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The Global Education InitiativeThe Global Education Initiativeby the University of Tokyoby the University of Tokyo

Fostering young leaders at the University of Tokyo

Prof.Teruo Fujii, President, The University of Tokyo

【2021 GLP-GEfIL online Entrance Ceremony and Orientation】

The recent global COVID-19 pandemic triggered major changes in social and economic conditions and their premises, where the importance of the role of universities is increasing. I hope everyone studying at the University of Tokyo will grow into a leader who plays a creative role in addressing the major issues confronting all humanity in various fields at home or abroad. Leaders tackling global challenges need to have not just a high level of expertise and excellent leadership skills, but also a deep understanding of diversity and inclusion in order to realize a world where no one is left behind while cooperating closely with people holding different values. Outstanding leadership, furthermore, requires us to cultivate the practical ability to apply what we have learned to solving actual social issues, and the commitment to life-long learning to become responsive to rapidly changing skill requirements. To foster these competences in students, the University of Tokyo operates this Global Leadership Program (GLP) with the strong support from and collaboration with various industries. I hope that many of our students will join this challenging program, aspiring to shoulder roles of important responsibility on a global stage.

GLP-GEfIL

❶ Extensive global network of UTokyo researchers;❷ International exchange with scholars and students of top-class universities around the world as well as collaboration with entrepreneurs and experts of international institutions;❸ Generous financial support for GEfIL Abroad Program by sponsoring companies;❹ Certificate of GLP-GEfIL Completion issued by UTokyo

The Global Leadership Program (GLP) is a special, university-wide undergraduate program launched by the University of Tokyo in April 2014. Its senior division (Year 3 & Year 4) is called Global Education for Innovation and Leadership (GEfIL) and is taught entirely in English. The innovative, transdisciplinary GEfIL curriculum is designed to equip talented UTokyo students with the global competence and skills necessary to act effectively as creative, knowledgeable, and responsible players, and “change-makers” on the global stage.

The main aims of GLP-GEfIL are: to enhance students’ communicative and academic language skills in English; to deepen contextual understanding of a wide range of regional and global issues; to raise students’ inter-cultural awareness and competence; and to foster practical and teamwork skills in tackling real-world problems through independent research projects and issue-based interactive workshops.

By the time of completion, GLP-GEfIL graduates will have acquired a high level of specialized knowledge in their major, as well as sophisticated global competences and well-rounded leadership skills that should place them in an excellent position to pursue a career in international organizations and globally operating companies. Furthermore, GLP-GEfIL graduates will be exceptionally well-placed to embark on postgraduate research at UTokyo or top universities abroad.

Through the lecture of Independent Research Project PHASE1, which is the initial course of GLP-GEfIL program, the students are expected to achieve innovative design thinking methods and effective leadership with global perspectives. One of the characteristics of GEfIL program is its activeness. The students not just listen to the lectures but also actively learn from them with Q&A sessions, group discussions and Slack app. The research project is especially active, because each group of students works together as an independent team. Our team, for instance, has been trying to support foreign workers and trainees in nursing care in Japan, trying to establish morally rightful working conditions for them. Based on specific aspects of SDGs and some practice in the previous lectures, we discussed our interests, decided research themes, scrutinized the current problems and their causes, and considered potential solutions.Another characteristic of GEfIL program is the sincere support by its professors and TAs. Even though the students engage in their research project basically on their own initiative, the mentors always give advice and feedback to the students when they need help. In this way, the students can gain experience of individual team projects, which is exactly what GEfIL encourages its students to learn.

【2019 GEfIL Independent Research Project PHASE1 - on campus lecture】

【GEfIL Independent Research Project PHASE1 ‒ online lecture】

From Left: Seiki NAITO (Year 3, Faculty of Law), Jun MATANO (Year 3, Faculty of Law), Yusuke KUMAKI (Year 3, Faculty of Economics), Tomoka NAKAZATO (Year 3, Faculty of Arts and Science) , Yuta SUZUKI (Year 3, Faculty of LAW)

PHASE1 Voice of GEfIL Students

GEfIL Program DirectorProf Nanyan GUO

Graduate School of EngineeringAssociate ProfShunsaku KOMATSUZAKI

Graduate School ofInterdisciplinary InformationStudies Prof Yuko ITATSU

Institute of Industrial ScienceAssociate Prof Pavel HEJCIK

In PHASE 1, students will experience, through teamwork, the research process of dealing with a “real” global issue. They will participate in intensive workshops and learn how to develop and execute a research plan, conduct research with a transdisciplinary approach, and effectively present their findings to an audience of internal and external experts - all of this, of course, in English. Regular lectures by international guest speakers and the GLP teachers offer insights into the chosen global issues and guidance for research methodologies and practical skills.

The topic chosen for the PHASE 1 research project reflects GEfIL students’ interests as well as the complexity of present-day global problems. Finding solutions to complex global issues requires a wide range of expertise, so teams are made up of students from different majors and backgrounds, contributing their individual knowledge and abilities to the team’s research project.

PHASE 1 is supervised by GLP Mentors

※The above will be on offer in autumn 2021.

Global Economy & ManagementGraduate School of EconomicsProf Junjiro SHINTAKU

Voice of GEfIL Students

In the Peace Building thematic field, a participant writes a 6000-word paper on a certain research topic. While most of the other fields mainly require group works, this feild is unique in that each participant can acquire his or her individual academic composition by the end of the course. In the first class, we watch a documentary film that depicts the miserable condition of a region of conflict; there we are required to get out of our superficial and merely speculative understanding of what peace building is like. In the following classes, Prof. Fujiwara delivers a series of lectures on peace building, and when we get to the second half of the semester, we begin

presenting our research plans and conceptions step by step in front of everyone. The way Prof. Fujiwara and the TAs comment and ask sharp questions on each participant’s research topic looks just like the open session of the thesis examination, and it is indeed a valuable opportunity to be able to hear the professor’s frank evaluation not only of my own research but also of others. Although this year’s classes were all conducted via Zoom, I did not feel any inconvenience due to the material restrictions peculiar to online environment, because this course has given us such lively and stimulating experiences.

Mon MADOMITSUYear 4, Faculty of Law

Peace Building

COVID-19 pandemic influenced almost every single person in the world and changed the way we live. It goes far beyond a medical crisis. Economics, politics, education, law, international cooperation and others are also under its influence and questioned during the pandemic. Thus, this year, students with different backgrounds and different interests joined Global Health course to learn and discuss about COVID-19 pandemic.Throughout the course, we attended lectures from experts in various countries and backgrounds. Besides, the lecturers look at this pandemic from various viewpoints, some as medical scholars, some as an entrepreneur, and some as doctors on the

front line. I personally was deeply touched by the lecture from a doctor who volunteered in a hospital in New York during the pandemic. In this spring, we will also have a chance to conduct virtual fieldwork with specialists from various Asian countries and we will learn more about health issues throughout the trip. As mentioned above, this course is not designed exclusively for students with medical backgrounds. Instead, I would recommend any student with interests in any aspect of the topic to join Global Health course, and I believe the lectures and discussion in this course would be very interesting and inspiring for you.

Shenghui JIANGYear 4, Faculty of Education

Global Health

The Global Economy and Management thematic field is extremely exciting. Students are given case studies to become acting strategy consultants, tackling some of the most press-ing business problems in today’s digital age. This year’s topic was the “Half-visible Cyber-Physical battlefields’ and our group decided to focus on the aspect of smart digital factories. We are currently researching how Amazon should best utilize its AWS technology to compete against Microsoft or IBM. The lectures are taught by Prof. Fujimoto and Project Prof. Handa, who have many inspiring episodes to share. They also

have a wealth of networks both professionally and educational-ly, and we have been fortunate enough to have guest lectures from managing directors at renowned companies such as Oliver Wyman. Being able to speak to current business leaders and to hear about their real working experiences was an invalu-able experience that only this thematic field provides. I think Global Economy and Management is great for anyone who is interested in consulting or finance, or for those looking to establish business skills and networks before graduation.

Kazuma NAKANOYear 4, Faculty of Arts and Sciences ( PEAK)

We, human beings, have a great impact on the environment through our daily activities. Sustainability is necessary to realize a society where our future generations can thrive with peace of mind. In this course, we will learn how we can achieve a sustainable society.First , we wil l l isten to a few lectures on the concept of sustainability and then each group will choose a topic of interest such as "Deep Seabed Mining" or "Local Revitalization". We will conduct actual expert interviews with experts and

fieldwork (to be conducted online this year), analyze the collected data, and make a presentation of our research findings.An appeal ing aspect of th is program is that you can experience a full-scale student-led research project while receiving feedback from professors and TAs. It was also a very valuable opportunity for me to heighten my awareness of sustainability and to collaborate with people from diverse fields of expertise and cultural backgrounds!

Yuka HARANOYear 4, Faculty of Engineering

PHASE 2 is supervised by the following Expert Mentors

Peace BuildingGraduate School for Law and PoliticsProf Kiichi FUJIWARA

Global HealthGraduate School of Medicine

Prof Masamine JIMBA

SustainabilityIntegrated Research System for Sustainability ScienceProf Kensuke FUKUSHI

Global CityGraduate School of InterdisciplinaryInformation StudiesProf Shunya YOSHIMI

Students will conduct their independent research project within a thematic field of their own interest, separated into five study groups and supervised by an Expert Mentor and postgraduate TA. Through seminars, team discussions, and frequent feedback from supervisors, together with experience obtained in the GEfIL Abroad Program and knowledge gained in the GEfIL IRP Comple-mentary Course, students will deepen their research and prepare their final research presentation in English.

PHASE２ (Year 3 September to Year 4 May)

Global Economy & Management

Sustainability

The Global Leader Lecture Series has transformed into an intensive 3 day gasshuku where GEfIL students from all thematic fields gather and share a rich educational experience. The virtually held 3-day course in 2020 (due to COVID-19) was composed of lectures by global business leaders, design thinking workshop, and a group work culminating in a final presentation. In this gasshuku, students conduct group work in groups formed with those from various thematic fields and departments. In addition, the knowledge obtained via the “input” part of the course can be directly applied in a non-discriminatory educational space. Student voice is directly reflected in the design of the course as representatives from each thematic field are involved from the planning stages. I can attest that this gasshuku is a leader-fostering experience as much as it is an educational experi-ence.This precious experience in an environment with new people, information, and working style is intense but is extremely rewarding.

During GEfIL Expert Mentor Lecture Series, profes-sors of different specialities will introduce a unique topic that aims to give us a greater insight of global issues and equip us with skills that would be useful when dealing with such issues. I developed a greater understanding of Tokyo’s history after attending Prof. Yoshimi’s lecture. Topics covered include the bombing of Tokyo, the construc-tion of the Olympic city, the history of Tokyo’s transportation system etc. Such knowledge is extremely useful for our PHASE1 project as under-

standing Tokyo’s history is essential in devising an effective solution to solve SDG problems in this city.Prof.Jimba and NIDA’s* lecture on “storytelling” completely changed my perception of this commonly used word. Rather than referring to an act of telling stories for entertainment, “storytelling” is a component of any presentation or speech. Through this workshop, I realized the impor-tance of body language, presentation structure and conversational tone in effective communication. I also learnt how to communicate effectively in a virtual setting ‒ a skill that is extremely important now that virtual meetings have become a norm. “NIDA is an abbreviation of National Institute of Dramatic Art

Global Leader Lectures GEfIL Expert Mentor Lecture Series

Kizuki NIIMIM1, Graduate School of Public Policy , GLP-GEfIL ALUMNI (Dai 3 ki)

Yip SONG-LINGYear 2 Faculty of Arts and Sciences (PEAK)

【2020 Global Leader Lectures - online lecture】

【Field work by Global City, Independent Research Project PHASE2】

Voice of GEfIL Students Voice of GEfIL Students

group research project on one of the following topics: gentrifica-tion, contact zone, creative city or cultural heritage. My group’s topic is the contact zone, and our research aims to focus on colonial power structures and critically engage with Americentric perspectives on globalization. Above all, the Global City course requires and promotes active engagement of students, which is why I enjoy it so much. Lively discussions among fellow classmates and constant feedback from instructors keep me motivated and eager to learn more. Our mentors exude an enthusiasm palpable even through our computer screens, providing a rewarding and fun experience for us all.

Aine ADACHIYear 4, Faculty of LAW

As students of UTokyo, we share the unique experience in living in one of the most vibrant cities of the world, but rarely do we interpret our experiences more holistically. The Global City course, led by Prof. Yoshimi and our TAs, provides us with a comprehensive understanding of Tokyo and other global cities through analyzing local as well as global flows of people, culture and capital. Our syllabus covers both theory and practice, meaning that there is a good balance of reading and discussion with more experiential learning. Although the COVID-19 pandem-ic has forced most of our class activities online, we did have the opportunity to partake in a truly enlightening, one-day walking tour of the Ueno-Yanaka area in October. Our final project is a

Global City

The “Global Leader Lectures” is a credit-bearing, compulsory GEfIL course for students participating in the Independent Research Project PHASE2. This course is conducted as an intensive 3-4-day workshop. It aims at leveraging the knowledge, skills, and insights gained in the Independent Research Project courses and studies abroad, for students to develop a clear sense of their own “leadership by creativity.” How do you as young leaders envision the future … and how to get there? How can you achieve transformational change for a world that seeks “to leave no one behind” (2030 Agenda for Sustainable Development)? What kind of new initiatives would you propose to fulfil the SDG pledge of creating a “just, equitable, tolerant, open and socially inclusive world in which the needs of the most vulnerable are met”? How do you identify needs and obstacles in achiev-ing your planned results? This intensive workshop closely engages with these questions through a 3-part structure of Keynote Lecture and Training Sessions facilitated by representatives of global corporations, international organizations, academia as well as public intellectuals, and students’ Teamwork in well diversified teams from different thematic fields. Each year, the workshop will revolve around a specific thematic focus. To ensure full student participation, a Steering Committee includ-ing student representatives from the thematic fields of PHASE2 will be involved in organizing the workshop.

The “GEfIL Expert Mentor Lecture Series” is a compulsory course for students participating in the Independent Research Project PHASE1. It consists of 7-8 interactive lectures and discussion sessions given by the GEfIL Expert Mentors and Co-Mentors. The thematic fields of the Independent Research Project and the GEfIL Program as a whole are closely related to, and informed by, the UN 2030 Agenda for Sustainable Development and the post-2015 SDGs (Sustainable Development Goals). Thus, the “GEfIL Expert Mentor Lecture Series” is designed as an introduction to the cutting-edge research conducted by the Expert Mentors on specific SDGs and their implementation. The course provides students with close insights into how GEfIL thought-leaders tackle problems of a complex, global nature such as the SDGs. Crucially, students will gain a clear understanding of how research can and does impact practice in, for instance, international agenda setting, develop-ment of public policy or corporate strategies, or technological innova-tions. A further important aim of the course is to facilitate a sustained academic dialogue between GEfIL Expert Mentors and students from the very beginning of students’ GEfIL studies. This will enable students to make well-informed choices when selecting their PHASE2 thematic field and strengthen students’ research work in both their PHASE1 and PHASE2 classes.

GEfIL Abroad Program

― Examples of Online GEfIL Abroad Programs in 2021 ―

― Examples of On Campus GEfIL Abroad Programs in 2021 ―

USA Stanford Summer International Honors Program (SSIHP), Harvard Summer School

UK LSE Summer School Online

Netherland Grotius Centre for International Legal Studies (Leiden University) - Online

I chose to take the course “Fundamentals of Public Speaking” , a three-week course provided by Harvard Summer School for my Abroad Programs. Though I could not actually fly to the US due to the pandemic, a silver lining was that the University announced they would move all courses online despite most other universities cancelling their courses. Yet, it was hard for me as I had to face my desk from 9:30 p.m. till 0:30 a.m. JST. The course itself was aimed at elevating skills for presentations and impromptu speeches; there were a variety of activities in class such as reading reports or watching presentation clips, and we had lots of opportunities to practice speaking, which made it easier for me to concentrate. After completing the course, I had an opportunity to conduct my presentation at the Tokyo Metropolitan Board of Education using what I learnt in class, and it was a total success. I am proud to say that the course provided me a universal skill on presentation.

Voice of GEfIL Students

【2019 on campus GEfIL Abroad Program】

Taihei MATSUMOTOYear 4Faculty of Engineering

From previous voice of GEfIL Students

Switzerland Geneva University Summer Schools

Germany RWTH Aachen University Engineering Summer School

Frankfurt Summer School

Taiwan GEfIL Special Program in Taiwan: Democracy and Civil Society in Taiwan

UK Oxford, St. Antony's College, International Politics Summer School

Singapore Nanyang Technological University Singapore

2017 Harvard Summer School, Teruyo FUJISAKI, Year 3 Faculty of Medicine (at that time)

I spent very stimulating and impressive days in the Harvard Summer School. I would like to mention three attractive points of this summer program. First, both the professors and students are passionate. If my memory is correct, not a single moment passed without students raising their hands in my class. Also, my professor cared about the students a lot and she interviewed each student to advise us on our career plans. Second, we are provided with a learning environment where we can concentrate fully on studying. Although I was almost overwhelmed at first to know that in my class we had as many reading assignments as 100 pages a day, it meant that we were able to absorb a lot of new knowledge. Third, we were able to enjoy sightseeing as well. Enjoying historic sites and nature in Boston and Cambridge definitely refreshed us.

Summer/Winter programs at top-level international universities have been carefully selected, and students can choose their desired Abroad Program from them. By studying abroad twice during the GEfIL program, students will deepen their GEfIL studies and enhance their practical English communica-tion skills. In order to facilitate multi-cultural exchanges, each of the programs will accept only a limited number of GEfIL students, allowing better mixing with international participants and providing GEfIL students with a precious opportunity to communicate with people from all over the world. Alternative-ly, students may suggest other abroad programs and internships, or even fieldwork planned by the students themselves, which may then be approved as a GEfIL Abroad Program, provided they fulfill certain requirements.Thanks to the generous sponsorship of supporting companies, students will receive scholarships (up to one million Yen) towards the cost of their short-term studies abroad.

❸ Global Leader Lectures (2 credits) ❹ GEfIL Expert Mentor Lecture Series (equivalent of 2 credits)

Structure

＊Faculties reserve the right to decide whether they will accept the credits earned in the GEfIL Independent Research Project 　and Global Leader Lectures as part of the required credits for students’ undergraduate degrees.

This is a credit-bearing, compulsory GEfIL course for students participating in the Independent Research Pro ject PHASE2. Th is course is conducted as an intensive 3-4-day workshop.

This is a compulsory course for students participating in the Independent Research Project PHASE1. It consists of 7-8 interactive lectures and discussion sessions given by the GEfIL Expert Mentors and Co-Mentors.

In Year 3 & 4, students shal l participate in carefully selected winter/summer programs at top universities around the world, or in internships or volunteer activities abroad.

Students plan and carry out research projects on topical global issues of their interest in small, interdisciplinary teams and individually. They are supervised by GLP and Expert Mentors as well as postgraduate TAs.

Students, who have good English proficiency, strong interest in the GLP-GEfIL Program and have completed GLP Designated Courses worth 6 credits or more during their first and second years, are eligible to apply. Each year, up to 100 students will be admitted to the GLP-GEfIL Program.

The GEfIL curriculum pursues a transdisciplinary, innovative approach to global problems. It is carefully designed to equip students with the vision, communication skills, and competence needed to play creative, meaningful roles in global society. The GEfIL Program is taught entirely in English.

GEfIL Independent Research Project(IRP) (4 credits)

GEfIL Abroad Program(equivalent of 4 credits)

This group is not just a reunion of the GEfIL alumni. Our purpose is to provide an exciting opportunity where graduates , current GLP-GEfIL students, and sponsor companies exchange intergenerationally in order to learn something new from each other.The most important thing is that every member can continuously join our activity positively. We aim to be a group that shares joy and that the GEfIL graduates continue to feel proud of joining.

GEfIL ALUMNI GROUP

（Voice from the President of GEfIL ALUMNI GROUP）

【GLP-GEfIL online Forth Graduation Ceremony】

（as of March, 2021）

The first graduation ceremony of GLP-GEfIL program took place in December 2017. The graduates have just formed the GEfIL ALUMNI GROUP and will continue to expand their network.

Scholarships for the GEfIL Abroad Program are supported by donations from companies that sponsor the GLP Program (UTokyo GLP Fund). In addition, the UTokyo GEfIL Fund is seeking broad support from students who have completed GLP-GEfIL as well as graduates of the University of Tokyo and members of the general public, who wish to assist the program. All donations to the UTokyo GEfIL Fund will go toward offering scholarships to students for the GLP-GEfIL Abroad Program.We ask for your generous support to students who are currently enrolled or will be enrolling in the GLP-GEfIL Program.(Website of the UTokyo GEfIL Fund) http://utf.u-tokyo.ac.jp/project/pjt86.html