Understanding international student experiences in Japanese higher education: belonging as an indicator of internationalisation success

Abstract

The globalisation of English and the status of English as a lingua franca have boosted student mobility globally, even in countries where English is not the dominant language. Along with native English-speaking countries, non-native English-speaking countries are also turning to English as a part of their internationalisation strategies to attract talented students. Many have imported the template provided by centre countries, setting up English-medium instruction and English-taught programmes to attract international students. With a growing number of international students, Japanese universities are offering more English-medium instruction and English-taught programmes to accommodate sociolinguistic diversity in education. While higher education campuses in Japan are becoming more multifaceted, there is little research published on the overall experiences of international students, especially their lives outside the classroom. Therefore, to better understand the international student voice, this article focuses on the non-academic needs of international students to develop a broader conversation around internationalisation policies and the leadership and management of incoming students. Data analysis shows sociolingual and cultural issues impacting international students daily, with internationalisation efforts often isolated to certain faculties. International students frequently need support to navigate access to services on and off campus, or to feel included in university life. Such challenges can be seen as issues affecting international students’ ability to control their daily lives or to feel a sense of belonging within the university. With many English-medium instruction and English-taught programmes marketing themselves as not requiring Japanese proficiency, this article suggests that enhancing a system for supporting international students’ personal challenges can impact students’ academic experience and success.