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Advances in Social Sciences Research Journal – Vol. 10, No. 11
Publication Date: November 25, 2023
DOI:10.14738/assrj.1011.15796.
Sabina, M. (2023). A Decade-Long Roadmap to Understanding and Accommodating IB Students at a Japanese National University.
Advances in Social Sciences Research Journal, 10(11). 106-113.
Services for Science and Education – United Kingdom
A Decade-Long Roadmap to Understanding and Accommodating
IB Students at a Japanese National University
Mahmood Sabina
Institute for Promotion of Education and Campus Life/
Okayama University, Japan
ABSTRACT
Okayama University is a Super Global National University in Japan that introduced
IB admissions in 2012 and proudly celebrates 11 years this year. As of April 2023,
122 IB students from IB schools in Japan and abroad have enrolled in 10 Faculties
and 1 International Program. During the first decade of IB admissions, Okayama
University gradually transitioned into one of the most IB-friendly Universities in
Japan, not only among prospective IB students but also their family members and
IB college counselors. A significant reason for this was due to the efforts put in by
Okayama University to continuously obtain feedback from enrolled IB students
regarding their needs, their hurdles, and their suggestions on how to improve their
academic and campus lives. Student support and student voices merged as powerful
resources for Okayama University to improve the overall condition of IB students
from entry to graduation and created a robust platform for welcoming prospective
IB students, who became Okayama University’s brand ambassadors following
admission. Successful IB admissions result from a balance between what
Universities have to offer IB students and what IB Students want. This paper will
include a detailed description of the changes made by Okayama University
regarding modifying IB admission guidelines, strengthening the IB student support
system, and establishing the IB Office to better cater to IB student needs. Other
highlights will emphasize the importance of understanding IB student
backgrounds, IB education, and IB research by university representatives to make
admission policies compatible with global higher education standards from the
hands-on experience of Faculty members at Okayama University.
Keywords: IB Education, Japanese Higher Education, Student feedback, Student Support,
Global mindedness
INTRODUCTION
The International Baccalaureate Diploma Program (IBDP) is a 2-year course preparing students
for admission into universities worldwide. The IBDP is an inquiry-based secondary educational
program that aims to develop students with excellent in-depth knowledge who can flourish
physically, intellectually, emotionally, and ethically. In 1979, the Japanese Ministry of
Education, Culture, Sports, Science and Technology (MEXT) recognized the IBDP equivalent to
Japanese high school graduation. Students who completed the IBDP from either International
schools or “Article One” schools (Japanese High Schools with IB Accreditation) could apply for
admission into Japanese Universities (1,2, 3). Okayama University was the first National
University in Japan to establish the IBDP admission policy in 2012. IB students were exempted
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Sabina, M. (2023). A Decade-Long Roadmap to Understanding and Accommodating IB Students at a Japanese National University. Advances in
Social Sciences Research Journal, 10(11). 106-113.
URL: http://dx.doi.org/10.14738/assrj.1011.15796
from taking the National University Entrance Exam or other written exams for admission into
the undergraduate course (4). Within 11 years, 122 IB students from IB schools worldwide
enrolled in 10 Faculties and 1 International Program, and the IB community at Okayama
University is growing with each passing year. However, the majority of students at Japanese
National Universities are still Japanese High School graduates who have undergone Japanese
education, which includes learning methods that are transmission type, lecture oriented, and
where students focus on deeper learning of particular subjects necessary to pass the National
University Entrance Exam. IB education, on the other hand, takes a more holistic, inquiry-based
approach, where students acquire knowledge by asking questions and considering multiple
viewpoints. Class sizes are usually small, ranging from 1 student to a maximum of 15 students
to one teacher, compared to Japanese high school classes with 40 students to one teacher. IB
education focuses on developing critical and creative thinkers who can contribute to local and
global contexts (5). Therefore, due to this vast difference in the educational background and
educational environment that IB students come from, it is necessary to pay special attention to
IB students' needs following admission and help them blend into academic and campus life at
a Japanese National University. During the first decade of IB admissions, Okayama University
gradually transitioned into one of the most IB-friendly Universities in Japan, not only among
prospective IB students but also among parents of IB students and IB college counselors. Based
on IB students’ global characteristics and performances, all faculty members at Okayama
University are very eager to enroll IB students. Long-time experience with IB students (6,7,8)
helped in realizing that IB education is a world-renowned, high-quality educational program
that aims to nurture young individuals who can create a better and more peaceful world.
METHODOLOGY
Modifications in IB Admission Policies
a. Recognizing the IB Diploma as eligibility for University Application in all 10
Faculties/Schools
b. Exempting IB Students from taking the National Entrance Board Exam
c. Exempting IB Students from taking any other written Admission Exam
d. Ensuring 55 slots for IB students only in 10 Faculties/Schools
e. Setting reasonable IB Diploma scores/subject requirements for Application
f. Accepting the IB Diploma and Certificate in the International Program
g. Setting two Application Periods in a year (August and October) in some
Faculties/Schools
h. Allowing IB students to take an extra Japanese language subject besides the 6 Diploma
Subjects to meet the Japanese language requirements
i. Not requiring Mathematics HL to be mandatory in every Faculty/School Application
j. Accepting Mathematics SL in most Faculty/Schools
IB: International Baccalaureate; HL: Higher Level; SL: Standard Level
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IB Student Support & Follow Up
Appointing a Faculty Member as an IB Student Advisor:
Forming a Virtual IB Student Community at Okayama University:
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Sabina, M. (2023). A Decade-Long Roadmap to Understanding and Accommodating IB Students at a Japanese National University. Advances in
Social Sciences Research Journal, 10(11). 106-113.
URL: http://dx.doi.org/10.14738/assrj.1011.15796
Documenting all the IB Student Feedback Anonymously:
Pre-education Networking Among IB Students and Faculty Before Enrollment:
Every year, following the publication of the results of the selected students for the next fiscal
year, Okayama University arranges an online orientation so that students who have passed the
document screening and subsequent interview and have been selected for admission can
network with the IB advisor, Faculty Professors, and Admission personnel. This allows students
to ask questions about curriculum, student life, extracurricular activities, and the various
opportunities available and build a good rapport with university faculty and staff.
New IB Student Orientation with Same-Year Mates, IB Advisor, and Admission Staff:
At Japanese Universities, the educational fiscal year in Faculties starts in April, so once IB
students have settled down in college life and overcome the various processes related to new
admissions, the IB office, in cooperation with the admission center, arranges an “Orientation
luncheon,” inviting first-year IB students in all Faculties/Schools to get to know each other and
spend time with IB students from different faculties besides their own. It is also a good
opportunity for IB students, IB advisors, and admission personnel to bond.
IB Student Follow-Up Post-Graduation:
The IB office tries to interview all IB students before their graduation and subsequent start of
their work life. Through an hour-long interview, the advisor asks IB students about their plans,
whether they have found their dream job and their journey as an IB graduate studying at a
National University. Students are also encouraged to leave behind some advice for their juniors
regarding job hunting and how they succeeded.
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IB Research
Every year, the IB office aims to publish at least one research paper on IB students in higher
education, including presenting research work at 3-4 four conferences in Japan and abroad. In
addition, several times a year, the IB office shares and discusses the data obtained from the IB
students (anonymously) at joint faculty meetings to update faculty members regarding IB
student challenges and updates on IB education.
RESULTS
Table 1: Feedback from IB Students, Parents, and IB School College Counselors
1. Admission with only IB Diploma; no entrance exams; no other written exams
2. Popular University in Japan among IB students
3. All 10 faculties and the International Program take IB students
4. Easy-to-understand IB Admission Policies
5. Has a good understanding of IB education
6. Some faculties have document screening only
7. Mathematics HL is not mandatory in most Faculties
8. Some Faculties have two application periods
9. National University
10. Well-established IB Student Support
11. Highly recommended by school seniors and teachers
12. Has many Studies Abroad programs & Internships for students?
13. Has a diverse student population (IB students + International Students + Transfer
Students + Japanese High School graduates)?
14. Interviews of IB students on the University IB Homepage are very inspiring
15. Big Campus; cheap cost of living; transportation cost is nil
IB: International Baccalaureate; HL: Higher Level; SL: Standard Level
Table 2: Common Characteristics observed in IB Students over a decade
1. They are independent researchers
2. Most of them speak English fluently
3. They have good communication skills
4. They make attractive and impactful presentations
5. They are great team players
6. They like taking on challenges
7. They are very futuristic
8. They are global minded
9. They like volunteering
10. They have empathy
IB: International Baccalaureate
Table 3: IB Student Impressions of Life at a National University
1. Too many Lecture-based classes and fewer discussions
2. Concentrating in big classrooms is difficult
3. Writing reports in Japanese takes time
4. Understanding technical terms in Japanese takes time
5. Lack of communication and discussion with the teacher
6. Club activities are too stressful
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Sabina, M. (2023). A Decade-Long Roadmap to Understanding and Accommodating IB Students at a Japanese National University. Advances in
Social Sciences Research Journal, 10(11). 106-113.
URL: http://dx.doi.org/10.14738/assrj.1011.15796
7. Some classes refer to the Japanese High School Curriculum (unfamiliar)
8. Studying at a National University brought me closer to my roots.
9. I found the EE to be very helpful in my research work
10. Taking IB HL classes helped me a lot at university
11. TOK is helpful during class discussions and debates
12. CAS is helpful during extra-curricular activities
13. I was soon selected for foreign internships
14. Many Faculty members are familiar with IB students
15. The IB Office always supports IB student activities
IB: International Baccalaureate; HL: Higher Level; EE: Extended Essay; TOK: Theory of
Knowledge; CAS: Creativity, Activity, Service
DISCUSSION
A little over a decade ago, most students who enrolled in undergraduate courses at Japanese
National Universities were Japanese High School graduates and a few international students
whose Japanese proficiency was near to native level Japanese. With the introduction of
International Undergraduate Programs, students with minor or little Japanese proficiency
could enter Japanese National Universities only in these special programs but not in faculties
or schools where the primary language of instruction is primarily Japanese (9,10). However,
when the IB program was introduced in Japan and was gradually accepted by many Japanese
Universities, the language factor was partly solved as the IB curriculum offers Japanese
Language and Literature subjects, which IBDP students can take to qualify for specific language
requirements at some Universities (REF). Okayama University was the first National University
in Japan to establish the IBDP admission policy in 2012, exempting IB students from taking the
National University Entrance Exam or any other written exams for admission into the
undergraduate course. In contrast, many Universities in Japan still require IB students to take
Japanese language proficiency tests and/or the Japanese National University Entrance exam in
addition to having the IB Diploma. Even though IBDP students are equipped with primary,
almost native-level Japanese at entry level, some IB students, particularly those from
international schools in Japan or abroad, face initial difficulties when taking major subject
classes in Japanese and writing reports in Japanese using “Kanji” or Chinese characters. Besides
the language barrier, other initial hurdles of IB students include suddenly becoming part of
huge classes (less than ten students in the IB compared to 100 students at the university),
lecture-based classes compared to the discussion-based, student-centered classes in the IB, and
the very traditional Japanese student culture of “Senpai (senior) and Kouhai (Junior) during
club activities (11, 12). Starting with only 1 IB student in 2012 and presently hosting 122 IB
students as of April 2023, Okayama University has not only steadily increased the number of IB
student admissions but also gained the confidence of IB students, their parents, and IB college
counselors, who readily recommend Okayama University to prospective IB students. Their
common opinion is that Okayama University is very “IB student-friendly.” To IB students, “IB- friendly” means understanding what IB education is and the difference between IB education
and Japanese High School education, acknowledging the unique characteristics that IB students
possess, and modifying admission policies based on IB student needs. Okayama University has
achieved all of the above because, as from the beginning, Okayama University made efforts to
understand the uniqueness and prospects of IB education as a global education system and the
importance of understanding IB students and their educational background. Thus, an IB
student Advisor was appointed who is constantly in touch with IB students and acts as a bridge
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between IB students and the rest of the University (Faculty, staff, and non-IB students) to
discuss and solve initial IB student hurdles through cooperation (13) and helps them blend into
academic and campus life. Reversely, the IB student advisor, an IB professional, helps
communicate University Faculty ideas and opinions to IB students in a way that is easily
acceptable to IB students. All this is possible because the IB office maintains and supports an
ever-growing IB student community through social networking platforms that are easily
accessible to all IB students, past, present, and future. Besides paying deep attention to enrolled
IB students, the IB office also interacts with prospective IB students, their parents, and IB
College Counsellors via briefing sessions during IB school visits, one-on-one IB consultation
booths, regular participation in College Fairs, and active social networking. Understanding IB
students and their educational backgrounds from the hands-on experiences of Admission
authorities and Faculty members at Okayama University helped create and modify admission
policies over a decade that are now compatible with global University admission standards and
make Okayama University very IB-friendly.
CONCLUSIONS
Continuous IB student support and IB student voices merged as powerful resources to improve
the overall condition of IB students at Okayama University from entry through graduation. They
also created a robust platform for welcoming new IB students, who later became Okayama
University’s brand ambassadors.
ACKNOWLEDGEMENTS
The Author would like to thank all the IB students who gave regular feedback and the Faculty
and Admission staff who made this research possible.
References
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Sabina, M. (2023). A Decade-Long Roadmap to Understanding and Accommodating IB Students at a Japanese National University. Advances in
Social Sciences Research Journal, 10(11). 106-113.
URL: http://dx.doi.org/10.14738/assrj.1011.15796
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