Kyoto University
Graduate School of Global Environmental Studies
京都大学大学院●地球環境学堂・地球環境学舎・三才学林

GUIDEBOOK 2019

Think Globally, Act Locally

ガイドブック 2019

The Graduate School of Global Environmental Studies (GSGES) was established in April
2002 to address the urgent environmental problems of the 21st century. Our primary objective
is to help establish global environmental sustainability as a new field of academic study,
bringing together ethics, science and technology, and humanities and social sciences. Throughour educational and research programs, we seek to foster a new generation of professional
practitioners.
Helping us realize this goal is a multidisciplinary and international faculty from fields that
include science and engineering, agriculture, law, economics and humanities. The graduate
school seeks to 1) achieve in-depth discussion and collaboration among faculty members,2) train high level researchers and practitioners who can find comprehensive solutions
to environmental problems, and 3) support education and research through a variety ofinnovative frameworks and programs.
Our ground-breaking research initiatives include multidisciplinary projects working withvarious local governments in Japan as well as extended international academic collaboration
with universities and researchers in such countries as Vietnam, China, Thailand, Indonesia,
Malaysia, Fiji and France.
Our educational program trains outstanding professionals and leaders in environmental
management. Core lectures are conducted in English and all students in the master’s program
are required to participate in one week of fieldwork, held in the summer, as well as a threemonth internship program.
Two new projects -the “Environmental Innovator Program (EIP) -Cultivating
Environmental Leaders across the ASEAN Region-” and “Japan Gateway: Kyoto University
Top Global Program (JGP) Environmental Studies” were launched in 2015, for realizing
internationalization of education and research and establishing international double/joint
degree programs.
The 561 master’s program graduates and 179 doctoral program graduates who are
actively working in society today represent the results of our efforts to date. We are proud
to have educated a large number of talented students who are now playing an active rolein universities, research institutions, government offices, private enterprises and NPOs
throughout Japan and overseas. GSGES welcomes inquisitive, hard-working and global-minded
individuals ready to take part in leading the way to a sustainable future.

Dean, Graduate School of Global Environmental Studies

Shinya FUNAKAWA

IndexIntroduction ……………………………………………………… 2▶ Overview and Objectives▶ Separation of educational, research and supporting organizations▶ Collaboration with other graduate schools, institutes and research
centers of Kyoto University and other organizations▶ Carrying out university-wide research projects

Hall of Global Environmental Research(Research Body) ………………………………………………… 4▶ Department of Global Ecology …………………………………………… 5▶ Department of Technology and Ecology ………………………………… 10▶ Department of Natural Resources ……………………………………… 14▶ Projects ……………………………………………………………………… 18

Introducing the Faculty ……………………………………… 20
Introducing the Laboratories ………………………………… 24
School of Global Environmental Studies(Educational Body) …………………………………………… 26………………… 26▶ Master’s Program in Environmental Management …………………… 27
・Curriculum Structure
・Internship Study
・Progress Toward the Degree
・Admission Information
・Double Master’s Degree Program▶ GSGES Course Tree ………………………………………………………… 29

Voices from Students………………………………………… 30

5Environmental Economics

6………………

Global Ecological Economics ………………

6

Sustainable Rural Development …………

7

Environmental Health Sciences……………… 7
Socio-Cultural Symbiosis…………………

8

Environmental Marketing Management …

8

Ontology of Environment and Technology…

9

Environmental Education …………………… 9
Environmentally-friendly Industries for
Sustainable Development ……………… 10
Environmental Infrastructure Engineering … 11
Global Environmental Architecture ……… 11
Biodiversity Conservation ………………… 12
Landscape Ecology and Planning……… 12

Environmentally-Friendly Energy Conversion … 13

Sansai Gakurin………………………………………………… 32

Recent Collaborating Institutions for Internship Study
After Graduation

Regional Planning………………………… 14

Urban Infrastructure Engineering ……… 15… 35

Atmospheric Chemistry …………………… 15……………………………………………… 36

Terrestrial Ecosystems Management …… 16

List of Academic Staff ………………………………………… 38

Ecosystem Production and Dynamics …… 16
Aquatic Environmental Biology ………… 17

Department of Natural
Resources

Voices from Graduate Students ……………………………… 31

Department of Technology
and Ecology▶ Doctoral Program in Environmental Management …………………… 28
・Curriculum Structure
・Internship Study
・Progress Toward the Degree
・Admission Information

Global Environmental Policy ………………

Department of Global
Ecology▶ Doctoral Program in Global Environmental Studies
・Curriculum Structure
・Progress Toward the Degree
・Admission Information

1

Introduction
Overview and Objectives
Objectives and features of the Graduate School of Global Environmental Studies
Many serious global environmental problems are posing challenges for humanity in the 21st
century. Abundance and convenience are desired by those people living in developed countries
but mass production, mass consumption and mass waste have resulted in climate change, ozone
layer depletion, water pollution, ground water and soil contamination, and waste-related problems.
Since developing countries with rapid population growth are following the same path as developed
countries, this will impose new stresses on the planet. The exploitative systems of primaryindustries such as agriculture, fisheries and mining undermine the growth of developing countries
that primarily depend on these industries, and the least-developed countries still must eradicate
poverty in order to provide a basic standard of living for their people. Yet there has also been
progress, with some countries seeking to achieve sustainable and equitable development in linewith the development goals conceived by the United Nations, and many OECD countries, including
Japan, now strongly supporting conservation and the recycling of resources.
Global environmental problems include many complex issues on every scale, from global to local.
We must tackle these problems in two ways — first, by applying research and academic skills inorder to gain a greater understanding of the problems involved, and second, by seeking to solvethese problems. The first approach requires the training of highly skilled researchers who canapply scientific principles and an appreciation of complexity to the study of global environmental
studies. The second requires the training of high-level practitioners who can address problems byimplementing sustainable and practical approaches.
Fostering top-notch researchers and practitioners requires innovative educational and research
programs focusing on the global environment and drawing on a wide range of disciplines. By
incorporating teaching derived from many disciplines in the natural and social sciences, theevolving and innovative field of global environmental studies can offer academic study combinedwith practical experience in various domestic and overseas organizations.
The Graduate School of Global Environmental Studies is organized flexibly so as to meet thevaried needs of both research and education. Some of its unique organizational features are shownon the following pages.

2

Educational, research and support organizations
Global environmental studies are at an early stage of formation. Research activity needs dynamic
development with strategic views combining foresight and flexible interdisciplinary integration.
Educational programs require sound, systematic teaching of a broad spectrum of global environmental
topics with a view to social relevance and profundity. Research and educational activities, therefore,
require different conditions. In order to meet these conditions, the Graduate School includes a researchbody, the Hall of Global Environmental Research, and an educational body, the School of Global
Environmental Studies. Further, a supporting organization for education and research, the Groveof Universal Learning, provides wider perspectives to both researchers and students with different
disciplinary backgrounds so that they can develop their research and talents cooperatively.

Collaboration with other graduate schools, institutes and research
centers of Kyoto University and other organizations
The Graduate School of Global Environmental Studies collaborates with many other graduate schools,
institutes and research centers of Kyoto University to conduct interdisciplinary study and educationthat link other academic fields with global environmental studies. In order to facilitate such support, theGraduate School has invited professors from other faculties of the university as collaborating professors.
They not only teach and conduct research at their home institutions, but also, at the request of studentsof the Graduate School, they provide lectures and guide research and thesis-writing for master's anddoctoral degrees. The Graduate School also invites visiting professors and lecturers from institutions
within Japan and abroad to speak on current topics. The educational programs emphasize formal
instruction as well as collaboration with domestic and international NPOs and NGOs to give students
opportunities for internship study and field experience in various sectors.

Carrying out university-wide research projects
In order to open up new areas of research in global environmental studies that are substantiallydifferent from those of the traditional sciences, it is necessary for professors of the Graduate School topromote university-wide research projects with the intensive collaboration of researchers from different
areas. The Graduate School promotes and actively participates in these research projects.

3Hall of Global Environmental Research(Research Body)

This organization includes three types of faculty: permanent professors, professors on double appointments, andcollaborating professors. Double-appointment professors teach and conduct research both at their home schools,
institutes or the various research centers of Kyoto University, and at the Graduate School. They hold professorships
at two institutions within Kyoto University for a limited term. Collaborating professors are professors who teach andconduct their research not only at the institution within Kyoto University to which they have been appointed, but also
at the Graduate School. These three types of faculty, together with visiting professors, explore global environmental
issues and develop advanced technologies related to global environmental problems. Predicated on the desire to achieve
global benefits, ecological conservation and recycling of natural resources, the Hall of Global Environmental Research iscomposed of three research groups, the departments of Global Ecology, Technology and Ecology, and Natural Resources.

SCHOOL OF GLOBAL ENVIRONMENTAL STUDIES
Global Environmental Studies
Environmental Management

HALL OF GLOBAL ENVIRONMENTAL RESEARCH
Department of Global Ecology
Global Environmental Policy
Environmental Economics
Global Ecological Economics
Sustainable Rural Development
Environmental Health Sciences
Socio-Cultural Symbiosis
Environmental Marketing Management
Ontology of Environment and Technology
Environmental Education

Department of Technology and Ecology
Environmentally-friendly Industries for Sustainable Development
Environmental Infrastructure Engineering
Global Environmental Architecture
Biodiversity Conservation
Landscape Ecology and Planning
Environmentally-Friendly Energy Conversion

Department of Natural Resources
Regional Planning
Urban Infrastructure Engineering
Atmospheric Chemistry
Ecosystem Production and Dynamics
Terrestrial Ecosystems Management
Aquatic Environmental Biology

SANSAI GAKURIN / GROVE OF UNIVERSAL LEARNING
4

Department of
Global Ecology
In the global society of the 21st century, human socio-economic activities and the natural environment are
increasingly interdependent, and international relationships to support the advancement of science and technology,
economic development and environmental preservation are strengthening.
With these trends in mind, the Department of Global Ecology seeks to promote scientific contributions by (1)studying the framework of human and environmental symbiosis, (2) integrating existing natural and social science
disciplines into the new discipline of global ecology, (3) developing policies and techniques aimed at serving common
global interests that transcend national and international economic interests, and (4) conducting studies which cancontribute to governance that can enlarge management capabilities for the global environment.

Global Environmental Policy／Environmental Economics／Global Ecological Economics／Sustainable Rural Development／
Environmental Health Sciences／Socio-Cultural Symbiosis／
Environmental Marketing Management／Ontology of Environment and Technology／
Environmental Education

Makoto USAMI, Professor+81-75-753-2967

in intergenerational justice, notably the question of what are
grounds for the obligation that the present generation might havetoward future people.
On the other hand, we also conduct empirical researchon international environmental law, environmental policy andits processes at national and local levels, and conservationrelated activities by NGOs, businesses, and citizens. We explore
these topics by using both qualitative case study methods andquantitative statistical techniques.

Department of Technology
and Ecology

In the laboratory of Global Environmental Policy, we explore
normative and positive questions concerning environmental
problems and policies on local, national, regional, and global
scales. On one hand, foundational topics are studied from theperspectives of legal and political philosophy. One group ofthese topics concerns issues in global justice, one of which is thequestion of what principle should be adopted in distributing thebenefits and burdens of climate change policy among individuals
or states across the world. Another group has to do with issues

usami.makoto.2r@kyoto-u.ac.jp

Department of Global
Ecology

Global Environmental Policy

Department of Natural
Resources

Global and intergenerational justice5

Global Ecological
Environmental
Economics
Economics
Toru MOROTOMI, Professor+81-75-753-3510

The purpose of this laboratory is to analyze climate change
policies and energy policies from economics perspectives. In orderto do so, we request all the applicants for this laboratory to study
environmental economics as its theoretical foundation. Based on
this, we focus on the following three research topics:【1】E conomic analysis of climate change policies and theirpolicy designs
We focus mainly on climate change policies among various
environmental issues. As a role of social science, design of social
institutions and policy instruments is one of the most importanttasks. Environmental policy instruments (environmental taxes,
emissions trading systems, subsidies, etc.) are main target of ourresearch.
【2】Renewable energies and electricity market liberalization
Renewable energy policies play a crucial role in the climatechange policies. On the other hand, research of the future powersystems that make the large-scale renewable energy generationand grid integration possible is also important. This laboratory
promotes a research project that supports transition of powersystems from the centralized one to more distributed one, byincreasing renewable energies in the liberalized electricity market
environment.

morotomi@econ.kyoto-u.ac.jp【3】Renewable energies and regional rehabilitation
Unlike the fossil fuels and nuclear energies, renewables are
the universally distributed energy resources for any regions.
We are tackling the issue of how to link renewable energy
development with the regional rehabilitation. Collaborating withmunicipalities, we are currently engaged in “reginal added value
analysis” and research on appropriate forms of business entities
like “Stadtweke” or energy cooperatives.
Iida Credit Union

City of Iida

Ohisama-Shimpo

Set Up of Solar Panel

200 Euro / Month

Chubu ElectricPower Co.,Inc

Solar Panel Cost incl.
Set Up Cost:
20 Thousand Euro

Home Owner

42 Yen/ kWhRegional business model for promoting solar power in theCity of Iida, Nagano Prefecture

Global Ecological Economics
Akihisa MORI, Associate Professor+81-75-753-9203

The 30 years of developments in environmental economics
and policy studies proves it indispensible for socio-economic
system to move toward the sustainable pathway, not to mention
to technological and policy innovation and diffusion. In reality,
however, socio-economic system, especially infrastructure is
deeply embedded into the society, caught in a technological andinstitutional lock-in. Studies on strategic planning and reflective
learning are required that enable niche innovations withsustainable technology to be a part of the regime, compete with
the incumbent regime actors, and then dominate in the regime.
Against this background, we Global Ecological Economics
have made economic analysis of sustainability transition,with special attention to, but not limited to:(a) E conomics of transition to sustainable energy, transport,
agriculture and city(b) Policies, institutions and financial mechanisms that advances
sustainability transition(c) International and domestic barriers that block sustainability
transition
Students have taken their preferred cases in Japan, Asia,
Europe, and America to make in-depth analyses.
The Global Ecological Economics is also joining in the
Research Unit for Development of Global Sustainability of Kyoto
University.

6

mori.akihisa.2a@kyoto-u.ac.jp

Multi-level perspective on sustainability transition
Source: A uthor complied based on Geels, FW. Technologicaltransitions as evolutionary reconfiguration processes: amulti-level perspective and a case-study, Research Policy
31 (2002) 1257–1274.

Sustainable Rural Development
Satoshi HOSHINO, Professor
Kenichiro ONITSUKA, Associate Professor+81-75-753-6157

shoshino@kais.kyoto-u.ac.jp+81-75-753-6158

onitsuka@kais.kyoto-u.ac.jp

Rural sustainability (RS) was traditionally maintained bypreserving harmony within a geographically limited frame. This
type of harmony was maintained by five components, as shownin the figure on the right. Because all of these components areassociated with regional characteristics, rural sustainability also
involves characteristics that are unique to each region.
In recent years, however, the declining and aging population,
economic globalization, climate change and excessive humaninduced development have brought about changes in those fivecomponents. As a result, rural regions are now facing various
challenges and this, in turn, is significantly impairing rural
sustainability.
Working from a rural planning perspective, the Laboratoryof Sustainable Rural Development is designing and evaluating
measures and policies in an attempt to offer solutions to thesechallenges and to rebuild region-specific rural sustainability
that can extend into the future. Our research concerns cover awide range of topics including regional resource management
by way of knowledge management, restoration of social capital(SC) and regional revitalization, symbiosis between residential
environments and wildlife, regional development through regional
informatization, the establishment of resident-led community

planning theory, and proposals on how to carry out regional
realignment and social infrastructure development in a society
with a declining population.

Components of Rural Sustainability and their Changes.

Hirohisa TAKANO, Professor
Kayo UEDA, Associate Professor
Akiko HONDA, Assistant Professor+81-75-383-3342

htakano@health.env.kyoto-u.ac.jp+81-75-383-3341

uedak@health.env.kyoto-u.ac.jp+81-75-383-3343

akko@health.env.kyoto-u.ac.jp

Outline of study (Epidemiological studies)
1) To elucidate health effects of air pollutants for humanpopulation
2) To evaluate health effects of climate change
3) To assess future health impacts of environmental policy4) To develop exposure assessment model of environmental
pollutants

Our laboratory is also a part of the Department ofEnvironmental Engineering, Graduate School of Engineering,
Kyoto University, and is located at Katsura Campus, wherestudents in the Graduate School of Engineering are working
together.

Department of Natural
Resources(left) Oxidative stress in airway epithelial cells exposed toenvironmental pollutants (right) Scatter plot of ambulancedispatches due to heatstroke and apparent temperature

Department of Technology
and Ecology

Industrialization urbanization and globalization have brought
new environmental challenges. To assess the health risks
associated with these environmental problems, the following
components are essential:
・Sufficient information on various environmental hazards
・Accurate and precise exposure assessment
・Quantitative evaluation of exposure-response relationship・Elucidating mechanisms by which environmental hazards cause
health effects
The goals of our division are to establish the methods forcomprehensive evaluation of health risks of environmental factor
and to prevent adverse health effects on the basis of mechanisms
by which environmental hazards cause and to promote health inhuman populations.
Outline of study (Experimental studies)
1) To elucidate health effects of air pollutants and the underlying
mechanisms
2) To identify responsible factors and the components of air
pollutants that contribute to health effects
3) To elucidate health effects of environmental chemicals and theunderlying mechanisms
4) To reduce health effects of environmental pollutants using
technology of medical engineering

Department of Global
Ecology

Environmental Health Sciences7

Socio-Cultural Symbiosis
Wataru SANO, Professor
Ayako IWATANI, Associate Professor+81-75-753-2909

sano.wataru.4r@kyoto-u.ac.jp+81-75-753-2875

iwatani.ayako.6v@kyoto-u.ac.jp

This laboratory will help students to gain an understandingof environmental problems and their causes and examine public
policies designed to solve these problems from the viewpoints ofpolitical science and cultural anthropology.
Humankind has hitherto been able to flexibly adapt to anever-changing environment. However, a dramatic increase in boththe productivity and consumption of human societies since thebeginning of the modern era has imposed a tremendous load on
the environment and resulted in disasters that humans lack thecapacity to deal with. For example, as global capitalism expands
and effective ways to protect the environment are being sought,
what kind of changes have hunter and gatherers and commercial
nomads, who have led their nomadic life while utilizing naturaland human resources, been exposed to, and what risks have they
faced? In order to consider complex environmental problems, we
examine how various communities have adapted to environmental
changes and have maintained their lifestyles over time from acultural anthropology perspective.
Regarding environmental problems in developed countries,
political as well as economic factors play a crucial role.
Environmental policies are formulated based not only on
differences in public attitudes to environmental issues but also
on a range of political factors such as whether or not a country
has environmentally-conscious political parties, how active

environmental movements are, the degree of political influence
agricultural lobby groups have, and the ranking of environmental
ministries and agencies. We examine the political background ofenvironmental problems from a political science perspective andenvironmental policies from the viewpoint of policy studies.

Camping Site of a Nomadic Community called
Kalbeliya (Rajasthan, India, Sep. 2011)

Environmental Marketing Management
Akira YOSHINO, Associate Professor+81-75-753-5921

To achieve a more sustainable society beyond “negative
externality” problems, all members of society must internalize thevalue of harmonizing with the environment. Can enterprises cover
the costs with the returns from their pro-environmental activities?
Is there a high probability that they can gain the support ofconsumers? We are addressing the following themes mainly on
the Japanese market:−
Corporate market strategy based on pro-environmental
activities: differentiation strategy, defensive strategy,
and brand strategy beyond CSR−
Environmental communication between corporation

Pro-environmental agricultural practices: the fish cradle project inShiga prefecture, Japan

8

−
−
−

yoshino@eeso.ges.kyoto-u.ac.jp

and consumer: environmental labels, environment
management system certification, and environmental
risk communication
Consumers’ perceptions and behavior in relation toenvironmental issues: consumer segmentation, analysis
of consumer behavior
Pro-environmental agriculture: activities andmanagement, market analysis, and consumer behavior
Food risk communication: theories, analysis ofconsumers’ risk perception and risk-averse behavior,and evaluation of food safety policies

A model of consumer behavior in selecting pro-environmental
products

Ontology of Environment and Technology
Junji SATO, Professor+81-75-753-5051

sato.junji.6s@kyoto-u.ac.jp

The aim of this laboratory is to explore (or to unfold) the
implications for a non-metaphysical onto-logy (knowledge of thebeing) of our physical environment.
What we shall try is :−to focus on the implications of cultural theories about theconcept of nature examining European philosophy fromthe past three centuries (from Descartes, Hobbes, Spinoza,
Rousseau, and Kant to von Uexküll, Heidegger, and Deleuze& Guattari) ;−to understand the modernist mode of forgetting “in-theworld-ness” as part of Heidegger’s reasoning, in orderto overcome the subject object duality in view of a nonobjectifying anthropocentric “knowledge” ;−t o analyse culture as the operation of mechanisms andtechnologies (ref. M. Foucault) of mediation to occupy thegap between matter and life, social and individual, theenvironment and  human activities.
Our postmodern-biotechnological age, full of intelligent
machines and cyborgs, is also an age of natural and enviromental
crises. It is an urgent matter to investigate the naturalenvironment so as to abandon unreservedly anthropocentricism in
the life sciences, and to deconstruct a humanized image of nature.

Jane SINGER, Associate Professor
Misuzu ASARI, Associate Professor+81-75-753-5933

Roger C. BAARS, Lecturer+81-75-753-5935

singer.jane.6e@kyoto-u.ac.jp+81-75-753-5922
asari.misuzu.6w@kyoto-u.ac.jp
		
mezase530@gmail.com

Presentations by students

Department of Natural
Resources

Campus sustainability campaign

Sustainable Development Goals (SDGs).
Community resilience studies focus on migration anddisplacement induced by development, disasters and climatechange. We also engage in research on disaster risk reduction
and post-disaster reconstruction, climate change adaptation andcommunity-based resource management, aiming to improve
community engagement, livelihoods and well-being.
Finally, we focus on material cycles and low carbon systemapproaches, with emphasis on municipal solid waste (MSW)
including food loss and plastic waste, disaster waste, and energy
saving awareness and behavior. Research and education are
carried out in Kyoto and other local communities, on campus, andin developing nations in the Asia Pacific region.

Department of Technology
and Ecology

Research and educational activities in this study area
are broadly subsumed under three themes: 1. Education for
Sustainable Development 2. community resilience and 3. material
cycles and low carbon systems. Through conducting research,
internships and collaborative educational initiatives, faculty andstudents develop unique community-based approaches that raiseawareness and transform behavior to achieve equitable andsustainable development.
Education for Sustainable Development (ESD) promotes
diverse learning approaches in schools and communities to foster
the competencies needed for a more sustainable future. Our
activities include climate change, place-based and sustainability
education; campus sustainability efforts; and education on thebaars.rogercloud.6a@kyoto-u.ac.jp

Department of Global
Ecology

Environmental Education

Focus group community discussions

9

Department ofTechnology and Ecology
A delicate balance between nature and humanity has emerged as part of the global system through theinteraction between nature and human culture. Human culture, as well as human life, cannot be maintained without
sustaining such a balance. In order to position global environmental studies as a fundamental science relating to the
topic of human existence, we try to integrate environmentally friendly technologies across disciplines and develop
technologies and technological criteria appropriate for an environmentally balanced civilization.

Environmentally-friendly Industries for Sustainable Development／Environmental Infrastructure Engineering／
Global Environmental Architecture／Biodiversity Conservation／Landscape Ecology and Planning／
Environmentally-Friendly Energy Conversion

Environmentally-friendly Industries for Sustainable Development
Shigeo FUJII, Professor
Shuhei TANAKA, Associate Professor
Hidenori HARADA, Assistant Professor+81-75-753-5151

fujii@eden.env.kyoto-u.ac.jp+81-75-753-5171

t-shuhei@eden.env.kyoto-u.ac.jp+81-75-753-5169

harada@eden.env.kyoto-u.ac.jp

Japan overcame severe problems with environmental pollution in
the 1960s and 70s and became one of the world’s most environmentallyadvanced countries. During this process, Japan accumulated vast
amounts of knowledge, skills and experience in the practical solution ofenvironmental problems. This includes environmental technologies, legal
systems and environmental policies. On the other hand, most developing
countries in Asia are still suffering from serious environmental problems
and our experience has not yet been fully utilized by these countries. Thisis mainly due to the lack of international education systems suitable fortransferring environmental technologies and the lack of practical training
in solving real environmental problems in Japan. Industries should beenvironmentally friendly in order to achieve the sustainable developmentof a global civilization. Such industries should promote resource recycling
and energy saving, and avoid the use of hazardous substances.
By means of the various research projects carried out in thislaboratory, we foster environmental leaders who will have the ability
to solve environmental problems anywhere in the world. Conservationand management of aquatic environments, the promotion of resource
recycling, the development of energy-saving industries, and theimprovement of environmental sanitation in developing countries are
all topics being studied using many kinds of tools, such as water quality
analysis, micro-pollutant analysis, water and micro-pollutant treatment
technologies, and land use data analyses based on satellite images.
Examples of surveys and experiments

10Environmental Infrastructure Engineering
Takeshi KATSUMI, Professor
Atsushi TAKAI, Associate Professor+81-75-753-9205

katsumi.takeshi.6v@kyoto-u.ac.jp+81-75-753-5752

takai.atsushi.2s@kyoto-u.ac.jp

The Environmental Infrastructure Engineering groupdeals with construction and management of sustainable andenvironmentally-friendly infrastructures, and mainly focuses on
the preservation and restoration of the geo-environment. With
particular attention to the promotion of a recycling-based society,we make emphasis on the study of: 1) strategies and technologies
for the appropriate reuse and disposal of waste materials,
including contaminated soils, excavated rocks, and disaster debris,2) the design, management, and post-closure applications ofcoastal and inland waste disposal landfill sites, with a particularinterest on the performance of liner and cover systems and,3) the development and assessment of remediation techniques
for ground contamination, mainly focused on the behavior ofheavy metals and non-aqueous phase liquids (NAPLs) in soils.
We perform both practical (on a laboratory setting) as well as
theoretical work (using numerical models), and closely collaborate
with national and private institutions that are responsible for thepreservation of the geo-environment.
As members of a society that aims for a sustainable
development, we hope that our work will help improve theframeworks and technologies that will allow us to safeguard theinfrastructure and social systems for future generations, evenunder the straining effects of climate change.

Spread of a Non-Aqueous Phase Liquidin the ground

Site investigation at a waste landfill site

Hirohide KOBAYASHI, Professor
Chiho OCHIAI, Assistant Professor+81-75-753-4806

kobahiro@archi.kyoto-u.ac.jp+81-75-753-5723

ochiai.chiho.2x@kyoto-u.ac.jp■Locally-based human settlement
We explore the knowledge and methods for preferredhuman environment by the field surveys in eco-friendly ruralvillages and old historic quarters.

Architectural project aiming Reconstruction management ofat achieving environmental vernacular architecture andharmony

F i e l d s u r v e y s o f l i v i n g Field surveys of environmental
environments in urban and adaptation in disaster-prone
rural areas
areas

Department of Natural
Resources■Locally-based building technology
We create the environmental / social design for practicalapplications in order to restructure / sustain the living
environment in modern contexts.

Department of Technology
and Ecology

The research explores “sustainable human environment in modern societies” based on local culture and natural settings. Learningfrom sustainable urban and rural settings, seeks to understand the global environmental order in all forms. The findings and experiences
are realized into planning and design, and implementation of practical applications for societies..

Department of Global
Ecology

Global Environmental Architecture11

Biodiversity Conservation
Hiroaki SETOGUCHI, Professor
Kanto NISHIKAWA, Associate Professor
Shota SAKAGUCHI, Assistant Professor+81-75-753-6860

setoguchi.hiroaki.2c@kyoto-u.ac.jp+81-75-753-6848

hynobius@zoo.zool.kyoto-u.ac.jp+81-75-753-6796

sakaguci54@gmail.com

Stable global environment is based on ecosystem thatcomprises a large number of biological species, abiotic
environment and their complicated mutual interaction. Amongthem, biodiversity conservation is one of the essential points
to keep the environment. “Biodiversity” denotes variation at

the species level, the genetic level and the ecosystem level. We
are interested in biodiversity of plant and animal species andcontribute into training personnel who work to promote theconservation in domestic and/or international organizations andadministrations.

Field research work in Kazahstan

Project of ex-situ conservation of an endangered plants conducted
at Takahama, Fukui Prefecture (Photo: “Foster parents” atprimary school)   

Landscape Ecology and PlanningShozo SHIBATA, Professor
Katsue FUKAMACHI, Associate Professor
Ryo HIGASHIGUCHI, Assistant Professor

12+81-75-753-6084

sho@kais.kyoto-u.ac.jp+81-75-753-6081

katsue@kais.kyoto-u.ac.jp+81-75-753-6099

higashiguchi.ryo.8x@kyoto-u.ac.jp

The goals of our laboratory can be summarized as:1) Protecting natural areas, including endangered wildlife habitats.
2) Restoring degraded natural habitats.
3) Planning and managing sustainable landscapes.
The scope of our research covers a variety of areas, ranging
from small gardens and urban parks to rural and mountain areas,
and also includes regions undergoing desertification. We deal withthe landscape ecology of both heavily populated areas as well as
relatively unpopulated natural areas in order to propose better

solutions to land use conflicts between man and nature.
Recognizing that we cannot stand apart from nature, andthat ecological sustainability may not be achieved without
corresponding cultural sustainability, our current areas of concern
include landscape planning, design and management that takes
wildlife habitats into consideration, and the development ofsuitable methods for ecological mitigation carried out as part ofthe environmental assessment process.

Cultural landscape: an important
aspect of landscape planning

Ecological monitoring by remote sensing

Environmentally-Friendly Energy Conversion
Takeshi ABE, Professor
Kohei MIYAZAKI, Associate Professor+81-075-383-2487

abe@elech.kuic.kyoto-u.ac.jp+81-075-383-7049

myzkohei@elech.kuic.kyoto-u.ac.jp

Our society faces many environmental and energy resource
problems. Effective utilization of energy resources is the mostfeasible method to solve these problems. In this laboratory
we conduct the fundamental research on electrochemicalenergy conversion devices such as fuel cells and rechargeable
batteries. In particular we focus on the “interface” at which theelectrochemical reactions proceed and investigate fundamental
concepts for enhancing the rate and reversibility of the interfacial
reaction. The main themes of our laboratory research are 1), 2),
and 3) as shown below.
1) Lithium-ion batteries
Fundamental research on the “electrode/electrolyte interface”
and “ion transfer in electrodes” to elicit performance of lithium-ion
batteries.
2) Post lithium-ion batteries
Fundamental research and material search of magnesium
metal secondary batteries, sodium-ion batteries, and aqueous
lithium-ion batteries as next-generation rechargeable batteries
beyond lithium-ion batteries.
3) Fuel cells and metal-air rechargeable batteries
Fundamental research and material search of anion exchange
membrane fuel cells and zinc-air secondary batteries. In anion
exchange membrane fuel cells, the reduction reaction oxygen
supplied from air is used as the positive electrode reaction andthe oxidation reaction of polyol is used as the negative electrodereaction. In zinc-air
Lithium-ion batteries
secondary batteries, thereduction and evolution
reaction oxygen
supplied from air isused as the positiveelectrode reaction andthe dissolution and
Ion transport in porous electrode
Interfacial lithium-ion transfer
deposition reaction ofzinc metal is used as
Post lithium-ion batteries
the negative electrode
3
4
Li Be
reaction.
11 12
Negative electrode

Electrolyte

Positive electrodecarbonate-based solvent
Chargecurrent
collector

Discharge

separator

2)

Li+, A
3)

e

4)

Li+

solvent

Li+

6)

Li +

Graphite
Large activation barrier

1)5)binder

Na
19
K
37
Rb

Mg
20
Ca
38
Sr

21
Sc
39
Y

activematerial

Magnesium metal
secondary batteries

Anion exchange membrane
fuel cell
Ethylene glycol

conductive
additivezinc-air secondary batteries

AEM

Zn
Air electrode
Anode

OH-

CathodeDevelopment of Direct polyol
fuel cell

Reversible reaction of Zn
and design of air electrodeDepartment of Global
Ecology
Department of Technology
and Ecology
Department of Natural
Resources13

Department of
Natural Resources
The Department of Natural Resources considers the global ecosystem to be a complex composed of nature andhuman society and seeks to avoid environmental destruction by conducting dynamic analyses of resource circulation
on both a global scale and within regional ecosystems. Our research and educational approaches are, therefore, built
on both global and regional perspectives, based on the idea that natural resource management must conform witha well-designed human lifestyle on a local scale that, in turn, contributes to the conservation of the larger ecosystem
and ultimately that of the global environment. Topics that receive particular attention include the environmentfriendly utilization of organic resources, technologies for low-impact material conversion and recycling, and the proper
management of land and water resources. Field-based studies of geospheres, biospheres, coastal zones and watersheds
also play a key role in identifying resource circulation issues in such regional units and suggesting solutions forsustainable development and environmental conservation that can be carried out on both a local and a global scale.

Regional Planning／Urban Infrastructure Engineering／Atmospheric Chemistry／
Ecosystem Production and Dynamics／Terrestrial Ecosystems Management／Aquatic Environmental Biology／

Regional Planning
Izuru SAIZEN, Professor
Narumasa TSUTSUMIDA, Assistant Professor+81-75-753-6369

saizen@kais.kyoto-u.ac.jp+81-75-753-6368

naru@kais.kyoto-u.ac.jp

Our laboratory explores well-balanced regional developments
among urban and rural areas through an appropriate evaluation
and utilization of natural and social resources and tackles potential
issues associated with implementation of regional planning by
GIS/RS field survey. Current topics are follows.
■Understanding of Regional Environments by GIS/RS
For the implementation of appropriate regional planningfor managing environments, land use/cover is monitored andmodelled by GIS/RS:
Monitoring of urban expansion (Indonesia); Evaluation ofresilience for climate changes (India, Philippines); Spatial accuracy
analysis of land cover classification; Spatial data mining of local
statistical data.
■Exploring sustainable developments based on ﬁeld work
Natural or social resource issues associated with the
management of regional environments are explored by field workor questionnaire survey:
Land use analysis and forest resource management (Vietnam);
Evaluation of social impacts of environmental conservation
agriculture (Philippines); Research on connectivity of hills, humans
and oceans toward sustainable development (Watersheds, Japan).

Urban monitoring in Jakarta Metropolitan area in Indonesia

Interview survey for ethnic minority in Vietnam.

14

Urban Infrastructure Engineering
Kunitomo SUGIURA, Professor
Eiji HARADA, Associate Professor
Tomohiro TANAKA, Assistant Professor+81-75-383-3160

sugiura.kunitomo.4n@kyoto-u.ac.jp+81-75-383-3310

harada@particle.kuciv.kyoto-u.ac.jp+81-75-383-7067

tanaka.tomohiro.7c@kyoto-u.ac.jp

Practices to reduce environmental impact in addition to safety
and security technologies are necessary to sustain sustainablehuman activities as a lifeline. It is important to develop “HolisticEngineering” integrating Design, Construction, Operation and
Maintenance technologies. In order to achieve such a task, thelaboratory aims to develop green technologies in conjunction withexisting advanced technologies to secure urban infrastructures interms of disaster-free and long life.
■Transport and Energy Infrastructures
・Application of High Performance Materials to Bridge Structures
・NDE, Monitoring, Structural Integrity Evaluation and Life
Prediction of Aging Steel Structures
・Development of Floating SUPG

Durable FRP Bridges
Earthquake-Resistant
Steel Bridge Piers
Floating SUPG

■Water and Disaster Prevention Infrastructures
・Development of Accurate and Universal Movable Bed Model・Multi Agent Model for Evacuation Planning
・Development of Flood Risk/Largest-Class Flood Disaster
Estimation Method

Sediment Transport
Simulation

Risk Assessment on
Water-related DisasterYoshizumi KAJII, Professor
Yosuke SAKAMOTO, Assistant Professor+81-75-753-6897

kajii.yoshizumi.7e@kyoto-u.ac.jp+81-75-753-6634

sakamoto.yosuke.7a@kyoto-u.ac.jp

Mechanism of oxidant formation

Research activities

Department of Natural
Resources

We are developing ultrasensitive and highly precise instruments
to measure reactive trace species such as HOx radicals and NOx
and we are using these instruments to obtain information about
possible sources of air pollutants, such as vehicles.
Our final goal is to integrate the knowledge obtained fromour observations and considerations in order to provide a soundscientific basis for the improvement of air quality.

Department of Technology
and Ecology

We investigate atmospheric chemistry, mainly focusing on
the issue of photochemical ozone formation. Despite the apparent
downward trends for both NOx and VOCs (precursors ofphotochemical oxidants) detected in mega-cities in many advanced
countries, including Japan, photochemical oxidants have still
increased in recent years.
We are trying to determine the cause of this upward trend.

Department of Global
Ecology

Atmospheric Chemistry15

Ecosystem Production and Dynamics
Akira OSAWA, Professor
Naoki OKADA, Associate Professor
Masako DANNOURA, Assistant Professor+81-75-753-6095

aosawa@kais.kyoto-u.ac.jp+81-75-753-6097

okad@kais.kyoto-u.ac.jp+81-75-753-6094

dannoura@kais.kyoto-u.ac.jp

We investigate dry matter production, plant community
dynamics and plant ecological and physiological functions that
produce the various ecosystem patterns observed in forests andother major ecosystems, based primarily on two perspectives.
First, we study structural dynamics and its mechanisms inforest ecosystems. This involves tree-ring analysis, mathematicalmodels and ecological measurements being used in combination.
Carbon dynamics and carbon accumulation in boreal forests arebeing studied in Canada, Finland, Estonia, Russia and Japan alongwith their past patterns. Boreal forests are the ecosystems where
the effects of global warming are likely to appear first.
The second research approach focuses on analyzing theinternal structure of stem wood. From the perspective of
ecological wood anatomy and using both stable isotopes andtree eco-physiological techniques, it examines the relationships
between the size and distribution of water-conducting vessels andleaf opening, shoot extension and the growth rate of trees. Treesin tropical regions, such as Thailand and Malaysia, are being
examined along with those found in temperate climates.

Fig.1

Fig.2
Fig.3

Fig. 1: Litter traps installed in a pine forest site in northwestern Canada
Fig. 2: A tropical seasonal forest with deciduous trees in the dry season
Fig. 3: A tree-ring sample used for estimating tree growth and past standstructure

Terrestrial Ecosystems Management
Shinya FUNAKAWA, Professor
Hitoshi SHINJO, Associate Professor+81-75-753-6101

funakawa@kais.kyoto-u.ac.jp+81-75-753-6299

shinhit@kais.kyoto-u.ac.jp

Our continued existence depends heavily upon terrestrial
ecosystems that include air, water, soils, plants and animals.
We also influence the functioning of terrestrial ecosystems andact as one of the components. The recent increase in humanactivities adversely affects ecosystems and the environment at
both the local and global levels, in the form of desertification,water and soil pollution and land degradation.
Our laboratory is engaged in a broad range of studies onterrestrial ecosystems management. The study topics include
soil characterization, fertility mechanisms and maintenance, theutilization and conservation of soil resources, the mechanismof soil degradation and its remediation, and the reappraisal ofindigenous agro-ecosystems management techniques in thehumid and semi-arid tropics. We also study holistic approaches
to rural development and ecosystems management that can beused to enhance human welfare and security in Japan, Asia andAfrica.

Clear-cutting of tropical lowland forest in Indonesia

Honeycomb used as a non-timber forest product (Cameroon)

16

Aquatic Environmental Biology
Yoh YAMASHITA, Professor
Keita SUZUKI, Assistant Professor+81-75-753-6410

yoh@kais.kyoto-u.ac.jp+81-773-62-5512

suzuki.keita.3r@kyoto-u.ac.jp

We examine the ecology and ecological production systemsof aquatic biological resources from various points of view. In
particular, we investigate integrated coastal zone management,
based on an understanding of the ecological relationshipbetween terrestrial and coastal areas, including productivity andbiodiversity, which are strongly affected by human activities.
■Connectivity of hills, humans and oceans
We examine the ecological links between forest, river, humanand coastal ecosystems, and the impacts of human activities oncoastal biological production systems. These concepts are thenused to identify suitable methods for aquatic zone management inorder to achieve future sustainable development.
■Ecology of aquatic organisms
We study production systems of aquatic biological resources,
focusing on energy flow from nutrition and primary production
through to macrobenthos and fish, emphasizing the life history,
survival, growth, movement and feeding characteristics of key
species.
■Management of aquatic biological resources
We examine management approaches that focus on resources
produced by specific aquatic environments in local areas. We
develop appropriate methods to manage resources, restore
environments and enhance stocks.

Set net operation at Tai, Maizuru, Kyoto

Department of Global
Ecology
Department of Technology
and Ecology
Department of Natural
Resources

17

Environmental Innovator Program EIP– Cultivating Environmental Leaders across ASEAN Region –Suwanna Kitpati BOONTANON, Project Associate Professor (Mahidol Univ.)+81-75-753-4813
Wen LIU, Project Assistant Professor

suwanna.boo@mahidol.ac.th
liu.wen.7s@kyoto-u.ac.jp

Rapid economic growth in the ASEAN region has created serious environmental and social problems, ranging from water
degradation and improper waste management, to traffic congestion and deforestation.
The Environmental Innovator Program – Cultivating Environmental Leaders across ASEAN Region is a new program at GSGES,
which strengthen research and educational capacity through intensive intellectual exchanges with 11 partner universities in ASEAN
region. It aims to cultivate environmental innovators who will take on a leadership roles with a deep understanding of Asian cultures
and advanced communication skills to tackle global environmental challenges.
One of the major components of this program are two newly launched double-degree programs with Mahidol University (Thailand)
and Bogor Agricultural University (Indonesia). Students enrolled in these programs will research Global Environmental Studies
at GSGES (earning a masterʼs degree in Global Environmental Studies) with a multi-disciplinary perspective, and will also study a
specific discipline at a partner university, such as environmental engineering or agriculture, for their second masterʼs degree. The EIP
program provides a unique opportunity to study not only a specific discipline but also multi-disciplinary environmental studies at thesame time.

18

JGP Top Global University Project “Japan Gateway:
Kyoto University Top Global Program” Environmental Studies
Yuki OKAMOTO, Project Assistant Professor+81-75-753-5050

okamoto.yuki.4x@kyoto-u.ac.jp

A program, “Japan Gateway: Kyoto University Top Global Program, JGP in short)” has been organizing to conduct international
joint education and double degrees with world-class partner universities prominent in research areas such as Mathematics andChemistry that Kyoto University has significantly international competitiveness. In the area of environmental studies, Graduate
School of Global Environmental Studies of Kyoto University plays a central part to prepare the way to implement interdisciplinary
and practical researches to conduce towards the environmental problems, both in global and local scales. To fulfill this goal, Graduate
School of Global Environmental Studies is collaborating with Graduate School of Agriculture of Kyoto University to facilitate aninternational joint education and double degree program. Through the global education and research work, the program is set out toencourage young researchers to obtain skills and knowledge in environmental studies so that they can be able to work on the worldstage in near future.
1) International double degree program
The program has been conducting a double degree program with Gadjah Mada University, Bogor Agricultural University(Indonesia), Kasetsart University, Mahidol University (Thailand) so far. A double master degree program with other university isplanned to be implemented in the future.
2) International joint education program
The program provides various international education programs. A short study abroad program, named “International Spring
School / Autumn School for Environmental Studies” aimed to understand the environment in Japan and learn the skills and knowledgeof analysis through the field work, laboratory work and lectures was carried out for 3 years. In total 67 selected students (applicants:
214) from various universities in the world have joined and learned environmental studies under the multicultural atmosphere of
Kyoto since 2016. In addition, JGP has providing opportunities for internships and research program in overseas universities forstudents, and receiving students from partners’ universities to conduct international collaborative research. In this way, our program
promote/foster internationalization, and develop environmental studies with interdisciplinary researches in multi-culture condition.
3) International research and study abroad fair
The program is also joining events on “Study Abroad Fair” and “International Symposium in Environmental Studies” in various
countries in the world, i.e. Vietnam, Thailand, Tanzania etc., to promote international collaborative education and research. In addition,international collaborative studies/field work/researches have been conducted in various places.

19Introducing the Faculty
Project for the Reconstruction of
Vernacular Architecture and Its
Significance for Contemporary Society
Professor Hirohide KOBAYASHI
Environmental Design, Regional Architecture

Vernacular Architecture in Modern Society

Even in remote villages, the spread of the market
economy and accompanying shifts in values have alreadybecome part of daily life, and the local culture and customs
unique to a region are gradually dying out. In particular,
vernacular architecture—the highly indigenous traditional
housing cultivated by the natural features of a region—is quickly being replaced with buildings incorporatinglarge amounts of new materials such as concrete blocks,
galvanized iron sheets, and cement slates. Field surveys
that have been conducted so far across Asia, the South
Pacific, and West Africa also reveal that in manycases residents have not been constructing their own
traditional buildings since the 1970s and 1980s. For sucharchitectural techniques to be passed down through thegenerations, there needs to be collaborative efforts among
the local community to construct housing without outside
help. There is, therefore, a risk that such techniquesof vernacular architecture will be lost as highly skilledcommunity residents grow older without the opportunity
to transfer their knowledge with the next generation.
Moreover, given that architectural spaces reflect not only
architectural techniques, but also the daily lifestyles ofthe village community and its cohabitation with nature,
the loss of vernacular architecture will also have an
impact on the potential of many traditional customs andrites to be kept alive into the following generations. The
diverse abundance of vernacular architecture is graduallyslipping away and will be difficult to revive once it is lostcompletely.
Conducting surveys in the villages and listening towhat individuals have to say, we find that many areconscious of the necessity and importance of traditional
housing. However, a number of factors hinder theconstruction of such housing, such as restrictions on theuse of resources due to forest conservation policies, thedecline in useful resources around villages, reluctanceto provide construction labor resources in financiallystruggling village communities, or strong preferences
for modern housing using new building materials. At
the same time, when my survey research brings me to acentral figure in the village community who is concerned
about this situation—and when we engage in repeated20

discussions—this concern comes together as a consensus
among the local people, and it is possible to establish aproject for reconstructing vernacular architecture. So
far, we have cooperated with and supported initiatives inVietnam (2008 and 2018), Fiji (2011), Thailand (2013), andVanuatu (2017), tackling various hurdles along the way.

Sustainability of
Vernacular Architecture

Based on my experience with reconstruction projects,
it is possible to summarize the factors that contributeto the construction and maintenance of vernaculararchitecture into three elements: local materials,
traditional techniques, and collaborative labor. Theseelements are mutually linked in the sense that knowledge
and techniques are passed down through interaction
between the generations in the village communities, andsuch skills are adopted to use forest resources effectively
and rationally, allowing the village community to enjoy
the substantial gifts of the forest. Moreover, looking at
each element as a regional resource, local materials arepart of the local natural environment (physical resources),traditional techniques are part of the local culture(intellectual resources), and community cooperation ispart of the local society (human resources), such thatas a whole such architecture is a product of the local
environment itself. This demonstrates how the creationand sustainability of vernacular architecture relies on thepreservation of the regional environment. Investigating
vernacular architecture means investigating not only
buildings, but also communities, natural environments, andeven the culture of the area. The distinctive character ofsuch vernacular architecture can be seen as not so muchthe antiquated product of a bygone era, but as an essential
element for creating balanced regional environmentsin the future from the point of view of regional identity
and coexistence with nature in our extremely globalized
modern society. In that sense, projects to reconstruct
vernacular architecture provide significant insights into
not only the community residents in and around the
project, but also our daily lives and housing in the modernday.

Striving for Sustainable Development
Utilizing Regional Resources
Professor Izuru SAIZENRegional Planning

Farming villages weakened in
the process of economic developmentin just a short period of time. And as the populations in

I engage in research on the development of regional

However, as in many developing countries, urban industry

areas and farming villages inside and outside of Japanis driving the economy so that the rising population lies

with a central focus on field surveys and analysis

increasing deindustrialization of the farming villages.

using geographic information systems. In Japan, thedepopulation and aging population of farming villages
has been a clear issue for several decades. Given thefarming villages increase, demand arises for new industry.

Revisiting what is always there

One method of ensuring sustainable economic

extremely severe and complex background, it is stilldevelopment in such regions is to effectively utilize thedifficult to find an effective solution. No doubt very few

local resources available in an area. “Regional resources”

people during Japan’s period of high economic growthrefers to those resources that have been cultivatedpredicted that rural communities would lose their vitality.

throughout the long history of the region, which are

Efforts should probably have been made at the time tohighly compatible with the natural environment anddevise measures in preparation for the future. Meanwhile,

climate of that area, and which have supported thein many of the agricultural villages in the developing

lifestyles of the local residents over the years. However,countries of Southeast Asia, the benefits of the economic

there are many regional resources that are graduallydevelopment of the country as a whole have seen

being lost in the shadow of economic development.

improvements in living standards and levels of happiness,

These include, for example, festivals unique to a certain

as reflected by the contented smiles on many children’scommunity, traditional crop cultivation, and slash-and-burnfaces. However, such rapid development is also in some

agriculture. These traditions and practices each have theways vividly reminiscent of Japan’s high economic growth,potential to contribute to the community in the form of

and we therefore need to carefully consider initiatives

ecological tourism, securing crops for self-sufficiency, or

toward the future. As the economy develops, the concept

the sustainable use of forests. By reconsidering regionalof a monetary economy begins to encroach on agricultural

resources, it is possible to boost the underlying vitality

communities as well. While livehood in the farmingof an area. Developing countries are also entitled tovillages in such countries was typically based on a systemenjoy economic progress and prosperity. At the sameof self-sufficiency, farmers begin to use the fields, in whichtime, it is essential to ensure that they pursue suitable

they previously used for cultivating food for themselves,and sustainable development in line with the stages

for growing cash crops and eventually begin to intensivelyof development. I aim to develop achievable measures

farm a certain crop in order to increase their profits.

through discussions with local people.

While this raises the potential for making monetary
profit, it also increases their vulnerability to changes in
the market value of the crop and to natural disasters.
Some may wreak catastrophic and irreparable damages

21

Introducing the Faculty
Clarifying the connections among humanhealth, environment, and society
Associate Professor Kayo UEDA
Environmental Health Sciences

We have been experiencing a transition ofto physiological variation. For example, it is consideredenvironmental health risks over the past half-century.

that children are more susceptible than adult because

In the past time, the main concerns were whether thethey are still under the development and the defense

high level of industrial pollutants from the local source

system is immature. Vulnerability is related to people’s

may had caused diseases or exacerbated pre-existing ill

behavior and social factors. In the study examining theconditions in a short time period, which made people inferassociation of hot temperature and heat-related illnesses

the association between its association. Currently, we

in Japan, we focused on age as a factor that could modify

are aware that these environmental health risks should

the effect of temperature on health. The age-stratified

be addressed in a global scale, as represented by heat-analysis revealed that the middle-aged males had higher

related mortality under climate change and respiratory/risks of heat-related illnesses than other age groups. This

cardiovascular diseases morbidity attributable towas an unexpected finding because we hypothesized thetransboundary air pollutants. The emerging environmental

elderly, with deteriorated physiological function due tohealth problems also include the health effects of low

aging process, was more susceptible to exposure to highlevels of chemicals on allergic diseases, concerns oftemperature during summer. From this observation, it

health effects of maternal exposure to environmental

is speculated that the middle-aged people tend to work

pollutants on fetal and neonatal development. Further,outdoor longer hours than the elderly while the elderly

various individual- or community-level factors, such asstay indoors where air conditioning is available and avoid

socioeconomic status and medical progress, modify thegoing outside. Especially, Japanese people have been more

health effects of environmental pollutants.

aware of heat-related illnesses from preventing heatstroke

Our laboratory tries to disentangle the health effects

campaigns focusing on the elderly after the hot summer inof environmental pollutants using epidemiological and2010. This result is just a piece of evidence that indirectly

experimental approaches. Of those, I have been involved

suggest how much individual behavior and social status

with epidemiological studies which focus the distribution

modify environmental health risks. But this gives us anand determinant of health and diseases in “population”

insight about the connections among individual, society,while experimental approaches use cells, animals,

and environment.

and sometimes human to elucidate health effects ofenvironmental pollutants and underlying mechanisms.
One of my specific research goals is to identify who
are more at risk from environmental pollutants. We canconsider susceptible populations who are likely to havemore serious responses to a certain level of exposure topollutants, and vulnerable populations who are likely to
be exposed to higher levels of environmental pollutants
more often than others. Susceptibility is generally related22

Conveying the Significance and Safety of Using
Recycled Water in Agriculture
Associate Professor Akira YOSHINO
Agricultural Economics

Master’s students at the School of Global
Environmental Studies take part in a long-term internshiplasting at least three months as a compulsory part of thecurriculum. Over the three years since 2015, each year
one student from the field of Environmental Marketing
Management has pursued his or her internship byparticipating in an initiative in Itoman City in Okinawa toinvestigate the potential use of recycled water in farming.
The recycled water has been developed throughefforts led by Professor Hiroaki Tanaka’s laboratory at
the Kyoto University Graduate School of Engineering.
By applying ultrafiltration and UV disinfection to treatedwaste water, they have created a low-cost supply of safe
water suitable for direct use—even to irrigate crops ofvegetables sold for raw consumption. In Itoman City in
Okinawa, where use of the recycled water is being tested,
there are high hopes for its use due to the chronic water
shortage that farming in the area has suffered over theyears. This approach is also environmentally-friendly as it
reduces the amount of treated waste water released intorivers.
Yet, regardless of how safe the water may be, thelocal government heading up the project and farmers
were concerned about the possibility that consumers
could be reluctant to purchase vegetables grown withrecycled water, given that such water comes fromsewage. This is why they reached out to our laboratory.
Risk communication for food products has been one of
the focuses of our research since the scandal that arose
surrounding BSE—or mad cow disease, as it is commonly
known.
In order to be able to communicate risk to consumers
and the general public it is necessary to start by listening
openly to people’s interpretations and concerns regarding
the message put out by those developing the products.
Chiharu Miwa—the first student to pursue her internshipat this project in Okinawa—drew on the knowledge ofchemistry that she had acquired as an undergraduate tocreate a pamphlet and website explaining the significanceand safety of recycled water, while also carrying out
a survey to listen to what consumers had to say. The
results revealed that the majority of consumers were notcompletely against the idea but had a vague feeling ofconcern. Such concern focused on the possibility of toxic
chemicals that may have been overlooked and the riskof unanticipated accidents, rather than the risk of foodpoisoning. This result came as a shock to those involvedin the development of the water, as they had taken great

pains to ensure that E. coli bacteria and viruses had been
eradicated.
Serika Yuto, the student who went to Okinawa
the following academic year, took part in a test run
selling vegetables grown using recycled water with thecooperation of farmers, and created and starred in a video
explaining recycled water. Alongside these activities,
she conducted a survey and skillfully applied advanced
statistical analysis to the results in order to estimate towhat extent the actual sale of vegetables cultivated in
Okinawa Prefecture would be affected if recycled water
was used in cultivation. This revealed that as long as
explanations regarding recycled water are provided, theimpact on vegetable sales is not significant enough tomerit concern.
This, however, left the question of how to ensure thatthe message gets across. The third student to participate
in the internship, Minori Oda, who specialized in education
as an undergraduate, set out to tackle this question. In
addition to publishing articles in the local newsletter, shealso set up a recycled water tank and hydroponics kit
in the lobby of the Itoman City Hall, testing out ways ofencouraging people to want to find about more regarding
recycled water. Displaying such items was highly effective,
with just under 90% of local people becoming aware of
the existence of recycled water, and just under 40% being
drawn to the explanation on recycled water.
As a result of such survey and research activities,
the recycled water project in Itoman City is being
developed for commercial purposes. As our role draws
to an end, it seems fair to suggest this internship andother such opportunities are distinctive of the Schoolof Global Environmental Studies in the way that they
allow students from various backgrounds across boththe sciences and humanities to cooperate with and learn
from researchers from other fields as well as government
and industry representatives, and to draw on their own
knowledge and ability in their respective specialist fields
to contribute to a certain project and, in doing so, pursue
their own research.

23

Introducing the Laboratories
Research Laboratory Proﬁle:Professor Makoto USAMI

Global Environmental Policy, Department of Global Ecology―What kind of research do you do, Professor Usami?
I do research on legal philosophy in connection withenvironmental issues. I approach environmental problems
and policies from the perspective of justice, with aparticular interest in expanding the applicable scope of
this ideal. People of the same era share straightforward
rules of justice, such as the principle that items borrowed
should be returned. But what about those of different
generations? Given that future people will be adversely
impacted by the environmental degradation we cause
today, we can conceive an obligation for the current
generation to act with consideration for future generations.
On the other hand, what is the reason for obliging thecurrent government to use its citizens’ money on policies
for the benefit of people in the distant future long after
we ourselves have departed, such as 500 or 1,000 years
from now? One of my research interests is to explore
environmental problems and policies from the viewpoint ofintergenerational justice. I am also interested in the issue
of apportionment beyond national borders. For example,
the tensions between developed and developing countries
over the reduction of CO 2 emissions show that climatechange is a question of global justice. Climate justice,which is the subject of much research in the international
academic community in recent years, thus encompasses
the dual facets of intergenerational justice and global
justice.
―How do you run your laboratory?
Currently there are seven Doctoral students, 11
Master’s students, and four research students in mylaboratory. I have six international students from China,
two from Indonesia, one from South Korea, one from
Switzerland, and one from Bangladesh. We use a mixtureof English and Japanese in our seminars. The large
number of international students is a feature of the Schoolof Global Environmental Studies, and I think that engaging
in discussions and interactions with these students offers
great stimulation to our Japanese students, too. There
are three pillars to research supervision in my laboratory:(1) individual consultations of approximately one hour
each, held periodically; (2) seminars, held on an ad hoc
basis; (3) joint seminars with other research laboratories
in the social sciences, held bi-annually. (2) and (3) involve
presentations and discussions among graduate students
of many different disciplines and specializations, enabling24

my students to gain feedback from a variety of angles anddelve deeper into their own research.
―Tell us about your graduate studentsʼ research.
My current students are engaged in an extremely
diverse range of research projects, including psychological
exploration of motivations for citizens to purchase green
products, inquiry into indigenous people’s attitudes toward
the commodification of genetic resource in Indonesia,
econometrical analysis of the development of solar
panel technology in South Korea, case study of climatechange adaptation projects in Africa, legal research oninternational treaties on radioactive waste, and theoreticalanalysis of climate justice.
― (Question to Ms. Cita Ekanijati an international
student from Indonesia who presented at Professor
Usamiʼs laboratory research reporting session on
January 26, 2016) Tell us what motivated you to studyin Professor Usamiʼs laboratory and about the School of
Global Environmental Studies.
Cita: I study environmental policy under Professor
Usami. Both the Professor and the other graduate
students provide valuable comments to support myresearch, and the laboratory also has many books
and other materials. In Indonesia, it is not common
for students to learn directly from a professor. The
access to direct, attentive professorial supervision is
one of the great attractions of the School of Global
Environmental Studies. The School also has systems
that provide students with financial support for
projects, internships and participation in international
conferences. I hope to become a university faculty
member when I return to Indonesia.
―Interviewerʼs Postscript
Environmental problems have been recognized as
global-level challenges for many years now, but these
problems are broad-ranging not only in spatial terms
but in temporal terms as well. To what extent can
we share common rules and ethics in relation to such
multi-dimensional problems? The basis for addressing
the question of responsibility beyond generations may
already exist within Asian societies, but the design ofactual institutions for this purpose is still a work inprogress. Furthermore, achieving global consensus on
how to deal with environmental problems requires not
only the reconciliation of different value outlooks but also
the striking of political and economic bargains. Professor
Usami has an open, global laboratory that reﬂects precisely
these challenges. (Ayako IWATANI)

Research Laboratory Proﬁle:Professor Yoshizumi KAJII

Atmospheric Chemistry, Department of Natural Resources―What kind of research do you do, Professor Kajii?
I specialize in atmospheric chemistry. My research
involves detecting and evaluating atmospheric substancesand shedding light on the mechanisms of atmosphericpollution. In the 1970s, atmospheric pollution became aserious social problem in Japan as well. Photochemicalsmog is caused by substances known as oxidants, which
are formed when nitrogen oxides (NOx) found in gas
emissions react with volatile organic compounds (VOCs)
in the atmosphere. Japan achieved a reduction in oxidants
in the 1980s, as a result of factors such as the impact of
the Air Pollution Control Act and combined public andprivate sector efforts to keep the air clean. Since the1990s, however, oxidants have been increasing once more,
and identifying the cause of this increase has become
an urgent priority. Oxidant concentrations tend to behigher in spring and lower in summer, meaning that theongoing increase cannot be attributed simply to long range
transport of pollutants such as PM2.5 from China. Thereis thus a need to detect both oxidants and the VOCs fromwhich PM2.5 particles and oxidants are formed, but it
is extremely difficult to identify them given that there
are between 500 and 2000 different types of VOC. We
have focused our attention on substances known as OH
radicals. When they react with VOCs in the atmosphere,
OH radicals form stable H 2O molecules and dissipate.
Measuring the speed of such dissipation yields data
corresponding to the overall volume of atmospheric VOCs.
In our research lab, we have a hand-made device thatuses laser technique to create OH radicals artificially andcauses them to react with compounds in the atmosphere.
Working in partnership with the National Institute forEnvironmental Studies and other universities, we use thisdevice to measure atmospheric compounds in order togain our understanding of the chemistry in the air.

―How do you run your laboratory?
My laboratory currently has two ProgramSpecific Researchers, one Master’s student, and one
Doctoral student in the Graduate School of Human andEnvironmental Studies, and five Master’s students in the
Graduate School of Global Environmental Studies. Eachmorning at 9:30, Program-Specific Researchers and theDoctoral students gather with my Assistant Professor,
Yosuke Sakamoto, for a brief meeting. Once a week, aseminar is held for undergraduate and graduate students,
where we report on the progress of our research. Once
every half-year, all graduate students make presentations

on their research. We also hold journal meetings to review
the latest academic journals, including a monthly joint
journal meeting with the laboratory of Professor Masahito
Sugimoto (Aquatic Chemistry, Graduate School of Humanand Environmental Studies). There is also a weekly
workshop organized by the graduate students themselves,
with study activities including thematic summary of booksin the field of atmospheric chemistry.
― (Question to the graduate students gathered in thelaboratory) Tell us about your research.
Student A: I am studying in Professor Kajii’s laboratory
because I want to deepen my interest in
atmospheric pollution.
Student B: I am interested in automobiles, and I do
research on exhaust gases.
Student C: I am researching the mobility of substances inthe environment.
Student D: My motivation was the Kyoto Protocol. CO 2
is said to be the cause of global warming, butthere may be other factors as well. That iswhat I am researching.
―Tell us what the atmosphere in the laboratory is like.
“Free” might be the best word. We can choose ourown research topics freely, and we are allowed to do our
research in the manner in which we choose. I was evenable to do research overseas, in Vietnam, when writing my
Master’s thesis. It was a great learning experience.
―Interviewerʼs Postscript
I gained a sense of the “freedom” of Professor Kajii’slaboratory even during my own brief visit there. Despite
my status as a complete stranger to his academic field,
Professor Kajii took the time to explain his research tome carefully and coherently. The innovative, cuttingedge content of his research
seemed to strike a great
contrast with the handmade device fitted with aprofusion of pipes and theadjacent case full of plants
used in the measurement of
VOCs. In Professor Kajii’s lab,
today is another day in theongoing search for solutions
to environmental problems
through the power of science.
(Ayako IWATANI)

25

School of Global Environmental Studies(Educational Body)

The School of Global Environmental Studies is composedof the “Doctoral Program in Global Environmental Studies,”
designed to foster outstanding researchers responsible forfurther development of the new field of global environmental
studies, and the “Master’s Program in Environmental
Management” and “Doctoral Program in Environmental
Management,” both designed to train outstanding practitioners
capable of addressing environmental issues from the local to
the global level. The educational goals of these programs areshown in the following table.
Doctoral Program in Global Environmental Studies
This program fosters researchers capable of working
at the international level by tackling global and local
environmental issues using innovative approaches andmethodologies drawn from various fundamental academic
fields.
Masterʼs Program in Environmental Management
This program trains internationally-minded practitioners

with the knowledge and practical skills required to tackle
environmental problems from the local to the global level.
This program also fosters researchers capable of working
at the international level by addressing global and local
environmental issues using approaches and methodologies
drawn from various fundamental academic fields.
Doctoral Program in Environmental Management
This program fosters practitioners with advanced
management expertise and the extensive knowledge andskills required to address environmental issues from the local
to the global level. This will enable them to make a practicalcontribution when working in international settings.
Students participating in any of the above programs may
enroll in both compulsory and elective courses offered in
English, in keeping with the Graduate School’s aim to train
professionals capable of working in an international setting.
Students seeking to further their interdisciplinary knowledge
base are also able to take credited lecture courses from otherschools in Kyoto University.

Doctoral Program in Global Environmental Studies

This program accepts students who have obtained amaster’s degree or the equivalent in various fields. The
program encompasses the Department of Global Ecology, theDepartment of Technology and Ecology, and the Departmentof Natural Resources of the Hall of Global Environmental
Research, as well as Sansai Gakurin. Students’ specialized
study themes are selected from a vast range of themes
related to global environmental studies, based on prior study
and approaches available in the humanities and social sciences
as well as in the areas of natural science, agriculture andengineering. After receiving a doctoral degree, students may
work at universities or environment-related government/
private-sector research organizations.

1

Curriculum structure

In order to develop outstanding researchers, course
guidance is provided, as needed, on subjects offered under the
Master’s Program in Environmental Management, focusing
primarily on lectures and seminars.
An academic supervisor and a sub-supervisor are
assigned to each student upon entry into the university, andthe student receives interdisciplinary guidance.

2

Progress towards the degree

First year: Academic supervisor selected; research plan
drafted, reviewed and presented; preliminary
thesis report written; and enrollment in exercises

26

and seminars.
Second year: Enrollment in exercises and seminars.
Third year: Second thesis report written; enrollment inexercises and seminars; submission, review anddefense of a doctoral thesis; Doctoral Degree in
Global Environmental Studies awarded to student.
The standard time taken to complete the program is three
years. However, exceptional students may be able to complete
the degree in less time.

3

Admission information

Applicants will be graded according to the sum totalof their marks for English ability (evaluated on the basis of
TOEFL iBT (preferred), TOEFL PBT, TOEIC SP or IELTS
test scores) and interview performance (specialized knowledgeof the applicant's chosen study area and presentation of a
research plan).

Masterʼs Program in Environmental Management

In order to gain the skills needed to become outstanding
environmental management professionals or environmental
researchers, students are required to participate in a lengthy
internship study. Based on practical experience gained outsideof the university, students gain professional skills that will
enable them to write an innovative master’s thesis. Aftercompleting the master’s degree, students may continue on to
the doctoral program in order to obtain advanced professional
and academic research skills or may choose to work fornational or local government organizations, internationalorganizations, environment-related departments of industries,
environment-related industries, or environment-related NGOs,
among others.

1Curriculum

The core requirements of the Master’s Program in
Environmental Management are courses in the theoreticalfoundations of global environmental studies (Global
Environmental Policy and Economics, Global Environmental
Engineering, Management of Global Resources andEcosystems, Environmental Ethics and Environmental
Education). The student studies environmental management
fundamentals and theories, and attends seminars
corresponding to the student’s area of interest. After that, thestudent completes an internship and then submits a master’s
thesis.
Students also attend environmental management seminars,
which include special lectures by invited lecturers, fieldwork,
experiments and practical study, and a literature review,
all of which serve to instill in the student the fundamental
knowledge and skills needed for environmental research orpractice at the international level.

2

Internship

An internship is a compulsory part of the curriculumof the Master’s Program in Environmental Management.
Individual education based on practical experience outside
the classroom enables students to acquire competence inaddressing global environmental issues. The Graduate Schoolof Global Environmental Studies has arrangements witha wide range of domestic and international environmental
research institutions and organizations that currently serve as
hosts for internship training. Previously, students have beenplaced as interns at governmental research institutes, private
research organizations, foreign universities, and internationalorganizations such as the United Nations and internationalNGOs.
Two kinds of internship are available for students: Longterm internships, which require students to spend at least
three months at one site in order to train and cultivate
practical skills, and short-term internships of one to twomonths for students whose research objectives are best
achieved through brief practical experience. (For short-term
internships, the submission of preliminary thesis work is
required.)3

Progress towards the degree

First Year: Course work, drafting of internship study plan,internship.
Second Year: Submission and review of master’s thesis for
the Master’s Degree in Global Environmental
Studies.

4

Admission information

Applicants will be graded according to the sum totalof their marks for English ability (evaluated on the basis of
TOEFL iBT (preferred), TOEFL PBT, TOEIC SP, or IELTS
test scores), general knowledge of the global environment,
basic knowledge of the applicant’s choice of study area andinterviews (to assess specialized knowledge gained over thecourse of the undergraduate program, the study plan, and theapplicant’s suitability for the master’s program).

5

Double Masterʼs Degree ProgramThis program seeks to train/foster specialists who will
have in-depth knowledge of global and regional environments
and the practical skills necessary to solve environmental
problems, and who are instilled with an international
perspective. Students who successfully complete approved
course work overseas at the partner university will gaintransfer credit and earn two master’s degrees in two different
fields for three years.
Partner universities:
Mahidol University, Thailand (Environmental and Water
Resources Engineering, Faculty of Engineering)
Bogor Agricultural University, Indonesia (Master Programin Regional Planning and Master Program in LandscapeArchitecture)
Graduate School at Shenzhen, Tsinghua University, China

27

Doctoral Program in Environmental Management

This program aims to train professionals capable offunctioning in an international setting by equipping themwith the comprehensive knowledge and skills needed for
resolving conflicts and managing global environmental issues.
Internship study (domestic or overseas) and the preparation ofa doctoral thesis help students develop the skills required forenvironment-related work after graduation. Graduates of thedoctoral program are expected to find employment in nationalor local government, international organizations, environmentrelated departments of industries, environment-relatedindustries, environmental NGOs, universities, or government/
private-sector research organizations with an environmental
focus, among others.

1Curriculum

In order to cultivate outstanding environmental
management practitioners and researchers, course guidanceis provided, as needed, on subjects offered under the Master’s
Program in Environmental Management, focusing primarily
on lectures and seminars. The student also completes aninternship program lasting approximately six months, andthen submits a doctoral thesis.
An academic supervisor and sub-supervisor are assigned
to each student upon entry into the university, and thestudent receives interdisciplinary and practical guidance.

2

Internship

An internship is a compulsory part of the curriculumof the Doctoral Program in Environmental Management.
Individual education based on practical experience outside
the classroom enables students to acquire competence inaddressing global environmental issues.
The Graduate School of Global Environmental Studies hasarrangements with a wide range of domestic and international
environmental research institutions and organizations thatcurrently serve as hosts for internship training. Previously,
students have undertaken internships with governmental
research institutes, private research organizations, foreign
universities, and international organizations such as theUnited Nations and international NGOs. Doctoral students
must spend at least five months training and cultivating
practical skills at their internship sites. After returning to the
Graduate School, students prepare their doctoral theses bydrawing upon their experiences outside the classroom.

3

Progress towards the degree

First year: A cademic supervisor selected; research plan
drafted, reviewed and presented; preliminary
thesis report written; preparation of an internship28

plan, and enrollment in exercises and seminars.
Second year: Internship
Third year: S econd thesis report written; enrollment inexercises and seminars; submission, review anddefense of a doctoral thesis.
Doctoral Degree in Global Environmental Studies awarded
to student.
The standard time taken to complete the program is three
years. However, exceptional students may be able to complete
the degree in less time.

4

Admission information

Applicants will be graded according to the sum totalof their marks for English ability (evaluated on the basis of
TOEFL iBT (preferred), TOEFL PBT, TOEIC SP, or IELTS
test scores) and interview performance (to assess relevant
research skills and specialized knowledge gained over thecourse of master’s study or practical achievement in relation
to environmental management, as well as their research planfor the doctoral program).
*Note for applicants from overseas
In keeping with the international focus of this Graduate
School, we warmly welcome applications from overseas
students to all our programs. International applicants to the
Master’s Program in Environmental Management shouldnote, however, that some of the credited electives offered by
the school may be taught only in Japanese. Applicants arestrongly advised to consult with their intended academic
supervisor for further information on what classes areavailable. International applicants should also note that while
proficiency in Japanese is not a requirement for the Master’s
Program in Environmental Management, a degree of Japanese
speaking, listening comprehension and reading ability may
enrich their social and academic interactions during theirstudy at the Graduate School.

GSGES Course Tree
Graduate School of Global Environmental Studies (Environmental Management, Global Environmental Studies)
Goal
Secure the current and future health and sustainability of the global environment by fostering (1) practitioners with an ability to improve,sustain, and manage the environment, (2) researchers who establish sustainability as the basis of an integrated, interdisciplinary ﬁeld,and (3) Internationally eﬀective professionals who address the environmental challenges confronting the 21st century.
Cultivate professional practitioners and researchers who pursue ﬁeld-based research with a sincere commitment tocontribute to the environment and environmental sustainability.

Master’s
ProgramCompletion

Acquire a wide range of expertise andmanagement skills for practical andsustainable solutions to environmental
problems, and complete a master’s thesis.

Acquire professional capacities andexpertise for pursuing independent
research and professional work, andcomplete a doctoral dissertation.

Doctoral
ProgramCompletion

Environmental Management（Doctor）

Global Environmental Studies (Doctor)
Cultivate internationally active researchers Educational
addressing regional and global environmental
Goal
problems with interdisciplinary perspectives
and methodologies.

Foster practitioners with high level of specialized
management skills, broad knowledge andproblem-solving skills who can work towards thesolution of global and regional environmental problems.

Criteria for
Doctor’s
DegreeCompletion of Doctoral program is certiﬁed based on whether the dissertation contributes
to solving global and regional environmental problems, and whether the applicant acquires
a high level of professional skills and logical communication capabilities.
Dissertation Submission, Defense, and Review
Courses and Seminars & 2nd Progress Report Progress Report(Advanced Exercise and Seminars in Global Environmental Studies IIb)

Internship (>5 months) & Report（Internship）
Courses and Seminars（Advanced Exercise andSeminars in Global Environmental Studies Iia)

Courses and Seminars, 1st Progress Report(Advanced Exercise and Seminars in Global

Environmental Studies Ia, Ib)

Dissertation Submission, Defense, and Review
Courses and Seminars & 2nd Progress Report(Advanced Exercise and Seminars in Global Environmental Studies Ⅲａ，Ⅲｂ）

Progress Report
Progress Report

Courses and Seminars（Advanced Exercise and Seminars in Global

Progress Report
Progress Report（report every 6 months)

Environmental Studies IIa, IIb)

Courses and Seminars, 1st Progress Report(Advanced Exercise and Seminars in Global
Environmental Studies Ia, Ib)

Admission

D3

D2

D1

Admission

Master’s Program in Environmental Management
Educational Foster practitioners with in-depth knowledge and problem solving skills and a broad
Goal international perspective, in order to solve regional and global environmental problems.
Criteria for
Master’s
DegreeConferment of master’s degree is based on whether the thesis contributes to solving global
environmental problems and regional environmental problems, and whether the applicant
acquires suﬃcient knowledge, expertise, and logical communication skills.

M2

Master’s Thesis Submission, Presentation, and Thesis Review
Research for Master’s Thesis（Environmental Management Seminar (Compulsory))
Internship Report（Internship II (Compulsory))

M1

Internship（more than 3 months）（Internship I (Compulsory))
Coursework

1. Basics in Global Environmental Studies (Compulsory); 2. Environmental Management Seminar A(Compulsory);
3. Environmental Management Seminar B (Compulsory); 4. Basics in Environmental Management;
5. other lectures in Environmental Management

Prospective Students

Admission

We seek a diverse body of students with diﬀerent backgrounds and perspectives:
Future researchers from all academic ﬁelds with a keen interest in global environmental problems and their solutions and future and current practitioners
with a passionate enthusiasm for environmental management and a sincere commitment to acquiring and implementing knowledge and practical skills.

29

Voices from Students
VOICE 1

Hideaki Anazawa

Master’s Program, Resource Recycling Science

The School of Global Environmental Studies allows students todevelop a broad range of knowledge on the environment, unrestrictedby the boundaries between the arts and sciences, and to study theenvironment in relation to various fields, such as engineering, science,
economics, education, and law—all starting from the fundamentals. This
made it a very easy learning environment for me as someone who did
not graduate from a faculty specializing in environmental studies. The
school brings together students from a number of countries, each with adifferent background, culture, religion, and individual character. As we
exchanged opinions and engaged in discussions as part of our day-to-day
studies, listened to presentations during various lectures, participated ingroup work, pursued field work, and engaged in other such opportunities,
each day brought fresh ideas that we would not have come up withalone.
Another advantage of the school is the fact that participating in aninternship is a compulsory part of the curriculum. The internships, which
provide experiences that are not possible simply through graduate schoolstudies, are a chance to develop your own research, gain experience inthe field, and build a foundation of knowledge, while at the same timeoffering the opportunity to learn about the current state of society andthe world as well as to take a very close look at yourself, as if they were

VOICE 2

Sharda KC

Doctoral Program in Global Environmental Studies
Terrestrial Ecosystems Management

My name is Sharda KC. I am a Doctoral Program student in the
Laboratory of Terrestrial Ecosystems Management at the Graduate
School of Global Environmental Studies (GSGES). After graduating fromGSGES, I decided to continue studying there toward my Doctorate. The
knowledge acquired during my Master’s course was a major factor in
my decision to proceed further along the research path. I initially chose
this graduate school because the teaching is delivered in English andalso because I was aware that GSGES incorporates scientific and socioeconomic aspects, at both the local through global levels, in the study
process. So, it teaches how global environmental issues can be addressed
through the use of locally available natural resources. The course isdesigned to foster the development of researchers with the capacity totackle both global and local environmental issues in pursuit of global
sustainability. Field-based studies play a key role in identifying resource
circulation issues and suggesting solutions for sustainable development
and environmental conservation.
The GSGES provides multidisciplinary courses in that it incorporates
science, engineering, agriculture, economics, and the humanities. Eachstudent can select subjects in which he or she is particularly interested
and acquire deeper knowledge in those fields. The group discussions,occasional lectures by visiting professors, and weekly lab seminars
help to broaden knowledge in different subjects. And, comments fromprofessors and fellow lab members in the seminars are of ongoing
assistance in developing research themes and the skills required to attain

VOICE 3our objectives.
Another great feature of GSGES is theinternship program. This enables us to put theknowledge gained through teaching and to practical use in everyday
situations. Internship study during my Master's program played an
important role in determining my research topic and broadening myexperience with a view to further research. The program also provides
opportunities to deepen the practical knowledge that we need for our
research work and to expand our potential after graduation. Since myresearch work relates to agricultural activities based on an experimental
framework, I lived in the house of farmer in a rural village in Nepal andcarried out experimental work. Though I am a Nepali citizen, I did nothave any experience of living in a rural area of the country and working
with a farmer. Through that internship, I came to realize how hard life
can be when there are limited resources and facilities. I also developed
skills in project management and engaging with local communities that
could be helpful in my professional career.
At GSGES, there are many international students of different
nationalities, cultures, and faiths, both at the school and in the laboratory.
I rarely felt lonely living in a foreign country. It was an opportunity
for us to share our cultures and religious beliefs with other students. I
believe that GSGES is the ideal institution for those who want to acquirelearning and practical experience in respect of various environmental
issues, which is the key to becoming an international researcher.

Shahar Lilia Griﬃn

Master's Program, Socio-Cultural Symbiosis

Studying in a different country could be quite challenging, but a well-known
phrase says: “The magic happens when you step outside of your comfort zone”.
When I came to know about the master program of Environmental Managementin the GSGES, I knew I found the best program for me. I was attracted by thepractical aspect of these studies, and the ultimate goal of the graduate school: toqualify future experts that would have positive impact on the health and sustainabilityof the global environment.
In the GSGES we study various courses regarding global environmental issues
and sustainability in different fields: economics, engineering, and education along withother fields. Apart from studying in the classroom, we all also went out to the field,
and saw in our own eyes what are we studying about. This combination of theoreticallearning along with practical learning is productive, especially when dealing withenvironmental management. One thing I liked especially is meeting the local people
when we went to the field. Hearing about the practices and rural culture of Japanwas fascinating and authentic, as well as directly related to issues we have learned inclass.
The professors in the GSGES are very helpful and welcome intelligent debates
and personal consultations. The fact that our professors have both perspectives – thelocal and the global – and the fact that the fields of their research diverse greatly,
gives us, the students, multiple perspectives to our own research. I think that our
joint seminars and the comments I have received from the professors really improved30

a training ground for preparing to go out into
the real world of work.
The School of Global Environmental
Studies offers double degree programs, whichallow students to acquire master’s degrees in two countries. I became
interested in such programs and took part in the double degree programwith Mahidol University, Thailand. Here at the Graduate School of Global
Environmental Studies, I was able to study a broad range of elementsin the field of environmental studies, acquiring a considerable amountof knowledge. I then went to Mahidol University in Thailand where I
pursued the study of engineering in greater detail, allowing me to hone
my knowledge in that field. My travels in these two countries gave me
the opportunity to develop a deeper understanding of both the current
state of the global environment and the differences between the culturesof each country.
I believe that by providing such learning opportunities the Schoolof Global Environmental Studies fulfills the graduate school’s aim of“educating researchers capable of pursuing key roles on the global stage,”as it offers a great environment for students to develop their skills to
become leading international figures in environmental studies in an
increasingly globalized society.

my research.
Although studying and researching interesting
topics is very fulfilling, it is very demanding as well: beinga master student requires my classmates and me to
study hard, spending much of our time in deepening ourunderstanding in environmental related topics, andespecially have a high self-discipline when conducting our research. In the time of ourinternships, we were operating independently in the field, and it was our obligation to
make our best out of this experience.
Since the GSGES is quite a small graduate school compared to other Kyoto
University graduate schools, there is a good sense of community, which makes it
a nice place to work in. One more integral feature of the school is its international
community: the students, and some of the teachers, come from different backgrounds
and cultures, which makes the time together very enriching and educating. In thatsense, it does not matter where you are from, since everybody contributes to thediscussion of global environmental issues.
Indeed, challenges are not easy, but they always provide us benefits whenovercoming them. Studying global environmental studies in a multiculturalenvironment is looking one step ahead, as we aim to apply theoretical as well aspractical solutions for the future society.

Voices from Graduate Students

Graduated from Master’s Program(2017)

Graduated from Master’s Program(2009)

Community-Reactivating Cooperator
Squad (Minabe Town Hall )Bank of Tokyo-Mitsubishi UFJ(temporarily transferred from Osaka Gas)

Tomohiro AOKII entered the School of Global Environmental Studies with the idea of “I want tocreate a system that draws out the appeal of rural areas and increases their vitality!”In the Laboratory of Sustainable Rural Development, I learned methods
for community building, and at the same time I was able to directly go to local
communities in Japan and abroad and experience real community-building sites where
specialized know-how was being applied. In particular, through the school’s internshipprogram, I stayed in a rural area and felt firsthand the conditions in the communityfrom the perspective of its residents. Increasing the vitality of the local community
requires that “industry (companies), academia (research institutes), government(national and local governments), and the people (local residents)” come together as
one and work cooperatively, and I learned that the function of “intermediaries” is vitalin order to coordinate that cooperation among them.
Since graduating from the school, I have been working as a member of theCommunity-Reactivating Cooperator Squad of Minabe, a town located in the Hidaka
District of Wakayama Prefecture, building a model for a system that is based oncooperation among each constituent of the “industry-academia-government-people”
partnership and that will lead to boosting the local community’s vitality. I am
proactively going to the site of community activities, interacting with the people
from the town hall and from the community, and as I build trust with both sides, I
am starting to fulfill that “intermediary” function between “government and people.”
Furthermore, along with regular consultations and interaction with people fromresearch institutes at the School of Global Environmental Studies and elsewhere, I
am starting to make progress on strengthening “academia-people” cooperation bycarrying out activities aimed at getting advice from the perspective of experts. Stepby step, I am getting closer to my objective of creating a “system to increase thevitality of the local community.”
I believe the internship system that provided a firsthand feel for the atmosphereat the site and the group discussions that permitted debates which transcended theframeworks of “field, nationality, and teacher/student” have been extremely useful inallowing me to smoothly implement these types of community activities. The Schoolof Global Environmental Studies is appealing in as much as you have the opportunity
to interact with so many enthusiastic teachers and fellow classmates from Japan andabroad, and it is possible to gain broad-based, systematic knowledge and to take on
the challenge of every sort of research field in Japan and abroad, which opens up
limitless possibilities for your own future.

Graduated from Master’s Program(2017)IM SOPHANAVY

Cambodia-Japan Cooperation Center
Phnom Penh, Cambodia
Life in Japan, as well as in my graduate school (GSGES)
provides me many new experiences, and knowledges. I am
impressed by GSGES program because of sharing opportunity, field
trip, and internship program.
Students are allowed to share their knowledge andunderstanding through group discussions, presentations,and assignments. I have learned a lot from different kinds ofpresentations, such as presentation in graduate school, jointlaboratory, and my own laboratory. In addition, my research topic
was improved by the comments of professors and participants.
I am not only provided theoretical base, but also practical
based program. Field trip to Tango is memorable experience to
me to collect ocean creatures and to identify their ages; in addition,
I have learned how to distinguish soil types and measure tree
dimensions.
Internship is another interesting activity. I could build good
networks with internship hosting institution, and I learned about
the reality of working with Cambodian government institution.
Besides assisting administrative staff to organize seminars andworkshops, I took internship opportunity to do field survey
to collect data for my thesis. To collect data, I have prepared
questionnaire to interview community. Internship is a good
opportunity to reach targeted community and access to data formy research topic.
GSGES has provided me a good opportunity to learn, improve,and share knowledge through presentations, field trips, and aninternship. I am now working as a coordinator in Cambodia-Japan
Cooperation Center (CJCC) in Phnom Penh Cambodia.

Takumi MIYAZAKI

Since graduating from the School of Global Environmental Studies,
I have been working for a gas company, handling the development ofenergy infrastructures such as domestic and foreign resources, as wellas power plants. I have had the good fortune to have opportunities
like being posted to our subsidiary in the UK and being temporarilytransferred to a financial institution; and while it is hard work, I feel like
I am pursuing a fulfilling career.
The two years I spent at the School of Global Environmental
Studies unquestionably built my foundation. My interactions withinternational students at the school and the internship system thatallowed me to work in a research laboratory at a British university
gave me the opportunity to turn my attention to the world. Also, within
the numerous unique programs, by studying hard together with myclassmates who had diverse values and backgrounds, it made me realize
how narrow my own perspective was. I feel that it has enabled me
to persistently work to discover solutions when I have been placed invarious environments.
Even now, I ask myself daily whether I am really embodying theideals of the School of Global Environment, but the stimulation I received
from my classmates as well as senior and junior fellow students who live
earnestly without turning their back on their own beliefs still energizes
me today. Global environmental issues are extremely difficult problems,
but if you are thinking that you want to contribute to the solutions
through your work, then by all means, I hope you will consider enrollingin the School of Global Environmental Studies.

Graduated from Master’s Program(2012) and Doctoral Program (2016)

Mai KOBAYASHI

Researcher, Research Institute for
Humanity and Nature
Having lived overseas for a long time, I wanted to study
environmental issues in the Japanese context and under the guidanceof teachers who emphasize practice. I did not want to live in Tokyo,
and I looked forward to studying at a graduate school with an open
environment like Sansai Gakurin (Grove of Universal Learning). During
my Master’s Program at the school, I spent many days struggling to
improve my rusty writing skills while working on my compulsory
subjects. I had many opportunities in class and through joint projects tointeract with my fellow classmates, and that generated a strong sense of
camaraderie. It was also a time when I had the luxury of meeting lots ofpeople from different cultural areas and learning a great deal from eachindividual’s awareness of issues, different perceptions, and dreams. As
environmental issues become more serious with each passing year, thevery fact that this is a cross-sectoral experiment with no predeterminedanswers to certain questions—such as what the issue is, how the threat
should be understood, or how solutions should be shared—tested ourcommunication skills as we tried to understand one another. I often had
the feeling that the school’s students, who came together with an eye todiversity and a sense of a need for integration, possessed a new type ofimagination that was a bit different from the teachers as well, who haveproduced exceptional results in the context of the traditional academic
framework. This urgent new field requires an appropriate, flexible
imagination. I moved on to the Doctoral Program, and since graduating,I have been working as a project researcher at the Research Institutefor Humanity and Nature, where I was fortunate enough to work as
an intern during my Master’s Program. There, I have continued myresearch on organic agriculture policy in Bhutan—a field that I was able
to enter thanks to my work at the school—as well as on the future ofsustainable food.

31

Sansai Gakurin
Sansai Gakurin was established in 2002 to promote and support the activities of the new Graduate
School of Global Environmental Studies (GSGES) at Kyoto University by facilitating the exchange of ideas
across relevant disciplines, both inside and outside the university. “Sansai” refers to the traditional East
Asian triad of heaven, earth and humanity that embraces the phenomenal world. “Gakurin” means a“grove of scholars.” The 2001 mission statement of Kyoto University promulgated its intention to pursue
harmonious coexistence within the human and ecological community on this planet.

1) Activities designed to integrate all academic disciplines related to
global environmental studies and coordinate the outreach activities
of GSGES
In order to develop a Global Environmental Studies Directory at Kyoto University, we devise and hostregular events, including the Kyoto University Global Environmental Forum, the Hannari Kyoto Shimadaijuku, and the Global Environmental Studies Konwakai. The Kyoto University Global Environmental
Forum brings together researchers from inside and outside the university to provide the general publicwith an insight into the research conducted by the GSGES. First held in April 2008 and generally held
three times a year, the forum has been held thirty-two times as of October 2018. The Hannari Kyoto
Shimadai-juku, which is held at the Shimadai Gallery in a traditional Kyoto townhouse, includes public
lectures that connect the research pursued at the university with everyday life. It was launched in
November 2004 and has been held forty times as of March 2018. Meanwhile, the Global Environmental
Studies Konwakai is an informal gathering for GSGES faculty members to present and discuss theirresearch. The first Konwakai was held at the time of the GSGES’ establishment in April 2002 and as
many as 116 have taken place as of July 2018.
In addition to these events, we also participate in university-wide international seminars and forums
related to global environmental studies and collaborate with a variety of events and activities held in
Kyoto with the aim of expression related to humankind and the environment.

2) Activities designed to promote research
We provide medium- and long-term support aimed at ensuring that the research of the GSGES is
unified toward promoting “global interests”—interests that are above and beyond the gains and losses ofhuman society—and toward the development of civilization across the globe.
The mainstay of these activities is the regular publication of the SANSAI Newsletter, which reports
the research and educational activities of the GSGES. The first issue of the SANSAI Newsletter was
launched in October 2012, and August 2018 saw the publication of the 22nd issue.

3) Activities designed to support education
We are currently providing support for international education programs provided at Kyoto
University and the GSGES. The vibrant activity in international education and research collaboration
at the GSGES is presented at the symposiums, seminars, and other such events held several times eachyear. The following table shows the locations, participant numbers, and other such information on themain symposiums.

32Main International Symposiums held by the GSGES
Date

Location

Collaborating university

No. of participants(universities/countries)

March 5, 2009

Kyoto, Japan−

155 (11/3)

March 10, 2010

Hanoi, Vietnam

Hanoi University of Science and Technology

85 (11/3)

March 11, 2011

Hue, Vietnam

Hue University of Agriculture and Forestry

150 (11/5)

December 11, 2011

Shenzhen, China

Tsinghua University

97 (5/3)

March 7-8, 2013

Kyoto, Japan−

141 (15/10)

September 15, 2013

Hoi An, Vietnam

Hue University of Agriculture and Forestry

99 (13/5)

March 25, 2014

Kyoto, Japan−

141 (10/7)

September 29, 2014

Can Tho, Vietnam

Hanoi University of Science and Technology

90 (14/6)

July 27, 2015

Da Nang, Vietnam

University of Danang

134 (12/5)

December 11-12, 2015

Kyoto, Japan−

152 (25/16)

November 13-14, 2016

Bangkok, Thailand

Mahidol University

185 (30/14)

October 30-31, 2017

Hanoi, Vietnam

Hanoi University of Science and Technology

285 (42/15)

November 30 - December 1, 2018

Bogor, Indonesia

Bogor Agricultural University

195 (19/9)

Poster for the 31st Kyoto University Global Environmental Forum and a presentation at the forum (June 2, 2018)33

Flyer for the 40th Hannari Kyoto Shimadai-juku and a presentation at the event (March 27, 2018)

Participants at the symposium in Bogor, Indonesia (December 1, 2018)

The SANSAI Newsletter Issue No. 22 (Published September 1, 2018)34

Recent Collaborating Institutions forInternship Study

Private enterprise・Aoi Consultants Co., Ltd・Earthship Academy
・Environmental Control Center Co., Ltd.
・HACHIOH Co., Ltd.
・KANSO CO.,LTD.
・LAGO Co.,Ltd
・LINK Co.,LTD.
・LIXIL Corporation
・Miyama Power HD・Miyama Smart Energy
・OKUMURA CORPORATION
・PricewaterhouseCoopers Aarata LLC
・Research Institute for Natural Capital
Co.,Ltd
・REVO INTERNATIONAL INC.
・SANKI ENGINEERING CO.,LTD.
・TOYO CONSTRUCTION CO.,LTD.
・YAMADA FARM

country/the local government
・Kashiwa City・Katsuragi Town (Wakayama Prefecture)・Kyoto City・Kyoto Prefectural Board of Education
・KYOTOFU DISASTER VOLUNTEERCENTER・Lake Biwa Environmental ResearchInstitute・Ministry of the Environment
・Okinawa Prefectural Government
・Tsushima City

NPO/NGO・Certified NPO Organization
FURUSATOKAIKI CENTER
・chokomaka
・CITYNET Yokohama
・FUJISAN CLUB・Green Grass NPO
・Institute for Sustainable Energy
Policies (ISEP)
・Japan Association of Drainage andEnvironment
・Japan Center for a Sustainable
Environment and Society (JACSES)
・KIKO Network
・LEAF - Learning and Ecological
Activities Foundation for Children
・NPO SHINRINGAKKOU MORINKO
・Satoyama Net AYABE・Social Design Center Awaji

Various corporation / research organizations
・AEON Environmental Foundation
・Center for Environmental Remote
Sensing, Chiba University
・Central Research Institute of ElectricPower Industry
・Graduate School of Horticulture, Chiba
Univ.

・Institute for Global Environmental
Strategies (IGES)・JAPAN ENVIRONMENTALSANITATION CENTER
・Japan Fisheries Research and
Education Agency
・KYOTO CITY GREENERY
ASSOCIATION
・Nara National Research Institute forCultural Properties
・National Agriculture and Food
Research Organization (NARO)・National Institute for Environmental
Studies・National Institute of Advanced
Industrial Science and Technology(AIST)
・Nippon Intemation Cooperation forCommunity Development (NICCO)
・Northwest Pacific Region
Environmental Cooperation Center(NPEC)
・Public Works Research Institute・Remote Sensing Technology Center ofJapan・Renewable Energy Institute・Research Institute for Humanity andNature・Sailors for the Sea
・The Japan International ResearchCenter for Agricultural Sciences(JIRCAS)
・The Japanese Association forConservation of Architectural
Monuments
・United Nations University Institute for
the Advanced Study of Sustainability
Operating Unit Ishikawa/Kanazawa(UNU-IAS OUIK)international organization /overseas
・Bogor Agricultural University
・Caen University
・Center for International Forestry
Research (CIFOR)
・Charles Sturt University
・Chiang Mai University
・Chiang Mai University, Regional Center
for Social Science and Sustainable
Development
・Chulalongkorn University
・Conservation International
・Cooperative Research and Education
Center for Environmental Technology
Kyoto University-Tsinghua University
・Cumbria Action for Sustainability
・Ｄanang University of Technology(DUT)・Economic Research Institute for
ASEAN and East Asia (ERIA)
・Energy Research Institute,
Chulalongkorn Univetsity, Thailand
・European University at St. Petersburg
・Faculty of Engineering – Andalas
University
・Hanoi University of Science andTechnology

・Hue College of Sciences
・Hue University
・Hue University of Agriculture andForestry
・IFFSTAR・IFSTTAR Nantes
・Indonesia Joint Crediting Mechanism
Secretariat (JCM)
・Institute for Food and Resource
Economics, Bonn University
・International Water Management
Institute (IWMI)
・IRSTA, Bordeaux research center・Jomo Kenyatta University ofAgriculture and Technology
・Kazakh National Agrarian University
・Lille University of Science andTechnology
・Lille University
・Lilongwe University of Agriculture &Natural Resources
・Myanmar Engineering Society
・National Parks Board・National Science and Technology
Center for Disaster Reducion
・National Taiwan University
・National Taiwan University Building &Planning Foundation
・National University of Life andEnvironmental. Sciences of Ukraine
・PlanEnergi
・PT Gagas Dianamiga Aksenta
・Qingdao Product Quality Supervision
and Testing research Center
・Renewable Energy Management
Bureau, Philipine Department ofEnergy (REMB)・Resilience Development Initiative
・Sokoine University of Agriculture
・Tarlac State University
・The Gobi Institut
・The NGO Forum on Cambodia
・The University of Da Nang
・The University of Philippine-Dilliman
・UNESCO Bangkok
・UNESCO Ivory coast
・UNICEF in Myanmar
・United Nations Environment
Programme International
Environmental Technology Centre
・Universite de Lorraine
・University College Cork
・University of California San Diego
・University of Hawaii at Manoa
・University of Jambi
・University of Science and Technology
at Lille 1
・University of South Australia
・University of the Philippines Los Baños
・University of the South Pacific・University of Zambia
・Xiamen University
・Xinjiang Ecology and Geography
Institute (XIEG) , Chinese Academy of
Sciences

35

After Graduation
Masterʼs Program in Environmental Management
Private Sector
・IHI Corporation
・ALMEC CORPORATION
・EXEDY Corporation
・EX Research Institute Ltd.
・NTT DATA Corporation
・OBAYASHI CORPORATION
・OKUMURA CORPORATION
・Kubota Corporation
・Kumagai Gumi Co., Ltd.
・CTI Engineering International Co., Ltd.
・Japan Bank for International Cooperation、JBIC
・SANYU CO., LTD.
・Sanyu Consultants Inc.
・GLION Co., Ltd.
・TSP CO., LTD.
・DeNA Co., Ltd.
・DENSO CORPORATION
・DENTSU INC.
・TOYOTA INDUSTRIES CORPORATION
・Nihon Suido Consultants Co., Ltd.
・Development Bank of Japan Inc.
・Nomura Research Institute, Ltd.
・FORWARD CO., LTD.
・HAKUHODO CONSULTING INC.
・Business Consultants, Inc.
・Hitachi, Ltd.
・Hitachi Solutions, Ltd.
・Fujitsu General Limited
・Funai Soken Holdings Inc.
・The Boston Consulting Group・Sumitomo Mitsui Banking Corporation
・Montbell Co., Ltd.
・Roland Berger Holding GmbH
・Works Applications Co., Ltd.
・Accenture Japan Ltd
・Esri Japan Corporation.
・Ishizaka Inc.
・IDEA Consultants, Inc.
・EF-ON INC.
・NTC INTERNATIONAL CO., LTD.
・Kajima Corporation
・KEYENCE SOFTWARE CORPORATION・KISOJIBAN
・Kyoto University
・KYOWA HAKKO BIO CO. LTD.
・Coca-Cola Bottlers Japan Inc.
・KOKUSAI KOGYO Co., Ltd.
・INPEX CORPORATION・JX Nippon Mining & Metals Corporation
・Shizen Energy Inc.
・SHIMIZU CORPORATION
・Showa Shell Sekiyu K.K.
・Sumitomo Forestry Co., Ltd.
・Swing Corporation
・SEKISUI CHEMICAL CO.,LTD.

36

・National Federation of Agricultural Cooperative Associations
・Soft Bank Corp.
・DAIKEN CORPORATION
・CHUBU Electric Power Co., Inc.
・Chiyoda Corporation
・TSUKISHIMA KIKAI CO., LTD.
・Central Japan Railway Company
・Tokio Marine & Nichido Fire Insurance Co., Ltd.
・TOKYO GAS Co., Ltd.
・Tokyo Electric Power Company Holdings, Inc.
・TOHO GAS CO., LTD.
・Toyo Engineering Corporation
・TODA CORPORATION
・NIPPON TELEGRAPH AND TELEPHONE WEST
CORPORATION
・West Japan Railway Company
・JGC CORPORATION
・Nippon Koei Co., Ltd.
・NIPPON SYSTEMWARE CO., LTD.
・NIPPON TELENET CORPORATION
・NEC Corporation
・Norinchukin Bank・PACIFIC CONSULTANTS CO., LTD.
・Panasonic Corporation
・Haneda Airport Service CO., LTD.
・Value Frontier Co., Ltd.
・PIAPIA COMMUNITY SUPPORT G K.
・Hitachi Zosen Corporation
・The Procter & Gamble Company of Japan Limited
・McKinsey & Company
・Marubeni Corporation
・Mizuho Information & Research Institute, Inc.
・MITSUI & Co., Ltd.
・MITSUBISHI MOTORS CORPORATION
・Mitsubishi Corporation
・Yahoo Japan Corporation
・Janssen Pharmaceutical K.K.
・Rakuten, Inc.
・Rinnai Corporation
・YUGENGAISHA AZUSAKOUMUTEN

Doctoral Program
Corporate Organization
・KYODO NEWS・Gotoh Educational Corporation
・Japan Science & Technology Agency (JST)・National Institute for Environmental Studies
・New Energy and Industrial Technology Development
Organization (NEDO)
・Research Institute for Humanity and Nature・Japan International Cooperation Agency (JICA)
・Japan Foundation
・Japan Railway Construction, Transport and Technology
Agency・Japan External Trade Organization (JETRO)・National Institute of Technology and Evaluation

Ministry/Local Government
・Ministry of the Environment
・Ministry of Economy, Trade and Industry
・Nuclear Regulation Authority
・Shiga Prefecture・Tsushima City・Nagoya City・Ministry of Agriculture, Forestry and Fisheries
・Forestry Agency
・Kyoto City

Overseas・Faculty of Social and Politics
・Hue University of Sciences
・King Mongkut's Institute of Technology Ladkrabang
・Land titling office・Ministry of Housing and Public Works
・Semarang State University
・State ministry for national Development planning・Ti Rayon Soleil
・Wildlife Conservation Society
・School of Urban Rail Translation
・Universiti Sains Malaysia
・Hanoi University of Science and Technology
・Institut Teknologi BANDUNG
・RenEnergy

・Amami Wildlife Center・Institute of Noto Satoumi Education and Studies
・Research Institute for Natural Capital Co., Ltd・E-konzal
・OBAYASHI CORPORATION・TOSHIBA CORPORATION
・HASEKO Corporation
・Royal University of Agriculture・Kyushu University
・Kyoto University
・Ministry of the Environment Government of Japan・National Institute for Environmental Studies
・National Research and Development Agency Public Works
Research Institute・United Nations Development Programme・United Nations University- IAS・Sumitomo Forestry
・Sumitomo Riko Company Limited・Research Institute for Humanity and Nature・The University of Tokyo・Chinese Academy of Fishery Sciences
・Japan International Cooperation Agency (JICA)
・Institute for Global Environmental Strategies
・Japan Society for the Promotion of Science
・NIPPON TELENET CORPORATION KICK Smart Life
Laboratories
・Bangladesh Agricultural University
・Mahidol University
・The University of Melbourne
・Bandung Institute of Technology
・Bogor Agricultural University
・Hanoi University of Natural resource and environment
・Hanoi University of Science and Technology
・Hue University
・Hue University of Sciences
・Institut Teknologi BANDUNG・King Mongkuts Institute of Technology Ladkrabang・Kyoto University
・MINISTRY OF PUBLIC WORKS AND HOUSHING
・School of Urban Rail Translation
・Thuyloi University
・University of Danang
・Willis Japan Holdings K.K.

Ph.D Program・KYOTO UNIVERSITY
・OKAYAMA UNIVERSITY

37

List of Academic Staff

Department of Global Ecology
Global Environmental Policy

Environmental Health Sciences

Professor

Professor

Hirohisa TAKANO

Environmental Economics

Associate Professor

Kayo UEDA

Professor

Assistant Professor

Akiko HONDA

Makoto USAMI
Toru MOROTOMI

Global Ecological Economics

Socio-Cultural Symbiosis

Associate Professor

Professor

Wataru SANO

Associate Professor

Ayako IWATANI

Akihisa MORI

Sustainable Rural Development
Professor

Satoshi HOSHINO

Associate Professor

Kenichiro ONITSUKA

Ontology of Environment andTechnology
Professor

Junji SATO

Environmental Education
Associate Professor

Jane SINGER

Associate Professor

Misuzu ASARI

Lecturer

Roger C. BAARS

Environmental Marketing Management
Associate Professor

Akira YOSHINO

Department of Technology and Ecology
Environmentally-friendly Industries for
Sustainable Development
Professor

Shigeo FUJII

Associate Professor

Shuhei TANAKA

Assistant Professor

Hidenori HARADA

Environmental Infrastructure
Engineering
Professor

Takeshi KATSUMI

Associate Professor

Atsushi TAKAI

Global Environmental Architecture

Landscape Ecology and Planning

Professor

Hirohide KOBAYASHI Professor

Shozo SHIBATA

Assistant Professor

Chiho OCHIAI

Associate Professor

Katsue FUKAMACHI

Assistant Professor

Ryo HIGASHIGUCHI

Biodiversity Conservation
Professor
Associate Professor
Assistant Professor

Hiroaki SETOGUCHI Environmentally-Friendly
Energy Conversion
Kanto NISHIKAWA
Professor
Takeshi ABE
Shota SAKAGUCHI
Associate Professor Kohei MIYAZAKI

Department of Natural Resources
Regional Planning

Izuru SAIZEN

Atmospheric Chemistry
Professor

Yoshizumi KAJII

Terrestrial Ecosystems Management

Professor

Professor

Assistant Professor

Narumasa TSUTSUMIDA

Assistant Professor

Yosuke SAKAMOTO Associate Professor Hitoshi SHINJO

Shinya FUNAKAWA

Urban Infrastructure Engineering

Kunitomo SUGIURA

Ecosystem Production and Dynamics Aquatic Environmental Biology

Professor

Professor

Akira OSAWA

Professor

Yoh YAMASHITA

Associate Professor

Eiji HARADA

Associate Professor

Naoki OKADA

Assistant Professor

Keita SUZUKI

Assistant Professor

Tomohiro TANAKA

Assistant Professor

Masako DANNOURA

Project
Environmental Innovator Program (EIP) -Cultivating Environmental Leaders across ASEAN RegionProject Associate Professor

Suwanna Kitpati BOONTANON

Project Assistant Professor

Wen LIU

Top Global University Project “Japan Gateway: Kyoto University Top Global Program” (JGP) Environmental Studies
Project Assistant Professor

38

Yuki OKAMOTO

Research Bldg. No.14

Graduate School of Global Environmental Studies

GUIDEBOOK 2019

地球環境学堂・地球環境学舎・三才学林

ガイドブック 2019

issued : April, 2019

Graduate School of Global Environmental Studies
Yoshida-Honmachi, Sakyo-ku, Kyoto, 606-8501, JAPANTEL：075-753-9167

h ttp : / / www2. ges . k y o t o - u . a c . j p /