2023

forInnovation&

The Global Education Initiativeby the University of TokyoGLP-GEfIL
The Global Leadership Program (GLP) is a special, university-wide undergraduate program
launched by the University of Tokyo in April 2014. Its senior division (Year 3 & Year 4) is called
Global Education for Innovation and Leadership (GEfIL) and is taught entirely in English. The
innovative, transdisciplinary GEfIL curriculum is designed to equip talented UTokyo students withthe global competence and skills necessary to act eﬀectively as creative, knowledgeable, andresponsible players, and “change-makers” on the global stage.

❶ Extensive global network of UTokyo researchers;❷ International exchange with scholars and students of top-class universities aroundthe world as well as collaboration with entrepreneurs and experts of international institutions;❸ Generous ﬁnancial support for GEfIL Abroad Program by sponsoring companies;❹ Certiﬁcate of GLP-GEfIL Completion issued by UTokyo

The main aims of GLP-GEfIL are: to enhance studentsʼ communicative and academic language skills in English; to deepen
contextual understanding of a wide range of regional and global issues; to raise studentsʼ inter-cultural awareness andcompetence; and to foster practical and teamwork skills in tackling real-world problems through independent research projects
and issue-based interactive workshops.

By the time of completion, GLP-GEfIL graduates will have acquired a high level of specialized knowledge in their major, as well as
sophisticated global competences and well-rounded leadership skills that should place them in an excellent position to pursue a
career in international organizations and globally operating companies. Furthermore, GLP-GEfIL graduates will be exceptionallywell-placed to embark on postgraduate research at UTokyo or top universities abroad.

【2023 GLP-GEfIL Entrance Ceremony and Orientation】

Fostering young leaders at the University of Tokyo
Today, our society has been confronted with global challenges one after another, including the
COVID-19 pandemic, the Russian military invasion of Ukraine, and climate change. Everything wetook for granted is being questioned or in a state of ﬂux, and universities should play an even more
important role while being sensitive to societyʼs academic needs. I hope everyone studying at the
University of Tokyo will grow into a creative leader with the ability to address the major issues
confronting all humanity in various ﬁelds at home or abroad. Leaders tackling global challenges
need to have not just a high level of expertise and excellent leadership skills, but also a deep understanding of diversity and inclusion in order to realize a world where no one is left behind, while
cooperating closely with people holding diﬀerent values. Outstanding leadership, furthermore,
requires us to cultivate the practical ability to apply what we have learned to solve actual social
issues, and the commitment to life-long learning to become responsive to rapidly changing skill
requirements. To foster these competencies in students, the University of Tokyo operates thisGlobal Leadership Program (GLP) with strong support from and collaboration with various industries. I hope that many of our students will join this challenging program, aspiring to shoulder rolesof important responsibility on a global stage.

Prof. Teruo FUJII, President, The University of TokyoGLP-GEfIL Message from GLP Director
Find your own style of leadershipProf. Kensuke FUKUSHI, Director, GLP Oﬃce
GLP-GEfIL is a program to develop a capable next generation of leaders in the international
community. There are two diﬀerent types of leaders: one who has a strong charisma andleads the group, or one who helps everyone and is respected by everyone. In this program,
I would like you to experience working with colleagues of diﬀerent academic disciplines,
cultural backgrounds, genders, nationalities, etc., and thinking about leadership diversity.
Through GLP-GEfIL, you will build a global network among alumni and make a signiﬁcant
contribution to society and the sustainability of this planet.

GEfIL Independent Research Project (IRP) PHASE1 (Year 2 December to Year 3 May)In PHASE1, students will experience, through teamwork, the research process of dealing with a “real” global issue. They will
participate in intensive workshops and learn how to develop and execute a research plan, conduct research with atransdisciplinary approach, and eﬀectively present their ﬁndings to an audience of internal and external experts - all of this, ofcourse, in English.

PHASE1 Voices of GEfIL Students
Since PHASE1 emphasizes active learning, we were put in charge of our own studies. Every team went through a process consisted of
3 steps including research, ideation, and presentation. It has been an enriching experience and we were able to apply the knowledge
and skills we learnt in GEfIL Expert Mentor Lecture Series, such as
Positive Deviance.
We have been treated as actors who take initiative in discussion andimplementation of ideas. Our team is grateful to have abundant time
distributed to group discussion during PHASE1, which helped uslearn more about our membersʼ background, ideas, and values.
After several rounds of opinion exchange, we decided to settle our
topic of research project on sex education. The fact that all our
members come from diﬀerent educational background also
provided a variety of perspectives for the group. Throughout the
project, we have been greatly supported by our mentor and TA, who From left: Satoshi MATSUMOTO (Year 3, Faculty of Economics )not only encouraged us to take our own initiatives but also actively Yuka SAITO (Year 3, Faculty of Law) Yifei GUAN (Year 2, Facultyof Arts and Sciences, PEAK JEA) Yuhi HASEGAWA (Year 3,
provided advice and guidance on top of our thoughts.
Faculty of Engineering) Rio NAGAI (Year 3, Faculty of Law) Yuki
SAITO (Year 3, Faculty of Medicine)

GEfIL Expert Mentor Lecture Series
The “GEfIL Expert Mentor Lecture Series” is a compulsory course for students participating in the Independent Research Project PHASE1. It consists of
7-8 interactive lectures and discussion sessions given by the GEfIL Expert Mentors and Co-Mentors. The thematic ﬁelds of the Independent Research
Project and the GEfIL Program as a whole are closely related to, and informed by, the UN 2030 (Sustainable Development Goals). Thus, the “GEfIL Expert
Mentor Lecture Series” is designed as an introduction to the cutting-edge research conducted by the Expert Mentors on speciﬁc SDGs and their implementation. Crucially, students will gain a clear understanding of how research can and does impact practice in, for instance, international agenda setting,development of public policy or corporate strategies, or technological innovations. A further important aim of the course is to facilitate a sustained academic dialogue between GEfIL Expert Mentors and students from the very beginning of studentsʼ GEfIL studies. This will enable students to make well-informed
choices when selecting their PHASE2 thematic ﬁeld and strengthen studentsʼ research work in both their PHASE1 and PHASE2 classes.

Voices of GEfIL Students
The “GEfIL Expert Mentor Lecture Series” is composed of two sessions: lectures from professors and group work to make a shortpresentation about the lecture. Participants gain interesting perspectives for their future activities from the lectures featuring a variety
of topics such as Peace Building, the future of “Greater Tokyo” and the research methodology of “Positive Deviance”.
During the group work session, we learned how to have a quick but deep
discussion. Participants face many diﬃculties such as meeting members
for the ﬁrst time, having only a short time to prepare (approximately 30
Sakika NAKAMURA minutes), and using English as a communication tool. Though this session
Year 3,is very demanding, each time I really enjoyed the trial-and-error process
Faculty of Economics
as a leader. I am sure that you can develop the ability to manage a group.
Through these activities, I learned important lessons and had many
chances to be a "global leader” within just a few hours. I believe that you,
too, can ﬁnd yourself growing greatly through this opportunity.

GLP-GEfIL members at classes

GLP-GEfIL Curriculum and Course Timeline (for April Entry Students)

PHASE２ Planning and research of project

GEfIL Abroad Program【2 credits equivalent】 GEfIL Abroad Program
Abroad programs atworldʼs top universities or
short-term internships

Global Leader
Lecture&Workshop【2 credits equivalent】【2 credits 】

GEfIL Expert Mentor Lecture Series【2 credits equivalent】

Dec. ‒ Mar.

Apr. ‒ Aug.

Year 2

Sep. ‒ Mar.
Year 3Apr. ‒ Aug.

Certiﬁcate Conferral

Acquisition of interdisciplinary/

PHASE１ transdisciplinary research skills

SpecialSymposium

Program Orientation

GEfIL Admission

GEfIL Independent Research Project【４credits 】

Sep. ‒ Dec.
Year 4Global Leader Lectures
The “Global Leader Lectures” is a compulsory GEfIL course for students participating in the Independent Research Project PHASE2. This
course is conducted as an intensive 3-4-day workshop. It aims at leveraging the knowledge, skills, and insights gained in the Independent
Research Project courses and studies abroad, for students to develop a clear sense of their own “leadership by creativity.”

Voices of GEfIL Students

Gankhuyag TENGISBOLD
Year 4,
Faculty of Engineering(on participation)

At the last year's Global Leader Lectures, we focused on "resilience," the ability to recover from misfortunates and diﬃculties,
and considered how we can build a more resilient society.
On the ﬁrst day, there were two keynote speeches. Dr. Julia Kim, Program Director of the Gross National Happiness Center in
Bhutan, gave a lecture on the nature of national happiness and the meaning of resilience therein. Mr. Jean-Marc Gilson,
Director of the Board, Corporate Executive Oﬃcer, President and CEO of Mitsubishi Chemical Group Cooperation, lectured
on how to build and run a happy and resilient company based on his valuable corporate experience. It was a great experienceto participate in a workshop in which students proposed problems that needed to be addressed to pursue resilience,gathered team members, and explored ways to improve them. Our team focused on the issue of "vaccine inequality" anddiscussed what we could do to distribute the COVID-19 vaccine more equitably and eﬃciently on a global basis.
During the three days of the Global Leader Lectures, I believe we were able to think about what kind of society we should aim
for as future leaders and acquired the ability to prepare for and confront inevitable diﬃculties.

GEfIL
Independent
Research Project (IRP) PHASE2 (Year 3 September to Year 4 May)
GEfIL実践研究
PHASE2Students will conduct their independent research project within a thematic ﬁeld of their own interest, separated into ﬁve study groups and supervised by an Expert
Mentor and postgraduate TAs. Through seminars, team discussions, and frequent feedback from supervisors, together with experience obtained in the GEfIL Abroad
Program and knowledge gained in the GEfIL Expert Mentor Lecture Series, students will deepen their research and prepare their ﬁnal research presentation in English.

PHASE2 is supervised by the following Expert Mentors in 2023-2024 period.

Global Health
Graduate School of Medicine
Prof. Takahiro HIGASHI

Global Education
Graduate School of Education
Prof. Masaaki KATSUNO

Peace Building
Graduate School of Arts and Sciences
Prof. Ai KIHARA-HUNT

Sustainability
Institute for Future Initiatives
Prof. Kensuke FUKUSHI

AI and Society
Graduate School of Interdisciplinary Information Studies
Prof. Yuko ITATSU※Above will be on oﬀer in 2023-2024 and updated sequentially in the future.

PHASE２ Voice of GEfIL Students in 2022-2023
Global Health

Kota UEMURA
Year 4, Faculty of Letters

You learn how to identify and solve problems in order to achieve equal
access to health services around the world in this course. You donʼt need
any knowledge beforehand to participate in this lesson. You have theopportunity to listen to several amazing lecturers, who are tackling real
global issues around the world. You just need good motivation to startlearning about global health. Our group began with learning the diﬀerence
between equality and equity. The former is easier to understand; it isoften associated with justice. and is a widely known concept. However,equality often dismisses the weak, only satisfying the strong. On theother hand, when you achieve equity, that means everyone is satisﬁed withthe results. One can say that equity is more suitable for social justice thanequality. Thus, global health is so closely related to achievement of social
justice, that you need to think hard throughout the course. In fact, I think
we can realize that even if we try to achieve "equality" in a methodical way,
it does not necessarily serve "justice”. This is a concept that becomes
more important when considering Global Health issues.
Anyone with an interest in making a better society is welcome in thisGlobal Health course, which I highly recommend you to join.

Global Education

Taisei HAMAGUCHI
Year 4, Faculty of Engineering

In the Global Education course, we worked to solve problems from a
global perspective focusing on the theme of guaranteeing children's
rights through education. Students are free to pursue researchaccording to their own interests, resulting in a wide variety of issues
and concerns such as child labor, international aid in the ﬁeld of
education, and the problems which adopted children have.
In class, we presented what we have researched and received soundadvice from the Expert mentor, TA and group members throughdiscussions. In addition, we went to South Korea for a three-day
overseas ﬁeld trip to listen to renowned researchers talk aboutchildren's rights. By stepping out of Japan and thinking about
education, one can gain diverse knowledge from a global perspective.
If you are interested in children's rights and education, why notchoose this Global Education program?

In this course, we dealt with Peace Building as a comprehensive eﬀort toachieve sustainable peace, by entailing and examining actual and possible
reasons for armed conﬂicts. Through the lectures, we grasped theframework of Peace Building theories, and carefully applied them to thecurrent Peace Building situation of Timor-Leste - a relatively new country
that had experienced the cruelty of wars and regional conﬂicts in the lastcentury - from an international law perspective.

In addition to lectures by our Expert Mentor, we had the honor to hear aguest lecture on Transitional Justice given by a former adviser to the
Truth Commission, giving us an opportunity to hear details about thePeace Bilding process in Timor-Leste. Throughout the PHASE2 lectures
and activities, we gained a deeper and more practical understanding ofarmed conﬂicts and volatile situations in the world, human rights andsustainable peace, as well as justice and accountability.

In this course, we worked on the theme of sustainability on an island.
Under the guidance of our Expert Mentor, we formulated a student-led
research plan and conducted ﬁeldwork in Bali, Indonesia, in early
March, then summarized our ﬁndings in a ﬁnal presentation. The
members of the program shared their own opinions frankly with eachother and were willing to lend a helping hand if we had any diﬃculties. I
think this is the best part of the GLP-GEfIL program, where students

from diverse faculties and nationalities come together to exchange
opinions and see the outside world through a ﬁeldwork.
Now that tackling climate change is an urgent issue, we need to takeaction so that we can pass the "baton" to future generations. I believethat this class nurtured our ability to step forward, discuss, andconsider solutions to the issues by discussing them in English with ourpeers who have shared interests.

Cities are the center of politics, economics, and cultures and play
more signiﬁcant roles as population density is increasing. In thiscourse, we focused on Tokyo, one of the largest cities in the world,
and understood its globalization from its historical and geographicalbackgrounds. This year, we are working in groups on gentriﬁcation
associated with redevelopment and contact zones of diﬀerent themes
such as cultures and gender. This course provides opportunities to

explore the city from multiple perspectives based not only on theories,
but on practices such as ﬁeldworks. Moreover, it is always quite
interesting to take courses with students from various disciplines
since they oﬀer new perspectives. While social issues like climatechange have become increasingly internationalized, people are expected to think globally and act locally. The Global City course will move you
one step forward toward becoming such a “glocal” person.

Peace Building

Eiji IIMORI
Year 4, Faculty of Engineering

Sustainability

Taiga HIROSE
Year 4, Faculty of Arts and Sciences

Global City

Nagisa TAKAHASHI
Year 4, Faculty of Education

GEfIL Abroad Program
Summer/Winter programs at top-level international universities have been carefully selected, and students can choose their desired Abroad Program from them. By
studying abroad twice during the GEfIL program, students will deepen their GEfIL studies and enhance their practical English communication skills. In order to facilitate
multi-cultural exchanges, each of the programs will accept only a limited number of GEfIL students, allowing better mixing with international participants and providing
GEfIL students with a precious opportunity to communicate with people from all over the world. Alternatively, students may suggest other abroad programs andinternships, or even ﬁeldwork planned by the students themselves, which may then be approved as a GEfIL Abroad Program, provided they fulﬁll certain requirements.Thanks to the generous sponsorship of supporting companies, students will receive scholarships (up to one million Yen) towards the cost of their short-term
studies abroad.

Examples of GEfIL Abroad Programs in 2023
Singapore

Nanyang Technological University

TaiwanNational Chengchi University

USA

Stanford Summer International Honors Program (SSIHP)
Harvard Summer School

CanadaVancouver Summer School, University of British Columbia

UK

Pembroke Cambridge Summer Programme
LSE Summer School
Oxford University, International Politics Summer School
University College London

Switzerland

Geneva Summer Schools

Germany

Ludwig Maximilian University of Munich
TU Berlin
RWTH Aachen University, Engineering Summer School

FranceHEC Paris Summer School
Sciences Po Summer School

Netherlands

Utrecht Summer School

DemarkUniversity of Copenhagen

Voices of GEfIL Students

Xizhu HEYear 3,
Faculty of Arts andSciences, PEAK ES

I had the wonderful opportunity to spend incredible two weeks at St
Antonyʼ s College, at the University of Oxford, and participated in thecourse “Critical Approaches to African Politics.”
The courses deﬁnitely exceeded my expectations. I was able to gain adeeper understanding of African contemporary history and politics,
including liberation movements, land reform, and democratization. The
shor t coﬀee breaks in between the seminar and the lecture alsoenabled me to freely communicate with students from all over the
globe. Thanks to the warm support from UTokyo, GLP-GEfIL program,and various sponsor companies who made this journey possible, I wasable to enjoy a memorable summer experience in Oxford.

I spent a month in Germany and took the course "Social Market Economy - A Better Capitalism?" at Humboldt University. The
course consisted of lectures on German political economy and the development of the welfare state, as well as presentations
and discussions based on the literature. It was ver y meaning ful because it gave me acomprehensive understanding of the framework of German welfare policy and its history based on
my knowledge of German political economy. Humboldt University also oﬀered a variety ofhands-on events for the summer school participants. For instance, I joined a tour of the Bundestag(the Berlin Parliament building), at tended an orchestra
Kazumi TAKASAKI
performance, and participated in a tour focusing on theYear 4,
Faculty of Arts and h i s to r y o f B e r l i n d u r i n g t h e C o l d Wa r. I a l s o h a d t h eSciences
opportunity to see a large Pride parade during my stay inBerlin and went on a trip with friends I made during summer
school, so I have many unforgettable memories from my staythere. I strongly believe that sharing these moments withstudents from all over the world was a unique experience.

Structure
Students, who have good English proﬁciency, strong interest in the GLP-GEfIL Program and havecompleted GLP Designated Courses worth 6 credits or more during their ﬁrst and second years,
are eligible to apply. Each year, up to 100 students will be admitted to the GLP-GEfIL Program.

The GEfIL curriculum pursues a transdisciplinary, innovative approach toglobal problems. It is carefully designed to equip students with the vision,communication skills, and competence needed to play creative, meaningfulroles in global society. The GEfIL Program is taught entirely in English.

GEfIL Independent Research
Project(IRP) (4 credits)
Students plan and carry out research projects on
topical global issues of their interest in small,interdisciplinary teams and individually. They aresupervised by GLP and Expert Mentors as well as
postgraduate TAs.

❸ Global Leader Lectures (2 credits)
This is a credit-bearing, compulsory GEfIL course
for students participating in the Independent
Research Project PHASE2. This course isconducted as an intensive 3-4-day workshop.

GEfIL Abroad Program(equivalent of 4 credits)
In Year 3 & 4, students shall participate in
carefully selected winter/summer programs at top
universities around the world, or in internships or
volunteer activities abroad.

❹ GEfIL Expert Mentor Lecture Series(equivalent of 2 credits)
This is a compulsory course for students
participating in the Independent Research Project
PHASE1. It consists of 7-8 interactive lectures anddiscussion sessions given by the GEfIL Expert
Mentors and Co-Mentors.

＊Faculties reserve the right to decide whether they will accept the credits earned in the GEfIL Independent Research Projectand Global Leader Lectures as part of the required credits for studentsʼ undergraduate degrees.

GEfIL ALUMNI GROUP
The ﬁrst graduation ceremony of GLP-GEfIL program took place in October 2017. The graduates have formed the GEfIL ALUMNI GROUP and willcontinue to expand their network.

（Voice from the President of GEfIL ALUMNI GROUP）
I met a diverse group of students from various faculties during my two years as an undergraduate, and although I struggled during the summer program abroad, I realized that bycompleting the entire program, I gained knowledge of the world that I could not see or have before joining the program. I feel certain that for many of the other graduates, the
GLP-GEfIL experience has taken on a special meaning in diﬀerent ways.
GLP-GEfIL is no longer a newly created program, but a program with avery large scale and a community that can be proud of its existence as
an international education program at UTokyo, with many graduatesand many more to come in the future.
In this context, the GEfIL ALUMNI GROUP is expected to play animportant role as a bridge between alumni, current students,
sponsoring companies, and the university organization, and as council
members, we have been discussing and exploring how to make themost of every opportunity. We will continue to work together toconsider what we can do for the future of GLP-GEfIL program and forthe many people who have become and/or will become part of it.
【GLP-GEfIL Sixth Graduation Ceremony with GEfIL ALUMNI members】

東大GEfIL 基金
Scholarships for the GEfIL Abroad Program are supported by donations from companies that sponsor the GLP Program (UTokyo GLP Fund).
In addition, the UTokyo GEfIL Fund is seeking broad support from students who have completed GLP-GEfIL as well as graduates of the
University of Tokyo and members of the general public, who wish to assist the program.
All donations to the UTokyo GEfIL Fund will go toward oﬀering scholarships to students for the GLP-GEfIL Abroad Program.
We ask for your generous support to students who are currently enrolled or will be enrolling in the GLP-GEfIL Program.
(Website of the UTokyo GEfIL Fund) http://utf.u-tokyo.ac.jp/project/pjt86.html

GLP-GEfIL
programs are currently made possible by the generous support from the following sponsoring companies.
グローバルリーダー育成プログラムは、趣旨にご賛同いただいた下記の企業様のご支援・ご協力によって支えられています。

（公財）Tazaki財団は東京大学GLPの英国留学生に委託型奨学金を給付します（as of March, 2023）