アジア学長フォーラム実施報告書

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(1)アジア学長フォーラム. 実施報告書. 2016.10.31～11.2 京王プラザホテル東京／亜細亜大学.

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(3) C O N T E N T S. アジア学長フォーラム 2016 開催概要. 1. 基調講演〔講演内容テープ起こし〕. 4. 分科会報告／発表概要. 25. 総評・アンケート結果. 43. 学長フォーラムから得たもの〔学長栗田充治〕. 49. フォトギャラリー. 52. 参加大学・人数表. 54.

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(5) アジア学長フォーラム 2016 開催概要. ◆期間・テーマ日時：2016 年 10 月 31 日（月）～11 月 2 日（水）会場：京王プラザホテル東京／亜細亜大学参加国・地域／大学／人数：12 カ国地域 39 大学 104 名テーマ：Bridging Global Diversity in Higher Education 後援：文部科学省. 日本学生支援機構. 助成：国際交流基金アジアセンター. ◆日程. 10 月 31 日（月）時間. 14:00-. 会議日程受付. 会場. AUPF 2016 総合受付 (3F). 18:00-20:00. 歓迎夕食会. 扇(4F). 1.

(6) 11 月 1 日（火）時間. 会議日程. 会場. 07:30-09:00. 朝食. 錦(4F). 09:00-11:00. 開会式. 扇 (4F). ［主催者あいさつ］亜細亜大学. 学長栗田充治. ［来賓あいさつ］文部科学省大臣官房審議官義本博司氏［基調講演］日本学生支援機構理事米川英樹氏 "Student Mobility and the Roles of JASSO" 日本 IBM 株式会社最高顧問下野雅承氏 "IT Industry, IBM and Universities" 11:00-11:30. 集合写真. ムーンライト(43F). 12:00-13:30. 昼食. 扇(4F). 13:30-15:00. 分科会 I. 高尾(42F). 15:00-15:30. 休憩. 15:30-17:00. 分科会 II. 高尾(42F) スターライト(43F) ハーモニー(44F). 17:30-19:30. 2. 公式晩餐会. 扇(4F).

(7) 11 月 2 日（水）時間. 会議日程. 会場. 07:30-09:00. 朝食. 錦(4F). 09:15-10:45. 分科会 III. 高尾(42F) スターライト(43F) ハーモニー(44F). 09:45-10:45. 幹事校ミーティング. みずき(4F). 11:00-12:30. 閉会式. 錦(4F). 幹事校会議報告・創設者挨拶 AUPF2016 総括閉会挨拶. 12:30-13:20. 昼食. 13:30. ホテル発－亜細亜大学へ. 14:30-15:30. 小金井公園、江戸東京建物園見学. 扇(4F). 小金井公園江戸東京建物園. 16:00-16:30. キャンパスツアー. 亜細亜大学. 16:30-18:30. 懇親会. 亜細亜大学（ASIA PLAZA）. 19:00. 亜細亜大学発－ホテルへ. 3.

(8) 基調講演〔講演内容テープ起こし〕 Hideki Yonekawa, JASSO Thank you, Professor [Unclear] for your kind introduction. Yonekawa of JASSO.. I am Hideki. It is my greatest honor to be here at the Asian. University Presidents’ Forum 2016.. Let me introduce first my organization. to begin with. JASSO is an independent administrative organization under the Ministry of Education, Culture, Sports, Science and Technology. We call it MEXT. It was set up by the government in 2004 uniting five organizations into one. have three roles.. We. The first role is to provide scholarship loans to many. Japanese students. The second role is to support international students and Japanese students to study abroad and to support Japanese higher education institutes to internationalize themselves. today’s topic.. This second role is related to. The third role is to support Japanese universities providing. opportunities of faculty development and information of cross university issues like education for disabled students, career education including internships and job hunting and so on. This is the agenda of my speech. mobility.”. The first topic is “World trend of student. Difficult to identify but this chart shows the rapid expansion of. international student mobility in the world based on OECD and UNESCO data. In 1975, student population who studied abroad was 0.8 million in the world. It went up to 1.1 million in 1980 and 2.1 million in 2000. reached to 3 million and 2012 with 4.5 million. accelerated speed of student mobility.. After 5 years, it. It shows clearly the. Many countries have their own. numerical targets at this moment to increase inbound and outbound mobility, including US with 600,000 outbound students by 2020, Germany with 350 inbound students by 2020, France with doubling the inbound number by 2025, Korea with 200,000 inbound by 2023 and Japan 300,000 inbound and 112,000 outbound.. Thank you very much.. The second topic is “Trend of student mobility in Japan.”. This graph shows. the number of actual international students studying in Japanese higher. 4.

(9) education institutes from 1983 onward.. The number of international. students reached 141,000 something in 2010.. After big earthquake hit the. eastern Japan early in 2011, the number of international students dropped slightly, and this downward trend was accelerated by the appreciation of the yen until the Abe cabinet started.. This temporal downward trend was. changed to the upward in 2014 and reached to 152,000 in 2015. We have another figure.. This is international student in total including. specialized training colleges, senmon gakkō, and Japanese language schools. This figure shows Japan accepted more than 200,000 students in 2015. Ministry of Education likes this figure than the figure of blue line maybe because the number is bigger. When we break down the total international students in Japan by nationality, this table, China, Vietnam, Nepal, Korea, Taiwan, Indonesia, and Thailand are the top seven countries and regions in this order.. It should be noted that. students from Vietnam and Nepal increased dramatically in these 3 years. In Vietnam’s case, it seems to me that the rapid increase of number of Japanese companies operating in Vietnam is attracting young Vietnam students to Japanese universities while in Nepal the long economic stagnation and many overseas study agencies are pushing youngsters overseas, especially to Japan. This map shows visually inbound mobility in Japan.. As for the outbound. student mobility based on the JASSO data, it increased from 2009 to 2014. This is the total number.. This figure includes all the categories of studying. abroad ranging from this green line less than 1 month to over 1 year. I want to remind you that short-term study abroad category of less than 1 month green line is increasing more sharply than other longer-term study abroad categories – purple line and blue line.. The most popular countries for. Japanese youngsters are US, Canada, Australia, UK, Korea, and China, and it should be noticed that four out of six countries are English-speaking countries. But there is another statistical figure of Japanese students studying overseas with credit acquisition.. This figure is still going down.. MEXT seems not to. like this figure. This map shows visually outbound mobility in Japan.. 5.

(10) The third topic today is “Policies on student mobility and globalization of higher education institute in Japan.”. It is of no doubt that to nurture global. human resources through student mobility is one of the prior policies for Japanese government.. The basic scheme of policy is to enhance student. mobility’s plan for 300,000 international students which was initiated by Prime Minister Yasuo Fukuda in 2008.. It aimed to double the number of. international students to 300,000 by 2020.. As for the target number of the. Japanese students studying abroad was not clear at this time in this scheme but in Japan revitalization strategy in 2013 initiated by the second Shinzo Abe cabinet, it was set to send 120,000 Japanese students to foreign higher education institute by 2020. This revitalization strategy was revised twice in 2015 and 2016. The revised 2016 strategy is focused on lifting up the hiring rate of international students after graduation up to 50%, which is around 30% at this moment.. The government’s intention of this strategy is to get. more high quality labor force from the pool of international students to cope with the shrinking labor force issue in Japan. Series of projects were made based on 300,000 international student plan. They were Global 30 Project, Reinventing Japan, Go Global Japan, and in 2012, we had Tobitate Young Ambassador Program – I will introduce later, and Top Global University Project in 2014. Let me explain briefly each of the projects. enhance. international. competitiveness. of. The idea of G30 Project is to Japanese. higher. education. institutes by attracting excellent international students and supporting universities financially to internationalize themselves. Based on this idea, 13 universities were selected in 2009 and a large scale of financial support started.. Over 30 undergraduate English programs and over 120 graduate. English programs were newly made in G30 universities. This project ended in. March. 2014,. and. this. sheet. shows. ongoing. MEXT. policies. for. internationalization of higher education institutes and fostering human resources in Japan.. It is composed of four parts.. They are reinventing. Japan project from 2011 and Go Global Japan from 2012 and Top Global University Project from 2014.. Besides these new initiatives, Ministry of. Education allocates a budget every year for regular promotion of student exchange through scholarship.. 6.

(11) The first policy of ongoing MEXT policies for internationalization of higher education is Reinventing Japan Project which started in 2011 as I said before. This program is to promote mainly double degree or dual degree programs within Japanese universities and universities overseas with a project period of 5 years.. Reinventing Japan Project has yearly targets.. In 2011, target. was so-called Campus Asia in which students move among Japan, China, and Korea with credit acquisition and credit transfer based on quality assurance of participating universities.. It was renewed this year.. another target – Europe and United States.. The year 2011 had. In 2012, the target shifted to. ASEAN countries for promoting students, student exchange, and in 2013, the target was focused on AIMS program initiated by Seameo Rihed Southeast Asian Ministers of Educational Organization, Regional Center for Higher Education and Development consisted of 7 countries in Southeast Asia and Japan. In 2014, targets were Russia and India with 9 projects selected, and in 2015, Latin America and Caribbean and Turkey were set to be the target countries, and about 11 projects were selected, and in 2016, Campus Asia, I think Minister Yoshimoto in the opening address said it was renewed this year with the new name of Asia and selection process almost finishing but still underway.. The universities selected for these projects to be funded for 5. years and they are expected to create internationalization hubs for the specific area of the world. The second policy is Go Global Japan which started in 2012. This grant aims to encourage Japanese students to study abroad. The selected universities are required to provide intensive language training courses, provision of information. on. studying. abroad. international standards and so on.. and. faculty. development. to. meet. Forty-two universities were selected.. The length of the period is 5 years at the most. The third policy, a new MEXT initiative with strong budgetary support for 10 years, Top Global University Project, started in 2014. Two types were set for this project.. They were A) Top Type and B) Leading Global Type.. In the. selection process, each university was required to set numerical targets, including ratio of foreign teaching staff, ratio of international students, ratio of students with study abroad experiences, university system to promote. 7.

(12) inbound and outbound student mobility, ratio of classes conducted by foreign languages, number of degree courses conducted only by foreign languages, number of foreign officers, assessment of language ability of Japanese students, and so on.. The government expects universities selected to type. A should be within top 100 in the world university ranking.. For type A, 13. universities were selected and for type B, Leading Global, 24 universities were selected. To promote study abroad, MEXT is taking two strategies.. The first strategy. is, the red character, to allocate more budget to double the outgoing students as you see in this sheet, and the second strategy is to set up a new scholarship scheme to encourage Japanese younger students to study abroad. As for the first strategy, Ministry of Education doubled the budget for scholarship for short-term study abroad.. That is from 10,000 in 2013 to. 23,000 in 2016. MEXT also increased the budget for the scholarship for longterm study abroad from 200 students in 2013 to 270 students in 2016. This scholarship is for students studying at masters’ course or doctoral course overseas ranging from 1 to 3 years. MEXT also allocated budget to promote study abroad in high school level which is shown in this sheet, and for the second strategy, MEXT created a new scheme of scholarship called Tobitate Young Ambassador Program.. Tobitate means fly off, and Tobitate Young. Ambassador Program is a very unique, very special program for which Ministry of Education raises fund from private companies and organizations and most of the administrative staff for the logistics for Tobitate are dispatched from MEXT, JASSO, and private companies. MEXT also set up global human resource community with membership corporations and organizations.. Besides the provision of scholarship, the. private sector commits strongly in program planning, selection of students, pre-departure seminars, counseling on site during their stay at the country in the region, internship, and after arrival seminars through this community. In this scheme, the student made their original study abroad plan which should be from 3 months to 2 years in one of the five courses as shown in this sheet. Of these, number 5, the regional development course is different from other four courses. It started 1 year after the four other courses. This course is. 8.

(13) very unique in which prefectures and cities selected by Tobitate headquarter require to raise their own fund locally and Tobitate headquarter provides the same amount of Tobitate matching fund for their local scholarship for the students who are planning to stay and work in the region locally after their graduation.. It should be regarded to be a local promotion effort to open. them up to the world.. In addition to these courses, high school course. started from 2015, and it is gaining popularity now. This Tobitate project is unique because participating students are encouraged to take part in out-ofcampus activities like volunteer work, service learning internship or fieldwork. JASSO is in charge of its operation.. This new type of study abroad scheme. with many leading private Japanese companies and organizations involved is expected to change the culture of study abroad among the Japanese young generation.. Tobitate is trying to encourage inward looking Japanese. youngsters to challenge and to study abroad and change the lukewarm atmosphere of Japanese higher education institutes.. Selection is made two. times a year for five courses for university students from 2014 to 2016 as shown in this sheet, and 1933 students were selected. It is expected 10,000 students will be dispatched outside of Japan by 2020. It is a special program for MEXT and high ranking MEXT officers including Mr. Yoshimoto – he made an opening address today – visit companies and organizations for fundraising and MEXT hosts sendoff parties twice in a year for students with MEXT minister or vice minister presenting inviting patron private companies and organizations. It is a very exceptional treatment for students I think. As I mentioned before, to support inbound and outbound students is one of the three missions of JASSO.. To begin with, JASSO provides information. both for inbound and outbound students on a wide range of matters including scholarships, testing existing academic courses of Japanese universities, cost of living here, job hunting after graduation, and a variety of survey research results which JASSO conducts, and so on. We provide them through various medias like webpage, guidebooks, Facebook, and so on.. We provide. information in more than 15 Japanese education fairs or seminars conducted by JASSO or other organizations in the world. Secondly, JASSO conducts EJU. 9.

(14) - Examination for Japanese University Admission for international students two times a year, which is used by all the national universities and more than half of private universities. Around 50,000 students take this test every year. Thirdly, we provide scholarships for international students studying in Japan and the Japanese students studying abroad. scholarships.. We provide two types of. The first type is MEXT Honors Scholarship for privately. financed international students.. We allocate scholarship based on the. recommendation of Japanese universities. 8503 students in 2015 fiscal year. Exchange Support Program.. We provided this scholarship to. The second type is JASSO Student. We provided scholarship for almost the same. number, 8672 inbound students plus outbound Japanese students of 17,000 plus students in 2015 fiscal year. I think this is in a sense a volume zone of sending students from Japan. As I said before, JASSO conducts the Tobitate Young Ambassador Program with cooperation of Ministry of Education. Besides these roles, we provide housing service for international students and provide funding for follow-up programs for those who already graduated from Japanese universities to come back and study again shortly.. We also fund. for follow-up research guidance by former academic advisors to visit and give research guidance to the former students again as shown in this sheet. Those are most of our roles for study abroad. Those are the photos of Japan Education Fair in the world. Lastly, let me go on to number 5 - New trend of student mobility and the internationalization of higher education. The first factor of the new trend of student mobility is the change of the concept of student mobility itself. Professor Motohisa Kaneko of Tsukuba University pointed out recently in IDE Journal of Higher Education Japan the structural changes taking place in student mobility across border. mobility.. He pointed out there are three types of. They are A) Advanced knowledge type seeking.. B) Degree. seeking type, and C) Program-based study abroad type.. Advanced. knowledge seeking type is the traditional type of study abroad.. In this. category, not only student abroad by first class scientists or artists but also those who wish to study like French food or popular hair cutting could be categorized. Degree seeking type – those are the ones wishing to get. 10.

(15) education career in foreign countries which is regarded compatible or better than the education carrier in their home countries.. Many students from. developing countries move to developed countries to get a degree at a prestigious university.. This type of study abroad is growing in number,. especially after 1990s. C, program-based study abroad type is mainly shortterm study abroad.. The program is integrated in the university program at. home university and students have experience of studying abroad, acquiring credits or conducting necessary research at a foreign university.. There are. variety of subtypes ranging from language programs at the summer school to regular credit course. In some cultural courses, students led by teaching staff visit cultural heritages or schools to have experience and get credits, and Professor Kaneko pointed out that this last type, C, is growing in number recently. Lastly, let me explain the changes of characteristics of student mobility. The first comes the increase of mobility as I pointed out in the beginning. Secondly, besides bilateral exchange programs which used to be a common type of student mobility, multilateral exchange programs and even regional scheme of mobility have been developed.. In Europe, since Erasmus was. made in 1987, the mobility scheme has been evolved through Erasmus Mundus from 2009 to 2013 and Erasmus Plus from 2014 to 2020, encouraging each member country to collaborate to set up subprograms like EMLE (European Master in Law and Economics) or EMSEP (European Masters in Sport and Exercise) among member countries for credit transfer.. In Asia and. the pacific region, UMAP was set up in 1991 to network 29 countries for mobility, though it is still a long way to increase the number of member universities to activate mobility in the region and grow like Erasmus. Southeast Asia, today, we have many guests from Southeast Asia.. In. AIMS,. ASEAN International Mobility for Students was made firstly by Malaysia, Indonesia, and Thailand originally as MIT Pilot Project and evolved to be a full-fledged project, AIMS, shared by many other countries, which has been at the core of Seameo Rihed’s education program and at least 1500 students is planned to be mobilized across the region with a wide range of study fields. Japan too initiated regional student exchange program called “Campus Asia”. 11.

(16) in 2011 being renewed this year which is student mobility program with credit transfer among Japan, China, and Korea as I explained before.. The third. characteristic of the recent student mobility is the double degree and joint degree with quality assurance. This trend may lead to change the quality of the higher education of the countries involved.. Fourthly, some countries. have special programs to accelerate outbound and student mobility such as New Colombo Plan in Australia, Generation Study Abroad in US, and Tobitate Study Abroad Initiative in Japan.. Those initiatives share the same concept. to nurture international-minded students to work in a variety of region across border. I think those initiatives were affected by Erasmus in Europe. Fifthly, with the shift from traditional types of study abroad to program-based study abroad type, a new type of program is highlighted which includes programs with activities like internship experience and mentorship in which organizations and private companies are involved – volunteer work in local communities and specific field works are set, inward [ph] activities out of campus valued in those programs.. This trend is getting impetus with. growing number of international students from developed countries and to make it possible the education players besides host universities such as private companies various types of organizations and study abroad agencies are taking much more roles than before. Sixthly, mobility itself is changing its shape. In these two decades, especially student mobility is changing from individual mobility to institutional mobility which includes offshore campus, training program, transnational education, and so on. Some of those programs are attached with double degree or joint degree scheme, and digital space plays an important role in the programs like MOOCs and Virtual University.. I had a. student in Japan. He got a Ph.D. from one of Alaskan universities through distance education and schooling at Alaska.. Of course, he went to Alaskan. campus when it was needed. In this case, the concept of study abroad does not make much sense. As I pointed out in the beginning part of my speech, the chances of student and researchers to move across border is growing rapidly in recent years. The share of international students in each campus is also increasing. This change of quantity I think will surely lead. 12.

(17) us to change the quality of higher education in the world. Thank you very much. Masatsugu Shimono, IBM Japan Ohayo gozaimasu.. Good morning.. My name is Shimono.. I am a part of. IBM Japan, and one of my colleagues in the past moved to the Asian university, he invited me as a guest speaker today. I had several opportunities to speak in front of people. Usually, the topic is IT like cloud, artificial intelligence but today the discussion is IT industry and the universities and on top of that I have to do it in English, so I expect your warm tolerance because this is the first time to this kind of presentation in front of people. This is my personal profile, but I do not explain the detail but simply saying I grew up in the western part of Japan, and I recommend to you if you have a chance to stop by Kyoto or Nara because it’s a very, very beautiful place. I worked for IBM for 38 years, and at the beginning of this year, I have stepped out from the operational responsibility, and I’m a senior executive advisor of the company, and on top of that, I’m doing two outside jobs, one is part of the venture capital organization of my university, and I’m outside board member of TOTO – do you know TOTO - if you go to the washroom, you can easily find it.. It’s very, very comfortable Japanese unique product.. So, I move to the topics. Today, my presentation comes from two parts.. The first part is I want to. share the trend of IT industry and my company and second part, the relationship or cooperation between my company the university.. So, this is. the structure of my presentation. This is a profile of IBM Japan and IBM Corporation. IBM established around 105 years ago – it is a pretty old company and IBM Japan is established 78 years ago.. So, when you look at the IT industry of today, most of the IT. company is young; Google, Facebook, Apple, but anyway most of them the headquarter is located in Silicon Valley, Bay Area.. IBM is very exception.. We are more than 100 years old company and our headquarter is located in New York state.. 13.

(18) Basically, the size of the business is around 80 to 90 billion, and the company total number of employees are 370,000 people - pretty big people we own. This is the history of 100 years of IBM, and when you look at this - this company is established in 1911 and the founder of this company is Watson but nowadays Watson is the name of our most advanced artificial intelligence computer.. So many people misunderstood Watson is the name of the. computer but Watson is the founder of this company and the first 50 years no description - no event but simply saying IBM stands for “International Business Machines.”. So from the beginning of the establishment of this. company, this company manufactured the machines but the first 50 years probably this is a calculator - it’s a punch machine typewriter - that kind of things, but in 1964, IBM invented first general purpose computer.. So, first. 50 years, we sold calculators and second 50 years we sold computer. This is a very high-level separation of the business, and when we look at the past 50 years, I think we have three big innovations, in other words disruptive innovation. First one as I said, first a computer is developed in 1964 and so this kind of traditional computer occupied the large enterprise and government for 30 or 40 years, but early 1980s - PC is not invented by IBM but IBM did a great contribution to expansion of the PC business and we started to sell the PC in 1981 and PC changed a lot in the industry and the marketplace and workplace.. Internet is originally invented by the US. Defense [ph] Organization but this was commercialized in early 1990s and the Internet is becoming third big disruptive innovation when I look back in history, and based upon the Internet expansion, new technology like AI or cloud or social too, so many new technologies coming in this industry. So, when I look at IBM, as I said before, we have 317,000 people, and we are doing business in more than 175 countries and economies, and I would not explain the detail but what I would like to say when I joined IBM 38 years ago, we had 4-5 basic research organizations. One is New York, one is San Jose, one is Haifa, Israel, and Tokyo. So, basically, our research organization is located in the very limited, 4-5 locations in order to concentrate good talent there, but nowadays, our research is expanded to Beijing, Delhi, Nairobi, and Melbourne. So many locations of South side of the globe. So, simply saying, the computer industry 30 to 40 years ago semiconductor, software engineering that’s the kind of thing was very, very important, but now IBM. 14.

(19) has to cover much wider variety of the topics like environment issues or water. So, this is one change. Number of employees of mature country like Europe, Japan, US is not expanding anymore because based on the progress of telecommunication and the IT, the majority of the programming or controlled managed operation that kind of the thing is now mainly done by India and China.. So, this is global delivery centers.. This is a big change of the. company structure heavily driven by the advance of IT and communication. So, when we looked back to the history of the company, we said we can categorize the management system of the company into the three groups. First, international company and the second is multinational company and the third one is globally integrated company. expanded mainframe. So, before 1970, before we. computer business, this. company. was. heavily. controlled by headquarter, and the headquarter is located in New York. simply saying, command and control is type of this operation.. So. But 1970s to. 1990s, based upon the expansion of the business, we needed to modify our way of doing based upon the nature of the countries or culture.. So, IBM. moved from international company to the multinational companies.. IBM. Japan in 1970s or 1980s we built the research laboratory here - product development center here and we built a big plant - manufacturing organization here. So, IBM Japan was becoming mini IBM. So that was the multinational companies.. So simply saying this is days of autonomy.. So,. each IBM is working independently, but lastly, the coming last 20 years computer business changed a lot so we needed to cover wide variety of skill portfolio. So, each mini IBM cannot compete with the local vendors. So, we converted our structure from the multinational to globally integrated enterprise. So, I joined IBM middle of these days.. In those days, IBM Japan was. independent. So, 99% of conversation is done in Japanese - not necessary to speak in English and no email - no international telephone call.. So, this. company was pretty independent, but past 20 years, we changed the management system a lot.. So, we have to communicate with global. colleagues every day, and all the communication should be done in English. So, frankly speaking, this is very, very hardship because as you may know the Japanese is not good at English, so even at IBM Japan probably 20 years. 15.

(20) ago, 80% or 90% of employees were not good English speaker and listener. But anyway, this is change of the company’s structure, and on top of that, when we moved to the globally integrated enterprise, one of the important things is how to consolidate the process or like a cord, it’s a system. So, we spent a lot of time to consolidate, standardize all the internal back office. So, now, IBM Japan, we have around 20,000 people but we are getting probably more than 2000 headcount [ph] support from Dalian and Shanghai and probably 2000 people working for program development and operation from India, mainly Bangalore.. So, the IBM Japan operation is not done by IBM. Japan employee. It’s a support performed by many pieces of the company. This is the history of IBM - change of the IBM management system and I briefly cover the organizational structure of IBM. Around year 2000, IBM is covered by 4 geographies - North America, Latin America, EMEA (Europe, Middle East and Africa) and Asia Pacific, and IBM Japan is a part of this Asia Pacific region and Asia Pacific headquarter is located in Tokyo, but we decided to move to the different structure.. The reason why nature of those six. regions are quite different and 15 years ago still 50% of the business of IBM in Asia Pacific was in Japan. So, when we operate the day-to-day operation, we spend a lot of time in Japan because productivity is much higher. In other words, for China, China is a big, big economy but we are not good to open up like large market in China and Korea, India, ASEAN and ANZ - Australia and New Zealand those six regions have quite different nature of the business. So, we decided to separate Japan and this is greater China group at that time but now China – Japan, China, and others.. So, we broke down one single. Asia Pacific organization into three groups based upon nature - stable, big market, hyper growth and very heterogeneous different segment of the…This is the current structure of IBM. I move to the technologies.. As I said, when I look back 50 years, we had. three big disruptive innovations in industry.. First one is mainframe computer.. Second PC, and the Internet. So, those three technology changed the driver transformation of the industry in the past 50 years, but as I said, Internet came in use in mid 1990s, and when I look back to mid 2000, we had several different technologies which were based upon the Internet.. For example,. these are the five examples; Cloud, IoT, Mobile, Social, and Security. Those. 16.

(21) five technologies are quite different.. A good example of the Social is. Facebook, but Facebook will not be well used if we do not have a smartphone. If Facebook is only available on the desktop PC, Facebook cannot be like a very good tool to communicate.. So independent - Mobile is independent -. Social is independent - Cloud is independent – IoT Internet of Things have different technologies but those different technologies interoperate and stimulate the big change of the market, and this just coincidentally happened but like Cloud, first year the Cloud was discussed. Cloud was named by Eric Schmidt who is a CEO of Google.. He named network computing as a Cloud. in 2007 and first iPhone came in sales in 2007 - it is 8 years ago, and Facebook, as you may know Facebook was invented by Mark Zuckerberg who is the student of Harvard University. In 2007, Facebook went out from the campus to the commercial users. So, as I said, Internet started late 1990s and Internet evolution generated so many different technologies, and those technologies are interdependent and they are simulating the big change progress of the industry, and nowadays new topics that we are facing with is AI and cognitive businesses. we use cognitive as an explanation of the AI type of solutions.. In IBM,. The reason. why - Artificial Intelligence sounds like we are providing equivalent artificial intelligence by computer, but this is quite different because intelligence – probably I do not have any quantitative number but probably the ratio of human being can understand the mechanization of intelligence is less than 5%.. Purpose of this new technology is how we can get support of the. computer based upon the new technology like deep learning to make some decision making.. So, I want to share a chart and video in order to have a. better understanding. [VIDEO] I am a technological breakthrough. This morning I read over 400 articles on leukemia in less than a second. [Japanese] Thousands of new laws were published yesterday, and I’m up to speed on all of them. I know every detail of every public quarterly report in the last 20 years. I can spot diseases before a patient displays a single symptom.. 17.

(22) I can understand euphemisms, idiosyncrasies, and complex metaphors. I can tell what’s going to sell out before it ever trends online. I can forecast the weather in over 2.0 billion locations at the same time. I can grow with you. I can coach you. Enrich you. Enlighten you. And I’m just getting warmed up. Hello, my name is Watson.. Together we can outthink the limits of what’s. possible. Welcome to the Cognitive Era. Masatsugu Shimono If I define what is cognitive computing, we have two aspects. One is in old technology, before we had like cognitive computing. manipulated structured data.. We mainly used. Very good example of the structured data is. Excel – column and row and fixed lengths of the record, but this is a typical target data that we can be manipulate in the past, but nowadays the computer can manipulate all the unstructured data – voice, video, and whatever, so noise or streaming data. So, computer can handle any type of data.. So, this is a big difference compared to the past.. The second -. traditional computing system can handle vast number of data and precise processing by programming done by human beings.. So, computer is very. precise first but heavily depends on the predefined programming stories. Nowadays, the computer can understand what the problem is and they can find out what was wrong based over the parameters or internal logics and they will run and they will modify.. When we look at the internal circuit or. hardware software, very similar but the philosophy of the system is quite different. So, this is cognitive based on the difference of cognitive computing. So in Japan - I’m sorry this is in Japanese but this is a copy of Japanese article. This is insurance company - biggest insurance company in Japan. to pay.. The insurance policy is very, very complicated.. They have. The person who. investigates the application of the payment, it requires very, very high skills but this is now done by Watson.. You know the connected vehicle – all the. vehicles are now gradually connected into the Internet, and they will analyze. 18.

(23) the move of the car - that’s Big Data. This kind of analysis is done by Watson. This is call center of bank.. This is supported by Watson.. But most. significant achievement is - I’m sorry, I do not know the English of this disease [Japanese] leukemia.. So, Watson finds out this disease and best treatment. based upon huge data processing.. Watson is very, very good system but. much more importance is knowledge.. Fortunately, the US several cancer. organizations have already developed that kind of knowledge base. This is done by Tokyo University, so the medical person can handle all the program in English.. So, one patient saved based upon on huge contribution of. artificial intelligence.. So, knowledge is based upon the languages.. So, if. you want to talk about a disease, language should be in Japanese if average Japanese people will work with artificial intelligence.. So, this will be. gradually done - not overnight but this is really true the computer can move to the different dimension of collaboration with the human being. So very simple example of North Face – North Face is a very famous outdoor goods manufacturer and he’s the CEO of North Face. [VIDEO] Todd Spaletto, president of the North Face. We are working on the prototype to match customers to gear. Watson’s give it a try.. Say it’s mid-June and I’m backpacking in Yosemite.. Of our 353 jackets, I can recommend 9. Watson, what if it rains? There is just a 3% chance of rain, so I recommend the breathable Stretch Fleece Fuseform Dolomiti jacket. A perfect choice, Watson.. No wonder our customer loyalty numbers keep. climbing. I believe we can do even better. I like the way you think. Masatsugu Shimono Thank you very much.. So, this is the first part – the introduction of the. company and several advance topics of the IT. I want to move to the next topic - university and my company.. 19.

(24) These are the six photographs that demonstrate the activity of the company. This is probably – a research member is doing a lecture at the university. This is a programming contest at Tsukuba University, and we provide support to have programming contest of college students. And third one – this is a technical boost of hiring, and this is IBM facility so many campus students visit our facility to experience the advanced technologies. So, when we look back to the history of this company, we have 70 years history of the collaboration of the IBM and university.. Before 70 years ago,. we did not have any research organization in the company and the first research organization established inside the university. So, IBM established research organization at Columbia University which is located in downtown New York, and this was first research organization that IBM built in the past. And past 70 years, we have several collaborations like award or collaboration or research work together, I do not explain but we still have so many activities around the world. These are four good examples. Unfortunately, only one is Asian topic. The first one is Project Green Horizon.. This is a collaboration of IBM China and. government and North China energy.. It’s electric power university which is. located in Beijing and probably many Chinese attendance here so you know better than me, but one of the key issues that human beings have to solve is environmental issue and energy issue, especially in China. So, IBM is doing this…one of my friends, one of my mentees – I was doing several mentoring programs, and one of the mentees who joined IBM China is a part of this program. So, I have monthly telephone call to encourage him to contribute to the company through this project.. And second one, this is a Japanese. female, Asakawa-san [ph]. She is IBM fellow. IBM fellow is very, very high grade, but she is visually impaired - blind and she is a part of IBM Japan but she is now staying at CMU (Carnegie Mellon University) to develop the new technology to support visually impaired persons. So, this is another example. And third one, this is water – sustainable water resource management. UConn is probably the University of Connecticut, but this university is working with Addis Ababa [Unclear] this is a city of Ethiopia, and the local government and IBM and university are working together how to improve the water. 20.

(25) resource problem. Water resource is another big topic that we have to solve in coming 20 or 30 years. In Japan, we have very, very good water system, but we are facing a tremendous problem of talented people.. Most of the. talented people will disappear within 20 years, and water system is covered by local government in Japan, and the local government does not have enough money to maintain. So, we have a very nice water system, but when I look at the future, we have a tremendous problem. The last one is distribute and forward trend computing.. This is a pretty. technical issue, and this is mainly done by RPI. This is very famous technical college in New York.. This is a kind of collaboration of IBM and academia.. IBM Japan has several unique programs to support the universities.. First. one is annual meeting of university’s president. We invite all the university presidents to our facility once a year and two days and we started this in 1983. So, this is 34 years long history. Do you know how many universities and colleges exist in Japan?. My. colleagues told me that 100 national and 100 public and 600 private.. So,. roughly speaking 800 universities exist in this country, and when you look at this, 200 universities and 1500 participants join.. I am not saying that 200. universities joined this conference at the same time, but when I look back 34 years, 200 universities and 1500 participants participated.. So, the Asian. universities, when I look back the past 20 years, Ogawa-san [ph], Ikejimasan [ph], Eto-san [ph], many deans participated in this program.. So, I. expect Kurita-san [ph] will join next year, and I suppose several Japanese colleges and universities participate in this session as well. So, I expect your dean or president will participate in these programs. Another IBM Japan unique program is “Blue Hub.”. One of the problems of. this country is we do not have enough number of company – startup companies.. When we look at the US, the stimulation of the economy is. mainly driven by new companies, but in Japan, the old company is still keeping a big footprint in this. So, the innovation or change of the society is very, very slow.. This is another problem.. So, IBM decided to support. startup, because startup they have an idea. performed by college student or college graduate.. Usually, the startup is They have good idea.. 21.

(26) They have technology, but they do not have money, they do not have office, they do not have any IT support systems. to support that kind of new economies.. So, we provide several services I explained about IT industry 30. minutes ago, and Google – Google was invented by two very brilliant, bright students of the Stanford University. So many, many new key players in the US – when we look at market cap, biggest company in the world is Apple, second is Google. Google is now named by alphabet but alphabet is Google. So alphabet number 2.. Microsoft, Facebook, Amazon – majority of these. companies are invented by new, younger generations. So, if we do not have appropriate rotation of the company, economy will not grow.. We are old. company, but in order to inject energy to the society, support of those companies is very, very important. So businesses, inbound travel, medical, VR stands for virtual reality, fashion and healthcare – that kind of new startup is supported by this program. I move to the expectation of IBM from the students.. This is not IBM. statement. This is very general statement, but when we look at a newcomer to IBM, we are always looking at two aspects.. First one is very horizontal. interpersonal capabilities, and on top of that, we expect he or she on some specialty, subject matter expertise. This is a vertical. This is a combination of horizontal type of competency or skill and some specific subject matter expertise. This is expectation of the company. So, I want to talk about this horizontal part first. interpersonal skills. skill.. These are the top 10. Probably, my English capability is correct – this is not a. This is a kind of competency. Skill is much more knowledge based –. that’s my impression.. These are top 10 interpersonal competencies, and this. is developed by The Future of Jobs Report World Economic Forum Annual Meeting 2016, so this is a pretty new one. The first one is complex problem solving.. This is 2015 and this is 2020 and complex problem solving is the. same. This is top one. I am too old to touch with the younger person in the office, but when I was young, the new IBM employee was very good to do something which was given by his manager or her manager.. So good. performer based upon the direction of his or her manager. This is probably common across Japan societies, but mostly important thing is sometimes the manager cannot give the detailed direction to his team.. 22. So, the old.

(27) employees have to have some capability to solve the problem which is ambiguous at the beginning.. Initially, the problem happened but it’s like. phenomena, it’s not detailed description but people can find out several uncomfortable phenomena, and we will develop some hypothetical questions - what’s a common part and finally we identify the problem.. That kind of. structured approach to the problem is very, very important skill or competency of the people who work for the company. This kind of complex problem solving is very, very critical part that we expect, and the biggest problem is very difficult to find out how to educate. If this is English, we can easily write down how to develop English capability but complex problem solving is not easy one to educate, and I do not explain the order of competencies but please share this one when we develop your idea how to improve your talent. Cognitive flexibility. what this means.. This is top 10 competency of year 2020 but I don’t know This is emotional intelligence.. Do you understand what. this means? I do not understand as well, but anyway, this is described by a big education forum. These are the horizontal skills, and I move to the vertical subject matter expertise, and this is developed by CIO magazine which is one of the most famous IT related. changed a lot.. These are top 10 job roles.. As I said, this industry. When we look back 20 years ago, project manager and. business analyst, those jobs already existed, but nowadays UI – UI stands for user interface and UX stands for user experience.. So, user interface or. user experience designer is very, very important and full stack web and product developer.. Probably 20 years ago we called this is a programmer. but now the web developer is very important job. skill is a very, very quick hit for IBM job market.. So, this kind of specific So, this kind of new. technology we expect the good, young student can acquire. What I would like to say is IBM is very old company, more than 100 years old, but IBM is changing because IBM moved from the mainframe to PC to Internet to Watson or whatever. We need new IBMer for new IBM. I’m old IBMer so I stepped out, but we need IBMers and new way of thinking and we are really international and network is key and certification of the skill or professional. 23.

(28) skill is part of this company, and we have so many learning and knowledge education programs, and we are doing academic initiative to help more than 3300 institutions with 9000 faculties and 100,000 students are participating. Frankly, due to limited budget, we cannot directly support the universities so much, but we are providing so many services through the Internet and the educators and the students can fully utilize those programs.. For example,. this is educator’s guide which is covered by Internet Services page.. So, I. cannot read - wait a minute. First one is Case Management and second is Cloud and Big Data Educator Guide, Cognitive, DevOps services.. DevOps is kind of agile development. technology of programming systems, and Enterprise Computing, but anyway this kind of guide for educators and students are provided.. So, I really. appreciate – you are free to utilize those kinds of programs. We could have several awards as a part of our IBM employment activities and most of them is the US but this is IBM Singapore - IBM Singapore Tripartite Committee on work-life strategy, work-life excellence award. Australia is not a part of this conference. This is IBM India. activity across Asia.. So, we are doing this kind of. So, I really appreciate your consideration how your. university can work with us. I am going to skip this one. This is the end of the presentation.. I really appreciate your positive. attendance, and I expect my explanation will stimulate your conversation for coming 3 days and on top of that if each IBM organization locally can have a good collaboration with each of you throughout Asia. Thank you very much and have a nice conference.. 米川英樹氏. 24. 下野雅承氏.

(29) 分科会報告／発表要旨 ◆分科会 I ２０１６年１１月１日（火）分科会セッション I. 13:30〜15:00 担当：池田明子マレーシアペルリス大学のザヒッドジャマル女史の発表は、大学全体の運営に関わる内容で、教員、スタッフの役割をどのように明確にして各自のキャリアパスを作っていくか、またどのように適切に評価されるべきかに関してペルリス大学における取り組みを紹介したものであった。具体的に述べると、従来行ってきたやり方から少し変更し、教員・スタッフに対し４つの側面：教育、研究、現場での技術と知識（practitioner skill and knowledge）組織でのリーダーシップ（institutional leadership）への貢献を求め、評価に反映させることにしたという。研究業績が大学のランク付けに大きく関わってくることから、業績を重視することに重点を置く傾向が強い中、この取り組み方は、全ての分野が研究論文の数によってのみ成果が測れるわけではないのだから、大学における様々な人材をもっと有効に活用すべきであり、またより適切に評価すべきであるという考えのもとに始められたものであるという。大学としてどの側面にどれくらいの割合で人材を配置するか、などなど具体的な取り組みを紹介する内容であり興味深いものであった。次のパンパシフィック大学、パディラ氏の発表は、フィリピンの教育改革に伴う大学としての取り組みについて紹介したものだった。フィリピンでは２０１６年、１０年だった義務教育が諸外国と同等１２年に引き上げられて制定された。この改革によって大学は大きな影響を受けたという。まずは新入生の激減である。その厳しい状況に対し、当大学では大学入学前の段階でコースを提供し対応し始めているという。この K-12 改革（Kindergarten:幼稚園＋義務教育１２年）に対処すべく、教員、スタッフ、大学全ての面で新たな改革が求められているという。フィリピンの教育事情をよく理解している出席者が少なかったせいか質問は出なかったが、学生数の獲得はどの国にも共通する課題であり、興味深い内容の発表だった。最後の発表者のペンバングナン大学タフィク氏の発表は、大学に入っても自分の将来の仕事の専門性を見極めることができない多数の学生の存在をふまえ、初等、中等教育の段階から大学関係者が何らかの形でキャリア形成教育に関わることはできないか、という内容のものだった。当大学では大学での専門分野の授業がどういうものか、実際に初等・中等教育機関へ赴き紹介する、あるいは学生を大学に招き授業を受けてもらい、大学での専門科目の勉強がどういうものか理解を深めてもらう活動をしているという。以上の発表内容をみると、各国特有の事情も含まれているが、同時に大学一般に共通するという課題も取り上げられており、大変興味深かった。このように、各国の実情を直接紹介. 25.

(30) を受けることは、その国が当面する議題が身近に感じられ大変有意義だったと思う。ただ、この分科会の参加者が少なく、質問もほとんどなく、また私自身の各国の教育事情についての勉強不足から、質疑応答をもっと活発なものにできなかったことが改めて悔やまれる次第である。. Bridging Asian Higher Education to the World Jekuk Chang, President Dongseo University Professor Chang began his presentation with a few thoughts on the importance of and wider implications of the concept of bridges. The word ‘bridge’ seems to apply not only to physical structures, and when we consider other applications of the term, it appears very relevant to our current era. For instance, bridges share many similarities with interfaces. The internet is an interface that now connects billions of users worldwide. Also, foreign languages are interfaces that help us connect with people from other cultures. Also, universities are a type of interface or bridge connecting students with society. To fulfill their role as bridges, universities need strong foundations, and these should be based on an understanding of the changes affecting society in general and higher education in particular. Three features are especially important regarding higher education. First it is important to realize this is an era of constant innovation. Standing still can lead to failure. In order to succeed in this era, we must always strive to achieve our full potential. The failure of Blockbuster and recent dominance of Netflix was given as one example, and another illustration referred to the way Android and iOS platforms have taken over from the now all but obsolete BlackBerry. In an era of constant innovation, no company is “too big to fail.” These lessons apply to universities as well. Like companies, universities need to be open-minded to change. Professors should be inspired to put their students’ needs first and to update their curriculums regularly. One example was blended learning. At Dongseo, they have a program called “O2O,” which stands for “online-to-offline.” The main idea is that before coming to class, students watch an online lecture recorded by their professor. This frees up. 26.

(31) the class times for more involved discussions and project-based learning. An example was given of another innovative approach at Olin College of Engineering in Boston which runs a program where industries support classes at the university and work together with teams of students. This system is called “Class Selling” since the students actually sell their creative ideas to the supporting companies. Second is the idea of sharing. The success of companies like Uber and Airbnb was given as an example of traditional systems and new technologies competing with each other. Traditional systems are trying to keep up with the technological changes and emerging ideas, but this is proving difficult. Now is a time when existing items are being used in new ways based on expanded connectivity. Again, the idea of sharing applies to higher education. Specifically, universities no longer have to be competitive in every area. Some aspects can be outsourced. A university should not have to offer every class in its curriculums. Of course, the university needs to oversee and approve its curriculum designs, but it can select other universities to provide certain courses. It’s totally feasible to realize a curriculum “Designed by university A, and taught in part by university B.” In fact, Dongseo has recently partnered with another renowned university in its area to realize this objective. The idea of creating an “Assembly university” can bring great benefits by capitalizing on comparative advantages. Another way the era of sharing is affecting higher education is through Massive Open Online Courses, or MOOCs for short. Last August, Dongseo launched a system called Global Access Asia (GAA) in association with the Asian University Presidents Forum. Unlike most MOOCs, GAA allows for credit sharing between the participating universities. There are now over 50 member universities and the system is going to continue expanding. Third is the idea that wisdom outweighs knowledge. Information is easily accessible, so what matters most now is right brain thinking. As is well understood, the right hemisphere of the brain controls the ability to think of new ideas, display artistic senses, and express emotions. Conversely, the left side. of. the. brain. is. responsible. for. reasoning,. remembering,. and. implementing plans. Until recently, there has been a predominant emphasis. 27.

(32) in universities on the left brain. We see this when we look at academic testing. Most exams are primarily designed to test memorization, which is the work of the left brain. However, the importance of this ability is diminishing. Now we can use the Internet to acquire information. Rather than trying to remember facts, we need to develop our right brain capabilities. To prepare students for today’s world universities need to stop focusing only on the left brain. One step being taken at Dongseo University involves making Design courses mandatory for all students, regardless of their major. This allows students to do hands on work with various materials and complete special projects. These activities stimulate the right brain. They also foster creativity. In summary, with constant innovation, sharing and wisdom, a university can lay the foundations of a great bridge that will help it to stand strong in a rapidly changing world. However, if any of these features are lacking, the university is likely to face difficulties. For example, without constant innovation, universities run the risk of becoming obsolete; without sharing, they miss out on advantages available in other locations; and without wisdom, they cannot prepare students for the dynamic world of tomorrow. Universities must strive to lay solid foundations so that they fruitfully continue to connect students with society. This requires paying special attention to current trends and making suitable adjustments within an era of rapid change. On Internationalization of Higher Education: A Perspective from ECNU Professor Liyi Dai shared her ideas about international collaboration in higher education based on what East China Normal University has done. Her speech consisted of three parts: 1. Internationalization of higher education in China; 2. Internationalization in the ECNU; 3. Views on internationalization of high education. 1. Internationalization of Higher Education in China; 1.1 Growth of higher education in China Higher education in China has achieved tremendous growth in both. quantity and quality in recent years: the number of higher education institutions has reached 2824; the gross enrollment rate has reached 37.5%;. 28.

(33) the number of students attending higher education has reached 35,590,000 ranking first in the world. At the same time, the research capacity of Chinese universities is also gradually improving. For example, according to the Nature Index recently released, China ranked number 2 in the world in terms of the number of papers published on 68 most influential journals in natural science. China’s fast-developing higher education is also faced with many challenges, one of which is how to further improve the quality of both education and research through international collaborations. 1.2 progress in internationalization of higher education in China Currently, China has the largest number of students studying abroad, (520,000 in 2015) and maintains a double-digit growth every year. There are almost 2,000 joint institutions and programs in China, among which the majority are programs of undergraduate level or above. 2. Internationalization in East China Normal University Shanghai’s East China Normal University is one of the major. research universities of China. Internationalization through international exchange and collaboration has been one of their strategies of development. 2.1 Internationalization of faculty members Supported by China Scholarship Council（CSC）, most junior faculty have over one year overseas experience. ECNU has trained more than 700 Chinese—teaching volunteers and over 400 local Chinese Language teachers for Asian countries in recent years. Meanwhile, ECNU is sending more and more students to universities in Asian countries like Japan, Singapore, Vietnam and Thailand. 2.2 Internationalization of degree programs A number of joint programs have been developed, including 2+2, 3+1, 4+2 and double degree programs. Due to these programs, 23% of their students study abroad. There were 6,000 international students in 2015 including over 1,000 exchange students mainly from North America，Korea， France and Japan. Because of this, they have been developing a number of English taught courses.. 29.

(34) 2.3 Internationalization of institutes Successful and influential international collaborations include: ENS (Ecole Normal Superieure) Group in France and ECNU join their efforts in establishing a Joint Graduate School. ECNU also cooperates with New York University in the US to found Shanghai NYU and they co-establish a number of joint research laboratories. Through working with EM Lyon Business School of France, they co-founded Asia Europe Business School, and also coestablished a Joint Translational Science & Technology Research Institute with the University of Haifa in Israel. ECNU’s network for joint research platforms also include worldwide prestigious universities such as Cornell University, Humboldt University of Berlin, UBC and University of Tsukuba and so on. 3. Views on internationalization of high education So far China has sent a large number of students to study in foreign. countries, but has attracted a relatively small number of foreign students to earn degrees in Chinese Universities. These are suggestions to improve internationalization in this area: 3.1 More efforts in mutual recognition of credits Cooperation with foreign counterpart, involves the problem of the mutual recognition of credits. Different universities have different curriculums, but there should be some courses that both Chinese Universities and foreign universities can share. Universities should be liberal and efficient in reviewing proposed cooperative programs. 3.2 More good quality all-English courses. Chinese universities should open more All-English courses for foreign students who intend to earn degrees. ECNU, has concentrated on this, and has achieved a rapid growth in foreign degree earners. An example is the AllEnglish Master program titled Contemporary Chinese Studies (CCS). This is a two-year. international. master. program. that. provides. students. with. theoretical toolkits, practical knowledge and analytical capacity of Chinese politics, economics and diplomacy. In 2016 20 students from 12 countries were enrolled, the majority of whom came from Russia, and in 2016 another 18 from 16 countries have started their study at ECNU. Besides, ECNU has. 30.

(35) also developed All-English Master programs in the fields of Politics, Chinese Philosophy, Statistics, Anthropology and Applied Mathematics. 3.3 More friendly culture to overseas students Foreign students in Chinese universities have to face many problems, one of which is the cultural environments, including administrative culture environment, campus culture, and cultures related to their life. The administrative bodies of universities and institutes should make efforts to construct and develop a friendly culture environment that can make overseas’ students study and live happily.. ◆分科会 II １１月１日高尾の間セッション II (15:30—17 :00) 担当：Mikio Brooks Summary of Forum Parallel Session II and Round-Table Discussion Nov. 1st, (15:30—17:00) Three wonderful presenters, each with slightly varied perspectives gave. individual talks. focusing. on the. forum. theme. of: Innovative. Collaboration in Higher Education within Asia. The first speaker was Dr. Pornchai Mongkhonvanit of Siam University, Thailand who shared the efforts of how his institution implemented and managed industry-based cooperative education projects as part of student learning. These projects were highlighted to exemplify the positive attributes of how they helped to promote Siam University’s three pillars of Employability, Diversity, and Sustainability and simultaneously, benefited the students involved by providing them opportunities to gain valuable experience and apply their knowledge in practical situations. A question and answer session ensued the presentation focusing on specifics of the programs and how these efforts have been officially recognized by the Thai Ministry of Education. The second speaker was Mr. Muhammad Sabur Khan, of Daffodil International University, Bangladesh. His presentation showcased the efforts of his institution in how it incorporated new instructional and outreach technologies that were available and were taking the initiative to fit innovative. 31.

(36) collaboration in higer education through the means of outcome-based teaching learning, industry-academia alliances, and more specifically the business incubation model. A subsequent question and answer session concentrated on the significance of the English language within the framework of Daffodil International University’s educational programs. The third and final speaker was Dr. Panadda Unyapho of Bangkok University, Thailand who presented on the potentiality of utilizing education diplomacy to bridge global diversity in Higher Education in Asia and beyond. Dr. Unyapho introduced a working definition of educational diplomacy and explained how human rights principles could be used to advance education as a catalyst for human development. Simultaneously, she highlighted Bangkok University’s experiences as a case study to examine the issue of internationalization in higher education. During the presentation, Dr. Unyapho focused on the three skills and dispositions of Reflection, Intellectual Flexibility, and Appreciative Inquiry as means to build a foundation for collaborative efforts among higher education institutions within Asia. Following the presentation, a discussion between the speaker and audience brought forth ideas relating to “critical consciousness” and the promise of educational diplomacy in providing alternative possibilities and perspectives for future collaboration amongst Asian Higher Education institutions.. 2016 年 11 月 1 日（火）分科会セッション II 15:30～17:00. 担当：藤村希. 本分科会最初の発表は、サザン・ユニヴァーシティ・バングラデシュのサルワル・ジャハン氏とイシュラト・ジャハン氏によるもので、バングラデシュの高等教育機関においてグローバルな多様性の達成にどのような要因が影響するのかを調査したものであった。両氏によると、同国の高等教育機関には財政・設備・資源などさまざまな面で弱点があり、調査はその改善のためのヒントを示すことを目的としていた。両氏は大学関係者へのインタヴューをもとに、特に影響の大きな要因として、学習環境・国際協力・教育の質と標準化・ジェンダーへの配慮など、多岐にわたる項目を抽出し、なかでも最重要のものであるという学習環境の要因には、学習におけるデジタル・テクノロジーの活用、ニーズに基づくカリキュラムの作成、健全な学習環境を阻害するものとなる政治・財政の問題などの項目が含まれると指摘した。その上で、国際協力をしつつ人的資源・改革・調査研究への投資を維持していくことが重要であるとの主張がなされた。. 32.

(37) 二番目の発表者、中国延辺大学科学技術学院のジェイムズ・チン＝キュン・キム氏は、アメリカ国籍をもち朝鮮民主主義人民共和国の平壌科学技術大学でも教育活動を行う国際的な経歴を背景に、ＥＵにおけるエラスムス・ムンドゥス・プロジェクトのような教育による国際交流がアジア諸国においても達成されるべきであると主張した。知識を共有し互いの文化を認め合い、ともに平和と繁栄を達成するためには、「違っている」ということが「間違っている」ということと同義ではないことを学生に教え、互いの差異と他者の考えに関心をもつよう指導することが重要であるとし、教育の果たす役割を強調する発表であった。本分科会は、出席者が少なくフロアからの質問があまり出なかったのが残念であったが、両発表とも日本を含め他国にも参考となる興味深い内容であった。. アジア学長会議. AUPF. 分科会報告. （文責）都市創造学部教授. 岡村久和. ラウンドテーブル実施概要テーマ. Table Collaboration for Career Development. 全体主旨. キャリア育成の国を越えた協力を亜細亜大学から提唱し議論する. 開催日時. 11 月 1 日 15:30-17:00. 京王プラザ 44 階 HARMONY. プロジェクトメンバー国際関係学部. 講師. 荒井将志. 国際関係学部多文化コミュニケーション学科准教授. 大塚直樹. 都市創造学部都市創造学科. 教授. 岡村久和. 国際関係学部国際関係学科. 特任教授九門大士. 国際関係学部多文化コミュニケーション学科講師. 小張順弘. 経済学部経済学科. 水野明日香. 准教授. 参加者 AUAP 約 15 名フィリピンインドネシア韓国中国オーストラリア日本など実施概要モデレーター岡村久和・キャリア育成の、国を越えた協力による支援. 岡村久和. ・キャリア教育における“Being”の重要性–日中“Being”キャリア研修より. 九門大士. ・亜細亜大学での「多文化フィールドスタディー」の概要. 小張順弘. 33.

(38) ・協働の提案を引き出しながら議論. 全員. ・会の結果として宣言をまとめ本会議に報告. 全員. 討議内容サマリーまずキャリアとは何なのかを議論した。各国各大学で微妙にキャリアにおける課題やゴールが違っていたが、日本などが目指すキャリアには、知識や経験の向上の要素が大きく含まれる。フィリピン、インドネシアなどではまず人間として清く正しく生きている姿がイメージとして挙げられた。キャリア育成における双方の考え方は、人間としての向上と、正しい姿と二つの重要な生き方と考えられるとした。ラウンドテーブルの結論として、ラウンドテーブル宣言-キャリアデベロップメントへの協業を採択し結論とした。. ラウンドテーブルのパンフレットこれは当日配ったパンフレットである。このラウンドテーブルは、自由参加型として、事前登録なしに参加できるように設定した。参加者は、多くの日本国内の大学、フィリピン、インドネシア他各国のメンバーであったが、日本の大学教員にもオーストラリア、韓国国籍のメンバーもおり、日本の立場と母国の立場の違いで意見を出すなど、様々な観点で良い議論を引き出せた。会議のテーマをキャリア開発の為の協働とした。国境や、海を越えて輝かしい未来を持った学生のさらなるキャリアに向けて協業していこうと明記されている。これは単にキャリアアップを考えるのでは無く、大学間の広域連携をもってさらにキャリア向上に貢献できないかと言う思いが込められている。. 34.

(39) キャリア育成の、国を越えた協力による支援このチャートでは. キャリア向上の方向とその推進力を示している。. 岡村久和ある一定のキャリ. アを持っている状態をゼロとすると、その上にある状態、このチャートでは青くかかれたエリアでは、その向上とゴールを目指す事になる。そのときには必ず中間ゴールすなわちマイルストーンが現れてくる。. 一方、ゼロより下の状態、このチャートでは赤くかかれた状態では、課題や問題としてそのゴールに阻害要因すなわち Issue が生まれてくる。しかし、マイルストーンも、課題も向かうゴールの方向は同じだと言える。さらに、それら双方の向上を支えるのは、周りの人間の力である事を示している。このゼロより上か下かの議論は、国の違いが影響するわけではない。一人の学生であっても、その心の中には課題も、さらなる向上心は併せ持たれているのである。つまり、それらをすべてのフェーズで支え、押し上げて行く意識こそがキャリアデベロップメントの本質であると考える。これまで、各国各大学独自に、この向上を押し上げて行く支援を行ってきたと思うが、AUPF を機に、是非国境や海を越えた、大学や教員同士の協業により、この押し上げる力を強くして行こうと考える。今回の AUPF ラウンドテーブルでは、ここに焦点を当てて議論を進めた。. 35.