Globalization has emerged as one of the key social, political, and economic forces of the twenty-first century, challenging national borders, long-established institutions of governance, and cultural norms and behaviors across the globe. While many believe the process has been underway for centuries, what is clear is that it has both accelerated and broadened its reach in the past two decades (Torres, 2009). Globalizing forces have given rise to a variety of compromises, alliances, and power blocs which are impacting the delivery of education at multiple levels. Central questions of what constitutes knowledge, what may be considered good teaching and learning, and the criteria for determining a just nation are each open to discussion as they pertain to globalization (Apple, Kenway, & Singh, 2005). As fundamental questions situated at the core of the educational mission, these discussions can be expected to impact educational practice in the areas of policy, pedagogy, and politics. The impact of globalization on education raises several important questions. Do shifts toward a market-oriented ideology within the wider society suggest similar and inevitable shifts within education? Do such shifts bring about the inevitable commodification of professional activities, family life, and the environment? If such responses are unavoidable, does this necessitate a move in the direction of a free-market ideology on a global scale? To what extent can the emergence of a single, global monoculture be expected? This study examined faculty perceptions of neoliberal higher education policy at selected national universities in Japan in 2008 and 2009. Utilizing an overarching qualitative approach, perceptions of globalization were examined as they pertain to student demographics and behaviors, evolving administrative roles, changes in funding, pedagogy and curriculum, and testing and accountability. By looking to the everyday experiences of those directly involved with higher education delivery, broader insights may be gained into the present and future direction of the Japanese higher education terrain in light of ongoing fiscal constraints and bureaucratic decentralization. Such insights may in turn lead to a more comprehensive understanding of some of the ways 21st century globalization has gained traction within the academy in Japan as well as possible responses which may preserve the mission of higher education within the specifically Japanese neoliberal model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]