Internationalization of Curricula in Higher Education Institutions in Comparative
Perspectives: Case Studies of China, Japan and the Netherlands
Author(s): Futao Huang
Source: Higher Education, Vol. 51, No. 4 (Jun., 2006), pp. 521-539
Published by: Springer
Stable URL: http://www.jstor.org/stable/29734994 .
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Higher Education (2006) 51: 521-539
DOI 10.1007/s 10734-004-2015-6
of curricula
Internationalization
in comparative
?
Case
perspectives:
2006
Springer
in higher education
studies
of China,
institutions
Japan
and The Netherlands
FUTAO HUANG
Associate
& Ph.D.,
Professor
University,
Kagamiyama
1-2-3,
Research
4246242; Fax:+ 81-(0)82-4227104
Abstract.
This
curricula
article
in higher
China,
discusses
education
Institute
for
Hiroshima,
Higashi
Hiroshima
Education,
Higher
Japan
739-8512
(Phone:
the major
institutions
issues
and
in recent
character
years
of
in three
internationalization
curricula
tries,
describes
nationalized
economic
similarities
and
curricula
university
education
systems.
higher
and
China,
Japan
of
aspects
and met
the needs
different
their
Keywords:
lum,
the
and
The
comparative
Netherlands.
perspective,
how
the
three
of different
internationalization
of
non-English-speaking
a comparative
and The Netherlands.
Japan
By making
for international
students
and curricula
with
international
provided
or approach
in both
offered
and
the local
perspectives
English
language,
examines
and character
in the
of internationalized
curricula
development
countries
+ 81-(0)82
E-mail: [email protected])
of
subjects,
the author
three
countries
regions
university
of
analysis
and
coun?
inter?
social,
curricu?
Introduction
Since
the
in higher
of curricula
education
1990s, internationalization
an
institutions
in reforms
of
has played
part
increasingly
important
In this paper,
the author
is
countries.
system in many
higher education
in
concerned
with
internationalization
curricula
of
particularly
higher
education
in three non-English-speaking
countries
institutions
China,
are chosen
The three countries
in this study
Japan and The Netherlands.
reasons.
for the following
are
being
institutions
education
indicator
and activities
perspectives
in
education
curricula
integrated
higher
increasingly
in each country.
in higher
Internationalization
of curricula
as a very
to be regarded
institutions
has come
important
First,
international
into
of
the
internationalization
of higher
education.
Second,
can provide
curricula
of
internationalization
of
examples
re?
context:
education
in the non-EnglishChina
in higher
speaking
The
while
Asia;
Asia;
presents
Japan represents
developing
developed
Netherlands
in Europe,
that has long offered many
offers an example
the
three countries
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FUTAO HUANG
522
in English.
studies, we may discover
By making
comparative
of
and distinctive
internationalization
of curriculum
aspects
the different
and obtain
education
countries
among
insights
programs
similarities
in higher
into how
in higher
education
the needs of different
of curricula
internationalization
tions has been
undertaken
in order
to meet
institu?
regions
the general
trend of higher
education
worldwide.
of curriculum
in higher
Internationalization
education
institutions
can be interpreted
in many
The definition
and types of inter?
ways.
and
nationalization
of
OECD
research
useful
indicators
published
of university
Higher
in English
on Internationalizing
an International
Comparative
of internationalizing
the curriculum
study
by Professor
lot of
information
Internationalization
on
the comparative
(Welch 2004). With
study
to the
in recent years,
higher education
on her field study and interviews
in Japan
in China
Education
also
the
examined
is
education
higher
services
in Southeast
of Japan's
paper based
internationalization
Professor
(Yang
current
of China's
in educational
regard
Asia
der Wende,
internationalization
about
is provided
(van der Wende
of China's
Dr.
education,
higher
the role of the English
in
the
language
in
education
book
Third
his
higher
of Higher
Welch
Professor
Besides,
2002).
Anthony
situation
and issues of internationalization
based
van
M.C.
in The Netherlands
an analysis
of
of China's
made
The
and
by the
as most
the internationalization
internationalization
Delight:
the case
Education
curricula
for
1996). As
Rui Yang
on
considered
the book
(OECD
1996). Further,
inDutch Higher
Education:
based
institutions
are widely
group
the Curriculum
Perspective,
in Dutch
in higher
education
influential
and
curricula
Ruth Hayhoe's
to be mentioned
is worthwhile
(Hoyhoe 2001).
as
However,
the meaning
of
curriculum
varies
greatly
countries and the definition and typology by the OECD
in different
in 1996 cannot
to some particular
context.
countries with changing
be totally applied
this paper the author defines
the term of internationalized
curriculum
as
a group of programs
with
it can therefore
be used
or
courses.
While
particular,
curriculums
the
making
author
an international
interchangeably
name,
with
a comparative
study
an analysis
makes
of
content
In
or perspective;
programs,
of the three
subjects
countries
internationalization
in
of
in according
with
different
for
programs
target groups:
stu?
for
students
and
for
domestic
all
students,
programs
on the target group,
dents. Based
the author discusses
and
similarities
in internationalized
differences
programs
by field of study, by educa?
international
tional
tions
the teaching
and
by final qualification,
language,
in
the
three
related
countries.
for
programs
responsible
level,
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institu?
INTERNATIONALIZATION OF CURRICULA
The
cases:
China,
Japan
523
and The Netherlands
China
in the number of incoming
years, there has been a rapid growth
There
in Chinese
institutions.
international
education
students
higher
no radical
in
have been however
students'
by
composition
changes
In recent
from Asian
from 1990 to 2002, students
of origin. For example,
country
in China. Among
countries
students
constituted
70% of all international
came from Japan
them, a majority
students
from East Asia
accounted
that
South Korea,
indicating
a major
to
In
group.
regard
the
while
international
since
students,
curricula
middle
of
courses
by field of study for
international
the 1990s
in economics,
istry and mathematics,
in humanities,
majored
and
for
students
have
international
law,
management,
a large number
of international
increasingly
taken
politics,
students
chem?
are still
or Chinese
Chinese
studying
language
mostly
in 1995 the percentage
students
of international
example,
literature
who
in humanities,
Chinese
took courses
language,
including
Yearbook
and history
90% (China Education
etc., constituted
nearly
medicine.
For
Editorial Board 1996) of all curricula followed by international students.
the same group still accounted
for 86% (Table
1). In terms
in which
curricula
for international
students are provided,
in 2002,
of institutions
Even
a continuing
to
rise in the number of institutions
qualified
international
international
students
1). Furthermore,
(Figure
or educational
structures
that are
from classes
have moved
there has been
recruit
students
to departments
and separated
from local students
specifically
designated
as Chinese
or institutes where
can
same
courses
in
classes
the
take
they
learned by international students by field of study in 2002
Table 1. Programs
Percentage
Discipline
Humanities
81
8
Chinese medicine
4
Engineer
Western
Agriculture
Science
3
medicine
1
1
1
Arts
Physical education
Source: China
People's
Education
1
Education
Press,
Yearbook
Beijing,
2002,
Editorial
p.
Board, China Education
337.
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Yearbook.
FUTAO HUANG
524
400
350
300
250
200
150
100
50
0
institutions
1.
Figure
Increase
1990
of
1995
1994
universities
1996
1998
1997
students.
international
recruiting
2000
Education Yearbook Editorial Board, China Education Yearbook.
Education
1998,1999,2001,
People's
on October
9, 2003.
Press,
2001
Sources:
China
1991,1995,1996,1997,
http://www.Studyinchina.net.cnll
Beijing,
accessed
students.
by the
students
For
example,
international
of
90%
more
than
1990s, in Fudan
University
courses
in the Section
of
followed
or the Section
and
of Chinese
Language
Training
Chinese-Language
or
a structure
other
from
Culture,
departments
totally
separated
to
of
institutes
and catering
international
35%
2002,
students;
by
only
or colleges
in the
in departments
international
students were enrolled
(http://www.fudan.edu.cn
it should be stressed
However,
not all higher
education
China
accessed
university
ternational
recruit
open to foreign
for international
are
and
students;
international
even
on August
10, 2003).
the other two countries,
in
to recruit
in?
that, unlike
are qualified
institutions
that are
in institutions
not
all
students,
In other words,
students.
and programs
students
in the
curricula
programs
that these
to
authorized
institution
specially
students
are
designated
can attend
In regard to teaching
for
language
for
international
curricula
students,
normally
provided
medicine
and huma?
in Chinese
Chinese
students majoring
language,
in some prestigious
But
in Chinese
uni?
nities are delivered
language.
limited
to accredited
institutions.
international
there
versities,
is
indeed
an
programs
for short-term
language
students.
international
the
at both
universities,
in Tsinghua
programs
of English
number
In addition,
in natural
science
at present
University,
in English
that are delivered
language
programs
will
also
a
in English
lan?
in some leading
For example,
engineering.
are about
57 professional
that the number
it is planned
and
there
and
be
non-degree
in English
there has been
of degree-conferring
programs
levels
and
postgraduate
undergraduate
especially
of
that are delivered
in the number
growth
guage
in
increase
or culture
in Chinese
increased
to about
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30%
of all
INTERNATIONALIZATION OF CURRICULA
in near
in the university
programs
on October
edu.cn.
accessed
the
On
other
nationalization
10, 2003)
are
changes
hand,
of curricula
1200 higher
greatly between
nearly
varies
future.
525
(http://news.cic.tsinghua.
also
in
taking
place
for domestic
students.
mainly
education
institutions
in China
the
As
and
it is extremely
institutions,
case
describe
the whole
A
Fudan
of
study
picture.
University,
most
in China with
universities
prestigious
comprehensive
are
there
the
different
inter?
situation
to
difficult
one of the
about
2,353
international students in 2002 (Annual Report 2002, Foreign Affairs,
Fudan University), is provided here (Table 2).
Table
2 indicates
that
or contents
were
new
with
international
programs
to
from
the
1990
introduced
2002,
among
subjects
the number
of programs
in foreign
lan?
programs,
newly-introduced
or linguistics
as
and interdisciplinary
such
guages
programs
regional
and areas studies covering more
than one country was
increased most
rapidly,
noting
273
What
is especially
worth
by 166 and 85 respectively.
some programs
or
to joint
in
double
leading
degrees,
with
in Hong
countries
and universities
Kong,
foreign
came
in recent years, six master-degree
programs
example,
rising
is that
partnership
appear. For
in Fudan
into being
of Norway,
grams
about
Hong
concerning
which were led to degrees of universities
University,
and the USA,
Australia
Kong,
mostly
being pro?
or MBA
international
trade,
accounting
(http://
accessed
www.jsj.edu.cn/mingdan/002.html
In fact, compared
with
level,
level, at a national
graduate
were nearly
100 higher
education
that were approved
grams in China
award
of
degrees
foreign
on October
11, 2003).
at the under?
curricula
internationalized
it is estimated
that by July 2003 there
institutions
and about
110 joint pro?
to
the
with
government
by
authority
or
universities
degrees
accessed
of HK
on
universities
October
11,
lead to an MBA
(http://www.jsj.edu.cn/mingdan/002.html
these, almost half of the joint programs
2003). Among
at the postgraduate
and about 90% of them are delivered
degree,
and awarded with master's
2003).
(Huang
degrees
Another
undergraduate
textbooks
versity
most
with
to
way
important
and graduate
and
levels
to teach
recent
September
level. For
into Chinese
6, 2001).
example,
A
is to
bilingually
textbooks
original
English
science
and
information
introduced
internationalize
subject areas, which
have
been
imported
campuses
university
(China
similar effort was also undertaken
in 2002
about
10 of
at
both
uni?
import original
foreign
or in English.
From 2000, the
in 20
techniques,
programs
level
the most
deal
and
Education
famous
Daily,
at institutional
universities
in
China decided to buy and utilize almost all of the textbooks now being
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FUTAO HUANG
526
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If
t?
.C
INTERNATIONALIZATION OF CURRICULA
used
in Harvard
includes
Science,
Engineering
Trade,
English,
education
The
list of
and MIT.
University
Natural
and
CD's
tapes
concerning
to Law,
but also
related
those
books,
and Medicine,
and some Humanities
Management,
13, 2002).
Stanford
University,
not only
materials
Further,
and China's
institutions
with
527
(China Youth Daily, May
in
of original
textbooks
increased
import
more
in the WTO,
and more
higher
use of English
to make
have begun
to Chinese
cases,
(in most
referring
participation
in China
or bilingual
instruction
language
in university
and English)
teaching
document
issued
3 years,
coming
must
universities
In 2001, a
activities.
and research
that
in the
the
of
Education
indicates
by
Ministry
from 5% to 10% of all the curricula
in the leading
as
be taught
in English,
in such areas
especially
Information
Biology,
Law (China Education
Science,
Daily,
New
Materials,
September
International
Trade,
and
22, 2001).
Japan
stimulated
Strongly
international
students
of
the government,
the number
by 2000
over
in Japan had doubled
the past decade.
to China,
in Japan
92% of incoming
international
students
from Asian
in 2000: the biggest
countries
share, 56%, came
Similarly
originated
from China,
16% of
Technology,
by field of
dents
took
contrast
followed
the total
by
by
(Ministry
MEXT
Japan,
for
from South Korea,
accounting
and
of Education,
Science
Culture,
Sports,
In terms of international
students
2001).
students
in Table
3, more
study, as indicated
their courses
in humanities
and social
to China
and The Netherlands,
and especially
in science,
majoring
from China
and The
there were
than
half
of
the
stu?
in
However,
students
also many
science.
in engineering.
largely
Differing
in Japan
institutions
Netherlands,
many
private
a variety
also play an important
for
role in providing
of curricula
over time, while
over half
some variation
international
students. With
more
are located
students
in national
than
institutions,
graduate
two-third
of undergraduate
students
and almost
all students
of short
are enrolled
in private
of Inter?
universities
cycle programs
(Division
of
national Students Bureau of Higher Education, MEXT
education
level,
in 2000,
37%
of
master's
international
or Ph.D.
students
the
2001A). By
entered
the
rest of
stu?
courses,
schools,
graduate
pursing
courses
in either undergraduate
dents being
enrolled
(43%) or short
circle programs
of
of
Bureau
International
Students
(20%)
(Division
Higher Education, MEXT
200IB).
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FUTAO HUANG
528
Table 3. Percentage of international students by field of study in 2001
Field of study
Social
Percentage
29.7
science
24.3
Humanities
15.4
Engineering
Health
4.3
4.2
Education
3.3
Agriculture
Visual
arts 2.9
performing
Home
2.0
economics
Physical
1.7
science
12.2
Others
100
Total
Division
Source:
kuni
of
no
ryugakusei
International
Students
With
great
International
seido
have
Students
gaiyou
in Japan-
Incoming
Bureau
ukeire
and
of Higher
Sending.
2001.
of incoming
in the development
students.
international
been made
for
programs
designated
of English
ing numbers
language
have been
programs,
introduced
MEXT,
Education,
Outline
haken,
oyobi
in the number
increases
efforts
no
of
Waga
of
System
P.ll.
international
students,
and
of
implementation
these, increas?
Among
specifically
in many
provided
institutions.
for
In
students,
are
two
into
The
divided
the
types.
English
general,
language programs
or programs
courses
for inter?
designated
specially
degree-conferring
one
courses
or
universities
national
form
programs
type. These
special
are largely provided
at graduate
in national
universities
level, mostly
international
with physical
and medi?
science,
engineering,
biology
being concerned
were
in
cine. For example,
such
programs
provided
by 2001,
graduate
The other type refers
34 national
universities
and 2 private
universities.
to courses
for
from North
in English
students
designed
specifically
at the under?
countries
and other English-speaking
Europe
to
of
this
level.
the
duration
programs,
type can be
graduate
According
two
the
further
into
One
divided
one-year
group
groups.
comprises
in
all provided
universities,
programs,
subjects
by national
covering
America,
social
humanities,
credits of 30 units
other
group
science
and
science
can be conferred
extends
from
as well
by completion
to 1 year
4 months
as other
fields
of these
and
is almost
courses
in humanities
with
universities
by private
In 2001,
these two kinds
of non-degree-conferring
in 21 national
universities
and 20 private
provided
provided
science.
were
of
courses.
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and
study:
The
entirely
social
programs
universities
INTERNATIONALIZATION OF CURRICULA
529
International
Bureau
of
Students
of Higher
Education,
(Division
are
in
in
MEXT
offered
While
many
200IC).
English,
degree programs
of
and
medicine
schools
of
science,
graduate
engineering
physical
are
few English
programs
universities,
very
prestigious
language
or graduate
in most
other faculties
provided
social science. For example,
in the School
their
lectures
the Uni?
an
almost
and
to
are also
in English,
but students
or doctorate
or write
their masters'
and
presentations
their reports
or in English.
in Japanese
to make
recommended
theses
at
it is considered
equal significance
conduct
research
offer
and
of humanities
has
that English
language
as
a
to
communicate
for Japanese
students
way
work. Not
encouraged
only are faculty members
of Tokyo,
versity
schools
of Engineering
either
(http://www.t.u-tokyo.ac.jp/
on October
in the
9, 2003) However,
of the same university,
it is clearly stated that no
accessed
international/gwp02.html
of Economics
Faculty
are provided
at either under?
in English
are delivered
and
in Japanese
all programs
a
are
to have
of
international
advised
students
good mastery
strongly
on
accessed
Japanese
(http://www.e.u-tokyo.ac.jp/index-j.html
language
programs
degree-conferring
or graduate
level:
graduate
October 9, 2003).
much
Elsewhere,
nationalization
of
in the
has also been
achieved
progress
are
to
international
curricula
that
both
open
inter?
and
In particular,
since the later 1990s, various
attempts
more
in private
in providing
curricula with
universities
an international
or cross-cultural
from
For example,
communication.
interna?
faculties with
1998 to 2002,
16 private
established
universities
titles. Among
tional or cross-cultural
communication
these, curricula
or
an international
with
communication
and
cross-cultural
subject
domestic
have
students.
been made
understanding
stituted
27%
(international
of the total;
or
communication
curricula
culture,
students
con?
etc.)
for defined
preparing
and
business
international
(international
professions
in foreign
lan?
for 18%; and curricula
management,
etc.) accounted
or
In
the
made
the
total.
12%
of
of
addition,
guages
up
linguistics
an
with
number
of graduate
associated
international
programs
closely
international
orientation
has
also
increased
in some
prestigious
For example, in the Asia and Pacific University
which
was
from
some
in 2002,
50 countries
and
founded
Japanese
fourth years,
Studies,
English
are offered
in one of
classes
two graduate
schools
the Graduate
which
consists
of
Asia-Pacific
universities.
of Ritsumeikan
(APU)
come
on the campus
in both
of subjects are offered
the students
regions, most
in the first and second
and
more,
as half of
private
In the
years.
the two languages.
school
Studies
of Asia
and
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All use subject to JSTOR Terms and Conditions
third
and
Further?
and Pacific
International
530
Policy,
Cooperation
offers MBA
and
programs.
in the two schools
grams
FUTAO HUANG
the Graduate
As
indicated
are concerned
School
that
of Management
of
the
many
pro?
or area studies and
in their names,
with regional
or diplomas,
recognized
(http://www.apu.
professions
on
8,
2003)
September
ac.jp/accessed
In comparison
with
the private
level in
sector, at the undergraduate
or uni?
the number
established
national
of newly
faculties
universities
internationally
versities
with
or cross-cultural
international
names
has not
increased
so
the internationalization
In the national
of curricula
institutions,
rapidly.
new
or
of
is mostly
programs
through
development
implemented
areas
or
an
with
interna?
the
traditional
subject
original
broadening
or is based on the
in the existing
faculties
approach
tional/comparative
for the newly-established
framework
of existing
Except
specifications.
international
students
mentioned
for
above,
programs
special graduate
far fewer
new
faculties
with
international
or cross-cultural
at the undergraduate
level than
been established
to China,
the majority
of curricula with
Similarly
and
have
sector.
subjects
in foreign
and
programs
languages
linguistics.
to the syllabus of Hiroshima
in the 2003 academic
University
are
contents
According
names
in the private
international
at the under?
in humanities
and social
science,
study
in foreign
account
for
of curricula
level, the number
languages
graduate
or
international
while
about 90% of all those with
subjects
perspective;
or taught
in an
those dealing with history
and culture of one country,
year
by field
internationally
more
covering
about
occupy
in the first or
of
or interdisciplinary
programs
comparative
approach,
one
and area studies,
than
such as regional
country,
are offered
21 % of the total. In most
cases, these curricula
years as
international
second
dents,
including
the number
of curricula
and area
to any stu?
courses,
being open
at graduate
In contrast,
level,
or on regional
on one foreign
country
selective
students.
focusing
to about
the number
of curricula
60%, while
to
in foreign
of
the
is
about
total
curricula
restricted
28%
languages
or
to the international
related
subjects
perspective
(http://www.bur.
on October
accessed
8, 2003).
hiroshima-u.ac.jp
out
recent
in more
As
in the OECD
years,
documents,
pointed
studies
increases
in Japanese
institu?
of curricula
education
higher
on
structures
is increasingly
undertaken
based
institutional
through
numerous
between
bi-and multilateral
agreements
Japanese
co-operation
in 2002, about
and foreign
institutions.
For example,
600 universities
internationalization
tions
an
as engaged
such agreements,
in a total of 10,014
registered
in 1995 (http://www.next.go.jp.
increase from 6,133 agreements
accessed
on October
the
9, 2003). This
type of co-operation
greatly
supports
were
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All use subject to JSTOR Terms and Conditions
INTERNATIONALIZATION OF CURRICULA
and
development
implementation
efforts have also
of
531
of
internationalization
curricula.
in
sectors,
especially
as
with
members
private universities,
faculty
foreigners
the purpose
and implement
of international
of facilitating
development
to
the
the
total
number
of
programs.
data,
faculty
foreign
According
Additionally,
in all
been made
more
to employ
in all sectors
increased
from 3,955 in 1992 to
being employed
in
the
of
in the public and
members
9,378
2002;
percentage
foreign faculty
over
was
sectors
few changes
the decade
18% and 77%, with
private
and
edition
and
1992
of Education,
Culture,
Science,
(Ministry
Sports
members
In some private
edition).
are employed
members
faculty
2002
for example,
universities,
outside
from countries
in APU,
half
the
Japan.
The Netherlands
a majority
with China
and Japan,
in which
of
Compared
come from Asia,
in Dutch
students
international
students
cation
institutions
from EU
countries
international
edu?
higher
the largest component
international
students, many
constitute
curricula
(Table 4). Among
designated
are provided
in English.
The development
and implementation
for
of English
language programs
is an important
in Dutch
of curricula
part of internationalization
higher
From
the early 1950s, institutes
for international
education
institutions.
to provide
have
been
established
education
curricula
specifically
students
for international
designed
latter part of the 1980s, many more
also been introduced
into Universities
and
taught
in English.
Since
the
have
programs
of Professional
English
language
and Universities
Education
the number
of these programs
has
(Table 5). In particular,
more
much
in
the
in
both
universities.
Normally,
rapidly
universities
and universities
of professional
education,
except for a very
increased
Table
4.
Incoming
mobility
Africa
Region
Number
179
Percentage
of the total
2.6
by
Asia
368
5.3
region
EU
5,982
85.6
of
origins
in the academic
Latin
North
America
America
1999-2000
year
Oceania
East
Other
Europe
119
31
9
1.7
0.4
0.13
32 267
0.5
3.8
Source: Based on data from BISCN Monitor of International Mobility in Education
2001, European Platform, Cinop, Nuffic. Compiled on Assignment for The Netherlands
Ministry
of Education,
Culture
and
Science.
P.
50. With
author's
modification.
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All use subject to JSTOR Terms and Conditions
FUTAO HUANG
532
language programs from 1995-2003
Table 5. Change of English
1995
2003
100%
682
100%
+318
University
94
25.8
281
41.2
+187
University of professional education
Institute for international education
81
22.3
197
28.9
+116
189
51.9
204 +15 29.9
364
Total
Source:
1996.
van
M.C.
an
Education:
pp.
accessed
der
Wende.
International
57, 64,
on April
66. Also
27,
the
Internationalising
in Dutch
Curriculum
Higher
The Hague,
The Netherlands,
Perspective.
Comparative
on the data
based
from http://www.english.uva.nl/education
but
2003,
with
few courses
specially designated
the English
programs
language
students.
domestic
author's
modifications.
for
almost all of
students,
to any students,
including
international
are
open
The distribution of English programs by field of study is shown in
Figure
2.
In
2003
in
all
higher
education
social and behavioral
transportation
and
communication
institutions,
programs
a/iriVtil#iiraW?<sirw
agncurture forestry
and fishery
15%
service and trade
3%
architecture and city
planning
6%
natural science
5%
medicine and health1
science
5%
arts and humanities
3%
maths and computii
2%
business and
administration
17%
mass
communications
and
informationscience
3%
fine arts and applied
arts
2%
engmeenng
environmental 8%
education and
teacher training
2%
science
7%
Figure 2. English language programs by field of study. Source: Based on the data from
http://www.english.uva.nl/education,
with
author's
modifications.
Accessed
27, 2003.
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All use subject to JSTOR Terms and Conditions
on
April
INTERNATIONALIZATION OF CURRICULA
533
S?
number
loor
PhD.
bachelor
master
diploma
certificate of
attendance
Figure 3. English programs by final qualification
with
http://www.english.uva.nl/education,
(2003). Source: Based on the data from
author's
modifications.
Accessed
on
rank
top
April
27, 2003.
relating
account
to business,
and management
are
largest programs
administration
the
for
and
second
those concerning
17%;
and fishery,
15%; and programs
up
forestry
making
to social and behavioral
science provide
14% of the total. In
relating
as indicated
terms of final qualification,
in Figure
of
3, the number
agriculture,
at master's
offered
programs
Table 6. Internationalized
level
curricula in Universities
Case studies/
300, more
approached
of Amsterdam
Univ.
of
English
International subject
Internationally
any
and Leiden
of
Univ.
Leiden
Amsterdam
Types based on OECD
than
Dutch
English
Dutch
3
comparative
2
approach
Preparing for defined international
10
professions
Foreign
languages
Interdisciplinary
Curricula
or
linguistics/cross-culture
studies
region/area
2
10
4
7
1
7
24
11
21
20
25.5%
18.9%
40.4%
41.7%
leading to joint or double degrees
Total
of
Percentage
the
total
20
5
Source: Based on the data from International Study programmes 2002-2003. University
van
Amsterdam.
Amsterdam.
The
Service
Netherlands.
&
Informatiecentrum.
Leiden
University
Binnengasthuisstraat
June
Programmes.
9.
2002. With
modifications.
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1012
ZA
author's
534
other
followed
programs,
attendance
for
to
6 months
by programs
international
short-term
1 year.
in some
Particularly
and
Amsterdam
English
Dutch
FUTAO HUANG
the University
has
programs
studies,
certificate
mostly
as
such
universities,
of Leiden
leading
a
conferring
of
from
ranging
the University
the number
of
of
(Table
offered
in the
that of programs
in the University
2003
of
by March
con?
in
Dutch
delivered
the programs
6),
exceeded
language
For
example,
language.
of
the percentage
Amsterdam,
are all
62% of programs
stitutes only about 38% of the total programs:
on
the
data
in
from
http://www.english.uva.nl/
English
(based
provided
on April
is seen also in
accessed
education,
27, 2003) The same situation
in which
of English
the number
programs
language
University,
in Dutch
than those offered
50% of the total, more
surpasses
language
on
June
2002
and
data
Leiden
the
from
Programmes.
(based
University
Leiden
Dutch
evidence
stressed
while
the
are mainly
at undergraduate
level,
programs
provided
are
at
delivered
that all English
programs
language
at masters'
level.
level and in particular
degree
and as in both China
hand,
and Dutch
in both English
offered
programs
or
jects
perspective,
in foreign
curricula
intercultural
curricula
sional
be
language
shows
graduate
On
the other
have
on April
27, 2003.)
that in both universities,
accessed
http://www.leiden.edu/
it should
However,
and
almost
all
the Dutch
of
or
interdisciplinary
of
Japan,
international
all
the
sub?
programs
language
and provide
training
linguistics
of the English
languages
in contrast most
skills;
that prepare
and
with
students
programs
for defined
such
as
are
in
programs
language
international
profes?
and area stu?
regional
dies.
a majority
lan?
and Japan,
of the English
China
are
and
introduced
guage programs
by faculty
implemented
normally
in The Netherlands.
Most
at individual
institutions
members
recently,
to
and
related
programs
language
teaching
English
English
language
Compared
with
or business
with Turkey,
in cooperation
administration
in some universities
for both
have been provided
and Australia,
in Leiden
For
students.
students
and Dutch
international
example,
such as
international
existed
there
have
programs,
joint
University
international
U.K.
with
in co-operation
studies
program
with
Asia
Masters
in
International
University
Turkey,
in
Leiden-Oxford
of Melbourne
the
Australia,
Diploma
the
European
the Medical
with
Anthropology
the Universitas
& Ethnobotany
Padjadjan
Program
in Indonesia
Istanbul
Bilgi
the University
and
Program
in co-operation
(Universiteit
2002).
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Leiden,
INTERNATIONALIZATION OF CURRICULA
Discussion
and analyses
As
above,
stated
countries.
of
number
several
since the
First,
internationalized
similarities
can
be
1990s
has
been
there
535
the three
among
a rapid increase
in the
found
in the three countries.
In parti?
programs
cular the number
most
of programs
in foreign
of
them
languages,
being
level, has increased
English
subjects at the undergraduate
substantially.
students mostly
for international
Second, programs
specially designated
cater
to international
from
countries.
or
region or countries
Netherlands
the vast
a particular
in The
example,
students
from
For
nearby
come from EU countries;
of incoming
international
students
majority
come
and in China
and Japan,
the majority
students
of international
countries.
The three case studies reflect the fact that not
from East Asian
are mainly
their
students
in developing
countries
from
as
some
out
scholars
1994; Yang
neighbors,
being pointed
by
(Akinpelu
the inter?
countries.
Third,
2005), but also it is are true in developed
are normally
nationalized
curricula
in the three countries
of
composed
only
foreign
two
the first type represents
programs
types:
or
culture
of
the
host
which
country,
history
explicitly
cultural
training
communication
issues
and
provide
concerning
languages,
cross
address
in
intercultural
courses
to non-degree-conferring
of them belong
that
skills. A majority
are provided
classes or centers for international
in a specially designated
courses
to one year
students on short-term,
lasting from several weeks
or so. Though
some of them are still taught
in local languages,
the
number
of
programs
The
second
rapidly.
regionally
in the host
medicine
or
delivered
type
internationally
countries.
These
in English
has grown
very
language
covers
that are
programs
professional
recognized
include,
for
in Chinese
universities,
provided
in Japanese
universities
national
or management
in Dutch
offered
medicine
their high
academic
quality
of Chinese
programs
of engineering
and
programs
of agriculture,
and programs
for example,
all of
institutions.
Nearly
to degree-conferring
at
the
programs,
mostly
provided
are
most
not
level.
In
for
cases,
graduate
they
designated
especially
in a separate
international
students
class but are also open to domestic
In this second
students.
of teaching
varies
type, the language
greatly
forestry
them belong
among
the countries.
it is likely that increasingly
such pro?
However,
as
in English.
in The Netherlands,
For example,
at
the
level
has
number
of
above,
programs
English
graduate
in some
uni?
exceeded
50% of the total
research-oriented
are
In Japan,
in
in
they
mostly
English
graduate
provided
of physical
in leading
and medicine
both
science,
engineering
grams will
mentioned
already
versities;
schools
be delivered
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536
FUTAO HUANG
at both
and in a few prestigious
institutions
private
In
the
and
with
other
China,
levels;
undergraduate
graduate
compared
can
two countries,
most
be
in
few English
found
institutions
programs
or colleges
of engineering
of faculties
except for a very limited number
and natural
but since the latter 1990s, the
science in leading universities;
national
universities
number
of English
English
language
programs
has also
programs;
degree-conferring
is growing. Moreover,
since the 1990s, the
in
been widely
various
adopted
teaching
recent years,
in the most
the
especially
at graduate
of English
level.
programs
implementation
a
as
the wide use of English
medium
of
instruction
language
in non-degree-conferring
of English
and development
programs
pro?
some
areas
are
at
in
not only con?
level
grams
professional
graduate
development
In addition,
and
as a means
more
of attracting
international
and as a
students,
national
character
and identity,
but are also re?
as an effective way to improve domestic
students'
in
competency
own
of one's
internationalize
educational
programs
country
sidered
garded
English,
and enhance
On
ment
one
to transmit
tool
the
the quality
other
hand,
and
of education
can
difference
and
of
research.
also
be
internationalized
in the develop?
the
programs
among
found
implementation
as more
countries.
In China,
non-degree-conferring
Chinese
and Chinese
Chinese
concerning
history
language,
are provided
for international
students
and
few English
three
language
the
internationalization
of
students,
more
is language/culture-oriented,
characterized
informal
by
to The Netherlands,
With
local language
since
programs.
regard
programs
curricula
and
the
programs
medicine
are
offered
for
of university
internationalization
the European
all
labor
curriculums
it
is heavily
influenced
is more
and pro?
academically
a
at
in
oriented,
fessionally
English
graduate
a strong Eur?
it is academic/professional-oriented
level. Hence,
with
on the one hand,
and international
As for Japan,
dimension.
opean
are
to
there
China,
many
programs
similarly
non-degree-conferring
by
market,
and mostly
delivered
offered
in Japanese
and Japanese
culture
lan?
Japanese
on
sector
in
the
and
focused
and
humanities
guage, mostly
private
as in The
at undergraduate
social
science
level; on the other hand,
a rapid
in the national
there has
been
institutions
Netherlands,
at
in
the
number
of
programs
growth
degree-conferring
postgraduate
concerning
there has been
science and engineering,
level, in natural
among which
an increase
in the number
of English
In a sense,
programs.
language
the internationalization
in Japanese
of curricula
education
higher
institutions
the traditional
is moving
from
language/culture-oriented
a further
intensive
one, with
type to a more
academic/professional
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All use subject to JSTOR Terms and Conditions
INTERNATIONALIZATION OF CURRICULA
emphasis
certificates.
on
and
about
and
programs
professional
over
the past decades
at the undergraduate
foremost,
learning
offered
mostly
recognized
remarks
Concluding
First
internationally
537
English
in the domestic
character
national
concerning
well as professional
the number
for
level
of
programs
local
students,
and
programs
language
English
language
as
or culture
for international
students
In other words,
increased.
greatly
and English
programs
programs
concerning
English
teaching
language
have played an increasingly
role
in
the
internationalization
of
important
in higher education
it
in
the
curricula
that
institutions.
Similarly,
implies
have
programs
countries
there has been a growing
non-English-speaking
as
the
of
distribution
communication,
English
language
and
instruction
ricula
in higher
in English with
to be one
in higher
education
courses
effective
way
on
education
in the
institutions.
A
of
importance
of knowledge,
of cur?
internationalization
combination
local
culture,
language,
a multilinguistic
of providing
of courses
taught
and history
appears
and multicultural
dimension (De Wit 2002). The driving force behind the development of
to attract more
lies not only in the ability
programs
language
as
an
to
also
international
but
way
students,
incoming
important
own
the curricula
in one's
and upgrade
internationalize
institution
English
for facilitating
the inter?
and as a mechanism
standards,
of the higher
education
system.
are making
all the three countries
efforts to provide more
and
quality
nationalization
Moreover,
academic
and
level for both
traditional
professional
international
programs
or
in English
programs
and domestic
students
especially
cultural
designated
for
at
the postgraduate
of relying on
instead
international
students
in
short-term
language
teaching
understanding.
Non-degree,
to exist and constitute
for international
students
still continue
programs
an integral part of the internalized
more
curricula.
However,
emphasis
on
at
has been placed
of degree
programs
development
particularly
graduate
constitute
level, which
a growing
education
institutions.
Finally,
likely that
due
provided
institutions
are
share
to all students.
open
of the internationalized
now
programs
curricula
of higher
These
to the growing
it is
of the English
importance
language
in future more
and more
will be
internationalized
curricula
in cooperation
with
in English-speaking
partners,
foreign
rather
countries
especially
jointly with
as
at
be
than,
present,
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FUTAO HUANG
538
take
This
country.
the
may
with
foreign
cooperation
or
context
to the national
restricted
individual
in the host
institutions
in
joint programs
providing
to both
local and foreign
leading
of
form
partners,
degrees and delivered in English or bilingually, as is being done inChina
and
ducted
or
the Netherlands;
in Japanese
international
lateral
it may
higher
offered
being
subjects
between
agreements
cooperation
as is being con?
implemented,
with
of
institutions,
programs
on
numerous
bi-and
multi?
based
be
also
education
and
Japanese
institu?
foreign
tions.
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an
2,
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internationally
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internationalized
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INTERNATIONALIZATION OF CURRICULA
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