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THE CHOSHU FIVE
TABLE OF CONTENTSThe Choshu Five................................... pg. 1,3
The Role of the University in the Development of Global Workforce.... pg. 1-2
Why Asian Students “Study Abroad”...... pg. 2
Reducing Financial Barriers to Study Abroad ........................................... pg. 4
SAF Professional Development Program (PDP) 2012 ................................................... pg. 5
A Warm Welcome Awaits You in Asia ......... pg. 5
FIE Develops a Cross-Cultural Communications for Business Course for SAF Students......... pg. 6
SAF Student Profiles ................................ pg. 7
SAF Staff and Network Development .... pg. 8
The Role of the University in the Development of the Global Workforce
ISSUE 3 Spring 2012
By John Belcher, SAF President and Co-CEO Study Abroad 1863 -
In the context of today’s debate about
declining numbers of Japanese students
studying abroad, it is often forgotten
that Japan has a long tradition of
sending young people abroad to study.
The experience of some of the earliest
study abroad by Japanese students was
not too dissimilar to today’s students
going abroad to pursue academic
internships.
Perhaps the very beginnings of study
abroad from Japan can be traced to
1863 when five young noblemen
from Japan – the Choshu Five – who
having secretly left Japan arrived at
University College London (UCL) for a
period of “study abroad”. The accompanying photograph,
probably taken soon after their arrival in London, shows
them in the studios of a Victorian photographer posing
in a somewhat informal style that was quite common at
the time. One wonders whether their
western hairstyle reflects the relatively
recent chopping off of their top-knot
when they left Japan for their two month
voyage to London.
The UCL record shows that they
attended Professor Alexander
Williamson’s classes in Analytical
Chemistry and that Williamson had
to seek permission from UCL to have
them admitted as special non-degree
seeking students – something SAF
is doing today.
The record also shows that they lived
with Williamson, thereby solving a
perennial problem for study abroad
students – where to live. What is interesting about these
early study abroad students is that they were on a highly
practical mission: to integrate academic knowledge with
Photo Courtesy of UCL (L to R): KinsukeEndo, Shunsuke Ito, Yakichi Nomura,
Bunta Inoue, Yozo Yamao
Continue pg. 3
By Yoshikazu Watanabe, Ph.D., Director, Center for International Education and
Professor, Faculty of Policy Studies, Nanzan University, Japan
In my past experience working in a Japanese corporation with significant international
projects, I conducted many job interviews to help the corporation identify prospective
employees that would be able to succeed in a global context. I must admit that not all
of my recruiting efforts resulted in success. In fact, it was these challenging experiences
that ultimately taught me about the kinds of skills to look for and the best questions to
ask candidates in assessing their potential. Continue pg. 2
The Role of the University in the Development of the Global Workforce (continued)
When job announcements include international project-
related work, Japanese applicants tend to first think
about foreign language skills, as there is a mentality
that “International=English”. However, this is not as
straightforward as one might assume. In reality, required
language proficiency varies greatly based on job description
and the seniority of the position. For some positions it may
be sufficient to simply have the ability to make oneself
understood, while other positions may require language
skills at the level of a professional interpreter. However,
even with a professional interpreter’s high level of language
proficiency, this alone will not guarantee that the candidate
will be successful working on international projects.
In fact, there are many other skills that are much more
important than language proficiency, but due to the
prevalence of English language schools and the constant
promotions of universities about the importance of English
language ability, many young people unfortunately tend
to focus on language skills only. Other important skills
include: (1) critical thinking, (2) persuasive communication,
(3) awareness of others’ perspectives, and (4) the ability to
adapt to new ideas. These skills combined with language
ability become
the proper
foundation for the
development of a
globally competent
workforce.
As a member
of a university
committed to
developing a
workforce that is
globally competent, I believe we need to incorporate all
of these skills in a more conscious and holistic manner, not
simply emphasizing language and intercultural classes,
but rather teaching global competency skills across the
curriculum. When I participated in the SAF Academic
Internship Seminar held in Tokyo in October 2011, I
strongly felt that the SAF International Career Development
Programs (ICDPs) will offer practical, hands-on learning
opportunities to students and help them to acquire the
broad range of skills that the global workforce demands.
Page 2
Why Asian Students “Study Abroad”
In Europe and North America, international undergraduate
student mobility may not be as developed as some
educators would like, but participation in study outside
a student’s home country is not uncommon, and at some
universities it is actively encouraged resulting in relatively
high participation rates. There is something of a tradition
of North American students taking a year or a semester
abroad and transferring credit related to the experience
to their home universities. In Europe the European Union
encourages undergraduates to take part of their degree
program in another EU country via such programs as
ERASMUS. In Asia, whilst there is often much talk about
international student mobility and many universities have
MoUs with foreign universities facilitating study abroad,
participation in such opportunities is remarkably low.
Probably well below 1% of all undergraduate students
“study abroad”. Against this background of relatively low
participation it is particularly important to understand what
motivates students Asian to study abroad.
SAF has considerable experience working with students
from a number of important Asian country’s and territories
and therefore is quite well positioned to comment on what
motivates them to study abroad. But it is important to
note that SAF only works within a network of the region’s
top universities where students most academically and
linguistically qualified to study abroad are to be found. In
Japan - Asia’s most developed country - student motivation
is akin to that of students in North America and Europe:
curiosity, self-exploration, language acquisition, and career
development. Student motivation in South Korea, Asia’s
second major developed society is perhaps becoming
closer to that of the Japanese, but in many ways reflects
Korea’s recent past as a rapidly developing country with
close ties to the USA. Students often see a period of study
abroad at a top North American, European or Australasian
university as adding value to a degree from one of their
own country’s top universities; as such they tend to seek
out study abroad host universities relating to rank, but
Dr. Yoshikazu Watanabe, Nanzan University, Japan
The Choshu Five (continued)
development. They were very interested in commerce,
manufacturing, transportation, government and politics.
Amongst the Choshu Five Yozo Yamao is known to have
done something very close to an internship when he worked
for 2 years in the shipbuilding yards of Glasgow. If we
consider what they did when they returned to Japan, their
study abroad experience most certainly enhanced their
career prospects.
Today on the grounds of UCL there is an impressive
monument to the Choshu Five. There are not many students
who have had their period of study abroad celebrated with
a monument erected by their host university. Next time you
are in London and near UCL drop by and take a look.
Kinsuke Endo: Established the Japanese National Mint
Shunsuke Ito (later Hirobumi Ito): Japan’s first Prime
Minister. Statesman
Yakichi Nomura (later Masaru Inoue): Railway pioneer
Bunta Inoue (later Kaoru Inoue): Minister (Foreign Affairs,
Commerce, Agriculture and Home Affairs). Statesman
Yozo Yamao: Shipbuilding pioneer and founder of the
Imperial College of Engineering as well as the Imperial
College of Art, and Kobu Daigakkô, which later became the
Department of Engineering at Tokyo Imperial University.
Syne to Japan, which to this day is sung at graduation
ceremonies and the tune used to announce the closing
times of department stores and other institutions.
also in relation to where many of their professors as well as
politicians, accomplished business people, celebrities and
others studied, especially in the 70s and 80s. Surprisingly
few students from Taiwan study abroad for a year or a
semester, but those that do are motivated in ways similar
to their Korean counterparts. China is currently the only
developing country where SAF works with some 30 of the
People’s Republic’s top universities. And, as perhaps one
should expect of a developing country, the almost exclusive
motivation of Chinese students is to study abroad to add
value to their Chinese degree. As such, university rank
is paramount. Many students studying abroad through
the SAF International University Network are considering
returning abroad to study for a post-graduate degree and
seek to use their undergraduate study abroad to prepare
themselves for this. In all the countries in Asia where SAF
works, increasing numbers of students see their future lives
and careers in an international context and seek ways to
prepare themselves for this.
SAF will eventually work with students at top universities
elsewhere in Asia notably in developing Asia, but this
will bring into focus other motivations and consequent
difficulties as well as opportunities. As a developing country
China is quite unique insofar as it has focused enormous
resources on developing a group of relatively well-
managed and purposeful universities of rapidly increasing
accomplishment. Students attending these universities feel
accomplished and confident and understand that credit
received from study abroad is a good compliment to the
academic programs of their home university. However, the
university systems of most Asian developing countries are
underfunded and standards are consequently more variable
with students questioning the value of transferring credit
from a Western university to their own.
The SAF International University Network has been
developed to accommodate the different backgrounds and
motivations of students attending SAF member universities
in Asia. Counseling students from different countries and
territories requires SAF staff to understand both the higher
education systems and cultures students work in as well as
their individual motivation to study abroad. Whilst academic
and language test scores as well as cost will influence
student preferences and possibilities, SAF counselors listen
carefully to students’ expectations, wishes and plans. They
also review their academic backgrounds and ensure that
their program of study abroad is viable both in terms of
home university graduation requirements and host university
regulations and expectations. This often requires several
meetings over one or two years and often involves liaison
with home university departments and administrative
offices. Generally there are numerous opportunities for SAF
to guide students toward a choice that is evidence-based
and best for them.
Page 3
Reducing Financial Barriers to Study Abroad
Page 4
SAF is committed to reducing barriers, particularly financial
barriers, to international student mobility. We do this in two
principal ways:
Host University Tuition Benefit:
Currently SAF is cooperating with 60+ host universities and
International Career Development Program (ICDP) partners
in the US, Canada, UK, Ireland, France, Germany, Spain,
Switzerland, Australia and New Zealand. In recognition
of (1) the promotional work SAF undertakes in Asia, (2)
the quality of participants SAF is able to introduce, (3) our
streamlined application and
enrollment processes, and
(4) onsite student support
services, 60% of SAF host
universities provide our
students with a tuition
benefit or reduction. Some
public universities allow SAF
participants to pay their
resident tuition rate while
other universities provide a
tuition benefit or scholarship
that amounts to a 10-25%
tuition reduction. As of April
2012, the average/mean tuition benefit afforded SAF
participants-Academic Year: $2,733 and Semester: $1,596.
Home University Tuition Benefit:
Universities in Asia have been known to double-bill students
who choose to study abroad outside of exchange. That is,
traditionally students have been required to pay full tuition
to both the home university and the host university for their
period of time abroad. Not only is double-billing common,
it is also often difficult for students to receive transfer credit,
even with the presentation of an official host university
transcript. SAF has worked closely with our member
universities to end the practice of double-billing and to
develop policies and procedures for credit transfer. Our
success varies by country.
Japan: Japanese universities have a small percentage
of students who study abroad and most do so through
standard bilateral exchange programs. Until SAF began
working in Japan, students who chose to study abroad
outside exchange would be required to take a leave of
absence and were ineligible for credit transfer. SAF has
been successful in persuading our Japanese member
universities to end or reduce double billing, and to appoint
SAF as an “approved study abroad provider” in order to
facilitate transfer credit.
Korea: Credit transfer for courses
documented on an official host
university transcript is not such
an issue in Korea, but double-
billing outside of exchange is
quite common. In joining the
SAF International University
Network, the vast majority of our
Korean university partners took
seriously the need to end or reduce
the burden of double-billing.
SAF currently has 25 member
universities in Korea -- 64% of these
universities provide SAF participants
with full home university tuition waivers or full waivers plus
scholarships that exceed host university tuition; 34% provide
SAF participants with partial home university tuition waivers;
and only 1 Korean member university does not provide any
financial support to SAF participants.
China and Taiwan: In China and Taiwan opportunities to
study abroad outside of exchange are new and fortunately
tuition fee waivers are not much of a concern given the very
low tuition rates charged. The most important contribution
of SAF has made in these countries is a well-articulated
method for ensuring credit transfer.
SAF Students Along the River Thames, April 2012
SAF Professional Development Program (PDP) 2012
A Warm Welcome Awaits You in Asia
SAF is organizing a professional development opportunity
in the UK this coming September 2012 for member
universities. The host university visit program is scheduled
to run Saturday, September 8 to Wednesday, September
12. It is anticipated the most participants will choose
to attend the European Association for International
Education (EAIE) Conference in Dublin, Ireland following the
program. The schedule tentatively includes visits to: The
Foundation for International Education (FIE), Queen Mary,
University of London, University of Bristol, University College
London, University of the Arts London and the University of
Westminster. The British Council has also graciously invited
the delegation to visit their facilities in London.
SAF will also be happy to coordinate travel to the University
of Limerick for PDP participants who would like to make a
visit following EAIE.
Each year SAF Country Offices (COs) are pleased to
welcome representatives from our host universities travelling
in Asia. A typical visit to an SAF CO would include a staff
seminar and, when time permits, SAF accompanied visits
to our Asian partner universities. This year alone we were
fortunate to accommodate visits by the following SAF host
university partners (partial list).
SAF Office Date Host University/Language Program
SAF Japan 8-Sep-11 University of Queensland
SAF Japan 21-Sep-11 University of Otago
SAF Japan 30-Sep-11 University College London
SAF China 3-5 Oct-11 University of Colorado at Boulder-Beijing
SAF Japan 3-5 Oct-11 University of Washington, ISAYA Institute
SAF Taiwan 4-Oct-11 FIE: Foundation for International Education
SAF Japan 4-Oct-11 American University
SAF Japan 6-8 Oct-11 FIE: Foundation for International Education
SAF China 17-Oct-11 University College London-Guangzhou
SAF Japan 18-Oct-11 Montana State University
SAF China 22-Oct-11 University of Colorado at Boulder-Shanghai
SAF Taiwan 24-Oct-11 University College London
SAF Japan 24-Oct-11 University of California, Los Angeles
SAF Japan 25-Oct-11 University of Montana
SAF Korea 28-Oct-11 University College London
SAF China 11-Nov-11 University of Westminster-Beijing
SAF Japan 21-Dec-11 University of Utah
SAF Japan 10-Feb-12 Victoria University of Wellington
SAF Japan 21-Feb-12 University of California, Los Angeles
SAF Japan 28-Feb-12 University of Montana
SAF China 4-6 Mar-12 University of Westminster -Beijing
SAF Taiwan 12-Mar-12 San Jose State University
SAF China 13-Mar-12 University of Montana -Beijing
SAF Korea 20-Mar-12 University of Westminster
SAF China 9-11 Apr-12 FIE: Foundation for International Education -Beijing
SAF China 16-18 Apr-12 FIE: Foundation for International Education -Shanghai
SAF China 11-Apr-12 University of California, Irvine -Shanghai
SAF Korea 14-May-12 University of Canterbury
Your visits are important to the continued professional development of the SAF staff and to building broader awareness to the value of non-degree study abroad.
Photo courtesy of International Office of Guangdong University of Foreign Studies (L to R): John M. Pearson, Vice President – Operations, FIE and
FANG, Fanquan, Vice President, Guangdong University of Foreign Studies
Page 5
FIE Develops a Cross-Cultural Communications for Business Course for SAF Students
Page 6
When SAF President and Co-CEO, John Belcher,
approached FIE about working with Foundation students to
offer internship opportunities in London, the conversation
quickly turned to the need to identify and support the
unique needs of non-native English speakers undertaking a
professionally-focused internship. Quite frankly, it was this
discussion prompted by FIE’s Vice President – Operations,
John Pearson, that let SAF know we have found the right
internship partner.
The course abstract states: Today’s world of global
business increasingly requires the ability to do business
interculturally. As companies strive to serve international
and even global markets, they require managers located in
different countries and operating across national boundaries
to function effectively. It is important to develop not just
an international perspective, or “global mind set”, but
intercultural understanding and skills as well. This course
will focus primarily on cross-cultural communication and
business etiquette issues in the United Kingdom and
European countries.
FIE has retained the services of Robert P. K. Johnson, a
lecturer, consultant and trainer specialising in intercultural
communication to teach the Cross-Cultural Communications
course. Robert is Lecturer in Cross-Cultural Management
at the European Business School, Regent’s College,
London, and a Visiting Lecturer in Professional and Business
Communication at Birkbeck College, University of London.
His research interests include business relations from an
East Asian perspective, Japanese language and culture,
and politeness across cultures. In his role as a cross-cultural
facilitator, Robert has delivered training programmes
for numerous high-profile international clients including
Deloitte, EADS Astrium, Ernst & Young, Hitachi, KPMG,
the Learning and Skills Council, the National School of
Government, Nomura, Sony and UKTI. Robert is fluent
in English and French and possesses advanced language
proficiency in German and Japanese.
Robert Johnson teaches Cross-Cultural Communications at FIE
SAVE THE DATE ... Announcing the 6th Annual Global Internship Conference (GIC) SAF is pleased to inform colleagues of the upcoming Global Internship Conference (GIC) in Berkeley, California, June
12-15, 2012. Internships have never been so sought after, discussed, analyzed and misunderstood, and the 2012 Global
Internship Conference will bring together both faculty and international educators involved in this rapidly growing field.
SAF Vice President, Carol Carmody, will present From
the Macro to the Micro – Providing Internships for
International Students at the conference. Further
information on GIC can be found at http://www.
globalinternshipconference.org/.
SAF will co-sponsor the 2013 GIC in Singapore.
Further details will be distributed shortly.
SAF Student ProfilesName: Xinyu Luo
Home University: Tongji University, China
Major: Mechanical Engineering
Host University: Purdue University Duration of Study: Academic Year 2011-12
Program Type: Academic
Entry TOEFL: 91 iBT
Course Enrollment:
• ME200 Thermodynamics 1
• ME352 Machine Design 1
• ME444 Computer-Aided Design and Prototyping
• ME497 Ecocar 2 Project
• ME375 System Modeling and Analysis
• ME315 Heat and Mass Transfer
• CNIT155 Introduction to Object-Oriented Program
• ME497 Fluid Mechanics Project
Why did I select Purdue?
I chose Purdue because of its engineering reputation and, eventually, I realized that it deserves this reputation. The ME courses here are fantastic. But to adapt oneself to such a high-level and intense working pace and requirement within one year or even one semester is a quite hard. So, I thought
What are your future plans?
I just received an email from the Purdue Graduate School and the Department of Mechanical Engineering. I have been accepted as a graduate student starting next semester. So, I’ll stay here for two more years and I hope to have the opportunity to attend the Indy 500!
Name: Masato Yamazaki (This article is a translation of the original text in Japanese courtesy of the
SAF Japan Newsletter)
Home University: Keio University, Japan
Major: Policy Management
Host University: University of Colorado, Boulder Duration of Study: Spring + Summer + Fall 2011
Program Type: Language + Academic
Entry TOEFL: 59 iBT
Why did you study abroad?
I lived in Singapore and Malaysia when I was little and I started to think about going overseas often after I entered college. I looked at my home university’s website to explore my options and the SAF program was most attractive to me because SAF offers a wide range of universities and program options.
What did you gain from your study abroad experience?
during study abroad and I feel that I learned from most of my mistakes and challenges. What do you think studying abroad will impact your future?
First of all, I would like to maintain my English language skill because I worked hard to get where I am now. I am interested in enrolling in courses taught in English in my home university and also going to gatherings where people with diverse backgrounds meet. As for my job hunting, I
I want to work in but I would like to work somewhere I can use English and learn from people with different perspectives.
Xinyu Luo attending the SAF Halloween Party, Indianapolis,
Indiana, October 2011
Masato Yamazaki with CU Boulder Rugby Team
Page 7
Development of the SAF International University Network
Page 8
After significant development and expansion from 2007 to 2011, The SAF International University Network in 2012 has matured into a stable, cohesive, consortium of leading universities.
We will continue to adjust the Network in accordance to demand and other influences, but we do not anticipate a great deal of change.
Program Officer – SAF China, Beijing Office Helen Zhang began working with SAF in October 2011. Helen earned a Master of Science in Service Management from Rochester Institute Technology (RIT) in New York. While a student, she was an assistant meeting planner for the RIT Corporate Education and Training Center. Helen has significant work experience in the airline and travel industries and just prior to coming to SAF she worked for Continental Airlines.
Program Officer – SAF China, Beijing Office Richard Yang joined SAF in October 2011. Richard received a Bachelor of Arts from Inner Mongolia University of Technology and, during his college years, he participated in the World Connection Program which facilitates language and cultural exchange between international and American students. After graduation, Richard studied English in Hawaii for three months. Prior to joining SAF, Richard worked for Beijing Prepare Education & Consulting Corporation which counsels students interested in attending an American university.
Program Officer – SAF China, Guangzhou Office Vin Su joined SAF as a program officer in December 2011. Vin graduated from Okanagan College Canada in 2009 having completed a Bachelor’s in Business. Before joining SAF, Vin worked in two counseling companies related to international education. His duties included providing students with support and recommendations in their search for an appropriate study abroad experience.
Program Officer – SAF China, Shanghai Office Chris Shi jointed SAF as a program officer in August 2011. Chris obtained his Master of International Business and Bachelor of Business Economics from La Trobe University, Melbourne. Prior to his study in Australia he received a Diploma at East China Normal University where he also specialized in business.
Program Officer – SAF China, Shanghai Office Jessie Jiang joined SAF as a program officer in August 2011. Jessie graduated from Shanghai Normal University where she majored in Tourism Management, and she studied abroad for one semester in the United States. Before joining SAF, Jessie worked at Neworld English
Training Centre as a part-time English tutor.
Program Coordinator, Advising & Student Services – SAF JapanYuko Kodama graduated from the University of the Sacred Heart with a degree in English Literature, after which she spent four years working at a Japanese university in the Academic Affairs Division. Yuko then travelled to Australia to further her education and earned a Master’s Degree in International Studies from The University of Adelaide in 2009. Yuko joined SAF in 2011
Program Coordinator, Advising & Student Services – SAF Japan Reiko Yoshida entered J. F. Oberlin University in 2007 and in her first year participated on a one-semester study abroad program through SAF to Gonzaga University to improve her language skills. Due to her athletic talents she subsequently transferred to a college in the United States where she studied on a soccer scholarship and graduated with a Bachelor of Communications in 2011. Reiko joined SAF immediately upon her graduation, and is the first SAF Japan staff member to have previously studied on an SAF Program.
Program Coordinator - SAF KoreaSuyeon Jo (Su) joined SAF Korea in December 2011. She is a graduate of Seoul Women’s University where she majored in Media & Communications, and she participated on a one-year exchange program at Wilson College in Pennsylvania, USA. Su is responsible for the Rikkyo University (Japan) students attending the Yonsei University Korean Language Institute (KLI) through SAF as well as general SAF program coordinating duties.
Program Coordinator - SAF Korea Yeojin Lee joined the SAF as a program coordinator in October 2011. She is a graduate of the University of Idaho holding a B.A. in International Studies. Yeojin has lived, studied and worked in the United States, and she is fluent in English and Korean. Yeojin has worked as a translator, interpreter and an assistant study-abroad advisor in Korea as well as in the United States.
NEW SAF MEMBERS 2012
China - Communication University of China
China - Dalian University of Technology
China - Northeastern University
Japan - Chuo University
US - Arizona State University
US - Drexel University
Introducing New SAF Staff