A Decade-Long Roadmap to Understanding and Accommodating IB Students at a Japanese National University
DOI:
https://doi.org/10.14738/assrj.1011.15796Keywords:
IB Education, Japanese Higher Education, Student feedback, Student Support, Global mindednessAbstract
Okayama University is a Super Global National University in Japan that introduced IB admissions in 2012 and proudly celebrates 11 years this year. As of April 2023, 122 IB students from IB schools in Japan and abroad have enrolled in 10 Faculties and 1 International Program. During the first decade of IB admissions, Okayama University gradually transitioned into one of the most IB-friendly Universities in Japan, not only among prospective IB students but also their family members and IB college counselors. A significant reason for this was due to the efforts put in by Okayama University to continuously obtain feedback from enrolled IB students regarding their needs, their hurdles, and their suggestions on how to improve their academic and campus lives. Student support and student voices merged as powerful resources for Okayama University to improve the overall condition of IB students from entry to graduation and created a robust platform for welcoming prospective IB students, who became Okayama University’s brand ambassadors following admission. Successful IB admissions result from a balance between what Universities have to offer IB students and what IB Students want. This paper will include a detailed description of the changes made by Okayama University regarding modifying IB admission guidelines, strengthening the IB student support system, and establishing the IB Office to better cater to IB student needs. Other highlights will emphasize the importance of understanding IB student backgrounds, IB education, and IB research by University representatives to make admission policies compatible with global higher education standards from the hands-on experience of Faculty members at Okayama University.
References
International Baccalaureate Organization: http://www.ibo.org/about-the-ib/
Hill and Saxton (2014): The International Baccalaureate (IB) Program: An International gateway to higher education and beyond. Higher Learning Research Communications, 4(3): 42-52.
Sanders J (2018). Expanding the International Baccalaureate Diploma Program in Japan: The Role of University Admission Reforms. Journal of Research in International Education, 17(1) 17-32.
Ueda I (2015). Okayama University International Baccalaureate entrance examination design- Present and Future (In Japanese). Daigaku Nyushi Kenkyu Journal, 26, 147-154.
Mahmood S (2020): Exploring the Differences and Similarities Between International Baccalaureate Education and Japanese High School Education. Advances in Social Sciences Research Journal, Vol.7, No.8.
Mahmood et al. (2016). The International Baccalaureate Diploma Student Perspective on Student Life at Okayama University. International Journal of Multidisciplinary Academic Research. Vol. 4, No.3.
Mahmood et al. (2017). Viewpoints of Academic Advisors on International Baccalaureate Diploma Students Studying at Okayama University. International Journal of Multidisciplinary Academic Research. Vol. 5, No.1.
Mahmood S (2018). Creating an International Baccalaureate Student-friendly National University, Advances in Social Sciences Research Journal, 15(11): 354-360. 112 Sabina, M. (2023). A Decade-Long Roadmap to Understanding and Accommodating IB Students at a Japanese National University. Advances in
Iwabuchi K (2021). Locus of Japan’s Education Reform Through the International Baccalaureate in the Internationalization Attempts. Bulletin of the University of Tokyo Graduate School of Education Volume 61.
Bradford A (2018). Undergraduate English-medium Instruction in Japan: policy and implementation. Humanities Collection Volume 64.
Mahmood S (2019). Backgrounds and Characteristics of IB Students Enrolled at Okayama University. Okayama University Education and Student Support Organization, Education and Research Bulletin, No.4. st
Mahmood S (2020). Relationship between 21 . Century Skills and the IB Learner Profile. Okayama University Education and Student Support Organization, Education and Research Bulletin, No.5.
Mahmood S (2021): Advising International Baccalaureate Students: Similarities and Differences with International Student Advising. Journal of International Student Advisors and Educators, Vol.23.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Mahmood Sabina
This work is licensed under a Creative Commons Attribution 4.0 International License.
