Revitalizing Regional Universities through 'Glocalization'

Introduction | A Major Crossroads

Japan's regional universities are currently standing at a major crossroads.
Due to the declining birthrate, the 18-year-old population continues to shrink, and the structure where students concentrate in famous universities in urban areas is becoming increasingly entrenched. Many regional universities are facing the reality of failing to meet enrollment quotas and financial difficulties, putting their very survival at risk.

So, are regional universities destined to follow a path of contraction and decline?
That is by no means the case. In fact, it is precisely because of this era that regional universities can fulfill a new role. That role is 'glocalization'.

The concept of 'glocalization,' which combines global and local, may sound unfamiliar at first, but it is a highly practical way of thinking. It involves maintaining education and research that is open to the world while simultaneously being deeply rooted in regional issues and resources. It allows one to have an international perspective while staying in a regional area, and to learn about the local community while connecting with the world. Isn't this kind of university model exactly what children in regional areas living in an era of declining birthrates need?

For example, Ritsumeikan Asia Pacific University (APU) in Beppu gathers students from about 100 countries around the world and functions as a crossroads between the region and the international community. Akita International University (AIU) emphasizes research themed on regional issues while requiring all students to study abroad for one year. Tohoku University in Sendai shares its knowledge from the earthquake disaster with the world as 'disaster prevention science.' These examples demonstrate the potential for 'global education that is only possible because it is regional.'

In this article, I would like to re-examine the structure of the crisis facing regional universities, and then consider how 'glocalization' can become a realistic and future-oriented direction for reform, incorporating examples from Japan and around the world.

1 | The Limits of Globalization and the Deadlock of Localization

Until now, university reform in Japan has steered heavily toward 'globalization.' Representative examples include programs taught in English, exchange study programs with overseas universities, and the expansion of acceptance for international students. Especially at famous universities in urban areas, it is becoming a daily occurrence to see multinational students learning together on campus and international joint research progressing.

However, this trend of 'globalization' has not necessarily been a tailwind for regional universities. Compared to urban areas, it is harder to attract students from overseas, and because faculty and research resources are limited, it is difficult to even set up impressive international programs. As a result, the flow of 'students with overseas aspirations go to Tokyo' is accelerating, and regional universities are falling into the ironic structure of being further deprived of talent.

On the other hand, there are also limits to initiatives that focus solely on 'local emphasis.'
While regional cooperation and support for local employment are important, in regions where population decline and industrial contraction are progressing, job opportunities themselves are limited. For students, 'learning that is only useful locally' lacks appeal, which could end up accelerating the decline in applicants.

In other words, the future of regional universities cannot be opened by globalization or localization alone.
What is required is not to simply weigh the two against each other, but to explore a new path that allows both to coexist.

2 | The Third Way: 'Glocalization'

In order for regional universities to survive and further develop, it is necessary to move away from viewing 'globalization' and 'localization' as opposing concepts and instead launch a new direction of 'glocalization,' which fuses the two.

'Glocalization' means developing education and research that is rooted in the region while maintaining a global perspective. By connecting 'regional resources' and 'regional issues'—which urban universities cannot imitate—to an international context, regional universities can build strengths that are uniquely their own.

For example,

• Conduct research themed on regional nature and industry jointly with overseas universities and research institutions.

• Involve international students and overseas researchers in problem-solving programs in collaboration with local companies and municipalities.

• Create a system where students can "experience international exchange while studying locally."

Such initiatives become learning that is equally meaningful for students who choose to remain in the region and those who venture out into the world. As a result, this leads to the university itself increasing its presence as a "hub open to the world, starting from the region."

In other words, glocalization is not just a strategy for regional universities to survive in the era of declining birthrates, but also an educational model for children to plant their roots in both their "local community" and the "world."

3 | Advanced Examples of Glocalization in Japan

"Glocalization" is not merely a theory; there are cases where it is already being practiced and achieving results at regional universities in Japan. Here, I would like to look at some representative examples.

1. Ritsumeikan Asia Pacific University (APU, Beppu City, Oita Prefecture)

APU is known as an "international campus where students gather from over 100 countries around the world." It has a unique composition where nearly half of the students are international, and classes are conducted bilingually in English and Japanese.
At the same time, APU is deeply rooted in the region of Beppu City. Set in Beppu, a hot spring tourist city, events where international students and local residents interact, as well as internships with local companies, are actively conducted. The utilization of regional resources, such as "tourism city x international education," is truly a symbol of glocalization.

2. Akita International University (AIU, Akita City, Akita Prefecture)

AIU is characterized by its thorough international education, where "one year of study abroad is mandatory for all students." While students are guaranteed to experience the world, they also frequently participate in seminars and projects themed around regional issues.
The curriculum, which connects local issues in Akita (aging population, population decline, industrial promotion) with international learning, can be called a system for "learning about the region and the world simultaneously."

3. Tohoku University, International Research Institute of Disaster Science (IRIDeS, Sendai City, Miyagi Prefecture)

Established in the wake of the 2011 Great East Japan Earthquake, the International Research Institute of Disaster Science plays a role in returning the disaster experience of Tohoku to the international community. By collaborating with research institutions in various countries and contributing to the creation of international standards for disaster prevention and mitigation, it is attracting attention as an attempt to "turn regional pain into global wisdom."
This is a research theme that is only possible because it is located in Sendai, and it can be called a good example of demonstrating the significance of a regional university on the international stage.

4. Shimane University's Glocal Human Resource Development Program

At Shimane University in Shimane, where I was allowed to study agriculture, a "Glocal Human Resource Development Support Project" is also being deployed. By establishing a system where students can balance study abroad with internships at companies within the prefecture, it aims to foster both "local retention" and an "international perspective."
In this way, education that is simultaneously conscious of the region and the world is certainly beginning to spread in regional universities.

4 | The Trend of "Glocal Universities" Spreading Worldwide

"Glocalization" is not a concept unique to Japan. Universities around the world have already launched education and research models that connect the region with the world and are achieving results. Let me introduce a few examples.

1. Aalborg University (Denmark)

Located in a regional city in the north, Aalborg University is famous for its thorough implementation of PBL (Problem-Based Learning). Students collaborate with local businesses and municipalities to tackle real-world social issues. Its achievements have garnered international attention as the 'Aalborg Model,' spreading globally to the extent that a UNESCO PBL center was established there.
👉 This is a prime example of elevating an educational model that solves regional issues into a global standard.

2. University of the Highlands and Islands (UHI, Scotland)

With over 70 locations across the mountainous regions and islands of Scotland, it functions as a networked university that overcomes geographical disadvantages through ICT. While providing learning rooted in local culture and industry, it also accepts international students, realizing an education that connects the local community with the world.
👉 This is a suggestive model for Japanese regional universities that face depopulated areas and remote islands.

3. Campus Fryslân (University of Groningen, Netherlands)

Established in the northern province of Friesland, this faculty promotes 'Global Responsibility & Leadership' and conducts education centered on the SDGs. It is a system where students learn to solve international issues while collaborating with the local community.
👉 This is an advanced example of educational design that directly links 'regional issues' to 'global issues'.

4. Arizona State University (ASU, USA)

ASU upholds the philosophy of 'Social Embeddedness,' establishing a system that moves back and forth between local Arizona issues and international research. It excels at sharing region-specific themes, such as immigration policy and energy research in desert environments, with the world.
👉 It is distinctive in that, despite being a massive state university, it clearly declares its 'responsibility to local issues'.

5. University of the Arctic (International Network)

A network where universities and research institutions in the Arctic Circle gather to internationally advance research on indigenous knowledge and polar environments. By connecting small universities and regional research, it elevates 'regional knowledge' into 'international knowledge'.
👉 The strategy of 'small universities forming international networks' is also applicable to Japanese regional universities.

All of these overseas examples share the commonality of realizing 'a local that does not shut itself off from the region'. By connecting regional resources and regional issues with international themes, they are dramatically increasing the value of the university's existence.

5 | The Future 'Glocalization' Brings to Children in Regional Areas

The glocalization of regional universities is not merely a survival strategy for university management.
It is, rather, an educational model to restore the 'power to envision the future' to children growing up in regional areas.

1. Being able to be proud of one's roots

By studying local history, industry, and culture at university, students no longer feel that being from a small town is a disadvantage, but rather that there is value unique to this land. Being able to take pride in one's hometown leads to self-confidence in young people.

2. Seeing the World and the Local Area on the Same Horizon

Receiving a glocal education cultivates the ability to think about regional issues and global-scale issues simultaneously.
For example, when students in Akita study an aging society, it directly connects to common issues in European and Asian countries. If they study disaster prevention in Sendai, it leads to research on natural disasters around the world.'Local = Knowledge that connects to the world'This realization opens up new perspectives for children.

3. Having Both the Path to Stay and the Path to Leave

• If they stay locally, they can utilize skills that directly lead to solving regional issues.

• If they go outside, they can use their learning experience that connects to the world as a weapon.

Whichever they choose, they are not bound by a sense of stagnation; this 'breadth of options' is the greatest sense of security for young people and becomes hope for thinking about the future.

4. The Power to Change the Future of the Region Itself

And above all, if young people who have received this kind of education remain in the local area and become people who support the region, the university will function not only as an 'exit for human resources' but also as a 'regional regeneration device'.The glocalization of regional universities is also a challenge to create the future of the region together with children.is also true.

Conclusion | The 'Glocal Future Map' Starting from Regional Universities

Universities failing to meet enrollment quotas due to the declining birthrate, the outflow of students to urban areas, the shrinking of the regional economy...
The reality facing Japan's regional universities is harsh. However, that crisis is also a great opportunity.

'Globalization' alone cannot beat urban universities.
'Localization' alone will be crushed by population decline.
That is precisely why,the path that regional universities should take is 'glocalization'..

As introduced in this article, universities where you can 'connect to the world while learning about the local area,' such as APU, Akita International University, and Tohoku University, are already becoming a reality in Japan. Overseas, education that elevates regional issues to an international level, such as at Aalborg University and UHI in Scotland, is steadily spreading. This is not just a few success stories, but aglobal trend.

The glocalization of regional universities is more than just a management strategy.
It is an educational model that allows children living in regional areas to take pride in their roots while simultaneously gaining the options to spread their wings to the world. The fact that they can envision a future is the key to regional regeneration.

Choosing a university from now on cannot be measured solely by 'deviation scores' or 'employment rates'.
'What regional resources does this university connect to the world?'
'What kind of breadth will it give my child?'
It will be important for parents and high school students themselves to ask such questions.

From the region to the world!
Glocalization is the watchword that opens that path.