table of contents...1 programme brochure of campus asia bangkok symposium 1. index.....1 executive...

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Programme Brochure of CAMPUS Asia Bangkok Symposium

1. INDEX......................................................................................................................................1 2. Symposium Agenda................................................................................................................2 3. Participants List.......................................................................................................................3 4. Summary of CAMPUS Asia Program...................................................................................5 Kobe University.............................................................................................6

Korea University............................................................................................8 Fudan University.........................................................................................10

5. Welcome Message from the Dean of Chulalongkorn University...................................12 6. Messages from the Deans

Prof. Kenji Yotsumoto, Kobe University..................................................13 Prof. Andrew Eungi Kim, Korea University..........................................14 Prof. Zhimin Chen, Fudan University......................................................15

7. Messages from Keynote Speakers Dr. Gwang-Jo Kim, UNESCO Bangkok...................................................17 Dr. Kuniaki Yamashita, JSPS.....................................................................19 Dr. Nantana Gajaseni, ASEAN University Network(AUN)....……….20

8. Dissemination of CAMPUS Asia Experience Kobe University...........................................................................................22 Korea University.........................................................................................23 Fudan University.........................................................................................24

9. Biographies of the Professors and Experts Kobe Univeristy.........................................................................................25 Korea University.........................................................................................29 Fudan University.........................................................................................32 Chulalongkorn University.........................................................................35 Chiang Mai University................................................................................38 UNESCO Bangkok......................................................................................41 Japan Society for the Promotion of Science(JSPS).................................46 ASEAN University Network (AUN)…………………...…………..…..47

10. Presentation Abstracts and Short Biographies of Graduate Students Kobe University..........................................................................................48 Korea University.........................................................................................51 Fudan University.........................................................................................54 Chulalongkorn Universty...........................................................................60

TABLE OF CONTENTS

Time Programme Speakers Room8.00 Registration 2nd Floor.8.30 Opening Session:

Welcome Speech: Dean, Chulalongkorn University Assoc. Prof. Bancha Chalapirom Executive Vice President, Kobe University Prof. Noriyuki Inoue Associate Dean, Korea University Prof. Seung-ho Lee Vice Dean, Fudan University Prof. Songmao FuGroup Photo

9.00 Keynote Speeches: Programme Specialist, UNESCO Bangkok Dr. Satoko Yano Director, ASEAN University Network Dr. Gajaseni Nantana Director, JSPS Bangkok Office Prof. Kuniaki Yamashita

10.00 Coffee Break 2nd Floor.10.15 Dissemination of Campus Asia Experiences

Korea University Prof. Seung-ho Lee Fudan University Prof. Shuhua Liu Kobe University Prof. Kan Kimura Q&A Chair: Prof. Keiichi Ogawa

11.30 Lunch 2nd Floor.12.30 Campus Tour (University Museum)14.00 Student Sessions 1 2nd Floor.

Sovann Khleang (Mr) Chair: Lina Benete Chulalongkon University UNESCO BangkokHui Zhang (Ms) Discussant: Keiichi Ogawa Fudan University Kobe UniversityXiaoxiao Jia (Ms) Chair: Dhirapat Kulophas Kobe University Chulalongkorn UniversitySeung-Ah Yoo (Ms) Discussant: Akemi Ashida Kobe University UNESCO BangkokChubing Niu (Ms) Chair: Jungsun Han Fudan University Korea UniversitySaki Kato (Ms) Discussant: Peng Hu Kobe University Fudan University

15.30 Coffee Break 2nd Floor.15.45 Student Sessions 2 2nd Floor.

Li Xiong (Ms) Chair: Annop Pongwat Fudan University Chiang Mai UniversityTatsuya Yamashita (Mr) Discussant: Ja-hyun Chun Kobe University Korea UniversityHeerang Woo (Ms) Chair: Kan Kimura Korea University Kobe UniversityNongluck Chotevithayathanin (Ms) Discussant: Doungkamol Bangchuad Chulalongkorn University Chulalongkorn UniversityMotana Sitthipitaks (Mr) Chair: Songmao Fu Chulalongkorn University Fudan UniversityKyoungil You (Mr) Discussant: Anurak Panyanuwat Korea University Chiang Mai University

17.15 Closing Remarks: Program Officer, UNESCO Bangkok Ms. Tserennadmid Nyamkhuu Dean, Chulalongkorn University Assoc. Prof. Bancha Chalapirom Vice Dean, Fudan University Prof. Songmao Fu Associate Dean, Korea University Prof. Seung-ho Lee Dean, Kobe University Prof. Kenji Yotsumoto

17.30 Reception (Invitation Only) 2nd Floor.

2nd Floor.

The 2015 CAMPUS Asia Symposium in Bangkok“Challenges and Prospects on Higher Education Cooperation in East Asia”

Date: 19th November 2015Venue: Phramingkwan Karnsuksathai Building, Faculty of Education, Chulalongkorn University, Bangkok, Thailand

Co-Hosts: Fudan University, Korea University, Kobe University, Chulalongkorn UniversityCo-Organizers: UNESCO Asia Pacific Regional Bureau for Education, Chiang Mai University

MC: Prof. Keiichi Ogawa

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Name (Last, First) Position InstitutionFudan University

1 Prof. Jing Yijia Vice Director Fudan University, Foreign Affairs Office2 Prof. Fu Songmao Vice Dean Fudan University, SIRPA3 Dr. Liu Shuhua Ex-Director Fudan University, SIRPA (Campus Asia)4 Dr. Hu Peng Director Fudan University, SIRPA (Campus Asia)5 Ms. Niu Chubing Master's Student Fudan University, SIRPA 6 Ms. Xiong Li Master's Student Fudan University, SIRPA 7 Ms. Zhang Hui Master's Student Fudan University, SIRPA

Korea University8 Prof. Kim Andrew Dean Korea University, GSIS9 Prof. Lee Seungho Vice Dean Korea University, GSIS10 Prof. Han Jung-Sun Ex-director Korea University, GSIS11 Dr. Chun Ja-hyun Research Professor Korea University, GSIS12 Mr. Shin Seunghyun Coordinator Korea University, GSIS13 Mr. You Kyoungil Master's Student Korea University, GSIS14 Ms. Woo Heerang Master's Student Korea University, GSIS15 Ms. Yoo Seung-Ah Master's Student Korea University, GSIS

Kobe University 16 Prof. Inoue Noriyuki Executive Vice President Kobe University17 Prof. Yotsumoto Kenji Dean Kobe University, GSICS18 Prof. Kimura Kan Professor Kobe University, GSICS (Campus Asia)19 Prof. Ogawa Keiichi Professor Kobe University, GSICS (Campus Asia)20 Prof. Tanaka Satoru Associate Professor Kobe University, GSICS (Campus Asia)21 Prof. Koishi Yoshiko Assistant Professor Kobe University, GSICS (Campus Asia)22 Dr. Okamoto Yoshitaka Assistant Researcher Kobe University, GSICS (Campus Asia)23 Ms. Kura Hitomi Administrative Assistant Kobe University, GSICS (Campus Asia)24 Ms. Jia Xiaoxiao Master's Student Kobe University, GISCS (Campus Asia)25 Mr. Yamashita Tatsuya Master's Student Kobe University, GISCS (Campus Asia)26 Ms. Kato Saki Master's Student Kobe University, GISCS (Campus Asia)27 Mr. Nakahara Masato Master's Student Kobe University, GISCS (Campus Asia)28 Ms. Tazawa Yuuka Master's Student Kobe University GSICS/Chulalongkorn University

Chulalongkorn University29 Prof. Chalapirom Bancha Dean Faculty of Education, CU30 Prof. Suwithida Charungkaittikul Associate Dean International Affairs, Faculty of Education, CU31 Prof. Ajarn Kirati Khuvasanond Associate Dean International Affairs, Faculty of Education, CU

32 Prof. Pruet Siribanpitak Professor Division of Educational Management, Faculty ofEducation, CU

33 Prof. Charoonsri Madiloggovit Associate Professor, Head ofDepartment Policy and

Division of Department Policy and Development,Faculty of Education, CU

34Prof. Nantarat Charoenkul Assistant Professor Division of Educational Adminsitration, Faculty

of Educational Administration, CU35 Prof. Arunee Hongsiriwat Assitant Professor Divison of Higher Education, Faculty of Education

36 Dr. Dhirapat Kulophas Lecturer Division of Educational Management, Faculty ofEducation, CU

37 Dr. Doungkamol Bangchuad Lecturer Division of Develop,ent Education, Faculty ofEducation, CU

38 Ms. Theerada Khongprasert Officer of International Affairs International Affairs, Faculty of Education, CU39 Mr. Khleang Sovann Ph. D. Student Faculty of Education, Chulalongkorn University40 Ms. Chotevithayathanin Nongluck Ph. D. Student Faculty of Education, Chulalongkorn University41 Mr. Sitthipitaks Motana Ph. D. Student Faculty of Education, Chulalongkorn University

LIST OF PARTICIPANTS

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タイプライタ

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UNESCO Bangkok42 Dr. Yano Satoko Programme Specialist Education Policy and Reform Unit43 Dr. Benete Lina Education Specialist Education Policy and Reform Unit

44 Dr. Lee Eunsun Education Specialist Asia-Pacific Programme of EducationalInnovation for Development Unit

45 Ms. Tserennadmid Nyamkhuu Programme Officer (Kobe Graduate) Education Policy and Reform Unit46 Dr. Ashida Akemi Programme Officer (Kobe Graduate) Education Policy and Reform Unit47 Ms. Lee Hyunkyung Consultant (Campus Asia Graduate) Education Policy and Reform Unit

48 Mr. Kwon Sangsun Intern (Campus Asia Student) Education Policy and Reform Unit, KoreaUniversity GSIS

49 Ms Najung Kim Consultant Education Policy and Reform Unit

Distinguished Guests50 Dr. Gajaseni Nantana Director ASEAN University Network51 Prof. Yamashita Kuniaki Director JSPS Bangkok Office52 Prof. Pongwat Annop Former Dean/ Associate Professor Chiang Mai University53 Prof. Payanuwawt Aurak Emeritus Professor Chiang Mai University54 Prof. Rupavijetra Phetcharee Associate Professor Chiang Mai University55 Ms. Bangonesengdeth Bounmy Director General Government of Lao, PDR

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Kobe University CAMPUS Asia Program Agreeing on the mutual recognition of credits, the management of academic records, and the accreditation process: A method for calculating credits

among the three universities and the basic principles for

obtaining a master’s degree in one year were agreed

upon at a steering committee and were established as

specific bylaws in the student exchange agreement and

the double-degree agreement. The future course of action

and a foundation for faculty exchanges among the three

participating universities have also been established.

Additionally, we have nine double-degree students who were accepted in 2013 (five inbound and

four outbound students) , seven out of them successfully obtained and two out of them expected to

obtain their Master’s degree from their host university.

Organizing an international symposium: Joint

international symposiums were held annually by the

three universities in Shanghai on November 9, 2012,

and in Seoul on November 1 to 2, 2013, and in Kobe on

November 20 to 21, 2014. The next symposium is

planned to be held in Bangkok in November 2015.

Frequent holding of risk management seminars: Experts in various field of risk management from

international organizations such as the UN to NPOs working in Kobe were invited,and seminars

were frequently organized at the GSICS, Kobe University (six seminars in 2012, five in 2013, eight

in 2014). This facilitates the development of professional networks and the sharing of research and

practical results.

Researching and interacting with universities outside of the consortium: The activities of the

other CAMPUS Asia consortiums’ programs were researched and referred through interaction with

the participating universities such as Peking University and Seoul National University.

Outbound (including three foreign national students) :

In 2014, Kobe University sent four double-degree students and one exchange students (one year)

Program Content and Preparation

Forming a University Network with Quality Assurance

Student Mobility

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Kobe Univresity to Fudan University, and three double-degree students and three exchange students

(half a year) to Korea University.

Inbound : Since September 2014, Kobe University has

accepted three double-degree students and three exchange students (half a year) from Fudan

University and two double-degree students and two exchange students (half a year) from Korea

University.

Attentive support to students through the CAMPUS Asia Office: The CAMPUS Asia Office was

launched with dedicated personnel who have education experience in China, South Korea, and the

United Kingdom to provide multilingual academic and personal support to CAMPUS Asia students

and potential candidates.

Development of a pre-education curriculum: The CAMPUS Asia office offered students pre-education programs, such as language training programs and seminars for research plan preparation. Its curriculum is designed each year based on the individual needs expressed by students. Launching of risk management-related courses and the issuing of certificates: The GSICS of Kobe University launched new courses titled “Risk Management”, “Disaster Risk Reduction Strategy for Mega Earthquakes” and “Disaster Management” as risk management-related courses to enhance the content of the educational program. In addition, the three universities issue a certificate in a common format as proof of program completion.

Setting up an information sharing platform: The program’s brochure and newsletter were

published in both English and Japanese.

The program’s website (http://www.edu.kobe-u.ac.jp/gsics-cp-asia/index.html) has been

developed in four languages (Japanese, English, Chinese, and Korean) to serve as a platform for

publishing and promoting results.

Holding the 4th meeting of the External Evaluation Committee: The forth meeting of the external evaluation committee was held in February 2015 to share the knowledge of globalization practices in higher education across the world. Also, the issues to consider about the future operation of the CAMPUS Asia Program in Kobe University were identified through feedback from evaluation committee members.

Promotion of the Student Mobility Environment

Internationalization of the university Information disclosure and Publication of outcome

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Korea University CAMPUS Asia Program

Dual Degree: Korea University signed an agreement with Kobe University in 2010 and with Fudan

University in 2013. The appendix of the dual degree

agreement has guidelines and policies on the program’s

operation, and each country’s credit authorization rules are

applied. The policy is rationally modified in accordance to each

country’s regulations. The consortium was the only one out of

10, as of February 2014, that has produced students with dual

degrees in all three member universities via the CAMPUS Asia

pilot program. As of May 2014, this consortium has produced 6 dual degree students in total.

Curriculum for CAMPUS Asia: Professors with

extensive teaching experience and high evaluation

scores from students are placed as faculty for the

CAMPUS Asia program. These professors regularly

attend sessions hosted by Korea University’s Center for

Teaching and Learning to enhance their teaching

methods. Outside of the main curriculum, students take

part in field research once or twice a semester.

Supported by CAMPUS Asia Faculty: CAMPUS Asia research professors and assistants are

responsible for supporting inbound students to Korea University. They provide full, hands-on

support for selected graduate students. Research professors are in charge of promoting the

CAMPUS Asia program, giving academic advice, offering risk management lectures, and

administrating other related student affairs. Orientation sessions are held once every semester for

inbound and outbound students, and information sessions for potential students are held at the

beginning of each semester.

Outbound (including three foreign national students) : Since 2012, Korea University has sent

eight dual-degree students(one year) and ten exchange students (a half year) to Kobe University

and ** dual-degree students(one year) and eight exchange students (a half year) to Fudan

University.

Inbound: Since 2012, Korea University has accepted seven dual-degree students(one year) and



Student Mobility

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Korea University ten exchange students (a half year) from Kobe University and five dual-degree students(one year)

and six exchange students (a half year) from Fudan University.

Language Program:

Scholarships to learn the local language is also available for participants going to Japan and China

to help them adjust to the local environment. Regular classes are available during the academic

year, and special lectures are held in the summer and winter vacations.

Graduate Students Panel: In the 2013 CAMPUS Asia Seoul Conference, students were given

the opportunity to participate as members of the graduate student panel. Dual degree students were

able to present their thesis, which were written after one year of study, and received and

constructive feedback from professors and fellow students.

CAMPUS Asia Conference: The consortium organizes an international academic conference

annually under the theme of “risk management that transcends borders”. Professors and visiting

professors of Korea University, Kobe University and Fudan University, and risk management

scholars are invited to take part in this conference, adding depth to the CAMPUS Asia program.

Since 2013, graduate students formed a student panel, which has become a forum to exchange

knowledge.


Visualization of Education Content and Dissemination of Results

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Fudan University CAMPUS Asia Program Fudan University invested heavily in the program, organizing systematic course packages while

inviting top scholars and hiring experienced administrators

serving as faculty and staff for the program. In addition,

detailed training pack was created according to international

standards to create a friendly but high quality training

environment for students from all three universities. Inputs from

stakeholders were collected and assembled to create a system

emphasizing on quality management, objective evaluation and

feedback integration. This provided a solid foundation for a

successful program applauded widely.

Participatory Learning in the field: Constant

practicum were organized for students to interact with top

scholars and practitioners, with the goal of merging

classroom education with field trip experience learning.

Frequent interaction with researchers from different countries of the world: Weekly seminars or speeches

were organized so students can interact constantly with

top scholars and researchers on top of theory learning

and practice observation

Encouragement of Independent thinking and exploration Funding was provided to

students who participated in interactional conferences and exchanges. Independent project

experiences were provided inside and outside the classroom

Outbound: the program has admitted 30 students from Korea and Japan. Among them 14 are double degree

students while 16 more going through their one-semester training as exchange students.

Inbound Twenty-seven students from Fudan were also dispatched to Kobe and Korea University.

Attentive support to students through the CAMPUS Asia Office: The CAMPUS Asia Office was

launched with dedicated personnel who have education experience in China, South Korea, and the




Student Mobility

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Fudan University United States to provide multilingual academic and personal support to CAMPUS Asia students and

potential candidates.

Launching of risk management-related courses and the issuing of certificates: SIRPA of Fudan University launched new courses titled “Emergency Management and China”,

“Environmental Protection in China”, and “Public Innovation and Technology Integration” as risk

management-related courses to enhance the content of the educational program. In addition, the

three universities issue a certificate in a common format as proof of program completion

Frequent Student Newsletter School Wide Website equipped with multi-lingual accesses Face-to-Face faculty-student interactions and exchange of ideas Publications and International Conferences

Visualization of Education Content and Dissemination of Results

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Bancha Chalapirom Dean, Associate Professor, Faculty of Education, Chulalongkorn University

On behalf of the Faculty of Education, I would like to extend a warmest welcome to you. We are pleased and honoured to be part of a symposium entitled “Challenges and Prospects on Higher Education Cooperation in East Asia.” This symposium will not benefit only scholars, specialists and researchers in the field of disaster management and human resource development in education, but also to our faculty members, students and people who are interested in how to develop human resources and manage any kind of disasters and their effects on higher education in this era of Education for Sustainable Development, which has been very high on the agenda of many educational institutions’ and the UNESCO’s global initiatives and plans that identify ESD as a priority for boosting the quality of life of the world’s people. So it has become a big challenge in this new era, especially for educational leaders in East Asia and across the world, to turn in to a reality such initiatives and plans relating to applying education as a key to sustain development of human resources, either at institutional, national or regional level. I would like to express my admiration and gratitude to the partner institutions and UNESCO for your continuous support contributed to this five-year project that meaningfully helps promote collaboration in developing double-degree and exchange programmes at the master’s level among the participating countries, and strengthens good relationship between institutions of higher education across the Asia-Pacific Region. On this positive note, may I now declare open the symposium, I wish you all every success, and look forward to strengthening our fruitful cooperation in the not too distant future.

Welcome Message from the Dean of The Faculty of Education, Chulalongkorn University

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Prof.Kenji Yotsumoto Dean Graduate School of International Cooperation Studies Kobe University

It is indeed a great honor for me to send greetings on the occasion of the 2015 CAMPUS Asia Symposium in Bangkok titled “Challenges and Prospects on Higher Education in East Asia” First of all, I would like to congratulate on the success in running this symposium. It surely serves as a good example of the joint effort among the Asian universities such as School of International Relations and Public Affairs at Fudan University, Graduate School of International Studies at Korea University and Graduate School of International Cooperation Studies at Kobe University in the spirit of cooperation and mutual learning. As we know, cooperation in higher education is one of the most prioritized issues in the region. I believe that the participants in this symposium are now better prepared and equipped to promote this issue in their home countries than before and even more effectively for the future. I would like to extend my deep appreciation to the Chulalongkorn University, Professor Pirom Kamolratanakul and UNESCO Bangkok office for their great contribution to the success of this symposium. I also wish all the best to the participants in the symposium for their future efforts dedicated to the improvement of cooperation in higher education in respective countries.

Messages from Deans - Fudan, Korea and Kobe

GSICS, KOBE

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Prof. Andrew Eungi Kim Dean Graduate School of International Studies Korea University

Good morning! Participants of the conference, ladies and gentlemen, good morning. It is my great pleasure and privilege to welcome all of you to the 2015 CAMPUS Asia Symposium in Bangkok. This is a unique gathering, bringing together scholars, personnel from international organizations and graduate students from three leading universities in China, Japan and Korea to share ideas on “Challenges and Prospects on Higher Education Cooperation in East Asia,” which is the theme of this year’s symposium for the CAMPUS Asia program. The significance of the CAMPUS Asia program is very important, as we struggle to find ways to bring the three countries of East Asia closer together academically, intellectually and culturally, all in an effort to create a greater sense of community, like that of the EU. I trust this symposium will be very fruitful in facilitating active exchanges of ideas among the participants today and in facilitating future dialogues on issues of, among others, academic cooperation in East Asia. I hope you have a great time sharing your thoughts with other participants today. Thank you.


GSIS, KOREA

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Prof. Zhimin Chen Dean

School of International Relations

and Public Affairs

Fudan University

The FKK (Fudan University-Kobe University-Korean University) CAMPUS Asia Program is now in its fifth year. Looking back, I am very pleased to see the growing bond among the three universities and our students. As we started from the very beginning, the three universities shared the same vision that, China, Japan and Korea, the three most important economies in East Asia with strong historical ties, should find ways to strengthen mutual understanding among young generations, to pool and share Knowledge in their respectively strong fields, so that we can facilitate our young generations to develop solutions to problems in our countries, region and the world at large, and in a collective and cooperative way. This CAMPUS Asia program has weathered the ups and downs in our government-to-government relations over the past years. With the support from the universal authorities, faculty members and program managers, particularly with the strong commitment from the participating students, the program has moved forward, with its exchange programs, double-degree programs and academic workshop series, and received an excellent result of the mid-term assessment. As the program enters its final year of its first phase, and in the context of the resumption of China-Japan-Korea trilateral summit, we believe that the three governments should be happy to see the program they have supported in the last five years has grown to this level, fulfilled the original objective of the CAMPUS Asia project, and deserve their


SIRPA, FUDAN

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further support to continue at this scale or even larger scale. At the same time, we Fudan would continue to support the CAMPUS Asia program through our own resources, improve the program management, and create better learning and research opportunities for our Korean and Japanese students. Internationalization is at the heart of the development strategy of the School of International Relations and Public Affairs (SIRPA) at Fudan. Currently, SIRPA is offering five master‘s degree programs in English, from China studies, global affairs to international public policy, as well as a new doctoral program in English in the field of international politics. SIRPA is also publishing a English book series of “Governing China in the 21st Century” from Palgrave, and is going to launch a new journal in English by Springer from 2016: Chinese Political Science Review. These developments would provide rooms for potential further collaborations for our partner universities. We are looking forward to another successful phase of cooperation in the coming years. Chen Zhimin Dean & Jean Monnet Professor School of International Relations and Public Affairs Fudan University

Messages from Deans – Fudan, Korea and Kobe

SIRPA, FUDAN

Messages from Keynote Speakers

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Dr. Gwang-Jo Kim Director UNESCO Asia & Pacific Regional Bureau for Education

It is with great pleasure that I deliver this congratulatory message on the occasion of 2015 CAMPUS Asia Symposium held in Bangkok with the generous hospitality of Chulalongkorn University. As a sub-regional initiative supported by the governments of Japan, Korea and China, CAMPUS Asia has made meaningful contribution to promoting student mobility and academic cooperation among universities in these three countries. This round of gathering, convened under the theme of “Challenges and Prospects on Higher Education Cooperation in East Asia,” bears particular relevance to what UNESCO Bangkok has been advocating through the Asia-Pacific Regional Convention on the Recognition of Qualifications in Higher Education (AP Convention). The convention seeks to reduce obstacles to student mobility by ensuring that degrees and qualifications are recognized as widely as possible, considering the great diversity in the educational systems in the region. We are continuing to encourage participation of more Member States and universities so that it can serve as a platform on which increased cooperation can take place among institutions and countries. In Asia and the Pacific region, higher education has evolved and expanded rapidly during the past decade, demonstrating remarkable increase in intra-regional student exchange. This symposium also presents particular significance as it takes place in Bangkok which underscores CAMPUS Asia Programme’s potential for further collaboration with the ASEAN countries. In this sense, I particularly reiterate my gratitude to Chulalongkorn University for being a generous host of this event. Undoubtedly, achievements that the initiative has cultivated in strengthening competitiveness of participating schools and nurturing international understanding and global citizenship in student population will benefit many more partners when shared in a larger regional context.



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An increasing number of countries in Asia and the Pacific have reached middle income or high-income status and are faced with education issues beyond the Education for All and Millennium Development Goals agendas which are concluding this year. One of these areas of emphasis for the 2030 Education Agenda is higher education. The importance of higher education was once again highlighted in 2015 World Education Forum, where UNESCO and the education community committed ourselves to Incheon Declaration which calls for inclusive and equitable lifelong learning opportunities for sustainable and peaceful future, including increased access to quality higher education. I am particularly encouraged that this programme was pioneered by governments of the three countries that have demonstrated occasional differences in views on some key issues. The Campus Asia Programme, in this sense, is a testimony to the importance and potential role of higher education as a cornerstone of international collaboration, international understanding, and education for sustainable development and global citizenship notwithstanding political difficulties. Learning from the experiences of the CAMPUS Asia Programme, UNESCO will continue to support any bilateral and multilateral student exchange programs in the region. I would like to conclude by commending the achievements of CAMPUS Asia and I look forward to seeing the positive impact of the programme reach more young people in the region. Gwang-Jo Kim Director UNESCO Bangkok


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Prof. Kuniaki Yamashita Director Japan Society for the Promotion of Science

On behalf of Japan Society for the Promotion of Science (JSPS) Bangkok Office, I would like to take this opportunity to congratulate all organizations and people concerned on the successful opening of the Campus Asia Bangkok Symposium and would also like to pay my sincere tribute to the organizing committee, especially Kobe University in Japan. I am also very pleased to witness that ASEAN University Network (AUN) and UNESCO Bangkok Office support the important initiatives of the consortium of three universities – Fudan University of China, Korea University of South Korea and Kobe University of Japan, which aims to offer cooperative education programs to train risk management experts. JSPS is now executing its third mid-term plan and international strategy for 2013 to 2016, which has four pillars; 1. to create world-class knowledge in diverse fields, 2. to build robust international cooperative networks, 3. to foster the next generations and enhance the education and research function of universities, 4. to build evidence-based science promotion systems and strengthen linkage with society. I am happy to mention that the organization of the symposium this time is in line with these principles and that JSPS will be able to assist your academic and scientific collaboration in the coming years. Kuniaki Yamashita Director Japan Society for the Promotion of Science


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Dr. Gajaseni Nantana Director ASEAN University Network Secretariat

During the 4th ASEAN Summit in 1992, ASEAN leaders called for the strengthening of the region through the promotion of human resource development and higher education. This aspiration led to the signing of the Charter of the ASEAN University Network and thus the ASEAN University Network or AUN was officially established as an autonomous organisation in 1995 under the umbrella of ASEAN and the mandate of Ministers responsible for higher education in ASEAN to strengthen the existing network of cooperation among universities in ASEAN and beyond; promote collaborative study, research and educational programmes in the priority areas identified by ASEAN; promote cooperation and solidarity among scholars, academicians and researchers in the ASEAN Member States; and serve as the policy-oriented body in higher education in the ASEAN region. The regional integration is expected by the end of 2015 with the primary focus on the ASEAN Economic Community (AEC) which will allow the labour skill mobility and lead to the new employment opportunities throughout ASEAN. In line with this, the regional integration also generates formidable challenges on the ASEAN Socio-Cultural Community (ASCC) especially on the higher education development. Therefore, with 20 years of milestone, AUN has been working tirelessly as the network of leading higher education institutions in ASEAN and contributed to regional advancement through human resources development and academic cooperation with international dialogue partners. AUN Thematic Networks, thus, have been developed and established significantly to enhance the internationalisation and higher education harmonisation for academic excellence in diverse perspectives, for example, AUN-Quality Assurance Network (AUN-QA), AUN Business and Economics Network (AUN-BE), AUN University Social Responsibility & Sustainability (AUN-USR&S), AUN Human Rights Education Network (AUN-HRE) and AUN ASEAN Credit Transfer System (AUN-ACTS). Established in 1998, AUN-QA has the objectives to uplift and ensure the quality of higher education in ASEAN, promote continual quality improvement higher education system, and enhance the regional higher education recognition. Not only successful in being a platform to ensure the efficiency in the region, the AUN-QA also has a strong collaborative network with other European and Asian quality assurance and accreditation bodies, including the projection to work closer with China, Japan and ROK. Moreover, AUN is moving forward hand in hand with the new paradigm shift in mobility that the AUN ASEAN Credit Transfer System (AUN-ACTS) was initiated in


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2008 to encourage, promote, and facilitate student and academic mobility, based on the quality assurance and trust building, with the aims on “3Es” or enrichment of purpose, enhancement of students’ soft skills and exposure of international experiences. With this mechanism, students will benefit from the credit earning, intellectual and cultural exchange, as well as the network from ASEAN friends. The university consortium, therefore, plays a significant role in academic cooperation and internationalisation. Moreover, it also requires strong contribution and commitment from the universities and stakeholders who share the values and common beliefs that will be integral to greater success both in the region and beyond. Gajaseni Nantana Director ASEAN University Network

Dissemination of CAMPUS Asia Experience - From Kobe, Fudan and Korea

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Kobe University’s CAMPUS Asia program aims to foster risk management specialists who analyze the “risks” associated with various critical situations; lead policymaking decisions; and exercise leadership on the ground, working both in East Asia and the world. To achieve this, the Graduate School of International Cooperation Studies (GSICS) set up these two objectives taking its academic characteristics into account:

1. Training disaster relief and management experts, taking advantage of Japan’s rich experience of providing foreign assistance

2. Risk management education related to natural disasters and disaster reduction, drawing from the experience of the Great Hanshin Earthquake of January 17, 1995, and the Great East Japan Earthquake of March 11, 2011

With these objectives in mind, GSICS has organized various seminars and field trips. Many specialists from various fields were invited to the seminars to talk about risk management. Along with the seminars, students visited the areas in Kobe and Awaji-island which were seriously damaged by the Great Hanshin-Awaji Earthquake in 1995, and the cities in Tohoku which were devastated by tsunami after the Great East Japan Earthquake. These activities enhanced their understanding on risk management. Since the launch of the program in 2012, GSICS has actively promoted student exchange between the three universities. In 2014, GSICS dispatched 11 students (including six double-degree students) to Fudan University and Korea University, and received ten students (including five double-degree students) from these two universities. Students who successfully complete the requirements are granted one of the following degrees: Master of International Studies, Master of Economics, Master of Laws, or Master of Political Science. CAMPUS Asia students studying at Kobe University receive individual attention from teaching assistants in lecture courses and tutors assigned to each of them, as well as from thesis writing advisors who provide academic support in English. Furthermore, the staff of the CAMPUS Asia office who speaks Chinese, Korean and English helps them to deal with the problems arising from their daily life in a new country.


KOBE UNIVERSITY


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1. Outline of the Program Globalization provides not only opportunities but also risks. Risks can go beyond national boundary and expand to regional or global scale. Thus, it is very urgent to train talented persons who can deal with various including natural disasters which happens in Korea, China and Japan. Recognizing these realistic necessities, this consortium is “Program for Careers on Risk Management Experts in East Asia” in order to foster specialists who can analyze and manage variety of risks through exchange and cooperation among these three countries.

This program aims to 1) train specialists who are equipped with high level knowledge and technology for risk management 2) cultivate high level personal who can work in international institution, public agencies or NGOs with comprehensive knowledge about politics, economy and society 3) provide comprehensive and professional knowledge to be specialist in field of risk management and international cooperation area. GSIS is actively proceeding with this project bearing these purposes in mind. 2. Progress of the Project Korea University, Fudan University and Kobe University signed the Memorandum of Understanding for multiple degrees. Under this MoU, GSIS has been making efforts to develop the program. CAMPUS Asia managing professors and research professors visit Fudan University and Kobe University once or twice every year to talk to the students dispatched from Korea University for supervision.

On the other hand, the three universities in the consortium have actively cooperated for smooth management of the program. By visiting counterparts each other, members of the CAMPUS Asia staff discuss future visions and prospects as well as the problems of the program. Particularly it arranges for meetings to communicate each other on regular basis by inserting Working Group Meeting in International Conference held annually. Oriented from the goal of improving the quality and competitiveness of the three universities in the world, Fudan University from China, Kobe University from Japan and Korea University from Korea collaborated in forming “CAMPUS Asia” program aiming to educate future experts in risk management.

Target setting: The project aims to cultivate the multinational experts who are aware of Asian risk management and promote the internationalized development of

KOREA UNIVERSITY

FUDAN UNIVERSITY


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emergency management subject of each country. Organization and implementation: Fudan University and its School of

International Relations and Public Affairs (SIRPA) set up a well-functioned team to manage the operation of the program. The university allocates a special project construction fund to “CAMPUS Asia”, and SIRPA enrolls self-funded international students in the program of Master in “Chinese Government and Governance” to obtain tuitions and use such revenue to support the operation of “CAMPUS Asia” program.

Teaching: SIRPA opens 9 core curricula including “Emergency Management in China”, “China’s Environmental Policy and Sustained Development”, “Public Innovation, Technology Integration and New Public Operation”, “Public Policy”, “Research Methods”, “Chinese Society”, “Program Evaluation and Policy Analysis” in teaching and provides 15 English curricula originally opened by the school. The high-level teachers from Fudan University and other prestigious universities are invited to teach on a regular basis and the Chinese and international risk management experts are often organized to exchange and give lectures in the school, which provide students with the resources for understanding and further learning risk management.

Student support: SIRPA provides students with many opportunities to participate in academic conferences, exchange programs, and professional trainings, such as the “Building Resiliency for Emergency Management in East Asia and China”, “Compounded Risk and Regional Collaboration” at the international conferences.

Quality assurance: In terms of data acquisition of students’ learning conditions and outcomes, a long-term effective negotiation mechanism of working conference has been established. In terms of teaching links quality monitoring, in addition to strictly implementing the system of class attending by school leaders and project directors, a “CAMPUS Asia” program assessment form was also prepared. In terms of external review, at least three teaching arrangements and exchange activities among the three parties have been organized each year since the implementation of the pilot program.

Learning outcomes: The school formulates an explicit academic performance assessment system and methods. It is required that teachers should adopt reasonable and diversified grading methods and make a comprehensive evaluation of students from the perspectives of students’ preview, classroom discussion, homework, thesis, involvement and activity in academic communication. The school also tracks the feedbacks of students to the involvement through multiple meanings including satisfaction survey, after-class communication, etc.

During the program evaluation by the Ministry of Education of China in 2014, the Fudan University-Asian Risk Management Experts ranked No.1 among CAMPUS Asia Programs in China.

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Graduate School of International Cooperation Studies

Professor Inoue completed his Ph.D. in Law at Osaka University. Before joining Kobe University in 1995, he taught at Osaka Gakuin University, Japan. His research interests center on constitutional law, comparative constitutional law and sport law. He has published a number of books and articles on these subjects, such as: Casebook Constitutional Law (Nihon-Hyoronsya, 2008), Textbook Constitutional Law (co-editor) (Yuhikaku, 2006), Theory of Constitutional Rights in Comparison with German Theory (Shinzan-sha, 1993).

He was a member of examination board for Japan Bar Examination from 2004 to 2010, and from 2013 to 2014. He is currently a member of examination board for the diplomatic service at the Ministry of Foreign Affairs of Japan.

NORIYUKI INOUE Executive Vice President, Professor Kobe University

Biographies of Professors & Doctors

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Professor Yotsumoto holds his Ph.D. in Law and Development from Nagoya University. After working in the Japan Committee for UNICEF, he was despatched as a JICA expert to Cambodia. After that he taught at Nagoya Keizai University before joining Kobe University.

Professor Yotsumoto is a specialist on Cambodian law. His research focuses on international and domestic human rights protection in Cambodia from a comparative constitutional point of view. He also studies legal technical assistance in the field of democratization, judicial reform and administrative reform.

He has published a number of books and articles, including The Cambodian Constitutions (Keiso Syobou, 1999) and “Disability and Law in Cambodia”, Disability and Law in Developing Countries: A Study on the Establishment of the Rights of People with Disabilities, (Institute of Development Economies, 2009).

KENJI YOTSUMOTO Dean, Professor, Graduate School of International Cooperation Studies, Kobe University


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Professor Kan Kimura gained his B.A., M.A. and Ph.D. from Kyoto University. After holding a lecturership at Ehime University, Japan, he came to Kobe University in 1997.

He works on comparative politics in East Asia, with a particular interest in nationalism and historical disputes in South Korea. He has published a number of books and articles. Among them, his latest publication, Japanese-Korean Disputes over Historical Perceptions (Minerva Shobo, 2015) won the Yoshino Sakuzo Prize in 2015. In addition, The Establishment of “Authoritarianism” in Korea (Minerva Shobo, 2003) took the Suntory Prize for Social Sciences and Humanities in 2003.

Professor Kimura has held fellowships at various universities and institutes such as Korea University, Australian National University, the University of Washington, and Harvard University.

KAN KIMURA Professor, Graduate School of International Cooperation Studies, Kobe University


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Professor Keiichi Ogawa is a Professor/Department Chair in the Graduate School of International Cooperation Studies at Kobe University in Japan, where he teaches human capital development and development management.

His research interest lies in economics of education, education finance, and public policy. His professional experiences include serving as Education Economist at the World Bank, Senior Advisor at Japan Bank for International Cooperation (JBIC), Advisor at Japan International Cooperation Agency (JICA), Consultant at Asia Development Bank (ADB), Inter-American Development Bank (IDB), UNICEF and UNESCO. He has also served as Board Member/Secretary General of Japan Society for International Development (JASID) and Japan Comparative Education Society (JCES).

He has worked on development assistance activities in over 25 countries and has co-authored or co-edited four books and over 60 journal articles/book chapters. Many of them are issues related to educational development and cooperation in international settings. He holds his Ph.D. in Comparative International Education and Economics of Education from Columbia University in New York.

KEIICHI OGAWA Professor, Graduate School of International Cooperation Studies, Kobe University


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Dr. Andrew Eungi Kim is a Professor in the Division of International Studies at Korea University. He currently serves as the Dean of both the Graduate School of International Studies and the Division of International Studies. He is also a Member of the Board of Directors of the World Association of Hallyu Studies (WAHS). He has been a Visiting Professor at the University of California, Berkeley, Akita International University in Japan, and the University of Calgary in Canada. His primary research interests broadly pertain to culture, sociology of religion, ethnic studies, social change, and comparative sociology. His articles have appeared in Social Indicators Research, Ethnic and Racial Studies, Asian Survey, among others. He is presently completing work on two book projects: one examines the impact of rapid industrialization, modernization and globalization on the shaping of contemporary Korean society, while the other analyzes the characteristics of Korean cultural symbols, language, norms and values. He holds Ph.D. in Sociology from University of Toronto.

ANDREW EUNGI KIM

Dean, Professor of Sociology Graduate School of International Studies Korea University


Graduate School of International Studies

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Dr. Seungho Lee is working as Professor and Associate Dean at the Graduate School of International Studies at Korea University in Seoul, Korea. As a specialist in water policy with reference to China, Korea and Europe, Professor Lee has published a number of research and working papers on water issues of China, Korea, and Europe, both in English and Korean. His research interests are in private sector participation in the water sector, water policy, transboundary water management, and water governance. His recent publications include “Benefit Sharing in the Mekong River Basin”, Water International (2015), “Wastewater Treatment Transfer-Operate-Transfer (TOT) Projects in China – Hefei Wangxiaoying Wastewater Treatment TOT Project”, KSCE Journal of Civil Engineering (2015). Professor Lee has provided consulting services to public and private institutions, including the Korean government, UNESCAP, GGGI, K-Water and Korean multi-national companies.

SEUNGHO LEE Associate Dean, Professor, Graduate School of International Studies, Korea University

Dr. Jung-Sun Han is an Associate Professor of the Division of International Studies, Korea University. Majoring in modern and contemporary Japanese history and culture, she has worked on the interwar and wartime Japanese political thoughts and Japan-Korea relations via visual culture of modern Japan. Her books include, An Imperial Path to Modernity: Yoshino Sakuzo and a New Liberal Order in East Asia, 1905-1937 (Cambridge: Harvard University Press, 2013) and Drawing an Empire: Japanese Cartoon Journalism and Colonization of Korea (co-authored, Seoul: Ilchogak, 2006). The latter book has been translated into Japanese (Tokyo: Akashi Shoten, 2010).

Dr. Han’s current research focuses on the grassroots movements to protect and conserve war-related sites in Japan and abroad and how the civil activities have rendered different meanings to post-war Japan by incorporating vernacular war memories.

JUNG-SUN HAN Associate Professor, Graduate School of International Studies, Korea University



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Dr. Ja-hyun Chun is a Research Professor at the Graduate School of International Studies (GSIS) in Korea University. She received her Ph.D. in Political Science from Yonsei University in Seoul, South Korea and was a Post-doctoral Visiting Fellow at American Institute for Contemporary German Studies at Johns Hopkins University in Washington D.C.

Chun’s research interests include international reconciliation in Northeast Asia, maritime territorial disputes and foreign policy. Her publications include “Have Japan and South Korea Reconciled? - A Focus on Three Stages of International Reconciliation”, Japanese Journal of Political Science Vol.16, No.3 (2015), “The Role of Compensation in Sino-Japanese Reconciliation”, in Handbook of Memory and Reconciliation (New York: Routledge, 2015), Beyond “Dissatisfaction” and “Apology Fatigue”: Four Types of Japanese Official Apology”, Pacific Focus, Vol.30, No.2 (2015), “When National Pride Meets Naval Power: Maritime Insecurity and Chinese Hegemony”, International Politics (2016).

JA-HYUN CHUN Research Professor, Graduate School of International Studies, Korea University



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Dr. Zhimin Chen is the Dean of the School of International Relations and Public Affairs, Fudan University. He is a professor of international relations and a Jean Monnet Chair of European foreign policy and a vice president of Chinese Association of International Studies. He serves as co-editor-in-chief of Chinese Political

Science Review (Springer, from 2016), and as a member of Advisory Board or editorial committee of several international journals, such as The Hague Journal of Diplomacy and The Pacific Review. His research interests include international relations theory, diplomacy studies, Chinese foreign policy and EU studies. His major publications in Chinese include: China, the United States and Europe: Cooperation and Competition in a New Trilateral Relation (2011, first author); Contemporary Diplomacy (2008, first author); Foreign Policy Integration in European Union: An Mission Impossible? (2003, first author); Subnational Governments and Foreign Affairs (2001). He also co-edited (with David Zweig) China's Reforms and International Political Economy (Routledge, 2007). Professor Chen received all his degrees from Fudan University. He was a visiting fellow at Harvard University (1996-97), also a visiting scholar at Queen’s University, University of Durham, Lund University, Sciences-Po, and Keio University.

ZHIMIN CHEN Dean, School of International Relations and Public Affairs, Fudan University


School of International Relations And Public Affairs

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Dr. Yijia Jing is a professor in Public Administration and associate director of Foreign Affairs of Fudan University. He conducts research on privatization, governance, collaborative service delivery, and comparative public administration. He is particularly interested in the formation, performance, and consequences of collaborative governance in transitional countries and is the director of the Center for Collaborative Governance Research at Fudan University. He is the editor-in-chief of Fudan Public Administration Review and serves as the vice president of International Research Society for Public Management. He is the associate editor of Public Administration Review, co-editor of International Public Management Journal and the founding co-editor of a Palgrave book series, Governing China in the 21st Century, which was launched in 2014.

YIJIA JING

Professor, School of International Relations and Public Affairs, Fudan University

Dr. Fu is an associate professor of Public Administration at School of International Relations and Public Affairs, Fudan University and Senior Membership Assistant of St. Antony’s College, Oxford University (2008-09). His major research direction is the Development of Contemporary Chinese Political Systems since 1949, Chinese Civil Service Systems, Chinese Public Administration, and the Relationships between governments and NGO.

SONGMAO FU Vice Dean, Associate Professor, School of International Relations and Public Affairs, Fudan University



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Dr. Peng Hu is an assistant professor of political science at the School of International Relations and Public Administration at Fudan University. He received his B.A. and M.A. degree from Peking University and the Ph.D. degree from the Chinese University of Hong Kong. His research interests include comparative politics, political development, public opinion, and Chinese politics. He has published several articles and book reviews in the English peer reviewed journal The China Review and several Chinese academic journals. He is currently the director of the Campus Asia Program and the Master of Chinese Government and Governance Program at Fudan University.

PENG HU Assistant Professor, School of International Relations and Public Administration, Fudan University

Professor Shuhua Liu is currently an associate professor at the School of International relations and public affairs at Fudan University. Graduated from University of Washington with a Ph.D. in Information Sciences, she is interested in Public Operations and Technology Integration. She is specifically focusing on the impact of and opportunities presented by innovative ICT on routine government operations and dynamic response to disasters. She has published widely in leading journals of Public Management. Professor Liu is currently also providing advisory services to international organizations such as UN, UNDP and DFID and many Chinese government agencies.

SHUHUA LIU Associate Professor, School of International Relations and public affairs, Fudan University



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CHULALONGKORN UNIVERSITY

Dr. Bancha Chalapirom is the Dean and Associate Professor of the Faculty of Education, Chulalongkorn University. Dr. Bancha received his Ph.D., from Chulalongkorn University. He serves as the Editorial Board, Journal of Education Studies, an Online Journal of Education, Faculty of Education at Chulalongkorn University.

His main interests include educational administration, fitness development, exercise and sporting behaviors, research administrative strategies of HR scorecard.

He published many books about sports e.g., Golf and Basketball. He was recognized and awarded by many organizations at the national level such as the Greatest Honor Alumni, Faculty of Education’s Alumni, Chulalongkorn University, 2010 and 2011. He has been actively involved in many academic and volunteer activities both at the national and international levels.

BANCHA CHALAPIROM Dean, Associate Professor Faculty of Education Chulalongkorn University


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Dr. Dhirapat Kulophas received his Ph.D. in Research Methodology in Education from Chulalongkorn University. He is currently a lecturer in the division of Educational Administration and an assistant secretary of doctoral curriculum committee and a member of graduate curriculum committee of Division of Educational Administration, Faculty of Education, Chulalongkorn University.

He has been teaching in the subject of Research for Learning & Teaching Development.

His interests are educational administration, school climate, authentic leadership, work engagement, assessment of roles and responsibilities

DHIRAPAT KULOPHAS Lecturer, Faculty of Education, Chulalongkorn University

Dr.Doungkamol Bangchuad is a lecturer in the Division of Development Education at the Faculty of Education, Chulalongkorn University. She received her PhD in Development Education from the Faculty of Education, Chulalongkorn University in 2012, and has been working full time at Chulalongkorn University since then. Her research focus has been on humanities and Development Education.

DOUNGKAMOL BANGCHUAD Lecturer, Faculty of Education, Chulalongkorn University


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Dr. Nantarat Charoenkul is an Assistant Professor in the Division of Educational Administration at the Faculty of Education, Chulalongkorn University. Dr. Nantarat Charoenkul received her PhD in Educational Policy from the University of Newcastle upon Tyne, England in 2006, and has been working full time at Chulalongkorn University since 2007. Her research focus has been on Educational Policy and Educational Management.

NANTARAT CHAROENKUL Lecturer, Faculty of Education, Chulalongkorn University


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CHIANG MAI UNIVERSITY

Dr. Annop Pongwat is a Special Lecturer in Educational Administration, Faculty of Education at Chiang Mai University in Thailand. His research interest lies in educational administration and reform, which he wrote and translated a number of articles and books.

He had taught in the Department of Educational Administration, Faculty of Education at Chiang Mai University until he retired in 2009, where he served as Dean of Faculty of Education from 2005 to 2009 and Dean of International College from 2010 to 2014. He has been a member of the Education Committee of the National Research Council of Thailand for almost a decade.

He had served as a Visiting Professor in the International Program at Shiga University, and Graduate School of International Cooperation Studies at Kobe University in Japan. Between 2004 and 2013, he joined Africa-Asia University Dialogue for Educational Development Network, coordinated by Hiroshima University as a Thailand representative, which took him to Japan, Uganda, Kenya, Zambia and Ghana.

He holds his graduate degrees at Stanford University and Florida State University in 1975 and 1979 respectively.

ANNOP PONGWAT Associate Professor, Chaing Mai University


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Dr. Anurak Panyanuwat is a Professor in the College of Arts, Media and Technology at Chiang Mai University in Thailand. He holds his Ph.D. from New England University, in Australia and a master’s degree in Adult Education from Hull University in England. His research interest lies in non-formal education, environmental management, educational research and program evaluation, and curriculum development.

He has been a visiting professor in doctoral and master’s degree programs for other universities in Thailand. His professional experiences include serving as a research leader and a consultant in various research projects for the Thai Government, JICA, and UNESCO. He has also shared his educational development and planning expertise with the research teams of UNICEF Myanmar and Highland Research and Development Institute (Thai Royal Project) in 2013-14.

ANURAK PANYANUWAT Professor Emeritus, College of Arts, Media and Technology, Chiang Mai University


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Dr. Phetcharee Rupavijetra is an Associate Professor in the Business Administration Program, Department of Vocational Education and Wellness Promotion, the Faculty of Education, Chiang Mai University (CMU), Thailand. She teaches Management Styles Learning: Cross-cultural Management, Training Techniques, Business Management Learning for Cooperation in ASEAN and Vocational Guidance. She holds Bachelor’s degree in English and Business Teaching and Master’s degree in Non-formal Education. She holds her doctoral degree from School of Cultural Diversity and Professional Learning from Queensland University of Technology, Australia. Her researches involved with Policy, Management and Administration in Education, Finance, Ageing society. During 2010-2014, she served a position of Vice Dean for CMU International College for 10 years. She has also worked collaborative research with Japanese universities including Hiroshima, Kobe, Nagoya, Osaka, as well as universities in Asia and Africa.

PHETCHAREE RUPAVIJETRA Associate Professor, Department of Vocational Education and Wellness Promotion, Faculty of Education, Chiang Mai University


41

UNESCO Asia and Pacific Reginal Bureau for Education (UNESCO Bangkok)

Dr. Kim is the Director of the UNESCO Regional Bureau for Education in Asia- Pacific, as well as UNESCO Representative to Thailand, Lao PDR, Myanmar and Singapore since 2009.

Dr. Kim began his senior responsibilities in Korea, where he advised and assisted former President Young Sam Kim in the fields of education and social policy (1995–1997). Between 2001 and 2004, Dr. Kim was affiliated with the World Bank as Senior Education Specialist at its Headquarters in Washington D.C.

In 2004, Dr Kim was appointed the Director-General of the Ministry of Education and Human Resources Development (MOEHRD). From 2005 to 2008, Dr. Kim was the Deputy-Minister of MOEHRD. He coordinated cross-ministerial human resources development policy initiatives and launched the Global Human Resources Forum in Seoul in 2006.

Dr. Kim holds a Bachelor’s degree in Public Administration from Korea University (1978), a Master’s degree (1984) and a Ph.D. (1994) in Education from Harvard University.

GWANG-JO KIM Director, UNESCO Asia and Pacific Regional Bureau for Education


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Dr. Yano leads a team working on issues related to education sector planning and management with a specific focus on equity, quality, and efficiency of education systems at ERP. She is also heavily involved in providing technical assistance and capacity development to the UNESCO Member States in the areas of education sector planning through education simulation modeling.

Since 2012, she has also being serving as a Head of the Secretariat of the Asia-Pacific Education Research Institutes Network (ERI-Net), a regional network of education policy research institutes.

She joined UNESCO in 2003 at its Headquarters in Paris as a member of a Unit dedicated to global coordination of the Education for All (EFA). Prior to joining UNESCO Bangkok in 2009, she also worked in UNESCO Beijing, where she managed UNESCO’s various education programmes in China and Mongolia. She holds a Master’s and Ph.D. in Comparative Education from Columbia University.

SATOKO YANO Programme Specialist, Education Policy and Reform Unit (EPR), UNESCO Asia-Pacific Regional Bureau for Education


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Dr. Benete’s current responsibilities include designing and conducting analytical work related to education governance, planning, management and finance to strengthen a knowledge base and to facilitate policy discussions in the Asia-Pacific region. In addition, she provides policy advice, technical assistance and capacity development (CD) to the Ministries of Education and UNESCO Field Offices to support education sector reviews and reforms in the region.

Prior to joining UNESCO Bangkok, Ms. Benete worked in the Education for All (EFA) Global Partnerships Team at the UNESCO Headquarters, as a responsible for the development, implementation and monitoring of global EFA programmes, building partnerships and providing CD support in the area of education financing. Her professional experience also includes a stint at the World Bank, where she developed strategies and conduced monitoring and evaluation and analytical activities related to key education, health and social protection programmes in Africa.

She holds a graduate degree in International Economics from the Farmer School of Business, Miami University of Ohio, the United States of America.

LINA BENETE Education Policy Specialist, Education Policy and Reform Unit (EPR), UNESCO Asia-Pacific Regional Bureau for Education


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Ms. Tserennadmid Nadya Nyamkhuu is a Programme Officer in the Education Policy and Reform Unit at UNESCO Bangkok. In her current position at UNESCO, she works on issues related to quality of education and supports the coordination of regional initiative called “Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP)”. In particular, she coordinates capacity development, research and knowledge sharing activities that focus on learning assessment and curriculum and/or pedagogy in the Asia-Pacific. She is also currently in charge of UNESCO Bangkok’s technical support to Mongolia via NEQMAP.

Her previous professional experience includes Ministry of Education, Culture and Science (MECS) of Mongolia, where she was a government officer in charge of education projects and programmes supported by development partners/organizations.

Her academic interest lies in economics of education, education planning and quality of education. Ms. Tserennadmid received a Master’s degree in Economics from Kobe University in Japan. She is currently a Ph.D. Candidate in Graduate School of International Cooperation Studies at Kobe University.

TSERENNADMID NYAMKHUU Programme Officer, Education Policy and Reform Unit (EPR), UNESCO Asia-Pacific Regional Bureau for Education


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UNESCO Asia and Pacific Reginal Bureau for Education

(UNESCO Bangkok)

Dr. Ashida is a Programme Officer in the Education Policy and Reform Unit at UNESCO Bangkok. She has been working on the research project on education finance and administration in Asia-Pacific Region. She has mainly got involved in school finance research in Cambodia and Myanmar.

Prior to joining UNESCO Bangkok, Dr. Ashida earned a Research Fellowship for Young Scientists, Japan Society for the Promotion of Science, and worked as a Research Fellow in Kobe University’s Graduate School of International Cooperation Studies (GSICS). She holds a bachelor’s degree in Policy Studies from Kwansei Gakuin University, a master’s degree in International Studies and a Ph.D. in educational development from GSICS at Kobe University in Japan.

She has worked on the academic field research in Honduras, El Salvador, Indonesia, Cambodia, and Myanmar. She has authored and co-authored a number of articles and academic papers which relate to issues of educational internal efficiency in primary education in Honduras, and the international initiatives of Education for All and Millennium Development Goals.

AKEMI ASHIDA Programme Officer, Education Policy and Reform Unit (EPR), UNESCO Asia-Pacific Regional Bureau for Education


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JSPS BANGKOK

Dr. Kuniaki Yamashita worked for the National Federation of UNESCO Associations in Japan for 20 years before joining UNESCO in Paris. After spending ten years at UNESCO, Dr Yamashita moved to Kyushu University in Japan in 2003. At Kyushu University, he was a Professor and Dean in the Faculty of Languages and Cultures. He was also Executive Adviser to the President for International Exchanges. Since 2012, Dr. Yamashita is holding the current position of the Director of the JSPS Bangkok office. Dr. Yamashita holds his graduate degree in International Relations from Sophia University in Japan. KUNIAKI

YAMASHITA Director, Japan Society for the Promotion of Science (JSPS), Bangkok Office


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ASEAN UNIVERSITY NETWORK SECRETARIAT

Assoc. Prof. Dr. Nantana Gajaseni has been appointed as the Executive Director of the ASEAN University Network (AUN) Secretariat since May 2009. With knowledge, leadership and experiences gained throughout her previous posts as Deputy Executive Director of AUN Secretariat and the Co-Director of the ASEAN-EU University Network Programme (AUNP), Dr. Gajaseni has become a proficient practitioner in the field of higher education cooperation. Her academic role as an Associate Professor at the Faculty of Science, Chulalongkorn University also allows her to utilise her expertise in freshwater ecology and environmental economics. Through these roles, she has been actively involved in the environmental development and natural resource management as well as in promoting intraregional academic collaborations which have been recognized for the concrete contributions to human capacity building and overall development especially in ASEAN region.

NANTANA GAJASENI Executive Director, ASEAN University Network Secretariat


Student Session

48

National Interest and the Prioritization of Territorial Disputes: A Case Study through the Comparison of “Dokdo” and “Gando” in Korea Tatsuya Yamashita Graduate School of International Cooperation Studies, Kobe University The objective of this research is to prove the relationship between national interest and the prioritization of territorial disputes through a case study. To achieve this objective, this research raises two territorial disputes in Korea: “Dokdo” and “Gando” issues in the Roh Moo-Hyun administration. Occasionally, these issues are not treated as the same level disputes, but in fact, the close relationship existed as we can understand by seeing the establishment and discontinuation of two foundations that research each issue: the Koguryo Foundation and Northeast Asia History Foundation. More specifically, even though the two issues were caused by the beginning of the Northeast Project and the establishment of the Day of Takeshima at almost the same time, the “Dokdo” issue remained and the “Gando” issue disappeared due to the political decision by Roh Moo-Hyun for national interest. As a result, now the “Dokdo” problem has become a big issue between Korea and Japan, while the “Gando” problem has not affected diplomacy between Korea and China. To indicate this fact, this research reconstructs and traces the processes of these two issues, and after that, this study provides factors of Roh Moo-Hyun’s policy change: the consideration of the diplomacy to China; the caution to North Korea; and the fall of Japanese importance for Korea. Additionally, this research touches on and observes the process where the “Dokdo” discourse came along after Roh’s political decision. Keywords: “Dokdo”, “Gando”, Koguryo Foundation, Northeast Asia History Foundation, Roh Moo-Hyun Administration, Northeast Project, Day of Takeshima

Biography Mr. Tatsuya Yamashita is a Master’s student of Political Science at the Graduate School of International Cooperation Studies at Kobe University. He is participating in CAMPUS Asia program as a Double Degree student from February 2015 at Korea University.

Student Session

49

Financial Crisis and the Korean Economy: Cause, Comparison and Policy Implication Xiaoxiao Jia Graduate School of International Cooperation Studies, Kobe University, Since the late 1990s, Korean economy has experienced two main financial crises: the Asian financial crisis in 1997 and the global financial crisis in 2008. This paper reviews the background, happening and influences of these two crises, respectively, and further explores the impacts of the two crises on Korean economy. By comparing the key economic indicators, this study finds that Korean economy performed much better in the global financial crisis than in the Asian financial crisis. This paper examines the positive and negative impacts of IMF-supported program on Korean economy. By learning Korea’s experiences, this study suggests that Korea as well as other emerging market countries need to have their alternatives rather than expecting too much on assistance from international institutions like IMF when falling into crisis.

Keywords: Financial crisis, Korea, IMF, Emerging market

Biography: Ms. Xiaoxiao Jia is an MA Candidate at the Graduate School of International Cooperation Studies at Kobe University, completed the CAMPUS Asia program as a double degree student from September 2014 to July 2015 and obtained the Master’s degree at the Graduate School of International Studies, Korea University.

Student Session

50

Chinese student’s willingness to pay for better tap water quality Saki Kato Graduate School of International Cooperation Studies, Kobe University The purpose of this study is to investigate Chinese student’s willingness to pay (WTP) for improved water services and discuss the possibility of water quality improvement. The environmental pollution including water resource pollution has been serious in recent years, thus tap water quality is relatively poor in China. To supply more clean and safe water is beneficial to citizens and it requires policy makers to collect and analyze the information from the demand side as well as supply side. Because people’s preferences for water quality and price has been changing over time, focusing on college students provides us better understand for future’s consumption. In this paper, using the data obtained from questionnaire survey of college students, discrete choice experiment is used and four attributes of water quality are identified; additional water prices, contamination from old water piping, residual chlorine and trihalomethane concentration to estimate willingness to pay. The results indicate that students of Fudan University have concern about tap water quality and they spend money on alternatives for drinking. Also, the student’s willingness to pay for high quality water is higher than current water charges in Shanghai. Biography: Ms. Saki Kato is an MA Candidate at the Granduate School of International Cooperation Studies at Kobe University, completed the CAMPUS Asia Program from August 2014 to July 2015 and obtained the Master's degree at SIRPA, Fudan University.

Student Session

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The Implications of CAMPUS Asia Program for the Trilateral Cooperation: Focusing on CAMPUS Asia Program and Erasmus programme Heerang Woo Graduate School of International Studies, Korea University Education is the most important factor for the youths who are the future of the world. In Northeast Asian region, we already have CAMPUS Asia Program to promote higher level of cooperation among universities and mutual understanding among students of China, Japan and Korea. This research explained the implications of CAMPUS Asia program for the Trilateral Cooperation among China-Japan-Korea. By comparing CAMPUS Asia program and the Erasmus programme which is the student exchange programme in European Union, this research answered the importance of social and cultural communication for the higher cooperation. The major example of social and cultural communication is education. This is a key factor not only for the current cooperation itself but also for the next generation.

We all agree that the Europe’s case is a representative example for the regional cooperation. China-Japan-South Korea, three countries also have a significant power for the Northeast Asian region. In this context, the research is focused on developing good performance of CAMPUS Asia program and motivations of its policy. By understanding the needs of CAMPUS Asia program and its benefits, related officers would concern the future for this program. This research provided policy implications for Trilateral Cooperation Secretariat (TCS) how to improve the performance of CAMPUS Asia program in accordance with globalization. Lastly, the findings of this study will redound to the improvement of important role in Northeast Asia’s social and cultural communication and cooperation. Biography: Ms. Heerang Woo is a Master’s Candidate majoring in International Commerce from Graduate School of International Studies, Korea University. Her main research is about the Northeast Asian Cooperation focusing on China, Japan and Korea.

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A study of the China – Korea educational exchange program for migrant youth in Korea SeungAh Yoo Graduate School of International Studies, Korea University As globalization advances, generalized access to higher education. And many students take chance of going abroad to study to get better opportunities. This kind of educational chances steadily has been expanded from individual’s attention to governmental participation. Each educational institute and government has been making effort to attract foreign students. So that they embrace the values of student exchange programs among countries. And they promoted more benefits to students.

As it can say that they achieved outcomes include mutual understanding and relationship building though educational exchange agreement. For example, CAMPUS Asia program fit this national purpose among East Asia countries. Those countries are concentrated on developing global comparativeness with higher education. According to former research about CAMPUS Asia program.

So that this research suggest that supporting target will be expanded even migrant youth in foreign countries. There are some reasons to support this opinion. First, expansion of target group will be helpful to their resettlement. Second, it will be expected to promotion of educational environment such a cultural exchange among students. Finally, it is meaningful to developing one’s capacity in socially disadvantaged class. Biography: Ms. SeungAh Yoo is a Master’s student at the Graduate School of International Studies at Korea University. She participated the CAMPUS Asia Program as a double degree student at Fudan University from August 2014 to July 2015.

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Refocus on the using paradigm of political mass media: Analysis on the influence of socio-political culture Kyoungil you Graduate School of International Studies, Korea University The focus on mass effectiveness has been suggested as the key variable for political actors to adapt a certain kind of mass media by studies on behaviors of political communication. However, the diversification in mass media with the emergence of the new media has revealed limitations of existing studies to determine different paradigm of using in political mass media of the actors. With such awareness that conventional studies of political mass media communication have been designated its base on social models of Western democracy, this thesis aims to emphasize the causal relationship between political actor’s using paradigm of mass media and the socio-political culture to provide a theoretic frame to analyze difference between Asian democracies, Korea and Japan, who share similar socio-political culture of bureaucracy. In this sense, the socio-political culture is defined as to be formed as the outcome of a process of political structural institutionalization throughout the internal competition of political forces of a state. The comparative case study on the chief cabinet office of Korean and Japanese political paradigm of utilizing mass media between 2008 to 2013 has provided to measure the difference from the socio-political culture of both states. The description of the post-war (1945-1990s) process of political institutionalization of Korea and Japan revealed the different constituents of bureaucracy in both states. Stable bureaucratic political institutionalization throughout industrial development under long-term one party ruling of Japan has imposed relatively reluctant behavior of political actors. On the other hand, multiple regime changes, focused industrial development under authoritarian regime, and socio-political struggles has also imposed the characteristic of social politicization in Korea in accordance with its strong bureaucratic tendency in the government. The case study proves that the difference is made to behaviors of political actors according to forming constituents of each socio-political culture of states. Thus, the usefulness of socio-political culture as the key variable to determine the actors’ using paradigm of political mass media has been revealed through the case study by filling the recognized gap from previous political mass communication theories. Biography Mr. You Kyoungil is an MA Candidate at the Graduate School of International Studies at Korea University, completed the CAMPUS Asia Program from September 2014 to septembe 2015 and obtained the Master's degree at GSICS, Kobe University.

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The Current Situation of Women’s Political Participation in Japan Niu Chubing School of International Relations and Public Affairs, Fudan University Japanese women are globally famous for their elegance, virtuousness and family loyalty. The stereotype of Yamato Nadeshiko shows an important aspect of their national characteristic. Similar with many other countries, Japan is a male-dominated country due to their history and cultural traditions. Women in Japan are restricted to social participation to a great degree, especially in the political realm. Over time, however, Nihon Keizai Shinbun, Japan’s leading economic newspaper, in 1998 observed that Japanese women’s lifestyles and attitudes have been greatly changed since the improvements to their economic and social status after World War II, they have been more active in politics, as well as making a series of remarkable achievements, which have attracted great attention in Japanese society. It is named that women’s quiet revolution based on individualist awareness of Japanese women. Some even posited that Japanese women, whom are bound more deeply by social conventions, have preceded men in their embrace of individualism in chaotic conditions of the post-bubble era in the late 1990s. In a reversal of the gender dogma of the high growth economy and then women are held to have power to reform Japan. Kelsky (2001) claimed that the outcome of women’s quiet revolution would be the rebirth of a new flexible Japan that could accommodate a variety of lifestyles. However, while the social status and participation of Japanese women have been greatly improved during the recent decades, their participation is still insufficient for women to reform Japanese society. Although Japanese women have been participants in a long history of social activism, their participation in politics and political parties is a more recent phenomenon. Government policies were developed regarding the support of women’s political participation, as well as NGOs and other grass roots organizations have provided training, information and assistance with fund-raising to equip women to take up leadership positions in politics, especially at local government levels. However, the obstacles remained such as most political parties still continue to provide only limited leadership opportunities for women.

This paper reviews Japan’s progress in the implementation of internal and international policies and plans designed to support Japanese women’s take part in political activities. Subsequently, the paper examines the current situation of Japanese women in politics as represented by their presence in the Diet, local assemblies, government offices and political parties. Furthermore, the paper explains the obstacles

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that Japanese women face when they want to pursue higher levels in policy decision-making processes. Finally, the conclusion is that Japanese women remain far from power to reform their country, as Kelsky predicted optimistically. Biography Ms. Niu Chubing is a Master’s student at the School of International Relationship and Public Affairs at Fudan University. She participated the CAMPUS Asia Program from September 2014 to September 2015 at Kobe University, where she obtained a Master’s degree.

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The Popularization of Higher Education and Graduates Employment in China Hui Zhang School of International Relations and Public Affairs, Fudan University The gross enrollment rate of Chinese higher education reached 15 percent in 2003 since the enrollment expansion from 1999, entering the internationally recognized Mass Higher Education. Since then, the dramatic increase in the number of college students, the increase in the number of colleges and universities and the rapid expansion of scale of universities have become significant features of this phase. With the ever-growing university graduates army pouring into the talent market, the issue of university graduate employment begins to appear and it has increasingly become the focus of attention of the whole society.

Different from the development model of western countries higher education, though the popularization of Chinese higher education also reflects a strong demand for higher education, it is mainly promoted by the government in order to achieve the popularization with a faster rate, bringing about the so-called leapfrog growth of higher education. In this sense, it showed as a kind of national development strategies and government behaviors in general. Thus, it leads to the development of higher education in China largely focusing on quantitative growth, and inherit features of the elite stage. The diversity of colleges and universities is not prominent, and higher education slips out of the requirements of economic and social development. One of the remarkable problems brought about by this type of development is the contradiction between the expanding enrollment and the glut in college grads. Graduates Employment has been a grim reality. It is undeniable that factors of economic development, the scale and speed of popularization of higher education, the development and distribution of educational resources, the matching between the high education specialty structure and structure of social demand for talents, employment concept and ideas of choosing jobs, labor talent market mechanisms have become important parts which we must take into consideration when we discuss the popularization of Chinese higher education and the problem of university graduate employment.

The popularization of higher education is characterized by its external expansion, while the internal characteristic is the change of the higher education structure and system. It is a unified concept of quantity and quality. Therefore, in addition to the gross enrollment rate of school-age youth to achieve 15-50%, popularization of higher education must also achieve a breakthrough in the quality of higher education, including

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comprehensive changes in ideas about higher education, functions of higher education, school types and size, enrollment and selection methods, teaching contents and subject and major setup, teaching management mode, education aim and pattern as well as the relationship between higher education and the society. This and only this will solve the problem of graduate employment under the circumstance of the popularization of higher education fundamentally. Biography Ms. Hui Zhang, Master of Political Science in School of International Relations and Public Affairs, Fudan University, participating in CAMPUS Asia program as an exchange student from February 2015 to July 2015 at Korea University.

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China’s soft power in ASEAN countries based on the case of Confucius institutes Li Xiong School of International Relations and Public Affairs, Fudan University Since the 1990s, soft power has been widely used to explain a country’s diplomatic strategy in the academic world. Different from the hard power, soft power (Joseph Nye, 1990) is described as "the ability to get what you want through attraction rather than through coercion." It arises from the attractiveness of a country's culture, political ideals, and policies. Nye sees strong relations with allies, economic assistance programs, and vital cultural exchanges as examples of soft power. In response to Nye’s application of the soft power to Chinese case study, the Chinese scholars expressed their understandings under the specific Chinese context with different research focuses.

Meanwhile, the Chinese policy makers have gradually changed their attitudes towards soft power and its function in diplomacy. They started to view it in a more positive way. For example, President Xi has announced his ambition to promote China's cultural soft power by disseminating modern Chinese values and showing the charm of Chinese culture to the world since the end of 2012, for instance, Xi himself mentioned “realizing the Chinese dream (实现中国梦), and telling the Chinese stories (讲好中国

故事)” in many press conference occasions. Confucius institute plays a special role for bolstering China’s soft power. In

Southeast Asia, It can be viewed as an indispensable tool to improve the Chinese-ASEAN foreign relations, and an important step to foster a harmonious Asia and good neighborhood. In fact, more and more Confucius institutes were founded in ASEAN countries for the last 9 years. For example, in 2006, there were only 15 Confucius institutes in Southeast Asia, but in 2014 the number raised to 56. The rapid expansion is mainly due to the followings reasons: first of all is geographic and cultural proximity; second is the incentive of economic cooperation between China and ASEAN countries; and large number of Chinese moved to ASEAN countries historically, which has led to the extensive cognition of Chinese culture; finally, the global trend of learning Chinese.

Most of the Confucius institutes in ASEAN countries are under the cooperation of bilateral universities. For China, the universities involved are mainly located at the boundaries provinces of China, such as Guangxi, Yunnan, Sichuan. The students can experience the Chinese language and culture at the two major institutes, one is the formal institutes, the other is casual classrooms. They can acquire the information and

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consultative services concerning China's education and culture there as well. Though the Confucius institute is widely established in ASEAN countries and has

won many public support, it has also faced with difficulties and potential risks. The demand for practical Chinese teachers and teaching materials can’t be meet completely currently, which is the major obstacles for Confucius institute further development. And its development was also noticed by the public, as a consequence the theory of “cultural threat” was frequently reported by the media. People at that region also worried about its official background, which may have a negative effect in its influence of civil society. Biography Ms. Li Xiong is a Master’s student at the School of International Relations and Public Affairs, Fudan University. She participated the CAMPUS Asia program from August 2014 to July 2015 as a double- degree student.

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Changing Environment of Teaching Activities in Design Studio for New Generation Students Motana Sitthipitaks Faculty of Education, Chulalongkorn University The purpose of this study is to promote the environment of teaching activities in design studio which based on project based learning. Several problems is occurred in design studio project during concept design phase, development of design phase and design conclusion which students cannot working on their topics until its finished by making prototype in workshop space on time. Learning and thinking methods in some students are unable to cope with design project. Thus the old course outline and planning are not suitable for the new generation of students who are not only grown up with information technology and social media but also lack of intolerance and self-centered in thinking and doing.

There are the changes in conducting and teaching activities in industrial design studio. First, project is separated from one to two-three projects per semester. Second, design studio class is moving interchangeable from design studio place to workshop space. Third, topics of knowledge are lectured by a group of students. After changing the environment of teaching activities, the findings are: normally one topic of design studio project is conducted by students for the whole semester. When the topic is separated to 3 projects, students are enthusiastic to finish the project within 3-4 weeks not only design development phase in the design studio but also working prototype phase in the workshop space. When the class is using workshop space in creating the initial idea of design or the different approach in design, students have to be hand on with tools and techniques. The dynamics of teaching and learning in workshop space to make students more familiar with and master with skills and techniques in modeling their design. In the design studio space, students were assigned to find product information along with lectures on various topics instead of listening from their professors. Giving an authority to students as lecturer is the key factors in student engagement to the content of knowledge. The development of design in design studio is a process of design along with presentation and criticism. When final design reached the conclusion, Students have to make prototypes and develop final presentation.

In the final Presentation, Experts and specialists in design profession who developed products to the market are invited to give their inputs and insights. To determine the final design from the students whether or not, it is good or bad. Creating the linkage between the academia and the industry is pivotal to students experience as future

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designers. New generation of students who has special characteristic that teaching and learning

environment has to be changed and developed dynamically in the 21 century. Biography Mr. Motana Sitthipitaks is a Ph.D. Candidate in Higher Education Department of Educational Policy, Management and Leadership, Faculty of Education at Chulalongkorn University.

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University Autonomy and Governance in Cambodia Sovann Khleang Faculty of Education, Chulalongkorn University Cambodian Higher Education Institutions (HEIs) were initially established in the 1940s, and had grown throughout 1960s. The higher education sector has been restored after the country gained victory from the Khmer Rouge in 1979. Since then, there has seen an increase of HEIs, totaling up to 97 at present, 38 are public (Sen and Ros, 2013). Those HEIs are supervised by 14 different government ministries and agents.

Currently there are eight public HEIs operating under the Public Administrative Institution (PAI) legal status, which issued in 1997 (Mak, 2010). With this status, a higher education institution has more authority and powers to administer itself under the direction of a governing board other than under the direct management of a parent ministry.

Public HEIs remain partly or wholly under the supervision of government, responsible directly to their parent ministry rather than to the public. However, for the private HEIs, the founder or owner has the most influential power in managing university operation. This leads HEIs to watch closely the balance of maintaining financial condition and improving quality. Some financially healthy and larger HEIs can manage to attain the quality improvement whereas others seem to predominantly generate profit.

Regarding the increased autonomy, public HEIs are expected to become more responsible and accountable to their stakeholders. The highest body in an autonomous HEI is the Governing Board (GB). The GB in a PAI university consists of five to eleven members. Key members of the GB are: (1) a representative of a parent Ministry, (2) a representative of the Ministry of Economy and Finance, (3) a representative of the Office of the Council of Ministers, (4) the Rector of a university, and (5) a representative of a university staff. In addition to those core members, representatives of other stakeholders may be invited to join the GB. Board members are appointed by a government Sub-Decree with three years terms; and the terms can be renewed. The representative of university personnel is elected by the university staff. In private universities, the Board members comprise the stakeholders preferred of the owner.

The role and responsibilities of the GB of a PAI HEI include: (1) review and make decisions on the development plan of the institution, (2) review and decide annual revenue and expenditure, and the annual budget of the institution, (3) review and decide managerial reports and annual financial reports, (4) determine the organizational

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structure, roles and duties of entities of the institution, (5) determine the policy for staff selection and promotion and the numbers of staff, (6) decide procurement contracts, (7) approve the internal rules and regulations of the institution, and (8) evaluate regularly the performance of the institution.

The Rector of a PAI HEI is the chief executive officer and reports directly to the Board. The role and responsibilities of the Rector include: (1) arrange the meetings of the Board, (2) communicate with third parties, (3) implement the policies and plans determined by the Board, (4) prepare the annual budget and submit it to the Board for approval, (5) recruit staff to fill the positions of the institution as approved by the Board, (6) implement the procurement plan approved by the Board, and (7) perform administrative and managerial functions listed in the internal regulations with the agreement of the Board. Despite this, the Rectors of non-PAI HEIs act as policy makers and policy implementers. They control and operate day-to-day tasks and are also the controllers of policy in their HEIs. Biography Mr. Sovann Khleang is a Ph.D. student, Division of Higher Education, Faculty of Education, Chulalongkorn University, Bangkok. He is the lecturer at Faculty of Humanities, Arts, and Languages at Mean Chey University in Cambodia.

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Management of Rajabhat Universities in the 21st Century Nongluck Chotevithayathanin Faculty of Education, Chulalongkorn University The number of Thai higher education institutions has been rapidly grown for 10 years. In 2015 there are 173 public and private Thai higher education institutions in nationwide under Office of the Higher Education Commission, Ministry of Education(Thailand) –14 Government Universities, 20 Autonomous Universities, 38 Rajabhat Universities, 9 Rajamangala Universities of Technology, 41 Private Universities, 21 Private Colleges, 10 Private Institutions and 20 Government Community Colleges. This number does not include higher education institutions under other ministries, if does, it may not be at least 260 higher education institutions in the whole country. On the contrary, the number of Thai learners in higher education in each institution has decreased because of the coming of Thai aging society and having many choices to enroll in any higher education institutions. All Thai higher education institutions are extremely competitive to attract new students to study in their institutions. This situation has been rather severe especially for private universities and young university group including Rajabhat Universities. The Rajabhat Universities, previously called “teacher colleges”, are unavoidable to face with the decreasing trend of students in several years consecutively. The main reasons are: no outstanding programs, lack of innovative research, less budget providing, unfavorable reputation etc.

In order to solve the problem of the decreasing trend of students in Rajabhat Universities and to have a better ability and capability to compete with other higher education institutions rival in Thailand, I will do the research on Reputation Management Strategies for Rajabhat Universities. The research purposes are to study the concept and process of reputation management in higher education institutions, to examine the current situation and problems of reputation management in Rajabhat Universities, to investigate the projections and means for managing reputation in Rajabhat Universities, and to propose the reputation management strategies for Rajabhat Universities as well.

The descriptive research design employed in this study has been divided into 5 phases. Research tools are content analysis form, semi-structure interview form, and questionnaire. Future wheels and connoisseurship are also employed to collect the research data. The subjects in this study are university stakeholders, namely, top university administrators, middle university administrators, university instructors, university staff, students, alumni, educational reporters and employers. The statistics

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used are frequency, percentage, mean, SD, and independent t-test. The total number of subjects in this study for qualitative and quantitative data collections are 61 and 1,100 respectively. Biography Ms. Nongluck Chotevithayathanin is a Ph.D. student, Division of Higher Education, Department of Educational Policy, Management and Leadership, Faculty of Education, Chulalongkorn University.

table of contents...1 programme brochure of campus asia bangkok symposium 1. index.....1 executive...

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