<Summary of the Three-Year Program for Comprehensive Evaluation>
As of March 15, 2013********************************************************************************
Public University Model for Lively and Active Female Researchers
Yasuko Tama
Director
Center for Women in Research
Osaka Prefecture University********************************************************************************

I. Management(1) Steering Committee and Management Committee
 Steering committee: Merged with the committees of some other programs in fiscal 2011, one year
ahead of the original schedule.
 Management committee: Increased the number of committee members from the university’s
science-related organizations in fiscal 2011.
(2) Center for Women in Research Center for Women in Research: Increased the number of clerical staff every fiscal year, with thenumber of staff in fiscal 2012 being six.

II. Establishing Environment to Support Female Researchers(1) Assignment of research support personnel (Table 1)
 Assignment process: In fiscal 2010, interviews and investigations were conducted for eligible
persons.
In and after fiscal 2011, applications were invited and then the applicants were investigated. (Anexplanation of this scheme was presented to new female science researchers.)
 Assigned organization: Applications were submitted from all the university’s organizations withfemale science researchers; research support personnel were assigned to all such organizations.
 No. of research support personnel assigned: 24 research support personnel were assigned to a total of
19 researchers in three years.
 Needs satisfaction: There was one case this fiscal year where despite the submission of an
application, support could not be provided. In this case, a very high level and special skill was
required. Although we spent a few months and did our best to find a way to provide appropriate
support through the scheme, we could not secure research support personnel who would satisfy theneeds of the applicant. This point, which needs to be dealt with in and after the next fiscal year, is tobe discussed by the next management committee.

Table 1. Assignment of research support personnel
No. of Research Support Personnel
No. ofFiscal Researchers
SpecialEngineering
Clerical Support
Year
Using theSupportSupport
Staff
SchemePersonnel “B”
Personnel

Total

2010

6

4

2

2

8

2011

7

5

1

2

8

2012

6

3

2

3

8

Total

19

12

5

7

24




Achievements through the use of research support personnel: 17 cases involving securing outside
funds, 88 cases involving writing theses /giving presentations at academic conferences, five cases ofpublishing books, and three cases of receiving awards.
Effects of the use of research support personnel: A questionnaire was distributed at thecomprehensive evaluation symposium (Chart 1).

One staff member gave a presentation on the scheme results.
- Items in which a clear increase was identified: “Research hours” and “Student instruction hours”
The research support personnel scheme is effective not only for research but also for education.
Considering that students in science-related majors are expected to play significant roles as
researchers or engineers in the future, the increase in the time for instructing students contributes tothe development and support of the next generation of researchers.
- Items in which a decrease was identified: “Paperwork hours”
In a questionnaire distributed at the university before we applied for selection as the Model
Program to Support Female Researchers subsidized by the Ministry of Education, Culture, Sports,
Science and Technology (MEXT) (in fiscal 2009), many respondents requested the university to
implement some measures to reduce the time that they had to spend on paperwork. In this regard,
the decrease in time spent on paperwork is evaluated as meeting the needs.
- Items in which a slight increase was identified: “Theses writing” “Presentation at and participationin academic conferences” and “Securing outside funds”
As for these items, increase or decrease in the relevant time does not produce an immediate effect;achievements involving the item are made through the compilation of the relevant time. Given the
period of use of this scheme, as indicated in the above figures, certain achievements are being
made. In order to gain clearer results, it is necessary to continue this scheme. It takes time forresearch support activities to generate appropriate results, which would not be achieved without acontinuous support scheme.
- Points indicated by a few respondents: Increase in the “University management hours”
This scheme is used mainly by young researchers, who are relatively free from the burden ofuniversity management. It is presumed that this is why the majority of respondents selected “Nochange” for this item. However, some researchers with mid-level careers at the university had no
option but to be engaged in university management while raising their children. This scheme
provides effective support for such researchers.

(1) Research
hours



(2) Theses
writing(3)
Presentationsat andparticipationin academic
conferences(4) Student
instruction
hours

(5)
University
management
hours(6) Securingof outside
funds

Decreased

No change

Increased

Decreased

No change

Increased

Decreased

Increased

No change

Decreased

Increased

No change

Decreased

Increased

No change

Decreased

No change

Increased

Decreased

No change

Increased

Chart 1. Effects of the use of the research support personnel scheme (N = 7)(7)Paperwork
hours

Next fiscal year: A draft has already been prepared by three female members of the management
committee, and approved by the management and steering committees. The scope of eligibility will
be expanded. The scheme will be implemented through the ordinary expenses. (As of February 28, adecision to employ the university’s currently enrolled faculty members in fiscal 2013 was made.)
Meanwhile, the Graduate School of Science will start its own support scheme to complement thisscheme in fiscal 2013, using the school’s budget.

2(2) Support for working at home
 No. of support cases: a total of seven Effect: It was reported that the combined use of the above research support personnel scheme andthis scheme has a good effect on student instructions, conference participation, and research
activities.
 Next fiscal year: Support will continue.
(3) Mentoring scheme
 Needs at the university: Few respondents replied “If available, I’ll use it.” Approximately 20% of
science-related female faculty member respondents want this scheme.
 Until this fiscal year: We gathered information from other universities and examined the use of therole model bank.
This fiscal year, we held seminars on the mentoring scheme. However, there were not many
applications for these seminars. Even after we demonstrated some ingenuity by having the seminars
double as a training session for “I’m a Researcher in Science” (IRIS), the team of female graduate
students in science-related majors at the university, the number of applicants remained small. Theseseminars were favorably received by seminar participants, but we later found that neither the words“mentor” nor “mentoring” were actually well known at the university, which is a point that we needto deal with.
Additionally, we examined the possibility of merging this mentoring scheme with the mentoring
scheme implemented as part of the university’s program (Leading University as a Base for Human
Resource Development in Nanoscience and Nanotechnology). However, some problems involving
the merger were revealed: mentoring is not available for all young researchers; and the university’s
female researchers serve as mentors for female mentees, increasing the burden on the female
researchers.
 Next fiscal year: Three female members of the management committee and three female researchers
on the comprehensive evaluation symposium executive committee examined once again what wasappropriate as the university’s mentoring scheme. A draft is now being prepared with the focus oncooperation from the university’s male and female researchers, the role model bank, the university’s
network with women working actively in outside research institutes and companies, and the humanresource bank for the university’s alumni. We are hoping to implement this draft in fiscal 2013.1(4) Counseling office and health counseling office of the Center for Women in Research Counseling office at the Center for Women in Research:- No. of counseling cases: 18 in fiscal 2012, and 51 in three years- Profile level:
In fiscal 2012, more than 50%. Of the respondents, 75.0% of female faculty
members and 64.9% of female staff knew about the office.
- Next fiscal year: Efforts to increase the profile will continue. Additionally, counseling officeservices will be provided also at Rinku Campus and Habikino Campus on a regularbasis. Moreover, in the next fiscal year, this counseling office will begin tocooperate with the counseling office for female researchers established in the
Personnel Section of the General Affairs Division. The latter counseling office wasestablished at the time of adoption of the program “Leading University as a Basefor Human Resource Development in Nanoscience and Nanotechnology.” This
program is subsidized from the Ministry of Education, Culture, Sports, Scienceand Technology’s Special Coordination Funds for Promoting Science andTechnology.
 Women’s health counseling (Table 2. The figures for fiscal 2012 are as of the end of February 2013):- Mini seminars: Although the number of participants for each round is small, the numbers are
steadily increasing.
- Next fiscal year: We are planning to continue to provide these services after examining the services
with the Student Affairs Section (Health Management Center) and the General
Affairs Division.

1

Draft: After receiving applications, the center’s coordinator will assign mentors. At least one person will be nominated as a member of the mentor
scheme working group by each graduate school. The person will provide advice on the assignment of coordinators and the improvement of thescheme. No monetary rewards will be paid. After being registered, mentors will participate in a guidance session. Regulations on confidentiality andother issues will be established.

3

Table 2. Women’s health counseling services from fiscal 2010 to fiscal 2012
FiscalIndividual
Mini Seminar
Total
Year
Counseling
2010

6

-

6

2011

9

79

88

2012

14

126

140

Total

29

205

234

(5) Network of female researchers
 Casual gatherings for female researchers: A total of six rounds (with 51 participants) were held
voluntarily. The number of rounds decreased after the establishment of the following SNS.
 SNS to support female researchers: Established in fiscal 2012, with 63 persons now being registered Next fiscal year: Taking advantage of the transfer of the center’s website server onto the university’s
server, we are now preparing to use the university’s portal site.
 Network with outside organizations: See the following “V. Cooperation with Local Communities –Contributing to Local Communities.”(6) Operation of Tsubasa Nursery, an in-house nursery (program exempted from subsidy coverage)
 Enrollment: At the end of the second year after the establishment of this nursery, the number ofchildren enrolled in the nursery almost reached its capacity (10 children). (Table 3)
The number of children enrolled to receive a basic nursery service has not reached capacity yet,enabling the nursery to accept all those who wish to be enrolled in the nursery, as long as they meetcertain requirements. Additionally, some of the temporary nursery service users are part-time faculty
members of the university, contributing to the development of their career path.


Review of expenditure: Last fiscal year, the first year after the nursery was established, many babies
aged 0 years were enrolled in the nursery, forcing the nursery to drastically review its expenditure
simulation carried out before its establishment. However, considering that expectations of thenursery are high at the university, and that the nursery assumes responsibility as an in-house facility
different from a public nursery, the increase in expenditure for the nursery was authorized.

Table 3. Users of the in-house nursery from fiscal 2011 to fiscal 2012 (Figures are for the beginning andend of each fiscal year.)

Fiscal Year
Beginning of 2011
End of 2011
Beginning of 2012
End of 2012

Basic Nursery
Service1578No. of Temporary
Nursery Service
Users
3
9
11
16



Profile level: In fiscal 2012, 86.6%, the highest from all the efforts promoted under our program. The
nursery functions as the symbol of the program.
The nursery is a welfare facility for all the university’s faculty members, staff, etc. The use of the
facility by male faculty members and staff has a considerable impact on the people around them andtheir work environment. There were cases where even science-related male faculty members who
did not use the nursery were pleased that their male coworkers went to the nursery to pick up theirchildren in the evening. There was also a report that at one science-related department, consideringthat its female faculty members using the nursery needed to pick up their children at the evening, thestart time for meetings had been moved forward. As these episodes show, on top of functioning as
the symbol, the nursery has an influence on university faculty members’ awareness of their work-lifebalance.

Use effect: The trend in the response contents is almost the same as the response contents for thequestion regarding the assignment of research support personnel (Chart 2).

4

(1) Research hours

 Decreased Increased Decreased

 No change(2) No. of theses andother writings

 No change Increased Decreased

 No change Increased Decreased Increased

 No change

Chart 2. Effect generated by use of the nursery (N = 7)

(3) No. of presentation at (4) Student instruction
and participation inhours
academic conferences

All the respondents replied that use of the nursery has a positive impact on the time they had available
to relax mentally and physically and their family lives. Many of them also commented on thesignificant increase in their research hours, increase in their research efficiency as a result of themhaving more time to relax mentally and physically, and the convenience of picking up their children
due to the proximity of the in-house nursery. Moreover, male faculty members using the nurserywrote about the positive effect the nursery was having, even on the work of their wives.


Other campuses: Although there were requests to open a similar nursery even on other campuses, it
was financially difficult. Taking advantage of the characteristics of a public university, however, thecenter recommended using nurseries in prefectural hospitals with which the university has allianceagreements. In fiscal 2012, one science-related female faculty member on the Rinku Campus used
the nursery for staff at the hospital closely located to her campus. If there is a request, we will
negotiate with the prefectural hospital adjacent to the Habikino Campus, in order to ensure that
campus staff can use the hospital’s nursery.

Interest from both inside and outside: Visit to the nursery from outside the university (Table 4). As aform of cooperation by the university’s faculty members and students, at classes of early child andcare education at the Department of Social Welfare, the School of Humanities and Social Sciences,faculty members for the classes (members of the nursery management committee) and students were
engaged in improving the childcare environment, including playground equipment. (Details of these
improvements will be submitted in the next fiscal year by the childcare facility management
committee.)

Table 4. Visit to the in-house nursery from fiscal 2011 to fiscal 2012 (as of March 1, 2013)
FiscalYear
2011

No. ofVisits8

2012

4

Breakdown of Visitors
Japanese university (twice), overseas university (once), JST (twice), child rearing
support company (once), national university’s junior high school (once), andin-house members wishing to participate in the tour and the mayor of Sakai City
(once)
Japanese university (twice), MEXT (once), and JST (once)5(7) Alliance with excellent foreign universities and other organizations- Ewha Women’s University, Korea: Inter-university exchange agreement (In fiscal 2012, the person
responsible for the exchange was the Director of the Center for
Women in Research, who is also a member of the Graduate Schoolof Engineering and the Graduate School of Humanities and Social
Sciences.)- Next fiscal year: We will demonstrate further ingenuity, such as cooperation with international
exchange research institutes, to ensure that the Science Café and seminars will beheld when researchers who could serve as a role model visit the university.

III. University-wide Awareness Reform(1) Seminars
 Unification of seminar categories: When we applied for selection for the Model Program to Support
Female Researchers subsidized by MEXT, our seminars were categorized into the following two
groups: seminars open to citizens of the prefecture, with lecturers not being limited to women inscience-related fields; and seminars for the university’s undergraduate and graduate students withlecturers being limited to researchers in science-related fields and engineers. The latter seminars
were regarded as role model seminars with the purpose of developing the students’ career paths. As
the seminars were held, however, it was found that some people from science-related courses laterselected a non-science related career, while people with non-science related educational backgroundwere deeply engaged in a science-related career. In addition, in fiscal 2012, the College of
Sustainable System Sciences was established as the university’s new educational organization undera combination of humanities and sciences. This made it even more difficult to present a clear
definition of “students in science-related majors,” the main target of the seminars. In this regard, in
fiscal 2012, all the seminars were unified as role model seminars and held for the university’s
students, researchers, and staff. When there was room in the venues, the seminars were open topersons from outside the university.


Ingenuity to attract more participants: As a result of inviting applications from across the university
at the beginning of the fiscal year, we achieved cooperation in using class hours. This led to adramatic increase in the number of student participants (Table 5). Actually, 98% of the participants
were students.



Cooperation from both inside the university and outside: Even after we finished inviting applications
from across the university, there were proposals from the university’s faculty members and executive
directors, as well as management committee members. Also, there were requests from outsideorganizations. As result, many more seminars were held, which had not been planned originally. This
indicates that our program was highly valued both within the university and outside.

6

Table 5. Numbers of rounds and participants in seminars from fiscal 2010 to fiscal 2012, and ex-post
evaluation(Total numbers of public seminars and role model seminars, excluding two seminars to be held in March and thecomprehensive evaluation symposium)

FiscalYear

No. ofRounds

Evaluation in the Ex-post Questionnaire (Total of “VeryNo. ofParticipantsgood” and “Good” responses)

2010

2

163 100%

2011

6

238

99%

2012

7

837

96%

Total

15

1238

(2) Comprehensive evaluation symposium Executive committee: To ensure that the process of preparing for the symposium would lead touniversity-wide awareness reform, an executive committee consisting of the university’s faculty
members and clerical staff was established as an official organization.
 Participation by all the university’s organization leaders: The executive committee requested all theuniversity’s organization leaders (graduate school deans, research organization directors, and an
executive director in charge of general affairs) to give addresses at the event. Our request to each ofthese leaders was made at a meeting attended by the center’s director, the university’s section
manager in charge of comprehensive strategy, management and executive committee members of therelevant organizations, and coordinators. As a result, all the organization leaders accepted our offer
for them to extend a message in support for our program at the comprehensive evaluation
symposium. It seems that people were very impressed by their participation in the symposium.
Actually, at the time that they all appeared on the platform at the venue, the audience suddenly
increased, leading to a shortage of available seats.
 Other speakers: After discussion in the executive committee, it was decided to invite speakers from
MEXT, which would be beneficial in learning about various measures; Mie University, which was
ranked “S” in our program; and SHARP CORPORATION (headquarters in Osaka Prefecture), where
many of the university’s graduates work and which is renowned as a company where female
employees play a significant role.
Other speakers included university members using services provided under our program. All of these
speakers were selected after thought was given to impartiality in terms of their gender andscience-related specialties, enabling the symposium to make an impression as a university-wide
effort.
The symposium concluded with the university’s President & Chairman confirming that our program
would continue in the next fiscal year, which gained the agreement of event participants.
 Participants: 167 (of which 151 were university members, and of those 151, 108 were university
faculty members and staff.) According to the questionnaire distributed after the event, the event’s
first half featuring lectures by outside speakers was evaluated as “Very good” by 67% of respondents
and “Good” by 33%, while the second half featuring lectures by university members was evaluatedas “Very good” by 69% and “Good” by 27%.
(3) Science Café Participants: Although the number of rounds the event made increased because of cooperation within
the university, the number of participants was small (Table 6).
Next fiscal year: We will make renewed efforts. Through closer cooperation with the university’s
graduate schools and research organizations, we will try to increase not only the number of rounds
the event makes, but also the number of participants.

7

Table 6. Numbers of rounds made and participants in Science Café from fiscal 2010 to fiscal 2012,and ex-post evaluation
FiscalYear

No. ofRoundsNo. of
Evaluation in the Ex-post Questionnaire (Total ofParticipants “Very good” and “Good” responses)

2010

3

33 100%2011

3

30 100%

2012

7

37

Total

11

100

98% (for only five rounds)(4) PR and campaign
 Newsletter: So far, seven issues have been published. The seventh issue, the final issue in the
adoption period, was distributed at the same time as the comprehensive evaluation symposium.
 Information distribution through the university’s portal site: We began to use the site in fiscal 2010 toinvite applications for our events.
 In-house PR: Signboards, brochures, the center’s website, and the university’s website
 Provision of information to management committee members and external evaluation committee
members: In the second half of fiscal 2011, we began to send out emails with the next month’s
events schedules.
 Website: Since the establishment of the center’s website, there had been a problem with accessing
the website from the university’s website. (See the results of the in-house questionnaire.) Next fiscal year: We decided to transfer the site from the current outside server to the university’s
server. With cooperation from the university’s Public Affairs Section, the center’s website wasredesigned to make access from the university’s website easier. Transfer of the website wascompleted on March 13, 2013.
 Campaigns: We started the “Childcare Support Badge/Seal” Campaign in fiscal 2010, and the“Meetings to End at Five” Campaign in fiscal 2011.
(5) In-house cooperation
 Meetings with the university’s graduate school deans and executive directors: Held every spring.
 Cooperation with local communities with the commitment of the university’s executive directors
This fiscal year, the university’s executive directors in charge of education and research, PR, andmanagement and planning cooperated with companies headquartered in the Kansai region. (Seebelow “IV. Developing a Career Path and Expanding the Foundation”) Meanwhile, in fiscal
2012, Osaka Prefecture College of Technology was merged with the university group as Osaka
Prefecture University College of Technology. As a result, one of the university’s executive directors
assumed the position of Principal of the college, which enabled smooth cooperation with the college.
Taking advantage of these valuable opportunities, we will make efforts to cooperate more with local
companies and organizations during and after the next fiscal year. (As for the cooperative activities
in fiscal 2012, see “V. Cooperation with Local Communities – Contributing to Local
Communities.)
 Examples of in-house cooperation for various events (Table 7)8

Table 7. In-house cooperation for the Science Café and seminars from fiscal 2010 to fiscal 2012
Science Café
FiscalYear

Open Seminars &Role Model Seminars
No. of Event
No. ofRounds withEvent
In-house
RoundsCooperation

Total

No. ofEvent
RoundsNo. of Event
Rounds with
In-house
Cooperation

2010

3

3

100.0

2

1

50.0

5

4

80.0

2011

3

3

100.0

7

7 100.0

10

10

100.0

2012

7

7

100.0

9

8

88.9

16

15

93.8

Total

13

13

100.0

18

16

88.9

31

29

93.5

%

%

No. of Event
Rounds with
In-house
Cooperation

No. theEvent
Rounds%(6) In-house questionnaire (For details, such as the questionnaire period, see document 1-1.)
 Challenges: The number of response forms collected was 1,088 (collection rate: 30.8%),
demonstrating no improvement over the previous year.
A comparison with the population suggested that more than 60% of female staff and more than 50%
of male staff would reply to the questionnaire, indicating high interest among the university’s staff.
The group for which the response rate was the lowest was graduate school students in
non-science-related majors (women: 14.1%; and men: 6.0%). We need further demonstrate to thisgroup that our program will contribute to improving the university-wide research environment.
 Profile level: Unlike fiscal 2011, when the profile rates for only Tsubasa Nursery and the Center for
Women in Research were very high, the profile rates for IRIS, seminars, the Public University Modelfor Lively and Active Female Researchers were also high at more than 50%, with rates for manyother efforts recording around 40%. These figures indicate a steady increase in recognition at theuniversity (Chart 3).
Of particular note is the profile rate for IRIS, which almost doubled in the past one year.
In the questionnaire, the profile rates for casual gatherings, the SNS, “the basic policy on promoting
recruitment of diverse human resources,” and some other articles remained low, indicating the needto make continuous efforts.
No big change was observed in the profile rates for the articles on various measures and numericaltargets. We will make efforts to ensure that the trend in the measures, along with our program,
become better known across the university.
 Use of the results: There was much demand for the support scheme and the counseling office service.
These demands will be utilized to improve the research support personnel scheme in the next fiscal
year. IRIS, which had a high profile, was highly valued, enabling the organization to continue its
activities.
Chart 3. Change in the profile levels for the Center for Women in Research,
Tsubasa Nursery, and IRIS

2010
Center for Women in Research

2011

2012

Tsubasa Nursery

9IV. Developing a Career Path and Expanding the Foundation(1) Organizing female graduate school students in science-related majors (IRIS) and expanding the foundation
for female researchers through use of the organization
 Organization: There were applications from students in all the year grades from all thescience-related graduate schools. Members were selected from among them after a screening process(Table 8).
Considering that there were many participants from the Graduate School of Engineering, where thenumber of female students was especially small, it is expected that this effort will generate further
achievements in the future.
 Use of measures: Mainly using measures on the promotion of gender equality (Table 9. For details,
see the document 1-1 “Fiscal 2012 Achievements and Plans.”)
 No. of participants: fiscal 2012 - 1,564; total number from fiscal 2010 - 2,942
 Achievements: Held at many municipalities in Osaka Prefecture (municipalities with “★” in Chart
4)
 Ex-post evaluation: Favorably received (Chart 5). Both the center and IRIS made sure that they
conducted an ex-post review to enable further improvements.
 Ingenuity: Bearing in mind the possibility that this effort will continue in and after the next fiscal
year, systematic operation was implemented with the use of local government measures. This alsoenabled these government organizations involved in promoting gender equality to utilize IRIS moreeasily. At the same time, this helped members of IRIS strike the balance between their research
activities and their IRIS-related activities more easily.
 Next fiscal year: Implemented as part of the support program. We will invite applications for thethird batch of members from the middle March 2013 to the middle of April.
After the end of the IRIS activity report meeting on March 6, an explanatory session was held for theChildren’s Science Campus for the next fiscal year. (As was done this fiscal year, the second
explanatory session for IRIS activities in fiscal 2013 will be held at the time of the appointment
ceremony to be held in the spring of the next fiscal year).
Table 8. No. and breakdown of IRIS female graduate school students in science-related majors from fiscal 2011 to
fiscal 2012
Graduate
Graduate School of Life Graduate
FiscalSchool ofand Environmental
School ofYear
ProgramEngineering
Sciences
Science
Total
2011 Masters
63
4
13
Doctors
1
2
1
4
Total
7
5
5
17
2012 Masters
15
7
7
29
Doctors
2
3
1
6
Total
17
10
8
35

Table 9. No. of participants in IRIS foundation expansion efforts from fiscal 2010 to fiscal 2012, and measuresutilized(Including the programs promoted by female graduate students in science-related majors in fiscal 2010 before theestablishment of IRIS)
Measures Utilized

FiscalYear

Science
Gender
Education &Equality
After- School
Promotion
Programs

The University’s Programs

OthersOthers (incl.
Chamber ofCommerce andIndustry)

Research
Organization for
UniversityCommunity
Collaboration
Program

SSH
Project

PTA

Children’s
Associations

Child
Rearing
Support
NPO

-

-

-

1 (130)--2 (104)-3 (40)

1 (69)

Open
CampusOthers

2010

－

-

-

2011

3 (111)

2 (719)-1 (52)--

1 (153)2012

8 (279)2 (317)2 (169)2 (72)

1 (15)

1 (322)

1 (275)

1 (35)

2 (40)

1 (40)

11 (390)

4 (1036)

2 (169)3 (129)1 (15)

1 (322)3 (558)

1 (35)

5 (80)

4 (213)Total

10

Chart 4. Municipalities whose
measures were used by IRIS

Chart 5. Evaluation by participants(4) Very bad 1%

Osaka
Prefecture(5) Others 3%(3) Bad 1%(2) Good 19%
Osaka Bay

(1) Very good 76%

Voluntary activities: IRIS café, a voluntary activity, was held six times this fiscal year. In addition, a
research interaction meeting was held twice. Two persons were engaged as editors for the planning,data collection, and editing of IRIS Activity Report II. Specific proposals for improving various
activities to be implemented in the next fiscal year were presented at an IRIS activity report meeting.
The planning of an association for old girls of IRIS is underway.



Corporate seminars: With the cooperation of the university’s executive directors, three seminars were
held (at Shimadzu Corporation, Panasonic Corporation, and Shiseido Company, Limited). The
seminars included visits to the companies, explanatory sessions, and interaction with the university’s
female alumni working as researchers and engineers. According to an ex-post evaluation, theseminars were evaluated as “Very good” by 73.9% and “good” by 26.1%.



Points to be improved: Since these corporate seminars were planned after the beginning of this fiscal
year for the first time, they were from the autumn onwards. Actually, one of the seminars was held
during the period of the term-end examinations and the preparation of masters’ theses. From the next
fiscal year, we will move the schedule forward to facilitate participation and also will ensure that theseminars help the university’s students find jobs.



Effects on IRIS: Contributing to research and improving communication skills (Chart 6)
Chart 6. Self-evaluation by IRIS
(1) Learned to demonstrate ingenuity when thinking about
how to solve problems(2) Learned to convey to others your own opinions,scientific knowledge, etc. in an easy-to-understandway(3) Learned to connect society and what you have studied
through your research.
(4) Learned to respect and try to understand different ideas
and positions from your own, without sticking to yourown ideas and knowledge(5) Found that interaction with people from different
research categories and positions is useful to yourresearch(1) Agree(2) Slightly agree(3) Slightly disagree(4) Disagree11(2) Career development events for researchers and graduate school students (such as English theses writing
seminars) Eligible: Mainly for female science researchers, although male researchers and graduate school
students were also accepted when the number of applicants was below the venue capacity.
 English theses writing seminar: Held first in fiscal 2011, the seminar was favorably received. In
fiscal 2012, the seminar was held twice mainly for the university’s science-related organizations(Table 10).
 Support for obtaining outside funds: Two events were held in fiscal 2012 for the first time (and one
more event will be held in March.) These events were held through cooperation with the university’s
executive director in charge of education and research (who also serves as Director of the Research
Organization for University-Community Collaborations in charge of support for obtaining outside
funds).

Table 10. Numbers of rounds and participants in English theses writing seminars from fiscal 2011 to
fiscal 2012, and ex-post evaluation
FiscalYear

No. of
Evaluation in the Ex-Post Questionnaire (Total of “VeryParticipants good” and “Good” responses)

No. ofRounds2011

1

30 (No ex-post questionnaire was distributed in fiscal 2011)

2012

2

90 100% (only for the first round)

Total

3

120

(3) Award scheme for graduate school students (program exempted from subsidy coverage) - Female Graduate
Students in Science Awards
1) Next fiscal year: After the dispatch of this fiscal year’s awardees, the scheme will be discontinued.
Reasons(1) There is a question about this excellent scheme being limited only to female graduate school
students in science-related majors. There is a request to expand the scope of the eligibility.
(2) The current screening system is too much work for those concerned, making it difficult to handle if
the number of applicants increases.
(3) In addition to this scheme, there is a competitive system to help the university’s graduate school
students study abroad.
(4) Revision of the university’s regulations in fiscal 2012 has enabled several ordinary expenses to beclassed as travel subsidies for the university’s graduate school students.
2) Response by the management committee: Since this scheme was highly evaluated at the university, thecommittee will present a recommendation that the scheme should be used as a reference for developing
the university’s graduate school students.
Table 11. No. of applicants for the award scheme from fiscal 2010 to fiscal 2012, and their travel destinations (incl.
scheduled destinations)

Round

2010

2011

First

4

1

3

2011

Second

9

1

3

2012

Third

5

1

4

2012

Fourth11

15No. ofApplicantsYear ofTravel [FY]

Achievements

Applications
invited in[FY]

No. of Awardees
No. of
Top Prize
Winners

No. Awarded
Outstanding
Recognition
Prize

No. Traveling
Abroad

2011

2012

12

Destinations

Notes

U.S., Taiwan, Italy,
and China
Malaysia, Czech
One of the winners travelled
4
Republic, and the U.S abroad using another fund.
Korea, Australia,
One of the winners travelled
5
Spain, and Canada
abroad using another fund.
The “No. of those traveling
Germany (twoabroad” and theirpersons), U.S., Japan,
6“Destinations” in the boxes
Czech Republic, andon the left are as of the time
the U.K.
of application.
4(4) Role model program
1) Role model bank
No. of those registered with the bank: 33 (of which 7 are university faculty members. For achievements,
see Table 12.)
Next fiscal year: Taking advantage of the website server transfer, we will make the registration
procedure easier. We will also revise articles regarding cooperation. We are planning to introduce rolemodels as needed on the website. Also, we are now confirming the willingness of those registered withthe bank and will ensure that the role model bank is useful.
Table 12. Achievements of the role model bank (The figures in parentheses are for fiscal 2012.)
No. Engaged
as Lecturers inRole Model
Seminars

No. Featured
in Role Model
Reports

No. Featured
in Newsletters

No. Engaged inInteractions
Between HighSchool Students
and IRIS

No. WhoWorkedas IRIS
Members

Others

5 (2)

9

6

1 (1)

2

Total no. who used support
services: 12 (4)No. employed by the center: 1

2) Publication of role model reports
 Publication: Report II and Report III. We requested cooperation from all those registered with therole model bank other than those featured in the previous reports.
The reports featured all those who consented to the request. In three years, a total of 35 persons werefeatured in three reports. (Of those 35, 21 were the university’s female science researchers, with 64%
of the university’s female science researchers being featured.) Impact: The reports were received very favorably both within and outside the university.
 Next fiscal year: We will use the website to disseminate information.

V. Cooperation with Local Communities—Contributing to Local Communities(1) Cooperation with local governments
1) Cooperation in event planning- Gender Equality & Civic Collaboration Section, Osaka Prefecture:
Support for the kick-off symposium (fiscal 2010)
Support for the comprehensive evaluation symposium (fiscal 2012)
Cooperation with role model seminars (fiscal 2012)- Gender Equality Promotion Section, Sakai City:
Support for the kick-off symposium (fiscal 2010)
Cooperation with Science Café (fiscal 2011)
Support for the comprehensive evaluation symposium (fiscal 2012)- Osaka Gender Equality Foundation:
Cooperation for seminars by IRIS (fiscal 2011)
Cooperation with role model seminars (fiscal 2011 - fiscal 2012)
Joint organization of the Children’s Science Campus (fiscal 2012)- Board of Education, Sakai City:
Organization of the Children’s Science Campus at Sakai-ence, a scientific event for children (fiscal
2011 - fiscal 2012)
Support for the comprehensive evaluation symposium (fiscal 2012)
2) Cooperation and contribution through the IRIS foundation expansion program (See above IV (1).)
The establishment of IRIS drew very wide attention both within and outside the university. By making
active use of measures for science education and gender equality promotion, we are now promoting
activities to ensure that many more people in the local communities know more about science and rolemodels of female science researchers and students. According to questionnaires conducted by Osaka
Prefecture and Sakai City on people’s awareness of gender equality, there is a gender gap in terms ofeducational background expected of children, and lower expectations are placed on girls to become
strong financial supporters or work actively in society. The university’s efforts in which female graduate
students in science-related majors serve as role models present a useful role model to local governmentorganizations promoting gender equality. It is thought that now is the time for these organizations toreview their planning to deal with the increase in the ages of people eligible for their programs, the13increase in the number of double-income households among younger generations, and the increase in thenumber of people remaining single. In this regard, the university’s Children’s Science Campus, whichdraws a wide range of generation, specifically children and their parents, is very attractive to theseorganizations. Moreover, as indicated in the Third Basic Plan for Gender Equality, men and children are
the mainstay for promoting gender equality. At many of the university’s events, participating children areaccompanied by their fathers, which contributes to gender mainstreaming.
(2) Cooperation with companies
1) Corporate seminars by IRIS (See the above IV (1).)2) Executive Association of Small and Medium-Sized Enterprises in Osaka Prefecture:
Meetings with the association’s secretariat and personnel in charge of women’s issues. We are now
arranging a schedule of meetings with companies where female employees fully demonstrate theirabilities and companies that want women to do so.
3) Large companies:
With the cooperation of SHARP CORPORATION, we are now planning to conduct an email
questionnaire mainly for female employees in science-related fields on the possibility of establishing a
network and obtaining support from the university.
4) Other organizations:With the cooperation of the Kansai branch of the Japan Association for HEIB and Consumer Affairs
Professionals in Business, four interviews were conducted for female employees in science-related fields
regarding the possibility of establishing a network and obtaining support from the university (Nippon
Meat Packers, Inc., Suntory Wellness Limited, Kao Professional Services Co., Ltd., and Mizkan Group
Corporation).
(3) Other forms of cooperation
1) Osaka Prefecture University College of Technology:
Meetings with the college’s principal and instructors. Persons were designated to be in charge ofcooperation with the college.
We launched activities to share information, establish a network, promote interaction (among thoseconcerned, including the university’s undergraduate and graduate students, such as IRIS members, andthe college’s students), and increase the number of college participants in the university’s events. In
fiscal 2012, we implemented the following activities: 1) invited the college’s instructor as a lecturer at
the seminar held in September with the theme of mentoring, 2) held a Science Café at the IRIS activity
report meeting held in March, and 3) held an interaction event for the university and college’s students at
the IRIS activity report meeting in March. In addition, those concerned with the college are allowed toparticipate in an English thesis writing seminar and other events, which will contribute support for thecollege’s female researchers.
2) The Technology Research Institute of Osaka Prefecture:
Meetings with the institute’s president and instructors. Persons were designated to be in charge ofcooperation with the institute.
We plan to share information, establish a network, promote interaction between the institute and theuniversity’s researchers, increase the number of institute participants in the university’s events for
improving various skills, and organize opportunities for IRIS members to visit the institute. In addition,
we are planning to incorporate promotion of gender equality as one of the articles in the comprehensive
cooperation agreement between the institute and the university. We are finalizing the details and will putthem into effect in fiscal 2013.
3) Female alumni on the Material Science and Engineering Course of the Graduate School of Engineering:
We are preparing for interviews on the possibility of establishing a network and obtaining support fromthe university.

VI. General Articles
 Has support for female researchers been achieved?
See above II, IV (2).

 Has university-wide awareness reform generated the desired results?
See above III, and the in-house questionnaire results (document 1－1).

14 Has there been progress in university-wide system reform to ensure that measures tosupport female researchers will continue even after the end of our program?
See the above articles “Next fiscal year.”
The general framework is as follows: In November 2012, the steering committee approved that, under the Basic Policy on the Promotionof the Development of Diverse Human Resources, measures to support female researchers would
continue constructively as a university-wide effort. One of the university’s vice-presidents wasappointed to be in charge of the ongoing measures.
 The Center for Women in Research will continue to exist under its present name. It will be staffedby one coordinator and two clerical staff members (one full-time and one part-time) who work
exclusively for the center. As was the case until this fiscal year, a management committee will beformed as a university-wide organization consisting of members selected from all the graduate
schools.

Program I Establishing the environment (welfare) Establishing a counseling office (deciding on working hours, support for persons working at home,and other efforts)
Implemented through cooperation between the coordinator of the Center for Women in Researchand the university’s Personnel Section.
 Increasing awareness and improvements
Implemented through a wide range of activities promoted by the Center for Women in Research.
 Assignment of research support personnel
According to in-house questionnaire results and those who actually use this scheme, many people
want the scheme and it has produced many positive results – some researchers were able tocontinue their education/research thanks to the scheme. In this regards, this scheme will continue
with a budget cap. Those who wish to use the scheme will be graded according to the level ofdifficulty in continuing their education/research, and screened objectively, before the appointmentof research support personnel.
- Budget: 5 million yen per year
- Eligible: male and female faculty members from all the university’s organizations- When to use the scheme: For pregnancy, childbirth, child care and family care. This condition
has been set with reference to the Child Care and Family Care Leave Law and other universities’
support programs. Priority will be given to pregnancy, childbirth, and child care.

Program II Researcher development
 Female researcher development
Disseminating information on support programs promoted by the national government and otherentities, as well as providing mentoring services through the network formed as part of thisprogram.
Providing information through cooperation with the Research Organization for
University-Community Collaborations, as well as offering support as liaison and coordinator for
researchers’ voluntary efforts.
 IRIS
The activities of IRIS are contributing to the motivation and development of female graduate
students in science-related majors, which leads to the expansion of the foundation for thesestudents. In addition, IRIS is attracting very wide attention both within and outside the university,
making a significant contribution to local communities. In this regard, the efforts regarding IRIS
will continue.
- Inviting applications from the university’s female graduate students in science-related majors toorganize IRIS (with members being appointed by the university’s president).
- Providing support for the development of a career path for members of IRIS, such as bypromoting interaction with companies.
- Providing support for IRIS activities to contribute to local administrative measures, such as
visiting lectures and open seminars, as well as support for IRIS PR efforts regarding theuniversity’s entrance examinations, such as open campus (serving as liaison and coordinator).

15

<Organizational Chart> (Draft)
Objectives- Establishing an environment where people canwork enthusiastically regardless of gender- Increasing the percentage of women as
researchers and graduate school students

President & Chairman
Vice-President incharge of the scheme
Steering Committee

Diverse Human Resources Development
Promotion Office(Virtual)Management Committee of Diverse Human
Resources Development Promotion Office

Personnel Section, the General
Affairs Division
Management Office, the General
Affairs Division(Welfare for the university’sfaculty members and staff)

Comprehensive Strategy Section(Increasing awareness of the needto expand the foundation)

Management Committee of the Center for
Women in ResearchCenter for Women in Research

Program I
Establishing theEnvironment

Program II
Researcher development (including
expanding the foundation)

 Has a financial plan been prepared to ensure that measures to support female researchers
will continue even after the end of our program?
See the above.

 Has the mission statement been achieved?

(1) No. and percentage of female researchers2 (Tables 13, 14, and 15)
1) Target declared in the mission statement regarding the increase in the number of female science
researchers Target figure: 30%, up from 27 female science researchers at the time of application for selection as a
Model Program to Support Female Researchers subsidized by MEXT (in fiscal 2009), specificallyincrease by 8.1 female science researchers No. of newly employed female science researchers: 4 in fiscal 2010, 4 in fiscal 2011, and 0 in fiscal
2012.
Three more female science researchers will be employed on April 1, 2013, making the total 11.
 No. of female science researchers who were transferred to other universities: 2 (one of whom wastransferred to a higher position, while the other was transferred to the same position)
 No. of female science researchers who will leave the university on reaching retirement age: 1 (inMarch 2013)

2 Hereinafter, the term “science-related” is used when the education/research is related to engineering, agriculture, or science. The relevantorganizations in this case are the Graduate School of Engineering, the Graduate School of Life and Environmental Sciences, the Graduate School of
Science, the College of Sustainable System Sciences (science-related field), the Research Organization for the 21st Century (science-related field),the Research Organization for University-Community Collaborations (science-related field), or the Organization for Higher Education
Development (science-related field).

16 Final figure for the increase: Fixed in fiscal 2013
Table 13. Change in the numbers and percentages of women out of all newly-employed researchers at theuniversity (including those with fixed-term employment)(The figures for fiscal 2012 are as of February 1.)
FY

Category

2009 Science-related
Nursing &medicine-related
Humanities &social sciencerelated
Total at theuniversity
2010 Science-related
Nursing &medicine-related
Humanities &social sciencerelated
Total at theuniversity
2011 Science-related
Nursing &medicine-related
Humanities &social sciencerelated
Total at theuniversity
2012 Science-related
Nursing &medicine-related
Humanities &social sciencerelated
Total at theuniversity

Professor

Associate professor

Lecturer

Assistant professor

Assistant staff Gross

Woman Total

WomanTotal

Woman Total

Woman Total

Woman Total

Woman Total

Women (%)

0

2

0

1

0

2

1

7

0

0

1

12

8.3%

0

0

4

4

1

1

4

6

0

0

9

11

81.8%

0

0

0

0

0

0

0

2

0

0

0

2

0.0%

0

2

4

5

1

3

5

15

0

0

10

25

40.0%

0

3

0

1

3

3

1

16

0

0

4

23

17.4%

1

2

1

1

0

1

5

6

0

0

7

10

70.0%

0

1

2

8

0

0

0

0

0

0

2

9

22.2%

1

6

3

10

3

4

6

22

0

0

13

42

31.0%

0

7

1

5

0

2

3

23

0

0

4

37

10.8%

0

0

3

3

0

0

13

17

0

0

16

20

80.0%

0

2

2

2

0

0

0

0

0

0

2

4

50.0%

0

9

6

10

0

2

16

40

0

0

22

61

36.1%

0

0

0

4

0

2

0

3

0

0

0

9

0.0%

1

2

4

4

0

0

3

3

0

0

8

9

88.9%

0

0

1

5

0

0

0

0

0

0

1

5

20.0%

1

2

5

13

0

2

3

6

0

0

9

23

39.1%

2) Measures for female science researchers
 Measures promoted at the Graduate School of Engineering with the smallest number and lowest
percentage of female researchers in the university- At the time of application for selection as a Model Program to Support Female Researchers
subsidized by MEXT, there were no female professors at the Graduate School of Engineering. As aresult of personnel changes at the university in fiscal 2011, however, a female professor wastransferred to the Graduate School of Engineering. This was the first time for the university’s
Graduate School of Engineering to have a female professor.
- Various efforts were also made to increase the number of female associate professors and female
faculty members in lower positions. Of particular note is the position of assistant professor; thenumber of female assistant professors increased from one at the time of the application to four infiscal 2012. In addition, as a result of the decision made in fiscal 2012 regarding personnel changes
at the university, two more assistant professors will be employed on April 1, 2013, making the total
six. This means that there will be a six-fold increase in the number of female assistant professors at
the university.
- As a result of the above efforts, the total number of female researchers at the university has
increased from two at the time of application to seven this fiscal year (3.5-fold). In fiscal 2013 (April1), the number will increase to 9 (4.5-fold). These results have been achieved through a synergetic
effect generated by the combination of our program and the public invitation for applications forvarious positions at the university, especially at the Graduate School of Engineering, without

17

depending on the previous personnel scheme in which faculty members were shuffled only withinsmall sections.
 Measures promoted at the Graduate School of Life and Environmental Sciences- In fiscal 2012, the school invited applications for one position of associate professor, with applicants
limited to women, for the first time at the university. (This associate professor will be employed on
April 1, 2013)
 Utilization of “Plus-One3” (program exempted from subsidy coverage)- Two cases at the Graduate School of Engineering (fiscal 2011)- One case at the Graduate School of Life and Environmental Sciences (fiscal 2012)
 Challenges:- Ensuring that female researchers in positions from assistant professor to associate professor work at
the university on a long-term basis- Demonstrating leadership and exhibiting further ingenuity to increase the percentage of female
researchers

3

Under this scheme, if an organization (the Graduate School of Engineering, the Graduate School of Life and Environmental Sciences, or the
Graduate School of Science) employs a new female researcher (professor, associate professor, lecturer, or assistant professor) who is scheduled toassume the relevant position sometime between April 1, 2011 and April 1, 2013, a subsidy of up to 1 million yen will be provided based on theapplication from the relevant organization. Per newly employed female researcher, this subsidy is provided for the organization to employ an
assistant professor (provision to the organization is available only once before the end of our program) or covering the personnel expenses for theorganization’s research or administrative support staff (without limiting the gender or work contents of the research or administrative support staff).
The upper limit on the number of persons covered by this subsidy scheme per fiscal year (fiscal 2011 to fiscal 2013) at each graduate school is two.
However, an organization may be allowed to use the subsidy scheme for more than two persons, if it is expected that other organizations’ use of thescheme will not reach the upper limit. (Upper limit on the number of persons covered by the subsidy scheme for all the organizations: six per fiscal
year)

18

Table 14. Change in the numbers and percentages of female researchers at the university from fiscal 2009 to fiscal
2012(As of March 1 of each fiscal year, excluding fiscal 2012, the figures for which are as of February 1)
FY

Category

Professor
WomanTotal

Associate professor Lecturer

Assistant professor

WomanTotal

WomanTotal

WomanTotal

Assistant staff Gross
WomanTotal WomanTotal

Women (%)

2009 Science-related

3

159

10

135

2

42

12

112

0

0

27

448

6.0%

Nursing &medicine-related

14

33

21

26

12

14

25

32

0

0

72

105

68.6%

12

74

20

72

6

18

0

2

1

1

39

167

23.4%

29

266

51

233

20

74

37

146

1

1

138

720

19.2%

2010 Science-related

3

162

8

132

5

39

11

113

0

0

27

446

6.1%

Nursing &medicine-related

13

33

23

30

7

14

25

33

0

0

68

110

61.8%

14

68

20

69

4

11

0

2

1

1

39

151

25.8%

30

263

51

231

16

64

36

148

1

1

134

707

19.0%

2011 Science-related

3

170

9

143

5

37

13

124

0

0

30

474

6.3%

Nursing &medicine-related

14

33

22

33

5

7

24

34

0

0

65

107

60.7%

18

75

19

66

2

7

0

0

1

1

40

149

26.8%

35

278

50

242

12

51

37

158

1

1

135

730

18.5%

2012 Science-related

3

168

8

148

5

30

13

117

0

0

29

463

6.3%

Nursing &medicine-related

15

32

23

35

6

8

22

32

0

0

66

107

61.7%

22

77

15

61

1

3

0

0

0

0

38

141

27.0%

40

277

46

244

12

41

35

149

0

0

133

711

18.7%

Humanities &social sciencerelated
Total at theuniversity

Humanities &social sciencerelated
Total at theuniversity

Humanities &social sciencerelated
Total at theuniversity

Humanities &social sciencerelated
Total at theuniversity

19

Table 15. Change in the numbers and percentages of female researchers at the three science-related graduate
schools from fiscal 2009 to fiscal 20124(As of March 1 in each fiscal year, excluding fiscal 2012, the figures for which are as of February 1)
FY

Category

Graduate2009 School ofEngineering
Graduate
School of Life
andEnvironmental
Sciences
Graduate
School of
Science
Total of thethree schools
Graduate2010 School ofEngineering
Graduate
School of Life
andEnvironmental
Sciences
Graduate
School of
Science
Total of thethree schools
Graduate2011 School ofEngineering
Graduate
School of Life
andEnvironmental
Sciences
Graduate
School of
Science
Total of thethree schools
Graduate2012 School ofEngineering
Graduate
School of Life
andEnvironmental
Sciences
Graduate
School of
Science
Total of thethree schools

Professor
WomanTotal

Associate professor Lecturer

Assistant professor

WomanTotal

WomanTotal

WomanTotal

Assistant staff Gross
WomanTotal WomanTotal

Women (%)

0

71

1

62

0

11

1

52

0

0

2

196

1.0%

0

41

4

41

0

6

8

40

0

0

12

128

9.4%

2

26

3

22

1

11

3

13

0

0

9

72

12.5%

2

138

8

125

1

28

12

105

0

0

23

396

5.8%

0

75

1

59

0

9

2

51

0

0

3

194

1.5%

0

40

3

40

0

5

6

40

0

0

9

126

7.1%

2

26

2

22

1

7

3

14

0

0

8

69

11.6%

2

141

6

121

1

21

11

105

0

0

20

388

5.2%

1

76

2

61

0

9

4

63

0

0

7

209

3.3%

0

43

3

41

0

5

7

39

0

0

10

128

7.8%

2

37

4

30

1

7

2

18

0

0

9

92

9.8%

3

156

9

132

1

21

13

120

0

0

26

429

6.1%

1

77

2

63

0

5

4

57

0

0

7

202

3.5%

0

44

3

42

0

3

7

38

0

0

10

127

7.9%

2

33

3

32

1

7

2

18

0

0

8

90

8.9%

3

154

8

137

1

15

13

113

0

0

25

419

6.0%

(2) Female graduate school and undergraduate school students
1) Target declared in the mission statement regarding the percentage of women completing science-related
4

There are cases where science-related researchers belong to organizations outside of the three graduate schools. In this regard, the figures presented
in Table 15 do not agree with those presented as “Science-related” in Table 14.

20

doctoral programs (Table 16)
 Numerical target: 25%
 Reality: 28.3% at the end of fiscal 2011. Of particular note is the Graduate School of Engineering.
The annual number of female students who earned a doctoral degree at the school had been very small,
specifically just one. As a result of our sincere requests to the school, the number of female students
completing doctoral programs increased, exerting a significant impact.
 Final figure: Fixed in fiscal 2013
Table 16. Change in the numbers of women (actual numbers) who completed the university’s science-related
doctoral programs from fiscal 2008 to fiscal 2011
Fiscal

2008
2009
2010
2011

Category
Graduate School ofEngineering

Graduate School of Life andEnvironmental Sciences

Graduate Schoolof Science

0.0 (0)3.7 (1)4.3 (1)
21.7 (5)25.0 (2)28.6 (4)12.5 (2)33.3 (6)50.0 (3)33.3 (4)66.7 (2)40.0 (2)Total for the Three
Science-Related
Schools
16.1 (5)17.0 (9)11.9 (5)28.3 (13)Total for All
the Schools
20.5 (9)24.2 (15)29.8 (14)38.7 (24)2) Change in the situations surrounding female graduate school and undergraduate school students (Tables
17 and 18)
 Graduate School of Engineering: Further efforts are needed to increase the number of female students
on both masters and doctoral programs. At the School of Engineering and the College of Engineering,
there is an increasing trend in the percentage of women. Meanwhile, featuring the concept of the
combination of humanities and sciences, the College of Sustainable System Sciences covers fields
related to information sciences and environmental sciences, which are science-related fields once
covered by the former School of Engineering. In this regard, it is expected that the increase in thepercentage of female students in science-related majors at the university’s undergraduate schools willcontinue.
 Graduate School of Science: In fiscal 2012, the former School of Science was reorganized into theCollege of Life, Environment, and Advanced Sciences, leading to the expectation that this will affectthe percentage of women students at the Graduate School of Science. Currently, however, it isdifficult to present a forecast.
 Improvement measures: Utilizing IRIS, the role model bank, role model seminars, and the mentoring
scheme21

Table 17. Change in the numbers of women (actual numbers) enrolled in the university’s science-related graduate
schools from fiscal 2009 to fiscal 2012
FiscalYear(As of May 1)

2009

2010

2011

2012

1st year

2nd yearTotal

1st year

2nd year

3rd year

4th year

Total

8.5

8.0

8.3

19.2

7.7

3.3

-

9.8

Gross
(Actualnumber of
femalestudents)
8.4 (5.8)

34.8

30.0

32.1

55.6

11.1

28.6

-

31.3

31.9 (61)

-

-

-

37.5

25.0

21.4

23.5

25.5

25.5 (12)

15.2
13.8
6.6

46.3
16.9
8.3

27.8
15.4
7.4

50.0
34.0
5.7

100.0
19.1
16.7

36.4
17.4
7.4

23.5
-

52.0
23.1
9.3

31.6 (50)
16.7 (181)
7.6 (56)

32.1

33.8

32.9

8.3

55.6

7.1

-

20.0

60.6 (59)

-

-

-

50.0

37.5

25.0

23.8

30.2

30.2 (13)

18.8
12.9
8.9

17.1
13.9
6.1

18.0
13.4
7.5

44.4
16.1
2.4

50.0
33.3
5.9

83.3
18.2
18.5

23.8
-

56.0
22.2
7.8

44.7 (46)14.8 (174)
7.5 (59)

32.9

31.0

32.0

42.9

8.3

33.3

-

26.5

31.0 (63)

-

-

-

46.2

50.0

37.5

23.8

35.4

35.4 (17)

19.1
14.5
7.7

17.7
12.3
8.7

18.4
13.4
8.2

14.3
16.0
12.5

50.0
16.7
2.4

58.3
32.3
5.9

23.8
-

38.2
21.6
7.0

21.5 (47)14.8 (186)
8.0 (68)

52.6

32.2

41.6

11.1

33.3

11.1

-

15.0

37.2 (74)

-

-

-

45.5

46.2

50.0

30.0

40.0

40.0 (20)

13.1
14.8

18.7
14.4

16.0
14.6

18.8
18.4

15.4
15.1

63.6
20.3

30.0

30.0
18.9

18.6 (40)15.4 (202)

Graduate School

Graduate School of Engineering
Graduate School of Life andEnvironmental Sciences(Excl. the veterinary science course)
Graduate School of Life andEnvironmental Sciences
Veterinary science course
Graduate School of Science
Total
Graduate School of Engineering
Graduate School of Life andEnvironmental Sciences(Excl. the veterinary science course)
Graduate School of Life andEnvironmental Sciences
Veterinary science course
Graduate School of Science
Total
Graduate School of Engineering
Graduate School of Life andEnvironmental Sciences(Excl. the veterinary science course)
Graduate School of Life andEnvironmental Sciences
Veterinary science course
Graduate School of Science
Total
Graduate School of Engineering
Graduate School of Life andEnvironmental Sciences(Excl. the veterinary science course)
Graduate School of Life andEnvironmental Sciences
Veterinary science course
Graduate School of Science
Total

Doctoral Program (incl. 1st to 4th year students
enrolled in the doctoral program for veterinary science)

Masters Program

22

Table 18. Change in the numbers of women (actual numbers) enrolled in the university’s undergraduate schools
and colleges in fiscal 2012
(Excl. those enrolled in the former Osaka Prefecture University, Osaka Women's University, and Osaka Prefectural College of Health
Science. As of May 1)

Year
School/College
1stCollege of Engineering

11.9(62)

School of Engineering-

College of Life,
Environment, andAdvanced Sciences
School of Life andEnvironmental Sciences

2nd10.9(51)

3rd

4th

5th

6th

-

-

-

-

9.8(51)

6.7(34)--39.8(134)

-

-

-

-

-

-

38.3(70)44.4(87)40.1(69)

31.8(14)34.0(16)

School of Science-22.3(31)21.6(37)23.8(34)--

School of Nursing-

95.3(122)

97.7(125)93.1(122)--

School of Comprehensive
Rehabilitation-

83.8(67)72.8(59)72.6(61)--

School of Economics-

36.1(101)25.2(85)28.5(89)---74.4(160)

76.4(172)72.6(191)--

40.4(135)

-

-

-

-

-

85.9(219)

-

-

-

-

-

37.9(550)

40.3(602)

37.2(616)37.2(600)

31.8(14)34.0(16)

School of Humanities
and Social Sciences
College of Sustainable
System Sciences
College of Health andHuman Sciences
Total

23

Comprehensive self evaluation
Our program is a landmark effort in that it strives to promote university-wide system reform by providing support
for female faculty members and graduate school students at the university, in which men formed theoverwhelming majority of both faculty members and students. In fiscal 2009, an in-house questionnaire on
welfare was conducted for the university’s faculty members, staff, and graduate school students, before we applied
for selection as a Model Program to Support Female Researchers subsidized by the Ministry of Education, Culture,
Sports, Science and Technology. This was the university’s first effort of this type. Subsequently, under our
program, we promoted a wide variety of measures that had never been tried at the university, such as establishinga nursery, assigning research support personnel, organizing IRIS, supporting the appointment of a female
professor at the Graduate School of Engineering, inviting applications only from women, and holding casual
gatherings with female researchers. In addition, as mentioned before, on November 2012, all the university’sorganization leaders gathered together and expressed their support for our program in front of the university’sfaculty members, staff, and students. This was again the first effort of its type. In the process of these activities,
many opportunities were created for the university’s faculty members and graduate school students to interact
with each other beyond the boundaries of their graduate schools, as well as for the university’s faculty members
and staff to interact and work together.
As for the university’s three science-related graduate schools, many problems remain to be solved in terms of thenumber of female researchers and their positions. (The results for the targets declared in the mission statement
regarding the increase in the number of female science researchers will be fixed in fiscal 2013.) In addition, of thepoints indicated at the 2011 program evaluation by the external evaluation committee, problems still remain
regarding the mentoring scheme and the role model bank. The design of a framework for the mentoring scheme
has just been completed and the implementation is scheduled to start in the next fiscal year. Much more ingenuity
needs to be demonstrated to make even better use of the role model bank. Reasons for the delay in these schemes
include the following: 1) It took a long time to design appropriate frameworks to ensure that the relevant schemes
would continue even after the end of our program; 2) It took the center’s staff a lot of time to establish IRIS andlaunch the group’s activities in the program’s second year, and 3) It was difficult to match the center’s needs withthe role models registered through the university’s alumni associations, leading to a failure to provide theappropriate efforts.
On the other hand, IRIS, which was established in fiscal 2011 and was not described in the documents for ourapplication for a selection as a Model Program, was soon highly evaluated for its significant contribution to the
expansion of the foundation for female researchers. In fiscal 2012, IRIS developed its activities taking into
account the need to continue its activities in and after fiscal 2013. Overall efforts to be continued in and after the
next fiscal year have been designed effectively after a full examination of the previous achievements, with thefocus on working on the remaining problems in a constructive way. In this regard, it is expected that there will befurther progress in improvements to the university-wide environment and the promotion of awareness reform, as
well as the provision of support for researchers.
As for the appropriate contribution to the local communities through the public university model, which wascommented on at the time of selection as a model, it is significant to note the difference between national
universities and public universities (i.e. prefectural universities). The cooperation between public universities andprefectures where the universities are located means cooperation between the organizations that are establishedand the organizations that have established the universities. As a result, their cooperative relationship is quite
different from that between national universities and the prefectures where the universities are located. Somenational universities have formed excellent cooperative relationships with administrative agencies in theirprefectures. In a situation where this was difficult, Osaka Prefecture University cooperated to the fullest extent
possible. A cooperative relationship is being firmly established between the university and especially genderequality related centers in Osaka Prefecture. These points can be referred to as characteristic points in ourcontribution to the local community. Moreover, IRIS’s efforts to expand the foundation for female researchers area form of contribution to the local community that can be made possible only by our graduate school students,
with the focus on using various measures by local municipalities in Osaka Prefecture.
There is a delay in the progress of cooperation with local companies; specific efforts were finally launched in thisfiscal year. However, taking advantage of the university’s strength in cooperating with science-related companies,in and after the next fiscal year, we would like to continue our efforts to ensure that the university will provide
support for women active in companies and companies that want women to be active. At the same time, we will24

provide active support to ensure that the university’s female graduates will not have to worry about their career
path because of their gender and that they are able to fully demonstrate their abilities.

25