Teachers’ Ideological Dilemmas during the Pandemic at Higher Education Institutions:

The COVID-19 pandemic has impacted higher education (hereinafter “HE”) teaching and learning approaches globally since 2020. It has compelled a major shift from face-to-face to online delivery, affecting the ways HE teachers teach and communicate with students. In this paper, we explore an under-researched area, teachers’ ideological dilemmas surrounding online teaching and issues related to remote or technologically mediated communication adopted in three countries, China, Japan and the UK. Drawing on the theoretical and methodological framework of discursive psychology, we focus on the concepts called ideological dilemmas and the kaleidoscope of common sense in order to examine common sense views of HE teachers regarding online and onsite teaching as well as blended learning where these constitute ideological dilemmas. Taking an exploratory, small case study approach, we present a discourse analysis of interviews with HE teachers and reveal their ideological dilemmas over online teaching. We identify the patterns of shifting justifications in the interviews. Our discussion highlights the dynamic and dilemmatic nature of the HE teachers’ views, some of which are shaped by the local university context, as well as the different ways in which the spread of COVID-19 is taking place and the various measures taken by each country’s government against the damaging effects of the pandemic

University Administrators’ Visions for the Recovery of International Student Exchange in a Post–COVID-19 World

Objectives: Little is known about how international functions of higher education, such as exchange programmes, can be resumed during recovery from a disruptive global crisis, such as COVID-19. We collected the opinions of administrators of international exchange programmes regarding their plans to resume their exchange programmes in the recovery phase and identified variations in the responses concerning institution type (public vs. private) and the presence or absence of a medical school. Method: We used multiple-choice survey questions in our study, resulting in 180 valid responses. We examined overall patterns using descriptive statistics and institutional uniqueness using Fisher’s exact test. Results: Governing organisations and domestic university networks are expected to initiate the resumption of student exchange programmes. Respondents indicate that they would rely on infection prevention experts at their institutions as sources of information for their decision-making. Public universities would rely more extensively on their staff’s opinions whilst private universities would consult with external experts. Universities with a medical school indicated a greater likelihood of referring to the opinions of experts at their institutions. Implication for Theory and/or Practice: Higher education systems vary across nations. However, extant studies have shown some shared features, and the findings may have implications for higher education institutions internationally. Policy incentives and support may encourage public universities to participate in the global recovery of international education. During global public health infectious crises, institutions without a medical school may require more government support. Conclusions: Institutional variations should be considered to effectively encourage universities to adapt to changing dynamics in the recovery of international education. Method: The study used multiple-choice survey questions, resulting in 180 valid responses. The study examined overall patterns using descriptive statistics and institutional uniqueness using Fisher\u27s exact test. Results: Governing organisations and domestic university networks are expected to initiate the resumption of student exchange. Respondents indicate that they would rely on infection prevention experts at their institutions as sources of information for their decision-making. Public universities would rely more extensively on their staff’s opinions whilst private universities would consult with external experts. Universities with a medical school indicated a greater likelihood of referring to the opinions of experts at their institutions. Implication for Theory and/or Practice: The higher education systems vary across nations. However, extant studies have shown some shared features, and the findings may have implications for higher education institutions internationally. Policy incentives and support may encourage public universities to participate in the global recovery of international education. During global public health infectious crises, institutions without a medical school may require more government support. Conclusions: Institutional variations should be considered to effectively encourage universities to adapt to changing dynamics in the recovery of international education

コウカン リュウガク ノ サンゲンソク シン ジョウタイ デノ ダイガク カン コウリュウ ニ ムケテ ノ イチ コウサツ

コロナによってまなびのICT 化やハイブリット化が進んでいる。交通途絶によって一旦は中止となった大学間学生交流も、ニューノーマル（新常態）な社会では以前と様相を変えてくるに違いないが、その方向性は未だに見えてこない。近未来の大学間交流を考えていくためにも、交換留学事業の大前提とされている枠組みに再注目し、新常態での大学間交流スキームを構想するための方向性を示す必要がある。研究ノートResearch Issue

リュウガクセイ ノ テキオウ ニ カンスル ヨビチョウサ ジュウカンキョウ ノ シテン カラ

本研究では、留学形態の違いを含めて、留学生の適応に住環境がおよぽす影響について検討した。留学生181名（男性83名、女性98名；正規留学生71名、短期留学生101名、その他9名）がWeb調査に参加した。住環境に対する評価においては、正規留学生・短期留学生の聞に大きな違いはみられず、広さと家賃のバランスが取れた住環境を留学生に提供するという、これまでにも問題視されてきた課題に今後も大学側が積極的に取り組まなければならないことが明らかとなった。留学生の適応に住環境の評価が及ぼす影響は、留学形態によって異なっていた。短期留学生においては、住環境の評価と適応に関連性はみられなかったが、正規留学生においては、住環境、特に家賃に対する不満が、日本での適応を阻害することが示唆された。留学生が日本の生活に適応し、安心して勉強に専念でき、心身ともに健康に過ごすことができる住環境づくりは、短期留学生以上に正規留学生を対象に取り組まなければならない段階に来ていることが示唆された。今後は、住環境と他の要因との相互作用を検討しながら、また留学生の特性を考慮、しながら、留学生の適応について検討する必要がある