I. Principles, Organization, and Management System of “Green
Asia Program”
1. Features and Principles of the Program
1.1. Candidate Cultivation
The program aims to develop exceptional leaders who can contribute to the achievement of“Green Asia”. Successful candidates have the opportunity to be trained in one of the program’s three
specialized fields: materials science, system engineering, and resources engineering, with additional
lectures on environmental science, basic sociology, and economics. Furthermore, candidates can
network with other professionals in Asia through educational training offered domestically andabroad. Candidates who have completed all the required training can assume the leading role in thefield with the five abilities of research, practical understanding, global perspective, system landscape,and leadership.
1.2. Program Features
1.

Education System Development:
Accepting a wide range of domestic and international students, the program provides
interdisciplinary graduate education in addition to promoting reform in the educational system.

2.

Curriculum:
Apart from the science and engineering studies (including international and industrial
internships and international exercises), humanities and other social-science subjects areincluded in the curriculum (Green Asia research paper) (Figure 1-1).

3.

Mentoring Care Unit (MCU):
The program also contains an evolutionary mentoring care unit.

Masters Course

Doctoral Course

Years

Stage Gate

Research Review/Proposal

Mid Term Evaluation

GA Report Thesis
Evaluation Defense

5-year Consistent Doctorate Program
After being accepted into the University in April, you can start the course in half year.

Learning and Growing Together

Enrollment Quota per Year : 10 Domestic students; 10 International students

Financial Aid : Scholarship is provided

Figure 1-1. Educational System and Curriculum in the Green Asia Program1

4.

Asia Collaboration Network and Government-Industry-Academia Partnerships:
The program connects more than 30 research institutions across Asia and works with 58
organizations within Japan to construct an industrial system in Green Asia through theapplication of both humanities and sciences.

5.

Education Quality Assurance and External Assessment:
The program prepares educational results and guidance portfolio for each student.

6.

Added-Value-Oriented Green Engineering:
The program trains individuals to acquire the abilities of upstream thinking, problem analysis,
and expansion to accomplish the goal of Green Asia (Figure 1-2).

7.

Establishment of the Green Asia Education Center

Figure 1-2. From Current Technology to Added-Value-Oriented Green Engineering.

1.3. Basic Principles
The “Program for Leading Graduate Schools” seeks to recruit talented individuals with traits ofcreativity and foresight who can play
an active
Masters
Courserole in the government,
Doctoralindustry,
Course and academia on a

global scale. The program
offers the highest quality of education available in the field and trains
Years
students to work across a wide spectrum of platforms. With this approach, the government is
GA Report

Thesis

Review/Proposal
Evaluation
Gate
supporting a radicalStage
reformationof the Research
graduateschool systemMidinTermJapan
and promoting
the formation
Evaluation Defenseof future-oriented renowned educational institutions of global significance.
At Kyushu University, theInterdisciplinary
Graduate
School of Engineering Science and the
5-yearConsistent Doctorate
Program
After being accepted into the University in April, you can start the course in half year.

Learning and Growing Together

Enrollment Quota per Year : 10 Domestic students; 10 International students

2
Financial Aid : Scholarshipis provided

Department of Earth Resources Engineering, Graduate School of Engineering have teamed up tobuild a unique curriculum for this particular program. Graduate students who are enrolled in one of
the three specialized majors (materials science, system engineering, and resources engineering) will
also complete coursework in environmental science, basic sociology and economics. Furthermore,with the knowledge and practical experiences gained domestically and overseas, students will attainthe five abilities (research, practical understanding, global perspective, system landscape, andleadership) required to be a part of a human resource network in Asia. Furthermore, they will receive
the doctoral degree with “Advanced Graduate Program in Global Strategy for Green Asia”
certification upon completion of the program.
Our educational program aims at developing leadership in science and engineering to realize abalanced between greening and economic growth in Asia. The entire world faces a challenge of
maintaining positive economic growth while drastically reducing resource consumption. Asia
encompasses great cultural and social diversity; it is a typical melting pot model of an area withcomplex economic and environmental problems.
An effective strategy has never been implemented to enable countries to accomplish sustainableeconomic growth while dealing with environmental and resource restrictions related to the massconsumption of fossil fuels. In this century, our country’s role is to develop a global model that
distinguishes itself from the Western-centric model so as to realize a green Asia. Negative influencesfrom globalization have emerged, such as the ever-widening gap between the rich and the poor, rapid
energy consumption in Asia, and rising price of fossil resources. The Global Strategy for Green Asia
is a flexible approach based on socially, industrially, and economically independent developmentthat has arisen from within Asia and Oceanic history and culture. Such approach with a strong global
network generates a synergistic effect between greening and growth.

2. Administrative System
The major pillars of this program are three departments (Applied Science for Electronics andMaterials, Molecular and Material Sciences, and Energy and Environmental Engineering) fromInterdisciplinary Graduate School of Engineering Science and one department (Earth Resources
Engineering) from the Graduate School of Engineering. In carrying the program into execution, theabove four departments have been cooperating closely with research institutions within Kyushu
University, as well as private sectors, local governments, and academic institutions oversea. The
activities during the academic years 2014-2015 are summarized in Appendix 1.
2.1. Management Organization
The current managing organization consists of two boards, three committees, and several
working groups (Figures 1-3). The Management Board has been expanded so as to include core
members of the other committees. High priority is given to the Academic Affairs Committee underwhich several related working groups are set. Such an organization makes it possible to manage theGreen Asia Program effectively, mainly by reducing unnecessary meetings.

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Figure 1-3. Management Organization as of April 2014.

2.2. Green Asia Education Center
The Green Asia Education Center was established on December 2012 as the educational facility
that conducts the Green Asia Program. The committees and working groups shown in the preceding
section are managed by this center. In the 2014 and 2015 academic years, the number of the faculty
members belonging to the center was 10 (2 professors, 1 associate professor, and 7 assistantprofessors). The number of the staffs belonging to the executive offices of the center is 13 (1 chief, 5administrative assistants, and 7 technical staffs).
2.3. Rules
The rules and regulations that govern the Green Asia Program are listed below (for details, see
Appendixes 2-12).
Regulations for Kyushu University
・Regulations of Kyushu University; Article 13 (Appendix 2)・General Regulations of Graduate Schools of Kyushu University; Article 17 (Appendix 3)

・Regulations for Kyushu University Program of Leading Graduate Schools (Appendix 4)・Regulations of the Green Asia Education Center (Appendix 5)・Provisions for the Financial Allowance of the Program for Leading Graduate Schools of
Kyushu University (Appendix 6)

・

Tuition Fee Support for Students of the Kyushu University Program of Leading Graduate
Schools (リーディングプログラム学生に対する授業料援助制度) (Appendix 7)

4

・Provisions for Assistance to Centers of Special Large-Scale Education and Research
Projects (特定大型教育研究プロジェクトの拠点への支援に関する要項)

・Program for Leading Graduate Schools Financial Allowance System ― Explanatory
material (Appendix 8)・

Program for Leading Graduate Schools Payments Ledger

・Pledge (for recipients of the financial allowance)

Regulations for the Interdisciplinary Graduate School of Engineering Science・Regulations of the Interdisciplinary Graduate School of Engineering Sciences of Kyushu
University (Appendix 9)・Report on the Establishment of the Special Education and Research Course (特定教育研
究講座の新設等に係る報告書)

・Plan for the Establishment of the “Global Strategy for Green Asia” Course at theInterdisciplinary Graduate School of Engineering Science (総合理工学府・コース新設計
画書：グリーンアジア国際戦略)

・

Qualification as a Faculty Member and Tutor / Mentor at the Inter disciplinary Graduate
School of Engineering Science

Regulations for the Graduate School of Engineering・Regulations of the Graduate School of Engineering of Kyushu University (Appendix 10)

・Report on the Establishment of the Special Education and Research Course (特定教育研
究講座の新設等に係る報告書)

・Plan for the Establishment of the “Global Strategy for Green Asia” Course at the Graduate
School of Engineering (工学府・コース新設計画書：グリーンアジア国際戦略)

Regulations for the Green Asia Education Center・Green Asia Education Center - Internal Regulations Regarding the Use of Library
Facilities (Appendix 11)

・Green Asia Education Center - Internal Regulations for Lending Laptop Computers(Appendix 12)

3. Comments and Response
In academic years of 2014 and 2015, we had site visit by the program officer twice (February
2015 and May 2015). In addition, there was an on-site inspection for the mid-term evaluation on
October 2015. The following are comments and matters pointed out in the subsequent reports: theProgram Officer Follow-up Report 2014 and the Mid-term Evaluation Report 2015. Our responses tothem are also shown here. We omit the ‘questions and answers’ done on the site because noting
down them goes into particulars too much. The Program Officer Follow-up Report 2015 will reach
us in this autumn.

5Program Officer Follow-up Report 2014
(1) Concerning Laboratory Rotation, there are several problems to consider. The Green Asia faculty
members should be more involved with the selection of accepting laboratories. Reconsiderationand improvement seem necessary.
・ Students tend to select laboratories similar to their own laboratory, but this might makeLaboratory Rotation more or less meaningless.
・ For oversea students, it seems difficult to find laboratories which are suitable for theirLaboratory Rotation.
・ It is desirable for students to go to laboratories different fields such as, for example humanities
and sociology. But it is difficult to look for such laboratories by themselves.
・ Teaching staffs in the accepting laboratories do not always understand well the significance of
the Laboratory Rotation. In such a case, it is difficult for a student to do effective research.
・ After finishing it, students must complete the report of more than 3000 words. Some of themsaid that this demand might be excessive a bit.
Response:
We carried out a questionnaire survey about the Laboratory Rotation for all the Green Asia
course students. Most of the students who had completed it said that it was useful, but there
remained some complaints about shortness of the term, heavy imposed report, etc. To improve
the situation, we took some steps. As a result, at present, students can see ‘Points to Notice intaking Laboratory Rotation’, a list of selected laboratories in the Laboratory Rotation so far, etc.
on the web page. Also, we established a ‘message board’ on web; course students can submit
anonymously comments or questions about course taking, and university life in general.
(2) Some students say most of the faculty members of the Green Asia project (i.e. teaching stuffs
belonging to the Green Asia Education Center) do not look like they are taking part in the Green
Asia Program. It is hence important to clarify their roles and is required to establish a system inwhich they participate more in the Green Asia educational matters, e.g. grasping the situation
course students and taking care.
Response:

Each faculty member has their own roles and responsibilities in the Green Asia project.
However, students are not familiar with duties other than lectures (e.g. planning, publicity,
coalition, admission test, course design, grade evaluation, budget management, etc.) So, there
might be few opportunities of interchange between the course students and the faculty members
who are not in charge of lectures. To resolve these unfavorable situations, we are trying toincrease the opportunities (using various Green Asia events) in which students can talk andinterchange with the faculty members.
(3) Also, some students say: Because of many credits required, they are so busy that they have lesstime to spare for their own research. We know the Green Asia Program has attempted tomoderate the requirement for submission of PhD thesis so that students can submit the thesis if
they have at least one peer-reviewed paper. Actually, however, whether the submission is6possible or not depends on each department to which a relevant student belongs. Students feelanxieties about which rule is applied.
Response:

The Green Asia curriculum is being designed so that the course students can complete most of
the classroom lectures before they start full-scale research activities and so that the burden
students feel should be mitigated with the progress of school years. ‘International Internship’and ‘International Exercise’, both of which are allocated in the latter half of the curriculum, givequite important opportunities to students to deepen their own research and learn a lot of things
useful for preparation of PhD thesis. So far, some measures were taken so as to mitigate thestudent’s burden in credit acquiring and attainment of various requirements. One of thesemeasures to be highlighted is that ‘Green Asia Afternoon Colloquium’ has become a regular
Green Asia subject. Such improvement is still continued.
In 2015 academic year, three Green Asia students were awarded ‘the IGSES Prize’ (2 students)and ‘the GSE Prize’ (1 student) (IGSES: Interdisciplinary Graduate School of Engineering,
GSE: Graduate School of Engineering). Thus, we can say course student’s performances andachievements are rated highly within Kyushu University.
The requirement for submission of PhD thesis differs a bit depending on which graduate school(i.e., IGSES or GSE) a candidate student belongs to. In order to prevent confusing andunnecessary worry, a prior instruction is thoroughly in place.
(4) Students are feeling uneasy about finding employment. I know the Green Asia Program isdispatching the course students to companies under the internship program named ‘practiceschool’. Then, is there any possibility such that a student gets a job in the company where he/she
experiences the internship? Is the university making efforts for that? It is desirable to provide an
employment support system in a visible form.
Response:

We provided an opportunity of ‘simulation job interview’ in which the course students can learn
how to sell themselves to companies, government and public agencies. The interviewers werefrom Nippon Steel ＆Sumitomo Metal Co. and Japan International Cooperation Agency (JICA).
Five course students attended to experience this simulation interview. They say, the interview
was quite useful because they could learn the way of presentation different from those inresearch presentation and got feedback from the interviewers. We continue to set suchopportunities for simulation job interviews.
(5) At the session to exchange opinions with the course students, I found that not a few students
have recognition that students should follow teachers. This was quite a surprise for me. It is
desirable to consider the reason why the students think so. Set up an environment in which
students can speak freely and consult with teachers.
Response:

We believe that the faculty members taking part in the Green Asia Program never have such
recognition. However, there might be some overseas students who feel strange or uneasy when7

facing one of the ‘Japanese-type teacher-student relationships’ different from those in theircountries.
To eliminate these difficulties or uneasiness as much as possible, we carried out a questionnaire
survey about LT and other lectures (e.g. Practical English), set up a message board on the Web
to which course students can submit their opinions or questions anonymously, and established aplace of easy information exchange using a social networking service (Facebook). Several
questions and requirement were sent to the message board so far. These include grade
evaluation, exemption of tuition fees, how to write papers in English, etc. Course students canconfirm their achievements and grades by themselves on the Web.
Mid-term Evaluation Report 2015
(1) Green Asia Program should think out a method for getting far more excellent Japanese students.
As for financial support to the course students, it is desirable to ensure that the support (e.g.,similar amount of incentive payment) is continued even after the government support is over.
Special care should be paid so that students can concentrate on their own research and Green
Asia Program-related activities.
Response:
So far, course students who showed excellent results in ‘Qualifying Examination’ and ‘Research
Review and Proposal’ were given increased amount of financial support and research fund. In
addition to this, for further enhancement of the incentive to research, we introduced one more
system in 2015 academic year that students with outstanding results in their research and/or
learning are commended and given another fund. In parallel we tried to enhance introductionand explanation of the Green Asia Program using opportunities such as ‘Open Campus’,orientations for incoming freshmen, etc. Also, we have considered employing the students whoare expected to enter IGSES or GSE as research assistants. This would make students thinkpositively about entering the Green Asia course. From these, we expect the number of Japanese
students increase from 2016 academic year.
At present it is unclear how to solve the financial issues after the government support is over. As
for 2019 academic year, the fiscal year following the last supported year, it is sure that Kyushu
University supplies some of course students with similar amount of financial incentive.
Discussion is being done at the Working Group for the Promotion of Program for Leading
Graduate Schools under the direct control of the university president.
(2) To eliminate the difficulties due to dispersed two campuses, it is necessary to improve theeducation environment so that active discussions between the Green Asia Program teachers andstudents can be expected. It is recommended to liberalize the use of a teleconference system by
students.
Response:
We have been using effectively a remote lecture system and a teleconference system forordinary classes. When the movement between two campuses, Chikushi and Ito, is needed, we
can utilize a university shuttle bus. Some subjects (e.g., Practical English) are offered on the two8

campuses. By these measures, a significant part of the inconveniences due to the dispersed
campus is resolved.
(3) To our question about the overseas students’ dissatisfaction, which was done prior to the on-site
inspection, Green Asia Program answered that some of them may feel strange or uneasy aboutthe ‘Japanese-type teacher-student relationship’ different from those in their countries. It is
important to develop the education environment in which students can speak freely and get
advices. Special care should be paid.
Response:
In order to hear and respond to various comments and questions from course students, we have
set up a message board (electronic complaints box) on the Web. Course students can submit any
time their opinions or complaints anonymously. Submitted matters are soon discussed in theGreen Asia Faculty Members Meeting and used to improve the Green Asia Program. In addition,
there is a place of easy information exchange using a social networking service (Facebook).
As just described, we have established education surroundings which Green Asia Program
teachers easily notice the doubts of overseas students and take care of them.

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