PUBLICATION

 

REFEREED PAPERS

  1. Sakurai, Y., Shimauchi, S., Shimmi, Y., Amaki, Y*., Hanada, S*., & Elliot, D.L. (*equal contribution) (Accepted) Competing meanings of international experiences for early-career researchers: A collaborative autoethnographic approach. Higher Education Research and Development

  2. Sakurai, Y. (2021). Engagement in continuing subject knowledge development: A year after short-term international coursesJournal of Studies in International Education (Journal Impact Factor 2018: 2.547)https://doi.org/10.1177/10283153211004284 [ACCEPTED VERSION]
    【国内外の学生が短期間集中的に学ぶ国際プログラムに参加した学部学生のその後の学術知識開発の様子を調査しました】

  3. Sakurai, Y. and Pyhältö, K. (2021), Disciplinary differences in doctoral student engagement in generic skills learning, Studies in Graduate and Postdoctoral Education, 12(2), 230-246. https://doi.org/10.1108/SGPE-03-2020-0018 [ACCEPTED VERSION]
    【博士課程の学生の汎用スキル習得の機会への関与が分野によってどのように異なるのかを明らかにしました】

  4. Mason, S. and Sakurai, Y. (2021). A ResearchGate-way to an international academic community? Scientometrics. (Journal Impact Factor: 2.770), 126, 1149–1171. https://doi.org/10.1007/s11192-020-03772-3
    【日本の研究者がどのようにResearchGateを使っているか明らかにしました】

  5. Sakurai, Y. (2019). Students’ perceptions of the impacts of short-term international courses. Journal of Research in Innovative Teaching & Learning. doi: 10.1108/JRIT-10-2017-0026 [RESEARCH IN BRIEF (IN JAPANESE)]
    【学生にとっての短期国際研修のインパクトを整理しました】

  6. Sakurai, Y., Vekkaila, J., & Pyhältö, K. (2017). More or less engaged in doctoral studies? Domestic and international students' satisfaction and motivation for doctoral studies in Finland. Research in Comparative and International Education (Journal Impact Factor 2018: 1.765), 12(2), 143-159. doi: 10.1177/1745499917711543 [ACCEPTED VERSION]
    【どちらが博士課程の学びにより関与しているのか?フィンランドの現地学生と留学生の満足度と博士課程の学業への動機の観点から】

  7. 櫻井勇介 (Sakurai, Y). (2017). 日本語教育研究の統計結果の妥当性と信頼性を検討する―学会誌『日本語教育』を対象に―. [Examining the Reliability and Validity of Statistical Results Reported in Japanese Language Education Research]. 日本語・日本学研究 [Journal of Japanese Studies], 7, 1-17. (in Japanese)

  8. Sakurai, Y., Parpala, A., Pyhältö, K., & Lindblom-Ylänne, S. (2016). Engagement in learning: a comparison between Asian and European international university students. Compare: A Journal of Comparative and International Education (Journal Impact Factor: 1.765), 46(1), 24-47. doi: 10.1080/03057925.2013.866837
    【学業への関与:アジアとヨーロッパの大学留学生の比較の観点から】

  9. Boeren, E., Lokhtina-Antoniou, I., Sakurai, Y., Herman, C., & McAlpine, L. (2015). Mentoring: A review of early career researcher studies. Frontline Learning Research, 3(3), 64-76. doi: 10.14786/flr.v3i3.186
    【メンタリング:若手研究者に関するレビュー研究】

  10. Sakurai, Y., Pyhältö, K., & Lindblom-Ylänne, S. (2014). Are Chinese university students more likely to exhibit a Surface approach to learning than the other international students in Finland? Journal of Research in International Education, 13(2). 135-148. doi: 10.1177/1475240914540119
    【フィンランドで学ぶ中国人留学生はほかの留学生と比べて浅い学びをより見せるのか?】

  11. Sakurai, Y., Pyhältö, K., & Lindblom-Ylänne, S. (2012). Factors affecting international doctoral students' academic engagement, satisfaction with their studies, and dropping out. International Journal for Researcher Development, 3(2), 99-117. doi: 10.1108/17597511311316964
    【博士課程留学生の学業への関与、満足度、退学に関わる諸要因】

  12. 櫻井勇介 (Sakurai, Y). (2012a). 母語話者教員と非母語話者教員に対する学習者の「よい教師」像―エジプト人日本語学習者の場合 [Native and non-native "good teachers" for Egyptian learners of Japanese language]. 日本語・日本学研究 [Journal of Japanese Studies], 2, 17-32. (in Japanese)

  13. Sakurai, Y. (2012b). Learners' perceptions on "good" foreign language teachers: Quantitative analysis between native and non-native teachers. Electronic Journal of Foreign Language Teaching, 9(1), 46-66.
    【学習者のよい外国語教師像:母語話者と非母語話者教員に対する認識の量的分析】

  14. Sakurai, Y. (2009a). Academic experiences in a cross-national tertiary program: Language immersion amid the sciences. International Journal of Teaching and Learning in Higher Education, 21(2), 239-247.
    【国家間高等教育プログラムにおける学業経験:理系分野における言語イマージョン】

  15. 櫻井勇介 (Sakurai, Y). (2009b). 理工系日本留学課程で学ぶマレーシア人学生の学習管理過程--言語管理理論の援用による分析 [Study management processes by Malaysian students in Japanese science and engineering tertiary courses: case study from the perspective of the language management framework]. 留学生教育 [Journal of International Students Education], 14(14) 73-81. (Japanese)

 

EDITED BOOK

 

BOOK CHAPTERS

  1. Sakurai, Y., Ishimatsu, J., & Ito, M. (2020). Using text mining in a diary study unpacking students’ engagement in a short-term international course. In E. Braun, R. Esterhazy, & R. Kordts-Freudinger (Eds.), Research on Teaching and Learning in Higher Education (pp. 163-175). Münster: Waxmann.

  2. Sakurai, Y., Virtanen, V., Vekkaila, J., & Pyhältö, K. (2018). International doctoral students' perceptions of factors contributing to their career visions. In V. Korhonen & P. Alenius (Eds.), Internationalisation and Transnationalisation in Higher Education (pp. 279-302). Bern: Peter Lang Group Publishing. 【博士課程留学生のキャリアビジョンに関与する諸要因】

  3. Sakurai, Y. & Pyhältö, K. (2018). Understanding Students’ Academic Engagement in Learning amid Globalising Universities. In A. W. Wiseman (Ed.), Annual Review of Comparative and International Education 2017 (Vol. 34, pp. 31-38): Emerald Publishing, Ltd. doi: 10.1108/S1479-367920180000034003 [ACCEPTED VERSION] 【国際化する大学における学生の学びへの関与】

 

OTHER REPORTS

  1. 伊藤みちる, 櫻井勇介, 石松純, 工藤理恵 (2020) 異なる出身国のアジア人大学生群は短期国際授業において異なる学習経験をするのか 「人間生活文化研究 2019年度研究実施報告書」(in Japanese)

  2. 2020 日本社会では「日本語教師」についてどのような認識が持たれているのだろうか お茶の水女子大学「異文化間コミュニケーション演習」(博士前期課程)の研究報告論文 (in Japanese)

  3. 2012 卒業生のケーススタディーと10年越しの謝恩会, 『日本研究教育年報』, 東京外国語大学, pp. 101-105. (in Japanese)

  4. 2007 JADプログラムにおける接触場面をめぐって―学生の学術活動を中心に―, 『JAD活動報告書 2007』, Japanese Associate Degree Program, Malaysia, pp 83-92. (in Japanese)

  5. 2007 成人学習としての教師成長の機会の一考察-JAD勉強会の活動報告を兼ねて-, 『JAD活動報告書 2007』, Japanese Associate Degree Program, Malaysia, pp 106-115.

  6. 2004 Kanji learning strategies by Chinese background learners. Melbourne: Monash University. (in Japanese)

 

DEGREE PAPERS

 

ONLINE REPORTS



 

RESEARCH ON TEACHING AND LEARNING IN HIGHER EDUCATION

This international anthology aims at researchers and practitioners interested in the dynamic developments of research on higher education teaching and learning in Europe and beyond. It includes ten chapters covering a wide array of topics and methodologies used by researchers in the Special Interest Group ‘Higher Education’ (SIG4) of the European Association for Research on Learning and Instruction (EARLI).

 

日本で出会う世界 国内で実現する短期集中型国際研修

Practices and issues of short-term in-country international courses

これからの大学に求められるグローバル人材育成の新戦術!
日本国内にいながらにして海外からの学生とともに学ぶ「短期集中型国際研修」(Practices and issues of short-term in-country international courses)
について、東京大学、北海道大学、上智大学、埼玉医科大学、大東文化大学における実践報告を通して、実施手法、成果、課題、今後の展開のヒントまで体系的に示します。

 

INTERNATIONALISATION AND TRANSNATIONALISATION IN HIGHER EDUCATION

Internationalisation have recently featured in discussions and initiatives related to various fields of higher education. Educational leaders, institutions and national policy-makers, but also international actors, such as the European Union and UNESCO, have promoted the internationalisation of higher education. Increasing emphasis on internationalisation has diversified also teaching and learning contexts in higher education and has given rise to a growing need for searching appropriate cross-cultural pedagogical approaches. However, internationalisation in the context of higher education is a multifaceted concept and involves more than just one international dimension in institutional or pedagogical activities. These recent developmental features are examined in the book with the conceptual lense of emerging pattern of internationalisation.

 

ANNUAL REVIEW OF COMPARATIVE AND INTERNATIONAL EDUCATION 2017 VOL: 34

This volume is representative of a wide range of recent trends and important concerns in the CIE community worldwide and within particular regions or specific communities. Additionally, the Annual Review celebrates its fifth year of continuous publication this year, which highlights the ongoing interest in and importance of reflective practice and the professionalization of comparative and international education.