Hajime Umeda
Suzuka International University
Abstract
Although it was closed in March 2003, Minnesota State University-Akita (MSUA) had offered Japanese students a unique learning environment since 1990. In this research, the author investigates in what ways this American branch institution contributed to Japanese society by analyzing the results of a questionnaire answered by a number of Japanese MSUA alumni.
2003年3月に閉校となったミネソタ州立大学秋田校 (MSUA) は、1990年の開学以降、日本人学生にユニークな学習環境を提供した。このリサーチでは、同大学がどのような形で日本社会に貢献したのかを、かつて在籍した日本人へのアンケート結果を通して検証する。
Introduction
The purpose of this research is to examine in what ways a branch American campus (Minnesota State University-Akita=MSUA) contributed to Japanese society.
In order to conduct this research, a questionnaire was sent to some 300 Japanese MSUA alumni. They were asked (1) what they did immediately after finishing (or leaving) the program at MSUA, (2) if the life at MSUA was useful to their studies after they transferred to another American university, (3) what degree they eventually earned after attending MSUA, (4) in what country they received their first full-time jobs, (5) if they need to use English where they currently work, and (6) if they feel the English education offered in Japanese junior and senior high schools was useful.
The results of this study demonstrate that MSUA functioned as a bridge by (1) providing the "take-off" period of time to many Japanese students before studying mainly in a four-year university located in the US, (2) familiarizing the Japanese students with American higher education, thus providing them with academic skills necessary for survival in their overseas studies, and (3) helping its Japanese alumni find employment where English is needed. Furthermore, there are implications that MSUA increased the English performance level of Akita high school students overall.
About MSUA
MSUA opened in May 1990, adopting a quarter system; one quarter was ten-weeks long. The Japanese students were offered both ESL and General Education (GE) programs, which were basically taught in English only. Taking the ESL placement test, each Japanese student was put in an appropriate level class (level 1, the lowest through level 6, the highest). At level 4, the students were allowed to start taking some GE courses simultaneously. After the students completed the ESL program and earned 96 credit hours in GE, they were conferred Associate of Arts (AA) degrees and eligible to transfer as third-year students to one of six sister campuses in Minnesota (Bemidji, Mankato, Metropolitan, Morehead, Southwest, and Winona). These institutions enabled them to pay in-state tuition. American students mainly from one of the six sister universities above were also enrolled in the GE program at MSUA.
MSUA was closed in March 2003 due mainly to the shortage of the students. One possible explanation for this shortage of students is that Japanese high school students and their parents took a negative view that MSUA was not an accredited institution under educational law of Japan.
Subjects
The subjects in this research are Japanese MSUA alumni who returned their present/absent notice to the 2003 MSUA alumni reunion held in Akita organized by a few volunteer MSUA graduates. The secretariat of the alumni reunion issued the roster, and the author referred to it in order to send the questionnaire to these alumni. Some 300 copies of the questionnaire were distributed to them by post and by email. For the respondentﾕs convenience, the CGI formatted questionnaire was put in an MSUA alumni related homepage as well. Eventually, 110 persons completed the questionnaire. Unfortunately, the official student roster was not made available from MSUA despite repeated requests. The total number of the Japanese entrants to MSUA was 1,447 between 1990 and 2002, the last year of recruitment.
Procedure
As mentioned above, the questionnaire was sent to some 300 Japanese MSUA alumni, and the author received 110 copies of completed questionnaires. More data would have been available if the author had been allowed to use the official roster from MSUA.
Results
Question 1
Eighty (72.7%) transferred to a four-year university under the Minnesota State University System (MSUS) while 11 (10.0%) entered other four-year universities than the MSUS.
Question 2
As for question 2, 99 (98.0%) indicate MSUA schooling was useful to those who studied abroad later on.
Question 3
Seventy-nine (71.8%) were conferred bachelor's degrees, and six (5.5%) earned master's degrees. Fifteen (13.6%) are still working toward degrees.
Question 4
Seventy (76.9%) found their first full-time jobs in Japan while 19 (20.9%) found work in the US.
Question 5
Fifty-one (58.0%) say "Yes" and use English while working whereas 24 (23.7%) say they don't.
Question 6
Seventy-two (65.4%) feel the English education they received at Japanese junior and senior high schools was useful to some degree, as opposed to 37 (33.6%) who say it was not.
Discussion
Speaking of question 1, the results seem to imply that MSUA functioned as a "bridge institution" before the students started studying in the US. In other words, this institution was established for those who would like to study and earn higher degrees eventually in the US. It seems to have met with the expectations of respondents.
From the results of question 2, 99 (98.0%) indicate MSUA schooling was useful. It is presumed that MSUA helped familiarize the Japanese students very much with not only American style lectures, but also daily life on campus. As a matter of fact, there was a regulation stating that all of the first-year Japanese students had to live in the MSUA dormitory. Some of those who said "useful" made comments that living in the on-campus housing taught them what they could do and what they could not in order to survive at American universities.
The results of question 3 shows that not many of the subjects continued beyond undergraduate studies.
Speaking of the results of question 4, it might be expected that the majority of Japanese would return to Japan for employment after completion of their academic work. However, some of those who chose "Japan" might also have wanted to stay in the US in order to work. For those who returned, one factor might be that they had difficulty of getting a proper US working visa. This may be an interesting topic for future studies.
Currently, English is indispensable to many people for job performance in an increasingly globalized society. From the results of question 5, 51 (58,0%) say that they use English while working. They seem to be enjoying the advantage which their English ability and inter-cultural skills have given them. This is one of the goals the Ministry of Education, Culture, Sports, Science, and Technology (=MEXT) (2003) advocates.
Question 6 asks the subjects how they evaluate the English education they received in Japanese junior and senior high schools. Those who are studying in American universities are given a lot of reading and writing assignments. The Japanese junior and senior high school English program might have helped the Japanese students by having offered reading and writing-centered activities. Akashi (2003) mentions the importance of acquiring ability in both reading and writing to lay a foundation for better communication with people in a globalized society. Umeda (1996) also reports that more than 70% of the Japanese MSUA students stated, "The English education offered at Japanese schools was useful." (p. 35)
On the other hand, the lack of opportunity for listening and speaking practice might have disappointed those who said "No."
In addition, according to the Akita Prefectural Board of Education (2003), the average score of Akita examinees in the subject of English in the Nation-wide Preliminary University Entrance Examination increased after the establishment of MSUA in 1990. Akita's average score was the 4th amongst 47 prefectures in 1999. It may be difficult to say that this fact is directly related to MSUA. However, the teacher training program offered by MSUA for Akita high school English teachers might have given Akita students the opportunities to raise their motivation to study English.
Conclusion
MSUA functioned as a bridge institution, which helped the Japanese students acclimatize to life in the US and contributed to their departure, mainly for American universities. For most respondents, it provided students with appropriate education so that they could smoothly get accustomed to the campus life overseas. In addition to earning degrees, experiences with inter-cultural communication seem to have helped many of the MSUA alumni find employment where English is necessary. On the other hand, about 65% of the total number of subjects gave a positive evaluation to the English education they received in junior and senior high schools. This could be something to keep in mind when thinking about current reform in English education in Japan.
Recommendations
Akita International University will open in spring 2004. The new institution, operated by an independent corporate body, is expected to take over some of the functions from MSUA.
As for the future of foreign universities in Japan, this study suggests that they need to clearly show their prospective students their specific academic goals for successful operation. The lack of accreditation from MEXT might also be a problem that they should consider. However, according to Oshida (2002), today, an attractive program holds a greater appeal for prospective students than the name of a well-known college/university. In terms of this, there may be a bright future for foreign universities in Japan.
References
Akashi, Y. (2003, November). Current Developments in English Education in Japan: The Education Ministry's Strategic Plan. A Presentation given in the Open Forum at the 29th Annual JALT Conference, Shizuoka, Japan.
Akita-ken Kyoiku-cho [Akita Prefectural Board of Education]. (2003). Akita-ken Senta Nyushi Deta [Akita Examinees' Average Ranking in the Subject of English in the Nation-wide Preliminary University Entrance Examination]. (Available from the Department of Higher Education)
Ministry of Education, Culture, Sports, Science, and Technology. (2003). Regarding the Establishment of an Action Plan to Cultivate "Japanese with English Abilities". [Online] Available: <www.mext.go.jp/english/topics/03072801.htm>
Oshida, T. (2002). Kyoiku-ken Saga no Fukko wo Mezashite [For the Reconstruction of an Educational Prefecture, Saga]. [Online] Available: <homepage2.nifty.com/tkgreen/saga-shjigakukouenroku.htm>
Umeda, H. (1996). Zainichi Gaikoku Daigaku ni okeru Gakusei no Gakushuu Ishiki [Learning at a Branch American Campus]. The English Teachers' Magazine, 45 (4), 32-36.
Appendix
The Questionnaire Given to MSUA Alumni and its Results (Excerpt)
Question 1: What did you do immediately after you left/graduated from Minnesota State University-Akita (MSUA)?
a. I transferred to a 4-year university under the Minnesota State University System (MSUS).
b. I transferred to a 4-year college/university outside of the MSUS.
c. I transferred to a college/university located in an English speaking country, but not the US.
d. I transferred to a college/university in Japan.
e. I found a job in Japan.
f. I found a job overseas. (Write the name of the country/area.)
g. Other (Specify.
Question 2: If you studied overseas after leaving/graduating from MSUA, do you think your school life at MSUA was helpful to your studies afterwards?
a. Yes, very much.
b. Yes, a little.
c. No, not very much.
d. No, not at all.
Question 3: What degree(s) did you earn after attending MSUA?
a. Bachelorﾕs degree.
b. Masterﾕs degree.
c. Doctoral degree.
d. Currently working toward a degree.
e. Other (Specify.
Question 4: Where was your first full-time job available?
a. Japan
b. US
c. Other (Specify.
Question 5: Do you need English in your current job?
a. Yes.
b. No.
c. Other (Specify.
Question 6: Do you feel that the English education offered in Japanese junior high and high schools was useful up until now, especially after you started studying at MSUA?
a. Yes, very much.
b. Yes, a little.
c. No, not very much.
d. No, not at all.