in which these institutions present the legacy of local (Japanese) as well as global (international) literature to a modern general public, in an age in which the public education of literature is greatly affected by digital technology .

Dr. Jonathan Tillotson
Asia University

Outlining Challenges Faced During a 2-Year Game Console Use in a SALC
514  •  2:35-4:00  •  Inside and Outside the Classroom
For the past two years, a game console was made available to visiting students in a self-access learning center (SALC). A small list of games were curated over time, implemented, removed, and changed throughout the past two years. The intention of the installation is to provide an additional medium of interaction amongst students in the SALC. Observations were made throughout both years with regards to its successes and failures, with a closer look at the multitude of challenges and issues faced throughout.

Derrick Wong
Derrick Wong, Reitaku University
Avid enjoyer of online lurking. Own too many MTG Commander decks. Own too many 40K Tyranid models. An eternal interest in making commercial games work in educational spaces. I really love hot springs and super public baths. Did I mention I love hot springs? I love hot springs.

Mapping Miscommunication Across Cultural Contexts in Global Education Through Internet Memes
515  •  2:35-4:00  •  Questions of Culture in Pedagogy
As technology and communication advance, educators increasingly find themselves navigating globalized classrooms. Internet memes have emerged as ubiquitous vehicles of communication that paradoxically generate as much misunderstanding as understanding. This presentation examines a pressing educational mission: how can we teach and equip our students with the skills to navigate misunderstanding and foster successful cross-cultural communication and collaboration, when their generational expression and thinking are shaped by a medium that is fundamentally designed to generate divergent interpretations across cultural contexts?

Xingman Cheng
Xingman Cheng, Lakeland University Japan, Keio University
Xingman Cheng is a doctoral student in Media Design at Keio University, Japan, and an adjunct professor of Communications at Lakeland University, Japan. Her research centers on digital communication, new media, content literacy, simulation, and Human-AI Communication.

COIL Course Design and Challenges: Ecocriticism in Global Context
515  •  2:35-4:00  •  Questions of Culture in Pedagogy
This presentation explains how I organized an undergraduate course on ecocriticism that asks students to apply ecocritical theory to the comparative analysis of Japanese and American popular culture, while helping students improve their writing skills and intercultural competence. Taught during a 17-week semester at a US university, this course incorporated a six-week period of collaborative online international learning (COIL) with students at Nihon University College of Law (NUCL). This presentation discusses the course's creation and early implementation, including challenges faced and the strategies and technologies used to address them.

Dr. Derek F. DiMatteo
Gannon University
Derek F. DiMatteo is Associate Professor in the English Department at Gannon University in the USA. His interests include American literary and cultural studies since 1945, environmental literature, and pedagogy. His new book, U.S. Higher Education Protest Literature, 1985–2015, is forthcoming from Bloomsbury. He earned an MA and PhD in English literature with a minor in American Studies (Indiana University) and an MAT in Secondary Education (Tufts University).

To Joke or Not to Joke: Designing a Course about the Role of Humor in Intercultural Communication
515  •  2:35-4:00  •  Questions of Culture in Pedagogy
Conrad Lorenz wrote, “Laughter forms a bond, but it simultaneously draws a line” (1963, p. 253). In other words, humor has the power to bring people together, but it might also isolate others. Humor has thus been described as a double-edged sword in the classroom, particularly in multicultural settings (Askildson, 2005). While humor has the potential to help interlocutors from various cultural backgrounds bond (Bell & Pomerantz, 2016), failure to comprehend humor can also lead to embarrassment or even conflict (Shively, 2018; Wulf, 2010). Nonetheless, courses devoted to intercultural communication rarely include an in-depth focus on the role of humor. While this helps to avoid controversy, it is also a missed opportunity. To address this gap, the presenter designed a university-level course entitled “Humor and Intercultural Communication.” Offered to both degree students and international exchange students, the overall purpose of the course is to raise awareness about how to accentuate the benefits and avoid the pitfalls of using humor in intercultural environments. Sample units include examining how the form and function of different types of humor (e.g., social satire, verbal irony) vary in respective cultures. Students also discuss a series of case studies in which cultural differences with regards to humor led to misunderstandings. The presenter will provide an overview of the course, including main themes, materials, class activities, and assessment. Sample activities from a unit on verbal irony will also be demonstrated. Finally, student reactions to the course (gathered from unit reflections and course surveys) will be shared.

John Rucynski
Okayama University
John Rucynski is currently associate professor at Okayama University. His main research interest is the role of humor in language acquisition and intercultural communicative competence. He has edited two books about this topic, New Ways in Teaching With Humor and Bridging the Humor Barrier: Humor Competency Training in English Language Teaching. Aside from humor, his most recent project was editing A Passion for Japan: A Collection of Personal Narratives.

A Comparative Analysis of Japanese and English Language Teaching Materials: Perspectives on Language, Learners, and Pedagogical Design
512  •  4:15-5:40  •  Pedagogy in the Japanese Classroom
The presentation examines similarities and differences in Japanese and English teaching materials, with focus on the perception of language and learners in the materials. The analysis employs commonly used textbooks to compare the presentation of vocabulary, grammar, tasks, and cultural content together with their impact on student involvement. Japanese teaching materials focus on the accurate use of language together with correct social situations and correct circumstances of language use. English teaching materials focus on communicative competence together with active use of language and student independence in language production. The comparison of the two teaching methods indicates the impact of language learning beliefs on the design of teaching materials and classroom instruction. Rather than doing one better approach, this research intends to clarify the way educational contexts and language traditions influence teaching materials. According to the results, the integration of the Japanese and English language content may contribute to the development of more diversified and flexible teaching of language. This comparative analysis can be used to inform both language teachers and material developers in designing teaching tools that better meet the needs of various students in multilingual and intercultural contexts.

Dr. Yukiko Ideno, Dr. Fukumi Higashihira
Dr. Yukiko Ideno, Yamazaki University of Animal Health Technology; Dr. Fukumi Higashihira, Tottori University

In Our Own Backyard: Using Japan-Based News Articles to Teach Human Rights
512  •  4:15-5:40  •  Pedagogy in the Japanese Classroom
Human rights education in Japanese universities remains sporadic, lacks a basis in legal frameworks, and often frames rights violations as distant issues not affecting average citizens. I will introduce a CLIL course centered on a study of the Universal Declaration of Human Rights and discussions of Japan-based news articles. By connecting human rights issues to their own contexts, students can transform their understanding of social justice from the abstract to the concrete.

Judith Kambara
Nagoya City University
Judith Kambara is an assistant professor at Nagoya City University and holds an M.A. in Applied Linguistics, a B.A. in Asian Studies, and a U.S. teacher's license in social studies and language arts. Fourteen of nearly 30 years in Japan were spent in Okinawa, where she became interested in inequities and marginalization resulting from colonialism. Research interests include social justice education, intersections of privilege and non-privilege, and learner self-efficacy.

The practical application of using CEFR Mediation scales to team-teach CLIL classes tion scales to team-teach CLIL classes
512  •  4:15-5:40  •  Pedagogy in the Japanese Classroom
This presentation addresses teaching content-based courses to mixed-level Japanese university students whose English proficiency (A2–B1) often falls below the academic language level of course materials. Drawing on experience team-teaching art history, literature, and anthropology, the presenter demonstrates practical strategies—including lecture repetition, scaffolded note-taking, summarizing and collaborative negotiation of meaning. The approach aligns with the CEFR's expanded concept of mediation, emphasizing how learners actively construct understanding. Participants will explore how these strategies enhance learner agency and collaborative skills essential for engaging with challenging academic content in CLIL courses.

Rebecca Schmidt
Miyazaki International University
Rebecca Schmidt (M.S.Ed. In Linguistics) is an associate professor in the Faculty of International Liberal Arts at Miyazaki International University, Japan. After teaching for 10 years in Japanese elementary and junior high schools and kindergartens, she completed a Master's in Linguistics from Macquarie University and began working at Hiroshima Bunkyo University. Her research interests and publicans include topics related to the CEFR, learner agency, and collaborative learning.

On speaking truth in a world of lies: Stiegler contra Trump
514  •  4:15-5:40  •  International Connections
Here I address philosopher Bernard Stiegler's reflections on youth through his readings of Florian and Greta Thunberg as emblematic figures of a disoriented generation suffering from what he calls “the epoch of the absence of epoch”. I consider the problems connected to contemporary education, the attention deficit now endemic among students, the phenomenon of hikikomori in Japan, and the reality that students are now tethered to smartphones, exhibiting neither reflection nor sustained thought. Stiegler links this collapse of attention and transmission to the wider disruption of psychic and collective individuation, the erosion of transgenerational relations, and the destruction of care. In recent works, Stiegler describes Florian and Greta as parrhesiasts, that is, those who speak truth courageously in an age of post-truth. He contrasts them with the “simulacrum of parrhesia” embodied by figures like Donald Trump. Florian's despair, marked by negative protention toward the future and the belief that his generation may be the last, signals the collapse of collective dreaming as such. Greta's climate activism responds to this same loss but denounces the ethical irresponsibility of older generations and demands a new politics of care, focused not only on the environment but existential and psychic life as such. For Stiegler, generational suffering reveals a systemic malaise (mal-être) that risks turning into “algorithmic ill-being,” a disintegration of desire and “noetic life”. I therefore situate this diagnosis within Stiegler's broader critique of the technosphere and his call for a “great negentropic bifurcation” of the Neganthropocene. This is an exhortation to rebind the drives to desire, restore the capacity to dream, and rebuild communities of knowledge. This is a root and branch concern of higher education. Against a backdrop of prevalent despair, Stiegler makes the case for the creation of “contributive milieus” where youth might once again consider the future with affirmative anticipation and expectation.

Joff P. N Bradley
Joff P. N Bradley, Teikyo University
Joff P.N. Bradley is full Professor of English and Philosophy in the Faculty and Graduate School of Foreign Languages at Teikyo University Tokyo, Japan.

Decentralizing Study Abroad Destinations: International Students' Mixed Experiences in China
514  •  4:15-5:40  •  International Connections
China has become an increasingly popular destination for international students in recent years, hosting 492,185 students in 2018. Studying in China represents a decentralized choice that differs from the traditional study abroad destinations in Europe and North America. At the same time, studying in China is discussed in contradictory ways. This study explores the mixed experiences of international students in China and finds the uneven outcomes of choosing China as a study abroad destination. The study draws on qualitative interviews with 60 international students in China, mainly from South Asia and Southeast Asia. The findings show a divided picture. On the one hand, many students are channeled by education agents and later find a gap between their expectations before going abroad and the actual learning experience. On the other hand, China provides a wide range of scholarships, allowing many students with limited economic resources to study aboard to gain access to international higher education. The common difficulty faced by the students is staying in China after graduation. The growth in international students in China is largely driven by the rapid expansion of English-taught programs, so students from these programs often find it hard to adapt to local working environments. As a result, many students remain in China only for a short period, and their future career paths remain uncertain. While China offers decentralized opportunities, it also presents challenges and controversies in students' graduation outcomes.

Yingjing Du

Yingjing Du is a Ph.D. candidate at the Graduate School of Asia-Pacific Studies, Waseda University, Tokyo, Japan. Her research examines the inbound international student mobility to China under the Belt and Road Initiative. Her research focuses on the decision-making and graduation trajectories of degree students. Using a qualitative empirical research method, it aims to analyze how individual experiences and aspirations intersect with China's role in intercontinental socio-economic exchanges.

A comparative investigation of internationalized universities in Japan and the United Kingdom through the lens of English as a Lingua Franca
514  •  4:15-5:40  •  International Connections
This presentation covers the activities of a year-long research project investigating universities in Japan and the UK using the lens of English as a Lingua Franca (ELF). Given that English is now far more widely used and with greater agency by foreign language users than first language users, and that English is increasingly being used as a method of internationalizing university campuses, an investigation of how language use policies are being applied was necessary to ensure the best outcomes were being reached by both students and institutions alike.

Christopher G. Haswell
Christopher G. Haswell, Kyushu University
Christopher G. Haswell is an associate professor in the Faculty of Languages and Cultures at Kyushu University. His research interests are sociolinguistics and the use of English as a Lingua franca.