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Abstract
This essay examines how universities in non-Western, non-English-speaking countries respond to global competition in higher education, where English has become dominant due to "linguistic imperialism." I pose critical questions about how these institutions can not only endure but thrive amid global competition, and whether intensified global competition has improved the quality of education. Focusing on Japan, I explore both successful and challenging aspects of globalization in its institutions of higher education. While Japan achieved success in adapting during the late nineteenth century, the emphasis on learning foreign languages, including English, diminished after World War II. The Japanese case illustrates the complex trade-offs between ensuring educational equity and global competitiveness, and highlights the evolving dynamics and challenges faced by universities as well as policymakers in non-English-speaking countries in the global higher-education landscape.

"Kariya and Rappleye focus on the Japanese model, looking at the country's educational history and policy shifts. They show how the Japanese experience can inform global approaches to educational reform and policymaking -and how this kind of exploration can reinvigorate a more rigorous discussion of meritocracy, equality, and education. This book is made available as an open-access electronic publication with the generous support of the Suntory Foundation"--

Sociologists have long used credential inflation theory to explain the devaluation of tertiary education degrees as the consequence of the excessive supply of educated personnel. However, the literature has inadequately examined two fundamental conditions: the combination of degrees/skills that individuals possess and the level of degrees. In this article, cross-country multilevel regressions reveal lower-level degrees (i.e. short-cycle tertiary) are devalued due to the larger extent of lower-level tertiary expansion in a society, regardless of degree holders' skills level. This is consistent with the concept of credential inflation. In contrast, alongside the proliferation of higher-level tertiary education (i.e. bachelor and above), individuals with such degrees are penalized only when they lack high skills. Put differently, higher-level degree holders retain their rewards despite their diminishing scarcity as long as they possess high skills. Meanwhile, high skills unaccompanied by tertiary degrees lose their premium merely in connection with lower-level tertiary expansion. These results suggest credentialism is intensified and credential inflation operates in societies where the extent of lower-level tertiary expansion is relatively large, whereas 'decredentialization' emerges along with the larger extent of higher-level tertiary expansion in a way that devalues credentials as such whilst relatively enhancing the role of skills in reward allocation.

Uses a macroscopic approach to examine the mechanisms through which students move from school to work in Japan, focusing on the importance of ties between schools & firms referred to as institutional embeddedness. Cohort data were drawn from the 1981 Survey on Occupational Mobility & History for 3,244 Japanese males, ages 25-69, who reported successful job-search methods when entering the workplace. Job finding avenues were defined as institutional embeddedness, social embeddedness (family/friends), & nonembedded/atomistic (advertisement or employment agency). Atomistic avenues were significantly low across all age cohorts. Social embeddedness, which accounted for over 72% of the jobs among the oldest cohort, became less important over time, while institutional embeddedness became more prevalent, accounting for 49% of the jobs of the youngest cohort. Institutional embeddedness has been maintained for high school graduates through the postwar period, & even longer for college graduates, but has decreased in recent years, possibly reflecting criticisms of particularism. Implications of the analysis are discussed. 3 Tables, 4 Figures, 54 References. J. Lindroth