WEPFVE

World Education Partners: Final Project

A Future of Education Case Study
Christopher Biro
Post University

WEPFVE

Introduction
The world of education is always changing as is the World at large. Global economics, as
well as, technological shifts have redefined where education is going in the future. World
Education Partners (W.E.P.) has been at the forefront of this change since its inception in Japan
in 1961 (Eiken, n.d.). They are a community of learners, professionals, students, and support
services providing international exchange opportunities, work internships, and English language
testing. Today, W.E.P. offers a variety of educational-based programs for a collection of
learners, including children, teens, university-based persons, and adults. Their mission statement
emphasizes an awareness and interaction between cultures, a global community of learners and
professionals, and an environment that fosters individual and group development.
Background/Programs
The beginnings of World Education Partners started over discussions between like-minded
people about what could be done to motivate Japan's learners. The first of the company's
endeavors was an English language testing service. The idea behind this was to popularize
English and make it more accessible to a growing Japan eager to find out more about foreign
cultures while strengthening individual's proficiency with English. In the years that followed,
W.E.P. established the backing of Japan's Ministry of Education, thereby spreading its test
methods across Japan. The testing started with the involvement of 38,000 examinees, grades 1
3 (Eiken, n.d.). First, the examinee took a simple writing test. For those that passed, next came a
speaking test.
These days, W.E.P's offers a variety of English proficiency tests and other learning materials
for the Japanese market. Such markets include corporations and other work-centered entities that
use their testing methods as evidence of English proficiency. An additional market is found in

WEPFVE

the public schools, where the testing began. World Education Partners testing methods are the
benchmark for junior and senior high students' evidence of English skills attainment (Fulcher,
2015).
W.E.P. expanded its reach in the 1990's to include international exchange programs between
Japan and the United States. The change was brought on, in part, by the coming of personal
computers. Around this time, a W.E.P. office was set-up in Portland, Oregon, U.S.A. to facilitate
the administration of programs in America. High school aged individuals are the primary
population served by the cultural exchange program. By early 2010, another pipeline emerged to
include a collection of real-time business internships for Japanese university and college students
and American businesses. To date, over 2,500 students have been placed in companies of all
sizes from small start-ups and mediumsized enterprises to large global corporations. Both
programs offer a host of assistance to insure success for the participating individual or group.
W.E.P. delivers a life-changing experience to its cadre of growing learners. Learners can transfer
credits to their institution in Japan, live in the United States while making new friends and
learning a new language. A host family will serve to aid in the transition to American life and
provides a base from which to explore. International exchange students from high school and
college are welcomed.
World Education Partners' commitment to learners would not have expanded to the point
seen today without advancements in technology. Technology is the basis for much of what
W.E.P. is capable of delivering to its learners. W.E.P.'s successes are in line with all three trends
in learning listed in Tina Berseghian's 2010 article, "Three Trends That Will Shape The Future of
Curriculum": digital delivery, interest-driven, and Skills 2.0. Digital delivery and Skills 2.0 is
seen in the company's use of tablet and cell phone computing for testing and the other programs.

WEPFVE

E-learning offers programs for interactive instruction. W.E.P.'s exchange and internship
programs are very much interest driven. A virtual reality display and Skype are predominantly
used as the class software platform. Learners utilize virtual reality as a preparation tool before
setting off to America. This is beneficial because people can take a virtual tour to familiarize
themselves as to where they will be studying/exploring in the States before they see the place
with their own eyes. Being a virtual visitor assists in mentally and emotionally preparing for
foreign exchange. It also is a learning tool for anyone wanting to have a more visual presentation
of countries and peoples abroad. Some people enjoy learning more and are more efficient at
learning by employing a more visual approach.
The Benefits of Futuring Techniques, Scanning, and Scenario Creation
Globalization is an undeniable feature of modern times. It has touched every aspect of every
country around the world. Very few organizations function completely removed from world
developments. This is especially true of educational entities tasked with carrying out education
beyond its borders. Innovations in technology present unprecedented opportunities for
international exchange and global internships for educators and learners alike from all corners of
the globe. The realities of global, educational-based organizations require a means to know what
is going on around them both locally and internationally. By paying attention to emerging
trends and challenges, an organization can better leverage itself against a host of dynamic and
ever-changing conditions. In this way, organizations can better serve its learners and remain
sustainable.
How does an organization prepare for the future? Fortunately, a toolbox of forecasting
techniques is used by organizations to do just that. This paper will take a closer look at two of
these methods: scenarios and scanning. Both techniques can shape the potential for appropriate

WEPFVE

change with the end result being increased value for the learner and educational purveyor. These
techniques also inform continual improvement (Sobrero, 2004). The objective here is to evaluate
the forces around international exchange and internships that may or may not influence
educational decision makers as they decide on the course of action within a global organization
context.
This section of the paper will focus on economic factors affecting international education
programs. Scenario building in international exchange necessitates an eye towards larger
machinations, like world economic conditions. By examining W.E.P., the larger context of
futuring within an international context can be better understood. The current trend of mutuallybeneficial economic relations signals favorable times for each country. Since the end of World
War II, Japan and America has built a solid economic partnership. World Education Partners
have benefitted from this positive relationship. In economic scenario planning, the forecast has
appeared favorable, but the global economic downturn of the past 10 plus years has created
concern as to the viability of growth in exchange and internship offerings. This comment sheds
light on the dual nature of scenario building and planning. On the one hand, the past indicates a
fine market for W.E.P., yet more recent world market troubles cannot guarantee coasting into the
future. Indeed, unforeseen events can quickly undo previous scenarios. Seen through this lens,
scenarios create an environment where history comes into play to inform the present and indicate
what is coming next.
A longer and larger economic event is identified as a data collection point and scenario
vehicle. A scenario builder takes close note and reports back to their respective organization with
recommendations, data/graphs, and other markers as to how the enterprise should proceed. If
there was not a scenario outlining the vagaries of global economic conditions, a company such as

WEPFVE

W.E.P. could find itself with capital flow and financial issues too entrenched to overcome. This
could, in turn, set off a chain reaction of other organizational survival modes like staff cuts,
program amendments, brand disenfranchisement, and worst of all, the loss of a high capacity to
serve its learners studying in the United States.
Scanning is another of the tools applied in futuring projections. The basis of scanning rests in
an educational organizations ability to evaluate and discern a range of forces outside of its
immediate domain. By poking around outside of the confines of school walls, an educational
organizations antennae is directed at any number of indicators, trends, or discourse found in the
real world. Scannings emphasis is more fixed on the monitoring of smaller events rather than
larger events associated with scenarios. As an example, people read newspapers or other written
material as a scanning activity, but that information is not usually used for strategic planning.
Organizations like World Education Partners use scanning to collect feedback about its
program from its learners and potential learners, learners parents, local and national politicians,
as well as, its competitors, in order to inform strategic planning. A drawback of scanning is that
it is not an established science. It is more art than anything, meaning each researcher who
engages in scanning may interpret what is important or less important, more consequential or
less consequential. This is a challenging aspect of scanning for organizational purposes. It is
highly subjective and possibly, quite beneficial.
Educators must anticipate the forces of change while make a host of connections that may
point the way to organizational success or failure. Global trends and local events research,
coupled with a keen methodology, can stem the tide regarding the rhetoric of inevitability
around an organizations focus and direction (Burbules and Torres, 2000). Inevitability is a buzz
word voiced by organizations that do not seize the future, but rather, mire themselves in

WEPFVE

unexpected twists and turns. World Education Partners believes in the benefits of futurings
cousins: scenarios and scanning, as methodologies meant to avert the pitfalls apparent in not
embracing futuring techniques.
The Necessity of Trend Analysis
Trend awareness is important for any educational context. Trends function as lenses to
appraise both opportunities and potential pitfalls. A well-structured and informed organization is
not only aware of trends, but positions itself to use trend information to effect its strategic
planning. By analyzing categories of trends, organizations can conceptualize the dynamic global
issues that affect the present and future. Performing this ongoing process is significant due to the
increasing value placed on identifying and maximizing the positive and locating and minimizing
the negatives across a network of influences. Through trending forecast and reflection, the
strength of a program and its ability to best serve its learners is at the heart of a healthy
enterprise. This section of the case study focuses on a variety of trends which assists W.E.P. as it
focuses on Japan to America exchange and internships.
The first trend to examine is technology. Among the hottest technologies is Virtual Reality or
VR. A collection of corporations are spearheading efforts to develop VR for educational
applications. Some of these players include Facebook-backed Oculus, Google, HTC, Samsung
and Sony (Smith, 2016). The genius of 2016 VR tech rests in its ability to emphasize a more
social component to previous VR versions. Earlier VR employed an interactive experience
though only for a single viewer. 2016 VR underlines an environment where at least 2 people can
interact at the same time creating a product with more social value.

WEPFVE

World Education Partners does not currently use VR, but VR is on the move in Japan and the
implications are clear. Japans mega entertainment conglomerate, Namco Bandai, is at the pulse
of VR tech. Namco will open VR Zone Project I Can on April 15th in Odaiba, Tokyo as a
virtual reality technology entertainment complex (William, 2016). The significance of this
complex opening will have repercussions for education in Japan and W.E.P., in particular. As an
example, previous classroom lessons in World War II history provided text, pics and rare videos
of submarines. With VR, the learner will be able to control and experience real-time visual
effects and sounds aboard a submarine. VR can take any lesson and make it more studentcentered, fun, and engaging as a mainstay learning tool. Technologies like VR, born into the
entertainment market, could seamlessly translate to educational contexts. After all, the children
who play at the Bandai complex will become familiar with and develop skills to enable VR to
flourish in schools simply by changing the setting and theme from play/VR retailer to
learning/schools.
World Education Partners could use VR for language acquisition before learners from Japan
travel to America. Such use has been informed through real-life adaptations of tech found in
VR. Immersion visual reality is a current and popular concept for a type of VR that some believe
is the best of VR. The immersion model features a 3D world with a conventional graphics
workstation using a monitor, a keyboard, and a mouse (Freina, Ott, 2015). One of the tools for
the immersion model incorporates the use of Cave Automatic Virtual Environment (CAVE).
With the CAVE, the user is in a room where all the walls, as well as the floor, are projection
screens (or flat displays) (Freina, Ott, 2015). The user, who can wear 3D glasses, feels as if they
are floating in the projected world where he can move around freely (Freina, Ott, 2015). Like so
much of tech, it offers positive and less positive aspects. The engagement factor for learners may

WEPFVE

be positive, but the current cost of the unit is beyond the budget of most people. CAVE units
have been employed in teaching Mandarin to adult learners (Freina, Ott, 2015). The implication
of a CAVE unit informs W.E.P. because learners from Japan could take a variety of language,
cultural, and sightseeing excursions well in advance of physically landing on American soil. A
CAVE unit informs learners skill set and helps them to better acclimate to life and experiences,
leading to a more rewarding exchange or internship. A CAVE unit or other VR platform
produces a highly entertaining way to enjoy learning while, at the same time, reaching
programming goals. Visual reality is a powerful aspect of e-learning and its uses and benefits
are only beginning to be understood and applied across the world.
Shifts in international education highlight trend emergence. One aspect of this trend is the
changing faces of international learners and an overall increase in the number of learners
globally. The demographics of learners have seen some changes and international education
shows no signs of losing popularity. Statistics gathered from UNESCO indicate that most
countries in the world have experienced growth of international students choosing overseas
opportunities (http://stats.uis.unesco.org/unesco). For instance, from 2003 to 2010 the number of
international students in Egypt grew from 27,158 to 49,011; in the Czech Republic from 10,338
to 34,992; and in the Republic of Korea from 7,843 to 59,194 (http://stats.uis.unesco.org/unesco,
latest statistics). The figure coming from South Korea is especially relevant to W.E.P. and points
to Asia as the largest group of international learners. Japan leads the way among Asian countries
as the top study destination for Asian students looking for 4 year universities (ICEF, 2015). This
statistic is not lost to World Education Partners. Indeed, W.E.P. focuses on shorter stay culture,
language, and internship/exchange programs. It is not in the business of providing 4 year degree

WEPFVE

10

programs. Nevertheless, an understanding of Asian education trends and demographics will keep
W.E.P. vigilant in the region it does business in.
A development in the Japanese K-12 system that soon may be realized is earlier instruction
in English. Currently, English instruction starts in grade 5, and continues beyond to grade 12 and
university. There has been great movement recently about starting formal English instruction in
grade 3. For sure, increasing students English exposure starting in grade 3 will strengthen
childrens access to and comfort with language acquisition. If this change takes place, it bodes
well for W.E.P. because a larger pool of more accomplished English learners may elect for
educational experiences in America during or after high school. Some of these individuals will
seek degree programs in 4 year universities, but there are others who will elect to pursue
programs requiring less time and money. World Education Partners anticipates that this
increased pool of learners may increase market share while the company continues to provide an
alternative to the 4 year university experience. Expanding the further internationalization of
Japanese curricula through earlier English language instruction is another demographic that
influences W.E.P. futuring exercises.
It is inescapable to not engage with economic trends relative to W.E.P. amid the
demographic information above. Many of the issues intertwined with international education are
tied to global and local economies. One feature of global education is the ease of access to and
cost of internet service. The relative low cost of being wired in Japan means clients (and
potential clients) of W.E.P. can conveniently access the internet from home or other locations.
This primary point is crucial and again, bears positive trending for W.E.P.. Nearly all Japanese
have internet access. This reality serves as a solid foundation for technology and tech/educational

WEPFVE

11

platforms to flourish, as well as, having a nation of people who consistently embrace technology
(i.e. the internet, above all, because it is the conduit for all tech).
Presently, products like CAVE are too expensive for most individuals and families in Japan.
This is not a new occurrence because often new technologies are initially too expensive, but
become cheaper as time goes on or the same item is modified, updated or entirely scraped for yet
another new technology. The key takeaway is that Japan is a tech-driven culture and a culture
where youth, like their counterparts worldwide, have an insatiable desire for new technology and
what is coming next. Another positive contributor to exchange and barometer of economic
activity is Japans tourism business. Tourism is a vital component of economies and cultures.
The travel and tourism sector has grown slightly in recent years and the growth rate is expected
to modestly increase (MarketLine, 2016). According to data from the World Travel & Tourism
Council, international tourist arrivals in Japan have seen significant growth when comparing
2009 and 2014 (MarketLine, 2016). The Fukushima natural disaster of 2011 signaled a downturn
in inbound international travelers, but recovery has been seen from 2012 to today (MarketLine,
2016). Japan continues to be a favorite destination for non-Japanese in bound travelers,
especially those from South Korea and China. The close proximity of neighbor countries and
lower travel cost has spurred economic growth for Japan which could translate to more
opportunities for study abroad and experiential learning environments, like those offered by
W.E.P..
The most challenging aspect of trends is an underlying feeling of uncertainty and fear. These
concerns lead some to believe that prosperity may end and downturns in the world economy,
natural disasters or terrorist-related activities, can create havoc for a wide range of activities,

WEPFVE

12

including international education. Flexibility to respond to issues is the hallmark of companies

standing to survive and thrive amid uncertain times. An example of this flexibility is found in
alternative models of education like blended learning. A company like World Education Partners
could shore itself against trouble by combining online learning and international travel study
(Davidson & Levinson, 2015). Blended learning is one example of a trend that could help World
Education Partners. Currently, the bulk of programming for W.E.P. exists on the ground in the
United States, but more thoughtful use of online learning tools before the learner arrives could
increase both learner and company successes over the long term.
Trends and futuring techniques are crucial to understanding complex forces in the world of
education. These tools inform an organizations current and future vision, plan for change, and a
call for action.
World Education Partners: Future Vision
So many factors influence how an enterprise functions. Behind these factors is a companys
vision for the future. What are the factors shaping W.E.P. now and in 5 years? World Education
Partners foresees inevitable changes in technology. These changes will influence how business is
done in the next 5 years. As mentioned above, Virtual Reality has been in place in Japan since
April of 2015 (William, 2016). Virtual reality even hit the shores of America around the same
time. Since April of 2015, the New York Times commenced sending print subscribers Google
Cardboard viewers to add the option of virtual reality to news stories (Kastanis, 2015). This
significant event may be the launching pad for a whole host of V.R. applications here. In less
than 5 years, W.E.P. anticipates employing V.R. as a central platform between learner and
teacher. The Internet of Things will also rise in prominence and have an effect on educational
contexts. The main tenants of I.o.T. are people, data, things, and process. Each of these elements

WEPFVE

13

conspires to create new opportunities for learning. Education thought leaders believe that
students learn by being actively engaged in authentic programming and technology makes this
more and more possible. Learners are also becoming more adept at using social networks such as
YouTube and Facebook. W.E.P. sees the next 5 years as the dawn of I.o.T. and its network
connectivity to form new models of learning. In this way, people, data, things, and process can
meld together. As with all tech, there will be unprecedented gains and possible risks. Yet, the
knowledge of these tech trends will serve to guide company decision makers as they decide the
best course of action, at any point in time.
The company vision for the next 5 years must consider challenges and opportunities across
various angles. Global economic realities are close to the top of the list. If there is a major
economic downturn fewer students will be financially able to study overseas. Some will choose
less expensive programs closer to home, in Korea or China. Another challenge is difficulties
doing business with Japan. W.E.P. has helped itself by intimately understanding Japans business
culture and the unique way that business is done. Competitors may have considerable resources;
however, they might not succeed because they are shortsighted regarding Japanese business
protocols, like exchanging business cards immediately after meeting a client and presenting the
card in the appropriate manner. This inability to properly represent itself can have grave
consequences for companies doing business with the Japanese. What may seem inconsequential
to a Westerner may come across as insensitive or inappropriate in a business setting. World
Education Partners places great emphasis on building solid relationships with Japan and its
learners. To help to solidify its market cache, W.E.P. employs a team of highly skilled translators
and interpreters. Many of whom are Japanese nationals working in the U.S.A..

WEPFVE

14

Language barriers are also a challenge. This is because very few students and adult learners
have the ability to communicate effectively in English. The aforementioned
translation/interpretation team exists in the Portland office and W.E.P. has a small satellite office
in Tokyo, so that when language complications arise, the team is called in to assist learners.
Health concerns in the United States are often expressed by potential program participants.
Coupled with this are perceptions and realities of America being a country with a high crime rate
as compared to Japan. There also have been well documented incidences of terrorist activity here
to further create challenges. Student safety is always paramount, especially for foreign students
living far away from their support network. The high cost of insuring students is also an ongoing
consideration for families. The last challenging item is immigration. Visa approval is quite time
consuming and exacting. Japan is a very bureaucratic country, so all necessary paperwork must
be closely coordinated between our government and theirs. Any missing or incomplete items will
delay the processing of an application which, in turn, will decrease W.E.P.s ability to serve its
learners. All of these continual challenges must be anticipated and planned for methodically.
Challenges exist and so do opportunities. The foremost opportunity is to hold onto the
foundation of what World Education Partners does well: engender greater cultural understanding
among nations and people. Each day there is an opportunity to uphold and work towards
fulfilling a companys mission. This is an internal mandate towards solvency and more rewards
for all. Heralding company goals and values each day is crucial. World Education Partners seeks
to increase market share while doubling study abroad participants by the end of the decade. The
opportunity to be at the cutting edge of technology is stressed. As indicated earlier, emerging
tech like Virtual Reality and I.o.P., as well as, the tablet and mobile phone evolution, offers a
boundless learning potential for students. Technology has created a platform where W.E.P.s

WEPFVE

15

learners are provided a greater chance of easing the transition to America and insuring successful
program outcomes.
The technology used in education holds many aids to gathering and analyzing data. No
doubt, this process is a massive opportunity. By streamlining processes, such as, marketing,
online business tools for record keeping, and individualized programs for students, W.E.P. can
insure market viability and growth. Keeping a close eye on Japans economy is an opportunity. If
indicators like declining jobless rates remain stable or improve, this can positively serve to keep
both company and learners pursuing the same vision: a global collaboration of like-minded
individuals.
World Education Partners: Plan for Change
World Education Partners vision for the future cannot be realized without a plan for the
changes that are coming. The first of these planning measures identifies strengths and areas for
improvement. Organizations are a reflection of its leadership. The current leadership is strong,
but has changed in its philosophy. In the early years, the leadership was run more like an
almost democracy meaning the president set the agenda, offered opinion, then opened
discussion up to staff to add their opinions or change the agenda altogether. Today, W.E.P. is run
like a partnership. In this partnership, equality and group vision is the focus. A greater emphasis
is placed on group or shared responsibility (Dimmock, 2003). It is understood that all group
members are responsible for the results and consequences of the groups actions, for good or
bad. This change in leadership style is part of the plan to achieve goals. The changes in leader
and leadership style have proven to be beneficial. Company leadership and style that at times
was in need of improvement, has become a strong suite.

WEPFVE

16

Part of the plan for the future includes updating and investing in the latest technology
available. This is especially important because of the remote nature of the organization in
relation to its learners, at least in the stages before the learner comes to the United States. The
notion of a remote group interfacing is at the core of W.E.P.s programs. English proficiency
testing occurs early on. Once this is performed, the company has the basis to proceed with
individualized teaching activities. This is done to support the student learning English, as well as,
for the teacher and student to get acquainted so that a relationship forms in advance of his/her
arrival in Portland. A feature of the teaching structure is for the online teacher to be the same
person who guides and mentors the learner once they arrive here. The consistency of having the
same teacher here and online assuages fears while building student confidence. This idea is
relatively new for W.E.P. and represents another of the plans for the future going forward.
The systematic collection of information from employees, learners, and parents informs the
present and future planning. Demographics of students and their family are continually collected
and reviewed. The population of youth is the most visible and reliable data source of a
dramatically changing and challenging demography in this country or any country (Yates, 2008).
Whether here or Japan, the learner is the future face of the nation, so it is imperative to gauge
this population for trend review (Yates, 2008). This is vital to provide information as to how to
best serve students based on demographic categories. Data collection, trend analysis, and
scenarios are measurements to determine if changes are necessary or not. These measurements
point the way to evaluate and inform a program about changes that need to be made and when
and how these changes should be implemented. For World Education Partners, performance
measures are used for both learners and educators. The plan for change regarding measurements
is aimed at eliminating barriers to improvement, and collaborating with families and learners to

WEPFVE

17

ensure student success. Close communication of the plan with teachers is an elemental aspect of
the inclusive partnership W.E.P. supports with its employees. This atmosphere will continue to
be part of the plan in the future with the students benefitting the most. An organization that runs
on openness and acknowledged shareholding can best create an engaging experience for its
students.
World Education Partners: Call for Action
Studying abroad must be viewed as an essential part of an education. International
experiences are critical to developing future leaders and responsible world citizens. World
Education Partners believes globalization has changed the way the world works, and employers
are looking for people who have international knowledge and skills. W.E.P. aspires to connect
increasing numbers of Japanese students to the benefits of a global education through its
programs in the United States. World Education Partners seeks to use as many resources as
possible to create a pipeline of learners who are prepared to realize international opportunities.
Nothing short of the globalization of the classroom is desired. The company can get there by
empowering teachers, staying on top of trends and scenarios, leveraging technology,
emphasizing creative thinking, and pursuing purposeful engagement through team collaboration.
Finally, a safe, secure, and rewarding environment will enable World Education Partners to
move forward to serve its most important asset: its learners.

WEPFVE

18

References
Aspinall, Robert W. (2013). International Education Policy in Japan in an Age of Globalization
and Risk. Leiden: Brill. Retrieved from Nov, 2012 (EBSCOhost)
Berseghian Tina (2011). Mind/shift e-zine, Three Trends That Will Shape the Future of
curriculum.
Burbules, Nicholas & Torres, Carlos A., (2000). Globalization and Education: Critical
perspectives. New York: Routledge.
Davidson, Kaitlin D., and Levinson, Nanette. 2015. Linking Trajectories: On-line Learning and
Intercultural Exchange. American Journal of Sociology 9 (2) : 3.
Dimmock, Clive. Leadership in learning-centered schools: cultural context, functions and
qualities. Leadership in Education. Ed. Mark Brundette. Neil Burton. Robert Smith.
London: SAGE Publications, 2003.7. Print.
Eiken Foundation of Japan. (n.d.). Retrieved from
http://www.eiken.or.jp/eiken/en/association/history
Freina, Laura, and Ott, Michela. 2015. A Literature Review On Immersion Virtual Reality in
Education: State of the Art and Perspectives. eLearning & Software for Education 1
:134.
Frost, Maya (2009). The New Global Student. New York: Harmony House.
Fulcher, Glenn (2015). Re-examining Language Testing-A Philosophical and Social Inquiry.
London and New York: Routledge.
ICEF Monitor. (2015). The State of International Student Mobility in 2015. Retrieved from 2015
(http://monitor.icef.com/2015/11/the-state-of-international-student-mobility-in-2015/)

WEPFVE

19

Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Hall, C. (2016).
NMC Horizon Report: 2016 Higher Education Edition. Austin, Texas: The New Media
Consortium.
Kastanis, Diomedes. (2015). What technology will look like in 5 years. Retrieved from
(http://techcrunch.com/2015/11/15/what-technology-will-look-like-in-five-years/).
Khan, Salman (2012). The One World SchoolHouse: Education Reimagined. New York:
Random House.
Madge, Clare, Noxolo, Pat, and Raghuram, Parvati. (2015). Conceptualizing International
Education: from international student to international study. Progress in Human
Geography 39 (6) : 681-701.
MarketLine. (Feb.2016). (http://eds.b. ebscohost.com/eds/pdfviewer/pdfviewer?vid=
18&sid=201f8679-f348-418a-b126-39ede0d368c3%40sessionmgr114&hid=126).
Smith, Frank D. (Dec, 2015). Retrieved from
(http://www.edtechmagazine.com/higher/article/2015/12/5-tech-trends-couldsupercharge-education-2016)
Sobrero, Patricia, (2004). The Steps to Futuring. The Journal of Extension, vol 42 (3).
Spring, Joel, (2008). Globalization of Education: An Introduction. New York: Routledge.
U.S. Department of Education. Institute of Educational Science. (2000). How is
Internationalization Implemented? A Framework of Organizational Practice.
Washington, DC: U.S. Government Printing Office.
William. (March 29, 2016). Retrieved from (http://www.japantrends.com/namco-virtual-realityvr-zone-project-i-can/)

WEPFVE

Yates, James R. (2008). Demographic Imperatives for Educational Reform for Culturally and
Linguistically Diverse Students. Multiple Voices for Ethnically Diverse Exceptional
Learners, 11(1), 4.

20