Contact
Organization for the Promotion of Leading Graduate Schools, Nagoya University
Room 317, Building C, Graduate School of Science, Nagoya University, Furo-cho, Chikusa-ku, Nagoya 464-8601, Japan
TEL: +81-52-789-5265 E-mail: oplgs@adm.nagoya-u.ac.jp URL: http://www.leading.nagoya-u.ac.jp/eng/index.html■ Integrative Graduate Education and Research Programin Green Natural Sciences

Leading Program Career Path, International Support Office(Graduate School of Science/Graduate School of Bioagricultural Sciences)
Room SA337, Science & Agricultural Building, Nagoya University
Furo-cho, Chikusa-ku, Nagoya 464-8602, Japan
TEL: +81-52-789-2954
E-mail: IGER@bio.nagoya-u.ac.jp
URL: http://iger.bio.nagoya-u.ac.jp/index_e.php
Leading Program Career Path, International Support Office(Graduate School of Engineering)
Room 208, Building 1, School of Engineering (Dept. I Administration Section)
Nagoya University
Furo-cho, Chikusa-ku, Nagoya 464-8603, Japan
TEL: +81-52-789-2731
E-mail: IGER@bio.nagoya-u.ac.jp
URL: http://iger.bio.nagoya-u.ac.jp/index_e.php■ The Program for Cross-Border Legal Institution Design
Program for Leading Graduate Schools Administration Office
Project Office 131, Law & Economics Shared Facilities Building
GraduateSchool of Law, Nagoya University
Furo-cho, Chikusa-ku, Nagoya 464-8601, Japan
TEL: +81-52-789-2324
E-mail: leading@law.nagoya-u.ac.jp
URL: http://www.law.nagoya-u.ac.jp/~leading/en/index-e.html■ Leadership Development Program for Space
Exploration and Research

Frontier Administration Office
Room 315, Building C, Graduate School of Science, Nagoya University
Furo-cho, Chikusa-ku, Nagoya 464-8601, Japan
TEL: +81-52-789-2930
Email: office@frontier.phys.nagoya-u.ac.jp
URL: http://www.frontier.phys.nagoya-u.ac.jp/index-e.html■ Graduate Program for Real-World Data Circulation Leaders
Program for Leading Graduate Schools Administration Office
Graduate School of Information Science, Nagoya University
Furo-cho, Chikusa-ku, Nagoya 464-8601, Japan
TEL: +81-52-789-3171
E-mail: office@rwdc.is.nagoya-u.ac.jp
URL: http://www.rwdc.is.nagoya-u.ac.jp/index-e.php■ Women Leaders Program to Promote “Well-being” in Asia

Well-being Program Office
Room A634, Graduate School of Bioagricultural Sciences, Nagoya University
Furo-cho, Chikusa-ku, Nagoya 464-8601, Japan
TEL: +81-52-788-6246
E-mail: well-being@well-being.leading.nagoya-u.ac.jp
URL: https://www.well-being.leading.nagoya-u.ac.jp/eng/■ PhD Professional: Gateway to Success in Frontier Asia
“PhD Professional” Office
Room 319, Building C, Graduate School of Science, Nagoya University
Furo-cho, Chikusa-ku, Nagoya 464-8601, Japan
TEL: +81-52-789-3595
E-mail: 10ryumon01@adm.nagoya-u.ac.jp
URL: http://www.phdpro.leading.nagoya-u.ac.jp/eng/

AccessHigashiyama Campus

Nagoya University

Daiko Campus

Nagoya University

Higashiyama
Tsurumai Campus Campus
Nagoya University

Nagoya Daigaku Station, Subway Meijo Line
(Higashiyama Campus is just off the subway exit.)
Furo-cho, Chikusa-ku, Nagoya 464-8601, Japan■Graduate School of Letters■Graduate School of Education and Human Development■Graduate School of Law■Graduate School of Economics■Graduate School of Science■Graduate School of Engineering■Graduate School of Bioagricultural Sciences■Graduate School of International Development■Graduate School of Mathematics■Graduate School of Languages and Cultures■Graduate School of Environmental Studies■Graduate School of Information Science■Graduate School of Pharmaceutical Sciences

Tsurumai Campus

5 minutes on foot from Tsurumai Station
JR Chuo Line / Subway Tsurumai Line
65 Tsurumai-cho, Showa-ku, Nagoya 466-8550, Japan■Graduate School of Medicine (Medicine)

Daiko Campus

5 minutes on foot from Nagoya Dome-mae Yada Station,
Subway Meijo Line
1-1-20 Daiko-minami, Higashi-ku, Nagoya 461-8673, Japan■Graduate School of Medicine (Health Science)

Published in December, 2015

Program for Leading
Graduate Schools

Fostering doctoral degree holders
to lead the next generation, basedon the philosophy of cultivating“courageous intellectuals”
Recently the social environment has been changing on a global scale. Human beings
are facing numerous challenges such as economic downturns and environmental
issues. Under these circumstances, excellent human resources are indispensable insolving global challenges for future generations. Unfortunately, opportunities for
doctoral degree holders with a high level of specialization are limited, which is anintellectual loss for Japan.
The Program for Leading Graduate Schools (Leading Program in short) supportedby the Ministry of Education, Culture, Sports, Science and Technology (MEXT)
aims to enhance the development of doctoral degree holders. This program isdesigned to foster students to become leaders who have high levels of specialization,
are able to scrutinize society from a broad perspective, and who will play active roles
globally, in the industrial, academic and governmental sectors.
Cultivating “courageous intellectuals” is a key philosophy in Nagoya University’s
Academic Charter, which also aims to nurture students into well-educated persons
who have expertise and a strong desire to contribute widely to society and to humanity,
while fostering communication skills and the ability to address issues from a broad
perspective. This concept of “courageous intellectuals” is the same as the concept of
this Leading Program. We will continue making efforts to foster doctoral degree
holders in future by strengthening both education and research.
At present, Nagoya University has the following six Leading Programs: Integrative
Graduate Education and Research Program in Green Natural Sciences, Cross-Border
Legal Institution Design, PhD Professional: Gateway to Success in Frontier Asia,
Leadership Development Program for Space Exploration and Research, Graduate
Program for Real-World Data Circulation Leaders, and Women Leaders Program to
Promote “Well-being” in Asia. Each program’s purpose, respectively, is to contributeto the environment, promote international collaboration in the field of law, foster
leaders to play an active role in society, develop the space sciences, contribute to theinformation society, and, realize gender equality in society. Nagoya University aims
to foster global leaders in these various fields. In order to further enhance these six
Leading Programs, the Organization for the Promotion of Leading Graduate
Schools was established to develop various curricula across the fields under thecommon philosophy of strengthening the cultivation of doctoral degree holders.
With much effort, the groundwork is now in place to accept talented doctoral degree
holders from the Program for Leading Graduate Schools. We will continue to move
forward as a “knowledge hub,” in order to make a lasting academic contribution tosociety.

Seiichi MATSUO
President
Nagoya University
01

02

Platform to Open the Door to the Future
A New Style of Graduate Schools

Cultivating Next-generation Leaders Using a Trans-disciplinary Approach

Information and communication technology has broken down borders and created a global community where information runs
instantly over the world. It is global leaders who have the ability to see the big picture, and are able to adjust accordingly, that will
thrive in this rapidly changing modern society. The Program for Leading Graduate Schools implemented by the Ministry of Education,
Culture, Sports, Science and Technology (MEXT) is designed to promote a new graduate school education system that can meetthe current needs in this global society. An innovative curriculum is systematized in parallel with the ordinary doctoral curriculum.
The program aims to be a high-quality graduate program by gathering top-level faculty from Japan and overseas as well as gaining
the cooperation of industry, academia and government.

Systematic education to nurture
global leaders

Currently Nagoya University has six Leading Programs, and each program has developed an education system based on its own
unique features. In addition to nurturing solid foundational knowledge, the programs foster doctoral degree holders with the ability
to view issues from broad perspectives based on a high degree of specialization.

Global Communication
SkillsProblemSolving
Ability

Solid Foundational
Knowledge

Planning
Ability

Management
Ability

Organization for the Promotion of Leading Graduate Schools,
Nagoya University

Women Leaders
Program to Promote
Well-being in Asia

“Only-one” category
This program, which utilizes unique resources worldwide,
aims to foster leaders who can pioneer new fields of research.

Composite category(Environment)

C1 Visioning and Management
C2 Basic Skills for Implementation
C3 Global On-site Training (GOT)

Quality Assurance for Global Leaders

To foster practical knowledge and abilities, which cannot
be acquired through lectures and research at university
alone, a variety of training courses, such as researchinternships, overseas training and overseas field research
are implemented. Through such activities, the worldview
of students is broadened. Especially, as overseas training
outside Japan is a unique opportunity to experience
diverse cultures and values. By working together throughfriendly competition, students acquire international
communication skills, explore issues from a global
perspective, and acquire the ability to solve those issues.

River water quality testing in the suburbs of
Ulan Bator in Mongolia

By making use of the industry-academia-government
network of Nagoya University, which has many Nobel laureates
and top leaders in industry, we have built a system to support
students’ academic goals.

Exchange with children living around the
Payatas Dumpsite in the Philippines

International
Organization

Nagoya University
Graduate Schools

Composite category(Information)

Leadership Development
Program for Space
Exploration and ResearchEnterprise

Collaboration across diverse
academic and industrial areas

PhD Professional:
Gateway to Successin Frontier Asia

Graduate Programfor Real-World Data
Circulation Leaders

Composite category(Cross-cutting themes)

03

Leadership
SkillsNetwork covering a variety of fields

The Program for
Cross-Border Legal
Institution Design“Only-one” category

Composite category(Pluralistic society)

Composite category
This program, which traverses research domains, aims
to foster leaders who can synthesize industrial, academic
and governmental projects and drive innovation in
addressing issues facing society.

B1 Acquiring Advanced Knowledge
B2 Understanding Traditional Knowledge
B3 Developing Innovation Skills

Supporting Students’ Future Goals
Integrative Graduate Education
and Research Programin Green Natural Sciences

All-around category
This program, which integrates fields such as the humanities,
social sciences, life sciences, physical sciences andengineering, aims to foster leaders who can play activeroles in the industrial, academic and governmental
sectors both in Japan and overseas and who can be a
driving force within the global society.

Problem Solving
SkillsDomestic and overseas training and fieldwork

A Place Where Dreams are Realized

Three categories of the Leading
Program

A1 Understanding and Sharing
Fundamental Values and Principles
B1 Acquiring Universal Knowledge

Practical Curriculum to Broaden Worldview

Broad Perspectives
Based on HighSpecialization

Implementation
Ability

The Leading Program is a five-year complementary
program for students pursuing combined masters
and doctoral degree courses, and extends beyond
disciplinary boundaries. The trans-disciplinary curriculumof the program distinguishes it from the conventional
graduate schools. Our six programs share an integrated
curriculum that combines different disciplines.
Through a phased and systematic approach involving
nurturing of creative and critical thinking skills, problem
solving skills, and leadership skills, students are able toacquire the necessary capabilities to become global
leaders. In addition, common subjects and open courses
are arranged among the six programs to foster globalized
thinking on current issues and prospects.

Creative andCritical Thinking

Overseas
Partner
University

All-around category

Government
Domestic
Research
Institution

Discussion with Dr. Toshihide Maskawa, Distinguished Professor,
Nagoya University

04

Table Talk

Masayoshi MAESHIMA, 6 Students

Aiming to foster global leaders who have not only knowledge, and/or
practical skills, but also the ability to think outside the box from a
global perspective
A Unique Program to Promote an Innovative
Graduate School Education

Table Talk
A new generation of leaders from
Nagoya University
We offer a global educational
environment
Nagoya University offers six Programs for Leading Graduate
Schools, mainly managed by the Organization for the Promotionof Leading Graduate Schools, to create a unified knowledge
environment. The students immerse themselves into academic
research and internships to realize their ideals and aspirations.
At this time, six outstanding students, one from each Leading
Program have gathered to talk about their practical and fulfilling
daily lives. This is a unique opportunity for students of different
academic disciplines to gather and interact. I hope that furthertrans-disciplinary ideas and cooperation will be born from thisopportunity.

Maeshima: The Program for Leading Graduate Schools
started in 2011 around the same time as the devastating Great
East Japan Earthquake. The program is now in its fifth year.
Historically, Japanese graduate schools have been consideredas training institutions for university positions. But it is often said
that a doctoral degree is like “a grain of rice stuck on yoursole” meaning that you cannot make a living with it sinceobtaining a doctoral degree does not guarantee a position.
However, this situation is not just unique to Japan but also
exists throughout the world. For example, in France, even if
one graduates from a graduate school, one cannot enter thefaculty at a French university without studying abroad.
Likewise, in South Korea, most doctoral candidates need to
study in the United States of America or Europe and have to
excel, otherwise they cannot be welcomed back in their homecountry. The Ministry of Education, Culture, Sports, Scienceand Technology proposed the Leading Program in order tochange situations like this and make new reforms to alter theeducational system. Six programs were adopted at Nagoya
University, to start this unique graduate school education. Today,
one student from each of the six programs will participate in thistalk. I would like to hear the current situation, achievements,
and desires for the future from each student.

Reasons Why We Applied for the Leading
ProgramNagae: My reason was “the program looked interesting.” I
had planned to study for a doctoral degree, but I wanted to
study something new in order to deepen my knowledge. Then,I found out about the Leading Program through a recruitment
session, and decided to join the program.
Hanaoka: The study theme of my laboratory is infrared
astronomy. Because we are promoting development ofobservation equipment to be installed on the next generation
satellite, I wanted to study more about satellites and therefore

decided to enroll in the program. In addition, since I was not so
confident using English, I felt the Leading Program, which uses
English, would give me an opportunity to improve my English
ability.
Sato: I was interested in Asian economy before entering the
Leading Program. The target area of my program, namely,
PhD Professional: Gateway to Success in Frontier Asia, is“Frontier Asia.” Having the opportunity to train overseas wasinvaluable to me.
Tsuji: I worked as a nurse after I graduated from Nagoya
University, but while I worked in this profession, I came to feelthat I wanted to deepen knowledge to hold a leadership position
so I entered graduate school. Thereafter, I came to learn aboutthe Leading Program called “Women Leaders Program to
Promote Well-being in Asia.” I became interested in medical
issues not only in Japan but also in other countries. I thought,
for example, how my work could be helpful in other Asian
countries, and how community medical care in other countries
could broaden my horizons.
Nakazawa: I came to Nagoya University for the first time
when I took the graduate school entrance examination. I was
attracted to international exchange activities at the university,and was excited that students could get positive support when
making presentations in foreign countries and when developing
their career path. Therefore, I decided to apply for the
program.
Nandasiri: I graduated from Colombo University in Sri
Lanka and after receiving my law credentials, I decided to study
in Japan. My home country of Sri Lanka was in a state of civil
war until 2009, and afterwards we were able to finally concentrateon development. Japan is a country with similar experiences. Its
development after the Second World War is miraculous. I
decided to study in Japan and in this program because I hope I
will take back what I learn about the Japanese development
experience and apply it in my home country.

Masayoshi MAESHIMA
Vice President, Nagoya University
Director, Organization for the Promotion of Leading Graduate Schools

Integrative Graduate
Education and Research
Program in Green Natural
Sciences

The Program for
Cross-Border Legal
Institution Design(From Kanagawa)(From Sri Lanka)

Kazuki NAKAZAWA
Division of Material
Science, Graduate Schoolof Science05

Diani NANDASIRI

Combined Graduate
Program in Law and
Politics, Graduate Schoolof Law

PhD Professional:
Gateway to Success in
Frontier Asia

Leadership Development
Program for Space
Exploration and Research

Yoshiaki SATO

Misaki HANAOKA

Department of
Socio-Economic System,
Graduate School of
Economics

Division of Particle andAstrophysical Science,
Graduate School of
Science(From Aichi)(From Wakayama)

Graduate Program forReal-World Data
Circulation Leaders

Yuki NAGAE(From Aichi)

Department of Crystalline
Materials Science,
Graduate School ofEngineering

Women Leaders Programto Promote Well-being in
Asia

Akiyo TSUJI(From Mie)

Department of Nursing,
Graduate School of
Medicine

06

Table Talk

Improving International Communication Skills inOrder to Play an Active Role in the World

just because you have a good English language skill. Rather, it is importantto have it be cause you cannot express your field of specialization andcharacter if you cannot communicate in English. Because it is very importantto learn when you are young, please develop your English skills more andmore.

Maeshima: It is necessary for global leaders to have language andcommunication skills, as to express their own opinions on an international
stage. How does everyone strive to improve their language skills?

Leaning with Colleagues Having the Same
Aspirations, Beyond Nationalities and Languages

Nagae: It is difficult to acquire a foreign language. I can make daily
conversations, but it is still difficult if I need to assert my opinion logicallyduring discussions. All the lectures offered in my program are taught inEnglish, and I think the same applies to the other Leading Programs. The
other day, I participated in my program’s event at the Istanbul Technical
University and had discussions in English with Turkish students. Since theprogram uses English all the time, the environment is very conducive forme to acquire English.

Sato: Many students from various graduate schools and countries belong
to the Leading Program and I think it is very interesting because every
student has different personalities. People of the same generation as I,
whom I met during my visit to developing Asian countries, have brightexpectations about the future and are very lively. On the other hand, Japanese
students tend to be more reserved in comparison.

Nandasiri: I studied Japanese before coming to Japan, but Japanese isdifficult to acquire. I have learned Japanese by listening to conversations,watching movies, and singing songs by myself. Japanese has Kanji, Hiragana
and Katakana, and it is hard to learn all of them. I envy Chinese students
because they can already use Kanji.

Nandasiri: The environment at a Sri Lankan university or law school is
totally different from that at a Japanese university. Many Japanese seem tobe shy at talking with foreigners, but many students of the Leading
Program talk actively. As everybody said, students who want to become
leaders seem to be good at English and know how to communicate withforeigners.

Maeshima: I am impressed that you could learn Japanese very well in ashort period of time.

Nagae: Our Leading Program has students with different nationalities
such as China, Ecuador, South Korea and Syria. Under this diverse
environment, there are cultural differences among students. However, I
have learned not to judge from nationalities, but to understand that we are
all human beings and friends at the Leading Program. While foreign
students are good at talking themselves up, many Japanese are shy. We
Japanese should follow their lead.

Hanaoka: English was really my weak point when I entered the program.
I could not speak English at all. Since my English grammar was not good,my writing skills were poor. However, after I entered the Leading Program,I have had opportunities to talk with native English teachers and havediscussions in English with foreign students. Through this experience, myEnglish ability is gradually improving. I attended a one month overseas
English training course in Malaysia this January, and I had to speak onlyin English from morning to evening. I am still not good at English, but it
was a very valuable experience for me to improve my English skills.
Sato: If you join in the overseas training courses, you can improve yourEnglish remarkably. In my case also, I spoke English when I needed toand then I started to feel that English was no longer my weak point.

Nakazawa: When I attend international conferences in physics, which is
my field of specialization, I see everyone speak very eloquently. I do not
feel any difference between Japanese and non-Japanese.
Internship as a science communicator at the Nagoya City Science Museum(Integrative Graduate Education and Research Program in Green Natural Sciences)

Students undertaking satellite training using vibration testing equipment(Leadership Development Program for Space Exploration and Research)

Tsuji: I had not used English for six years until I entered graduate school
after receiving a bachelor’s degree. Even after I entered, there were notmany opportunities to use English, except when I read publications for
my studies in nursing science. However, after I joined in the Leading
Program, I had to speak English. It was hard to get used to this situation.
Eventually, I started to think I wanted to understand properly the English
lectures by leaders who were playing active roles on the international
stage, and also wanted to ask questions to them. Those kinds of feelings, I
guess, made me want to improve my English.
Nakazawa: I have been given opportunities to make presentations atinternational conferences, and discuss with foreign researchers. I feel thishas been a good learning experience. As for the English training courses
in the program “Integrative Graduate Education and Research Programin Green Natural Sciences,” there are two kinds of courses. Both are 90
minutes’ courses, held once a week. One is discussing in a group with asmall number of people, and the other is for preparing for the TOEIC
test. Students can choose a course based on their own preferences.
Because of these classes, I can brush up on my English and native English
teachers teach us cordially. Now I have gotten into the habit of using
English in my daily life.
Maeshima: I could understand that all of you are struggling every day
to be able to manage English. However, it does not mean that all is well
07

Masayoshi MAESHIMA, 6 Students

Hanaoka: I agree. I have not also felt a gap in culture or nationalities. Of
course, there are foreign students in my Leading Program, but everyone has
an interest in satellites, and we are all advancing to the same goal. Theremight be a difference with languages between English and Japanese but I
have not felt any gaps from it.
Maeshima: After all, it is good when you are young. Failure is forgiven if
you are a student and even if you disagree you have a chance to quickly
reconcile. This is the time to gain various experiences because the possibilities
are endless.

International symposium(Cross-Border Legal Institution Design)

Global Challenge at Istanbul Technical University(Real-World Data Circulation Leaders)

Tsuji: As for me, I felt the difference in custom, coming from culture andhistory in the overseas training. Even for countries in Asia, the way of
thinking about nursing and childcare is totally different. When I asked
overseas students whom I met through this program, “who cares for elderly
parents and young children?” I realized each country has its own way of
thinking about community medicine and roles of women in the home. I
think I cannot understand the system itself even if I learn all about it,
unless I know the underlying way of thinking of the system. I think I candeepen my understanding of medical systems, by talking and hearing
from the people themselves.
Nandasiri: Living in Japan, I notice that some aspects of Japan are
different from Sri Lanka, but there are also many similarities because
both are Buddhist countries. In the end, it is important to experience
the culture as well as learn in the classroom.

Factory visit during a training course in Laos
(PhD Professional: Gateway to Success in Frontier Asia)

Inspection of a rice field during overseas training in the Philippines(Women Leaders Program to Promote Well-being in Asia)

08

Table Talk

States of America, since I had eight minutes for presentationand four minutes for questions and answers, I had tosummarize my research logically in a limited time frameand prepare to answer questions. This experience helped
improve my English skill. Incidentally, the manuscript I
prepared for questions and answers was not useful at all. I
had to think and give answers in English correctly impromptu.
I thought this was a great experience.

Diverse Experience Widens Possibilities
and Brings New Visions for the Future
Maeshima: The curriculum of the Leading Program isdiverse and demanding. In such a program, what did all ofyou learn and/or change?
Sato: What is good with the Leading Program is that I havelearned how to be confident. When I went to Laos, Cambodia
and Thailand for the overseas training, I found that I havealready learned more than I thought and I could talk about
my specialization in detail. This experience made me haveconfidence in myself. In addition, it was good that I could
receive quick feedback from my professors.
Maeshima: It is good to hear that in your graduate school
life, you have realized that you could communicate about
your field of specialization to society and develop a detailed
action plan. This is one of the objectives of the Leading
Program.
Hanaoka: I received financial support for overseas training,
and lived in a foreign country by myself for study. Joining the
Leading Program brought these valuable experiences. I wantto keep challenging myself. In our program, I have an opportunity
in planning an ideal satellite with my team members. It issuch fun to think about what type of satellites we can build
and how it functions, which allows us the experience of startingfrom scratch.
Nandasiri: This summer, I am going to visit researchers of
the University of Cambridge in the UK to do research andinterview. I am very thankful because this is possible only
because of the Leading Program.
Maeshima: Since participating in the program, is there
anything that has impressed you?
Nakazawa: I went for overseas training at a conference inthe United States of America and had an opportunity tomake an oral presentation. At international conferences inJapan, most students including myself have, so far, attended
only one poster session. At the conference in the United
09

Tsuji: Students from four graduate schools were in myteam in an overseas training program in Vietnam and I
learned various features of the other students’ graduate
schools and thoughts about ‘well-being’ at that time. We
went to local hospitals, visited women leaders and inspectedfarmlands, but even though we saw the same thing, ourviewpoints were totally different, depending on our
backgrounds and discipline. If I did not participate in thisprogram, I would not have known about agriculture fields. I
strongly felt that agriculture is deeply associated with healthcare,which is my field of specialization. Now the task is to answer
the question "how will we develop our healthcare research in
the future?"
Maeshima: The multidirectional approach to health isimportant because it is the basis of a healthy life in society.
Nandasiri: The development of only one field such as law
or science is not enough to make a better society. We shoulddraw on various sectors together.

Envision Yourself as a Future Leader, and Let
Your Life Bloom Like a Brilliant Flower
Nandasiri: I want to work to improve international relations
between Japan and Sri Lanka. Sri Lanka was colonized by
the United Kingdom and the legal system is influenced by
Europe. Japan learned the Germany and British legal
systems in the Meiji era, in order to accomplish modernization.
I want to learn more about these various experiences, notjust in Japan but also all over Asia, and become a strong
and highly motivated leader. The friendly relationshipbetween Sri Lanka and Japan has been going on for morethan 60 years. I hope the Leading Program is successful, andwill have an environment in which Japanese and foreign
students will be able to continue to study and research
together.
Nagae: It is expected that in the future, information
technology will be further developed, and by 2020, data
will be more than 20 times greater. By analyzing theseenormous data and utilizing them, I would like to researchmore about the technological development of Japan, which
has benefitted the whole society.
Tsuji: Right now, my current goal is to improve myEnglish skills so that I can work as an intern for a prestigious
international organization. In addition, by talking withforeign students in the Leading Program, I notice that there
are many countries where more support systems for theworking woman are established, even better than in Japan. I
want to refer to such countries and think about how tocontinue my career while balancing family with work, andMasayoshi MAESHIMA, 6 Students

in the end, advance myself by doing what I can. I am glad if I am
able to play an active part in an international organization such as
WHO or UNFPA because I am interested in health problems. Had I notentered this program, I don’t think that I would have considered working
for international organizations.
Nakazawa: I am interested in science communication. For science
communication, the ability to explain my research is necessary. Actually,
it is difficult to explain my research to people, but I want to try to letthem understand, and through that, contribute to the society. I wantto convey to youth that science is interesting, not just in Japan, butalso all over the world.
Hanaoka: In future, I want to be engaged in developing things thatmake people’s dreams come true. Satellites are launched to unravel
the mysteries of the universe and to be helpful for people. The desire
to develop satellites made me enter the Leading Program, and I
would like to live with these dreams and spirit for the goal to develop
a far-infrared sensor in the laboratory I belong to, which becomes the‘eye’ of a satellite.
Sato: If you think about the Leading Program economically, theuniversity has received a large amount of support and many students
have benefited, therefore I do not think it is possible that this program
will come to a deadlock. When I think about social responsibility even
if it is very small, I feel the sense of duty to have to produce results ofresearch. When I went for overseas training in Thailand, I visited anorganization that undertakes economic surveys for the United
Nations, and I became interested in its work. I might stay at theuniversity and continue to study in the future. In any case, I would
like to have a job that will benefit the world.
Maeshima: That is good. After listening to all your opinions, whatmakes me very happy is the fact that you are future-oriented people
full of hope, looking 10 years, or 20 years ahead. You look ahead tothe future and want to play an active role boldly, even if you cannot
do it right now. I really appreciate this, which is one of the achievementsof the Leading Program.
The Leading Program is a program to foster in a sense, selected students,
with the thoughts of faculty to instruct and students’ efforts, not tomention the support from the Japanese government. There are no
rules the program has to follow in a rigid way. I hope each one of you
will adopt what you think is good for yourself, and will become aunique leader. A leader is not only just one in executive positions suchas a company president or a director of a research institute. A humanbeing has a right hand and a left hand, and an orchestra conductorcommands with a baton in the right hand and uses the left hand toshow expression. In other words, both the right hand and the left
hand have distinct roles to play in an orchestra performance. Likewise,
when you eat rice, it is difficult to eat without the left hand. In thesame way, for leadership, there is a leader who wields a baton in theright hand, and also there is a leader who supports an organization withthe left hand. I hope, while you are in the Leading Program, you willdraw various leadership styles and find the style that fits you most,and in the end, your life will bloom like a flower.

10http://iger.bio.nagoya-u.ac.jp/index_e.php

PROGRAMThe curriculum is characteristic for its high specialty and diversity
Doctoral Thesis Defense/Program Completion
Extracting andRealizing Potential Photocurrent

D3

Chembio/
Conversion/
Nanobio
Energy transfer
Genetic/
Model Synthetic Bio-Imaging
Organic/
Environmental
Substances
Nano-Conduction
Response Diversity
Syntheses
Artificial
Photosynthesis
Photosynthesis
Systems
Systems
Light-Harvesting/Food Provision/
Next-Generation
Drug Development
Cells
Green Substance
Biomass/
Transfer/
Rice
Research
Molecular Catalysts

CONCEPT

Solving environmental and energy related
problems permanently, in order to develop a
more sustainable society
Program Coordinator

Kunio AWAGA
Professor
Graduate School of Science

Recently our societies are facing difficult challenges
in issues relating to, among other things, energy
and the environment. It is a critical task imposedon modern sciences, to break away from the excessive
dependence on fossil fuels and nuclear energy, andto realize the development of a sustainable society.
With this comes the urgent need to develop
human resources who can look at such problems
from a multidirectional angle in order to solvethese challenges in a creative manner.
This program aims to find lasting solutions toproblems relating to the environment and energy,
through the development of green natural sciences.
Students will pursue science technology focusing
on the stable supply of materials, energy, and food.
They will do so by researching such materials andthe processes of energy conversion, as well asother circulation mechanisms found in nature,
which proceed with the help of the continuous
source of solar energy, and applying their academic
achievements to material production and system
life sciences. While improving the level of dissertations
and research, doctoral students will cultivate their“scientific ability and social skills in order to lookupon challenges from a broad perspective,” as wellas their “ability to extract practical results fromfundamental research,” and their “international
experience in order to play an active role in theworld” through internationalized education.
Through this program, which stretches acrossscience, engineering and bioagriculture, many
students work together in competition and raise
the ability of each other. In addition, we encourage
the independence and individuality of students,
and allow them to enroll in courses which suit
them.
Since the program contains the possibility to study
abroad, participate in internships and various seminars,
students need to plan in advance in order to meetthe strict completion requirements. This environment,
being at the same time free and demanding, trains
the student's independence and their ability tosurvive in our competitive society.
The vision of this program is to foster humanresources who have the courage and ingenuity tolead the development of green natural sciences.
We believe that the students who graduate fromthis program will contribute to the development ofa sustainable society as leaders, and will take theenvironmental field to the next level.

11

D2

Abilities to be Acquired

Mid-exam
Selected Master’s Thesis
Presentation

Leadership Program

Leadership
Internationality
Having Broad
Perspectives

Practical Course

Nano/
EnergyGreen
Substance
Transfer

Biomass

Selected

ChemicalPhysicalOverseas Exchange

Corporate and Institute Researche-Portfolio

Research Innovation
International Education Planning

5 Star Evaluation
SystemCareer Path Support

Overall Research Capability Overall Research Capability
Systems
Bio

Biological・Research Training Retreats
・Laboratory Rotation

・Skills Seminar

Internationality

SkillsIntellectual Seminar Science
Property
Communication
CareerDevelopment

Environment

・English Training for Leaders
・Lectures in English
・Short-term Overseas Training

Each major has specialized basic coursework.
Selected

Research Result

Visualized Examination
and Various Supports
for Students

Training Course

Integrated Science Platform

Coursework/Seminar

M1
Year

Abilities to be Acquired

Integrated Science Program

Having Broad
Perspectives

D1
M2

Cutting-edge Project Research

5 5 5 5

Abilities to be Acquired

5

Integrative Graduate Education andResearch Program in Green Natural
Sciences

Research
SkillsFinancial Support

Support for Female
Students

Selection to the Program

Through the environment of friendly competition students can grow to be leadersof the future
Since the number of students participating in this program is unlimited, the competition level ishigh. This creates an environment in which students who study different fields, and are indifferent academic years, can cooperate but also compete, during courses developed incollaboration with eight departments of the Graduate Schools of Science, Engineering andBioagriculture, as well as various seminars coordinated by each school in the university, English
training, and leadership training in North Carolina, USA. By presenting their academic
achievements and research results, students can be stimulated and create a good network forexchange. Furthermore, this can benefit the students’ career path. Through this strategy, excellent
human resources can be expected to develop.

Leadership training in North Carolina, USA

Developing top level female scientists to become future leaders

Off-site meeting to foster top female leaders

The promotion of women working in science should be considered a priority in social development.
With the aim of being a frontrunner in this topic, we have formed a special team led by the top
female scientists of our University, and have worked to develop linkages with other top universities
overseas as well as with promoted female scientists. For example, every year “off-site meetings withthe focus on developing female leaders” are organized exclusively for female students. Stimulatedby the question on why there are so few female leaders, each student is encouraged to reflect about
their vision and desired future career paths, with the encouragement of a female role model who isa leader in her field.

DATA

COLUMN[Composite Category-Environment-] Selected for FY2011

Seminars organized by graduate
students[Application Eligibility]
Graduate School of Science (Division of Material Science, Division of Biological
Science); Graduate School of Engineering (Department of Applied Chemistry,
Chemical Engineering and Biotechnology, Department of Molecular Design
and Engineering, Department of Crystalline Materials Science); Graduate
School of Bioagricultural Sciences (Department of Biological Mechanisms andFunctions, Department of Applied Molecular Biosciences, Department of Bioengineering Sciences)[Partner Institutions, etc.] 6 institutions
Institute for Molecular Science (IMS); National Institute for Basic Biology(NIBB); RIKEN; National Institute of Advanced Industrial Science and Technology(AIST); Toyota Central R&D Labs., Inc.; Toyota Physical and Chemical
Research InstituteWe provide opportunities to work out educational
plans drawn up by students. Students have to carryout their plans by themselves, for instance, somegroups of students have implemented a tutorial
seminar to open up a new research field, a workshop
to develop interdisciplinary fields, and a symposium
to think about the challenges and future directions
for various world issues as scientists. Through theimplementations of their plans, students can acquirea range of practical and theoretical skills particularly
in leadership, team building, negotiation, and problem-solving.

12http://www.law.nagoya-u.ac.jp/~leading/en/index-e.html

PROGRAMThe Program for Cross-Border Legal
Institution Design

A unique program aiming at fostering human resources to promote cross-border
legal reform projects
Contents of the Program (1)CONCEPT

Developing leaders who can build attractive
social institutions across borders
Program Coordinator

Yoshiharu MATSUURA

Our program is Japan's first doctoral program
which aims to develop human resources forcross-border law reforms. Law is a social engineering
tool that can contribute to the realization of abetter society. For example, the currently debated
topic of same-sex marriage raises a number ofquestions. What kind of situation do marriedsame-sex couples face, how are they received by
the world, and how should they be protected toenjoy a comfortable social life? Only after understanding these issues can the design and planningof an attractive legal institution be realized. As
such, a leader in the field of law should have theability to understand the overall problem and to
identify the underlying issues related to it.
In the context of legal reform assistance, donor
and recipient countries must see the world from a
broader perspective and understand their constraints
as well as the role of international aid agencies inproviding assistance. To cultivate these abilities,
this program focuses on international internships
and group research. We provide internship opportunities, based on each student's research proposal,
in cooperation with domestic and international
agencies. In addition, by researching with an international team of lawyers and experts of various
disciplines, students are able to develop practicaland leadership skills. We welcome people whowant to bring new ideas and inspirations to theworld of institutional design. We hope to send
talented professionals with excellent skills to Asiaand all over the world to realize a multifacetedvision of a comfortable society.

D2

D1

Planning and managementof exchange of experts

Research advice byinternational mentors

Internship andField research

Extracurricularlanguage training

4-5 times over the whole
program period based onplan developed by students
under guidance of theirsupervisors

TV conferences with foreign
students and graduates

M2

M1

Year

Comparative law/ Comparative
political studies/ Collaborative
research

Intensive seminars/
Remote seminars/
Public lectures/ Overseas study, etc.

Collaboration withinternational mentors
Collaboration withalumni mentors
Planning andimplementationof international
mini-symposium
Comparative law/Comparative political studies/Collaborative research Student
Think Tank
Student
Think Tank

Collaboration with off-campus organizations:
Legal affairs offices of companies, Officers of
foreign governments (our graduates), United
Nations Office for Project Services, Law firms
with overseas services, Experts on legislative
drafting, Nagoya University Alumni Association

Flow-chart of the development of student dissertations and a structure map of the programs(internship & field research) that cultivate the skills essential for legal reform assistanceAcquiring leadership skills through international internship networks
The international internship and field research programs are pillar programs that foster leaders in law and institutional design. Our program encourages project proposals by students. By
working through these programs students gain practical skills and develop international networks. At the outset, students pursue projects endorsed by the faculty on their own initiative. Students may experience failures and troubles but they will acquire from these errors the criticalskills for their future tasks in the global community. Nagoya University’s global network withcollaborative institutions enriches student activity. Students are allowed to freely develop theirown research ideas, such as the reform of immigration laws or the regulation of over-fishing.

Field research in the Philippines

Fostering project management skills in a multicultural work
group

Common report by an international symposium

Lawyers alone cannot achieve social and legal reform. Extended exchange among experts on history,
religion, politics and social studies will lead to innovative ideas and better laws. The next generationof global leaders needs the ability to organize and lead diverse international teams. Therefore, thisprogram promotes group work. International student teams are organized to conduct collaborative
research on a selected topic. Within this dynamic framework, students learn essential skills andknowledge as a future leader of institutional design and legal transplantation. Each team makes apresentation at an international symposium they organize to receive feedback from a critical audience.

DATA

COLUMN["Only-one" Category] Selected for FY2011

Developing an original English program for Asia

[Application Eligibility]
Master’s program (First stage of the doctoral
program)
A bachelor’s degree in law or political science,or the degree will be awarded by an admission
decision

Strong English communication skills are essential
during negotiations or during debate withininternational organizations. English ability
required for admission is equal to the level
required by the Fulbright Program. All lecturesof our program are taught in English to improve
the English ability of students. Students practiceEnglish on a daily basis and are trained throughacademic writing courses. This unique English
progr am will enhance English proficiency
throughout the University. Our graduates willtake an active role in shaping the future of Asia.

Doctoral program (Second stage of thedoctoral program)A master’s degree in law or political science, orthe degree will be awarded by an admission
decision

13

Leadership training

International academic affairs office

Designated Professor
Graduate School of Law

Since the end of the Cold War and the expansionof global market economies which followed, theJapanese government has been assisting with law
reform in Asian countries as a part of its Official
Development Assistance. The Graduate School of
Law at Nagoya University has played a crucial rolein this assistance. Beginning with cooperation in
the drafting of the civil and the commercial codes
in Vietnam, we have developed our international
collaboration activities. Through the education of
students in countries undergoing social and economicchange we have fostered the development ofpeople who will play an important part in thecreation of new legal systems necessary to deal
with the challenges they are facing.

Contents of the Program (2)Academic training

D314http://www.phdpro.leading.nagoya-u.ac.jp/eng/

PROGRAM

PhD Professional: Gateway to Successin Frontier Asia

Developing progressively from cultural
understanding to acquisition ofproblem-solving abilities

Fostering global leaders who can devise
next-generation growth strategy and support
international business and collaboration

Business
Mentorship

Professor
Graduate School of Science

There is an urgent need to foster global leaders
who can create and realize the growth strategies
for the next generation to revitalize Japanese manufacturing industry, in cooperation with Asian
countries that have the potential to lead the world
economy.
The aim of this program is to foster global leaders
equipped with broad perspectives and practicalabilities. We develop professionals who can apply
problem-solving abilities that are acquired by practicaland innovative programs beyond the academic
field, flexibly to international community. We
mainly offer opportunities for practical training in
Cambodia, Mongolia, and Vietnam and so on,where Nagoya University has built research bases.
This training provides valuable experience forstudents to understand the reality and feel thevitality of these Frontier Asian countries that areundergoing rapid economic growth, since most
students grew up in the period of stagnation after
the Japanese bubble economy. It is not only thebest training toward finding solutions to problems
by cooperating with people of different fields anddifferent cultures, but also a chance for students’
self-development by knowing people’s motivation
for development and by increasing their opportunities
to participate in development. In addition, in their
daily lives, Japanese students live together withforeign students, allowing them to share theirdiverse cultures and academic backgrounds.
In this program, to acquire practical skills, weprepare a variety of coursework, such as discussions
with top leaders of industry, academia and government,
and study of international business developmentwith the cooperation of businessperson mentors. Asa final step, students implement the career
creation project, “Gateway to Success” to practice
the process of independent problem finding,requirement setting, and resolution, based on thestudents’ autonomous proposals. We develop humanresources with abilities to become global leaders insupporting international business development
and international cooperation in all fields of society.

North Carolina Ambition Camp

D1

Continuous Examination

Program Coordinator

Naoshi SUGIYAMA

Career Creation Project“Gateway to Success”

D2

M2

M1

Student-led overseas trainingYear

Abilities of
Debating/
Self-Expression

Business
MentorshipHigh Level ofSpecialization/
Research Ability

Young
Mentorship

Communication/
Management
Ability

SPOKE

CORE
EnglishTraining

North Carolina
Ambition CampFirst-year overseas training

First-year
Overseas Training
Understandingof Different
Fields and Cultures

Career Creation Project“Gateway to Success”

North Carolina
Ambition Camp

Young
Overseas Training
MentorshipTransferable(UK)
Overseas Training
Skills Training(Summer)Top
LeaderTalk
CourseOverseas Training
work
English Training(Spring)

Communication/
Discussion

Abilities for Autonomous
Proposal Making
and Resolution

Understanding ofDifferent Fields

Course work across theborders of specialties

International
Mind and Cultural
Understanding

Developing “PhD Professionals” based on “core and spoke” model
We foster highly remarkable “PhD Professionals” who will play active roles as leaders in diverse
fields of society. In this program, we regard the “core” ability as the advanced specialty that shouldbe acquired in each student’s respective graduate school, and “spoke” as the abilities to utilize the“core” ability in an international and practical environment. The “spoke” covers five competencies,
namely, abilities for autonomous proposal making and resolution, abilities of communication andmanagement, international mind and cultural understanding, understanding of different fields, andabilities of debating and self-expression. We provide a well-developed structured curriculum,
including discussion sessions with Nobel laureates and top leaders from different fields of industry,
media, law, politics and so on, and transferable skills training (which is now being implemented bymany universities in the UK), so that students acquire those abilities at high levels. In addition, as a
final step, students make proposals on their own, autonomously identify problems, set requirements,
and propose solutions, through the career creation project, “Gateway to Success.”

Top Leader Talk by Mr. Takayuki Hashimoto,Vice Chairman, IBM Japan

Cultivating international communication skills through overseas training andlanguage education

North Carolina Ambition Camp

It is indispensable for global leaders to have communication skills and cultural understanding, as
well as a proactive attitude to express their own opinions. This program provides language training
in cooperation with the British Council, and fosters English proficiency including the understandingof cultural aspects. Through a variety of coursework consisting of lectures on international issues
as well as Japan’s cultural experience, students develop cultural understanding concerning the differences
between their own culture and the cultures of others. During the master’s course, students are
obliged to participate three times in overseas training in Frontier Asian countries and the UK.
Furthermore, we carry out an “Ambition Camp” utilizing Nagoya University’s base in North Carolina,
USA, during the doctoral course. Students learn about entrepreneurship and the business society
in an international environment.

DATA

COLUMN[All-around Category] Selected for FY2012

Mentorship creating a vision for the future[Application Eligibility]
All Graduate Schools (All Departments except the Department ofPractical Legal Personnel Training, Graduate School of Law)

Mentorship is also one of the major features of this program,which will lead to a better overall understanding of the students’
fields as well as changing in consciousness and behavior. In themaster’s course, young professors from different fields are
assigned as “Young Mentors” and help students to understanddifferent fields of research. In the doctoral course, in cooperation
with companies and governmental agencies, businesspersons areinvited as “Business Mentors,” to share their practical experience andknowledge. The advice of mentors will help students build avision and career path for the future.

[Partner Companies, etc.] 12 companies/governmental agencies
Tokai Television Broadcasting Co., Ltd.; Toyota Motor Corporation;
Chubu Electric Power Co., Inc.; Chunichi Shimbun Co., Ltd.; Denso
Corporation; NGK Insulators, Ltd.; The Ogaki Kyoritsu Bank, Ltd.;
Tokai Medical Products, Inc.; IBM Japan, Ltd.; Aichi Prefecture;
Nagoya City; Chubu Bureau of Economy, Trade and Industry, METI

15

Abilities forAutonomous
Proposal Making
and Resolution

Final Review Session

D3

CONCEPT

Fusion of advanced specialty
with the ability to utilize it in
the real world16

http://www.frontier.phys.nagoya-u.ac.jp/index-e.html

PROGRAM

Leadership Development Program forSpace Exploration and Research

Creating New Industry for the Coming Generations through Industry-AcademiaGovernment Collaboration and Interdisciplinary Science and Engineering
CONCEPT

Development of international leaders who
can spark creativity and pioneer the final
human frontier of space
Program Coordinator

Hiroyasu TAJIMA
Professor
Institute for Space-Earth Environmental Research

Space is the final remaining frontier for humans, and it
holds the keys to further progress. Space infrastructure
related to the environment, materials, information,and safety has become commonplace in modern society,and the use of space technology has spread to a wide
range of industries, foremost in communication
and broadcast satellites and GPS. The harsh spaceenvironment drives technical development and isa source of innovation for new industry, offering
unlimited possibilities.
The exploration and utilization of space is also an
important issue for the progress of nations, and countries
around the world have expended much energy andeffort in this area. Western countries in particular are
seeing progress in the use of space by private companies.
In Japan, in contrast, most space programs dependon government funding and the latest findings andtechnologies are not being fully utilized. Space
exploration and utilization requires the comprehensive
combination of science and engineering in broad
fields. There is a strong demand for leaders with highlevels of expertise and broad knowledge who are
active in the global stage. Our program addresses thetwo major matters of space exploration and space
utilization based on private demand.
Making the most of the location of Nagoya University,
the Chubu Region which is the center of Japan’s spaceindustry, the program integrates the latest findings andtechnology related to space with a comprehensive
perspective, and produces international leaders who will
help to drive industry forward. Through the network of
our graduates we aim to expand space utilization to help
make people’s lives better, contribute to the developmentof the manufacturing industry, and lead to the creationof next-generation industry. Particular emphasis is given
to growth through experience in developing leaders
who can spearhead projects with broad knowledge
and experience across the science and engineering fields.
In the ChubuSat Instrument Development Project, forexample, the process of running one’s own project andresolving problems while overcoming failures helps
students to grow steadily.
In internships, practical experience leads toexpanded abilities. These internships are alsovaluable opportunities for companies to learn thevalue of our doctoral candidates. The possibilities forspace utilization continue to expand. Individuals fromour program with a strong pioneering spirit will be asignificant force in opening new pathways to tomorrow.

17

An educational framework that emphasizes the qualities, expertise, and practices
required in space exploration leaders
Completion Examination

D3

D2

Qualifying Examination

D1

Leadershipdevelopment
seminar(Includes
studentorganizedactivity)

ChubuSat Instrument
Development Program
Flight-Model
Fabrication Phase

Internship at
companies and/or foreign
institutions

Basics for spacescience andengineering,Video coursework
lectures
Lectures and short
SecondHalf courses on space scienceand engineering
M1
First
Overview of space
Half research and exploration

M2

Year

ChubuSat Instrument Development Program
Instrument Development Phase

English Training(if required)

SecondHalf

ChubuSat Instrument Development Program
Mission Proposal Phase

First
Half

Solid Expertise andBroad perspectives

Global Leadershiptraining course

Global Communication,
Execution and Leadership

Problem-solving Skills,
Management and Execution

ChubuSat—Satellite Instrument Development Project
An industry-academia project, ChubuSat is being carried out in collaboration with industry in the
Chubu Region. Taking advantage of the ChubuSat project, a joint industry-academia microsatellite
project led by Nagoya University, students propose satellite instruments for development and carry out
simulations, design, fabrication, environmental tests, preparation of installation, operation, and data
analysis, experiencing every step from conception to completion. Unlike laboratory experiments withpredetermined procedures, teams of 5–9 students from different fields work together to execute theirprojects through friendly competition and overcoming failures. Through cross-disciplinary interactions,students develop not only abilities that are useful in space-related industry, but also those that will be
useful to them as leaders in the development of a wide range of industries, such as planning, project
management and problem-solving skills.

Vibration tester

Internships to provide experience beyond the university environment

Presentation by an advisor prior to a corporate
internshipTo develop the abilities needed by leaders through diverse experiences outside the university,
students are required to complete an internship at one or more of our affiliated institutions
including companies in Japan and other countries and international research institutions. In
corporate internships, students acquire execution and problem-solving skills through experiencesin practical environments that will help guide their career paths. In addition to aerospace, thecompanies that accept interns span a wide range of fields from general companies to mass
media. This is an invaluable opportunity for students to get a feel for the type of people neededby companies, and at the same time for companies to experience the value of our doctoral candidates.
In internships at research institutions outside Japan, students acquire international communication
skills while experiencing global research environments. These international internships areplanned by students themselves.

DATA

COLUMN[Composite Category-Cross-Cutting Themes-]
Selected for FY2012

Developing leaders with emphasis on
independence and execution ability[Application Eligibility]
All Graduate Schools (All Departments)

Leaders in various fields are invited to relate their own experiences anda global leadership training course helps students to gain the knowledge
needed to become international leaders through interactive practices.
Through these opportunities students can envisage styles of leadershipsuited to their own abilities and acquire real-world knowledge. Further
opportunities are provided for students to think deeply about what isneeded in a leader, and to put this into practice by preparing seminar
topics and materials, planning and holding sessions to discuss andexchange opinions on various issues with faculty members, andvarious student-organized activities. Faculty members constantly
monitor the activities organized by students, and assess student
achievements, which cannot be measured by grades only, based on
their leadership abilities and levels of contribution.

[Partner Universities] 8 universities
University of Oxford; Ohio State University; University ofCalifornia, Berkeley; University of Colorado; Seoul National
University; University of Michigan; Michigan State University;
University of Leicester[Partner Companies] 6 companies
Aerospace Division, Mitsubishi Heavy Industries, Ltd.; Mitsubishi
Electric Advanced Technology R&D Center; NEC Space
Systems, Ltd.; Boeing Company; Toyota Motor Corporation;
Hamamatsu Photonics

18http://www.rwdc.is.nagoya-u.ac.jp/index-e.php

PROGRAM

Graduate Program for Real-World Data
Circulation Leaders

Course work to acquire high expertiseand real-world work to develop practical skills

Three studies on Real-World Data
Circulation

Program completion and thesis defense

Fundamental Courses
in a Specialty Area
GlobalChallenge I

Data Circulation techniques is to become an expert inusing data processing tools. Students can learncommon mathematical techniques systematically,
which is applicable to different fields such as DNA
analysis for medicine and demographic analysis for
economics. Additionally, through our collaborations withindustry, we invite many key individuals from companies to introduce their perspective of social value toour students.
The innovation of the production process by IT,
which is referred to as “Industry 4.0” has recently
advanced. It is doctoral degree holders withdetermination who will take up challenges for the
next generation. Our program would like to send suchindividuals out to the real-world in order to createsocial value and contribute to the development of thesociety.

19

Selected Topics in Real-World
Data Analysis

Real-World Data
Acquisition Courses(major specialty)
Humanities
Engineering Social sciences

Professor
Graduate School of Information Science

Acquisition

Year

Industry– Academia–
Government
Collaboration
Projects

Selected Topics in Real-World
Implementation
Data Circulation Systems I
Analysis

Kazuya TAKEDAOne of the essential elements for learning Real-World

Real-World Data
Acquisition Courses(minor specialty)

Extraction of various
real-world
phenomena as digitaldata

Research Internships

Acquisition

Program Coordinator

In line with this, the goal of this program is precisely thetraining of human resources to support “Real-World
Data Circulation” studies. Therefore, we have developed
a diverse and practical curriculum across four fields
which “support value,” namely, engineering, information
science, medicine, and economics. The specific image ofa person to be trained and delivered to society is a global
leader having a doctoral degree in a field related toindustrial science. In other words, each student
customizes his/her own study range and acquires avariety of knowledge provided by the program,mainly based on practical or industrial relatedscience, rather than the conventional basic science.
Consequently, the student will be able to foster
his/her own ability towards development and value
creation of a new field of application, and become afuture leader in industry.

Selected Topics in Real-World
Implementation
Data Circulation Systems II

Data Tools Next

GlobalChallenge II

Real-world work
(Global circulation type)

Coursework

Analysis

Data Tools First

Creating new socialsvalue, and fostering
doctoral degreee holders who can apply
data science to industrial science
Real-World Data Circulation is a new field ofstudy that has been established by the Information
Technology (IT) community. For a new production,using a computer one can analyze some complicatedphenomenon represented in numbers. However, ananalysis that leads to production does not essentiallycreate “social value.” It should be noted that a social
value is what many people share; hence it cannot be
predicted or created by a production designer. We
often launch implemented products and services insociety and acquire users’ impression or dissatisfaction
about the products in the form of data. We believethat analyzing the collected data and then reflecting
the results of analysis on new designs and fabricationis the origin of value creation, namely value creation by“Real-World Data Circulation.”

Acquisition

Follow-up
Visit

CONCEPT

Prediction of thewhole picture using
information
technology

Implementation
Creation of new
products and services

Real-world work
(Innovation circulation type)

Real-World Data Circulation is the study of “acquisition, analysis, and implementation”
The essence of social values that products and services bring is what people share as fundamental
values such as "convenience, joy, health, and affluence." Such values are formed in exchange of“desires of users” and “thoughts of creators,” but the desires of users are constantly changing
and are elusive. Real-World Data Circulation studies consider the desires of users and attempt totie them to new products and services. In this program, students learn three study domains(acquisition, analysis and implementation) comprehensively. Students “acquire” the desires ofusers as digital data through the observation of various phenomena of the real-world, “analyze”
the background of the data and the entire data by using information technology, and “implement”
the results of analysis as innovative products and services.

Students learn practical data analysis skills:
Data Tools Hands-On

The experiment studio where possibilities are endless

Facilities and information equipment plannedand developed by this programThis program offers places called the Leaders’ Saloon and Leaders’ Studio where state-of-art
facilities and information equipment are available, and where students can think freely and create
ideas. The Leaders’ Saloon has discussion tables and digital poster panels installed, which can be
operated with a touch panel by projection from a tablet terminal. It is utilized as a place for freeinteraction by students from different fields. The Leaders’ Studio, equipped with a laser cutter
and 3D printers, is an experiment studio in which students can mold ideas freely. We have createda good environment for manufacturing. Because indoor projector illumination and all window
shades are programmable, a production space can be provided when data measurement, display,and presentation are performed.

DATA[Composite Category–Information–]
Selected for FY2013[Application Eligibility]
Graduate School of Information Science;
Graduate School of Engineering;
Graduate School of Medicine; Graduate
School of Economics[Partner Universities, etc.]
13 universities/institutes
Graduate School of Information Scienceand Technology, University of Tokyo; Hitotsubashi University; Graduate School of
Education, University of Tokyo; Institute of
Statistical Mathematics, Research Organization of Information and Systems;

National Institute of Informatics, Research
Organization of Information and Systems;
National Center for Geriatrics and Gerontology; Hanoi University of Science andTechnology; Istanbul Technical University;
Massachusetts Institute of Technology;
Carnegie Mellon University; University ofSouthern Denmark; University of
Queensland; New York University[Partner Companies, etc.] 11 companies
Toyoda Central R&D Labs.; DENSO; MHI
Aerospace Systems; Astellas Pharma;
NT T; IBM Japan; Netyear Group;
Department of Industry and Labor, Aichi
Prefecture; Microsoft Research Asia;
Canon Information Technology (Beijing);
Google Inc.

COLUMN

Industry-university collaborationcreative group work
We implement creative group work by cooperatingwith industry with the aim of developing industry
leaders. Under themes such as “social entrepreneurship based on data circulation” and “utilizationof the public transport big data,” company mentors
and students under take cooperative work. The
students learn business sense from company
mentors, and work on business model planningin a group. Sometimes opinions vary, but it is avaluable experience in order to acquire leadershipskills. Through group work, we grow the entrepreneurship spirit and foster the ability to play anactive role in a company.

20https://www.well-being.leading.nagoya-u.ac.jp/eng/

PROGRAM

Women Leaders Program to Promote“Well-being” in Asia

A five-year interdisciplinary program tofoster integrated knowledge
Doctoral degree
Completion of

CONCEPT

Fostering women leaders with a strong
sense of mission and solid vision
Professor
Graduate School of Bioagricultural Sciences

The key for the development of a sustainable society
rests on the “success of women.” In Asia, wheremulticultural societies are in various stages ofdevelopment, there is great concern over issues
such as poverty, healthcare, and gender gaps. It
is necessary for women to form networks andpartnerships with each other that transcend ethnic
origins, nationality and religion, in order to solvethese common issues in fields such as food, health,and environments where women traditionally contribute substantially. Our program focuses onthese fields, which are closely related to issues inAsia.

D3 dissertation
Step Up

Strengthening

practical,
D2 research,and leadershipskillsFood

Health Environments Social
Systems

Interdisciplinary research themes
aimed at cultivating a comprehensive
and international perspective.

Identifying aTarget: Mainly female students

Developing a career
dissertation project

We aim to develop women leaders who play activeroles globally, have solid expertise, a comprehensive
perspective, an international awareness based on across-cultural mutual understanding, a sense of
mission, and future vision. Our goal is to realize“Well-being” - individual rights and personalfulfillment guaranteed under excellent physical,
mental, and social conditions. This five-year
interdisciplinary program encompasses four
Graduate Schools: International Development,
Education and Human Development, Bioagricultural
Sciences, and Medicine (including Health Sciences).
Its major feature is to facilitate the acquisition of“integrated knowledge” and to cultivate “six corecapabilities,” which are difficult to develop
through a conventional “compartmentalized”
university education system.
Our aim is to nurture students with the ability tofind solutions when confronted with challenges. At
present, multi-national students interact, learn
together and build friendships. Additionally, malestudents also participate in our program because
men who understand and promote gender equality
are indispensable for the sustainable success of
women leaders. Under this privileged environment,
students steadily acquire the confidence andawareness to play an active role as leaders; moreover,students develop their English skills rapidly
through our practical English education.
Furthermore, in 2015, Nagoya University was
selected as one of the top 10 universities in theworld that have made advanced efforts to promote
gender equality, by the UN WOMEN’s “HeForShe”
campaign. Our multifarious activities to achieve
gender equality have met with high acclaim. In thenear future, graduates of our program will aspire
to be global leaders in policy-making institutions,international organizations, and enterprises andchange Japan, Asia and the world.

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M2 dissertation theme
and creatinga network for it

Discovering issues
related towell-being in Asiaand oneself
Enrollment

Year

International
Development
Bioagricultural
Sciences

GenderUnderstanding
Skills

ICCAE

OnsiteSkillsGender Equality
OfficeCommunication
SkillsAbility to convert
plans to actions/Management capabilities

Practical
SkillsMedicine(including Health
Sciences)

Education & Human
Development

Excellent debatingskills/Foreign
language proficiency/
Presentation skills

Understanding of local
conditions/Negotiation
skills/Troubleshooting ability

Each graduate school provides
a high level of expertise.

D1 plan and doctoral

M1

Understanding of gender-related
issues/Forming networks/
partnerships with other women

Global Enterprises, International Organizations,
Policy-making Institutions

Program Coordinator

Hiroko TSUKAMURA

Acquiring six core abilities toplay an active role in the world

Creative thinking/Assessment capabilities/
Ability to make policy
recommendations

Planning
SkillsComprehensive
SkillsAbility to identify andresolve issues from a
global perspective

Practical education based on collaboration with international organizations andwell-organized mentoring system
In order to solve the problems that global communities face, it is important to experience different cultures and cultivate a comprehensive and international perspective toward interdisciplinary
research themes. Therefore, we have implemented a curriculum that includes lectures and seminars in English and practical education in cooperation with partner universities mainly in Asiaand international organizations/international cooperation organizations. These include: theUnited Nations Children's Fund (UNICEF), United Nations Population Fund (UNFPA) and Japan
International Cooperation Agency (JICA), and global enterprises. In addition to the elaborate instruction
system provided jointly by four Graduate Schools, we conduct continuous support both during andafter the program through the university’s well regarded mentoring system.

Lecture by Ms. Haniwa Natori, former DirectorGeneral, Gender Equality Bureau, Cabinet Office
Comparing the present situation of women's
participation in Japan and abroad

Overseas fieldwork to develop an interdisciplinary mindset

Inspection of a hospital during overseas
fieldwork

Through overseas fieldwork conducted in Asia, students acquire knowledge and the ability to identify issues in a given region and discover why “well-being” is not achieved there. In addition, thestudents view, experience and feel firsthand to see what they can/must do to carry out their work.
Students stay in Asian countries such as Vietnam, Indonesia, and the Philippines for a specified
period of time, and carry out research along selected themes such as maternal and child healthcare, religion, and natural disasters. Students from different specialties and nationalities organize
teams and work together. While focusing on high specialty, students acquire the capacity to identify
and solve problems from a global perspective by developing an interdisciplinary mindset for theselected research theme.

DATA

COLUMN[Composite Category-Pluralistic Society-] Selected for FY2013

Envisioning a career path andacquiring skills to realize the goal

[Application Eligibility]
Graduate School of International Development; Graduate School of Education and
Human Development; Graduate School of Bioagricultural Sciences; Graduate Schoolof Medicine (including Health Sciences)[Partner Universities] 15 universities
University of the Philippines; Lund University; Royal University of Agriculture in Cambodia;
Diponegoro University; Chulalongkorn University; Royal University of Phnom Penh;
Gadjah Mada University; National University of Singapore; National University of Laos;
University of the Philippines Los Banos; Vietnam National University, Hanoi; Indian
Institute of Technology Bombay; University of Dhaka; University of Ottawa; United
Nations University Institute of Advanced Studies[Partner Institutions] 6 institutions
Ministry of Foreign Affairs of Japan; Japan International Cooperation Agency (JICA);
United Nations Children's Fund (UNICEF); United Nations Population Fund (UNFPA);World Bank; Asian Development Bank (ADB)

At wor kshops for global leader development, we invite global leaders from organizations such as UNICEF, UNFPA, FAO, andJIC A as lecturer s, and they discuss various
issues on “well-being.” They also highlightthe skills needed to wor k actively in thei n t e r n a t i o n a l s o c i e t y a n d s t r a t e g i e s fo r
career development. Fur ther more , after
the lecture , there are career counselings e s s i o n s . T h e s e wo r k s h o p s p r ov i d e s t u dents with an oppor tunity to think about
their future vision, career path and develop
the skills to realize them under the direct
instruction of the lecturers.

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