Chapter

The Public Good and the Public Sphere

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Abstract

Perhaps the first challenge faced in this chapter is the defining of the public good in a way that both makes sense politically and socially and captures (if such is possible) an indisputable description. A very brief beginning to a definition is that the public good embraces integrity, honesty, ethics, justice, and freedom. Of course, each of the components requires some explication. Integrity, which carries connotations of honor and virtue, also can be defined as being whole and complete. Being honorable is something most people can recognize, but virtue may mean different things to different individuals. That will warrant exploration. Honesty is a characteristic that almost all can recognize; a question that may arise, though, is whether complete honesty is called for in every situation. Ethical behavior is also usually recognizable by most of us, but it has come under some question in recent years. Justice and freedom, as is evident from the discussion in Chapter 1, are common rhetorical tropes but are used in malleable ways, especially politically. Some extended treatment of these characteristics is necessary before specific examples can be discussed.

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... The public sphere is the notion raised by Habermas (1989) and defined as a communicative sphere for molding public opinion where everyone can participate in constructive discussion without the intervention of political and economic influences. Based on this notion, several scholars insist that the university is the typical form of public sphere in the sense that free speech is protected, and democratic movements have been born there (Calhoun 2006;Budd 2015;Pusser 2006). ...
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The purpose of this study is to depict how the public goods of internationalizing higher education in Japan, especially inbound international students, are viewed by various stakeholders based on the main findings from semi-structured interviews. The interviewees include key persons from different levels or fields in Japan: officials from MEXT (the Ministry of Education, Culture, Sports, Science, and Technology), national agencies in relation to international students and international cooperation, a national-level professional association of higher education research, both top-level and middle-level leaders of one research-intensive national university, academics from Humanities, Engineering, and Economics, administrators in charge of internationalization of their respective universities, and international students from diverse backgrounds. The study begins with a brief introduction to the research background, before presenting the analysis and main findings from the interviews. It concludes by arguing how the public good and its relationship to the internationalization of Japanese higher education are viewed and interpreted by different stakeholders, and offering brief implications for research and practice.
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