Investigating the Outcome of English Medium Instruction Programs in Higher Education Institutions in Non-Anglophone Countries: Graduates’ Post-graduate Experiences

• In Event: Comparative Perspectives on Access, Diversity, and Employment Outcomes in Higher Education: Insights from China, the U.S., and Japan

Proposal

This qualitative comparative case study investigates the outcome of English Medium Instruction (EMI) programs in higher education institutions in Mongolia and Japan using Kirkpatrick’s four-level evaluation model (Kirkpatrick, 2007). This model offers a structured framework to evaluate multiple levels of impact resulting from programs in an educational context. By adopting this model, the study explores the experiences of EMI graduates, from initial enrollment in the program through completion and post-graduation experiences.
Students in EMI programs gain several benefits, including improved English proficiency, intercultural understanding, and enhanced career opportunities (Galloway et al., 2017). However, there has been little research on the long-term outcomes of EMI programs, especially regarding graduates’ career trajectories and post-graduate experiences. By applying Kirkpatrick’s conceptual framework, this study addresses this gap by shedding light on the outcomes of EMI programs and how these outcomes shape the experiences of graduates in the context of Mongolia and Japan. To achieve the objective, the study poses the following key scientific question: What have been the impacts of the EMI program on its graduates?
This study is conceptually framed, adapting Kirkpatrick’s model to examine the outcomes achieved by the graduates at four levels: reaction (goals for studying in the program, satisfaction with the program, challenges and support during their studies), learning (developing new skills and knowledge), application (post-graduation trajectory, ability to apply knowledge and skills, and relevance of their study to their work), and results (actions and initiatives taken by graduates at workplaces or their community) and the perceived impact of their actions and initiatives.
This study collects data through a questionnaire and semi-structured interviews from 30 graduates who completed their programs at least two years ago, along with two current administrative officers from the programs in Mongolia and Japan. Before the data collection, relevant documents, including two governments’ internationalization policies, university guidelines for EMI programs, and relevant literature, were analyzed. The graduates were invited to have an interview in person or online Zoom and each interview lasted about 40 minutes to one hour. All interviews were conducted in Mongolian or English and were transcribed.
The preliminary findings indicate that graduates from both programs in Mongolia and Japan experienced greater benefits at the first three levels. Two-thirds of the graduates expressed satisfaction with their program, while the remaining graduates reported lower satisfaction due to limited elective course options and heavy study load. This was exacerbated with additional courses in the Japanese language for EMI students in Japan. While students in the Mongolian EMI program were Mongolian students, those in Japanese EMI were mostly international students or Japanese returnees with low Japanese skills. To help students survive in the Japanese context, the course required students to take Japanese language courses.
Nevertheless, all graduates agreed that the program equipped them with valuable skills and knowledge relevant to their fields, which later served as a solid foundation for their career, and the successful implementation of various projects and initiatives within and outside their workplaces. Notably, 70% of the Mongolian graduates who participated in this study were employed by international organizations or corporations operating in the country within three months of graduation. For graduates in Japan, employment outcomes were more varied, with a higher proportion of graduates securing positions at private Japanese companies in Japan. Graduates identified leadership and research skills as the most beneficial outcomes of the EMI programs, which enabled them to make significant contributions to their workplaces in research, innovation, and management. Additionally, they believe they contribute to society and their communities by offering consultancy and advocacy services based on the expertise gained during the program and by sharing their academic knowledge and skills with local communities.
A key limitation of this study is the small sample size, which may hinder the generalizability of the findings. The experiences of these participants may not fully represent all EMI graduates in Mongolia and Japan. Expanding future research to include a larger, more diverse group across different regions and programs would provide a more comprehensive understanding of EMI's long-term impacts.

Author

• Sainbayar Gundsambuu, Osaka University