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 い っ く ら 国 際 文 化 交 流 会
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

JICA 筑 波 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 (Kazuhiko Yoshida, Ph.D.)
Time for us to Move On!? - Hints to Take International Action・ ・ ・ ・ ・ ・ ・ ・ ・ 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 — Process and Skills Required
for Future Leaders・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 13Work Group Session C (Sugit Arjon, Ph.D.)
The Art and Science of Diplomacy in International Cooperation・ ・ ・ ・ ・ ・ ・ ・ ・ 15Work Group Session D (Ilju Kim, Ph.D.)
Gender and Multicultural Societies・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 18
Work Group Session E (Bernadett Kiss, Ph.D.)
Dreams, Skills, Jobs and Well-being・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 20Work Group Session F (Takayuki Kimura, Ph.D.)
Don’t be Afraid to Communicate in a Second Language! ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 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 of contributing to theinternational 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. 2058
participants (1279 from Utsunomiya University and 779 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, Inter-Cultural Community
Life 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 2023

２）テ

ー

マ：

グローバル時代のキャリア形成を考える

程：2023 年 9 月 23 日 (土 )， 30 日 (土 )， 10 月 1 日 (日 )３）日事 前 指 導 ： 2023 年 7 月 26 日 (水 )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-Wednesday, July 26 th
Time(JST)

Activity

18:00～ 18:45

Registration, Large group Session

18:45～ 19:30

Work Group Session

SEMINAR DAY 1 - Saturday, September 23 rdTime(JST)

Activity

09:00～ 09:30

Registration

09:30～ 09:50

Opening Ceremony and Orientation

09:50～ 12:00

Opening LectureTime for us to Move on!?- Hints to Take International Action:
Kazuhiro Yoshida, 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 Komino

C “International Cooperation / Contribution”:

Sugit Arjon, Ph.D.

D “Gender and Multicultural Societies”:

Ilju Kim, Ph.D.

E “Environmental Governance”: Bernadett Kiss, Ph.D.
F “Cross-cultural Understanding/Communication”: Takayuki Kimura, Ph.D.

SEMINAR DAY 2 - Saturday, September 30 thTime(JST)

Activity

08:30～ 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, October 1 stTime(JST)

Activity

08:30～ 10:00

Presentation Preparation

10:00～ 12:20

Final Presentation

12:20～ 13:30

Lunch

13:30～ 14:30

Reflection

14:30～ 15:00

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

The opening lecture allows all the participants to take their time to get their mind ready tostart communication in English, selected as the common language in their entire community.
It also provides an opportunity to rehearse in their mind building relationship with the workgroup lecturer and group mates, working collaboratively for the common objective andmotivates them to take their international action.

Presenter

Kazuhiko YOSHIDA, Ph.D.
Director, International Career Education Program
Professor, School of International Studies,
Utsunomiya University

ProfileKazuhiko YOSHIDA, descendant of Emishi and Yamato from Northern Honshu, Japan, is thechairperson of the International Career Education Committee and a professor teaching generallinguistics and multilingual communication at School of International Studies, Utsunomiya
University. He is also a non-professional bass player. Music and dance (just like languages)
always bring him joy and interesting communication issues to consider. In the mid-80s of thelast century he was just a 25-year-old hopeless mediocre Japanese monolingual punk. Having
hit rock bottom with communication problems in everyday life he felt isolated from everyone
else in the world. Inspired by an adventure novel saying “So, to devour landscapes, that’s thething I should do now,” he decided to move to a place where nobody knew him. That was
Montpellier, France in which people of 140 different nationalities live. Luckily he started his
social life and his study of languages and linguistics in such an ideal multicultural andmultilingual environment. While being enrolled in the graduate school, he was sent as avisiting lecturer to Pakistan for 2 years then to Thailand for 3 years. He has been working for
Utsunomiya University since 2003 after receiving a Ph.D. in linguistics, and supporting JICA
volunteer teachers overseas since 2014. He has been learning and using a dozen languages
which are indispensable for communication with people around him.

Current Work and Research Topics
At the university, he gives lectures and seminars in general linguistics, multilingual
communication, Japanese as a foreign language and foreign language education in which
students from different countries of diverse social, cultural and linguistic backgrounds meet,work together, change perspectives, teach and learn from each other and cultivate theircommunication skills. In linguistics, he is much interested in relationships between language
and human cognition and conducts contrastive research between different languages on８

information structure both in sentences and in discourse. In educational studies, he is carryingout surveys of successful foreign language learners and roles of language instructors. Also, heis working hard on philosophy or methodological issues of language science.

Main Activities for the Opening Lecture
The lecture discusses cases of multilingual communication and multicultural collaborative
activities in international communities, based on the lecturer’s own experience. Through thediscussions, students will notice tips by themselves to apply for their trials and efforts in thework group session and in their real life. Also, the lecture gives an instruction on how to start
to use the Workbook and explains key concepts in the book.
Keywords:
Imagination
Living a multilingual life
Living in a community
List of topics: What is information gap?
 Playing games in social contexts
 Adding another means of communication than the mother tongue Finding your role and playing it Changing perspectives
 Getting back to basics
 Etc.

Refernece
Nothing will be specially required, so long as you are able and ready to talk about everyday
topics coherently with people who happen to be next to you in the morning session on the day
1. If you are not really self-confident, the following books (or other books of similar topics)
will be helpful.
中 井 俊 樹 （ 編 集 )(2009)『 大 学 生 の た め の 教 室 英 語 表 現 300』 ア ル ク
塚 本 亮（ 2021）『 ネ イ テ ィ ブ な ら 12 歳 ま で に 覚 え る 80 パ タ ー ン で 英 語 が 止 ま ら な い ! 』
高橋書店
If you find it difficult to motivate yourself to communicate in English these rather small but
inspiring books are highly recommended:
塩 田 勉 (2001)『 お じ さ ん 、 語 学 す る 』 集 英 社 新 書
竹 内 理 (2007)『「 達 人 」 の 英 語 学 習 法 』 草 思 社

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
http://sunao.co/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. These articles can be accessed at::https://sunao.co

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 new chapter 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.

References
Talking Points: Topic: Advising on Exports to Japanese Market. This is a mandatory
reading for the workshop as this document will help student to follow up my lecture during
the workshop.

Reading
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 withAmbassador Ritter Diaz of the Republic of Panama. Published in The Mariners'
Digest, Vol. 41, April 2016. This article explores Panama's development as aprominent trade and cultural hub in the Latin American and Caribbean region.
2. "My Experience as a Cultural Translator Between Japan and Panama" - A speechdelivered to the members of the Federation for Maritime Promotion at the Japan
Shipowners' Association headquarters on January 29, 2020. The speech highlights
personal experiences and insights into the importance of cultural norms infacilitating effective international communication. It can be accessed at:https://sunao.co/category/intercultural-communication/
3. "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 thelargest transport infrastructure project in Latin America financed by the JapaneseInternational Cooperation Agency (JICA). The project introduces Japanesemonorail technology in the Latin American region for the first time. The article
was posted on November 9, 2020 and posted at: https://sunao.co/2020/11/line-3of-metro-a-flagship-project-for-panama-and-japan-linea-3-del-metro-unproyecto-emblematic-para-panama-y-japon/

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.
 Chairperson, 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:
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, andsee critical skills required in problem identification, search, and solution ideation. After
conceptual lecture, the participants will engage in practical work. We will identify a problem
that we think is not solved as of yet, then will analyze it further to find potential solution
which will be presented by the students at the end of the program. 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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 reasonsthat 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
Former Visiting Researcher,the Institute of International Relations, and Area
Studies (IIRAS), Ritsumeikan 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 multilateralagreements, apparent contradictions, unstable dynamics, and unresolved questions. Thus, theclass also examines critical and specific problems such as the world's economic, political,
cultural, and security dimensions.
Next semester, I will have another class which studies how social movements generate
political change through several mediums, such as organization, communication andmobilization. The course focuses on an introduction to civil society, social activities andideologies. This class focuses 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

１５

studied in-depth 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 fillthis academic gap, it would be essential for us to analyse the political development in postconflict 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 effective diplomacy in international
cooperation, including the importance, essential skills and strategies. Through case studies
and other practical examples, students will discuss how these skills are crucial to theirdevelopment. In the process, students will understand career opportunities in diplomacy career
paths.

１６

List of keywords






Cooperation
Diplomacy
Leadership
Communication
Negotiation

A list of reference material--

Tsutomu, S., 2008, Japan’s Creative Industries: Culture as a Source of Soft Power in the
Industrial Sector. In: Yasushi Watanabe / David L. McConnel (eds.): Soft powersuperpowers: Cultural and national assets of Japan and the United States, New York,
pp.128-153.
Bjola, C., & Manor, I., 2022, The Rise pf Hybrid Diplomacy: from Digital Adaptation to
Digital Adoption, International Affairs, Vol. 98, No. 2, pp.471-491.

-

Reading assignment for the participants-

Please identify diplomacy practices in your life.
What are the differences between diplomacy today and in the past? What are someexamples of diplomacy from now and then?
What kind of career do you think in the field of diplomacy?
What type of skills are needed in the field of diplomacy?
https://foreignpolicy.com/2022/08/20/food-diplomacy-countries-identity-culturemarketing-gastrodiplomacy-gastronativism/
https://www.lowyinstitute.org/the-interpreter/future-female-women-diplomacystill-under-represented

１７

● Work Group Session D

Presenter

Ilju KIM, Ph.D.
Assistant Professor,
School of International Studies,
Utsunomiya University

ProfileIlju Kim is assistant professor at the School of International Studies at Utsunomiya University.
Her research interests include migration, citizenship, gender, and immigrant labor market
participation. She has written journal articles and book chapters on marriage immigrants’ civic
engagement, citizenship practices, and labor market participation in South Korea. Her current
project compares the citizenship acquisition of marriage migrants in Japan and South Korea.

Current work
I am currently working on two projects: First, I am conducting a comparative analysis of
marriage migrants’ citizenship practices in Japan and South Korea. Considering the highly
gendered nature of both countries’ contemporary “developmental mission” – addressing
population decline – I am examining how reproductive exigencies shape the incorporation of
marriage migrants in both countries. Second, I am investigating migratory trajectories andskill development of Korean IT professionals in Japan.

Career path
As a mass communication major, I began my career as a reporter at a daily newspaper company
in South Korea. Working in this role required me to study and report on a wide range of social
issues within short timeframes. However, I desired a deeper understanding of migration andits transformative impact on Korean society. This motivated me to pursue graduate studies,
where I focused on the topic of migration and explored how migrants claim their membershipin the host country. Embarking on my career as a researcher in Japan has expanded myperspectives and provided an opportunity to initiate a comparative research project on
citizenship practices of marriage migrants.

Main topics for the group work session
In this session, we will explore Women, Gender, Sexuality Studies and its approach tounderstanding society from the standpoint of marginalized people’s lived experiences. We willthen explore the problems that participants aspire to solve and collectively decide on one or
two specific problems to focus on. Using the analytical framework that we have learned –micro, meso, macro, and intersectionality – participants will analyze the problems and propose
potential solutions. The group work will offer participants opportunities to examine their day-１８

to-day challenges from various perspectives and consider active engagement in problemsolving.

Key wordsThe personal is political
What is your problem?
Micro, Meso, Macro
Intersectionality

References
Kang, Miliann, Donovan Lessard, Laura Heston, and Sonny Nordmarken. 2017. Introduction
to Women, Gender, Sexuality Studies. University of Massachusetts Amherst Libraries.
http://openbooks.library.umass.edu/introwgss/

Preparation for the participants
Theorizing lived experiences:
http://openbooks.library.umass.edu/introwgss/chapter/chapter-test-under-main-body/
Critical introduction to the field:
http://openbooks.library.umass.edu/introwgss/chapter/chapter-1/

１９● Work Group Session E

Presenter

Bernadett Kiss, Ph.D.
Lecturer, Lund University, Sweden

ProfileMy career has followed a winding trail across a variety of landscapes, countries, disciplines
and professions. While the destination has not always been clear, certain interests and values
have carved my path and given me plenty of life experience. In the past 20 years, I haveworked in different multicultural environments with a variety of actors in the field ofcommunication, human resources and environmental project management and research. Today
I am mostly engaged in capacity building, and, who knows what tomorrow brings.
Finding your 'life call' is not always straightforward, you might require support along the way.
In this session, we explore personal strengths, reflect on individual preferences, relate themto career dreams and see how these contribute to inner and outer well-being and sustainability.

Current work and research topics
I am a lecturer and researcher in environmental management and policy at the International
Institute for Industrial Environmental Economics at Lund University (Sweden). As a
researcher, I am interested in sustainable urban development, and more specifically how we
can sustain a healthy and happy planet through having more and better-quality nature in cities.
Green roofs, street trees, parks, rain gardens and city lagoons help to mitigate and adapt toclimate change, enhance biodiversity and improve environmental quality, while contributing
to our economic and social wellbeing. In the face of increasing environmental, economic andsocial pressures, cities in collaboration with a variety of urban actors, businesses, academia,
NGOs and citizens are important players in transitioning toward urban sustainability. As alecturer, I am devoted to exploring together with my students how we can engage in making
our daily life more sustainable.

Career pathI have a strong interest in environmental and social issues and the forces inducing different
types of changes in these fields. What helped me to develop this interest has been my life
experience – and my adaptive and reflective nature throughout. My teenage years’ curiosity
yielded two very different degrees: Master of Arts in Scandinavian studies and Bachelor of
Science in business management. My longing for independence in my early 20s introduced me
to different jobs in the business sector. I have worked for both local and international privatecompanies in Hungary, as an office-, communication- and human resource-manager. Later, as
２０

a human resource manager of the European Parliament in Brussels (Belgium), I was part offacilitating the accession process and the acclimatization of hundreds of new employees into
the life of the European institutions. In my late 20s, I started to be interested in environmental
issues, but I could not find a job without an environmental degree. Did I want to go back toschool? Not really, but my growing environmental sensitivity, determination, persistence, anddrive for a better world guided me back to a new field of studies and to a new country. By theage of 29, there I was, with another Master’s degree, this time in environmental management
and policy from Lund University (Sweden).
I am seemingly devoted to life-long learning. I believe that learning about the outer and innerenvironment are equally important. Identifying your preferences, knowing and using yourskills, being attentive to your environment and open to opportunities are key qualities on thisjourney. In my professional life, I consciously created opportunities to study and work withmy interest, i.e. processes of change. The strong will to deepen this interest brought me aninterdisciplinary doctoral degree in environmental engineering and social sciences at theInternational Institute for Industrial Environmental Economics (Lund, Sweden) and plenty ofinternational experience both in my professional and private life. As a project manager, byorganizing different events and facilitating stakeholder dialogues, I work for a stronger
collaboration and commitment towards sustainable urban and regional development. As a
researcher, I analyze different aspects of sustainable urban development, including
technology- and nature-based innovations, governance dynamics and learning processes. As alecturer, besides sustainable cities, I have been engaged with students in developing theirwriting skills, research methodology and thesis works. As a facilitator, I am working together
with professionals to develop transformational skills and opportunities to becoming change
agents in their organizations. I am doing all these with a deep engagement in both the preset
goals and the people involved.

Work group session
In this session, we will together explore our ‘nature’ through discussing our dreams,
identifying skills we have, and we need to attain to get closer to our dreams and investigating
personal traits and preferences to see what career perspectives all these can offer. This
workshop will be based on established career-coaching practices, including skill mapping,competence profile development and road planning. Participants will have the opportunity to
get to know themselves better through these practices, which will be complemented withguided brainstorming, focused group discussions, individual presentations, and peer feedback
sessions. “You will only get out what you put in” – my hope is that these hours spent working
on yourself will bring you closer to your ‘true nature’ and thus provide you with a better
understanding of what you can offer to society, what society can offer to you and how it all
relates to well-being and inner and outer sustainability.

Key words
What are the key ideals and dreams that guide your life?
What are you deeply afraid of?
What does sustainability mean to you?

２１

Reference material

Myers-Briggs Type Indicator: https://www.myersbriggs.org/my-mbti-personalitytype/mbti-basics/
Character strength survey: https://www.viacharacter.org/

Optional reading materials
Csikszentmihalyi, M. (2002) Flow. The classic work on how to achieve happiness. London:
Rider.
 Chapter: Happiness revisited (pages 1-22) of Csikszentmihalyi (2002)
https://drive.google.com/file/d/10SakFRj5VPpxCVnHPy7RhvvwObqRZIFw/view?usp=sharing Chapter: Work as Flow (pages 143-163) of Csikszentmihalyi (2002)
https://drive.google.com/file/d/13GLQiI825KlIpMjb10jbhKDmvcZX1t1/view?usp=sharing

Reading Assignment
As a preparation for the session, I would like you
to do a Myers-Briggs personality test:
https://www.16personalities.com/free-personality-test
to do a character strength test: https://www.viacharacter.org/
to engage with the working material and assignments (13-page word document)
to watch at least one of these films:
o Nic Mark’s talk on the happy planet index:
https://www.ted.com/talks/nic_marks_the_happy_planet_index#t-993961
o Dan Gilbert’s talk on happiness:
https://www.ted.com/talks/dan_gilbert_the_surprising_science_of_happinesso Carol Dweck’s talk on the power of believing that you can improve:https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_
improveo a short explanation on flow:
https://www.youtube.com/watch?v=8h6IMYRoCZw

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
Chuo University and Komazawa Women’s University.
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, I have been primarily focusing on studying the sensitivity ofJapanese, Chinese, and Thai learners of English to verbal inflection errors, such as the 3rd
person singular "-s" and past tense "-ed" through reading-time experiments. Additionally, I amcollaborating with a professor and graduate students from the University of Tokyo, analyzing
production data obtained from a Japanese child who studied English in the United States undernatural exposure conditions. Moreover, I have embarked on a collaborative project called"Semi-Artificial Language Acquisition" with professors from the University of Cambridge andChuo University. Through these diverse projects, my aim is to gain insights into the nature ofsecond language development and explore its limits.

２３

Main topics for the group work session
The purpose of this session is to help you overcome psychological barriers to communicating
in a second language. We will accomplish this through discussions on second language learning.
It is important to recognize that many people around the world speak English as a second
language, just like us. Consequently, they also face challenges in learning English. Throughout
this session, students will explore both the positive and negative aspects of second language
learning. By participating in discussions and activities, students will have the opportunity toreflect on the topic based on the lecture and their own experiences, engaging in English
communication. Our aim 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
若 林 茂 則 （ 編 ） . 2004. 『 英 語 習 得 の 常 識 ・ 非 常 識 』 . 大 修 館 書 店 .
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
5&item_no=1&attribute_id=21&file_no=1
https://opac.tenri-u.ac.jp/opac/repository/metadata/3799/GIK004102.pdf

２４

2023 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： 2023 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

学部

学科

学年

氏名