主後

催：大学コンソーシアムとちぎ 宇都宮大学
援 ：（ 公 社 ） 栃 木 県 経 済 同 友 会 （ 公 財 ） 栃 木 県 国 際 交 流 協 会 、NPO 法 人 宇 都 宮 市 国 際 交 流 協 会 JICA 筑 波 セ ン タ ー
協
賛 ：（ 公 財 ） あ し ぎ ん 国 際 交 流 財 団
特別協力：宇都宮市創造都市研究センター

Table of Contents（敬称略）
Aim & Rules・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 1
Introduction・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 2
Information ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 4
Schedule

・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・5

倫理綱領・個別ガイドライン・問題事例
Code of Ethics for International Career Education Program/Specific Guidelines/
Problematic Cases ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 6
Opening Lecture (Shunsuke Kurihara, Ph.D.)
International Careers Re-visited and Re-examined for Generation Z・ ・ ・ ・ ・ ・ 8Work Group Session A (Ritter Diaz)
Advising Foreign Exporters about the Japanese Market・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 10Work Group Session B (Takeshi Komino)
Innovation Management in Disaster Risk Reduction: Art of Problem Analysis for
Future Leaders・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 13Work Group Session C (Sugit Arjon, Ph.D.)
Exploring the Future of International Cooperation: Navigating Challenges and
Seizing Opportunities・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 15Work Group Session D (Saki Tomita)
Introduction to the Work of International Organizations ̶ from the Lens of a MidCareer Aid Worker ̶・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 18
Work Group Session E (Gregory Wolf)
Fail Faster: Project-Building with Collaboration, Creativity, and Courage・ ・ ・ 20Work Group Session F (Takayuki Kimura, Ph.D.)
Making Mistakes in Language Learning: The First Step to an International
Career・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 23

● Aim & Rules
Each participant in International Education Seminar should abide the following
rules in order to achieve the aim.
AIMEngage with those who wish to work on the world stage.

Grasp the image of “working in society with motivation”.

Provide opportunities to think about your roles in local and global societies.



Find motivation to actively pursue your career.

RULES


Speak out! Share your opinions freely.

Make sure that we all participants.

Have your own ideas as well as respecting different ideas of others.



Express your own opinion.



Try to make a congenial atmosphere to encourage interest and creativity.



Always be punctual.

Pay attention to safety and to your health.

１

● Introduction
To Everyone who will participate in “International Career Education Program”

Kazuhiko Yoshida, Ph.D.
Director, International Career Education Program
Professor, School of International Studies, Utsunomiya University
During their college years, many young people hold a deep interest in
participating in international career programs, in working as
international interns abroad and for global companies in Japan, orpartaking in programs aiming to nurture individuals capable ofcontributing to the international community via governments, corporations and universities.
The objective of our International Career Education Program is the education of a global
perspective for people who wish to pursue international careers. For a number of years,“Globalization” and “Glocalization” have become two key concepts in education, and thatreflects the increasing importance of global issues in local societies.
Our program has been held every year since 2004 with participants mainly from the School ofInternational Studies at Utsunomiya University and other universities in Tochigi. 2189
participants (1389 from Utsunomiya University and 800 from other institutions) havecompleted this program since it was founded.
There are three subjects in this program that provide opportunities for participants to think
about their roles in local and global societies.
“International Career Education” (conducted in Japanese) and “The International Career
Seminar,” (conducted in English) are three-day seminars that include guest lecturers with
global career paths. The working group sessions during these seminars consist of four themes:“International Business”, “International Cooperation/Contribution”, “Multi-cultural Society
and Japan”, and “Cross-cultural Understanding/Communication”. We invite scholars from
noted universities and business leaders from major companies with front line experience on
the international stage as lecturers for each seminar.
“International Career Internship” involves onsite training at domestic or overseas companies,
as well as in government, or NGO/NPO’s. We provide opportunities to join unique andattractive companies both domestic and abroad for the programs which are held during springand summer breaks.
We suggest that you take all the programs, but selective participation is always welcomed.
Every year, we have some senior high school students, a large number of participants fromvarious universities both inside and outside Tochigi Prefecture as well as working people froma range of business fields.

２

We hope everyone can participate and discover an “International Career” together and findtheir own “Career Path” for the benefit of both international and regional societies.
Through support from Tochigi Prefecture, we organized this seminar as a joint program
between the Consortium of Universities in Tochigi and Utsunomiya University and under the
auspices of Tochigi Association of Corporate Executives, Tochigi International Association,
Nonprofit Organization Utsunomiya City International Association, and JICA Tsukuba
International Center. Also, we receive sponsorship from Ashigin International Foundation
and Research Center for Creative City Utsunomiya.
We would like to express our deepest gratitude to all of those organizations and companies
for their kind cooperation and generous support.

３

● Information
１）科

目

名：

International Career Seminar 2024

２）テ

ー

マ：

グローバル時代のキャリア形成を考える

程：2024 年 9 月 23 日 (土 )， 28 日 (土 )， 29 日 (日 )３）日事 前 指 導 ： 2024 年 7 月 25 日 (木 )４）実施形態：

Zoom に よ る オ ン ラ イ ン 授 業５ ） プ ロ グ ラ ム：

5 頁を参照６ ） 参 加 定 員：

50 名

７）参

加

費：

無料

８）問

合

せ：

宇都宮大学峰キャンパス事務室
担当：

18:00-19:30※ネットワーク通信料等は自己負担となります
国際学部係（５号館 C 棟１階）

佐藤

＜ 所 在 地 ＞ 〒 321-8505 宇 都 宮 市 峰 町 350＜ 問 合 先 ＞ TEL: 028-649-5172 FAX: 028-649-5171
E-mail: kokuca@miya.jm.utsunomiya-u.ac.jp

４

● Schedule

INTRODUCTORY SESSION-Thursday, July 25 thTime (JST)Activity

18:00～ 18:45

Registration, Large group Session

18:45～ 19:30

Work Group Session

SEMINAR DAY 1 - Saturday, September 21 st
Time (JST)Activity

09:00～ 09:30

Registration

09:30～ 09:50

Opening Ceremony and Orientation

09:50～ 12:00

Ice Breaking: Sugit ARJON, Ph.D.
Opening Lecture” International Careers Re-visited and Re-examined forGeneration Z”: Shunsuke KURIHARA, Ph.D.

12:00～ 13:00

Lunch

13:00～ 15:00

Panel Discussion by Lecturers

15:10～ 15:30

Introduction to Methods

15:50～ 17:50

Work Group Session
A “International Business”:

Ritter DIAZ

B “International Cooperation / Contribution”:

Takeshi KOMINOC “International Cooperation / Contribution”:

Sugit ARJON, Ph.D.

D “International Cooperation / Contribution”:

Saki TOMITA

E“Cross-cultural Understanding/Communication”: Gregory WOLF

F “Cross-cultural Understanding/Communication”: Takayuki KIMURA, Ph.D.

SEMINAR DAY 2 - Saturday, September 28 thTime (JST)Activity

08:30～ 08:45

Zoom Check-in and Morning Session

08:45～ 12:00

Work Group Session

12:00～ 13:00

Lunch

13:00～ 15:30

Work Group Session

15:30～ 16:30

Wrap-up Session and Presentation Preparation

16:30～ 17:30

Presentation Rehearsal

17:30～ 18:30

Presentation Preparation

SEMINAR DAY 3 - Sunday, September 29 thTime (JST)Activity

08:30～ 10:00

Presentation Preparation

10:00～ 12:40

Final Presentation

12:40～ 13:30

Lunch

13:30～ 14:30

Reflection

14:30～ 14:40

Closing Ceremony

５

●倫理綱領・個別ガイドライン・問題事例
Code of Ethics for International Career Education Program/ Specific Guidelines/ Problematic Cases
1. 国 際 キ ャ リ ア 教 育 プ ロ グ ラ ム 倫 理 綱 領
本プログラムの関係者は、以下の原則に従って行動します。
① その活動において、常に基本的人権と個人の尊厳を尊重します。
② 国際学部並びに本プログラムの教育目標の実現に資する教育を行うために、改善と向上に努め、学生の自発的な学習を支援します。
③ 学 修 目 標 を 明 確 に 示 し 、学 生 へ の 対 応 や 成 績 評 価 な ど の 学 生 指 導 全 般 に お い て 、公 正 を確保します。

④ 個人情報の保護に最大限の注意を払います。
2. 倫 理 綱 領 に 基 づ く 個 別 ガ イ ド ラ イ ン
以上の倫理綱領に基づき、特に以下の点について配慮をお願いいたします。
① 人種やジェンダー、言語、宗教、国籍、社会的背景、年齢等が異なる多様な参加者で構成されているプログラムであることに留意しつつ行動します。
② 食事や信仰生活を含む生活様式を尊重し、可能な限り対応します。
③ ハラスメントに該当する行為は決して行いません。
④ ハ ラ ス メ ン ト に 関 す る 情 報 を 得 た り 相 談 を 受 け た 場 合 に は 、放 置 せ ず に 対 応 し ま す 。
⑤ 参加者による主体的な学びを尊重し、その提案や意見を積極的に取り入れます。
3. 具 体 的 な 過 去 の 問 題 事 例（ 事 例 に あ る 「 参 加 者 」 と は 、 講 師 、 ス タ ッ フ 、 学 生 等 の 参 加 者 全 員 を 意 味 し ま す 。）
事 例 1） 国 籍 に よ る 差 別 発 言
ある参加者から「A 国人は物を盗む」といった国籍による差別的な発言があり、その国籍を有する他の参加者の尊厳が傷つけられる事態が発生した。
事 例 2） ジ ェ ン ダ ー や 多 様 性 へ の 配 慮 を 欠 い た 発 言
あ る 参 加 者 が 、男 性 的 な 服 装 を し て い る 女 性 の 参 加 者 に 対 し て 、「いい歳なのだから、もう少し女性らしくしないと」とジェンダーに関する配慮に欠ける発言があっ た 。そ の 結 果 、ト ラ ン ス ジ ェ ン ダ ー 1 で あ る そ の 女 性 参 加 者 の 尊 厳 が 傷 つ け ら れる事態が発生した。
事 例 3） ハ ラ ス メ ン ト に 該 当 す る 行 為 や 発 言
ある男性参加者が懇親会で他の参加者に酒を飲むようにしつこく勧め、男女問わず「 付 き 合 っ て い る 人 は い る の か 」等 と 質 問 を し て 無 理 に 答 え を 聞 こ う と し た り 、
女性の参加者に対して酔っ払いながら「肩をもんでくれ」と頼んだりした。
事 例 4） 主 体 性 や 協 働 を 認 め な い 教 育分科会において講師が一方的に講義を続けたり、一部の参加者のみが発言を独占する事態が発生した。その結果、学生たちが主体的に協力しながら行う議論や全体発表準備のための作業時間を、十分確保することができなかった。
事 例 5） 許 可 を 得 な い で 行 う 個 人 情 報 や 写 真 の 使 用ある参加者が、他の参加者の連絡先などの個人情報や撮影した写真を、相手の許可 な く SNS な ど を 使 っ て 公 開 し 、 別 の 目 的 で 利 用 し た 。

1

トランスジェンダーとは、出生時に決定された性別に性的違和（性同一性障害）があり、性別を変えて生活していたり、性別を変えたいと思っている人（性と人権ネットワーク作成
パ ネ ル 、 2014 年 よ り ）。

６

1.

Code of Ethics for International Career Education Program
Members of this program shall follow the following principles.
A) We will always respect the basic rights and dignity of others.
B) We will keep striving for excellence in our work in order to achieve the educational
objectives of the Faculty of International Studies and of this program, and will support
students’ active learning.
C) We will clearly show the learning objectives and will act fairly in all educational activities
including student support and evaluation.
D) We will make our utmost efforts to protect personal information.

2.

Specific Guidelines based on the Code of Ethics
We will be always aware of the following guidelines based on the Code of Ethics.
A) We will act with the awareness of diversity of the participants in this program in terms ofrace, gender, language, religion, nationality, social background or age.
B) We will respect the lifestyles of the participants including food and religious life, andwill address related issues as much as possible.
C) We will not engage in any acts of harassment.
D) When we receive any report or request of consultation in relation to the harassment, we
will not ignore these reports but will respond.
E) We will respect the active learning of the participants and will actively realize their ideas
and opinions.

3.

Problematic Cases in Past Programs(“Participants” in the cases below include lecturers, staffs and the students.)
Case 1) Discriminatory remarks against a certain nationality
One of the participants made discriminatory remarks such as “people from country A
are burglars.” Consequently, the dignity of another participant from country A wascompromised.
Case 2) Remarks showing a lack of consideration for gender and diversity
One of the participants said to another female participant who always wore masculine
clothing, “Now that you are old enough you should appear more feminine.” Becauseof this remark lacking consideration for gender and diversity, the dignity of thetransgender participant was severely compromised.
Case 3) Acts and Remarks of Harassment
One of the male participants repeatedly asked other participants to have drinks at the
party and persistently questioned whether he/ she had a partner. After drinking liquor,
he asked one of the female participants to massage his shoulders.
Case 4) Education not welcoming the active and cooperative learning
In one case, a lecturer only delivered his/her one-way lecture in all the Working Group
Sessions. In another case, a few participants monopolized the discussion. As a result,the participants could not secure enough time for the discussion among themselves andfor preparation of their final presentations in active and cooperative ways.
Case 5) Use of personal information and photographs without permission
One of the participants used personal information and photographs of other participantson SNS media for unrelated purposes and without permission.
1

Transgender is the state of one's gender identity or gender expression not matching
one's assigned sex. Some transgender individuals are living or wishing to live with his/
her transformed sex identity.

７

● Opening Lecture

What is International Career for you? This three-day seminar is for all of us to learn from theGeneration Z, our students! and try to find the common arena for all of us to work together in
the international field. In this session, the participant students will be engaged and committed
to show and expand their eager-to-learn attitude, while the lecturers will support the processwith their expertise. Prior to the workgroup sessions, the students will be able to obtain andpractice the practical ways of communication and learning style at the multi-culturalenvironment.

Presenter

Shunsuke KURIHARA, Ph.D.
Vice-Director, International Career Education
Program
Associate Professor, School of International Studies,
Utsunomiya University
ProfileKURIHARA Shunsuke earned a Master ’s degree in International and Intercultural Managementfrom the School for International Training, USA, and a PhD in International Developmentfrom Yokohama National University. His professional career in the international development
field includes; Regional Planning and Program Development Advisor (2012-2014) and
Rehabilitation & Development Advisor (2009-2011) in Sri Lanka, under the JICA Expert
Scheme, and Project Director (2003-2008), Program Officer (2001-2008) in Sri Lanka andProject Coordinator (2000-2001) in East Timor, CARE International.

Current Work and Research Topics
At the university, he gives lectures and seminars in International Cooperation, Overseas
Fieldwork and Global Management with his various experiences in the field with thegovernmental and non-governmental organizations. His experience with International NGOs
in Southeast and South Asia contributes to the students not only about the International
Cooperation, but also the Intercultural Communication as to working at the multi-cultural
workplace – colleagues from various countries working together towards the world’s poverty.
His current research areas focus on the governance and development, poverty eradication andcivil society strengthening. The central target people are the community members of the tea
plantation estates in the upcountry Sri Lanka. He seeks the way of solving the issues facedby the tea plantation community such as limited access to higher education and choice ofoccupation as well as the poor living facilities. More than a half of tea consumed in Japanare from Sri Lanka. He looks into the best ways of connecting Japanese tea consumers and
Sri Lankan tea producers for mutual understanding to solve the issues among the plantation
community.

８

Main Activities for the Opening Lecture
The Opening Lecture directs the students to the gateway to career development. However,this gateway takes each student in the different directions. It is up to the student’s interest
where they are taken through the gateway, and to the work group session.
Is careerdevelopment going only with the student’s interest? There should also be competency
development as well. The session focuses on competency and career development with group
discussions. The student will be ready to learn at their workgroup session by the end of theOpening Lecture.
Key words:
Career Development
Competency
Intercultural Communication

Refernece
No prerequisite reading for the Opening Lecture. However, if you are interested in thelecturer ’s field, international development, please refer to the following:
Edward T. Hall, “Beyond Culture” Anchor Reissue
Linda Polman, “The Crisis Caravan: What's Wrong with Humanitarian Aid?” Metropolitan
Books
Mary B. Anderson, “Do No Harm: How Aid Can Support Peace - or War” Lynne Rienner
William Easterly, “The White Man's Burden: Why the West's Efforts to Aid the Rest Have
Done So Much Ill and So Little Good” Penguin Books

９● Work Group Session A

Presenter

Ritter DIAZ
Representative Director of the Japan Association for
Promotion of Latin America and the Caribbean(JAPOLAC)/
Former Ambassador of Panama to Japan
ProfileDr. Ritter Diaz served for almost 20 years at the Embassy of Panama in Japan as a Commercial
Counsellor (1999-2014) and Ambassador (2014-2019). After exiting the diplomatic service in
2019, he became an international consultant between Japan and Latin America. He has also
worked for the largest bank of Panama, Banco General as well as Panasonic Latin America.
He received a BA in Political Science from the University of Wisconsin-Eau Claire, a Master
Degree in International Political Economy from Tsukuba University and an Honorary
Doctorate from Chiba University. The complete profile can be viewed at my blog:
https://sunao.cloud/resume/

Current work and research topics
As an International Business Consultant, my primary focus is on fostering business relations
between Japan and Latin America and the Caribbean (LAC). I provide guidance to companies
regarding the business protocols of Japan and the countries within the LAC region, covering
areas such as export/import, real estate, and financial services, tourism, among others.
In my role as the Representative Director of the Japan Association for Promotion of Latin
America and the Caribbean, I am actively involved in promoting academic exchanges between
Japanese universities and those in LAC. I strive to encourage Japanese students to explore andgain a deeper understanding of the LAC region, so that they are ready to travel and enrichtheir international experiences.
Additionally, I advise universities on establishing cooperative models that bridge academia
and business, ensuring students are endowed with the right skills to enter and perform well inthe job market upon completing their studies.
Another aspect of my work involves facilitating business relationships between small andmedium-sized enterprises from Japan and LAC countries. Collaborating with bilingual
business professionals from both regions, we endeavor to offer guidance to Japanese and LAC
businessmen on effectively operating within each other's markets.
I regularly write informative articles on various issues ranging from COVID-19 to US
elections to the geopolitics of semiconductors and the emergence of artificial intelligence.
These articles can be accessed at: https://sunao.cloud

Career Path
My career began with a role as delivery boy distributing paper for printing companies in
１０Panama City. Although seemingly simple, this job played a crucial role in honing mycommunication skills and connecting with individuals from diverse backgrounds.
Simultaneously, I pursued my studies in law and political science at the University of Panama,attending classes in the evenings while working during the day.
During my university journey, I was honored with a Fulbright scholarship that granted me theopportunity to complete my degree in Political Science at the University of Wisconsin-Eau
Claire in the United States. Following graduation, I embarked on a career as a legal assistantfor Panama's largest private bank. Subsequently, I assumed the position of Head of Credit andCollection at Panasonic Latin America, where I gained invaluable experience in contract
drafting and review. This tenure at Panasonic also provided me with essential operational andmanagerial skills, equipping me for the realm of international business.
Driven by my aspirations, I made the decision to resign from Panasonic and pursue a master's
degree in international political economy at the University of Tsukuba in Japan. Before
completing my master's program, I was appointed as a Commercial Attaché at the Embassy of
Panama in Japan, marking the beginning of my diplomatic service that spanned nearly two
decades. Through hard work and determination, I climbed the ranks within the Embassy,
eventually assuming the position of Ambassador of Panama to Japan, an appointment I
received from the President of Panama. After a fruitful diplomatic career, I entered a newchapter of my life as an International Business Consultant, facilitating connections between
Japan and countries of Latin America and the Caribbean.

Main topics for group work session
This workgroup session aims to provide essential information on assisting foreign exporters
in introducing their products to Japan. It is specifically tailored for individuals interested inpursuing careers within the international division of a trading company.
The session will cover topics such as Japanese consumer behavior and import practices,drawing on real-life experiences and lectures delivered to chambers of commerce and businessassociations in the Latin America and Caribbean (LAC) region. Given the significance ofpractical skills in navigating the challenging labor landscape, the session emphasizes theimportance of equipping students with real-life functional knowledge.
Additionally, an overview of the Japan Association for Promotion of Latin America and the
Caribbean (JAPOLAC) will be provided, highlighting its role in fostering business exchanges
between Japan and LAC countries across six key areas which are important for humandevelopment such as education, health, business facilitation, agriculture, environment andartificial intelligence.
By the end of the workshop, participants will be able to create a practical template that assistsforeign exporters in effectively presenting their company and product information to potential
business partners in Japan.
The session will be conducted in a lecture format, with an emphasis on fostering an interactive
and open environment for meaningful discussions and exchanges of ideas.

Key words
FOCUS: Give full attention and total mental energy to any endeavor you do, avoiding
distractions or unrelated elements.

１１

DEPTH: Go deeper in your search, digging as much information as possible to make theright decision.
PERSEVERANCE: Don’t give up despite the stormy weather and headwinds.

Reading Assignments
Article “Some Tips for Exporting Food Products to Japan”. This article is a mandatory
reading as it will help students to follow up my lecture during the workshop. The article canbe viewed at: https://sunao.cloud/wp-content/uploads/2023/05/Some-Tips-for-ExportingFoods-Products-to-Japan.pdf
The following articles are complementary readings for students, providing valuable insights
on various topics, based on my experience:
1.

“Panama’s development as an international center for trade and culture in
Latin America and the Caribbean-Human resources are the key”- An interview
with Ambassador Ritter Diaz of the Republic of Panama. Published in The
Mariners' Digest, Vol. 41, April 2016. This article delves into Panama's
development as a prominent trade and cultural hub in the Latin American and
Caribbean region.
https://drive.google.com/file/d/1Bgry9FJwLGKMhQfLwnVvIZ63ywDrVLYa/vie
w?usp=sharing

2.

"Line 3 of Metro: A Flagship Project for Panama and Japan". This article
sheds light on the significance of Line 3 of the Panama Metro, which represents
the largest transport infrastructure project in Latin America financed by theJapanese International Cooperation Agency (JICA). The project introduces
Japanese monorail technology in the Latin American region for the first time. The
article was posted on November 9, 2020 and posted at: https://sunao.cloud/wpcontent/uploads/2020/11/Article-A-Flagship-Project-For-Panama-and-JapanEnglish.pdf

3.

"My Experience as a Cultural Translator Between Japan and Panama" - A
speech delivered to the members of the Federation for Maritime Promotion at theJapan Shipowners' Association headquarters on January 29, 2020. The speechhighlights personal experiences and insights into the importance of cultural norms
in facilitating effective international communication. It can be accessed at:https://sunao.cloud/2020/05/my-experience-as-cultural-translator/

１２

● Work Group Session B

Presenter

Takeshi KOMINO
General Secretary of CWS JapanCWS Japan

ProfileAfter my career in working in Afghanistan, Pakistan, Myanmar, Thailand, I started to be
involved in NGO activities in Japan from east Japan Earthquake and Tsunami in 2011. I
currently serve as General Secretary of CWS Japan, and my responsibilities include: oversightand management of CWS Japan projects in Japan and liaison and oversight for Japan-funded
projects elsewhere in Asia; leadership in fundraising and programming for emergency, disasterrisk reduction, climate change adaptation programs in Asia; serve as resource person for CWS
Global in disaster risk reduction as part of Technical Unit, and emergency response in theevent of a major, sudden onset disasters; and representational role in key networks in Japanand in Asia region.
My current representational roles include: Deputy Chairperson, Executive Committee member, leader in innovation hub, Asian
Disaster Reduction and Response Network (ADRRN): 2014-current.
 Steering Committee member, Japan Quality and Accountability Network (JQAN):
2015-current.
 Joint secretariat, Japan CSO Coalition for DRR (JCC-DRR): 2014-current.
 Co-founder and a member, NGO2030: 2017-current.
 Co-founder and a member, More Impact: 2016-current.

Current work and research topics
Our work involves emergency response for life-saving needs of disaster-hit areas both within
and outside of Japan, and spreading the know-how on disaster risk reduction, which I believe
it is relevant for everyone in this era. While disaster risks are rising rapidly due to climatechange impact, the resources we have at hand is not growing as per the rising risk levels, andtherefore, we need to produce more risk reduction impact with less resources. In order to do
this, innovation lens is required. It involves working with many stakeholders, starting from
communities across the Asian region, local and international NGOs, local and central
governments, private companies, universities and researchers, as well as internationalorganizations. It is sort of like, producer for resilience, and I take great pride in the impactof what we collectively achieve.
１３

Career path
Please see below video for my career path: (Japanese only)
https://www.youtube.com/watch?v=kkc4HH7Y3Y0
2020 年 10 月 2 日 開 催 NGO 職 員 の キ ャ リ ア ぶ っ ち ゃ け 対 談 vol.1 小 美 野 剛 （ JPF 代 表
理 事 ）、 渡 辺 早 希 （ WELgree リ ソ ー ス 部 門 統 括 ）Main topics for the workshop
This course explores a process of innovation management in disaster risk reduction field,
particularly problem analysis, and see critical skills required in problem identification, search,and solution ideation. After conceptual lecture, the participants will engage in practical work.
The flow of the course will be as follows:
1. The course will provide an overview of innovation management in disaster risk
reduction and why it is relevant in our society.
2. We will identify and explore specific problems that still are not solved yet that leads
to vulnerabilities to disasters.
3. We will explore a solution to the identified problem.

Key words
Problem analysis
Disaster risk reduction
Humanitarian Innovation
Resilience

References

Humanitarian Innovation Guide
https://higuide.elrha.org/

30 Innovations in Disaster Risk Reduction
https://reliefweb.int/report/world/30-innovations-disaster-risk-reduction

Required reading and assignment
1.

2.

3.

Please review below videos on innovation management:a. What is Social Innovation and How Do You Actually Do It
https://www.youtube.com/watch?v=7G20_sPzR4g
b. Working Session: Scaling up, Scaling out, Scaling deep: Innovations in Disaster
Risk Reduction
https://www.youtube.com/watch?v=DFEXtwdVNmE
c. Introduction to Innovation and Problem Canvas Training
https://vimeo.com/668125314/5264deda0e?share=copy
Please identify one recent disaster event that you know, and find out at least 3 reasons that
led to significant disaster damage (e.g. you could explore issues such as why certain
number of people lost their lives, why there was so much economic loss, why so many
people were left behind, etc.)
We will ask each participant to do brief presentation at the beginning of the session – one
way of getting to know each other!

１４

● Work Group Session C

Presenter

Sugit ARJON, Ph.D.
Assistant Professor, School of International Studies,
Utsunomiya University

ProfileSugit Arjon teaches theory of global governance and global civil society at Utsunomiya
University. Sugit specializes in democratization, state violence, security, political dynasty,
and civil-military relations in the Southeast Asia region and specifically in Indonesia. His
doctoral research focuses on the political dynamics in the post-conflict territory. Before
working in academia, he has professional experience in high-level policymaking with the
Minister of Education and Culture of Indonesia and the Executive Office of the President of
the Republic of Indonesia.

Current work and research topics
My class this semester introduces students to the structures, practices, norms and actors ofglobal governance. The course examines the origins, development and challenges of global
governance. Global governance is also a study filled with bilateral and multilateral agreements,
apparent contradictions, unstable dynamics, and unresolved questions. Thus, the class also
examines critical and specific problems such as the world's economic, political, cultural, andsecurity dimensions.
Next semester, I will have another class which studies how social movements generate politicalchange through several mediums, such as organization, communication and mobilization. The
course focuses on an introduction to civil society, social activities and ideologies. This classfocuses on why specific social movements emerged and how they impact security, national
ideology, policies, culture, and identity.
My current research focuses on the political dynamics and sustainable development in postconflict regions in Southeast Asia. My research focuses on two main sections; what are thepolitical dynamics typically found in post-conflict areas, and how can sustainable development
be achieved in those fragile areas? Many security scholars focusing on security studies tend
to evaluate the impact of peace initiatives only by observing a few years after the conflict.
Such a short-term perspective is not always helpful if we want to understand the deeper impact
beyond superficial institutional changes. The majority of politics/security scholars observed
the war in a region, but their attention shifted to other conflict areas when peace agreements
were signed. Thus, on many occasions, post-conflict regions have not been studied in-depth

１５until today, and essential questions—such as why peace has been sustained there and what
lessons can be learnt—are often largely neglected in the scholarship. To fill this academic gap,
it would be essential for us to analyse the political development in post-conflict regions. My
research focuses on post-conflict Southeast Asian regions such as Aceh, Indonesia, North
Maluku, Indonesia, Southern Thailand, Mindanao, Philippines, and East Timor.

Career path
Before working as an Assistant Professor in Global Governance at the School of International
Studies, Utsunomiya University, I was a visiting researcher at the Institute of International
Relations, and Area Studies (IIRAS) at Ritsumeikan University, working on Conflict andPeacebuilding in Southeast Asia. At the same time, I worked as a Tutor at the Faculty of Global
Liberal Arts, at Ritsumeikan University. I was also a research assistant at the Asia-Japan
Institute (AJI), which focuses on Human Security in Southeast Asia in the Era of the ASEAN
Community.
Before fully committing to academia, I had a hands-on experience in public policy when I
worked at the Minister of Education and Culture office and the Executive Office of the
President of Indonesia.
My responsibilities in the Minister of Education and Culture office included but were notlimited to monitoring the implementation of the 2013 national curriculum, organizing
workshops and discussions to review the performance of the 2013 national curriculum,assisting in organizing national training for curriculum instructors, conducting desk researchon educational policy comparison of other countries, and develop a road map for the
implementation of curriculum diversification.
In the Executive Office of the President, I experienced a firsthand process of evidence-based
and data-driven public policy is essential in a national scope. Although it often competes with
politically driven decision-making. My office managed and was responsible for ensuring theimplementation of strategic initiatives, both international and national, including priority
activities which are of concern to the President. Some of the strategic initiatives that I worked
on were the Post-2015 Development Agenda (Sustainable Development Goals / SDGs), Open
Government Partnership (OGP) and Open Government Indonesia (OGI), and other multilateralnegotiations related to progress in achieving national priority programs, and other strategic
initiatives.
I was also a teacher for elementary school students in a remote area of Indonesia. I also did
an internship at the Indonesian Embassy in Canberra under the Political Attaché’s supervision.

Outline of work group session
This session aims to deepen students’ understanding of the future of international cooperation,
focusing on its transformation, challenges, and opportunities. Through case studies andpractical examples, students will explore essential skills and strategies for effective
international cooperation. The discussion will highlight how these competencies are vital for
their professional development and career opportunities within international cooperation
pathways.

１６

List of keywords






Cooperation
Diplomacy
Leadership
Communication
Negotiation

A list of reference material--

Kinne, B. J., 2013, Network Dynamics and the Evolution of International Cooperation,
American Political Science Review, Vol. 107, No. 4, November 2013.
https://www.cambridge.org/core/services/aop-cambridgecore/content/view/E686C749732F836F21371BD99061331B/S0003055413000440a.pdf/div-class-title-network-dynamics-and-the-evolution-of-international-cooperation-div.pdf
Janus, H., Klingebiel, S. & Paulo, S., 2015, Beyond Aid: A Conceptual Perspective on theTransformation of Development Cooperation, Journal of International Development, Vol.
27, pp.155-169.
https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/jid.3045

Reading assignment for the participants-

How do you think social media influences international cooperation and diplomacy
today?
Have you ever participated in a group project with people from different countries? Whatchallenges did you face, and how did you overcome them?
What global issues do you think need more international cooperation, and why?
What skills do you think are important for working with people from different culturesand backgrounds?
Can you think of a time when international cooperation led to a positive change in theworld? How did it happen?
How do you foresee the role of digital diplomacy evolving in the context of international
cooperation over the next decade?
https://www.gov-online.go.jp/eng/publicity/book/hlj/html/202311/202311_00_en.html
https://www.e-ir.info/2021/04/05/knowledge-diplomacy-and-the-futures-of-globalcooperation/
https://www.orfonline.org/expert-speak/the-future-of-international-cooperation-in-timesof-existentialist-crises-65063
https://www.youtube.com/watch?v=L7IWWFfKTwk

１７

● Work Group Session D

Presenter

Saki TOMITA
Expert in International aid policy

ProfileSaki Tomita is an expert in international aid and migration policy with a 10-year experiencein a think-tank and international organizations. After completing both her bachelor's andmaster's degrees in international relations, she started her career in a Japanese think-tank
specializing in public policies. At 29, she began to develop her career in internationalorganizations, including the International Organization for Migration (United Nations’Migration Agency) and The Global Fund to Fight AIDS, Tuberculosis and Malaria (an ex-WHO
health fund). She has extensive experience in policymaking, strategies, and evaluation in theinternational aid context. She grew up living in Japan, Algeria, Thailand, Australia, and France,and has worked in Japan and Switzerland.

Career path and current work
After completing both my bachelor ’s and master ’s degree in International Relations at
University of Tokyo, I began my career as a consultant at a Japanese think tank, working forthe public sector, particularly in the area of aid policies. In this position, I was mainly
conducting policy evaluations and case studies to support policy development. After 4+ years,
I applied for the Junior Professional Officer selection for the United Nations because I wanted
to expand my experience beyond the Japanese context, and also specialize in migration which
was my research interest in my master ’s course. In the International Organization for
Migration, the migration agency in the UN, I was a policy officer in charge of the development
related issues around migration. This was a time when there were a lot of work required for
the SDGs and the GCM (Global Compact for Migration), and my work was to make sure thatpolicies are coherent and aligned with each other and in relation to the international framework.
I also conducted a 3 months field assignment in one of the countries with lowest income, Chad,in central Africa. After 2+ years, I then started my work in the Global Fund, an ex-UNinternational organization for health. Although health was outside of my expertise and health,I joined the organization in the CFO’s office to work on process optimization, an importantpart of the any organization which allows to do our work more efficiently and with more
impact. Through my career, I have developed expertise in the Evidence Based Policy Making
and Results Based Management, with a thematic interest in migration. I currently work with

１８

various organizations including the UN to support building coherent policies and efficient
processes.

Main topics for the group work session
This group will provide an introduction to the work of the UN and other internationalorganizations from the lens a staff. It will offer an overview on the ecosystem of international
aid and different functions within the organizations, with a particular focus on migration andpolicy-making. Although as students, we do have a chance to hear about internationalorganizations, little is known beyond what we see in the news. The aim of this group is tounderstand the work of an aid-worker in international organizations, to consider it practicallyas a career option.
We will be looking at how international organizations operate, and how the staff performs
their different functions. There will be a particular focus on the policy-making work within
the organization, drawing from the lecturer ’s own experience.

Key wordsEvidence Based Policy Making
Results Based Management
Global Compact for Migration

References

Better Criteria for Better Evaluation Revised Evaluation Criteria Definitions andPrinciples for Use OECD/DAC Network on Development Evaluation
How can you evaluate the effectiveness of a policy?
Capacity Development for Migration Management (CD4MM)

Preparation for the participants

Better Criteria For Better Evaluation: Revised and Updated Evaluation Criteria

A guide to Evidence Based Policy Making



Evaluation of Assistance in the Industrial Human Resource Development Sector in Thailand,
Third Party Evaluation Report 2016 Ministry of Foreign Affairs of Japan, February 2017
(Only 3 page summary in the beginning)

Human Resources Statistics



Policy Brief: Labour Mobility and Skills in Response, Recovery and Post Covid-19 Pandemic

１９● Work Group Session E

Presenter

Gregory WOLF
Theatre Company Representative,
Youth Theatre Japan

ProfileGregory Wolf is a music and theatre teaching artist working in an international context. He is
the public face of the 5,000-member group Youth Theatre Japan. As a creator, he led thedevelopment of wordplay, a commercially-profitable musical where children bring thealphabet to life and go on adventures learning about unity in diversity. As an educator, he has
led or assisted with classes at institutions ranging from Japan Performing Arts High School to
the Rikers Island Jail.

Current work and research topics
The current focus is wordplay—a children’s musical performed every summer by hundreds ofchildren in multiple regions across Japan. In addition to being the main playwright, composer,
and lyricist, and he also leads a team that produces the musical every summer.
Other projects include expressing Youth Theatre Japan’s educational vision and philosophy
both to the company members and the world as the official theatre company representative andworking alongside others as a translator for online seminars. These seminars offer young
Japanese artists a unique chance to learn from instructors at world-class performing arts
educational institutions in the US and UK.

Career path
Upon graduating with a BA in the unusual combination of Theatre and East Asian Studies,
Gregory was given an award by CBS/Sony for future promise to contribute to positive relations
between the US and Japan. After spending a year volunteering with grass-roots education
projects in the US, he then came to Japan in 2018 as an English instructor in a public
elementary and junior high school in Kobe.
In 2019, he began work at one of Japan’s largest youth theatre companies as a musical theatre
instructor in Tokyo. He soon progressed to become project manager for both musicalproductions and a vocal performance contest as well as becoming the public face of the theatrecompany as its representative.

２０The success of the musical and franchise he was the main creator of lead to theatre productions
ranging from Kyushu to Tokyo, as well as guest workshops with students from an international
school in Shizuoka. In the future, he hopes to be able to expand the educational reach andartistic scope of his projects, as well as branching out to explore new fields.

Work group session
In this work group session, we will focus on the process of developing original project ideas
in the fields of art, business, or nonprofit/activism. How can you use your skills andperspective to create something unique, helpful, and practical?
We will follow a simple 3-part method centering the idea of “failing faster”:
1.
Explore the principle
2.
Examine case studies
3.
Create our own ideas, fail, and improveThis workshop is intended to challenge you, to gently encourage you to step outside yourcomfort zone, and to help you practice the abilities needed to create something new andvaluable in the world. For the final presentation, you will share a proposal for your own
original project in the field of art, business, or non-profit/activism.

Key words







Absence
Iteration
Collaboration
Humility
Detachment

A list of reference material
Bayles, David. Art and Fear: Observations on the Perils (and Rewards) of Artmaking(Continuum Press, 1993)
Bogart, Ann, And Then You Act (Routledge, 2007)
Carreyrou, John. Bad Blood: Secrets and Lies in Silicon Valley (Knopf, 2018)
Doerries, Bryan, The Theater of War: What Ancient Greek Tragedies Can Teach Us
Today (Penguin Random House, 2015)
Gaiman, Neil, Speech at Bucknell Forum tech/no (2012)
Giles, Sunnie, How To Fail Faster -- And Why You Should (Forbes, 2018)
Harford, Tim. Cautionary Tales Podcast (Pushkin Industries, 2019)
Lewis-Garber, Jeffrey. “Get Better Soon” Bandcamp (2014)
Lewis, Michael. Judging Sam Podcast (Pushkin Industries, 2023)
Universal House of Justice, The Promise of World Peace (1985)
Preparatory material
In this seminar we will examine how people build projects and how you can too. The following
materials will help you prepare.
Please read/watch the following three materials on creating original projects*
２１

1. Fail Faster - A Mantra for Creative Thinkers - Extra Credits (Extra History) - 4 min video English
URL: https://www.youtube.com/watch?v=rDjrOaoHz9s
2. 5 Tips: How to grow your channel. (Sharoona) - 7 min video - English
URL: https://www.youtube.com/watch?v=ZRJ5syWlXg8
3. Fail Faster: Failure is the Key to Success (Gregory Wolf) - article - Japanese*
URL: https://www.ytj.gr.jp/blog/gekidandaihyo-fail-faster*If you do not read Japanese, skip the third one.
Also, please read/watch at least 2 of the following project case studies:
1.
2.
3.

ART PROJECT CASE STUDY: Theater of War - 8 min video - English
URL: https://vimeo.com/31158866
SOCIAL IMPACT CASE STUDY: Girls Make Games - 9 min video - English
URL: https://www.girlsmakegames.com/missionandstory
BUSINESS CASE STUDY: Happy House Rokken - Article - Japanese
URL: https://helpmanjapan.com/article/8161

２２

● Work Group Session F

Presenter

Takayuki KIMURA, Ph.D.
Assistant Professor,
School of International Studies, Utsunomiya
University

ProfileTakayuki Kimura is an Assistant Professor of Linguistics and Second Language Research at
Utsunomiya University. He conducts research on the acquisition of second languages, with aparticular focus on the grammatical properties that pose challenges to learners. He haspresented his findings at more than twenty international conferences to date and is currently
engaged in research collaborations with faculty members from universities in the United
Kingdom, China, and the United States.
Career path and research topics
I currently teach introductory courses in linguistics, applied linguistics (such as

first/second language acquisition), and academic English writing at Utsunomiya University.
Before joining Utsunomiya University as an Assistant Professor, I served as a post-doctoral
researcher at the University of Tokyo. Additionally, I have taught linguistics and English
writing courses at Atomi University, Chuo University, Komazawa Women’s University, andthe University of Tokyo (as a tutor).
My research has primarily centered around two key questions: i) how do learners
develop their grammatical knowledge in a second language? and ii) which properties posechallenges in second language acquisition? Through my investigations, I have uncovered thatcertain grammatical properties in a second language prove to be exceedingly difficult for evenadvanced learners to acquire. Additionally, I have made notable discoveries indicating that
second language learners are capable of developing their grammatical knowledge in a second
language, even in the absence of explicit instruction on the relevant properties.
In my recent projects, where I am collaborating with my students, we are investigating
the role of genetically endowed language capacity and the (limited) influence of the first
language. Our focus is on examining various linguistic phenomena, including wh-questions,passives, countable and uncountable nouns (e.g., table-s vs. furniture*-s), psychological
adjectives (e.g., bored vs. boring), verbal inflections (e.g., -s, -ed), and more. Additionally, I
am involved in a collaborative project titled "Semi-Artificial Language Acquisition" withprofessors from the University of Cambridge and Chuo University. Through these diverse
projects, my goal is to gain insights into the process of second language development and２３

explore its limitations.

Main topics for the group work session
The purpose of this session is to help students overcome psychological barriers tocommunicating in a second language. We will achieve this through discussions on second
language learning. It is essential to recognize that many people around the world speak English
as a second language, just like us. Consequently, they also encounter challenges in learning
English. Throughout this session, students will explore both the positive and negative aspectsof second language learning. By engaging in discussions and activities, students will have theopportunity to reflect on the topic based on the lecture and their own experiences, fostering
English communication. Students are encouraged to actively participate in discussions. Our
goal is for participants to develop increased confidence and comfort in actively communicating
in a second language by the end of this workshop.

Key wordsSecond Language
Communication
Language Learning

Refrences
Lightbown, P. & Spada, N. 2013. How Languages are Learned. Oxford University Press.

Reading assignment for the participants-

websitehttps://www.sk.com.br/sk-krash-english.html

-

video
https://www.youtube.com/watch?v=G2XBIkHW954-

articles (in Japanese)
https://atomi.repo.nii.ac.jp/?action=repository_action_common_download&item_id=360
3&item_no=1&attribute_id=21&file_no=1
https://opac.tenri-u.ac.jp/opac/repository/metadata/3799/GIK004102.pdf

２４

2024 度 国 際 キ ャ リ ア 教 育 プ ロ グ ラ ム セ ミ ナ ー「 International Career Seminar」 事 前 学 習 資 料 集
発 行 日： 2024 年 7 月 1 日
発
行： 宇 都 宮 大 学 国 際 学 部〒 321-8505 宇 都 宮 市 峰 町 350
TEL: 028(649)5172 FAX: 028(649)5171
E-mail: kokuca@miya.jm.utsunomiya-u.ac.jp

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