Global Leadership Program – The University of Tokyo

Global Education for Innovation & Leadership

Global Leader Lecture & Workshop（グローバルリーダー講義）

Syllabus & ScheduleFebruary – March 2024

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INTRODUCTION
The GLP Global Education for Innovation and Leadership Program (GEfIL) is designed
to equip its students with the competence necessary to play meaningful leading roles
in global society as the next generation of creative and responsible change-makers.
The ‘Global Leader Lectures’ is a credit-bearing, compulsory GEfIL course for students
participating in the Independent Research Project Phase 2. This course is conducted
as an intensive 3-day workshop over a weekend in late February – early Marh. It aims
at leveraging the knowledge, skills, and insights gained in the Independent Research
Project courses and their 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 andsocially inclusive world in which the needs of the most vulnerable are met’? How doyou identify needs and obstacles in achieving your planned results?
This intensive workshop closely engages with these questions through a 3-partstructure of Keynote Lecture, Training Session, and students’ Teamwork in welldiversified teams from different thematic fields.
Each year, the workshop will revolve around a specific thematic focus. In 2024, thefocus will be on ‘Fragmentation or Integration? Potential of normative, institutional,business, and technological approaches to overcome’.
To ensure leadership opportunity and for students’ voices to be heard, a Steering
Committee including student representatives from the five thematic fields of Phase
2 will be involved in organizing the workshop.
Learning Outcomes:
Students will gain➢

creative thinking skills;➢the ability to identify global problems and construct an idea of resilient societies;➢a solid understanding of well-being and happiness, their implications and realization;➢a vision of their own persona as a potential future leader;➢knowledge related to international and interdisciplinary complex issues;➢improvement of their skills to communicate and work effectively in internationallyand interdisciplinary teams;➢skills in organizing international and interdisciplinary events for diverse audiences.

Assessment:
The course will be assessed by a combination of 50% for active participation and 50% for
the final team presentation.

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Keywords:
Leadership by creativity; leadership skills; design thinking; visions, resilience; well-being;happiness; vulnerability; sustainable societies; inclusiveness.

Programme Structure:
Session 1: Teambuilding (Day1)
Session 2: Introduction to the workshop and participants (Day 2)
Session 3: Keynote lecture (Day 2)
Session 4: Training session with Tokyo College scholars (Day 2)
Session 5: Students’ preliminary presentations (Day 2)
Session 6: Teamwork (Days 2-3)
Session 7: Team presentations (Day 4)
Session 8: Final discussion (Day 4)
Teaching Method:
The intensive workshop follows a tripartite structure of Keynote Lecture, Training
Session, and Teamwork Session. Students will be distributed in well-diversified teams.
➢For the Keynote Lecture, we will invite leading experts representing the thematic focus.

➢The Training Sessions are led by experts in leadership training, design thinking andother relevant fields.

➢In the Teamwork Session, student teams work on small-scale projects relevant to thethematic focus, in order to train their creative thinking skills and develop theirleadership potential. GEfIL mentors will guide and support the Teamwork Sessions.

Important:
This is a compulsory GEfIL course for students participating in the Independent
Research Project Phase 2. Upon completing this course successfully, students willreceive 2 credits.

3Thematic Focus
Fragmentation or Integration?
Potential of normative, institutional, business, and technological approaches
to overcome
The discourse surrounding GLLW2023 delves into the complex interplay between
fragmentation and integration. From a social standpoint, the pervasive influence of digital
tools, geopolitics, echo chambers, and fragmented societies is evident. This dynamic often
manifests in individuals selectively consuming information that aligns with their beliefs,
resulting in compromised communication and learning processes. An economic analysis
of fragmentation sheds light on its far-reaching consequences for shared global interestsin economy and politics. Geopolitical interventions disrupt the carefully optimized value
chains on a global scale, while lingering social and environmental challenges further
exacerbate the degradation of our ecological systems. The waning effectiveness of
traditional governance models necessitates the exploration of alternative mechanisms toaddress these pressing issues.
Students are called upon to actively engage in identifying and dissecting issues
surrounding social fragmentation. By immersing themselves in related discourse andbrainstorming solutions, students are encouraged to explore avenues to resolve the issues,
which ranged from:(1)

Normative vision (social principle and represented narratives)(2)

Institutional framework (rule designed for governance)(3)

Business design (business ideas and business models)(4)

Technological ideas (digital platforms and other emerging technologies)

Students are encouraged to tackle one of the above avenues and also to challenge tointegrate those.
In summation, students are expected to learn by the active discussions on issue
identification, analysis of the root cause, and potential pathways towards overcoming
fragmentation and fostering greater societal cohesion.
Guiding Steps:
1.

Identifying issues➢ Listing your concerns and interests about social issues and fragmentations➢ Discussing root causes of the issues and fragmentations
2. Learning➢ Investigating related discourse and previous papers➢ Synthesizing lessons learned from each piece of information
3. Ideation➢ Generating and discussing ideas of solution from the following perspectives➢ (other than the below is welcome)➢ Global governance schema➢ Innovative digital technologies and platforms➢ Shared norm (global commons)4

Suggested Readings:- Divisions between production countries/regions and consumption ones. (division
between environmental degradation and economic activities)
Global Commons Center, "Global Commons Stewardship Index 2022 -Tacklingenvironmental spillovers-"
https://cgc.ifi.u-tokyo.ac.jp/wp-content/uploads/2023/07/GCSI-COMPLETE-WEB2022.pdf- Divisions in real communities
Robert David Putnam, "Bowling Alone: the Collapse and Revival of American Community“,
DOI: 10.1145/358916.361990- Divisions by SNSs
Chris Bail "Breaking the social media prism -How to make our platforms less polarizing",
DOI:
10.2307/j.ctv2mgg2nm- Divisions by metrics
Michael Joseph Sandel "The Tyranny of Merit: What's Become of the Common Good?", ISBN:
978-0141991177-Division in families
NHK, The day I let go of my daughter: What happened to China's "one-child policy" (inJapanese)
https://www.nhk-ondemand.jp/goods/G2023132564SA000/
Additional Readings:➢Berglund, O. & Bailey, J. D. (2023). Whose system, what change? A critical political
economy approach to the UK climate movement, Environmental Politics 32, 1012-1032.
DOI: 10.1080/09644016.2022.2156179➢Gay-Antaki, M. (2020). Feminist geographies of climate change: Negotiating gender atclimate talks. Geoforum 115, 1-10. DOI: 10.1016/j.geoforum.2020.06.012➢

Hamilton, L. C., Hartter, J., Bell, E. (2019). Generation gaps in US public opinion on
renewable energy and climate change. PLoS ONE 147, e0217608.
DOI:
10.1371/journal.pone.0217608➢

Hartter, J., et al. (2018). Does it matter if people think climate change is human caused?
Climate Services 10, 53-62. DOI: 10.1016/j.cliser.2017.06.014➢Hazboun, S., et al. (2020). The politics of decarbonization: Examining conservative
partisanship and differential support for climate change science and renewable energyinUtah.
Energyresearchandsocialscience
70,101769.
DOI:
10.1016/j.erss.2020.101769➢Kahan, D., Peters, E., Wittlin, M. et al. (2012). The polarizing impact of science literacy
and numeracy on perceived climate change risks. Nature Climate Change 2, 732–735.
DOI: 10.1038/nclimate1547➢Mees, H., et al. (2012). Exploring the Scope of Public and Private Responsibilities forClimate Adaptation. Journal of Environmental Policy and Planning 14, 305-330.
DOI:10.1080/1523908X.2012.707407➢Mees, H. (2017). Local governments in the driving seat? A comparative analysis ofpublic and private responsibilities for adaptation to climate change in European andNorth-American cities. Journal of Environmental Policy & Planning 19, 374-390. DOI:
10.1080/1523908X.2016.1223540

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➢

Nico Schrijver (2016) Managing the global commons: common good or common sink?,
Third World Quarterly, 37(7), 1252-1267, DOI: 10.1080/01436597.2016.1154441➢Oatley, T. (2023). The dual economy, climate change, and the polarization of Americanpolitics. Socio-economic review. DOI: 10.1093/ser/mwad052➢Oh, C., Matsuoka, S. (2017). The genesis and end of institutional fragmentation inglobal governance on climate change from a constructivist perspective. International
Environmental Agreements 17, 143-159. DOI: 10.1007/s10784-015-9309-2➢Palmujoki, E. (2013). Fragmentation and diversification of climate change governanceininternationalsociety.
InternationalRelations
27,180-201.
DOI:
10.1177/0047117812473315➢Surabhi Ranganathan (2016) Global Commons, European Journal of International Law,
27(3), 693–717, https://doi.org/10.1093/ejil/chw037➢Wijkman, M. (1982). Managing the Global Commons. International Organization, 36(3),511–536. http://www.jstor.org/stable/2706543➢Zelli, F. (2011). The fragmentation of the global climate governance architecture.
WIREs Climate Change 2, 255-270. DOI:10.1002/wcc.104

6Schedule
Dates: 29 February – 3 March 2024
Location: Yamanaka-Naito Seminar House, Yamanashi Prefecture
Address: 506-296 Hirano, Yamanakako, Minamitsuru District, Yamanashi 401-0502
Phone: 0555-62-0491
Email: info-yamanaka@abreuvoir.co.jp** Services and Hours at Yamanaka-Naito Seminar House
Reception open: 9:00-17:00
Check-in: 13:30-16:00
Check-out: Before 10:00
Breakfast: 7:30-8:30
Lunch: 12:00-13:00
Dinner: 18:00-19:00
Bath: 17:00-21:30
Seminar room: 8:00-21:30
Main door closes: 21:00
Lights off: 22:00* Please note that the schedule may change depending on the situations of the field.

DAY1: February 29 (Thursday)
13:30

Departure of chartered bus from Hongo Campus

16:30

Arrive at Yamanaka-ko

18:00-21:00

Dinner (Team-building by each team)

DAY2: March 1 (Friday)
7:30-8:30

Breakfast

9:30-9:50

Openings by Prof. Kensuke FUKUSHI

9:50-10:00

Introduction by Dr. Naoko HOSOKAWA

10:00-10:50

Keynote Lecture: Prof. Yuya KAJIKAWA“Fragmentation or Integration? Potential of institutional, normative,
and technological approaches to overcome”

11:00-12:00

Teambuilding

12:00-13:30

Lunch

13:30-15:10

Students’ Preliminary Presentations (initial ideas)7

15:10-18:00

Teamwork

18:00-19:00

Optional gathering / Dinner

DAY3: March 2 (Saturday)
7:30-8:30

Breakfast

9:00-10:00

Training Session: Dr. Chunyan LI,“Design Better Public Health Interventions: Engaging and Co-creating with Community
Stakeholders”

10:00-12:00

Teamwork

12:00-13:30

Lunch

13:30-14:30

Training Session: Dr. Laur KIIK“Nature, Nationalism, and the Commons Amid War: Kachin, Burma,
China

14:30-18:00

Teamwork

18:00-19:00

Dinner

DAY 4: March 3 (Sunday)
7:30-8:30

Breakfast

9:00-11:00

Team Presentations

11:00-11:30

Feedback on Presentations

11:30-11:50

Reflection on Teamwork & Workshop

11:50-12:00

Closing remark by Prof. FUKUSHI

12:00-13:00

Lunch

13:30

Departure of chartered bus from Yamanaka-ko

16:30

Expected arrival at Hongo Campus

Presentation and assessment
Each group will present on the morning of DAY4.
The length of the presentation is 10 mins (maximum).
Presentations will be evaluated on the basis of• Organisation & structure• Delivery• Argument & understanding• Criticality & analysis• Use of sources & evidence
More information on the criteria can be found in the Appendix of the GLP-GEfIL
Programme Handbook, under the heading “group presentation”.

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KEYNOTE SPEAKER

Prof. Yuya KAJIKAWA, Institute for Future Initiatives
Prof. Yuya Kajikawa is a professor at Institute for Future Initiatives, University ofTokyo. He is also a visiting professor at School of Environment and Society, Tokyo
Institute of Technology, and at Nagoya University.
He received his bachelor’s, master's, and Ph.D degrees from the University ofTokyo. His research interests include technology and innovation management,science policy, and sustainability science. He has numerous publications in peerreviewed journals and conference proceedings, which cover a variety of disciplines
including engineering, information science, environmental science, andmanagement science. He is an Executive Editor of Technological Forecasting andSocial Change, and an Associate Editor of Frontiers in Research Metrics andAnalytics. He also serves as a member of the Editorial Board for Sustainability
Science, Sustainability, and 3 other journals.
He is a Board Member at the Advisory Board for the Promotion of Science andTechnology Diplomacy, Ministry of Foreign Affairs of Japan (MOFA). He is also
appointed as advisors in governmental-funded innovation programs in Ministry ofEconomy, Trade and Industry (METI) and those in Ministry of Education, Culture,Sports, Science and Technology (MEXT). He has also worked with Japanesecompanies for R&D planning, new business development, venturing, andtransformation for sustainability.

9TRAINING SESSION SPEAKERS

Dr. Chunyan LIPostdoctoral Fellow, Tokyo College

Dr. Chunyan Li is a post-doctoral fellow at Tokyo College, the University of Tokyo,
Japan. She earned her Bachelor of Medicine in Preventive Medicine and Master ofScience in Health Policy and Management from Peking University, China.
Subsequently, she obtained her Ph.D. degree in Health Behavior from theUniversity of North Carolina at Chapel Hill, the United States. As a trained socialand behavioral scientist in public health, Dr. Li's research focuses on health equity
among socially marginalized populations. Her work involves developing andtesting digital health-enabled interventions for HIV/sexually transmitted infections(STI) prevention and sexual health promotion, and generating socially innovative
solutions through crowdsourcing strategies and community engagement
frameworks. Her research activities include employing both qualitative andquantitative approaches to assess health needs and evaluate the effectiveness andimplementation results of intervention programs. She utilizes crowdsourcing
strategies such as hackathons and open contests to foster community-engaged
and socially innovative solutions for improving the HIV/STI prevention and care
continuum. In her postdoctoral research at the University of Tokyo, Dr. Li
concentrates on evaluating the accessibility of HIV prevention and sexual healthcare among international migrants in Japan, a population disproportionately
impacted by the HIV epidemic.

10Dr. Laur KIIK
Postdoctoral Fellow, Tokyo College
Global environmental crisis, revival of nationalism, and China’s rise are eachchanging our world. But how do they connect?
I explore these connections in a large but understudied region where China andIndia meet Burma (Myanmar), a country that has not had a day of peace since theSecond World War. These subtropical highlands are a patchwork of Christian andBuddhist peoples and nationalist movements, amid exceptional natural resources
and biodiversity.
Specifically, I have since 2010 done ethnographic research among Kachin people,
focusing on their war-time encounters with: 1) the Burmese inter-ethnic conflict;
2) Chinese-led natural resource economies; and 3) Western-led wildlife
conservation.
On wildlife conservation more broadly, my publications have explored the role ofthe humanities and social sciences, especially: 1) ethnographic research about
conservation; 2) ethics and people’s self-reflection.
Overall, this research shows how people’s suffering and nature’s demise canbecome so entangled that they cannot be understood separately. Thus, I try tointegrate insights from across the humanities, social sciences, and naturalsciences.
I am now a postdoctoral research fellow at Tokyo College, the University of Tokyo.

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