Socio-cultural motivations for study abroad
by David Williams (Yokohama City University)
|
Abstract |
Despite global economic and security concerns, study abroad (or ryugaku) maintains widespread popularity amongst Japanese students.
As well as language skills acquisition, research indicates students are motivated to participate in ryugaku from a desire to advance
academic knowledge and gain locally unobtainable cultural information (McCornick, 1988). Crompton, (1979, p. 410) suggests motivations
for ryugaku are considerable and that travelers are "pushed" and "pulled" to destinations. Based on ethnographic interview data from
eight Japanese graduate and undergraduate students residing in the U.K. for 3 - 36 months, the results suggest that in addition to
language and knowledge skills, a desire to escape Japanese society, and previous overseas experience influence students' ryugaku
decisions. ryugaku can thus be viewed as a cultural and social construct. Keywords: study abroad, ryugaku, Japanese overseas study, qualitative research, grounded theory research ![]() |
[ p. 26 ]
"The decisions leading students to undertake ryugaku (as well as avoiding studying in certain places) can . . . inform us about society as much as they do about individual students' motivations." |
[ p. 27 ]
[ p. 28 ]
[ p. 29 ]
[ p. 30 ]
Table 1. Profiles of the 2006 Interviewees | |||||
---|---|---|---|---|---|
Name (sex) | student status | age | current length of UK stay | previous overseas experience abroad? | profile |
Yuri (f) | undergraduate | early 20s | 3 months | Yes (USA, 3 months) | studying language bridging course |
Yoko (f) | postgraduate | mid 20s | 18 months | No (USA, 3 months) | a single child escaping Japan |
Kuni (m) | postgraduate | 30s | 3 years | Yes (UK, 4 months) | a teacher on sabbatical leave |
Harumi (f) | postgraduate | late 20s | 9 months | No | former company employee in Japan |
Sayuri (f) | postgraduate | late 20s | 2 years | Yes (Argentina, 5 years as child) | studying South American sociology |
Machiko (f) | undergraduate | early 20s | 6 months | Yes (Jordan, 3 years; Egypt, 1 year) | studying Middle Eastern history |
Takeshi (m) | postgraduate | mid 30s | 1 year | No | a teacher on sabbatical leave |
Kaoru (f) | postgraduate | early 30s | 1 year | Yes (UK, 3 months) | ryugaku thanks to UK-based friends |
[ p. 31 ]
Language motivationIn order to study English I thought it was best to immerse myself in an environment and culture where the mother tongue was English. Also as English is a must for researchers I thought that living in Britain would give me new insights into British life.Language study motivations were also seen as a way to satisfy higher order motivations relating to "status" in Swarbrooke and Horner's typology (Figure 2). Commenting on this, Kuni – a postgraduate male in his mid-30s – saw language study during ryugaku as a means to acquire a new identity:
I wanted to establish a new identity and I thought that learning a foreign language would help me to become another person. [In this way] I would be able to come out of myself and change my identity. I think this was the basic motive for choosing to study a foreign language and come abroad.Knowledge motivation
I have been studying English literature for a long time and I want to become a teacher at university and to continue my study. In order to do this I need to experience living in this country for at least a year.For Kuni, ryugaku was a means not to find employment but to acquire the necessary knowledge required to improve his current teaching position in Japan from which he was on sabbatical:
[ p. 32 ]
I really wanted to have the experience of living in this country because I have studied about this culture for so long. Also an awkward situation arises in the classroom because there are many students in my classes who have the experience of living in Britain but when I draw a map and explain about something, sometimes there are students who know more than me as they have the experience of living here [in the UK] for many years [laughs]. It was very awkward.
"ryugaku motivation was not only a benign search for improved language or knowledge skills – there were also personal motives that played a role in shaping the decision to undertake study abroad" |
I wanted to come to the UK because I wanted to escape from my parents. As an only child I was forced to stay at home. And as an only daughter I was discouraged from having a job. Only academic success would please my parents, so I decided studying abroad was a good excuse to be away from home.
[ p. 33 ]
I came to learn English and I wanted to escape from Japan. I don't know why, but I felt I was surrounded by a big wall in Japan. There is a lot of behaviour we are expected to follow in Japan, like a woman at a certain age should do certain things, sometimes it makes me feel very uncomfortable and uneasy. I just want to be myself. Also, from a personal point of view, I wanted to get some distance from my family, maybe this is my tatemae reason [i.e. a reason that is stated by the speaker to cover embarrassment or shame. It may not necessarily be the speaker's actual reason], I suppose you can say my hidden purpose was I wanted to escape my parents.
I am always frustrated about [Japanese employment practices]. Japan is still a very male dominated society and sometimes it is very hard to say something or oppose your boss even if it is logical [the right thing to do]. Sometimes, just because we are women it is a problem. So we are forced to behave in a certain way but in the UK I don't feel that kind of pressure. [In Japan] gender stereotyping is still a big obstacle, Japanese men are so reluctant to make society more equal. At the same time I really needed some fresh air away from Japan [that is why I came to the UK].
The problem in Japan is that there are very few places to study Mesopotamian history [her field of study] and they are very strict about the entrance procedure. The exam is much more competitive and especially if you change your subject during your academic career, it is even more difficult. I found the UK system much more flexible.
[ p. 34 ]
A flexible education system was a particularly important feature for mature students who welcomed the opportunity to study in the UK without age prejudice. Remarking on the contrasts between the Japanese and British university systems, Takeshi indicated:I wanted to go back to University to study but Japanese universities don't freely accept mature students. In the UK there is a much better environment for mature students. Being a student again at my age is revitalizing and stimulating.
My parents really like to take trips abroad so they took me and my sister to Hawaii or other places when I was younger. I think those trips were a kind of influence as it made me more familiar with other culture. When I went to other countries I could see the people were different. Another reason is that I have relatives abroad. My great-grandfather and great-uncle live in Los Angeles and my mother took me there when I was 13. [These experiences] really influenced me and together they added up.
[ p. 35 ]
When I was 12, I came to the UK for a week for the first time because my uncle married an English woman and was living here. My cousins were British and although I couldn't understand them I managed to play with them. After I went back to Japan I started to study English because the trip had got me really interested in it. As that experience was a good memory for me I really wanted to come back to England.
While I was here before as a tourist, a guy I met in a pub became a close friend and he was a motivation for me coming here this time as a student. I also knew people at university in Japan who had studied abroad and had received good reports from them. Studying abroad was a very natural thing for me to do.
[ p. 36 ]
"Ryugaku is thus – like tourism – the result of more than one motivation that both pushes and pulls students to their destinations." |
[ p. 37 ]
References[ p. 38 ]
Knowles, T., Diamantes, D., & El-Mourhabi, J.B. (2001). The globalization of tourism and hospitality: A strategic perspective. London: Continuum.[ p. 39 ]
Informant: Kuni Interviewer: Author (DW) Date: August 15th 2006 Place: UEA Coffee BarDW: I'd like to start by asking you about the background to your decision to undertake overseas study. Is there anything in your background that you think might explain your reason to study abroad and in the UK?
[ p. 40 ]
So I finally found it would be difficult to get a job in Niigata so I had to make a compromise, there were two choices: one was to take a postgraduate course at Niigata University and the other was to take the public exam in order to become a high school teacher. It is pretty tough only about one in 20 applicants pass in English related subjects. Fortunately, I passed the exam and I became a teacher. Actually I enjoyed teaching in public high school but I was always thought I would like to quit the job and study language itself further. And time passed and I found I had been in that job for 12 years [laughs] and I was thinking about leaving the job throughout that time.[ p. 41 ]
Kuni: It was very awkward! [laughs]. Often in teaching you have to talk about something that you don't really know.... I had been here before but that was recent experience, before that I had never been here. So I was interested in the ordinary life and many aspects of long time experience rather than just the academic environment itself.[ p. 42 ]
[ p. 43 ]
Kuni: Sometimes I suspect there is but I don't know.... sometimes I feel there is some kind of racism, they don't really think of themselves as having any prejudice but sometimes I think it appears. But then sometimes the officials themselves are not white so I'm not sure. The first time I came here, 4 or 5 years ago, the most surprising thing for me was that this country is no longer a white country, it is multi-cultural. In all the large cities you can find multiculturalism.End of recorded interview
[ p. 44 ]