Managing the Study-Abroad Experience: An Investigation of the Role Pressures Experienced by Japanese Educational Programme Coordinators in a Non-Profit Organisation in Japan, in Response to non-Japanese students

Abstract

The aim of this study is to investigate the role pressures experienced by two Japanese Educational Programme Coordinators, JEPCA and JEPCB, who work in a Non-Profit Organisation in a small Host City in Japan. The Non-Profit Organisation sponsors a Study-Abroad Japanese Language Programme for non-Japanese students enrolled in universities in the United States. The broad research question was “How do Japanese Educational Programme Coordinators of a Study-Abroad Japanese Language Programme conceptualise their role pressures in a Non-Profit Organisation in Japan, in response to non-Japanese Students?” Role theory was applied to four education-related industries that were similar to the organisational functions of the Non-Profit Organisation. This was done to elucidate the potential sources of role pressures for JEPCA and JEPCB. Subsequently, non-Japanese students’ demands were analysed with Content Analyses of 60 Postal Applications and negative e-mails from a sample of 10 male and 10 female students. The One-on-One Interviews with JEPCA and JEPCB provided data on their perceived role pressures in relation to non-Japanese students. The results show that JEPCB conceptualised his role pressures in terms of his interpersonal relationships with the non-Japanese students. JEPCA, however, conceptualised her role pressures in terms of her administrative duties, and her ability to manage a successful Study-Abroad Japanese Language Programme. She expressed her anxiety about being able to provide non-Japanese students with adequate housing, one of their most basic needs while living in Japan. Her account led this researcher to conclude that the Study-Abroad Japanese Language Programme is a community project, and so it was necessary to manage the activities of various members of the Host City community in order to care for non-Japanese students. This dissertation concludes with an evaluation of the study, critical comments on the Homestay Component of the Study-Abroad Japanese Language Programme, and recommendations for future research.