FY 2012 Project for Promotion of Global Human Resource Development
Ministry of Education, Culture, Sports, Science and Technology

Development of
Dynamic Professionals for
Asia and the World
Project Report (FY 2012)

Asia University, Asia University Junior College

Look Forward to Our“Dynamic Professionals
for Asia and the World”

Masahiro Ikejima
President
Asia University,
Asia University Junior College

Since its establishment in 1941, Asia University has
been promoting human and educational exchange with
Asian countries, based on our educational principal of“development of human resources who can make new
departures for Asian integration”—that is, to develop
human resources who seek liberty and cooperation in
Asia, to actively participate in cultural cooperationand economic exchange among Asian people, and tocontribute to Asian and global interaction.
In 1954, we opened Chinese Student Services in
Nihon Junior College of Economics and admitted 96
Chinese students, and it transformed into the Intensive
Japanese Course in 1962. We have also improved theenvironment for welcoming international students
in Undergraduate Studies, aiming at the foreign
student ratio of 10%. On the other hand, we havebeen encouraging international education and havesent students overseas. In 1976, the Department ofInternational Relations was established in the Facultyof Economics; then, it was reorganized to the Facultyof International Relations in 1990. This Faculty wascharacterized by its interdisciplinary and international
education centered in the Asia Pacific region, andrequired AUAP (Asia University America Program),
which started in 1989, in which students study abroadin the United States for 5 months. Furthermore,in 2012, English education was enhanced in the
Department of International Relations in order to
respond to the globalization and multiculturalizationof the society, and the Department of Multicultural
Communication was established where students learn
Asian languages and have opportunities to do fieldstudies and internships in Asia.
Other than AUAP, we offer AUEP (Exchange
Program with 9 partner countries), AUGP (summer
and spring language Global Program with 13
partner countries), and AUCP (China Program).
Specifically, AUCP’s “Asia Yume College: China
Career Development Program” was started as a resultof discussions with supporting companies and theconclusion that overseas internship experience isnecessary for the development of Japan’s youth. Thisis an overseas study program for 5 months consistingof Chinese language and career development classes atthe Dalian University of Foreign Languages in Dalian,
China, and a 1-month internship in local companies.
In preparation for the FY 2012 “Project for
Promotion of Global Human Resource Development”

of the Ministry of Education, Culture, Sports, Scienceand Technology (MEXT), we have decided to further
enforce and promote, with the Faculty of International
Relations serving as the core, our overseas study
and internship programs that have been developed
under our educational philosophy. We believe thiswill contribute to the development of “Dynamic
Professionals for Asia and the World” who act as abridge between our nation and the Asia Pacific region;that is, human resources who are “active and successful
in the business field” with professional business skills,
cross-cultural adaptability, foreign language skills,
and knowledge and applied skills in social science.
In order to achieve this goal, we proceed to improve
our language curriculum, develop new teaching
methodologies, strengthen faculties’ abilities for global
education, and prepare programs while studying
abroad to learn about and visit local and international
companies, while aiming at having 100% of students
in the Faculty of International Relations have overseas
experience. Furthermore, we will have an assessment
system to understand the students’ improvement of
global and business literacy through studying abroad,and the data will be used for subsequent learning andcareer instruction as well as career development after
graduation. This is the framework of our “Project for
Promotion of Global Human Resource Development.”
FY 2012 was a preparation year for educational
environment improvement and system development,
in which we have made the following achievements:
improvement of the educational environment throughthe development of an assessment system that will start
operating in 2013 and staff recruitment; field study,
discussion, and information gathering for overseas
field study and internship; translation of homepages,
syllabus, and other documents into English and otherlanguages for the globalization and publicity of ouruniversity; training by private company instructors topromote overseas study by understanding its meaningand how to take advantage of such experiences; andpublic relations to inform about our “Project for
Promotion of Global Human Resource Development.”
Here, I would like to summarize our project in
FY 2012 with this report. I would also like to addthat we are planning to hold a debriefing session,
inviting concerned parties from within and outside theuniversity as well as related intellectuals in order tohave external evaluation.

Asia University Asia University Junior College FY 2012 Project for Promotion of Global Human Resource Development Project reportProject for Promotion of
Global Human Resource Development
Overview
The “Project for Promotion of Global Human
Resource Development (Type B, Faculty/schoolspecific) <Dynamic Professionals for Asia and theWorld>” is a project in the Faculty of International
Relations of Asia University in cooperation with private
enterprises. It introduces a variety of international
experience into the curriculum including overseas
study, internship, and social research in order todevelop human resources who are active and successful
in the Asia Pacific region with professional businessskills, cross-cultural adaptability, foreign-language
skills, and knowledge and applied skills in social
science. As a basis for establishing this systemfor overseas activities including study abroad, weare committed to the effective implementation ofinternationalization of our curriculum. In form, we
follow the international standard for curriculum
making. In practice, we reinforce our English educationby having smaller classes from the first year, followed
by a 5-month overseas study in the United States. In
addition, we try to improve regional language ability byoffering language classes other than English and study
abroad other than the United States and the United
Kingdom. Moreover, in senior years, we offer overseas

opportunities beyond study abroad such as internshipand field study in foreign countries. Collaborationand cooperation with the business community isimportant for achieving this. While we ask the business
community to provide internship opportunities, we
listen to their request for university education andtheir vision for desired employees. Moreover, we willdevelop a methodology for measuring skills as global
human resources and apply such an index in practice.
In addition to the existing scoring by language tests, wewill have clear measurement for factors contributing
to qualification as global human resources. Then,we will numerically grade such indexes (factors) inorder to quantitatively understand the effect of global
education other than language and to fully enforce
the management of learning objectives. For achieving
the global education mentioned above, the university
system must be properly organized and streamlined tofunction effectively. At the same time, the capacity andskills of the faculty must be improved. At last, we will
periodically review and disclose the outcome and issuesof these efforts. This will contribute to the ripple effects
throughout the school and information provision to thesociety.

 Development of capacity as(3) Practical foreign-language skills
In addition to the minimum level of English as aninternational language, a higher level of English
skills and local language skills

a global human resource< Development of Dynamic Professionals for Asia andthe World >The following capacities will be developed.
(1) Local experience and local knowledge to be
successful in enterprises and communities within
and outside Japan
Understanding of the necessity for, and thepossession of, the comprehensive capability for
problem solving in the business field and local
communities, such as information gathering andanalysis, creative thinking, teamwork, leadership,communication, discipline, and flexibility.
(2) Adaptability to local environments with smoothcross-cultural communication
Respect and understanding for different cultures,
flexibility and personality to accept differences, andmost of all, good health to adjust to different
environments and life styles and knowledge to keep
in good shape.

(4) Social science knowledge and its application
Social science knowledge, analytical skills, andlogical thinking as a basis for caring, thinking, andacting for the global trend.
<Concept of global human resources>
Leadership

Environment
adaptability

Problem solving
Communication
Business literacy(skills to be successful
in business)

LanguageskillsGlobal literacy(skills to be successful
globally)1 Improvement of curriculum to adopt

international standards

The syllabus will be prepared in English, the majorinternational standard language, and the introductionof the numbering system will be discussed andprepared for the identification of subjects. As for
specific subjects, an “English Super Course” will
start for obtaining professional English skills, and“Multicultural Internship” and “Multicultural Field
Work” will start in which students utilize English asa tool. In addition, we consistently listen to opinions
and requests from the business community in orderto improve the program. On the other hand, we try tocreate an environment where students themselves canproactively manage their learning progress monitoringand diversity education with support from not only
the faculty but also teaching assistants (TA) and otherresources, so that they can keep and increase theirmotivation.
In addition to the existing communication tools
such as the university website and magazines, wewill start using SNS and other tools in order toeffectively publicize different programs to different
target clients. For the implementation and smoothmanagement of this project, we will establish a
network of personal connections with representativesof Japanese firms, JETRO, and other institutions intarget countries. Moreover, the training system will
be enhanced in administrative offices to improve theirforeign-language skills, mostly English. Furthermore,administrative rules and information signs will be inmultiple languages for foreign members of faculty.
 Comprehensive program from admission tograduation for improving language skills

Currently, admission by recommendation has anadvantage over regular admission if the prospective
students have a certain grade (or equivalent score)of some English proficiency tests. However, since
comprehensive English skills are required today, weare planning to discuss and prepare the introduction oflistening and speaking tests.
In addition to group classes divided by TOEIC®
score and e-learning for independent study, TA andsupporters will help students with higher English
skills to advance further. Also, we will expand ourpartner schools in the United States and improvethe environment for learning practical English ininternational classes and homestay. Moreover, we will
enhance the “English Super Course,” which aims at
obtaining academic English skills so that students
can improve English in their specialization. As forlanguages other than English, multicultural internship2and fieldwork will be emphasized. Achievementlevels will be measured and learning management
methodology, including motivation management, willbe established.
 Enhancement of faculty’s quality for global

education

We continue an open recruitment of faculty in
specialized areas in multiple languages, and recruitmentof English faculty for junior years will be in English.
Faculty recruitment for specialized classes in senior
years is planned to be in multiple languages. As forfaculty’s research environment, in addition to theexisting research programs, we encourage themto teach in universities and research institutions inother countries. We put more emphasis on overseas
experience for recruitment for areas with high social
needs and specialty.
For the enhancement of global education, our faculty
development activities include not only Japanese faculty
but also non-Japanese faculty. In the coming years,
we will promote faculty development in cooperation
with partner universities of our international exchange
programs and sponsor companies abroad. Also, wewill propose intensive lectures by our faculty, such as
contemporary Japanese studies, to partner universities,
and actively promote public relations to reinforce ourfaculty’s incentives for global education.
 Environment for encouraging Japanese

students to go study abroad

Students can feel the excitement of living abroad andunderstand how to develop skills to be a global humanresource by discussing with students studying abroad,attending debriefing sessions, and communicating withbusiness people who have overseas experience, throughweb meeting systems and other information devices.
For students studying abroad, we will organize asystem in which faculty can visit and provide direct
instruction to the students. We will also utilize web
meeting systems and other information devices suchas i-Pads for counseling and checking objective
achievement progress between faculty and students.
Moreover, we will share accumulated data with careersupporting departments, using our unique “Global
Business Literacy Assessment.” This enables students
to start job-hunting right after their return from abroad
by reducing preparation time, which used to take a greatamount of time after their return.

Asia University Asia University Junior College FY 2012 Project for Promotion of Global Human Resource Development Project reportOrganizational Framework of the Project
Directors
CouncilPresident

GHRD Project Implementation Committee is

directly under the President.

GHRD Project Implementation Committee isthe decision-making body.

The working group discusses issues for project

Deans
Council

GHRD Project
Implementation
Committee

Administrative
Directors Council

Working group
Faculty ofInternational Relations

promotion and implementation, including
identification of obstacles to the project,solutions for such problems, and coordination
with related departments within the university,and then reports, proposes, and brings
issues to the GHRD Project Implementation
Committee.
GHRD Project Implementation Committee
reports to Directors Council, Deans Council,
and Administrative Directors Council
whenever necessary.
Close coordination with the Faculty ofInternational Relations is necessary, for it is
the core faculty of the project.

Administrative Structure of the Project
For the implementation of the project, the Facultyof International Relations, the faculty in charge, isthe core of the project under the supervision of the
Project Executive Director, with support from academic
administrative departments, such as the International
Center, Registration Center, Career Center, Center for
Admissions and Public Relations, and other corporative
administrative departments.
Staff from each faculty and department is incharge of the project. For more prompt and effective
implementation, temporary staff is recruited within theInternational Center. Their main tasks are as follows:(4) Public Relations
PR for international exchange programs (includingSNS), etc.
(5) Information gathering
Information gathering within and outside Japan(various information of the project’s target areas,using the Internet and other sources), document
filing, etc.
(6) Translation
Brief translation of English written information into
Japanese(1) Support for budget management
Document preparation, bookkeeping, etc.

(7) Contact with new project partners through email
and phone calls
Correspondence in Japanese and English(2) Equipment keeping
Rental operation, maintenance, etc.

(8) Support for business trip
Support for overseas business trip (freight booking,local information provision, etc.)(3) Dealing with students, faculty, and staff
Responding to inquiries, etc.

3

Project Plan by Fiscal Year

[FY 2012]
This is the “foundation year I” of the whole project period (2012–2016). For the first-year students, we emphasize
English and other language education, which is a basic requirement of global human resources. Students will
be encouraged to build the habit of studying proactively, which is indispensable to university education. Field
researches are conducted and human networks are built for planning overseas internship and field study. Also,
equipment and infrastructure of the university are checked and newly introduced. Moreover, the development ofa global business literacy assessment system is started. Lecturers are invited to seminars for the preparation andfollow-up of overseas activities held in the second semester. At the end of the fiscal year, the outcome is reviewed,
and improvement for the next year will be discussed.

[FY 2013]
This is the “foundation year II” of the whole project period (2012–2016). We focus on the management of a new
study-abroad system, including remote teaching (using newly introduced web meeting systems). A systematic
framework for study abroad is established, including assessment-based career support. Also, for overseas
programs, cooperative framework with enterprises is established, based on the model used in “Asia Yume
College.” For hands-on overseas learning, a pilot case of the project is implemented for preparing and providing alearning environment in which students are encouraged to independently take action, while ensuring security inpartner countries.

[FY 2014]
This is the “fulfillment year” of the whole project period (2012–2016). We establish an instruction framework
responding to students’ future planning and their needs. Small-group overseas hands-on learning with credits is
expanded and full-fledged, such as “multicultural internship” and “multicultural field study.” Based on the result of
the pilot case of the previous year, follow-up programs after returning are expanded, including career counselingwith experts and seminars. As for English learning, a teaching framework is developed for obtaining higher skills,
while efforts are made to integrate with the area of specialty. The above plans are improved based on discussion
with supporting companies abroad, and continued for students in junior years.

[FY 2015]
This is the “expansion year” of the whole project period (2012–2016). We emphasize the development of global
human resources through a “Integrated Seminar,” which focuses on problem finding and solving. A career support
system, which is based on assessment evaluation and provides appropriate advice for each student, is establishedin cooperation with the Career Support Division, while the evaluation of this project is started by faculty. Just as
in the previous year, career counseling is enhanced so that students’ global experience would result in successful
outcomes. Just as in the previous year, the above plans are improved based on discussion with supporting
companies abroad, and continued for students in junior years.

[FY 2016]
This is the “completion year” of the whole project period (2012–2016). We evaluate the education frameworkprovisionally completed in the previous year based on discussion with various stakeholders, especially the business
community, and report the outcome. Based on the outcome, improvements are made, and the education frameworkand overseas programs are restructured. A project report is made at the same time. Students educated under thisproject are evaluated to check whether they are qualified as <Dynamic Professionals for Asia and the World> fromthe perspective of not only supporting companies but also other enterprises recruiting new graduates.

4

Asia University Asia University Junior College FY 2012 Project for Promotion of Global Human Resource Development Project report

Activity Report (Chronological Order)[October]exchange programs, course contents, and numberingsystem.

Period/Topics
Launch of the development of the Global Business
Literacy Assessment System
 Preparation for the implementation framework
including TA and administrative staff


Details
For the development of the Global Business Literacy
Assessment System, discuss methods for storing
students’ progress data during studying abroad andfor utilizing such data effectively when creating
resumes for job-hunting, in order to prepare for thesystem development, which starts next year Prepare for the introduction of TA as a part of thelanguage-learning support system
 For the preparation of administrative staff, recruit
temporally employees with high language skills
as well as employees in charge of routine tasks, inorder to improve student service and to establish an
efficient implementation framework of the project

Outcomes
Conducted field study in target countries for overseasinternship (Singapore and Indonesia) and field study(the Philippines), and understood issues in programcontents and living conditions.
 Visited a partner school in Dalian, China, anddiscussed classes in omnibus form, students’ living
environment survey, which will be completely
renewed in the coming year, and management of thenumbering system. As for the numbering system,
gathered information within and outside Japan[December]
Period/Topics
Creation of homepage in multiple languages
Launch of infrastructure improvement in the school

Outcomes

Details

Reviewed the issues of the current paper-based
version and created a data version of the Global
Business Literacy Assessment System in March,which enabled the system to be implemented in
April 2013.
 As for teaching staff, hired teaching assistants andimproved learning environment As for administrative staff, clarified necessary skills
for project operation and hired new employees in
November through temporary staffing services

[November]

Outcomes

Period/Topics
Field survey to prepare for overseas internship andfield study
 Beginning of discussion with partner schools abroad

Details
Start field survey in countries where overseasinternship and field study are planned, understandthe feasibility in each country, and develop a human
network in the target areas
 Discuss with foreign partner schools the start-up ofAs for infrastructure improvement including a
multi-language homepage, review homepages offoreign universities and create a homepage in several
languages that effectively inform viewers of our
project
 Conduct hearings with international students, andstart infrastructure improvement
 Procure information devices and other equipment
and introduce new software, which will be used as
tools for supporting study abroad

Conducted hearings with concerned departments andinternational students in cooperation with the Public
Relations Division, created a draft of a more effective
homepage, and started building the homepage, which
was launched in March For improving the syllabus of the Faculty ofInternational Relations, the core faculty of the
project, translated titles and objectives of subjects
into English, which was completed in March Improved school infrastructure such as information
devices to increase the number of students andquality of outcomes of study abroad

5

[January]
Period/TopicsLectures and seminars with guest speakers
English proficiency test

Details
To encourage students to go abroad, organize
lectures and seminars with guest speakers as
preparation and follow-up of overseas activities Conduct TOEIC® targeting at all seniors to measure
their improvement in their English proficiency
Outcomes
Invited employees of major enterprises to conduct
lectures during AUAP pre-departure orientation,
who talked about the meaning and outcomes ofstudy abroad based on their own career Conducted TOEIC for seniors and returned the result
the very next day, using rapid service[Early February]
Period/Topics
Public relations for branding Project for Promotionof Global Human Resource Development

Details

Inform stakeholders of the project and its progress
through various media, and enhance theirunderstanding and sympathy

Outcomes

6

Created descriptive text and PR image of the
Project for Promotion of Global Human Resource
Development, which was prepared to be posted
in newspaper and magazines in mid-March. Also
created posters with the image to post on station
bulletin boards. Conducted PR activities on thewebsite[February to March]
Period/Topics
Company visit and student counseling in overseas
program (AUAP/AUGP) countries
 Detailed review of the implementation progress Preparation of annual report and sharing of the resultwith stakeholders within and outside Japan

Details
In AUAP/AUGP countries, visit enterprises to planand coordinate study trips and internships. Meet
students in the overseas study programs and checktheir progress against pre-set objectives
 Review the implementation status in detail byexternal evaluation
 Prepare an annual report of the project, publish anddisseminate the result, and compare the outcome
with other universities


Outcomes
Conducted business trips to overseas study program
countries (AUAP: 3 state universities in the
Washington State, Arizona State University, and San
Diego State University; AUGP: Spain, the United
Kingdom, and Australia). Held counseling sessions
with students to provide advice on improving theirprogress as well as on global career development
after returning to Japan. Also, discussed withcounterparts in partner schools, and visited
prospective local companies for study tour andinternship to look at their accepting environment.
Moreover, conducted business trips to candidate
sites for internship (South Korea, China, andIndonesia) to visit Japanese and other enterprises
and discuss the possibility of accepting internship Created FY 2012 annual report by organizing the
project activities chronologically since mid-October Preparing for communication and PR through the
newly built homepage
Asia University Asia University Junior College FY 2012 Project for Promotion of Global Human Resource Development Project reportWorking Group Activities

Meeting 1 Date: Oct. 25, Thu., 2012

1. Opening remarks from the chair
2. The roles and responsibilities of the working group
3. Schedule Opening the project office of global humanresources (Nov. 1)
 Staffing for the project office (Nov. 5)
 Field survey (Singapore, Indonesia, the Philippines,
etc.: Nishikawa, Terao, faculty in charge) Branding competition of the project (Nov. 9)
 Recruiting and staffing of TA, study session for the
introduction of a numbering system Debriefing of the field survey (mid-Nov. or later) Setting regular meetings (the day of the week)(issue to be discussed)
 Others
Meeting 2 Date: Nov. 14, Wed., 2012

[Discussion Points]
1. Budgeting for global human resource development of
the Faculty of International Relations
2. Others[Announcement]
1. Additional budget
2. Branding
3. Progress of building of homepage in multiple
languages
4. Report of field survey
The Philippines, Singapore, and Indonesia
5. Preparation and study session for the introduction of
the numbering system
6. Activity schedule for each team
7. Information from MEXT
8. Others
Meeting 3 Date: Dec. 12, Wed., 2012

1. Additional budget request to MEXT
2. 1st meeting of the selected schools
3. Schedule until February 2013
 Schedule for field survey
 1st headquarters meeting (Dec. 19, after Directors
Council)Schedule of WG (Jan. 16, 2013, after Directors
Council) Monthly series article on Asia University
Newsletter (beginning on Jan. 10)
 Others
4. Status report and schedule of each team
 Request for Personnel Division Opening of the project office within theInternational Affairs Division (2 temp. staff)
 Introduction of multi-language homepage, syllabus,
and information signs on campus
 Information gathering for numbering system
 Donation collection system for AUAP
 Notes for budget management
 Proposal for accepting international students
5. Others Symposium

Meeting 4 Date: Jan. 16, Wed., 2013

1. Grant request form for FY 2012
2. Necessary items for application and their progress in
FY 2012
3. Public relations in FY 2012
4. Submission of the application form for FY 2013
5. Others
Meeting 5 Date: Feb. 20, Wed., 2013, 16:00-

1. Application form for FY 2013 (submitted on Feb. 8)
 Items and submitted information
2. Submission of grant request (submitted on Feb. 18)
3. Current status of the project (progress report andcheck)
 Business trips for field survey (progress report andfuture plan) Public relations (posting in newspaper andmagazines, creating posters and brochures)
 Annual report meeting (held on campus: schedule,
contents, announcement) Preparation of annual report (schedule andcontents)
 Symposium (report)
5. Others

7

[Report on Activities]
Global Business Literacy Assessment
SystemMeeting 6 Date: Mar. 7, Thu., 2013

1. Major tasks and activities(i) Preparation of brochure(ii) Preparation of annual report (fiscal year)(iii) Annual report meeting (fiscal year)(iv) Business trips for field survey(v) Schedule for public relations
 “Universities Striving for Globalization”(selected universities only) AERA (weekly magazine) (issued on Mar. 11)
 Nikkei Business (weekly magazine)(issued on Mar. 18)
 Nikkei (daily newspaper)(Mar. 15, national edition, 5 full colums)
 Poster display in Tokyo Metro stations(1 week from Mar. 18)
 Posting on websites such as Recruit and
Rikunabi (for high school students)(vi) Symposium Aug. 3, Saturday at Keidanren Kaikan.
Details are under discussion among the
symposium committee
2. Others
Meeting 7 Date: Mar. 26, Tue., 2013

1. Future plans and activities of the project(i) Annual report (fiscal year)
Submission request from MEXT
 Accounting report (expenses) for FY 2012:
due on Apr. 10
 Activity report for FY 2012 (given format):due at the end of April(ii) Preparation of annual report (fiscal year)(iii) Advice from external evaluation(iv) Annual activity report meeting for FY 2012,
including external evaluation result(v) Expenditure for FY 2013 and branding (PR)(vi) Symposium
2. Others Outcome of public relations(posters, magazines, and newspaper)

8<Objective>“Language skills” and “multicultural adaptability”
have been the major outcome of study abroad for along time. Language skills are measured by TOEIC®,TOEFL®, and other language tests, and multicultural
adaptability is only expressed by words such as “I
understood that there are various cultures in theworld…” in reports and speeches after students
returned. Students’ various experience is only
remembered but not recorded, so they are having hardtime analyzing themselves, which is the first step of job
hunting.
In order to change such a situation, this assessment
system will help students understand their own levels of
behavioral characteristics during study abroad, in a longtime frame of “before, during, and after study abroad.”
Before going abroad, students set objectives about
their activities during study abroad. While studying
abroad, they review their actions and receive advice
from local staff to have a more fruitful experience.
After returning, they record not only language testscores but also their activities during study abroad
to understand their accomplishment objectively.
This system will help students understand their own
achievement through the study-abroad experience.
<5 areas of literacy to be successful in the society>
Leadership

Environment
adaptability

Problem solving
Communication
Business literacy(skills to be successful
in business)

Asia University Asia University Junior College FY 2012 Project for Promotion of Global Human Resource Development Project report

LanguageskillsGlobal literacy(skills to be successful
globally)<Personal Sheet: an image>The five areas of literacy above are divided into
specific abilities (such as independency, executive
ability, and communicativity), and each ability has
5 levels of achievement with behavioral indicators.
Details are as follows:■ “Business literacy”(1) Leadership(independency, achievement-oriented, learning
ability, discipline, and ethics)(2) Problem solving(problem finding, analytical thinking, planningability, and creativity)(3) Communication(situation assessment, explanation capability,
negotiation capability, and teamwork)■ “Global literacy”(4) “Environment adaptability”(multicultural adaptability: multicultural
responsiveness, flexibility, and stress tolerance)(5) Language skills(listening, reading, expression, and writing)<Outcome of FY 2012>
As for the Global Business Literacy Assessment
System, we reviewed the issues of the current paperbased version and created a data version in March,
enabling the system to be implemented in FY 2013.
Even though this is a data version, students studying
abroad can record data useful for creating a resume
and other documents as a trial. It enables them to start
preparation for job hunting promptly after their return.

Creation of a Homepage in Multiple
Languages: Process and Minutes for
Renewal of Official Websites (English,
Chinese, and Korean)■ Objectives and backgroundWe renewed our multi-language homepage(English, Chinese, and Korean) in order to enhance
recruitment of international students and activateinternational exchange in the university. For stronger
appeal, we made efforts to provide information thatinternational students may need, instead of simply
translating the Japanese homepage. With cooperationfrom professional contractors (planners, website
creators, and translators), the renewal proceeded from
October 31, 2012, to March 28, 2013.
■ Homepage size/recommended environment
English http://www.asia-u.ac.jp/english/ (72 pages)
Chinese (simplified) http://www.asia-u.ac.jp/
chinese/ (72 pages)
Korean http://www.asia-u.ac.jp/korean/ (72 pages)○ Recommended environment(1) Windows• Internet Explorer7.0 or later• Mozilla Firefox3.5 or later• Google Chrome4.0 or later(2) Macintosh• Safari4.0 or later• Mozilla Firefox3.5 or later• Google Chrome4.0 or later■ Process/meeting(1) Meeting 1
Date:
Oct. 31, Wed., 2012
Agenda: ▪ planning▪ activities for each team▪ schedule▪ current issues(2) Interview
Date:Nov. 20, Tue., 21 Wed., 2012
Target: International Center, international
students (English, Chinese, and Korean)(3) Meeting 2
Date:
Nov. 29, Thu., 2012
Agenda: ▪ requirement definition and planning
concept▪ “put emphasis on Intensive Japanese
Course, and cover from entrance toexit” was selected▪ clarifying sections in charge▪ schedule(4) Meeting 3
Date:
Dec. 11, Tue., 2012
Agenda: ▪ design of the website▪ reviewing the list of contents andscreen design▪ use of simplified Chinese instead of
traditional Chinese(5) Meeting 4
Date:
Dec. 18, Tue., 2012
Agenda: ▪ review of contents before
implementation▪ review of contents list, wire frames,and functions▪ determination of the fonts(6) Meeting 5
Date:Jan. 22, Tue., 2013
Agenda: ▪ updating process▪ improvement of translation list
(English, Chinese, and Korean)▪ writing rules for names and years▪ update schedule for next year and later(7) Implementation of the website, translation, andproofread(8) Website opened
Mar. 28, Thu., 20139

English Language Guidance(conversational)<Outline of the class>Target: freshmen and sophomores of the Faculty ofInternational Relations
Duration: Dec. 10–21, 2012, Jan. 8–25, 2013Freshmen: 4th class on Monday,
5th class on Wednesday
Sophomores: 5th class on Monday,
4th class on Wednesday
As a part of the Project for Promotion of Global
Human Resource Development, English Language
Guidance (conversational) was started for freshmen andsophomores of the Faculty of International Relations
with the help of two tutors who are international
students from the United States.
It was intended to improve students’communicativity through casual conversation on what
they are interested in.
For AUAP participants, it is a part of preparation
to get used to English conversation before they go, as
well as a follow up after they return. It provided greater
opportunities for students to have English conversation.

Recruitment of Teaching Assistants andEstablishment of Extra English Class
We opened an extra English class in regularclassrooms for Freshmen of English Super Course(from Nov. 6, 2012, to Jan. 31, 2013), and provided
instruction for getting higher scores in TOEIC.
Ai Takahashi (alumni of the Faculty, certified forteaching high school English) and Mari Kakimoto(senior of the Faculty) were hired as teaching assistants.
We hired “business persons or current students who
have a TOEIC score of 750 or higher, a strong will
to teach junior fellows, and the ability to teach”
through interviews by faculty, since we do not have a
graduate school for English education. The core of the
instruction was provided by a member of the school
faculty (Reiko Chinami, Professor).
(1) Text: “Essential Grammar for the TOEIC TEST”(Macmillan LanguageHouse), grammar text for
TOEIC “TOEIC Plus Magazine” (with past test
questions)(2) Teaching method: Under the supervision of the
instructor and with the support from the teachingassistants, students reviewed lessons by grammar
topic, using the textbook, and learned trends in
TOEIC. Also, students worked on past test questions(mostly Part 5: grammar and vocabulary section),and teaching assistants explained the answers.
Strong emphasis was put on grammar to develop theability to analyze written text by repeatedly solving
problems. There were some practices for listening
section (Part 1 - 4).
Following is the outcome and evaluation of theclass. Most participating students increased theirscores. It is impossible to measure the precise outcomeof the class only, because the students also took otherregular classes such as Academic English; however, it
seems the class contributed to the development of basic
English skills necessary for regular classes.
Also, since the teaching assistants are an alumna
and a senior of the university, and their ages are close tothat of students, they played a role as an advisor, a tutor,
or a counselor in addition to learning support. It seems
important to assign supporting staff who can take suchroles when faculty plays a key role in learning guidance.
For non-English Super Course students (freshmanand sophomore), English conversation class was
opened with the help of 2 tutors who are international
students from the United States. Although it was only
from December to January, it contributed to increasing
students’ motivation as an opportunity for enhancing
English communicativity before and after going tostudy abroad.

Numbering System
In order to discuss the introduction of a numberingsystem, some members were selected to review the past
discussion within the university, to analyze numberingsystems in other domestic universities, to conduct study
groups with MEXT about the numbering system, toreport research outcomes in meetings, to understandthe progress of discussion on ensuring quality of higher
education in Asia, and to gather information on partner
universities.
We understood the current situation of thenumbering system within and outside the university,and we recognized that the urgent issue is to promote
understanding within the university for the numberingsystem and its necessity. We are planning to consider
the introduction throughout the organization starting in
2013.

10 Asia University Asia University Junior College FY 2012 Project for Promotion of Global Human Resource Development Project reportCooperation with High Schools
Some students are notified of their admission
to the university in November under the admission
by recommendation system. Those students who
are admitted under this system (about half of theenrollment limit) tend to have lower motivation
for continuing studying. When they take TOEIC
in April as a placement test in the Faculty ofInternational Relations, the difference in scores withstudents who passed regular entrance examinations
in February is clear. In order to respond to such asituation, we provide prospective students admitted
by recommendation in November with access to theuniversity’s e-learning system so that they can haveopportunities to prepare for TOEIC (we also giveassignments such as reading).
In FY 2012, we visited nearby high schools to hear
if such a system is working properly and what they
think about it. We also explained to them that we wereselected for the Project for Promotion of Global Human
Resource Development.
We interviewed an English teacher in a municipal
school and a Japanese teacher who is in charge ofcareer counseling in another municipal school. They
knew that there was pre-university assignment for
students admitted by recommendation in November,and homeroom teachers were encouraging them towork on it. However, they did not have a clear idea
how much time the students take for the assignment.
It is important to increase their understanding of thenecessity of pre-university English study. We need to
ask their support for prospective students’ independent
study without interfering with high school education,
and we would like homeroom teachers to assist thestudents by periodically monitoring their progress.
One of the teachers asked about our study-abroad
programs and scholarship for them. For the next year,
we need to provide high schools with more information
about our various programs after admission.

Study Abroad Scholarship by Project for
Promotion of Global Human Resource
Development FundAs a part of the Project for Promotion of Global
Human Resource Development, we discussed theestablishment of a new and unique study-abroad
scholarship program, which will promote study abroad
by supporting outstanding students, highly motivatedstudents, and students giving up study abroad for
economic reasons.
Specifically, we will raise funds (5,000 yen each)from 13,000 alumni with study-abroad experience andprovide the funds to students participating in studyabroad programs as scholarships.
In FY 2012, we discussed the duration of the fundraising, target amount, and implementation plan, andthe process will begin in FY 2013.

11

Field Survey for Overseas Program Development(FY2012)
Objective

Destination

Duration

No. of travelers

Oct. 30–Nov. 4, 20122

Mar. 18–Mar. 25, 2013

1

VietnamDec. 27, 2012–Jan. 3, 2013

1

China (Beijing)

Mar. 2–Mar. 6, 2013

1

Multicultural Field Study,
Multicultural InternshipSingapore, Indonesia

Oct. 31–Nov. 7, 2012

2

Indonesia

Feb. 28–Mar. 11, 2013

1

Overseas Internship

China (Dalian)Dec. 9–Dec. 16, 20122

The United States(Los Angeles)

Mar. 3–Mar. 8, 2013

2

South Korea

Mar. 10–Mar. 14, 2013

2

China (Hong Kong)

Feb. 25–Mar. 1, 20132

The United States(California, etc.)

Mar. 8–Mar. 14, 20132

The United States(Washington)

Mar. 19–Mar. 27, 2013

3

The Philippines
Multicultural Field Study

Multicultural Internship

AUAP (Asia University America Program)

AUGP (Asia University Global Program)
AUCP (Asia University China Program)Australia

Mar. 2–Mar. 11, 2013

2

Spain

Feb. 17–Feb. 22, 20132

The United Kingdom

Feb. 13–Feb. 17, 2013

2

China (Dalian)Nov. 12–Nov. 15, 20121

12 Asia University Asia University Junior College FY 2012 Project for Promotion of Global Human Resource Development Project report