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 ：（ 一 財 ） 栃 木 県 青 年 会 館 （ 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/
Guidelines/Problematic Cases ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 6
Opening Lecture (Barbara Morrison, Ph.D)
Critical Thinking and Reasons for Being : Finding Meaningful Work in A Global
Age・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 8Work Group Session A (Amin Ghadimi)
Why do we work?・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 10Work Group Session B (Akiko Iizuka)
Risk Communication and International Cooperation・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 12Work Group Session C (Kazuhiro Yoshida)Let’s be multilingual!・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 14Work Group Session D (Andrew Reimann)
Making Meaningful Connections・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 16Work Group Session E (Bernadett Kiss)
Dreams， Skills and Jobs・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 18
Work Group Session F (Jack Kwok)
Discovering Opportunity・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ ・ 20

● 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 “International Career Education Program”

Yasuhiro Shigeta
Director, International Career Education Program
Professor, School of International Studies, Utsunomiya University
During their college years, many young people hold a deep interestin participating in international career programs, in working as
international interns abroad and for global companies in Japan, orpartaking in programs aiming to nurture individuals capable ofcontributing to the international community via governments, corporations and universities.
The objective of our International Career Education Program is the education of a global
perspective for people who wish to pursue international careers. For a number of years,“Globalization” and “Glocalization” have become two key concepts in education, and thatreflects the increasing importance of global issues in local societies.
Our program has been held every year since 2004 with participants mainly from the Facultyof International Studies of Utsunomiya University and other universities in Tochigi. Morethan about 1700 participants (from Utsunomiya University and other universities) 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-lodging 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 experienceon 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 internships which is held during spring andsummer breaks.
We suggest that you take all the programs but selective participation is always welcomed.
Every year, we have a large number of participants from various universities both inside andoutside Tochigi Prefecture as well as working people from a range of business fields.
We hope everyone can participate and discover an “International Career” together and find２

their 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
Tochigi-ken Seinen Kaikan Foundation, Ashigin International Foundation, and ResearchCenter 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 2020

２）テ

ー

マ：

グローバル時代のキャリア形成を考える

程：2020 年 9 月 26 日 （ 土 ） ～ 28 日 （ 月 ）３）日

全 体 会 事 前 指 導 ： 7 月 28 日 (火 )18:00-19:00

分 科 会 事 前 指 導 ： 7 月 30 日 (水 )18:00-19:30

４）実施形態：

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

2 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（５号館 C 棟１階）
担当：

※ネットワーク通信料等は自己負担となります佐藤＜ 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

DAY 1 - Saturday, September 26 th
Time

Activity

09:00～ 09:30

Registration

09:30～ 10:40

Opening Ceremony and Orientation

10:50～ 12:00

Opening Lecture
Critical Thinking and Reasons for Being： Finding Meaningful Work in A Global
Age

12:00～ 12:50

Lunch

13:00～ 15:00

Panel Discussion by Lecturers

15:10～ 15:30

Introduction to Methods

15:50～ 17:50

Work Group Session“Multicultural Societies and Japan A”:“International Development B”:

Amin Ghadimi, Ph.D.

Akiko Iizuka, Ph.D.

“Cross-Cultural Communication C”:

Kazuhiko Yoshida, Ph.D.

“Cross-Cultural Communication D”:

Andrew Reimann, Ph.D.

“International Cooperation and Environmental Governance E”:
Bernadett Kiss, Ph.D.
“International Business F”:

Jack Kwok

DAY 2 - Sunday, September 27 thTime

Activity

08:30～ 12:00

Work Group Session

12:00～ 12:50

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

DAY 3 - Monday, September 28 thTime

Activity

09:00～ 10:00

Presentation Preparation

10:00～ 12:20

Final Presentation

12:20～ 13:10

Lunch

13:30～ 14:30

Reflection and 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 開 発 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

In this group session we will be talking and thinking about “Ikigai” and the ways in which we
can begin to bring a sense of meaning (raison d'être: reason for being) into our work lives.
Using critical thinking as a guide, we will work together to understand how to both discoverand cultivate what is meaningful for each of us in order to pursue and to accomplish careers
both domestic and abroad.

PresenterBarbara Morrison, Ph.D.
Associate Professor,
School of International Studies,
Utsunomiya University
ProfileMy career path has been varied to say the least and not without defeats. Very early in mycareer I understood that my best life lay in education and academia, but as I felt my family
was unsupportive of that endeavor I turned to business - taking positions in real estate andhead-hunting after having explored careers in law, government, retail, journalism, non-profit
and the arts - before eventually finishing degrees in both Japanese and English literature.

Current Work and Research Topics
Currently, I work with my students to realize their own critical thinking skills whileconsidering (in particular) issues that pertain to both gender and culture. As a professor in
the International Department at Utsunomiya University I have found that students are
increasingly eager to engage globally and are searching for tools to enable them to challenge
out-moded patterns of thought in order to create positive change that will realize their own
contributions to local and regional communities. Change begins with conversation. We
cannot solve a problem unless we recognize that the problem exists in the first place. The pathto this recognition is to begin a conversation. My current work and abiding interest is in
beginning and engaging in conversations that seek to challenge, change and contributeproductively to the worlds we inhabit.

Main Topics for the Opening Lecture
The 21st century is an age of connectivity that calls for individuals such as ourselves to engage
in the world around us through increasing levels of ease and proficiency. As the call toengage with each other via social and technological networks becomes ever stronger and moreseductive, the need for thoughtful and considerate engagement becomes increasingly８imperative. Working with passion and drive is both a state of mind and a way of being thatis based on the common assumption that by working to secure the future for others we will
work toward securing the future for both ourselves and for future generations. In order for
us to be able to work productively within global networks we must seek to understand whatmakes us feel passionate about our work because working effectively on a global stage requires
motivation and purpose. Without energy and drive we will perform at our workplace
perfunctorily at best.
In order to connect with the world around us we must first connect with ourselves: our likes,
our dislikes, what we want to improve in ourselves and the talents that are instilled in eachone of us. Once these talents and attributes are acknowledged: consciously and withacceptance, we will be in a position to begin a dialogue with ourselves – a dialogue that will
most likely continue for the rest of our lives. There are many different approaches to finding
a purpose in life. During this seminar we will be exploring the ways in which we can begin tounderstand the varied aspects of what might constitue our own purpose in life (ikigai). In orderto do so we must become curious about a world we cannot immediately see, and begin to
imagine a world that lies beyond our immediate surroundings. In addition, we must not only
be able to imagine and engage in a world we cannot immediately see, but we must understandand discuss not only our own point of view but acknowledge and understand the points of viewof others that may be very different from our own. In the process we must recognize andnegotiate with the perspectives of others - whether we agree with those perspectives or not for it is important to connect with others by understanding diverse perspectives and taking
those perspectives into consideration. Finding our passion is not just a mode of thinking, butalso entails a call to action. By confronting and overcoming our own shame, fears andhesitations we can reach out across borders that differentiate ourselves from others. Byreaching out to others we will then be able to communicate our thinking and our ideas todiverse audiences so as to take action to improve the societies in which we find ourselves.
Needless to say, discovering a pupose in life is a project that deserves our unqualified attention.
In order to focus our attention on productive engagement and access our passions it will be
helpful to have a guide. Of course your workshops will provide you with a guide – aprofessional who is actually engaged in realizing global competency through their own
passionate work. Nonetheless, this path toward your realization of self through world is apath of engagement that each of you must walk by yourselves. In order to support yourindividual efforts and to uncover your own sense of life purpose in a global context we will
be working with a set of skills that comprise the art of critical thinking. In this keynote
workshop you will begin to understand the ways in which critical thinking can provide a guideto find your purpose in life.

９● Work Group Session A

Presenter

Amin Ghadimi, Ph.D.
Assistant Professor,
School of International Studies,
Utsunomiya University
ProfileAmin Ghadimi teaches cultural and social theory at Utsunomiya University and studies theglobal intellectual history of modern Japan. His most recent research project examines
perceptions of Ottoman despotism during the Japanese civil war of 1877. Born and raised in
Kobe, Ghadimi completed his professional training as an historian in the United States. He
has lived in various places across the Asia-Pacific region, including China and the South
Pacific country of Vanuatu.

Current work and research topics
Professors do two things, mainly: they teach and they study. Neither of those things is
separable from the other. (Professors also do other things, like committee work and chasing
down students who miss deadlines and butting heads with the university administration, butthey’d prefer to pretend they don’t have to do those things.) Anyway, my classes, as some ofyou might know, approach topics in cultural and social theory from a historical and global
perspective. They seek to explore foundational questions in the humanities: What is anindividual? What does it mean to be? What does it mean to know? How are knowing and being
conditioned by historical and cultural factors? My research explores these same essential
questions, but it contextualizes them in Japan’ s late nineteenth century. It asks, how did
people try to develop a conceptual system of justice amid the rapid globalization of the early
Meiji era? It looks at the strife, turmoil, and disorder that this haphazard search for justicewrought in the early Meiji era. I try to interpret specific historical events and developments
within this framework. After just completing a project on revolution and civil war in the mid1870s, I’ve now turned to the historical and intellectual origins of Japanese terrorism in the
1880s—a story that, it turns out, involves not just Utsunomiya but even our very own
university.

Career Path
My career has never strayed far from academia, and in a sense, that’s been a real privilege.
Academia has deep problems, no doubt: it is often stuffy and arcane; it operates through an
exclusionary power structure that benefits the privileged and perpetuates inequality; it can
inculcate an off-putting, callous hubris in those it rewards. But at its core, there is something
１０

thrilling, something essentially good, about the academic enterprise. To be a professor is toprofess not just a field of study but a particular belief: that ideas matter; that what is valuable
in life is not just what makes money but what gives us deeper meaning and purpose in life;that our entire lives must resolve around the pursuit of knowledge and truth in a collaborative
endeavor; that our role not just in our careers but in our lives is to work with others to build
capacity for learning and knowing and for acting on that knowledge. This is the path I havestriven to walk in my career. I’ve meandered intellectually, stumbled along the way, and gotten
lost, but nonetheless (or therefore?), now as a professor, I hope to walk together with otherson this path, a path that accommodates every constructive field of endeavor and learning, onethat recognizes that a “career” is not a particular field of knowledge but a dedication tolearning in both theory and practice.

Main Topics for Group Work Session
Our purpose in this seminar is to develop a conceptual framework through which
to understand and make sense of professional life. Everyone has to work to put foodon the table, but surely there must be some more profound meaning to our careers
than just that. Our seminar rejects the foundational assumption that the pursuitof a career is merely about self-fulfillment, “ finding yourself” or achieving yourdreams, or that is it just about the individual self. And it argues against a basic
axiom of our modern economy: that aggressive competition based on maximizing
profit fuels social prosperity. It proposes instead that our individual professional
lives must contribute to and be embedded in a culture of mutual support and global
cooperation, and it encourages participants to think about how they might pursue
meaningful lives in which they elaborate this conceptual framework and deploy itin practical experience.

Key Words
・ Justice・ Fairness
・ Work・ Meaning
・ Collaboration

References
Samuel Moyn, Not Enough: Human Rights in an Unequal World (Belknap Press,
2018)
Daniel Markovits, The Meritocracy Trap: How America’s Foundational Myth Feeds
Inequality, Dismantles the Middle Class, and Devours the Elite (Penguin Press, 2019)

Reading
Please read the op-ed titled “Covid-19 proves it” by Stephen Marche before joining
the seminar. The reading might be difficult. Don’t worry. We’ll go over it together.
Just try your best.
There are two other pdfs attached in case you’d like to read them beforehand. They
are NOT required. You do NOT need to read them before attending the seminar.
１１

●Work Group Session B

Presenter

Akiko Iizuka, Ph.D.
Assistant Professor,
Center for International Exchange,
Utsunomiya University
ProfileI was born in Himeji City in Hyogo Prefecture. I recently returned from the United States after
my six-month research study. I obtained a BA in Economics in the United States, an MA in
Development Studies from the Institute of Social Studies in the Netherlands, and PhD in
Global Environmental Studies from the Graduate School of Global Environmental Studies at
Kyoto University in Japan. After taking an internship at a local NGO in India for three months,
I was engaged in several disaster management projects overseas through my work withJapanese NGOs and Kyoto University. Before arriving at Utsunomiya University, I lived in Sri
Lanka for five years and in Vietnam for four years. I have two sons and enjoys practicing yoga
daily.

Current work and research topics·

Utsunomiya University, Center for International Exchange: conducting researches related
to disaster response, recovery, capacity building, social capital, civil society, publicprivate partnership in disaster risk reduction, etc. and delivering lectures of “Building
resilient communities”, “Risk management”, “Disaster studies”, and “Disaster andinternational cooperation” as an assistant professor, 2017-now.

Career path
·

·

·

·

·

Northeastern University: conducting a six-month research study on disasters and disastermanagement in the United States as a visiting researcher, 2019.
Asia Pacific Alliance for Disaster Management: implementing two projects related tocapacity development for disaster risk reduction and public and private partnership fordisaster risk reduction as a representative of Sri Lanka office, 2014-2017.
Kyoto University, Graduate School of Global Environmental Studies: implementing a
project related to disaster management, environmental protection and improving
livelihoods in Vietnam as a researcher and coordinator, 2006-2011.
Citizens towards Overseas Disaster Emergency (CODE): implementing overseas’ disasterrecovery projects in Sri Lanka, Iran, Afghanistan, etc. as a project coordinator, 2002-2006.
United Nations Centre for Regional Development (UNCRD), Disaster Management
１２Planning Hyogo Office: holding symposiums on UN World Conference on Disaster Risk
Reduction in Kobe, 2005.

Outline of work group session
This course introduces risk communication principles and actors in the field of international
cooperation. Practical cases inside and outside Japan are studied through workshops andpresentations. Finally, a scenario of evacuation under Covid-19 is exercised and students
develop their risk communication plan with the facilitation of the instructor.
·
Work group 1: introductory lectures on “risk”, “risk communication”, and “actors ininternational risk communication”·
Work group 2: case studies on risk communication and roll-playing workshop on
foreigners and evacuation shelters·
Work group 3: workshop on managing evacuation shelters in your University·
Work group 4: preparation for rehearsal·
Preparation for final presentation

Key Words
·
·
·
·
·

risk
risk communication
disasteractorsinternational cooperation

Assignment for the participants··

Work group 1 (introduction): prepare a thing that is important to you in your life and show
it through Zoom
Work group 2: choose an actor (Government, NGO, UN, private sector, or any) ininternational cooperation which you are interested in. Prepare for a powerpoint slide to
explain the actor, its role, and the activities in one minute.

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● Work Group Session C

Presenter

Kazuhiko Yoshida, Ph.D.
Professor,
School of International Studies,
Utsunomiya University
ProfileKazuhiko YOSHIDA, descendant of Emishi and Yamato from Rikuzen-Takata, is a foreign
language learner/user and instructor/researcher of human languages. He lived in France as a
student and in Pakistan and Thailand as a visiting lecturer of Japanese language. After
receiving a Ph.D. in linguistics, he has been teaching linguistics and multilingual
communication at Utsunomiya University since 2003 and supporting volunteers overseas since2014. He has been learning and using a dozen languages which are indispensable forcommunication with people around him. He is also a non-professional bass player and music
and dance (just like languages) always bring him joy and interesting communication issues toconsider.

Current Work and Research Topics
He is a professional linguist specializing in studies of multilingual communication.
At the School of International Studies, he gives lectures and seminars in which
students 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 conduct contrastive research on time
expressions (tense and aspect, adverbials etc.) and information structure both insentences and in discourse. In educational studies, he is carrying out surveys of
successful foreign language learners and analyzing their learning methods. Also,
he is working hard and enjoying hard on philosophy or methodological issues oflanguage science.

Career PathIn the mid-80s of the last century he was just a 25-year-old mediocre monolingual punk.
Having hit rock bottom with communication problems in everyday life he felt isolated fromeveryone else in the world. Inspired by a French adventure novel saying “So, to devour
landscapes, that’s the thing 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 used tolive. Luckily he started his social life and his study of languages and linguistics in such an
１４

ideal multicultural and multilingual environment. While being enrolled in the graduate school,
he was sent as a visiting lecturer to Pakistan for 2 years then to Thailand for 3 years. After
receiving a Ph.D. in linguistics from Tokyo University of Foreign Studies, he has been teaching
linguistics and multilingual communication at Utsunomiya University since 2003 andsupporting JICA volunteer teachers overseas since 2014.

Main topics for the group work session
This workshop consists of guided and motivated communication practices among
the group participants and with people from outside. Although the group activities
are conducted entirely in English, we will use expressions from other languages
such as Japanese as elements of communication games. Throughout the activities
we will explore what makes us speak other languages than our native one. Basedon those activities we will present our findings at the plenary session.

List of keywords
Multilingual communication
Consecutive bilinguals
Social Context

Required Reading Assignment
Please get informed about the facts regarding human language use from thefollowing websites:
Francois Grosjean (2010/2020) Bilingualism's Best Kept Secret. More than half of

the world's population is bilingual.
https://www.psychologytoday.com/us/blog/life-bilingual/201011/bilingualisms-bestkept-secret
Wikipedia (2020) List of languages by total number of speakers .
https://en.wikipedia.org/wiki/List_of_languages_by_total_number_of_speakers
If you have time to read a book to learn basic concepts in linguistics, this one is themost recommended:
西 江 雅 之 (2012) 『 新 「 こ と ば 」 の 課 外 授 業 』 白 水 社
If you want to rehearse communication in English before the seminar, the following
book (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
If you find it difficult to motivate yourself to communicate in English this rather
small but inspiring book is highly recommended:
塩 田 勉 (2001) 『 お じ さ ん 、 語 学 す る 』 集 英 社 新 書

IMPORTANT NOTICE:
The preliminary communication practices are given for the participants to the workgroup session. Please download the instruction document from the following site,
read that carefully and be adequately prepared:
http://www.kokusai.utsunomiya-u.ac.jp/career-program/activity/2020workbook.html

１５

● Work Group Session D

Presenter

Andrew Reimann, Ph.D.
Associate Professor
College of Literature, Department of English
Aoyama Gakuin University
ProfileAndrew Reimann (PhD, Applied Linguistics) teaches and researches interculturalcommunication, comparative culture studies and media literacy. He is from Vancouver, Canada
and currently lives near Tokyo, Japan. Growing up in a bilingual family (English and German)
and in a multicultural country (Canada), I was interested in how people could connect andcommunicate across differences. Intercultural communication uses language, observation andexperimentation to unlock, explore and understand hidden differences for mutual benefit andexchange. I am looking forward to making new connections.

Current Work and Research Topics
At present, I am Coordinator of the Integrated English (IE) Program in the English
Department at Aoyama Gakuin University. The IE program focuses on developing higher levelcommunication skills. My background and research interest is in social linguistics, withparticular emphasis on intercultural communication. Although English is a universal language,
in order to communicate effectively with people from diverse backgrounds, we need tounderstand their culture, values and perspectives. My classes work towards raising culturalawareness and global understanding by looking at examples in language, religion, history,
culture media and current events. Recent projects and areas of interest include Media Literacy,cross-cultural humor and communication strategies.

Career Path
Through my life, I have always enjoyed travelling, communicating and trying
anything new. As a student, I started by majoring in Geology as it seemed to be an
active field with much travel. Discovering that it was mostly laboratory based I quit
university and decided to travel. By coincidence and without training or experience, I
was offered a job teaching English in Mexico. I enjoyed this so much that I stayed for
one year and returned to university. I focussed on Journalism as I thought this would
be a good career for travel. With the dawn of the internet, journalism became a difficult
field to enter so my teacher advised me to enter Linguistics and travel the world as an
English teacher. This I did and upon graduation, I left for my first working holiday to
１６Japan. I have been here ever since. In Japan I have taught at many different types of
institution and have had students ranging in age from 0 to 102 years old. I have tried toapproach language learning and teaching from a pragmatic perspective and focus onunderstanding the purpose, appropriateness or intent of communication in order todetermine meaning. Raising cultural awareness by rethinking stereotypes and becoming
tolerant of differences is an essential part of this. By understanding someone’s
perspectives, we can form deeper connections and engage in meaningful communication.
This endeavour remains my life’s journey and the goal of both my studies and teaching.
In my classes I try to incorporate our differences and experiences as resources forlearning and discovery. Through discussion, projects, fieldwork and presentations weshare ideas and collaborate to further our understanding and develop global perspectives
for communication.
Main Topics for the Group Work Session
Globalization, interconnectivity and access to information have created both challenges
and opportunities. Success requires being able to adapt, predict, improvise and pioneer new
ideas while challenging old ones. Connecting with others and creating ideas that spread is theheart of intercultural communication. How can we use are knowledge and experience to thinkoutside the box and find success in meaningful and rewarding careers? In this session we will
work towards realising participants career goals by answering the following questions.
How has your education prepared you for the future?
What is success? Who are the most successful people you know? How did they get there?
How will you find your career? What are your options? How can your teacher help?
How can thinking differently or thinking outside the box help prepare you for the future?

Key Words
・ Choose/Dream・ Challenge/be persistent, don’t give up
・ Change/be prepared to adapt or alter your plans, flexibility, opportunity

References“You can't connect the dots looking forward; you can only connect them looking backwards.
So you have to trust that the dots will somehow connect in your future.”
Steve Jobs
Isaacson, W. (2011). Steve Jobs. Simon & Schuster.
“In the future, how we educate our children may prove to be more important than how much
we educate them.”“What every employer is looking for is not someone who can do the job, but someone who canreinvent the job.”
Thomas Friedman
Friedman, T. (2005). The World is Flat. Farrar, Straus and Giroux.

Reading
Seth Godin TED TALK・ This is broken
・ How to get your ideas to spread
１７

● Work Group Session E

Presenter

Bernadett Kiss, Ph.D.
Visiting researcher, Utsunomiya University
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 degrees in multiple disciplines and experience in both theprivate and public sectors. In the past 20 years, I have worked with communication, humanresources and environmental project management. Today I am an environmental researcher,
and we will see about tomorrow. As you see, finding your ‘call’ in life does not have to be astraightforward journey and it often requires support along the way. In this session, you will
explore your own skills and preferences and see what career perspectives these can offer in a
glocalized world.

Current work and research topics
Currently, I am on sabbatical from my position as a lecturer in environmental management andpolicy at the International Institute for Industrial Environmental Economics at Lund
University (Sweden). I came to Japan to do full-time research on the theme of urban naturebased solutions at the School of International Studies at Utsunomiya University. 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.

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 private companies in Hungary, as an office-,communication- and human resource-manager. Later, as a human resource manager of
１８the European Parliament in Brussels (Belgium), I was facilitating the acclimatizationof 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 anenvironmental degree. Did I want to go back to school? Not really, but my growing
environmental sensitivity and drive for a better world guided me back to a new field ofstudies and to a new country. By the age of 29, there I was, with another Masters degree,
this time in environmental management and policy from Lund University (Sweden).
Later, my deep interest in processes of change brought me an interdisciplinary doctoral
degree and plenty of international experience both in my professional and private life.
Who said that education is not important? It is important, but it is not everything.
Identifying your preferences, knowing and using your skills, being attentive to yourenvironment and open to opportunities are equally important.
Work group session
In this session, we will together explore your ‘future me’ by creating dream-job scenarios,
identifying skills you have and you need to attain to get closer to your dream job(s) andinvestigating 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 your dream career will bring you closer to your ‘future me’ and thus provide you with abetter understanding of what you can offer to society and what society can offer to you.

Key Words
What are the key ideals that guide your life?
What are you deeply afraid of?
What does your dream career look like?

Reference material
Myers-Briggs Type Indicator:
https://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/
Csikszentmihalyi, M. (2002) Flow. The classic work on how to achieve happiness. London:
Rider.

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 read Chapter: Happiness revisited (pages 1-22) of Csikszentmihalyi (2002)-to read Chapter: Work as Flow (pages 143-163) of Csikszentmihalyi (2002)-to watch a short explanation on flow: https://www.youtube.com/watch?v=8h6IMYRoCZw-to engage with the working material and assignments that you will be provided on theorientation session.

１９

● Work Group Session F

Presenter

Jack Kwok
JAPAC Lead SasS
Cloud Solution Consultant
Google Japan
ProfileJack Kwok is a Googler working on helping enterprises to adopt new technologies andinnovations to transform their traditional work style to “Work the way you live,” by creatinga working environment for empowering employees to become more creative and collaborativein order to gain the full power of their potential. He believes that technologies and innovations
are important elements to improve human life and provide opportunities for everyone to accessand gain knowledge that was not easy to access in the past.

Current Work and Research Topics
Providing consultation to Enterprise companies on adopting new technology and changing theway they handling business process and also empowering their workforces on allowing theiremployees to achieve high efficiency and balance of work life.
Technology and business are always my interests and center of my work, and understanding
business processes and making them better are always interesting and give me satisfaction, as
I believe technology can improve people’s life. How to apply technology is the key point togetting the most out of our creation. For the past 15 years, technology and innovation havebeen moving at an amazing speed, from World Wide Web to Smartphone, SNS and now AI. All
those technologies are impacting every single one of us and the way we live, also how business
operates around us.
I am lucky to have an opportunity to always work on the latest technologies to fulfill my
passion. At Google, my job is to focus on helping enterprise business to use the latest
technology to improve their business process and helping their employees to be more efficientand productive, and most importantly, changing the way people work by releasing them fromthe old IT burden.
But “Change” is always not an easy word for Enterprises, as “Change” often involved “Risk”
and “Uncertainty”, but on the other hand, without “Change”, things will not move forward andevolve. As Darwin once said, “It is not the strongest of the species that survives, nor the mostintelligent that survives. It is the one most adaptable to change”. My job does give me plentyof challenges, but those are the challenges worth taking, because I know, at last, people will
２０

benefit from good changes that come from new technologies, which result in a better life foreveryone and a better world.

Career Path
Starting as a business major student but being interested in technology allowed me to expand
my career between those 2 highly related fields. Imagine, how you would create a program forsolving a business problem without even understanding the business process. With myacademic background, I was able to start as a business analyst, a database developer, and afterthat when the WWW started to bloom, I had the opportunity to get myself deep into internet
technologies on both network and IT security. It was an exciting ride and a very special era of
IT evolution. I was able to ride on the waves and gain a huge amount of knowledge thatenhanced my career. Now, with mobile, SNS and Cloud technologies, I am just starting a newchapter on my resume.

Main Topics for the Group Work Session
An interactive session that allowing students to express themselves and discover theirstrengths, also having other student to join the conversation to provide their own view forsharing their opinions.

Key Words
Respectful
Thoughtful
HumbleReference and Required Reading Assignment
Rosling, Hans. Factfulness:Ten Reasons We're Wrong About the World - and Why Things Are
Better Than You Think
Flatiron Books: New York, 2018.

２１

2020 年 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： 2020 年 7 月 14 日
発
行： 宇 都 宮 大 学 国 際 学 部〒 321-8505 宇 都 宮 市 峰 町 350
TEL: 028(649)5172 FAX: 028(649)5171
E-mail: kokuca@miya.jm.utsunomiya-u.ac.jp

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