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Nagaoka University of Technology Implementation Status Report of

Twinning Programs

Center for International Exchange and Education

Nagaoka University of Technology

December 2012

Table of Contents

Introduction

1. Objectives and Outline of the Twinning Programs 1-1 Objectives and Features of the Twinning Programs 1

1-2 Basic Framework of the Twinning Programs 4

1-3 Implementation System of the Twinning Programs 5

2. First Half of Education in the Twinning Programs: Outline and Fundamental Engineering Education 2-1 Number of Enrolled Students 5

2-2 Content of the First Half of Education (Local Education Program) 6

2-3 Intensive Courses (Fundamental Engineering Education) 8

2-4 Operating Costs of the First Half of Education 9

2-5 Entrance Examination for the Second Half of Education 10

2-6 Summary of the First Half of Education 12

3. First Half of Education in the Twinning Programs: Japanese Language Education

3-1 Implementation Structure of Japanese Language Education 14

3-2 Japanese Language Proficiency of Twinning Program Students 19

3-3 Administration of Japanese Language Education Performance 20

3-4 Summary of Japanese Language Education 20

4. Second Half of Education in the Twinning Programs

4-1 Number of Students Enrolled in the Twinning Program s 21

4-2 Living Conditions of Twinning Program Students at NUT 22

4-3 Admission Fees and Tuition Revenue from Twinning Program Students 25

4-4 Career Paths of Twinning Program Students upon Completion of the 26

Undergraduate Program

4-5 Career Paths of Hanoi Twinning Program Students 27

4-6 Summary of the Second Half of Education 29

5. Actual Circumstances and Effects/Influences of the Twinning Programs

5-1 Securing High-Caliber Students 30

5-2 Development of Engineers Proficient in Japanese Language 31

5-3 Effects of Faculty Development through Intensive Courses 32

5-4 Interns Dispatched as On-site Teaching Assistants for Twinning Programs

32

5-5 Improving the Presence of NUT 35

Introduction A twinning program refers to an international collaborative education program that is jointly

administered by two universities located in different countries. In these programs, the first half of a student’s

undergraduate education is generally conducted in a university in their native country, and the second half is

completed in an overseas university.

Nagaoka University of Technology (NUT) has participated in Malaysia twinning program as a member

of the Japanese University Consortium since 1993. In 2003, NUT inaugurated its first independent twinning

program with Hanoi University of Science and Technology (HUST) in Vietnam. In 2008, NUT adopted the

“Reconstruction of Fundamental Engineering Education based on Universal Design (UD)” project as part of a

Good Practice (GP) program (quality university education promotion) conducted by Japan’s Ministry of

Education, Culture, Sports, Science and Technology. In this project, NUT has, over the span of three years,

implemented the development of teaching materials for Japanese language education and specialized subjects

geared toward twinning programs and faculty development (FD) programs with the education of international

students in mind. These results have been reflected in various improvements to our management of twinning

programs.

Through this process, NUT has established active twinning programs with seven universities and

institutions from four different countries by March 2012, and twinning program students account for

approximately 70% of the undergraduate international student body. In conjunction with the fact that international

students comprise as much as 10% of all our undergraduates, NUT takes pride in having twinning programs with

unique characteristics not seen in other Japanese universities.

2013 is a milestone year that marks the 20th year since NUT began its initial twinning program with

Malaysia, and the 10th year since its first independent twinning program. In conjunction with this milestone year,

this report summarizes the accomplishments of the projects thus far, organizes points of improvement that should

be reviewed, and shares other various informative approaches (Good Practice) among all concerned parties. In

order to maximize the further development of NUT’s twinning programs, this report presents a comprehensive

summary of our programs in their entirety. NUT receives many inquiries from external organizations that view

NUT’s pioneering twinning programs as a learning resource, and this report is therefore compiled with the

assumption that it will also be available to external entities.

With this report, we hope that this resource intended for sharing information within NUT can also be

used as supportive materials for a wider audience, and that it may help those looking to develop their own

twinning programs.

As the basis of this report is an evaluation conducted in 2012, the information presented here is, with some

exceptions, based on the results of programs conducted until 2011.

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1. Objectives and Outline of the Twinning Programs 1-1 Objectives and Features of the Twinning Programs

Nagaoka University of Technology (NUT) began the first twinning program (TP) conducted by a

Japanese national university in 1993, in the form of a joint partnership with Hanoi University of Science and

Technology (HUST) in Vietnam. Since then, NUT has established a series of new partnerships comprising TPs

with seven universities and institutions across four countries, summarized in Table 1 on the next page. NUT

accepts a yearly intake of 30–40 TP students in the following 6 courses: Mechanical Engineering, Electrical

Electronics and Information Engineering, Materials Science and Technology, Civil Engineering, Environmental

Systems Engineering, and Management and Information Systems Engineering.

In comparison with standard overseas study programs, TPs have the advantage of a shorter overseas stay

period. This encompasses the merits of lower costs and invested time for students, as well as allowing the

receiving university to carefully evaluate candidate students during the initial half of their education, thereby

ensuring that students of high caliber are accepted into the program.

Accordingly, the TPs of NUT are international collaborative education programs with an actively sought

objective: to “nurture the development of engineers in leadership positions with Japanese language ability”,

focusing on young people from regions that are hubs of Japan’s monozukuri culture (referring to the art, science,

and craft of the unique Japanese approach to craftsmanship and manufacturing) within the increasing globalization

of Japanese industry. NUT’s original mission at its founding was to develop engineers in leadership roles in

monozukuri, and this objective can therefore be regarded as an evolution of the mission to fit present-day

circumstances.

With this objective in mind, TP regions such as Malaysia, China, Vietnam and Mexico were selected as

regional hubs of Japanese industries’ monozukuri, with the provision of a technical education conducted in

Japanese held as a main principle. Because the continuity and financial independence of an education program are

worthwhile features, substantial efforts have been made to build programs where the various resources of both

partners are organically combined.

The characteristics of NUT’s TPs can be summarized in the following points:

• A definitive goal of nurturing engineers with an understanding of Japanese language and monozukuri

culture

• A shorter overseas study period (and an alleviation of financial burden) due to the first half of a

student’s education being conducted in their home university, and the second half conducted at NUT

• With the capability to continuously monitor students’ abilities in the first half of their education, NUT is

able to select excellent students who are suitable for the program

• Effective use of a system involving student transfers in their 3rd year of study, which is a characteristic

of NUT

• The dispatching of teaching assistants (TAs) to partner universities as part of their practical internship

training, which is a characteristic of NUT

• A program that is not dependent on transient financial support, but rather is capable of independent

sustainability

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Furthermore, there are many other noteworthy accomplishments derived from NUT’s TPs, such as

on-site intensive courses conducted at partner universities by academic staff as part of faculty development (FD),

the development of engineering teaching materials using simple Japanese language, and the development of

engineering dictionaries in multiple languages.

Table 1 TPs implemented by NUT

University or Institution (Country) Year of Inauguration

(Fiscal Year)

System ※4 Field of Study at NUT

Hanoi University of Science and

Technology (Vietnam)

2003 Consortium Mechanical Engineering ※5

Ho Chi Minh City University of

Technology (Vietnam)

2006 Independent Electrical, Electronics and

Information Engineering

University of Danang (Vietnam) 2006 Consortium Civil Engineering

Environmental Systems Engineering

Universidad Autónoma de Nuevo

León (Mexico)

2007 Independent Civil Engineering

Environmental Systems Engineering

Universidad de Monterrey (Mexico) 2007 Independent Mechanical Engineering

Management and Information

Systems Engineering

Zhengzhou University (China) ※1 2006 Independent Materials Science and Technology

Malaysia Twinning Program

(Malaysia) ※2

2005 ※3 Consortium Mechanical Engineering

Electrical, Electronics and

Information Engineering

※1 In the TP with Zhengzhou University (ZZU), a TP Junior College course (preparatory course) is conducted at the

School of Material Science and Engineering, ZZU. The duration of the first half of education at ZZU is three years, and

accepted students are transferred to the third year of the Materials Science and Technology course at NUT after

graduating from the preparatory course. The “Agreement for the Twinning Program between ZZU and NUT”

established in April 2010 enables the admission of students from the undergraduate program (regular courses) at ZZU’s

School of Material Science and Engineering to NUT. The recruitment of students for participation in this course from

the first year of undergraduate students at the School of Material Science and Engineering at ZZU is scheduled for FY

2012.

- 3 -

※2 The Malaysia TP is managed by the Malaysian government and is financed by an ODA loan from Japan. The study

program in Malaysia is called the "Japanese Associate Degree Program (JAD)" and is conducted at the University of

Selangor (UNISEL). The JAD is jointly operated by the MARA Education Foundation (YPM) of Malaysia, which

executes and manages the Malaysia Higher Education Loan Fund Project (HELP); UNISEL, which is responsible for

facility management of JAD and diploma certification; the Japanese University Group (JUG), which dispatches

Japanese teaching staff and provides the JAD curriculum; as well as the Japanese University Consortium for

Translational-education (JUCTe, a registered non-profit organization), which serves a consultative role.

※3 HELP1 (a first-stage project of the Malaysia Higher Education Loan Fund Project) started in 1993 and served as a

preparatory course for students before they entered a Japanese university. HELP2 started in 1999 and became a TP for

students who had completed one year of education in both the preparatory course and university, and were then

transferred to the second year of university in Japan. The HELP3 project initiated in 2005 involved students who

completed one year of the preparatory course and two years at their home university (the first half of education) who

were then accepted as third year students in a Japanese university. Therefore, FY 2005 is regarded as the inauguration

year for this program in this table.

※4 “Independent” refers to a program between only one home university and one host (receiving) university.

“Consortium” refers to a program between a single home university or institution and multiple host universities within a

consortium.

• Members of the Japanese University Consortium of the TP with Hanoi University of Science and Technology (JCT)

(established in October 2004) are as follows: Gunma University, Nagaoka University of Technology, Toyohashi

University of Technology, Nagoya Institute of Technology, and Gifu University (as of March 31, 2012).

• Members of the Japanese University Consortium of the TP with the University of Danang (established in November

2008): Nagaoka University of Technology, Toyohashi University of Technology, and Gifu University (as of March 31,

2012).

• Members of the Japanese University Consortium for Transnational-education (JUCTe*) for the Malaysia TP are as

follows: Shibaura Institute of Technology, Takushoku University, Okayama University of Science, Kinki University,

Keio University, Tokai University, Tokyo University of Technology, Tokyo Denki University, Musashi Institute of

Technology, Meiji University, Ritsumeikan University, Waseda University, Nagaoka University of Technology,

Saitama University, Tokyo University of Science, and Yamaguchi University.

* JUCTe was established in 2006 as a specified non-profit organization to support international education with

universities in Japan, aimed at supporting an educational consortium comprised of Japanese universities founded in

1999.

※5 The courses in NUT that accepted students at the start of the TP with Hanoi University of Science and Technology

were the Mechanical Engineering course, Materials Science and Technology course, and Environmental Systems

Engineering course. The Materials Science and Technology course and the Environmental Systems Engineering course

each accepted one student in 2006. After the “Agreement of the Twinning Program with Hanoi University of Science

and Technology and the Twinning Program with JCT” was ratified in September 2009, the Mechanical Engineering

course became the only course accepting students.

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1-2 Basic Framework of the Twinning Programs

The first half of undergraduate education under a TP is conducted at a home university mainly by local

teaching staff for 2.5 (or 3) years, with an emphasis on Japanese language education and fundamental engineering

education. Subsequently, the latter half of education takes place for two years in a Japanese university, focusing on

advanced engineering education.

As shown in Figure 1, students who have completed the first half of education are screened (using the transfer

admission examination) by NUT or another consortium university, and only those who pass the examination are

allowed to continue their studies in Japan. Students who fail the transfer admission examination will continue to

receive their undergraduate education and obtain a degree from their home university. Students who complete the

curricula of the TP are granted a Bachelor’s Degree from the Japanese university and the home university. In the

latter half of education, TP students receive the same education and guidance as other non-TP students in the

undergraduate program, are assigned to research laboratories, and participate in an internship (Jitsumu-kunren)

program in their 4th year.

Figure 1 Basic framework of a TP

※1 Students in the Hanoi TP can be transferred to any of the stipulated member universities of the Japanese University

Consortium (Nagaoka University of Technology, Gunma University, Toyohashi University of Technology, Nagoya

Institute of Technology, and Gifu University). Students in the Danang TP can be transferred to any of the stipulated

member universities of the Japanese University Consortium (Nagaoka University of Technology, Toyohashi University

of Technology, Gunma University, and Gifu University). Students in the Malaysia TP can be transferred to any of the

member universities of the Japanese University Consortium, including JUCTe member universities.

※2 For the Malaysia TP and Zhengzhou TP, the duration of the first half of education is three years (six semesters).

※3 The undergraduate education duration at Hanoi University of Science and Technology, University of Danang,

Universidad Autónoma de Nuevo Leon and Universidad de Monterrey consists of 10 semesters, whereas that of Ho Chi

Minh City University of Technology consists of 9 semesters.

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1-3 Implementation System of the Twinning Programs

With regard to the management of each individual TP, the nature and level of NUT’s involvement for the first

half of education varies, and is dependent on the history of establishment of each program concerned. For example,

Japanese program coordinators (International Cooperative Education Coordinators) and Japanese language

teachers are directly assigned to the Hanoi TP, Nuevo Leon TP, Monterrey TP, and Ho Chi Minh TP. In contrast,

the implementation of the first half of education in the Danang TP and Zhengzhou TP is left almost entirely to the

discretion of the home university.

As shown in Table 1 on page 2, the management of the programs by Japanese universities can be conducted

independently by a single institution or with other institutions as part of a consortium. NUT acts as the managing

organization of domestic consortiums (Hanoi TP and Danang TP) and has undertaken a position of leadership of

TPs in Japan.

Furthermore, the operation of each TP at NUT is managed by the steering committees listed below, which

mainly consist of the faculty members of each receiving department.

• Hanoi University of Science and Technology Twinning Program Committee

• Ho Chi Minh City University of Technology Twinning Program Committee

• University of Danang Twinning Program Committee

• Mexico Twinning Program Committee (Nuevo Leon TP, Monterrey TP)

• Zhengzhou University Twinning Program Committee

• Japanese University Consortium for Translational-education Committee (Malaysia TP)

Important matters related to entrance examinations are discussed and reviewed by the Entrance Examination

Committee, while matters that require intra-university administrative procedures (such as tuition exemption) are

addressed by the Academic International Committee. In addition, the Center for International Exchange and

Education also provides support for the first half of the TP education, such as Japanese language education.

2. First Half of Education in the Twinning Programs: Outline and Fundamental Engineering Education

2-1 Number of Enrolled Students

In principle, each home university is responsible for conducting the recruitment of students for the first half

of education. For TPs conducted mainly by NUT (Hanoi TP, Ho Chi Minh TP, Danang TP, Nuevo Leon TP,

Monterrey TP, Zhengzhou TP), approximately 160–180 students have participated in the first half of the program

every year (excluding Malaysia TP) since 2007, as shown in Table 2 on page 6.

6

Table 2 Number of students participating in TPs for the first half of education (FY 2003–2011)

Program 2003 2004 2005 2006 2007 2008 2009 2010 2011

Hanoi TP ※1 9 (Apr.) 32 (Oct.) 22 47 37 18 0 40 17 30

Ho Chi Minh TP 8 18 22 14 13 9

Danang TP 32 40 20 20 5 18

Nuevo Leon TP 9 9 14 26 15

Monterrey TP 12 13 14 11 9

Zhengzhou TP 64 73 72 86 106

Malaysia TP ※

2

75 87 84 87 69 70

TOTAL 41 22 47 152 248 221 261 227 257

※1 In April 2003, the first cohort of 9 students enrolled in the Hanoi TP, followed by the second cohort of 32 students

in October 2003.

※2 Number of students enrolled in the first half of education for HELP3.

2-2 Content of the First Half of Education (Local Education Program)

As shown in Table 3 on the next page, several home universities hold TP student orientation sessions for

newly enrolled students annually. NUT faculty members also participate in these sessions in order to improve

student recruitment (Hanoi TP, Danang TP, Monterrey TP, Nuevo Leon TP, and Zhengzhou TP). In the Danang TP,

alumni of the program provide Vietnamese translations for presentations by faculty members of NUT and the

consortium universities, thereby enabling effective communication of the content and realities of the TP. For the

enrollment of students to the first half of education in Hanoi TP, Danang TP, Monterrey TP, and Nuevo Leon TP;

each home university screens candidate students (to determine eligibility for the TPs) by evaluating academic

achievements and through interviews. As shown in Table 4 on page 8, Monterrey TP and Nuevo Leon TP have

problems providing Japanese language teaching staff and securing classrooms during the first half of education,

resulting in a restriction on the number of students able to enroll in the program. In addition, due to a large number

of students who leave the program, it is difficult to ensure the continuous enrollment of students. There are other

programs with decreasing student numbers, but because these programs have no issues with securing teaching staff

and classrooms, the continuous enrollment of students is likely possible through improvements to recruitment

methods.

Furthermore, as shown in Table 5 on page 8, the short-term intensive courses and pre-admission training

programs conducted by NUT faculty members during the first half of education have been devised to increase the

motivation of TP students for studying in Japan and to allow a smooth transition to lectures given at NUT. Because

students of Zhengzhou TP enter NUT in September, an introductory program involving all the faculty members

from the Department of Materials Science and Technology is conducted immediately before enrollment, beginning

from mid-August. Questionnaire surveys taken after these short-term training programs have shown an extremely

high level of satisfaction toward these programs. Intensive Japanese language courses conducted in the students’

home countries immediately before coming to Japan are extremely effective for brushing up Japanese language

skills.

7

[Short-Term Training Programs for TPs]

• Summer Training Programs (Monterrey TP and Nuevo Leon TP)

• Training and introductory programs immediately before admission (Ho Chi Minh TP, Zhengzhou

TP)

• Twinning Program Support Programs (assisted by the International Student Exchange Support

Program [Short-Stay Program] managed by the Japan Student Services Organization) conducted in

all TPs except the Malaysia TP

The first half of education for the TPs consists of fundamental engineering and Japanese language education

conducted by the home university. The courses for fundamental engineering education to be taught at a home

university are first checked for compatibility between the curricula of both universities before implementation. The

curricula of the home university and NUT undergo minor changes every year (with more extensive changes when

required). However, there are cases where despite confirmation of compatibility prior to the start of the program,

the requisite changes to the home university's program are deemed unsatisfactory. For that reason, it is necessary

for each TP steering committee to confirm the home university's curriculum every year, and to revise the tables of

curricula equivalence as needed.

In addition, Zhengzhou University employs doctoral students as class instructors to support fundamental

engineering education conducted at the home university, and also employs clerical staff dedicated to the

Zhengzhou TP.

Table 3 Student recruitment and screening by the respective TPs

8

Table 4 Trends in student enrollment numbers in the first half of education of each TP

Table 5 Implementation statuses of the following courses conducted in Japanese language: local intensive courses,

pre-admission training and summer term training, and Japanese technical language education courses led by NUT

interns.

2-3 Intensive Courses (Fundamental Engineering Education)

Intensive courses in fundamental engineering are conducted by faculty members of NUT and consortium

universities for all TPs associated with NUT. These provide opportunities for TP students to study engineering

subjects in classes conducted in Japanese while still in their home countries. The intensive courses are very

effective in motivating the TP students for studying in Japan.

In addition, many faculty members from both NUT and the consortium universities participate in preliminary

training for these intensive courses as part of FD activities, which are well-regarded as FD training for the teaching

staff of Japanese universities. These activities have also been highly evaluated by the Japanese Ministry of

Education, Culture, Sports, Science and Technology through its Education GP program (See Section 5-5:

Improving the Presence of NUT, on page 35).

As an example of the implementation status of intensive courses, the details of courses conducted in FY 2011

are shown in Table 6 on the next page. In the administration of these intensive courses, a video conferencing

9

system has been used on a trial basis in the Monterrey TP.

Table 6 List of TP intensive courses conducted in FY 2011

TUT: Toyohashi University of Technology NITech: Nagoya Institute of Technology

2-4 Operating Costs of the First Half of Education

A TP is a collaborative education program jointly managed between the home university or institution and the

host university. As such, the operating costs of the program are in principle shared by both parties.

Operating costs for the first half of education in the various TPs conducted by NUT in FY 2011 included

expenses for international collaborative education program coordinators and pre-transfer Japanese language

intensive courses (Danang TP), overseas travel expenses for staff to conduct intensive courses and entrance

examinations at the home universities, and purchase of Japanese language education materials. The expenses for

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the different cost components and in total varied among the programs.

Consortium operating costs include expenses for the TP between HUST and the consortium in Japan (400,000

yen per year), the Hanoi administration office (200,000 Yen per year), and JUCTe operating costs for the Malaysia

TP (600,000 Yen per year).

Budget allotments (operating costs subsidies) for FY 2012 are as follows:

Budget Item Allotment

Vietnam TP (Hanoi TP, Ho Chi Minh TP, Danang TP）※1 6,781,000 Yen

Mexico TP（Nuevo Leon TP, Monterrey TP） 5,200,000 Yen

Malaysia TP 1,210,000 Yen

Zhengzhou TP 1,200,000 Yen

※1 Program names are shown in parentheses.

2-5 Entrance Examination for the Second Half of Education 1) Numbers of Twinning Program Entrance Examination Applicants and Successful Candidates

As shown in Table 7, the numbers of applicants for the third year of the undergraduate program at NUT vary

among the TPs. As a whole, this number has been increasing since the TPs began (excluding the Hanoi TP). Table

8, shown on the next page, presents the numbers of successful candidates admitted to the third year of the

undergraduate program at NUT.

Table 7 Number of TP applicants for the entrance examination to the third year at NUT

Program Major ※1 Student

Enrollment

Target

2005 2006 2007 2008 2009 2010 2011 2012

Hanoi TP MECH A few 6 13 10 11 7 3 0 6

Ho Chi Minh TP EEI Approximately

15

8 15 17 10

Danang TP CIVIL A few 6 3 2 7

Nuevo Leon TP CIVIL A few 3 1 5

Monterrey TP MECH A few 2 7 1

MIS A few 1 5 3

Zhengzhou TP MST A few 10 16 11

Malaysia TP MECH A few 2 4 4 1 3

EEI A few 4 2 3 3 3

Total 6 13 10 17 27 44 56 49

※1 MECH: Mechanical Engineering, EEI: Electrical, Electronics and Information Engineering, MST: Materials

Science and Technology, CIVIL: Civil Engineering, MIS: Management and Information Systems Engineering

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Table 8 Number of successful TP candidates admitted to the third year at NUT

Program Major ※

1

Student

Enrollment

Target

2005 2006 2007 2008 2009 2010 2011 2012



15

8 14 17 4




MIS A few 0 5 3



EEI A few 4 2 1 3 3

Total 3 10 3 5 17 34 43 33

※1 MECH: Mechanical Engineering, EEI: Electrical, Electronics and Information Engineering, MST: Materials

Science and Technology, CIVIL: Civil Engineering, MIS: Management and Information Systems Engineering

2) Entrance Examination for the Second Half of Education

In the second half of the TP, students transferred to the third year of the undergraduate program at NUT

receive the same education and research guidance as Japanese students. In 2011, the written component of the

transfer entrance examination was discontinued, and admission to NUT is currently determined by the screening of

application documents and oral interviews (including an oral examination of engineering subjects and Japanese

language ability). In the Hanoi TP and Ho Chi Minh TP, students are able to sit for the Examination for Japanese

University Admission for International Students (EJU), which is conducted on site by the Japan Student Services

Organization. In these TPs, taking the EJU is compulsory and the examination results are included with the

application documents.

The written component of the transfer entrance examination was included from the beginning of the TP, but

withdrawn due to the following reason: in contrast to standard entrance examinations, which are open to the

general student population, the academic ability in Japanese language and specialized subjects of students taking

the TP entrance examination can be continuously monitored by NUT faculty members during the first half of their

education. The necessary information regarding the academic capability of students can therefore be obtained by

screening application documents and other resources. At the first Twinning Program Promotion Committee

Meeting of FY 2010 (held on February 1, 2011), the removal of the written component of the entrance

examination was unanimously agreed upon by the chairmen of the various TP steering committees. Based on

opinions presented at this meeting, it was put forth at the 5th Meeting of the Entrance Examination Committee of

FY 2011 (held on July 27, 2011) that the Japanese language ability of the students can be evaluated by interviews

and by including the results of Japanese language tests in the first half of education to the application documents;

the written examination could therefore be discontinued as part of the entrance examination. As a result, the

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written component of the TP entrance examination was formally removed in FY 2012.

Table 9 summarizes the items used for the assessment of Japanese language ability, and shows that the

evaluations are different among the TPs. Because no standardized indices are available, the Japanese language

assessment methodologies are left to the discretion of each individual TP.

As described above, NUT is involved from the first half of education for TP students. Therefore, the TP

entrance examination may be considered to be analogous to the yearly promotion examinations in the

undergraduate course.

Table 9 List of Japanese language ability evaluation items in each of the TP entrance examinations

※1 Performance (attendance, assignment submission, and quiz grades) is evaluated by on-site Japanese language

teachers.

※2 Final examinations for each term are conducted by on-site Japanese language teachers or the local university.

※3 In the Hanoi TP, evaluation is conducted by three Japanese language teachers. Items for evaluation include

Japanese proficiency (speaking, listening comprehension, writing ability, and reading comprehension), class

performance (assignment submission, attendance, and attitude in the class) and others (proactiveness, flexibility,

logicality, communication ability, and cooperativeness).

※4 Within the countries with NUT-implemented TPs, the cities where students are able to take the Examination for

Japanese University Admission for International Students (EJU) include Hanoi, Ho Chi Minh City, and Kuala Lumpur.

2-6 Summary of the First Half of Education 1) Recruitment of Twinning Program Students

In principle, the recruitment of TP students is conducted by each home university. In addition, NUT faculty

members participate in on-site orientation for students and conduct public relations activities for NUT, which has

shown to be an effective means of student recruitment. Furthermore, screening of students by the home university

(to determine eligibility for participation in a TP) has an impact on the subsequent administration of the program;

it is therefore necessary for this screening to be conducted appropriately with consideration to factors such as class

size.

In the Zhengzhou TP, only students in the preparatory course of the School of Material Science and

- 13 -

Engineering at Zhengzhou University were able to participate in the program until FY 2011. From FY 2012

onward, the participation of other students in Zhengzhou University was permitted by the Chinese government,

and a total of 47 high-caliber students from the regular courses were enrolled in the first half of education in the TP.

In this way, NUT is working to secure exceptional students.

2) First Half of Education (Fundamental Engineering Education)

Fundamental engineering courses in the first half of education are developed after verifying educational

content equivalence using the curricula and syllabuses of both the home and host universities. However, alterations

and revisions are occasionally made depending on the circumstances of each university, and the courses should

therefore be periodically checked for consistency. It is necessary for the various TP steering committees to

annually check the curricula of the home universities, and amend the tables of equivalence for the curricula as

needed.

On-site intensive courses in the first half of education stimulate TP students to form specific goals for

studying in Japan, and are also an effective means to motivate the students. Because the on-site intensive courses

can also be used as FD training for teaching staff, they should be conducted methodically and systematically in the

future.

NUT’s direct participation in the on-site short-term intensive courses is also effective in motivating TP

students. The effectiveness of the program should be further improved through review of the training program

content in each TP. Furthermore, the pre-admission training and orientation training conducted by NUT for TP

students are also effective methods for supporting their learning and life in Japan. These training programs, which

include teaching the students how to prepare experimental reports, are designed to allow the students to apply

these skills immediately after entering NUT and adapt to the classes. However, it is difficult to master everything

in a short time, and it may be prudent to also include training on report writing and other classes in the intensive

courses.

The combined use of video conferencing systems, intensive courses using e-learning systems, and other

measures are effective in motivating TP students and giving them tangible goals of studying at NUT.

3) Expenses Incurred in the First Half of Education

As the content of support and actual costs incurred in the first half of education vary among the TPs, these

expenses should be discussed separately. TPs are fundamentally programs that can be operated autonomously,

financed from admission fees and tuition fees according to the number of accepted students. As subsidies for

operating costs are in the midst of being reduced, the securing of operating funds need to be reviewed further,

including the acquisition of external funds (such as the establishment of funds).

4) The Approach to Twinning Program Entrance Examinations

Because NUT is involved in the education of TP students from the first half of education, there are some that

think the entrance examination is equivalent to an “examination for promotion to the next grade" and that it should

not be mandatory for students. In contrast, others think that the current entrance examination should continue to be

conducted, as these provide quality assurance of education in the program. As the TP transfer entrance

examination is also under discussion at NUT, these topics should continue to be discussed at the meetings of the

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associated committees in NUT, such as the Entrance Examination Committee.

3. First Half of Education in the Twinning Programs: Japanese Language Education

3-1 Implementation Structure of Japanese Language Education

1) Implementation Structure of Japanese Language Education

A TP is a program for international students to study at a Japanese university, and requires students to have a

level of Japanese language ability that allows them to understand lectures of specialized courses in Japanese.

There are two types of implementation structures of Japanese language education in the first half of education,

as shown below.

[1] Cases involving the collaboration between on-site Japanese language teaching staff selected by NUT and

Japanese language teaching staff of NUT.

[2] Cases where Japanese language education is at the complete discretion of the home university.

Table 10 Japanese language education implementation structure of the various TPs

Program Implementation Structure of

Japanese Language Education

Credit Recognition of Courses

in the Home University

Management System of Academic

Results

Hanoi TP Implemented jointly by on-site

Japanese language teaching

staff selected by NUT and

Japanese language teaching

staff of NUT

Yes Coordinator

Nuevo Leon TP No Coordinator

Monterrey TP No Coordinator

Ho Chi Minh TP No Coordinator (in preparation)

Danang TP Japanese language education

is at the complete discretion of

the home university

Yes Home university (College of Foreign

Languages, University of Danang)

Zhengzhou TP Yes Home university

Table 11 shows the curriculum of the 8th Cohort of the Hanoi TP, and Table 12 shows the Danang TP curriculum.

In the Danang TP, the College of Foreign Languages, the University of Danang conducts Japanese language

education at the request of Danang University of Technology. Although the College of Foreign Languages does not

utilize Japanese language teaching staff selected by NUT, they provide Japanese language education for the TP

according to the curriculum jointly developed by on-site Japanese language teaching staff (Vietnamese nationals)

and the teaching staff of NUT.

Japanese language education in the Malaysia TP is operated primarily by Takushoku University, which acts as

the managing organization of the Japan University Group of the Malaysia TP. Therefore, the Japanese language

education in the first half of this program is not presented in this report.

15

Table 11 NUT-led Japanese language education curriculum (Hanoi TP 8th Cohort)

学年

セメスター

10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 月

40 80 120 140 180 220 260 280 320 360 400 440 480 500 540 580 620 640 680 720 760 800 840 880 時間数累計

みんなの日本語１（主教材）試験正月試験休（2週）正月試験休（2週）試験

みんなの日本語２（主教材）

BKB（漢字500字）

みんなの日本語１，２　トピック25

みんなの日本語１，２　聴解タスク25

みんなの日本語　作文

中級へ行こう試験

毎日の聞き取り50日（初級　下）

新・毎日の聞き取り（中級・上）

科学技術の日本語

大学・大学院留学生の日本語⑤漢字　

N３文法

機械工学の日本語・中級

大学・大学院留学生の日本語　読解

大学・大学院留学生の日本語　論文読解

留学試験対策（読解・聴解・聴読解・記述）

基礎数学

物理

科学技術の日本語

実験

集：機械工作

集：工業力学

集：材料学

集：水力学

集：光学

プレゼン・レポート練習など

↑日本での生活のための日本語など

3 4

工学日本語

1

教材レベル

5 直前

3

初級

初中級

中級

2

1 2

16

Table 12 Japanese language education curriculum of a home university (Danang TP) ダナンツイニング・プログラム　日本語カリキュラム　　　As of 31 March 09

学期週／コマ総合表記／発音聴解読解作文会話宿題／自習用試験用など備考

1学期みんなの日本語Ⅰ BKB～L14 み　教科書CD み　トピック25 み　やさしい作文み　ビデオみ　文型練習帳み　標準問題集

み　タスク25 み　漢字英語版

みんなの日本語Ⅰ BKB～L38 み　教科書CD み　トピック25 み　やさしい作文み　ビデオみ　文型練習帳み　標準問題集

みんなの日本語Ⅱ シャドーイングみ　タスク25 み　漢字英語版

毎日の聞き取り初級編　上

（～4w）みんなの日本語Ⅱ BKB～L45 み　教科書CD み　トピック25 み　やさしい作文み　ビデオみ　文型練習帳み　標準問題集

み　タスク25 み　漢字英語版

毎日の聞き取り初級編　上　下

（5w～）中級へ行こう毎日の聞き取り初級編　下 3級問題み　やさしい作文中級へ行こう

3級問題

聴解が弱いあなたへ

留学生の日本語⑤ 聴解が弱いあなたへ留学生の日本語②

新・毎日の聞き取り　上

J Bridge 2級問題留学生の日本語①

2級問題

科学技術日本語案内留学生の日本語⑤ 新・毎日の聞き取り　下留学生の日本語① 留学生の日本語②

２級問題 2級問題留学生の日本語③

2級問題

12週180コマ

（135時間）

12週180コマ

（135時間）

12週180コマ

（135時間）

12週180コマ

（135時間）

12週180コマ

（135時間）4学期

2学期

3学期

シャドーイングは、既習の文型・文法を利用する

漢字語彙が弱いあなたへ

読解をはじめるあなたへ

初級文型で学ぶ科学技術の日本語

読解をはじめるあなたへ

5学期

2) Time and Duration of Japanese Language Education

The program started with the aim of securing approximately 1,200 hours of Japanese language classes upon

completion of the first half of education. However, in the Hanoi TP—the inaugural program—the curriculum for

Japanese language education over 2.5 years was only able to ensure 1,125 hours (15 hours 15 weeks 5 terms =

1,125 hours*). In reality, the original target of 1,200 hours and the subsequent target of 1,125 hours could not be

attained. Furthermore, as shown in the following points [1] to [3], there were variations in the hours of Japanese

language education, duration of Japanese language education, and class size among the TPs. (Details of each TP

are shown on page 14.) In the Malaysia TP (HELP3), Japanese language education was conducted for

approximately 1,200 hours over the three years of the first half of education.

[1] Hours of Japanese language education (640–950 hours)

[2] Class size (approximately 15–100 students)

[3] Duration of Japanese language education (2.2–2.5 years)

* Lesson hours as specified by the "Operation Standards for Japanese Language Education Institutions" issued by

the Association for the Promotion of Japanese Language Education are as follows:

(Lesson Hours)

Japanese Language Education Institutions should provide 760 or more lesson hours over one year, with more than

20 hours per week.

The reason for setting the study duration for Japanese language education at 1,200 lesson hours is as follows:

The forerunner of preparatory courses for studying in Japan is a special course known as Ambang Asuhan Jepun

(AAJ), operated by the University of Malaya as part of the Look East Policy established by the Malaysian

government in 1982. The objective for this program is for Malaysian students to matriculate to the first year of an

17

undergraduate program at a Japanese university. Here, the lesson hours for Japanese language education are

slightly less than 1,000 hours over two years. From 1992, the Malaysian government started the Malaysia Higher

Education Loan Fund Project (HELP) using a yen loan (ODA) fund from Japan. After the second stage of the

project (HELP2) commenced in 1999, it evolved to a TP wherein students would transfer to Japanese higher

education institutions (Malaysia TP). In these cases, Japanese language lesson hours of the AAJ were used as the

base model and a target of approximately 1,200 hours was stipulated (duration of learning was two years for

HELP2 and three years for the subsequent HELP3).

The target of the AAJ is admission to the first year of an undergraduate program at a Japanese university,

whereas that of the Malaysia TP is transfer to the third year of an undergraduate program at a Japanese university;

the goals are therefore somewhat different. However, with regard to the cultivation of Japanese language ability

required to study specialized subjects in an undergraduate program, the goals of both programs are the same.

Therefore, there is a common recognition that 1,200 hours of learning is the standard required for cultivating an

academic Japanese ability for studying in Japan.

At NUT, Japanese language teaching staff set the target of 1,200 lesson hours for Japanese language

education based on the results of feasibility studies on TPs and referring to precedent programs with long histories

and practical achievements.

The Japanese language implementation statuses for each of the TPs (as of March 2012) are as follows:

Hanoi TP

Total hours of Japanese language education: Approximately 860 hours (2.5 years)

Number of Japanese language teaching staff: 2 full-time Japanese teaching staff, 2 part-time Japanese teaching

staff (only during the peak period from October through December), 3 Vietnamese teaching staff

Size of Japanese language classes: 8th cohort: two classes (12 students in class A, 10 students in class B); 9th

cohort: 1 class (16 students); 10th cohort: two classes (15 students in class A, 15 students in class B)

Securing of Japanese language lesson hours: The time necessary for Japanese language classes is secured

through discussions with the School of International Education (SIE)—which manages the TP together with HUST

—while adjusting for the lecture hours of engineering subjects.

Ho Chi Minh TP


Number of Japanese language teaching staff: 1 Japanese teaching staff and 4 Vietnamese teaching staff

Size of Japanese language classes: 4th cohort: 1 class (10 students); 5th cohort: 1 class (15 students); 6th cohort:

1 class (9 students)

Securing of Japanese language lesson hours: Due to lectures for specialized subjects, Japanese language classes

are conducted from 6:00 p.m. to 8:15 p.m.

Danang TP


Number of Japanese language teaching staff: 1 volunteer Japanese language teaching staff and 7 Vietnamese

18

teaching staff

Size of Japanese language classes: 4th cohort: 1 class (7 students); 5th cohort: 1 class (5 students); 6th cohort: 1

class (18 students)

Securing of Japanese language lesson hours: The Japanese language teaching staff are from the College of

Foreign Languages, the University of Danang; which is a 1-hour commute from Danang University of Technology.

This presents difficulties for adjustments to the class schedules. At present, Japanese language is taught 3 days a

week (five classes each time, for a total of 15 classes). Because night classes increase the burden on students, it is

difficult to increase the number of class hours.

Nuevo Leon TP


Number of Japanese language teaching staff: 2 full-time Japanese teaching staff

Size of Japanese language classes: 3rd cohort: 1 class (4 students); 4th cohort: 1 class (6 students); 5th cohort: 2

classes (1 student in the morning and 4 students in the afternoon)

Securing of Japanese language lesson hours: Japanese language classes are difficult to conduct at night due to

classes for specialized subjects being conducted from 7:00 am to 8:00 p.m. and the terms of the contract between

Japanese language teaching staff and the local university. The class schedule of specialized subjects for each

student must be checked every school term before the time schedule of Japanese language classes can be

determined. For this reason, increasing the total lesson hours for Japanese language education remains difficult.

Monterrey TP


Number of Japanese language teaching staff: 2 part-time Japanese teaching staff

Size of Japanese language classes: 3rd cohort: 1 class (3 students); 4th cohort: 1 class (4 students); 5th cohort: 1

class (6 students)

Securing of Japanese language lesson hours: Japanese language classes are difficult to conduct at night due to

the classes for specialized subjects being conducted until 8:00 p.m. and the terms of the contract between Japanese

language teaching staff and the local university. The different majors of the TP students and the ensuing different

class schedules requires these schedules to be checked every term before the time schedule for Japanese language

education can be determined. For this reason, increasing the total lesson hours for Japanese language education

remains difficult.

Zhengzhou TP

Total hours of Japanese language education: Approximately 640 hours

Number of Japanese language teaching staff: 1 full-time Chinese teaching staff and 1 part-time Chinese

teaching staff

Size of Japanese language classes: 3rd cohort: 1 class (approximately 70 students); 4th cohort: 1 class

(approximately 80 students); 5th cohort: 2 classes (approximately 50 students per class)

Securing of Japanese language lesson hours: Japanese language is offered as one of the standard foreign

language subjects in Zhengzhou University. This TP places importance on basic education of specialized subjects

19

taught in Japanese to compensate for the lack of Japanese language learning time. Despite this short time for

studying Japanese, students are able to learn specialized subjects in Japanese due to the common use of Chinese

characters in both languages.

Although each TP steering committee is aware of the shortage of Japanese language lesson hours, these hours

are limited due to the specialized subject hours and class schedules in the home universities, as well as the nature

of the work contracts between the Japanese language teaching staff and the home universities. This shortage of

lesson hours for Japanese language education has been compensated for using the following methods: intensive

courses in specialized subjects conducted in Japanese language by NUT faculty members (or faculty members of

consortium universities), as described in Section 2–3 “Intensive Courses (Fundamental Engineering Education)”

on page 8; and the introduction of specialized subject education in Japanese language tailored to engineering

courses by NUT’s interns (currently implemented in Hanoi TP, Danang TP, Nuevo Leon TP, and Monterrey TP), as

described in Section 5–4 “Interns Dispatched as On-site Teaching Assistants for Twinning Programs” on page 32.

3) Coordinators of Japanese Language Education and International Cooperative Education

In addition to teaching Japanese language, some of the on-site Japanese language teaching staff screened and

selected by NUT also act as International Cooperative Education Coordinators in charge of the assignments

detailed below. Except for TPs where Japanese language education is at the complete discretion of the home

university (Hanoi TP, Ho Chi Minh TP, Nuevo Leon TP, and Monterrey TP), the on-site Japanese language

teaching staff act as coordinators between the home university and NUT. The duties of the coordinators are as

follows:

[1] Japanese language education, communications and coordination with the home university, and providing

support for transfer entrance examinations for TP students.

[2] Submission of monthly reports (including Japanese language lesson hours, educational materials used,

learning targets, progression of learning, and other communications)

[3] Manage and report attendance in Japanese language lessons, homework submission rates, and results of

quizzes and final examinations.

3-2 Japanese Language Proficiency of Twinning Program Students

To ascertain the actual statuses of Japanese language education of all the TPs and to produce reference data

for further modifications to the curricula as necessary, the Japanese language achievement test was administered

to all TP students at the end of the first half of education in FY 2011.

Tests for composition, conversation, and listening comprehension were not conducted in FY 2011; the test

content will be conducted regularly henceforth, with close examination of the test content.

3-3 Administration of Japanese Language Education Performance

As shown in Table 10 on page 14, performances of Japanese language education (indicated by data

concerning attendance, results of quizzes, assignments, and final examinations) from several TPs are managed by

20

the respective International Cooperative Education Coordinators and reported to NUT. When no International

Cooperation Education Coordinator is assigned to the program, these responsibilities fall to the home university;

credits and grades of Japanese language courses are recorded in the students’ academic transcripts. Some home

universities recognize the credits from Japanese language courses as academic credits in that university, whereas

others do not.

3-4 Summary of Japanese Language Education

1) Japanese Language Lesson Hours

A target of 1,125 Japanese language lesson hours was originally established for Japanese language education

(2.5 years) in the inaugural Hanoi TP, but this target could not be reached in any of the TPs. In addition to general

Japanese language education, it is necessary to introduce Japanese language for specialized subjects in

engineering courses at an early stage (implemented in Hanoi TP, Danang TP, Nuevo Leon TP, and Monterrey TP).

In the Zhengzhou TP, the students’ familiarity with Chinese characters and the early implementation of

fundamental engineering education in Japanese language is expected to effectively compensate for the lack of

Japanese language lesson hours.

In the implementation of courses for Japanese language education specifically for engineering by NUT’s

overseas interns, cooperation between Japanese language teaching staff and engineering teaching staff at NUT is

necessary to provide the requisite guidance and advice. Similarly, implementation of Japanese language education

at the home universities requires ample cooperation between on-site Japanese language teaching staff and NUT’s

Japanese language teaching staff.

2) Quality of Japanese Language Teaching Staff

It is important to employ native Japanese teaching staff with abundant teaching and coordinator experience,

and the recruitment and selection of these staff should be performed by the local university or NUT. Currently,

programs where Japanese language education is conducted by full-time native Japanese teaching staff include

Hanoi TP, Nuevo Leon TP, Monterrey TP (in which recruitment and selection are conducted by NUT), and Ho Chi

Minh TP (in which NUT is not involved in recruitment and selection). The Danang TP utilizes volunteer Japanese

language teaching staff. At the Zhengzhou TP, only native Chinese teaching staff are currently available, with

students requesting for native Japanese teaching staff.

3) Quality of Japanese Language Education

A system is needed in which aspects of Japanese language education at the home universities (such as

curricula, class schedules, and academic performances) are managed, and NUT is able to monitor performances

and implementation statuses. Furthermore, the Japanese language achievement test conducted in FY 2011 is

scheduled for all subsequent TP students at the end of the first half of their education. As described earlier, further

detailed examination of the test content will be carried out and the incorporation of content related to reading and

listening comprehension, conversation, and composition will be considered. At present, NUT is looking into the

use of video conferencing systems in the administration of tests.

21

4. Second Half of Education in the Twinning Programs

4-1 Number of Students Enrolled in the Twinning Programs

When NUT accepted the first cohort of students from the Hanoi TP in FY 2005, there were only three TP

students enrolled in the program. Although the number of enrolling students has fluctuated yearly, TPs from FY

2010 onward (when admissions from all programs began) have shown an annual intake of between 20 to 40

students in the third year of the undergraduate program at NUT (Table 13). Furthermore, as shown in Table 14 on

next page, 74 of the 106 international students enrolled in undergraduate programs at NUT are TP students (as of

September 1, 2011). This corresponds to approximately 70% of all undergraduate international students and over

25% of all 295 international students at NUT.

Table 13 Student enrollment to the third year of the undergraduate program at NUT

Program Major

※1

Student

Enrollment

Target

2005 2006 2007 2008 2009 2010 2011 2012



15

7 14 17 4




MIS A few 0 4 3



EEI A few 1 1 1 3 3

Total 3 9 3 5 14 33 39 28

※1 MECH: Mechanical Engineering, EEI: Electrical Electronics and Information Engineering, MST: Materials Science

and Technology, CIVIL: Civil Engineering, MIS: Management and Information Systems Engineering

22

Table 14 Proportion of TP students in NUT international students by country (as of September 1, 2011)

Country

Number of International Students by Country Proportion of TP Students

Undergraduat

e

Master’

s

Professiona

l Degree

Doctora

l

Othe

r ※1

Tota

l

TP

Student

s※2

Among

undergraduat

e international

students

Among all

internationa

l students

Vietnam 44 20 0 13 3 80 37 84% 35%

China 20 25 0 12 3 60 16 80% 15%

Malaysia 22 9 0 10 3 44 7 32% 7%

Mexico 14 1 0 4 5 24 14 100% 13%

Total 100 58 0 47 14 208 74

70% 25%

Total

number of

internationa

l students

106 78 1 79 31 294 74

※1 Non-degree students (Research Students, Exchange Students, and Research Exchange Students)

※2 This shows the distribution of the TP students among the undergraduate international students.

In the second half of education of the TPs, the TP students in the various programs receive the same

education and research guidance as the other undergraduate students at NUT. In the Zhengzhou TP, students are

allocated to various research departments to facilitate individual guidance from supervisors.

With regard to Japanese language, TP students are able to take Japanese language classes and Japanese

Affairs subjects based on the results of a Japanese language placement test, which is given to all international

students. TP students can receive support for their studies from graduate students at NUT through the use of the

"Study Supporter System" aimed at undergraduate students. Furthermore, students who are accepted to the

master’s degree program at NUT are able to participate in a 5-month internship (Jitsumu-kunren) during their 4th

year as part of NUT’s unique curriculum.

4-2 Living Conditions of Twinning Program Students at NUT

1) Proportion of Twinning Program Students Residing in Student Dormitories

There are five student dormitories (see ※1 in Figure 2 below) accommodating both Japanese and

international students. The dormitories encompass 402 single rooms for Japanese students and 85 single rooms,

married couple rooms, and family rooms for international students (an additional 17 rooms for married couples

and families are available for either Japanese or international students.). Figure 2 shows the number of

international student residents in the dormitories for the past three years, and demonstrates that the number of TP

student residents has been increasing. In FY 2011, international students (including non-degree students) were

residing in 78 rooms, with TP students residing in 27 of these rooms. However, student dormitories are

chronically insufficient, and many TP students are unable to reside in the dormitories; instead, they have to seek

accommodation in nearby off-campus apartments or houses. Rental fees of these lodgings are higher than those of

23

student dormitories, and it is extremely difficult for students to coordinate the securing of lodgings near the

campus with their arrival in Japan. This creates a heavy burden on faculty members who are assigned to take care

of these students. In particular, Zhengzhou TP students enroll in NUT in September, when the vacancy of private

apartments and rented houses is extremely low compared with that of April. These students generally have to

reside far from the university, and in addition to the higher rental fees, expenses for public transport (such as

buses) impose a financial burden on students.

Figure 2 International students residing in university dormitories.

※1 Student dormitories, International student dormitories, International House, 30th Anniversary Student House,

International Lodge

※2 Number of non-TP international student residents, including non-degree students.

2) Statuses of Scholarship Receipt and Tuition Exemption when Transferring to the Third Year of the

Undergraduate Program

Exemption systems for admission fees and tuition fees are in place for all of the TPs, excluding the Malaysia

TP. The amount exempted is either all or half of the total fees to be paid in a fiscal year. The actual exemption

amount for each TP is equivalent to one student’s share per university. In addition, the students are eligible to

apply for fee exemptions that are open to all students at NUT. In addition to the TP fee exemption system, students

with outstanding academic results can also apply for exemption of all or half of the total fees using this system.

Furthermore, some TP students receive scholarships aimed at all NUT students. These include 30th

Anniversary Scholars and students who have been awarded scholarships offered by external organizations.

Assessments for tuition exemptions are carried out every term, but there are many students who receive multiple

exemptions throughout their studies in the undergraduate program. There have also been students who have

consecutively received the 30th anniversary scholarship for two years.

The Malaysia TP is currently managed by the Malaysian government and the MARA Education Foundation,

24

and scholarships for the undergraduate course in this TP are provided by the Malaysian government.

Figure 3 Financial support situations of TP Students at the time of enrollment into the third year of the

undergraduate program at NUT (Enrollment between 2005 and 2011)

※1 “JASSO (Japan Student Service Organization) Scholarship” indicates students who have received only the JASSO

scholarship (excluding students who have been awarded fee exemptions in addition to the JASSO scholarship)

3) Financial Situation of Students

Figure 4 shows the proportions of student financial support situations based on the total aggregated data from

Figure 3. As this figure shows, although financial assistance using tuition exemptions and scholarships is available,

approximately 40% of the students do not benefit from this financial assistance at the time of transfer to the third

year of the undergraduate program at NUT. Although some students receive tuition exemptions or scholarships

from external organizations during their course of study in the undergraduate program, many students have

part-time jobs to support themselves financially.

TP students receive support and advice from other students from their home countries or senior TP students

while studying at NUT, and are therefore thought to become accustomed to campus life at NUT relatively

smoothly.

25

Figure 4 Proportions of financial support situations of TP Students at the time of enrollment in the third year of

undergraduate program at NUT (Enrollment from 2005 to 2011)

4-3 Admission Fees and Tuition Revenue from Twinning Program Students

Figure 5 shows the revenue from admission fees and tuition from TP students. Although one student from

each TP is eligible for fee exemptions, the admission fees and tuition of the other TP students are regarded as

university income. For this reason, some think that this revenue should be allocated to the various departments as

budget for the TPs. However, international students enrolled in special programs such as TPs are not included in

the number of students for the calculation of undergraduate student quota excess ratios. The Ministry of Education,

Culture, Sports, Science and Technology may alter policies related to undergraduate student quota excess ratios,

and require the inclusion of TP students in the calculations of these ratios in the future. In addition, the numbers of

TP students may continue to change. For these reasons, this issue should be continuously monitored.

Figure 5 Revenue of admission fees and tuition from TP Students

※1 Total amount of revenue from admission fees and tuition for each fiscal year does not include the amount of fee

- 26 -

exemption for one student per TP.

※2 Excludes the amount of tuition fees from expelled student(s) for the term (1st or 2nd term), where the student(s)

was expelled due to failure to pay tuition fees.

※3 Includes the amount of tuition fees paid by retained students (thereby exceeding the standard 2-year course of

study) among all students enrolled until 2009.

4-4 Career Paths of Twinning Program Students upon Completion of the Undergraduate Program

Table 15, shown on the next page, summarizes the career paths of students of each TP after graduating from

the undergraduate program. Of the 51 TP students who had completed the undergraduate program from FY 2007

to FY 2011, 30 progressed to graduate school. Until March 2012, all TPs except for Zhengzhou TP and Nuevo

Leon TP produced students who graduated from the undergraduate program. Among the 51 graduates, 30 students

went on to graduate school and 7 students were employed by companies in Japan. Therefore, 37 students

proceeded to become "engineers with an understanding of Japanese language and monozukuri culture", which is

the objective of this TP. The 7 students who found employment with firms in Japan after completing the

undergraduate program were from the 1st and 2nd cohorts of the Hanoi TP.

Of the 21 students who completed the undergraduate program in March 2012, 16 progressed to graduate

school at NUT. In principle, those who are accepted to graduate school participate in the internship

(Jitsumu-kunren) program during the 4th year of the undergraduate program.

Table 15 Career paths of TP students after graduation from the undergraduate program at NUT between FY 2007

and FY 2011

(as of March 31, 2012)

Program Number of students

proceeding to graduate

school ※1

Number of students

employed by a company

in Japan

Others ※2

Hanoi TP 7/18 7/18 4/18

Ho Chi Minh TP 13/19 0/19 6/19

Danang TP 3/3 0/3 0/3

Nuevo Leon TP※3 0 0 0

Monterrey TP 2/2 0/2 0/2

Zhengzhou TP※4 ― ― ―

Malaysia TP 5/9 0/9 4/9

Total 30/51 7/51 14/51

※1 Includes students expected to proceed to graduate school as of March 31, 2012

※2 Refers to students who have returned to their home country, found employment in their home country, or proceeded

to graduate school in their home country or other countries.

※3 One student in Nuevo Leon TP was retained for one school year.

※4 The students in Zhengzhou TP are not included because their expected graduation is in August 2012.

- 27 -

4-5 Career Paths of Hanoi Twinning Program Students

A survey was conducted regarding the career paths of Hanoi TP students, including those who had completed

the master’s program. The Hanoi TP was selected for this survey due to it being the longest-running TP, as well as

for producing many students who completed the master’s program. Since the Hanoi TP accepted its first cohort of

students in 2005, a total of 18 students have graduated from the undergraduate program at NUT. Table 16, shown

on the next page, summarizes the statuses of Hanoi TP students who went on to the master’s program, the number

of students who completed the program, and their employment statuses. Among the Hanoi TP students who

proceeded to the master’s program, many students have published papers in academic journals or presented their

work at international conferences, and 6 master’s program graduates have found employment with companies in

Japan. This is considered to be a result of producing "engineers with an understanding of Japanese language and

monozukuri culture", which is the objective of NUT’s TPs.

Table 17, on the next page, shows the career paths of students who had graduated from the various

consortium universities between 2006 and 2010. Of the students who went to a Hanoi TP consortium university, 6

students found employment with Japanese-affiliated companies after graduating from the undergraduate program,

and 4 students who had graduated from the master’s program found employment with Japanese-affiliated

companies. One student who enrolled in Gunma University went on to the doctoral program.

Figure 6 (on the next page) shows the career paths of 56 Hanoi TP students from the 1st to the 4th cohorts

(students who had completed the first half of education of the Hanoi TP but were unable to transfer to a Japanese

university, and who subsequently graduated from HUST), as investigated by the SIE of HUST. The Japanese

language education provided in the first half of the TP is highly thought of by local Japanese-affiliated companies.

According to a representative of HUST, the students view their participation in the TP as advantageous for work

opportunities. For this reason, a certificate of completion of the first half of education of the TP is issued to

students who have continued to the second half of education at HUST upon graduation.

Table 16 Academic achievements and employment by companies in Japan of TP students who had enrolled

between FY 2005 and FY 2009 and had completed the master’s program (Hanoi TP)

Year of

enrollment

Number of

students

proceeding to

the master’s

program

Number of

students who

completed the

master’s

program

Number of

students

employed by a

company in Japan

Published

papers ※1

Presentations

※1

Awards ※1

2005 1 1/1 1/1 0 0 0

2006 2 2/2 2/2 1 2 0

2007 3 3/3 3/3 1 1 0

2008 0 ― ― ― ― ―

2009 1 0/1 ― ― ― ―

※The denominator is the number of students in the master’s program each year.

※1 Indicates the numbers of published papers, presentations, and awards during enrollment in NUT.

- 28 -

Table 17 Career Paths of TP students after graduation by each consortium university from FY 2005 to FY 2010

University Number of students

employed by a

Japanese-affiliated

company

（Undergraduate）※1

Number of

students

proceeding to

the master’s

program

Number of

students who

completed the

master’s

program

Number of

students

employed by a

Japanese-affiliated

company（Master’s）

※2

Number of

students

proceeding to

the doctoral

program

Nagoya Institute

of Technology

2/8 2/8 ― ― ―

Gunma

University

3/8 4/8 3/4 2/4 1/4

Toyohashi

University of

Technology

0/0 0/0 ― ― ―

Utsunomiya

University

1/2 0/2 ― ― ―

Gifu University 0/4 4/4 4/4 2/4 ―

Nagaoka

University of

Technology

7/18 10/18 7/8 6/8 ―

※1, 2Includes students hired by local Japanese companies in their countries.

※The denominator for the number of students hired by Japanese companies (undergraduate program) and the number

of students who proceeded to the master’s program is the total number of TP students enrolled in the undergraduate

program. The denominator for the number of students hired by Japanese companies (master’s program) and the

number of students who proceeded to the doctoral program is the total number of TP students who had graduated from

the master’s program.

Figure 6 Career Paths of HUST graduates who had completed the first half of education in the TP but did not

study in Japan

(Data obtained from SIE at HUST)

- 29 -

※1 Major employers (on-site Japanese Companies): CANON VIETNAM, TOTO VIETNAM, NISSAN VIETNAM,

MITSUBISHI VIETNAM, and YAMAHA VIETNAM

※2 Reference: Ratio of student enrollment in the master’s program at HUST is 10–15%.

4-6 Summary of the Second Half of Education

1) Second Half of Education for Twinning Program Students

For the second half of education for TP students, students receive the same education and guidance as other

undergraduate students. With regard to Japanese language education, the students study Japanese language

subjects and subjects related to Japanese Affairs, as do other international students.

Recently, the number of international students at NUT has been increasing rapidly, and housing for

international students has become chronically insufficient. Although the proportion of TP students residing in

student dormitories is increasing yearly (similar to the other international students), not all the TP students who

apply to stay in the student dormitories are successful. Support measures for TP students that include housing

issues should be investigated further. Despite the availability of financial support systems such as tuition fee

exemptions, many TP students live as self-financed students. As TP students from the same country or alma mater

increase, communities of students from the same country are formed naturally, and the effects of this phenomenon

have already started to appear. Generally, this has manifested as a smoother transition to life at NUT with support

and advice from senior students. However, many students also tend to socialize primarily with their countrymen,

leading to a lack of improvement in their Japanese language abilities. This slower progress in Japanese language

ability has influenced the academic performance of some students not only in common subjects, but also in their

specialized subjects.

Although some students struggle to cope with their studies in the second half of education, others are able to

excel academically. One of the TP students was awarded "The Japan Institute of Metals and Materials & The Iron

and Steel Institute of Japan Young Student Award" at the time of graduation.

In the Monterrey TP, Nuevo Leon TP, and Danang TP, academic degrees are given by the home universities

after students graduate from the undergraduate program at NUT. For the other TPs, sufficient frameworks and

systems have yet to be established to notify the home university of each TP student’s progress and credit

recognition status in the second half of education. There is a need for the establishment of such frameworks and

systems to report the progress of students to the home universities in these TPs.

2) Career Paths of Twinning Program Students

With regard to career paths of TP students after graduation from the undergraduate program at NUT,

approximately half of the students proceed to graduate school in NUT. In FY 2011, 20 out of 21 graduates were

scheduled to proceed to graduate school, but 4 students withdrew from the program. Reasons for their withdrawal

included plans to enter other universities or return to their home country to seek employment.

In the Hanoi TP, 7 of the 18 students from the 1st, 2nd, and 3rd cohorts who enrolled and graduated from the

undergraduate program in NUT found employment with companies in Japan. Furthermore, 7 of the 18 students

from the 1st, 2nd, and 3rd cohorts who enrolled and graduated from the undergraduate program in NUT proceeded

to the master’s program. Of these, 6 students found employment with companies in Japan. Major places of

- 30 -

employment of Hanoi TP students include Hokuetsu Industries, Panasonic, Nidec Copal Corporation, Denso

Vietnam, Shindengen Electric Manufacturing, Nakashima Propeller, NEC, and Kobayashi Seimitsu Kogyo.

Although a TP is technically a double degree program with the home university, no graduate has acquired a

degree in their home country (as of March 2012. However, Monterrey TP students who graduated in March 2012

also acquired a degree in his home country after graduating from NUT).

5. Actual Circumstances and Effects/Influences of the Twinning Programs

5-1 Securing High-Caliber Students Despite some variations among the individual students and TPs, NUT has, to some extent, been able to

secure TP students of a high caliber. Among all the 51 TP students who have completed the undergraduate

program at NUT to date, 30 students have gone on to the master’s program at NUT. Furthermore, of the 7 Hanoi

TP students who advanced to the master’s program, 6 found employment with companies in Japan. From these

achievements, it may be said that the objective of the TPs to nurture "engineers with an understanding of Japanese

language and monozukuri culture" has been attained.

The Center for International Exchange and Education conducted a questionnaire survey between April

13 (Friday) and April 20 (Friday), 2012 among the academic supervisors of TP graduates (2005–2011). For the

Zhengzhou TP, which currently does not have any graduates, the survey was conducted for the academic

supervisors for students in their 4th year. The questionnaire consisted of the following two questions: Question 1:

Do you think the TP is effective in securing excellent students? Question 2: Do you think the TP is effective for

developing engineers who understand Japanese language, Japanese culture, and monozukuri culture?

The following descriptions are indicative excerpts from replies to Question 1. Results of Question 2 are

presented in Section 5-2.

Q1: Do you think the TP is effective in securing excellent students?

“Yes”: 4 respondents

• There are many students who are highly motivated to study engineering in Japan and who wish to advance to the

doctoral program.

• The students rank quite highly in academic performance. Even with problems in Japanese language, I think that

they are excellent and diligent.

• I feel that for specialized subjects (particularly those where mathematics is concerned), they are superior to the

average students of NUT.

• It is highly possible to secure students who wish to work in Japan, or who desire to aid in the development of

their home country after assimilating the high standard of science and technology in Japan.

“No”: 2 respondents

• I hope that the partner institutions would make further efforts to send excellent students to NUT.

• There is a large degree of variation among the students.

“Unsure”: 15 respondents

- 31 -

• Although some degree of evaluation may be made from the way they approach research in the master’s program,

no clear evaluations can be made now.

• It appears that there may be a divergence in the understanding of the purpose of the TP between the home

university and NUT.

• Although Japanese language ability is insufficient, there is generally no major difference in the basic academic

ability in specialized subjects between TP students and Japanese students.

• Although this does not apply to all students, students with poor academic performance have few opportunities

for conversations with the Japanese students around them.

• There are students with outstanding academic results but lack seriousness, students with ordinary academic

results but are serious about research, and students who cause various problems. I suppose it depends on each

individual’s abilities and character.

5-2 Development of Engineers Proficient in Japanese Language

In this program, Japanese language education starts from the first half of education, and the second half of

education involves the students studying in Japanese universities. The motto of this university is the development

of internationally acknowledged leading engineers and researchers possessing practical and creative capabilities,

and the "development of engineers who are proficient in Japanese language" in the TPs is an achievement of

NUT’s TPs.

Results of Question 2 of the questionnaire are as follows:

Q2: Do you think the TP is effective for developing engineers who understand Japanese language, Japanese

culture, and monozukuri culture?

“Yes”: 13 respondents

• If a student understands lectures in Japanese to some extent and has experience in practical internship, they

would have an impression of Japanese monozukuri.

• All TP students in the laboratory wish to find a job with a Japanese company. I think the education of such

students is effective as an engineer development program, and it should be actively publicized to the companies.

• I think students have high aspirations to actively learn about Japanese culture and monozukuri, and that it is

possible to develop global engineers.

• I think that the practical educational guidance in Japan is much more effective than an education only given in

the students’ home countries. However, depending on the capabilities of the participating students, there may be

cases where the educational effectiveness does not live up to expectations.

“No”: 1 respondent

• Two years of education at NUT is too short to allow students to understand Japanese language, Japanese culture

and monozukuri. I think at least four years are necessary. I think that taking care of the students up to the graduate

school level may result in a higher quality education.

- 32 -

“Unsure”: 7 respondents

• This is effective as an opportunity for the students to come to Japan. However, they tend to form groups with

other students from their home country and do not take steps toward understanding Japan.

• This is an effective program for international students who wish to work in Japan and work for

Japanese-affiliated companies. The fact that it is possible to produce many engineers who understand Japan in

various countries is advantageous in the long run. Although I do not know how much Japanese language ability

would be required at an actual worksite, I think that their Japanese language ability is insufficient for them to be

dealt with the same way as native Japanese.

• This is heavily dependent on each individual’s education; and is not limited to the issue of TP alone.

• If the goal is for only TPs operated independently by NUT, then the program would only be effective after the

students complete the master’s program.

5-3 Effects of Faculty Development through Intensive Courses The "Reconstruction of Fundamental Engineering Education based on Universal Design (UD)" project is a

university education quality promotion program adopted in FY 2008. As part of this project, preliminary training

of Japanese language teaching staff and specialized subject teaching staff for intensive courses for the TPs was

initiated at the "FD Training Hall" (preliminary training). The objective of this training is to ensure effective

intensive course sessions by preventing mismatches between the Japanese language ability of TP students and the

content of the lectures. This is done by accurately highlighting the following items to the teaching staff before

they are dispatched overseas: items that should be approached with caution, items that should be refined, and

items that should be prepared in advance.

In addition to the teaching staff to be sent overseas, the FD Training Hall also includes other staff such as

Japanese language teaching staff and teaching staff with experience in conducting intensive courses. As far as

possible, international students also participate in the training. After the mock lessons, all participants share their

opinions. In addition, after the intensive courses are conducted, teaching staff record their comments on a

questionnaire sheet and submit them to the person-in-charge of this project. Additionally, participants in the FD

Training Hall exchange their opinions again in a follow-up session.

Table 18, on page 34, shows the achievements of the FD Training Hall sessions conducted between FY 2008

and FY 2011.

1) Questionnaire Survey of the Intensive Courses

In order to improve the intensive courses, a questionnaire survey is immediately administered after each

course is conducted. These surveys are administered to on-site Japanese language teaching staff and the teaching

staff who conducted the intensive course. A survey is also administered to the student attendees. The survey

includes queries regarding how future intensive courses should be conducted and methods to effectively conduct

the intensive courses. The survey for the students consists of the following 11 questions:

Q1. Was this lecture useful to you?

Q2. Were you interested in the content of this lecture?

- 33 -

Q3. How do you feel about the amount of content of the lecture?

Q4. How do you feel about the talking speed of the teachers?

Q5. How do you feel about the Japanese language spoken by the teachers?

Q6. Did you find the PowerPoint presentation easy to understand?

Q7. Did you find the writing on the whiteboard easy to understand?

Q8. Was there anything that assisted your understanding during the lesson?

Q9. Did you find that the lectures were generally easy to understand?

Q10. What subjects would you like to be included in future intensive courses?

Q11. Please write your impressions and opinions about the lectures.

Questionnaire results are collated and provided in feedback to each teaching staff member.

2) Records of Intensive Courses by Teaching Staff

The records of the intensive courses are described below. Many of these records presented by teaching staff

cite the importance of the FD Training Hall sessions. Because the "Reconstruction of Fundamental Engineering

Education based on UD" project was completed in FY 2010, the FD Training Hall became a joint operation

between the Center for Faculty Development and the Center for International Exchange and Education. However,

a system for FD Training Hall operations has yet to be established, and teaching staff with the relevant knowledge

and experience conduct the training sessions when requested. The following are excerpts from these intensive

course records.

Impressions of the Preliminary Training (Excerpts from Intensive Course Lecture Records by Teaching

Staff)

• We received comments regarding the lecture materials, content, and talking speed that allowed us to

accommodate the level of Japanese language learning hours for the students in the intensive course class.

Therefore, we were able to improve the level of understanding of the student participants.

• The preliminary training was highly effective, and there were no major difficulties at the introduction stage.

• Meetings were held before preliminary training where we were advised on points of caution and about the

opening sections of the lectures. This was highly meaningful.

Collaboration with Japanese Language Education (Excerpts from Intensive Course Lecture Records by

Teaching Staff)

• Lists of technical terms that appear in the lectures and the outline of the lecture materials were prepared and

provided to students to study beforehand. The subsequent reviews of the intensive courses were also effective.

• Pronunciations and meanings of technical terms used in the intensive courses are tested.

• It would be better for students to be given a chance to explain in Japanese the technical terms used in the

intensive courses during their Japanese language classes.

- 34 -

Table 18 The number of NUT teaching staff members who participated in the “FD Training Hall” (Preliminary

Training) Program FY 2008 FY 2009 FY 2010 FY 2011

Hanoi TP 0 0 0 0

Ho Chi Minh TP 0 4 3 2

Danang TP 2 1 2 0

Nuevo Leon TP 0 0 1 0

Monterrey TP 1 0 2 0

Zhengzhou TP 0 0 1 0

5-4 Interns Dispatched as On-site Teaching Assistants for Twinning Programs

In the Hanoi TP, Danang TP, Monterrey TP, Zhengzhou TP, and Malaysia TP, Japanese students at NUT are

dispatched to the partner universities for overseas practical training, where they fulfill TA roles in the first half of

education of the TPs. Specifically, they are involved in Japanese language education for engineering and conduct

lectures on the fundamentals of specialized subjects, which the on-site Japanese language teaching staff are unable

to teach adequately. There have been numerous requests for the implementation of this TA system by local

universities and on-site Japanese language teaching staff.

Overseas practical training interns work as TAs of Japanese language education for engineering in NUT’s

TPs (excluding the Zhengzhou TP). These TAs perform their duties after Japanese language teaching staff at NUT

provide preliminary training, while making adjustments with on-site Japanese language teachers. The intern TAs

also prepare portfolios (including preparations for lectures, content of lectures, supplementary teaching materials,

and homework) for their lectures and obtain feedback from both the on-site teaching staff and NUT’s Japanese

language teaching staff.

The TAs use a textbook known as the “Japanese language practice book for overseas students who are

beginning to study engineering”, which was developed as part of the "Reconstruction of Fundamental Engineering

Education based on UD" project. Using the expertise of the TAs, the TP students learn Japanese language and

mathematics for engineering courses. Time for free discussions using Japanese language is also provided and

designed to create good mutual interactions between the TAs and the TP students. In addition, Japanese students

dispatched to the home universities engage in preparatory measures for transfer entrance examinations (such as

mathematics and physics) and project work related to their fields of specialization (such as the building of plastic

bottle rockets, Stirling engines, and motors).

For the Zhengzhou TP, three Japanese overseas practical training interns support the local (native Chinese)

Japanese language teaching staff as TAs for classes in Japanese language, mathematics, and science at the junior

high school level.

The TA system represents an ideal opportunity for TP students to interact with Japanese students of the same

generation. This communication between the TP students and the dispatched Japanese interns allows the TP

students to stay motivated to study in Japan, and is therefore considered advantageous. A common room for the

exclusive use of the TP is provided at the Danang University of Technology. This common room is used

effectively, as the continuous presence of the Japanese interns creates a sense of community with the TP students.

The interpersonal relationships formed here continue even after transfer admission (overseas internship). In many

- 35 -

cases, many of the interns who proceed to the master’s program act as study supporters or tutors of TP students.

As described above, the presence of Japanese TAs has achieved excellent results in the implementation of

TPs, and is a distinctive feature of NUT’s TPs.

However, when viewed from the perspective of education for the TA students, some have pointed out that the

TA activities do not meet the practical internship’s purpose of generating opportunities for direct exposure to

industrial activities. At present, we are conducting a separate investigation into this issue.

5-5 Improving the Presence of NUT

The Hanoi TP is the first TP established jointly between a Japanese national university and a Vietnamese

university, and is the first TP officially approved by the Vietnamese government. The Zhengzhou TP is the first

collaborative education program with a Japanese university at the undergraduate level in China. At the Second

Japan-Vietnam University Presidents’ Conference (held on March 12, 2012 at Kyoto University), the

Administrative Vice Minister of Japan’s Ministry of Education, Culture, Sports, Science and Technology made

special mention of the TP at NUT, highlighting the increasing presence of NUT as a pioneer and leader in

international collaborative education. At the First Japan-Mexico Rectors’ Summit (held on June 29, 2011 at the

University of Tokyo), Mr. Miguel Ruiz-Cabanas—the Mexican Ambassador to Japan at that time—described the

activities of NUT in Mexico as a "practical strategy linked with economic reality"; this exemplifies the high

evaluation of NUT’s strategies both at home and abroad. These are examples of the recognition of the importance

and presence of NUT’s TPs by the partner countries. In addition, the "Reconstruction of Fundamental Engineering

Education based on UD" project set in the TPs was adopted in the university education quality promotion program

in FY 2008 (148 items adopted). Among these items, this was further selected as 1 of 6 programs that are regarded

as notably excellent, and are expected to have wide-reaching influence.

The Second Japan-Vietnam University The First Japan-Mexico Rectors’ Summit

Presidents’ Conference (at Kyoto University) (at the University of Tokyo)

- 36 -

Dictionary for Engineering Terms Intermediate Japanese for Mechanical Engineering

（Universal Design）（Universal Design）

Center for International Exchange and Education Nagaoka University of Technology

1603-1 Kamitomioka Nagaoka Niigata, 940-2188 Japan

nagaoka university of technology implementation status ...4-3 admission fees and tuition revenue...

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