Japanese institution of higher education can really become Super global?

This year marks the launch of the most ambitious attempt to change Japanese universities after World War II: Global program Super universities. Since April this year, 37 of Japan's leading universities - selected by the Ministry of Education, Culture, Sports, Science and Technology or MEXT, last year - began to try to redefine Japanese higher education in the new global era.
But what is Japan to benefit from this massive reform? What will take to be successful? What opportunities and problems await? And - depending on the outcome - what can Japanese universities look like a decade from now?
Supporters of the reform provides universities as recent "global space" where the best Japanese minds and outstanding "scholars and students from abroad will collaborate to advance the frontiers of knowledge." Super World Universities "will generate the technology needed for the long-awaited renaissance the Japanese economic power.

New college graduates - both foreign and Japanese - will provide "global workforce" crucial for success in the fiercely competitive global market. They will be fluent English speakers, communicators confident and outward looking representatives of resurgent Japan on the world stage.
That, anyway, is an idyllic vision promoted by national politicians. Worryingly, however, murmurs of discontent are clearly audible inside leading universities - the very institutions that are supposed to lead this transformation. Why?
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One of the main reasons is that the Japanese teachers fear doubling their already heavy workload as a result of these reforms. Previous internationalization programs, such as the "Global 30", they are required to teach extra classes in English to foreign students who know little about Japan. In many of them secretly doubt the potential for meaningful exchanges. Training of foreign students and hosting visiting scientists want to experience the "exotic" Japan are time-consuming distraction from their main research interests.
And senior professors recall repeated waves of "internationalization" of 1980, which led to little tangible improvement. Previous experience leads many to assume that this time also the wave of "internationalization" again will ebb away, leaving the academic environment fundamentally unchanged.
But this time the world will not go away. Since 1980, a truly global "market" in the academic talent emerges. Internationalizations is no longer to introduce "Japan as Number One" of awestruck world and to survive in a complex and challenging global economic and political order.
Places like Singapore and the Gulf states in recent years trying to rival US dominance by large-scale investment in higher education. Today China and traditional European centers such as Germany fast approaching. University curricula are renovated, state-of-the-art research facilities installed, as well as leading international scholars who enticed to seek institutions.
If the world remains far from Japan, so do all these things. So far, however, signs of fundamental change are difficult to detect on Japanese campuses.