How Do Chinese Graduate Students Contribute to Japanese Universities: An Agential Perspective

Abstract

Purpose

This study explores the intricate roles played by international students within Japanese universities through the lens of Chinese students studying in Japan. It aims to move beyond traditional views of students as passive recipients of knowledge, exploring their multifaceted contributions through the lens of knowledge diplomacy.

Design/Approach/Method

Employing a collaborative autoethnography (CAE) approach, the authors explored their experiences as former or current Chinese students in Japan, shedding light on the nuanced dynamics of international student mobility. By embracing an agentic perspective and the framework of knowledge diplomacy, the data analysis delineates their multifaceted role beyond agents of knowledge diplomacy across four principal dimensions: academic–formal, academic–informal, nonacademic–formal, and nonacademic–informal.

Findings

This study reveals their contributions not only as agents of knowledge diplomacy engaged in disciplinary learning, but also as active participants in extracurricular activities and social interactions that are integral to campus and community life. Their contributions foster cross-cultural understanding and academic collaboration that transcends the China–Japan dichotomy, influencing the broader global context.

Originality/Value

This study amplifies the discourse on the significance of international student mobility, advocating for supportive policies that recognize and enhance the role of international students as essential contributors to the global educational and societal fabric.

Keywords

Chinese students collaborative autoethnography international student mobility Japanese universities knowledge diplomacy

Introduction

Globalized internationalization has not only reshaped how educational institutions operate but has also redefined the paradigms of knowledge creation, dissemination, and exchange across borders (Marginson, 2011a). International student mobility has become a pivotal theme in the discourse on internationalization. Teichler (2017) highlights this transformation, noting the rise in internationally mobile students from 238,000 in the 1960s to 4.3 million by 2021, with projections suggesting over 8 million in the coming decade (OECD, 2023). This trend underscores the growing importance of cross-border educational pursuits in today's globalized world, as countries increasingly seek to attract global talent to enhance their academic ecosystems, foster cultural exchange, and build international collaborations that transcend traditional geopolitical boundaries (Deardorff et al., 2023).

Japan is also an active participant in this internationalization trend. Since the 1980s, the Japanese government has implemented various policies to recruit international students, partly driven by its demographic challenges of an aging population and a declining birthrate (Yonezawa & Shimmi, 2015). Initiatives began in 1983 with a plan to host 100,000 international students by 2003, expanding to 300,000 by 2020 (Japan Student Services Organization, 2020). Despite a decline in the number of international students in 2022 due to the pandemic, the government aims to return to pre-pandemic levels by 2027 and reach 400,000 international students by 2033 (J-MIRAI, 2023). Moreover, the international student population in Japan has diversified with an increase in students from various underrepresented countries, e.g., ASEAN countries, reflecting a broader strategy beyond just addressing demographic and economic needs (Li et al., 2025).

Building on this shift, recent scholarship has proposed considering the global trends of internationalization in higher education through more diverse critical approaches, beyond the mainstream and postcolonial lenses (Bamberger & Morris, 2024). As noted, pursuing internationalization policies in Japan may be likely influenced by efforts to construct national identity and continue historical ideological narratives at the state level (Bamberger & Morris, 2024). Therefore, recognizing the cooperative rationales behind internationalization and the traditional cosmopolitan role of higher education became imperative (Hammond, 2016). Since attracting international students has been central to Japan's government-led internationalization efforts since the 1980s, it is essential to critically examine whether these students contribute to Japanese universities more broadly beyond such nationalist goals in practice.

However, this remains a notable gap in Japan's current research landscape despite a growing body of research that has placed particular attention on internationalization practices. These studies were designed by specifically focusing on the individual gains of international students through studying abroad, which encompass both tangible professional and career prospects and intangible personal growth, spanning enhanced employability (d’Hombres & Schnepf, 2021), increased wages (Netz & Cordua, 2021), and the cultivation of professional and linguistic competencies (Sylwia et al., 2024), alongside the development of soft skills (Handayani & Wienanda, 2020). This is particularly notable in Japan, where a predominant focus remains on the motivations behind international students’ choice to study and their learning experiences in Japan (Huang & Chen, 2022).

To address the research gap identified above, this study aims to explore how international students contribute to Japanese universities. The study is expected to offer valuable insights into how talent and knowledge circulate globally and impact source countries, destination countries, and other regions, thereby informing policy decisions regarding international higher education and bilateral cooperation in research and development.

Literature Review

While the consequence of international mobility is intertwined with four categories of rationales: academic, economic, political, and social (Knight, 2012), the economic one emerges as the most decisive in international student recruitment (Chankseliani, 2018). Many countries recruit international students to earn profits by charging fees higher than local students (Altbach & Knight, 2007). Enrolling international students is taken as a “commercial approach.” Several studies have empirically verified the economic impacts of international students in countries taking such an approach (e.g., Császár et al., 2023). These financial inflows are pivotal, rendering international students a stable and indispensable pillar for the sustenance and operational excellence of higher education institutions (HEIs) in host countries (Shih, 2017).

The discourse on international students as human capital also becomes crucial. Driven by the desire to boost their high-tech and knowledge-intensive sectors in a globalized world, developed economies are increasingly crafting strategies to retain high-caliber international students (Adnett, 2010). For instance, Stein and de Andreotti (2016) highlight how international students indirectly benefit innovation within their host institutions and nations by contributing to knowledge creation and the training of skilled labor, thus reinforcing the knowledge economy framework. Building on this general perspective, specific contributions of international students to innovation in various countries have been documented. For example, Buenstorf et al. (2022) detail the significance of international students in the USA HEIs for technological advances and research outcomes. In Canada, Blachford and Zhang (2014) describe the contributions of Chinese students and scholars through research, technology transfer, and collaboration on publications and joint projects with institutions in China. Additionally, Yin and Zong (2022) observe the significant role of international students in China in fostering scientific research with global perspectives, thereby enriching the academic and research environment with diverse insights.

Similarly, a growing body of research has meticulously examined the specialized cohort of international doctoral students, underscoring their pivotal role in fostering innovation and advancing knowledge production across the globe. Stuen et al. (2012) reveal that these doctoral students markedly boost knowledge creation and innovation, achieving scientific publications and citations at rates on par with their USA peers, thereby affirming their indispensable role alongside domestic students in propelling academic progress. Bilecen and Faist (2015) delve deeper into the contributions of international doctoral students, portraying them as vital knowledge brokers within transnational networks who facilitate the generation and worldwide spread of novel ideas and knowledge, thus playing a crucial role in the innovation process. Shen et al. (2016) provide evidence that the international mobility of PhD students from China significantly propels the innovation capabilities of host countries, as demonstrated by their extensive engagement in scientific research, publications, and patent applications. Further, Shen (2018) highlights the significant contributions of international PhD students to transnational knowledge production and scientific internationalism, particularly through their involvement in international research collaborations and co-publications with host supervisors. These collective insights emphasize the indispensable influence of international doctoral students in enhancing the innovation landscapes of their host countries, making them invaluable assets to the global academic and research community.

In addition to their economic and innovative contributions, international students play a crucial role in the educational, cultural, and social enrichment of their host countries. They act as cultural ambassadors, facilitating the exchange of knowledge and culture, and enhancing cross-cultural understanding and appreciation (Blachford & Zhang, 2014). Their involvement in community service and extracurricular activities allows international students to actively participate in and interact with the local community, bringing diverse perspectives and cultural practices, and helping build a more inclusive and globally aware society (Li et al., 2025). The presence and integration of international students enhance the diversity of thought and cultural perspectives in the classroom, promote a global university community, and are crucial for the vitality and quality of academic programs (Lopez-Murillo, 2023).

In conclusion, the literature review underscores the comprehensive impact of international students on the economy, innovation, education, and the cultural and social spheres of their host countries. Their contributions are indispensable to the global academic community and beyond, fostering a rich cultural exchange, mutual understanding, and promoting national cultures and interests. However, a closer zoom into the specific characteristics and roles of varied student groups remains lacking, with a scholarly focus placed on the whole international student as a unit. Moreover, in the discourse on international student mobility outcomes, the role of non-English-speaking countries as both sources and destinations has not received enough attention from academia (Luo, 2023). Nonetheless, Mok et al. (2021) and Marginson (2011b) have jointly highlighted the increasing significance of East Asian nations, including Japan, as favored destinations, marking a transition from the traditional East-to-West mobility to a more regional, East Asian preference, which was also supported by a concerted effort from the Japanese government (Yonezawa, 2023).

Methodology

Research Purpose and Method

This study aims to explore how international students contribute to Japanese universities. Specific attention is placed on the experiences of Chinese students since notably they have been the largest group of international students in Japan for decades and are most likely to be employed in Japan (Japan Immigration Services Agency, 2023), crucial to Japan's knowledge economy strategy. Importantly, over the past few decades, the socioeconomic, cultural, and institutional contexts surrounding Chinese students’ mobility to Japan have undergone significant transformation, and accordingly, the outcomes of their study abroad experiences can be expected to have evolved in complex and diverse ways (Liu-Farrer, 2014).

To comprehensively explore the perceptions and experiences of the authors, this study adopts a collaborative autoethnography (CAE) approach. The theoretical foundation of CAE is deeply rooted in the principles of autoethnography, participatory research, and narrative inquiry. Autoethnography uniquely integrates systematic self-reflection with ethnographic investigation, aiming to uncover and comprehend personal experiences within a cultural context. It seeks to explore the relationship between the individual and society, placing significant value on the researcher's personal experience and subjectivity (Ellis et al., 2011). Participatory research emphasizes mutual learning, collaboration, and the co-creation of knowledge. It advocates for the active involvement of all participants throughout the research process, from identifying the research problem to data collection, analysis, and interpretation (Greenwood & Levin, 2007). Narrative inquiry, on the other hand, is a methodology that focuses on understanding and interpreting human experiences through stories. It values the subjective experiences and personal narratives of individuals, offering nuanced insights into lived realities (Clandinin & Rosiek, 2007). The process of conducting CAE not only allows for the collective exploration of personal narratives, which can serve as a therapeutic experience by helping individuals navigate and make sense of challenging circumstances, but also facilitates an examination of how individuals, such as international students, perceive their roles and how these perceptions influence their actions and interactions within their professional environments (Liu et al., 2024). This method promotes rigorous introspection and reflection on the interplay between personal experiences and the broader societal context. In the case of international students in Japan, CAE encourages an in-depth reflection on their intercultural experiences at Japanese universities, fostering critical reflexivity regarding their roles and experiences within the academic and cultural landscape of Japan (Allbon, 2012). The study, therefore, focuses on the perspectives of the three authors, who were/are international students themselves and have directly engaged with internationalization discourses and practices at their respective universities.

Data Collection

All three authors have a common research interest in international student mobility, particularly focusing on the experiences of Chinese students in Japan. They have all pursued advanced degrees in social science disciplines at Japanese universities, providing a cohesive and relevant context for this study. Their positions within the social science disciplines give them a dual lens of being both participants and scholars, enabling a reflective and analytical perspective that is crucial for understanding the broader implications of their experiences. This dual role enhances their ability to critically examine and interpret the dynamics of their contribution and the roles they play within it. The first and third authors were former Chinese students at Japanese universities. Whereas the second author is in the final stages of pursuing a doctoral degree in a Japanese university, he has commenced research responsibilities at his affiliation since October 2022. The unique characteristics and backgrounds of the three authors are detailed in Table 1.

Table 1.

The Characteristics of the Three Authors.

	Gender	Hometown	University for Graduate Study	Academic Discipline	Length of Studying in Japan
Author 1	Female	Third-tier city in Southeastern China	Japanese national university in western Japan	Higher education	6 years
Author 2	Male	First-tier city in Northern China	Japanese national university in eastern Japan	Higher education	5 years
Author 3	Female	Second-tier city in Northeastern China	Japanese national university in middle Japan	Language and culture studies	5 years

Despite the inherent limitations and challenges associated with subjective self-reflection, based on the principle of CAE, the study employed both individual and group data collection methods to ensure the robustness and quality of the narratives gathered, following a structured process involving four distinct steps, as shown below.

Step 1: Initial Collaboration and Topic Exploration. A WeChat (a messaging and social media app) group was formed in early November 2023 to facilitate timely communication among the three authors, allowing for the exchange of opinions and research interests. Subsequently, a Zoom meeting was convened to formally discuss potential research topics. After narrowing down a broad research area, the authors commenced an extensive literature review on the potential topics from the end of November 2023.

Step 2: Sharing Experiences and Methodology Establishment. Ongoing discussions in the WeChat group encompassed literature reviews and reflections on personal experiences. Concurrently, a second Zoom meeting was held at the end of December 2023 to finalize the study's main theme and structure. This phase involved determining the research method, selecting analytical theories, and establishing research prompts guiding self-reflection.

Step 3: Self-Reflection and Narrative Creation. Aligned with the established methodology from step 2, each author individually documented their experiences as international students at Japanese universities from early January 2024. These personal reflections served as primary source material for the authors’ individual narratives.

Step 4: Synthesis and Writing Refinement. The narratives and shared experiences from each author were reviewed and synthesized from early February 2024 using an inductive thematic procedure. Official Zoom meetings and ongoing discussions via WeChat were conducted to enrich the dataset and refine the thematic coherence, facilitating a cohesive and comprehensive output for the study.

Data Analysis

An Agential Perspective

In examining the roles and contributions of individuals within broader societal contexts, the individuals are often conceptualized as agents with the capacity to make decisions and take action, a concept emphasized by Campbell (2018). This notion aligns closely with the three authors of this study, who are independent researchers within Japanese universities. Existing literature highlights the significant impacts of individual agency across various domains, including economic growth, political culture, social transformation, and industrial growth (Wang et al., 2024). This study focuses on the contributions of Chinese students at Japanese universities, including the activities they participated in and roles they played, thus aligning with Campbell's notion of agency as a key analytical foundation. Utilizing this agentic approach, this study investigates the perspective of the three authors as reflexive agents, exploring their autonomy and decision-making in their complex contribution within the higher education landscape of Japan.

Thematic Analysis

Thematic analysis is a widely used qualitative data analysis method for identifying meaningful themes within datasets. This approach facilitates a comprehensive summary of key features and provides a “thick description” of the dataset (Braun & Clarke, 2012). The study utilized the six-step thematic analysis framework proposed by Braun and Clarke (2012), including (a) familiarization with the data, (b) generating initial codes, (c) searching for themes, (d) reviewing themes, (e) defining and naming themes, and (f) producing the final report. These themes were derived from the self-reflective narratives of the three authors and aligned with the purpose of this study.

Research Findings

This section synthesizes the primary findings on the activities that the three authors identified as contributions to their host country, Japan, drawing on their self-reflective observations as former/current Chinese students enrolled in Japanese universities. The experiences and insights of the three authors have been categorized into four principal dimensions: academic–formal, academic–informal, nonacademic–formal, and nonacademic–informal, as illustrated in Figure 1. The formal–informal distinction refers to whether the interactions and experiences of the authors occurred directly through formal occasions. Additionally, the distinction between academic and nonacademic reflects whether their reflections pertain to academic-related activities.

Figure 1.

Quadrantal framework for categorizing Chinese students’ impacts.

Academic–Formal Dimension

Expanding the Scope of Research Focus

Firstly, after several rounds of discussion, the three authors have found that their research endeavors often intersect with their home country, China, in a variety of ways. While this reflects the natural continuation of intellectual and cultural ties to their country of origin, it also illustrates how Chinese students exercise agency within structural constraints. They emerge as agents who strategically mobilize their resources to create opportunities for scientific advancement and recognition in relation to China. For example, Author 1 has delved into the examination of Chinese faculty members in Japan since her master's study, Author 2 is currently investigating the experiences of Chinese doctoral students enrolled in Japanese universities, and Author 3 researched the Chinese diaspora in transnational cinema. These intersections can differ depending on the institutional setup and the individual characteristics of the researchers. The presence of these international scholars underscores the potential role they play in broadening the research focus of their host institutions. This broadening effect can be partly attributed to the challenges faced by Japanese researchers in delving into culture-specific topics, such as limited interest in cross-cultural issues and the complexities of cultural and contextual nuances (Chen, 2022). Through their academic activities, international students have, to some extent, contributed to diversifying research agendas in Japan and facilitated the transnational flow of knowledge. In doing so, they have advanced their own scholarly inquiries while offering new perspectives and pathways for academic and cultural exchange.

As a Chinese in Japan, my curiosity led me to investigate why Chinese faculty members chose to work in Japan despite the rapid advancements in Chinese higher education. Thus, I embarked on my academic journey, focusing on this group. (Author 1)

My doctoral research aims to describe the experiences of Chinese doctoral talents in Japan and explore the reasons behind the diversification in the academic career development of those who have stayed in Japan. (Author 2)

Strengthening Japan's Academic Standing on the Global Stage

Secondly, in the competitive landscape of academia, the adage “publish or perish” is a prevailing force that shapes the careers of graduate students worldwide, including Japan (Chen & Huang, 2024). Moreover, Japan is currently experiencing a significant decline in scientific productivity, an issue that has garnered attention from the Japanese academic community. This decline is partly due to demographic shifts that reduce the pool of potential researchers (MEXT, 2023). Recognizing this, the three authors have made concerted efforts to engage with the international academic community by disseminating their research in both Japanese domestic and international journals. English publications in the humanities and social sciences, such as the three authors of this study, are particularly valued. This practice not only reflects their active agency in navigating multiple academic spheres but also challenges the implicit expectation that Chinese graduate students primarily contribute within a Japan–China framework. Their commitment to publishing in English reflects the critical importance of international engagement in their academic and professional development. Consequently, these efforts not only contribute to the continued presence of English-language journals within Japan's domestic market but also serve to enhance the global visibility of Japanese scientific research by disseminating knowledge in English to a broader audience. They strategically expand their academic visibility and influence, illustrating how international students can transcend nationally bounded roles and position themselves as contributors to global knowledge production.

I have previously published research in a journal in Japan. The inaugural issue of this journal featured the first paper published in English by an established Japanese scholar, and since then, no one else has submitted work in English. My contribution in English may have modestly supported the journal's efforts to increase its international visibility. (Author 2)

My presentations at international conferences have contributed to the broader dissemination of Japanese film analysis. For example, the works of a Japanese director who is now gaining recognition in Japan and Europe had received limited scholarly attention until recently. Presenting on her films in China (in Chinese) and at international conferences (in English) helped draw modest academic interest to her work. (Author 3)

Acting as Academic Conduits for Institutional Connection

Thirdly, drawing upon introspection and collaborative discourse, the three authors’ exploration unveils the intrinsic involvement of Chinese graduate students in Japanese higher education spheres, characterized by a dynamic interconnection between academic realms in both nations. While devoid of formal authority, their narratives illuminate how their proficiency within their respective fields often positioned them as conduits for their alma maters in China and their affiliated institutions in Japan, leveraging their presence to enhance their scholarly standing and foster transnational academic alliances. For instance, Author 1 recounts:

Given my specialization in education, the Graduate School of Education back in my alma mater in China reached out to me, soliciting invitations for lectures from professors affiliated with my institution. Subsequently, I recommended my supervisor, who conducted a virtual speech at their behest.

Similarly, Author 2, who obtained his master's degree from a Chinese university, highlights the instrumental role of his enrollment at a Japanese institution in facilitating academic outreach initiatives between his alma mater and his current affiliation in Japan. The multifaceted exchanges facilitated by the three authors, who act as knowledge diplomats, include a wide range of activities such as academic discourse and translation efforts. These endeavors aim to import Japanese pedagogical insights into China's higher education landscape, fostering an enriching cross-cultural academic exchange and contributing to the evolution of educational practices in both countries.

In 2022, my alma mater back in China reached out to me since they wanted to invite my Japanese supervisor to be the first international scholar to speak at their events. And then, in June 2022, my Japanese supervisor successfully conducted an online academic presentation in China. ... I have also successfully translated the papers written by my Japanese supervisor, providing the Chinese academic community with cutting-edge knowledge on research in Japanese higher education. (Author 2)

Enhancing Japanese Students’ Understanding of China's Educational Context

The exchange of academic knowledge across borders has also become a prevalent and vital practice. This is particularly true as China's higher education has gained increased recognition globally in recent years, leading to a heightened demand for Chinese academic insights within Japan's educational landscape. The growing appreciation of Chinese scholarship reflects broader trends in international collaboration and knowledge sharing, highlighting the interconnectedness of global academic communities. In addition to the institutional contributions from a broader perspective, Author 2, who pursued higher education as a major during their master's program in China, has cultivated a relatively comprehensive knowledge of Chinese higher education from both theoretical and practical standpoints. Consequently, his academic background provides perspectives that offer a broader understanding of Chinese higher education, thereby enabling Japanese scholars to develop a more nuanced and informed view of China's cultural context and educational system. Beyond knowledge transfer, this also reflects the role of international students as cultural and intellectual mediators, whose experiences can reshape the perceptions of host-country scholars and foster more reciprocal forms of academic exchange.

Between 2021 and 2023, I received annual invitations from a professor at T University to serve as a guest lecturer in one of his courses, focusing on China's higher education system, and sharing this knowledge with Japanese students. (Author 2)

Academic–Informal Dimension

Shaping academic decisions

Subsequently, through numerous iterations of dialogue, the three authors discerned that their selection of research topics not only contributed to the enrichment of the existing theoretical corpus but also exerted an influence on individuals within their social sphere in academic informal dimensions. Observing the thematic alignment of their research pursuits, they noted a discernible trend among their Kouhai (junior colleagues), friends, and even supervisors, who embarked upon analogous pathways for their research focus. This influence underscores the authors’ role as active agents in shaping intellectual trajectories within their networks, rather than merely adapting to pre-existing research agendas. Such impact can be understood as the mobilization of symbolic and cultural capital, whereby international students not only participate in but also reconfigure academic practices in their host institutions.

Recognizing the existing research lacuna in this area, my Kouhai resolved to delve deeper into the same research focus—examining the international faculty in Japan. (Author 1)

My approach to research has served as a reference. For example, one of my Kouhai, belonging to the Korean ethnic group in China, leveraged her linguistic skills in Chinese, Japanese, Korean, and English, along with her cultural knowledge, to develop her research agenda. ... My deputy advisor, whose research focus was on German and Japanese films, began to take an interest in Chinese cinema through my studies. (Author 3)

Another challenge for the three non-native English-speaking authors is academic writing in English. Predominantly, leading journals across various disciplines originate from English-speaking nations such as the USA or the UK. As English dominates scholarly publishing, researchers are increasingly encouraged to publish in English. Thus far, the three authors have proactively published their works in English, significantly influencing the academic discourse among their Kouhai. Author 1 noted, “I have observed that many of them have also opted to pursue their doctoral studies primarily in English to enhance the assessment and perceived value of their research and their future career prospects.”

One noteworthy aspect concerning Japanese students is their potential lack of confidence in English communication, often attributed to limited English proficiency and introverted tendencies (Huang & Chen, 2022). The three authors possess a high proficiency in English and thus have also made significant efforts to assist Japanese students in overcoming linguistic and psychological barriers, thereby enabling them to participate more effectively in international conferences. This role highlights both their value as cultural and linguistic mediators and the need for institutions to acknowledge and better support such contributions.

I shared my experiences from English conferences with my Japanese peers and also encouraged them to engage in international academic exchanges and publication activities conducted in English. Indeed, one Japanese doctoral student has begun to take on the challenge of presenting at international conferences. (Author 2)

Facilitating the Development of Individual Academic Networks

In a related vein, the self-reflections of the three authors highlighted their efforts to assist Japanese students in developing their individual academic networks by introducing them to researchers in similar fields. This typically occurs at international conferences, where international students in Japan, including the three authors, attend not only to present their own research findings but also to expand their academic networks internationally. When the authors identify researchers with shared interests, they take the initiative to help their Japanese and other international doctoral peers connect with these scholars, fostering relationships between those engaged in similar areas of study. These activities illustrate how the three authors function as network brokers who facilitate cross-border academic linkages, thereby contributing to the internationalization of Japanese higher education.

During the international academic workshop, I normally pay close attention to the research topics of attending scholars. There is one organized in 2023. I noted that the research topics of the two presenters were similar to the research interests of my Japanese peers. Following the conclusion of the event, I proactively facilitated connections between them. (Author 2)

Nonacademic–Formal Dimension

Serving as a cultural spanner

The experiences of the three authors as international students in Japan have also provided valuable insights into the social and cultural dynamics. Both Author 1 and Author 3 held part-time positions teaching Chinese in Japan. Their reflections on this experience shed light on how their roles as language instructors provided opportunities to engage with and share aspects of Chinese culture. Their teaching of the Chinese language not only facilitates language acquisition but also deepens the learners’ understanding of Chinese cultural nuances. In their language instruction, they integrated elements of Chinese culture, such as customs, festivals, and societal norms, to contextualize the language and provide a more comprehensive understanding of its usage. Consequently, their roles as Chinese language lecturers also act as cultural intermediaries, bridging the gap between Chinese-learning individuals and Chinese culture.

I was hired as a Chinese language teacher at a language school. I took the opportunity while teaching Chinese to concurrently introduce and explain aspects of Chinese culture to my students. This encompassed topics such as traditional festivals, clothing, culture, and tourist attractions. (Author 1)

I taught Chinese at a large Japanese trading company … as a representative of a new generation of international students, presenting a genuine image of China and its people. (Author 3)

With the increasing number of international residents in Japan, the country has undertaken efforts to foster a more inclusive environment for its diverse population. The authors, therefore, have actively participated in official activities within their respective host cities. For instance, Author 1 served as a tutor, assisting two Kouhai selected as Study Abroad Ambassadors and tasked with promoting the city's attractions. Through various channels, efforts were made to showcase the allure of their host city to a global audience. It is worth noting that the role of international students as cultural ambassadors extends beyond fostering connections between Japan and China; it also involves facilitating linkages between Japan and the wider international community. This broader scope underscores their agency in transcending bilateral frameworks and highlights their contribution to positioning Japanese universities within a more genuinely global academic landscape.

While pursuing my PhD, I actively participated in a Sino-Japanese friendship association, facilitating cultural exchanges and accompanying Chinese students to Shanghai for interactions. My bilingual and bicultural fluency acted as a bridge and lubricant, offering the Japanese public a more nuanced understanding of China, beyond the portrayals in Japanese or international media. (Author 3)

Nonacademic–Informal Dimension

Broadening perspectives and influencing behaviors in China

Although officially enrolled as students in Japanese universities, the social interactions of the three authors predominantly revolved around non-academic and informal aspects, influenced by various factors such as social class, networking, and personality. For example, Author 1, born and raised in a rural town in China, noticed that studying abroad was not a common pursuit among her relatives and neighbors. Her journey from a rural upbringing to becoming a university researcher left a significant impression and sparked changes in the perceptions and behaviors of individuals in her hometown. She reflected on her experiences as follows:

I am from a small town in China and was the only kid studying abroad at that time. ... By sharing insights into my daily life here in Japan, my family is more objective in their judgment and increasingly inclined to acknowledge Japan's strengths. (Author 1)

The experiences of the three authors studying in Japan have had ripple effects reaching back to their home country, China. These experiences hold significance for the future careers of not only individuals from their hometowns but also those from their alma mater. While they may not actively showcase their experiences, their relatives and the younger generations often seek them out for further information about studying in Japan and even seek their advice for their future plans. These transnational effects illustrate how international students act as agents of knowledge circulation and cultural exchange, contributing not only to Japan's internationalization but also to the broader dynamics of Sino-Japanese and global academic linkages.

One of my relatives, who entered university last year, has also chosen to major in Japanese and dreams of coming to Japan for her graduate studies, the same route as me. (Author 1)

I’ve kept in touch with my undergraduate mentors, occasionally offering advice and guidance to juniors interested in studying in Japan. (Author 3)

Enhancing Japan's Overall Internationalization

As integral contributors to the internationalization efforts of Japanese universities, the three authors—fluent in both Japanese and English—offered unique perspectives on Japan's academic and cultural circumstances. Beyond language skills, they have proactively engaged in intercultural communication and interactions within their respective university communities, positioning themselves as mediators who bridge linguistic, cultural, and academic divides. This dual role not only underscores their agency but also highlights the often underrecognized contributions of international students to fostering inclusive and globally connected campus environments. To be specific, Authors 1 and 3 actively facilitated exchanges with both Japanese students and peers from diverse backgrounds, while Author 2 frequently introduced aspects of Chinese society and culture. These informal interactions helped their Japanese acquaintances develop a more comprehensive and objective understanding of China, as noted by Author 2:

Through informal interactions with my Japanese friend's family and his company's employees, I frequently introduced Chinese society and culture, helping more Japanese to form a more comprehensive and objective understanding of China. This, in turn, contributed to promoting a more positive perception of China among the Japanese public, I believe. (Author 2)

The data analysis reveals that the three authors acted as proactive agents within the Japanese context, with their contributions manifesting across professional, sociocultural, and interpersonal domains. These roles have been analytically categorized into four primary dimensions, underscoring the multifaceted ways in which international students exercise agency beyond their formal academic responsibilities.

Conclusion and Discussion

This study is the first attempt in Japan to illuminate the diverse ways in which international students contribute to their host country. Employing a CAE approach, it weaves together the narratives of the three authors to delineate their multifaceted contributions across four primary dimensions: academic–formal, academic–informal, nonacademic–formal, and nonacademic–informal. In doing so, the study reveals a rich tapestry of knowledge exchange that transcends the China–Japan dichotomy and extends its influence on the broader international stage. These experiences, initially cultivated within the Chinese context, have reverberated through global discourses and practices, both in Japan and beyond, underscoring the dynamic interplay between personal development and international academic and societal engagement.

In the existing literature, research on international students in Japan has primarily focused on their on-campus activities and experiences (e.g., Huang & Chen, 2022). However, when we take into account students’ capabilities and various forms of capital, it becomes clear that their off-campus and informal engagements also constitute an indispensable part of their learning and influencing lives. For instance, a recent study has highlighted how ASEAN students in Japanese, Chinese, and Korean universities engage with local communities, creating meaningful exchanges beyond the classroom (Li et al., 2025). In this regard, the present study enriches our understanding by showing how international students, and Chinese students in particular, exercise their agency not only within formal academic domains but also through informal cultural interactions and community involvement. By actively contributing to knowledge-sharing, mutual understanding, and intercultural dialogue, they shape their own experiences while simultaneously influencing their host environments. This perspective enables a more holistic and nuanced picture of international students’ experiences and contributions.

As part of the broader process of internationalization, previous studies have often examined the contribution of globalization efforts to universities through various perspectives, such as English-medium programs (Rose & McKinley, 2018) or international academics (Chen, 2026). However, much of this scholarship remains limited to the perspectives of either the host country or the students’ home country (e.g., Oldac, 2023). In reality, internationalization is better understood as a form of brain circulation, where the effects of mobility extend across national borders and resonate within the global higher education landscape. The findings of this study reinforce and extend prior work by illustrating how Chinese international students, through the exercise of their agency across four distinct dimensions, generate ripple effects that reach beyond Japan. Their actions and contributions not only benefit their host institutions and communities but also reverberate back to China and into the wider international higher education sphere. In this way, they embody the interconnected nature of internationalization and serve as active contributors to the evolving global academic ecosystem and the global public good of higher education (Huang & Chen, 2022; Huang et al., 2022).

However, the roles and contributions of international students, including Chinese students, are by no means static or predetermined. Rather, they evolve in response to shifting contexts in their home country, host country, and the broader international higher education landscape. For instance, between 1896 and 1911, there was a significant surge in student migration from China to Japan, representing the late Qing dynasty's desperate efforts to counteract the imperialist aggression of industrial powers (Liu-Farrer, 2011, p. 22). The government proactively sent students to Japan to acquire modern social theories and technologies. This movement was unprecedented in Chinese history and constituted the largest overseas student movement in the world up to that time (Jansen, 1980). Yet, as China's academic capacity and global research standing have grown, the motivations of Chinese students studying in Japan have diversified. Some now pursue studies driven by cultural curiosity or personal interests, while others seek international exposure as part of a globally oriented academic trajectory (Jiao, 2025). The three authors in this study exemplify this transformation: They did not come to Japan solely as learners but also emerged as influential actors who made significant contributions to Japanese academia and society. At the same time, the rise of nationalism worldwide may, in some cases, be fueling resistance toward international scholars, including in Japan. Such tendencies run counter to the very nature of today's interconnected global society, where open engagement with diverse perspectives and talents is indispensable. International students, as active agents, are uniquely positioned to bridge cultural and intellectual gaps, enriching both their host and home countries while contributing to the global circulation of knowledge. Thus, fostering a more inclusive and open attitude toward international students is not merely a matter of hospitality but a crucial strategy for preparing universities and societies for the demands of the future.

This study draws on the lived experiences of the three authors as Chinese graduate students in Japan to explore the potential roles international students play in academic and social cultural involvements. These experiences suggest that international student mobility contributes not only to the enrichment of knowledge exchange between Japan and other countries but also underscores the broader potential of higher education in promoting global connectivity and cross-cultural understanding. As such, policies and institutional practices in higher education should continue to support and strengthen mechanisms for international academic engagement.

At the same time, we acknowledge the limitations of this study. Rooted in autoethnographic reflection, the analysis is necessarily shaped by subjective perspectives and personal experiences. While this approach offers context-sensitive and in-depth insights, it also entails a degree of interpretive bias. Our intention is not to emphasize individual significance but to illuminate broader patterns of international student engagement that may resonate with others navigating similar transnational academic contexts.

Moreover, the study focuses specifically on Chinese graduate students, which limits the representativeness of its findings. Future research should expand both the demographic scope and methodological approaches by incorporating diverse international student populations and employing a combination of qualitative and quantitative data. Such efforts would enhance our understanding of how international students contribute to global higher education, knowledge flows, and educational diplomacy.

Footnotes

ORCID iDs

Lilan Chen

Shuoyang Meng

Ming Li

Ethical Considerations

The corresponding author applied to the Research Ethics Committee of Hitotsubashi University for ethical approval of this study (2023A053). Upon review, the committee approved the application, conditional on the authors’ assurance of proper process adherence and the protection of all data and personal information. The authors have provided this assurance and have outlined the measures they will take to fulfill these conditions.

Author Contributions

Lilan Chen was responsible for the conceptualization and study design. Lilan Chen, Shuoyang Meng, and Ming Li contributed to data collection, data analysis and interpretation, and manuscript writing.

Funding

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The Japan Society for the Promotion of Science Kakenhi (Project “Promoting and Achieving Diversity, Equity, and Inclusion as Innovation of Higher Education,” 2024–2027, project number: 24K16708); The Japan Society for the Promotion of Science Kakenhi (Project “Transnational Academic Mobility and Career Development: Post-Graduation Trajectories of International Doctoral Graduates in Japan,” 2025–2030, project number: 25K17030).

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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