The mentally-troubled student: How should universities get involved?

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Hi everyone, as I introduced myself in our first class, my name is Dai and my goal is to become a psychologist working in Asia (I’m enrolled in the psychology program at the regular Columbia, across the street from SIPA). Thus, I’d like to use this post as an opportunity to discuss mental health, which I believe is essential for academic excellence but is not adequately reflected in social and educational policies.

In 2015, Newsweek reported a striking study by Japan’s Cabinet Office that examined child suicide. The study was striking because it found that the time of high suicide corresponded with the timing of the school year: more suicides were committed in early September when school starts and in mid-April when school resumes after spring break. The study is statistically persuasive, as their data were large: they looked at 18,000 records of child suicides from 1972–2013 (41 years). For those of us who are thinking that school stress can play a role, this thought partially supported by records of child suicide notes in 2006, which cited school stress as the cause of their decisions. Research done by Hokkaido University Professor Kenzo Denda, cited in the same Newsweek article, found that in Japan, 1 in 12 elementary school-aged children, and 1 in 4 junior high school students suffer from depression. Another study showed that suicide was the leading cause of death for Japanese children age 10-19 in 2014. Taken all of these findings into account, we can see that suicide and mental health present a concern for universities because the later part of the child spectrum (age 17-19) are university age, which means a considerable amount of university students may experience mental health problems and suicidal thoughts, some of whom since a very, very early age, as Professor Denda showed that depression was presented in elementary school.

While the above findings were specific to Japan, I think it is also reasonable to assume (we will have to assume because of the lack of quality data in Asia, something Professor Lefebure mentioned in class) that other Asian countries also face the same problem. In fact, here is a summary of mental health index in Asia Pacific in 2016 reported by The Economist (however, please note that this report is commissioned by a company called Janssen Asia Pacific, which is part of the healthcare giant Johnson & Johnson so there may be private interest in methodology and findings of the report):

The criteria for ranking were comprised of four categories:

 

  • Environment for people with mental illness to have a normal life
  • Access to medical services
  • Opportunities, specifically job-related for people with mental illness
  • Government policies including programs to reduce stigma against mental illness

 

We could see that the ranking relatively corresponds with the economic development status of a country – more developed countries ranked higher than less-resourced countries. However, this does not mean that resource-strapped countries, those countries at the bottom of the list cannot do anything about their population with mental health. The real question is, how can they maximize their result given their limited funding? Or simply put, how can they do more with less?

With respect to higher education, what role should universities play in supporting their at-risk students and the community at large? I think education plays a key role in solving many aspects of the mental health problem. For example, universities can reduce stress by changing their curricula and non-academic initiatives. Universities can solve the lack of expert resources by training future mental health professionals. University personnel is also in a position to influence policy and public opinion.

What are your thoughts?

 

 

 

Sources:

Newsweek: http://www.newsweek.com/why-do-so-many-japanese-schoolchildren-kill-themselves-391648

Janssen/The Economist Report: http://www.janssen.com/apac/news-center/health-policy-and-advocacy/mentalhealthandintegration

The Usefulness of Film Studies and Analysis in a Higher Education Institution

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Hello, today, I am writing about a filmmaker, Beeban Kidron.

Beeban Kidron is a British filmmaker, best known for directing Bridget Jones: The Edge of Reason (2004). She has also produced documentaries, especially about troubling social issues, as seen in Hookers, Hustlers, Pimps and their Johns (1993) and Sex, Death and the Gods (2011), a film about “devadasi,” or Indian “sacred prostitutes”. Most important of all, Kidron founded FILMCLUB, a charity organisation that allows schools to screen films at no cost, and to discuss and review these films for educational purposes. FILMCLUB uses film as a pedagogical tool for students to explore ideas of community, society and culture. Kidron believes that film has the power to improve millennial students’ learning ability in diverse ways — viscerally, emotionally and intellectually.

In my opinion, the fundamental strength of Kidron’s project lies in her belief that film offers a chance for us to engage in a communal learning experience which we all need in this increasingly divided world. Film momentarily unites an audience through a shared process of watching and learning about other worlds and cultures. Even though films are produced in a variety of languages, it has a unique ability to elicit empathy in the viewer. These features are especially relevant for the younger generation, where movies enlarge their worldviews, heighten their understanding of who they are, and help them make sense of the world. Kidron said: “People have a right to have their lives witnessed. If we coexist with the systems that abuse people, then we have a duty to understand it.”

Kidron’s message made me think about the effectiveness of using film to promote a more international culture in higher education institutions. I think it will be very helpful for an international university like Columbia, which can do a lot more to create opportunities for minority representation and cultural interaction among students. Similar to Angelica’s blog post on “Chimamanda’s Danger of a Single Story”, I think it is important to expose students to a range of cultural narratives and stories. Film is perhaps the best way to promoting and publicising unity across cultural differences because it is financially low in cost (anyone with an iPhone can start filming) and is easily disseminated.

What do you think? As a SIPA student, I also want to question how much you feel belonged to Columbia? Do you feel that the school can do more to foster a communal or international identity among students?

 

Here is the link to her TED talk:

HE: Are Separate Admission Processes for International Students Fair in China?

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international-students-in-china2

On this Friday, a new round of Fudan University Debate will get under way again. As one of the former debate team instructors, my student sent me the first-round debate’s topic: Are Separate Admission Processes for International Students Fair in China? Coincidentally, when searching for this week’s news to share, I happened to see an article posted on the recent newsletter of University World News for the same subject. Thus, our group gives me an opportunity to share this interesting piece along with the controversial topic for discussion.

Here is the news:

http://www.universityworldnews.com/article.php?story=20170222122830767

After Tsinghua University announced last year that foreign applicants would not have to take a standardized writing test for undergraduate courses, there were lots of concerns about the unfair admissions procedures that students with foreign passports are gaining relatively easy access to the country’s most prestigious institutions. Recently, Tsinghua published the complete new rules for the admission of foreign students which pushed the topic to the forefront again.

The critics argue that higher education in China is becoming a serious social problem. They believe that if other colleges and universities introduce similar rules, it would increase the education injustice and inequality in China. They also worry about the student quality and compare it to the hard process Chinese outstanding students apply for the U.S. top universities.

Another sensitive issue raised in the article is about the generous scholarship offered by the government for foreign students. Even in Fudan, it is the same situation that the percentage of foreign students who can get scholarships is much higher than domestic students. Some local students’ parents argue that why they pay the tax to subsidize foreign students at the end.

But others defended the policy. The purpose of the new policy is to expand the scope of applications and thus make the process more competitive than before. It is necessary because the percentage of international students is an important measure of a university’s global influence.

What is your opinion on this topic? Do you think whether Tsinghua’s decision is wise or not?

What is the education equity? Does the new admission policy and scholarship policy violate the principle of higher education?

Is it really good to have a rapid increase number of foreign students for Chinese universities?

Do other Asian countries have the similar situation or good example to share?

Related posts:

Ambitious drive for foreign students is paying off

http://www.universityworldnews.com/article.php?story=20160916134031945

The number of international student enrollment in China:

http://www.iie.org/Services/Project-Atlas/China/International-Students-In-China#.WLR6dTsrI2w

international-students-in-china

Higher Education in Rural Areas: United States and Japan

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Hello everyone!

Here is the presentation on higher ed in rural areas that I presented last Thursday.

Key Points:

Both the U.S. and Japan are experiencing rural-urban migration. In small college towns, this causes both the town and college to fail.

In Japan, this problem is exacerbated by its historical population aging and decline.

In the U.S., states are solely responsible for education at all levels (with the exception of federal funding mostly being funneled towards Pell Grants, veterans benefits (both are forms of financial aid to students) and research-specific grants). States, cities, and the colleges themselves must work together on policies to revitalize their dying towns and colleges.

In Japan, the national government has more power over its local/municipal/prefectural governments than in the U.S.. Japan has recognized its demographic dilemma and enacted a national plan to revitalize certain areas. This type of national-level policy would be very unlikely, if not unconstitutional, in the U.S..

Questions:

Can some of the policies enacted in Japan be implemented at the local level in the United States?

How much power does Japan have at the local level to create its own solutions? (This question I really don’t know! I’d love some insight).

Thank you!

US_Japan_Rural_HigherEd

The reform of the Law Schools in Japan/Korea and the relation to the Western Model

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Hi all! This is Hiro.

Thank you for yesterday’s amazing discussion about Law School reforms!!

Below is my presentation slide. The key points are;

Korea: strong quantity control by government, but delay abolishing traditional bar exam for three times, also corruption

Japan: loosened quantity control, preliminary exam as a shortcut, mismatch between demand and supply

Both: Inconsistent policy

 

Please share any comment or further insight about law school reforms in these two or any other countries. Thank you!

 

HE presentation (Japan&Korea Law School)-1hoquei

Is intercultural education possible in today’s university with the model of higher education as it exists?

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In the past weeks we have been talking about the current trends in higher education such as (1) globalization where now the world becomes the horizon and the actual market, (2) the need for internationalization in Asia, and the perception than a more internationalized university is better (3) integration in Europe, that started with the Bologna process, (4) and a common objective of placing education at the center, because of the knowledge economy.

But there is also an important aspect to discuss about universities; in times when most universities are moving towards internationalization, the aspect of interculturality cannot be left behind the discussion. Interculturality has been defined as the interaction of people from different cultural backgrounds using authentic language appropriately that demonstrates knowledge and understanding of the cultures. As Pedota mentions, currently there is a lack of universities that consider indigenous people to enable them to participate in governmental, economic and social structures, neither universities that teach indigenous knowledge as an integral part of the curriculum.

Pedota presents some interesting initiatives that have emerged in Latin America, either as newly created higher education institutions rooted inside indigenous regions, or as conventional universities starting to ‘interculturalize’ its student population, teaching staff, and curricular contents and methods. The idea of diversifying the students profiles and the curricular contents goes in hand with the trend of higher education institutions becoming more efficient, locally adapted, and outcome oriented. The Indigenous Intercultural Universities in Latin America started in the early 90’s with the aim to generate knowledge that is relevant for the communities in which they are located, but also Pedota emphasizes,with the aim to generate a ‘dialogue of knowledges’ among social actors from different cultures. In Intercultural Universities modernity and tradition mix up to take the best part of each. One example is the Indigenous Intercultural University that seeks to respond to the sociocultural, political, economic and educational proposals and expectations of the Indigenous People, without overlooking the academic standards typical of Higher Education. Other examples are the PROEIB Andes in Bolivia, and Intercultural University in Veracruz (IUV) in Mexico.

But is it really possible to achieve interculturality? As stated by Williamson, it will be possible only if the state establishes an obligatory standard for the whole system based on universally applicable laws, and if there is a profound change in the current higher education system and in the communities where social players actually live.

What do you think? Can we still have intercultural universities these days?

Sources:

PEDOTA, Luciano. “Indigenous Intercultural Universities in Latin America: Interpreting Interculturalism in Mexico and Bolivia”. Loyola, University of Chicago. 2011

http://ecommons.luc.edu/cgi/viewcontent.cgi?article=1515&context=luc_theses




WILLIAMSON, Guillermo. “Is the interculturalization of Chile’s universities a real possibility?”. SAGE Journals - Arts & Humanities in Higher Education. Vol 16, Issue 1, 2017.

http://journals.sagepub.com/doi/full/10.1177/1474022215600924




GUILHERME, Manuela. “Winds of the South: Intercultural university models in the 21st century”. SAGE Journals - Arts & Humanities in Higher Education. Vol 16, Issue 1, 2017.

http://journals.sagepub.com/doi/full/10.1177/1474022216680599

 

Chimamanda’s Danger of a Single Story

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“When we reject the single story. When we realize that there is never a single story about any place. We regain a kind of paradise.”                  – Chimananda Ngozi Adichie

This is the last phrase of Chimamanda Adichie’s excellent TED talk about the danger of a single story. Although the TED talk was given in 2009, its message, specially about immigrants, is stronger today.  Chimamanda, a Nigerian author, encourages us to avoid single stories (having one single perspective or narrative of a person, community or country) and learn about our peers thoroughly and holistically. She grew up near higher education institutions because her parents were faculty at the University of Nigeria in Nsukka, and continued to be close to universities throughout her education. She began her undergrad in Drexel University, then transferred to Eastern Connecticut State University. She did her master’s degree at John Hopkins University, followed by a second masters from Yale University. Additionally, she was awarded fellowships from both Princeton and Harvard Universities.

Higher education is present in her novels as well. Her characters range from academics in the heart of planning revolutions, to Nigerian immigrants facing the challenges of American higher education, both as students and as immigrants. Through her storytelling, the readers are given another perspective of what it means to study in the United States and what international students face when entering a new academic system while getting used to a different culture. In between lines, she highlights the importance of diversity in universities and how international students enhance the educational experience.

Universities are spaces where the danger of a single story can be eliminated. As Chimamanda’s experience meeting her undergrad roommate who had a single story about Africans, cultural and friendship exchanges can help bridge cultural perceptions and share knowledge.  After reading her novels, being an international student myself and coming from a Mexican University with only 5% international students, I question: How can diversity of students and nationalities be encouraged in universities? What type of activities can students and faculty do to avoid the danger of a single story? What are other advantages of having international students in higher education institutions?

Here is the link to the TED talk: https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story

Novels by Chimamanda N. Adichie:

Half of a Yellow Sun, Purple Hibiscus, Americanah

 

 

Does a Decreased Supply Mean Decreased Demand? (by Brody Hale)

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Much has been made of the impact falling birth rates will have on many nations in East Asia in recent years. While many of these discussions center around the impact a decrease in the number of young people will have on economic growth and the ability of nations to care for their elderly populations, it is also the case that these demographic changes are having a major impact on university systems throughout the region.

As far back as 2007, the New York Times reported that up to a third of seats in some Japanese Universities were going unfilled on account of the reduced number of students of college age residing within the nation. Similarly, a recent article in University World News noted that Chinese universities are similarly beginning to face decreased demand for their services on account of a shrinking university age population. Conventional wisdom has pointed toward the closure of some of the universities in those nations most acutely affected by population contraction. Might it make more sense however to rethink this strategy, and instead do something quite different? For some time now, the world has seen the U.S. and some other parts of the world such as parts of Europe and Australia as education destinations. A considerable number of students in universities in these parts of the world come from foreign localities.

What if East Asia and China made a concerted effort to style themselves as academic destination nations, and what if they targeted a market of students which has not yet fully been tapped? China has sought to increase its impact in the developing world, especially through the completion of development projects in sub-Saharan Africa. What if, either as part of foreign aid efforts or through some other means, China and other nations in East Asia undertook a vigorous campaign to attract students from parts of the developing world in which access to a university education was not guaranteed, to the empty seats at their nation’s universities? It is certainly the case that the funding mechanism for such a program would have to be developed, but if such a plan as has been outlined here were enacted, the problem of unused university space could be solved, and China along with other nations in East Asia could fundamentally improve access to university education in the developing world.

Sources,

http://www.universityworldnews.com/article.php?story=20120106163701271

http://www.nytimes.com/2007/06/22/world/asia/22universities.html

Data in public/private funding, public expenditure by country, domestic R&D by sector of performance, private enrollment and institutional share in HE

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Hi all,

Below are the private/public funding distribution in Korea, Japan. Based on the data from OECD, Japan has a higher and stable public funding ratio, and public funding in Korea is catching up. For China, the detailed breakdown indicates that public funding is also increasing rather fast.

These findings coincide the observations in public expenditure per HE student (2000 vs. 2011) and in public expenditure on HE as a percentage of total public education expenditure. At the right hand sides of the axis, we can tell that from 2000 to 2011, Korea, Japan and China have all increased public expenditure on HE. This is not the case of many other Asian countries.

Interestingly Japan and Korea have a higher proportion of gross domestic expenditure on R&D than China. For private enrollment and Institutional Share in HE, Korea is the highest across all Asian countries, Japan more or less similar and China lagging far behind.

Source: OECD

Source: OECD

Source: China Statistical Yearbook 2015

Source: Asian Development Bank

Demographic Changes and the Higher Education Sector

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In light of the upcoming class on the impact of Japan’s demographic challenges on its higher education sector, we found this article on how the Korean government has been dealing with similar problems of an ageing and shrinking population to be an interesting piece for discussion.

Article available at: http://thediplomat.com/2017/02/impeachment-scandals-overlooked-victim-koreas-higher-education/

Falling fertility rates, ageing populations and shrinking workforces are issues in many developed East Asian countries: https://vulcanpost.com/4278/something-bizarre-is-happening-east-asians-are-having-lesser-babies/

The birthrate in Korea has been falling over the last 30 years, resulting in an ever smaller cohort of students entering higher education institutions. The article discusses several strategies that the Korea government has implemented (expansion of student loan programs, reducing funding to universities that perform poorly in rankings) and recommends that Korea needs to “shift to a more globalized platform of education… for longevity”, for instance, through attracting more international students, once again highlighting the prevalence of the discourse and strategy of internationalization and globality in higher education. The author also points out several differences between the situation in Korea and Japan, reminding of us how there are no one-size fit-all solutions, that “best practices” have to be localized.

The main question we would like to pose is therefore:

  • Should governments step in to support higher education institutions which are struggling financially? Or should these institutions be allowed to “fail” as per market logic because they are “inefficient”? What about other considerations e.g. if the university is the only one serving a certain geographic location?

Several other interesting questions that arose after reading the article:

  • What are your opinions on government student loans? Is higher education a socially desirable public good and hence should, or to what extent, should the government subsidize higher education fees? Should higher education be free?
  • Universities often try to attract international students for various reasons, including to increase the university’s revenue. The article points out however, that countries where English is not the main mode of instruction face challenges in attracting English-speaking students. Should non-English speaking universities hence attempt to switch to English as the medium of English for all/certain courses because it is the (economically) “pragmatic” thing to do, or is that objectionable e.g. erosion of culture etc.?