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Classification Preservation period Date Drafted by
Handle with care 5 years 28 April 2017 KIM Hyemin / DOS
TCS Seminar on Regional Education Cooperation : CAMPUS Asia in China, Japan and Korea Aimed to promote knowledge sharing with existing cases of regional education cooperation and exchange of information between new and original CAMPUS Asia consortia 1. Background During the 1st Trilateral Education Ministers’ Meeting in 2016, the Ministers of Education from China, Japan and Korea highly lauded the success of CAMPUS Asia pilot program for its contributions to facilitating trilateral education exchange in higher education, and have agreed to expand the program with the participation of 17 original and new consortia. In line with the dedication to promoting an exchange-friendly environment as stated in Seoul Declaration for Trilateral Education Cooperation 1 , TCS hopes to contribute to trilateral education cooperation by organizing an international seminar for CAMPUS Asia Program professors and staff. The seminar is expected to serve as a platform for knowledge and information sharing between all CAMPUS Asia consortia, as well as for introducing insights from the Erasmus Program. 2. Project Summary ·
Purpose of the seminar: (1) To promote best cases and challenges from pilot stage amongst 17 original and new CAMPUS Asia consortia for improved program implementation (2) To introduce insights from the example of Erasmus’ 30 years of implementation
Date and Venue: May 11 (Thurs) - 12 (Fri), 2017/ Seoul, ROK (venue TBD)
TCS support: all logistics related costs will be born by TCS, including travel costs (lodging and airfare) for one representative from each CAMPUS Asia university.
Seminar participants: one representative professor/staff directing individual program from each CAMPUS Asia consortia *While financial support will be offered to only one representative, additional participants from each universities are welcome ** TCS has plans to welcome participation of a working-level official from the Ministry of Education and CJK Quality Assurance Organizations
Seoul Declaration for Trilateral Education Cooperation “1-2. We will closely work with the TCS for educational cooperation among the three countries,” “3-2. We will continue to cooperate in laying the legal, institutional and procedural foundation for an exchange-friendly environment for college students of the three countries...”
3. Draft Seminar Program (*discussion format & topic are subject to change) Seminar Concept: the seminar will consist of two parts, namely (i) discussion and information sharing session by representatives from CAMPUS Asia consortia, and (ii) review of EU’s Erasmus Program which served as the model for CAMPUS Asia. ·
Session I—Discussion and information sharing on CAMPUS Asia: Original/new consortia introduce their programs, share challenges/best outcomes from previous experiences, as well as insight for future program implementation.
Session II—Other Cases of Regional Education Cooperation (Erasmus): introduce the Erasmus Program which served as the model for CAMPUS Asia, and review its progress during the past 30 years of its implementation based on the impact study conducted in 2014.
CAMPUS Asia in China, Japan and Korea
TCS三国亚洲校园高校合作研讨会 TCS地域教育協力セミナー：日中韓のキャンパス・アジア TCS 지역교육협력 세미나: 한중일의 캠퍼스 아시아
TCS Seminar on Regional Education Cooperation
MAY 11 - 12, 2017 | Seoul, ROK
TCS Seminar on Regional Education Cooperation CAMPUS Asia in China, Japan and Korea
May 11-12, 2017
Japan Ministry of Education, Culture, Sports, Science & Technology (MEXT)
TCS Office, Seoul ROK
Embassy of People’s Republic of China to ROK In representation of Chinese Ministry of Educa tion Korean Ministry of Education CAMPUS Asia Consortia
SEMINAR SCHEDULE MAY 11 | THURSDAY (PM)
Welcoming Reception | 19:00 - 21:00 Time
Initial Registration TCS introduction video Beverage bar open
Welcoming Remarks & Toast TCS Secretary-General, YANG Houlan
Photo Session For all participants, in front of the banner
Networking & Standing Reception Food bar open Standing reception
Four Seasons Hotel, Ara Hall (6F)
SEMINAR SCHEDULE MAY 12 | FRIDAY (AM)
Opening | 09:15 - 10:30 Time
Registration For participants not attending the reception
Opening Remarks (5 min.) LEE Jong Heon Deputy Secretary-General of TCS
Congratulatory Remarks (15 min.) IWABUCHI Hideki Director at Office for International Planning Higher Education Bureau, MEXT YU Yongquan First Secretary of Education Embassy of People’s Republic of China in ROK
KIM Chun-Hong Director at Division of International Education Cooperation at ROK Ministry of Education 09:50-10:10
Introduction of Moderators & Session 1 Moderator self-introduction and briefing of each subgroup’s focus
Venue Rearrangement & Moving Upstairs to Subgroup Discussion Rooms
S-Tower, TCS Office (20F)
SEMINAR SCHEDULE MAY 12 | FRIDAY (AM / LUNCH)
Session I : Subgroup Discussion | 10:30 - 14:30 Time
12:30-13:30 13:30-13:50 13:50-14:00 14:00-14:30
Session I: Subgroup Discussions by CAMPUS Asia Consortia Discussions on CAMPUS Asia Program implementation & way forward in 3 subgroups Group 1 Non-academic Student Support Group 2 Academic Support & Student Professional Development Group 3 Academic Support
Working Luncheon Asian food lunch boxes Group 1 members move upstairs for lunch Coffee Break
Venue Rearrangement & Move Downstairs for Whole Group Session
Session I Whole Group Briefing Moderators summarize the main points of discussion in each subgroup (8 min. each) Comments from the floor
Venue S-Tower, Conference Rooms (20F) Group 1 (21F) Group 2 (22F) Group 3
S-Tower, Conference Rooms
(21F) Group 2 (22F) Group 1&3 S-Tower, TCS Office (20F
SEMINAR SCHEDULE MAY 12 | FRIDAY (PM)
Session II : TCS Intro & EU’s Erasmus | 14:30 - 16:00 Time
Introduction of Trilateral Cooperation Secretariat KIM Hee-Jin Political Affairs Officer at TCS Overview of EU’s Erasmus Program (20 min.) Viktorijia KAIDALOVA Programme Manager—EU Policies Delegation of the European Union to ROK
Introduction of Erasmus Impact Study (30 min.) Uwe BRANDENBURG Managing Partner at CHE Consult Leader of Erasmus Impact Study Team Audience Q&A and Open Discussion (25 min.)
Closing Closing Remarks (5 min.) LEE Jong Heon Deputy Secretary-General of TCS
S-Tower, TCS Office (20F)
DISTINGUISHED PARTICIPANTS Representatives from CJK Ministries of Education
Director at Office for International Planning Higher Education Bureau MEXT
First Secretary of Education Chinese Embassy To ROK
Director at Division of International Education Cooperation ROK MOE
TCS Board Members
SUBGROUP MODERATORS Subgroup 1: Non-Academic Student Support FAN Shiming
Associate Dean School of International Studies Peking University CAMPUS Asia Joint Monitoring Panel
Dr. Fan Shiming is now Associate Dean of the School of International Studies (SIS) at Beijing (Peking) University, where he teaches the courses International History, Sino-American Relations and The Politics of International Communication. His research interest covers image, perception, public opinion and communication in international relations. As Associate Dean, he is responsible for international exchange and cooperation. SIS-PKU has dual degree MA programs with University of Tokyo and Seoul National University under Campus Asia framework.
He got all his degrees (BA 1990, MA 1993, and Ph.D. 1999) on International Politics from Beijing University. Dr. Fan was a Visiting Fellow at the Fairbank Center for East Asian Studies at Harvard University (1998), a Visiting Professor at Niigata University of Japan (20022003), and Visiting Professor at University of Oslo (2016).
SUBGROUP MODERATORS Subgroup 2: Academic Support & Professional Development CHOE Youngjeen
Professor Chung-Ang University Expert Consultant in CAMPUS Asia Monitoring Committee in ROK (Joint Monitoring Panel)
Youngjeen Choe is professor of English at Chung-Ang University, South Korea. He has been teaching various courses of cultural studies including film theory and criticism on both undergraduate and graduate levels. He has published many articles on American fiction films and documentaries, American Blues music, Gilles Deleuze, digital culture, and many others. He is currently working on the auteuristic reception of the New American Cinema in the Korean Cinema of the 1970s.
He received his B.A. and M.A. at the department of English in Yonsei University, South Korea. He also got his Ph.D. in the comparative studies department of SUNY Stony Brook. He formerly taught at Sangmyung University, South Korea, for two years before he came to CAU in 2006. He has been serving as an expert member and consultant in Campus Asia Monitoring Group of Korea since 2015. He has been also participating in the monitoring committee of the ASEAN+3 Project for Educational Collaboration since 2016.
SUBGROUP MODERATORS Subgroup 3: Academic Support
Professor Research Department National Institution of Academic Degrees & Quality Enhancement of Higher Education (NIAD-QE)
Toru Takenaka is a professor at Research Department of the National Institution of Academic Degrees and Quality Enhancement of Higher Education (NIAD-QE). He studied history and was awarded PhD at Kyoto University. His specialty is modern German history as well as cultural transfer between Japan and Europe in modern times. He taught European history as professor at the Graduate School of Osaka University for more than twenty years before joining the NIAD-QE in April this year. He has published a number of books and articles, including Meiji no Wāguna Būmu: Kindai Nihon no Ongaku Iten [Wagner Boom in the Meiji Era: Music Transfer in Modern Japan], Tokyo: Chuo Koron 2016; Kiesuru Seikimatsu: Doitsu Kindai no Genrishugisha Gunzo [The Fin de siècle-Piety: Fundamentalists in Modern Germany], Kyoto: Minerva 2004; Kindai Doitsu ni okeru Fukko to Kaikaku: Daini Teiseiki no Nomin Undo to Hankindaishugi [Restoration and Reform in Modern Germany: Peasants Movements and Anti-Modernism in Imperial Germany], Kyoto: Koyo 1996; Siemens in Japan: Von der Landesöffnung bis zum Ersten Weltkrieg, Stuttgart: F. Steiner Verlag 1996.
GUEST SPEAKERS Session II: Overview of EU’s Erasmus Program Viktorija KAIDALOVA
Programme Manager In charge of EU Policies Delegation of the European Union to the Republic of Korea
Ms. Viktorija Kaidalova is the Programme Manager in charge of EU policies at the EU Delegation to the Republic of Korea since 2014. She oversees the EU-Korea political cooperation projects under the EU Partnership Instrument and, among others, follows closely work of the EU Jean Monnet Centres of Excellence/EU centres. Ms Kaidalova has previously worked at the EU Delegation to Malaysia, handling projects related to climate change, forestry and sustainable development, as well as R&D and education.
From 2002, Ms. Kaidalova has served as a Latvian diplomat, specialising in economic integration prior to her posting at the Latvian Permanent Representation to the EU. She headed the Division of bi-lateral development cooperation at the Ministry of Foreign Affairs of Latvia before joining the European External Action Service in 2008.
GUEST SPEAKERS Session II: Introduction of Erasmus Impact Study Uwe BRANDENBURG
Managing Partner CHE Consult Team Leader of Erasmus Impact Study (EIS)
Uwe Brandenburg holds a PhD from the University of Bristol in Globalisation Studies, an MscEcon from the University of Wales at Swansea and an M.A. in Islamic Sciences from the WWU Münster. He was for eight years Director International at the Humboldt-Universität zu Berlin and moved to the CHE in 2006, to CHE Consult in 2007. Since 2013 he is one of two managing partners. He is mainly responsible for international projects, large research projects and services. Moreover, he is in charge of the daughter company CHE Consult Prague s.r.o. Uwe has published widely on the topic of internationalization such as the much debated article with Hans de Wit on the end of internationalization in 2011 in the Boston IHE. He was the head author and team leader for both the Erasmus Impact Study (EIS, 2014) and the follow-up EIS Regional Analysis (EIS RA, 2016) and just recently submitted the impact study on the European Voluntary Service (EVS). He is also currently - among other projects - heading the large-scale research project on the effects of internationalization on nonacademic staff financed by the German Federal Ministry of Education. Uwe is an elected member of the Convocation Court of the University of Bristol. He was was an elected member of the General Council of the European Association for International Educators (EAIE) as well as a core expert to the IAU (International Association of Universities) and to the Ad Hoc expert group on internationalisation.
Pursuant to the Agreement on the Establishment of the Trilateral Cooperation Secretariat (TCS) signed by the governments of the People’s Republic of China, Japan and Republic of Korea in December 2010, TCS was established as an international organization in September 2011 in Seoul.
TCS is mandated to promote cooperation and co-prosperity among the three countries. The primary mandate is to support the trilateral consultative mechanisms including providing reference to newly established mechanisms. We also aim to become the hub of trilateral cooperation by organizing multiple projects and events. Additionally, we conduct research, explore new initiatives and promote public understanding of the trilateral cooperation. Printed on
S-Tower 20F, 82 Saemunan-ro, Jongno-gu, Seoul, ROK 110-700
Hyemin KIM & GL
This packet contains information obtained from pre-seminar survey administered to all participants. Its contents include compiled list of (i) self-reported challenges in CAMPUS Asia Program implementation, (ii) topics for further discussion with designated subgroups, and (iii) topics for discussion with all of the participants. The packet also provides information about which subgroup the participants is placed in and which other consortia representatives will be working with them in their subgroup. The results of the discussion in the respective subgroups will be summarized and shared with all of the seminar participants.
[Group 1] Non-Academic Student Support (Topic 1) [GROUP 1] Moderated by Dr. FAN Shiming
Chiba Hitotsubashi Kyushu Nagoya Japan Okayama Ritsumeikan
KAIST SNU (BeST)
Participant Name QUAN You DING Ye MO Shujun SHI Yuhui FAN Shiming WATANABE Makoto MIYAZAKI Reiko INADA Elly ICHIMURA Nahoko UDAGAWA Yukinori SAMIZO Minori KOKUBUN Noriko OYASU Kiichi HIROSAWA Yusuke ANZAKO Yuka KIM Bumsu TABOHASHI Ryo FURUICHI Satoko LEE Jungil NAM Sejin AHN Jiyoun
1. Self-Described Challenges 1) Communication with partner institutions & standardization (3) · Difficulties in agreeing on program goals with partner universities · Timing for short-term exchange in partner medical schools is not standardized, therefore more seminars/student exchange need to be arranged · Difficulties in providing detailed information to outgoing students on research labs that is inaccessible unless exposed on site 2) Management of financial resources (6) · Financial support is uncertain/lacking compared to Japan & ROK context · Government scholarship (quantity/amount) does not match headcount of students participating in the program · Need for additional financial support needed for building core courses, faculty communication and teaching classes · Workload for administrative coordinators called for additional financial support · Lack of financial resources, disparity in academic calendar/regulation interfere with fluid implementation · Scholarship application process is complicated and time/energy consuming 3) Lacking student interests (7) · Students prefer exchange programs in North America/Europe to CJK, resulting in difficulty in student recruitment · Student recruitment, particularly regarding recruitment strategy encompassing undergraduate/graduate level · Challenges in recruiting students due to lacking interests from students for CJK · Students in science & tech tend to be less interested in exchange than those in liberal arts, again resulting in difficulty in student recruitment · Short-term program hosts large group but 6-month/1-year program receives less than 5 students (maximum cap is 5) · Challenges in recruiting students due to lacking interests from students in going to CJK · Students are reluctant to participate in exchange programs likely to affect job prospects 4) Student experiences with language, culture and employment (5) · English courses/providing sufficient undergraduate level courses should precede establishment of double degree program · Employment in Japan requires Japanese proficiency which is a challenge for foreign students · Time constraints poses difficulties for offering preparatory lessons on language/cultures of exchange countries · Learning two CJK languages/maintaining balance can be a pressure · Especially long-term exchange student tend to focus on language acquisition and miss out on a chance to develop expertise 5) Other systematic challenges (3) · How to manage regular courses when courses for short-term programs are ongoing · Management of master's level research · Determining essence of East Asian Studies is a challenge · For teachers' college, study abroad itself can be challenging
2. Topics for Further Discussion with the Subgroup 1) Student experience & local culture · Detailed information about strategies to enable students’ meaningful growth and experience · How to better arrange students’ life during exchange period for studying and for learning about the local culture · Sharing unique activities or instances of special effort making proven to be especially effective 2) Student professional development · Other consortia’s experience on Project Based Learning projects with private firms/companies · How other consortia are conducting internship programs · Relevancy between individual CAMPUS Asia program and post-graduation employment · What forms of job-seeking support are other consortia providing? 3) Language learning & English component · Effective strategies for improving practical and spoken English, relevant indicators and setting expectations for science & tech major students · How effective can employing both CJK languages and English multilingual instruction be for conducting classes and student workshops? · Wishes to discuss issues of local language learning 4) Staff and faculty exchanges in CAMPUS Asia · Whether there will be opportunities for teachers to gain experience in another campus?
3. Discussion topics relevant to all (from Group 1) 1) CAMPUS Asia program promotion 1)-i. Need for comprehensive/coherent English information equally applicable in CJK · Necessity of a comprehensive, cohesive information about CAMPUS Asia Program in English for international competence 1)-ii. Promotion strategy distinguish from programs in North America & Europe · Promotional strategy to distinguish CAMPUS Asia from other exchange programs targeting North America & Europe · Distinguishable promotion strategies for CAMPUS Asia to make it stand out in the midst of other exchange programs 1)-iii. Incentive for students during recruitment & general program promotion strategies · Lack of adequate external program promotion (i.e. objective, major, financial support, etc.) · Alumni activities and career prospects 2) Communication between CJK consortia · Establishment of a more efficient communication channel/platform between participating consortia (e.g. SNS, website, off-line meetings that can provide up-to-date and real-time information) · Improving communication and exchange between consortia · Cooperation and exchange among consortia 3) CAMPUS Asia alumni network & activities · How are alumni networks being managed, and how are alumni-current student networking opportunities being provided? 4) Feasibility & implementation of double degree · How do other consortia balance short-term (increasing mobility) and long-term (expertise developing/degree) exchange programs? · Feasibility of trilateral joint degree program amongst CJK institutions · Wishes to learn about specific processes and steps for implementing double degrees 5
[Group 2] Academic Student Support & Student Professional Development (Topic 2,3) [GROUP 2] Moderated by Dr. CHOE Youngjeen
University China Communication Jilin Peking (Yunpei) Renmin Shanghai Ocean SHJT Tongji Kobe Tokyo (BESETO)
Japan Tokyo Marine
Participant Name WANG Jue SUI Yining SUN Hua DING Xiangshun WANG Xichang GAO Jian CAI Yu Ping KONG Lingti SUN Tongyu OKI Yuri NACHI Nobue HIRAYAMA Daisuke HAYASHI Kazuhiro YASUKAWA Junko HUH Cheol PARK Jisook LEE Inhee KIM Yoonjeong LEE Myung Jin JEONG Ji Hwan YIM Wanghee
1. Self-Described Challenges 1) Differences in CJK higher education systems at macro level (4) · Disparity in CJK academic calendar · Imbalance in amount of scholarships in CJK · China-Japan credit transfer is complicated, seeking efficient strategies to find and develop transferrable courses · Different levels of support from CJK MOE makes standardization difficult 2) Communication with partner institutions & standardization (6) · Disparity in graduation requirements for mater's students (e.g. program length, credits, thesis) · Disparity in CJK curriculum management/relevant administrative tasks resulting in need for consultation and mediation · Complicacies in implementing dual/joint degree in regards to curriculum, credit transfer, degree awarding · Maintaining equal number of exchange students from CJK side · Complicacies in implementing dual/joint degree in regards to curriculum, credit transfer, degree awarding · Managing dual-advisor system for thesis based on different standards/requirements from each universities 3) Lacking student interests (7) · Students prefer to study in Western countries · Students are more interested in studying in Western countries than in CJK · Challenges in student recruitment · Challenges in student recruitment due to preference for exchange programs in North America/Europe · Lack of courses to get students interested in before going abroad · Small number of Korean students are interested in double degree · Student recruitment is difficult due to higher level of interest in exchange with Western countries 4) Student experiences with language, culture and employment (3) · How to promote program with local private corporations/firms to combine academic learning & internships · Language difference · How to engage advisors in dual degree student recruitment, overseas student dispatch, and different academic activities 5) Other systematic challenges (5) · Strategies to support Japanese students who are unsure about academic experience in English · Japanese students need safety net for post-graduation employment as studying abroad may have consequences for job seeking · Establishing credit transfer system and ensuring quality of the program · Not enough students for JASSO scholarship · Some dormitories do not allow direct departmental transfer
2. Topics for Further Discussion with the Subgroup 1) Quality assurance mechanism in individual consortium · Specific methods/procedures for ensuring quality of education offered by individual CAMPUS Asia Program · How do other consortia manage program quality assurance? 2) Systematic support for double degree · How are dual degree programs implemented within current policies? How can programs be developed and concur challenges like degree awarding? · How and what kind of guidance do CJK professors offer to students for completion of double degree? · What special academic support for double degree students’ who compose two these are other consortia offering? 3) Credit transfer and disparities between partner institutions · For consortia that employed a credit transfer system, how to take into account differences in lecture hours, study hours, etc. for giving grades 4) Student professional development · Support for alumni who wish to settle in their home countries after participation · How do students manage study abroad and employment simultaneously? · Possibility for internships with potential full-time hiring opportunities? · Do other consortia develop curriculum in consideration of students’ post-graduation employment? 5) Internationalization of students and the program · What are other consortia considering in order to promote outgoing Japanese students? · Tokyo University is interested in opening the program to non-CJK students, but it is uncertain to which extent the program may be opened to · How to improve CJK universities' international competitiveness to sustain CAMPUS Asia? · How to better engage CJK students to be trained with international competencies/have a voice in international stage? · Sharing particularly effective measure to strengthen student understanding of local language and culture 6) Staff and faculty exchanges in CAMPUS Asia · Are there seminars for teachers/students in CAMPUS Asia?
3. Discussion topics relevant to all (from Group 2) 1) CAMPUS Asia program promotion 1)-i. Need for comprehensive/coherent English information equally applicable in CJK · Necessity of a comprehensive, cohesive information about CAMPUS Asia Program in English for international competence (4) · How to officially promote CAMPUS Asia Program in English? (2) · Lack of a comprehensive, cohesive information about CAMPUS Asia in English · How to promote CAMPUS Asia in Western countries to make it more attractive? 1)-ii. Promotion strategy to distinguish from programs in North America & Europe · Ideas for incentivizing CAMPUS Asia over exchange programs in North America/Europe · How do other consortia promote CAMPUS Asia to present it as a competent program amongst other programs in North America/Europe? · Promotional strategies to distinguish CAMPUS Asia from exchange programs with North America/Europe · Promotional strategies to increase CAMPUS Asia’s appeal as an exchange program 1)-iii. Incentive for students during recruitment & general program promotion strategies · Promotion strategy for CAMPUS Asia to motivate more participation from students 2) Communication between CJK consortia · How to strengthen communication between consortia? · Possibility and strategies for exchange among all CAMPUS Asia consortia in CJK? 9
[Group 3] Academic Student Support (Topic 2) [GROUP 3] Moderated by Dr. TAKENAKA Toru
s Country 1 2 China 3 4 5 6 Japan 7 8 9 10 11 12 13 14 15 ROK 16 17 18 19 20 21 22
University Beijing Normal Fudan Shandong Osaka Tokyo University of Arts Waseda
Participant Name WANG Zhi-Song LI Yingshu GUO Dingping LIU Ming Li LIU Keyang SAITO Ai SATO Yoichi SUZUKI Hirotaka LEE Jungmin LEE Wooje PARK Jongshin LEE Hee Ok RYOU Il-Hyeon YOON Se Heui CHANG Hae Eun (Ashley) EOM Woo Seop KIM Yoon Jung PARK Sahng Wook KIM Soo Kyoung OH Byungkeyn KIM Soojung KIM Kyum (Steven)
1. Self-Described Challenges 1) Communication with partner institutions & standardization (5) · Producing double/joint degree programs while adhering to different rules and regulations of CJK MOE & participating universities · Disparities among partner universities' academic systems interfere with program implementation · Enabling fluid exchange despite issues with language and credit transfer · More coordination needed to dispatch/accept students due to divergent systems amongst partner schools · Concerns for cohesiveness of standards for mutual credit transfer 2) Student experiences with language, culture and employment (3) · Setting high criteria for English limits participation, how are other consortia dealing with such issues? · Providing courses taught in English (3 courses per semester, main research focus public health) 3) Concerns specific to double degree program implementation (2) · Balance between exchange student programs/double degree programs (concerns regarding content & quality) · Difficulties in promoting double degree programs to students (workload for two thesis, academic guidance hard to offer while student is abroad) 6) Other systematic challenges (2) · Promoting professors' interest in the program · Development of joint curriculum optimal for training in animation
2. Topics for Further Discussion with the Subgroup 1) Disparities in CJK higher education systems at macro level · How can systematic challenges (e.g. differences in academic calendar, semesters, regulations) be overcome? · How to manage students studying in other two countries with limited timeframe/funding? · Disparities in CJK academic systems · Feasible/logical strategy for CJK higher education cooperation that is coherent with education system, culture and laws in CJK 2) Credit transfer and disparities between partner institutions · How are other consortia managing credit transfer? (grade & hours issue) Are they using regional frameworks like UMAP? · How are others determining program completion requirements? (e.g. acquiring 12 credits of CAMPUS Asia courses) · Dealing with short-term exchange students' attendance 3) Distribution of financial roles and goal setting · Long-term goal and the efficient use of financial resources in other consortia · How is the share of CJK in program expenditures determined? · What regulations do CJK partner universities have for spending student financial support (e.g. residential costs/scholarship)? 4) Student professional development · What strengths do participating students demonstrate for job hunting and career development? 5) Internationalization of students and the program · Is it possible to recruit non-CJK students for CAMPUS Asia? · Is it possible for CAMPUS Asia students to participate in exchange programs in non-CJK countries?
3. Discussion topics relevant to all (from Group 3) 1) CAMPUS Asia program promotion 1)-i. Need for comprehensive/coherent English information equally applicable in CJK · Necessity of a comprehensive, cohesive information about CAMPUS Asia Program in English for international competence (2) 2) Communication between CJK consortia · Possibility and strategies for exchange among all CJK consortia? · Developing strategy for use of financial resources that fits the uniqueness and needs of individual consortia · Is it possible to establish a “CAMPUS Asia University League? · Can we have a publication dedicated to communicate and share results among CAMPUS Asia Program Participants? 3) CAMPUS Asia alumni network & activities · Existence of CAMPUS Asia alumni association? Is TCS, universities, or students voluntarily providing such platform? 4) Feasibility & implementation of double degree · What is the most desirable level for individual CAMPUS Asia Program implementation? (double degree vs. short-term exchange) · Can/should double degree programs be an obligation? · Cases of double/joint degree implementation in other consortia 5) Financial & policy related support · Do CJK governments have further policies to further coordinate/promote this project? · Strategies for post-funding period sustainability and relevant plans for the program
제 1 세션 소그룹토론 설문 TCS 지역교육협력 세미나: 한중일의 CAMPUS Asia 5 월 11 일 (목) - 12 (금), 대한민국 서울 ‘TCS 지역교육협력 세미나’ 제 1 세션에서는 참석자의 선호에 따라 3 개 그룹으로 나뉘어 토론을 진행하게 됩니다. 그룹 배정을 위해 아래의 질문에 답하여주시기 바랍니다. (빨간색 예시) 1. 선호하는 토론 주제 토론 그룹 배정을 위해, 선호하는 순서에 따라 1~3 까지 번호를 기입해주세요. 1 3 2
학업 외 학생 지원 (예: 학생 모집, 생활 지원, 교외 활동, 언어 교육 등) 커리큘럼, 학점 이수 및 학위 수여 관련 학업 중/후 진로 지원 관련 (예: 인턴십, 졸업생 관리, 연구 등)
2. 1 순위 토론 주제와 관련한 세부 질문 1 순위로 선택하신 토론 주제와 관련해, 다음의 사항을 답하여주시기 바랍니다. (1) 귀 대학 프로그램의 강점
현장 학습을 통해 현지 학생들과의 교류를 증진하는 단기 프로그램
(2) 사업 이행상의 과제
한중일보다 북미/유럽 중심의 영어 교류프로그램을 선호하여 학생 모집이 어려움
(3) 다른 참석자들과 논의하고 싶은 사항
북미/유럽 교류프로그램과 차별화된 캠퍼스아시아만의 경쟁력을 어필하기 위한 홍보 전략
3. 기타 논의하고 싶은 사항 위에 제시된 3 가지 주제 외에 논의하고 싶은 사항을 자유로이 서술하여 주시기 바랍니다.