⿅児島⼤学 ⼤学院理⼯学研究科
グローバル⼈材育成⽀援室
令和４年度活動報告書
Global Development Office2022 Annual Report

令和 5 年４⽉１⽇
⿅児島⼤学⼤学院 理⼯学研究科
グローバル⼈材育成⽀援室i

ii

Global Development Office (GDO) ミッション: ⿅児島⼤学理⼯学研究科の学⽣と教員をグローバル⼈材にするための⽀援。
1. 海外研修の企画を運営する
2. 海外研修⽀援
理⼯学研究科の海外研修⽀援（準備など）、個⼈的な海外研修の相談（ビザ、⽣活など）、
教員と学⽣係に留学⽣サポート

3. ランゲージサポート
英語学習サポート、英語ワークショップなど、理⼯系英語論⽂の校閲・発表⽀援、理⼯学研
究科内の国際交流⽀援

GDO メンバー︓室⻑︓冨安 卓滋 教授
副室⻑︓新留 康郎 教授 ⽊⽅ ⼗根 教授
室員︓Bo Causer 助教 ・ 橘まき 特任専⾨員
⽬次:
1. ⽀援室活動内容

p. 1

2. 2022 年度 事業費報告

p. 2

3. ⽀援室における会議実施状況

p. 3

4. 研修費⽤および参加学⽣のための⽀援⾦

p. 3

5. GOES 参加学⽣ 終了後の進路・GOES Alumni Information

p. 4

6. GOES 海外研修

p. 6

7. GOES Home 2022 : グローカルイノベーションのためのコミュニケーション英語研修科⽬
p. 6
8. GOES Home アンケート （結果）

p. 9

9. グローバル⼈材説明会：Return To The World空

p. 16

10. Preparation for GOES and GOES Home 2023
11. TOEIC

空

p. 16

空

12. English Workshops

p. 17
空

p. 19

13. Other English Support

p. 20

14. Other Courses

p. 20

15. Research

p. 20

16. 室員感想⽂集

p. 21

iii

はじめに
2015 年冬の募集から始まった GOES プログラム、「理⼯学研究科イノベーションプログラム
海外研修プログラム(Graduate Overseas Engineering & Science studies)」は、2020 年度に「⼤学院⽣のための体験学習・海外研修 (Graduate Overseas Experiential Studies)」として、全学の⼤学院⽣に広く⾨⼾を開放し、今年度で第 8 期となりました。残念ながら 2022
年度も、コロナ禍のために実際の海外派遣は実現できませんでしたが、オンラインで⾏われた語学研修 GOES Home には理⼯、農林⽔産及び⼈⽂社会学研究科から合計 11 名の参加者がありました。そして、特筆すべき点として、今年度のグローカルキャンプは、初めての離島となる甑島を学びの場として実施されました。離島における英語漬けの宿泊学習となり、通常では得られない、まさにグローカルな学びを経験できたものと思います。その学修の成果は、学⽣⾃⾝が作成したホームページとして公開されていますので、⿅児島⼤学⼤学院理⼯系グローバル⼈材育成⽀援室（以下⽀援室）のホームページからご参照いただければ幸いです。
本年度の⽀援室は、Bo 助教、橘特任専⾨員と副室⻑ 2 名（新留教授、⽊⽅教授）に室⻑の 5名で運営されました。コミュニケーションの道具としての英語を使いこなし、異なる専⾨分
野や、異なる⽂化的背景をもった⼈とも⼗分なコミュニケーションをとれる資質を備えた「グローバル⼈材」育成の必要性がますます⾼まる中、⽀援室としての果たすべき役割も⼤きくなっていることを感じざるを得ません。こうした中で、⽀援室では、いよいよ来年度の学⽣海外派遣再開に向けて準備を進めています。そして、学⽣にできるだけ有効に留学期間を過ごしてもらえるよう、カリキュラムの改⾰も同時に進めているところです。ぜひ本報告書にお⽬通しいただき、⽀援室の活動に対してご意⾒等頂ければ幸いです。
最後になりましたが、GOES Home プログラム実施に関しては、進取の精神基⾦より⽀援⾦をいただきました。また、理⼯学研究科⼭⼝研究科⻑はじめ理⼯学研究科教職員の皆様のご協⼒をいただき、⽀援室の活動をつつがなく実施することができました。⽀援室の活動に関わった全ての皆様に⼼より感謝申し上げます。
2023 年 2 ⽉
理⼯学研究科グローバル⼈材育成⽀援室室⻑ 教授 冨安 卓滋

iv

1. ⽀援室活動内容
4

・GOES HOME2022 説明会

⽉・GOES HOME2022 受付開始
・技術部職員 Workshop

5・GOES HOME2022 実施準備

⽉

・GOES HOME2022 説明会
・海外研修⽀援⾦（本学ならびに JASSO）⼿続き・グローバル⽉例会議・技術部職員 Workshop

6

・GOES HOME2021 実施準備

⽉

・GOES HOME2021 学⽣インタビュー
・グローバル⽉例会議・TOEFL Workshop
・技術部職員 Workshop

7

・GOES HOME 2021 実施準備

⽉

・Glocal Camp 実施準備・グローバル⽉例会議・TOEFL Workshop
・技術部職員 Workshop

8

・GOES HOME2022 参加者第 1 回 TOEIC 実施

⽉（Speaking オンライン受験（8/1-8/7）
・GOES HOME2022(8/18-9/16)
・Glocal Camp 実施準備・グローバル⽉例会議・令和２年度事業実施報告書 配布
・TOEFL Workshop
・技術部職員 Workshop

9

・GOES HOME2021(8/18-9/16)

⽉

・Glocal Camp202２説明会
・Glocal Camp202２（9/23-9/27）実施
・2023 年度海外留学⽀援制度・JASSO（協定派遣）プログラム申請
・グローバル⽉例会議実施
・技術部職員 Workshop

10
⽉

・GOES HOME2021 参加者第 2 回 TOEIC 実施（Speaking オンライン受験（10/19-10/25）
・グローバル⼈材説明会 実施準備・グローバル定⽉例会議・技術部職員 Workshop

11

・グローバル⼈材説明会 実施準備

⽉・グローバル⼈材説明会実施（11/14）
・グローバル⽉例会議実施
・GOES2023 プログラム企画
・技術部職員 Workshop

1

12・GOES2023 海外研修説明会（12/22）

⽉・グローバル⽉例会議実施
・技術部職員 Workshop

1

・GOES2023 海外研修説明会（1/26.1/27）

⽉・グローバル⽉例会議実施
・事業実施報告書作成
・2023 年度進取の精神⽀援基⾦申請
・技術部職員 Workshop

2

・GOES2023 海外研修説明会（2/14）

⽉・事業実施報告書作成
・技術部職員 Workshop

3・グローバル⽉例会議

⽉・事業実施報告書作成
・技術部職員 Workshop

2. 令和４年度

事業費報告

費⽤

詳細

予算⾦額

執⾏額

消耗品

⽂具、事務⽤品

40,0004,609

パンフ・チラシ

7,400

コピー機使⽤料0

印刷

70,000
⽂集作成・印刷0

事業実施報告書印刷

42,660TOEIC IP テスト

72,590English Camp

165,720

プログラム

200,000
グローバル⼈材説明会

0

予備費40,0000

合計350,000

292,9792

3. ⽀援室における会議実施状況
業務の円滑な進⾏と適切な運営のため、以下 2 種類の会議を実施した。
１．グローバル⼈材育成⽀援室⽉例会議主席者︓室⻑、副室⻑、特任助教、特任専⾨員
主な内容︓業務進捗報告、事業実施における重要事項の議論・確認
開催⽇時︓5/23,6/27,7/25,10/18,11/21,12/12，1/123,3/2
２．グローバル⼈材育成⽀援室定例会議
出席者︓室⻑、特任助教、特任専⾨員
主な内容︓業務進捗報告、イベント実施計画や学⽣募集の戦略について討議
開催回数︓9 回

4. 研修費⽤および参加学⽣のための⽀援⾦
2022 年度海外研修 GOES プログラムはオンラインで開催され、研修費⽤と参加学⽣対象の⽀援⾦は次の通りである。なお、本年度より、他研究科所属の学⽣の費⽤については、各所属先より別途、実費を徴収した。
１． GOES HOME オンライン研修費⽤
CELT オンライン研修
語学学校授業料（諸経費込み）

1773.20 AUD (＝\166,911)×11

ホームステイ費⽤, 渡航費, ⼊国ビザ申請費,

なし

海外旅⾏傷害保険
合計

1,836,021

２． ⽀援⾦
⽀援⾦は以下について申請し次の通り承認された。条件を満たした学⽣が⽀援⾦を利⽤した。
① ⿅児島⼤学学⽣海外研修⽀援事業（タイプ B）
・授業科⽬名︓理⼯系国際コミュニケーション海外研修
・採択⽀援学⽣数︓12 名
・受給⼈数︓11 名② 独⽴⾏政法⼈⽇本学⽣⽀援機構海外留学⽀援制度（協定派遣タイプ B）
・プログラム名︓⼤学院理⼯系イノベーション海外研修プログラム
・奨学⾦⽀給割当⼈数︓15 名
・受給⼈数︓０名
なお、2022 年度はコロナ禍により学⽣を海外に派遣しなかったため、⽀援⾦②については変更
届を提出し、利⽤しなかった。

3

5. GOES 参加学⽣ 終了後の進路・GOES Alumni Information
研修先

専攻

進路
2017 年度参加

1

建築学

N/A

2

建築学

株式会社 JFE 設計

3

⽣命化学

⼀般財団法⼈カケンテストセンター機械⼯学株式会社牧野フライス製作所

機械⼯学

ファナック株式会社

6

機械⼯学

N/A

7

化学⽣命・化学⼯学

明成化学⼯業株式会社

8

物理・宇宙

株式会社キーエンス

化学⽣命・化学⼯学

三井化学株式会社機械⼯学

トヨタ⾃動⾞九州株式会社機械⼯学

ヤンマーホールディングス株式会社

4
5

9
10
11

サンディエゴニューヨークサンノゼ

2018 年度参加
1

機械⼯学

⿅児島⼤学⼤学院理⼯学研究科博⼠後期課程

2

化学⽣命・化学⼯学

⼤正製薬株式会社

化学⽣命・化学⼯学

住友電気⼯業株式会社

物理・宇宙

株式会社キーエンス

物理・宇宙

ソニーセミコンダクタマニュファクチャリング

3
4

サンディエゴ

5

6
7

株式会社
オーストラリア・

物理・宇宙

進学準備中

電⼦電気⼯学

キヤノンメディカルシステムズ株式会社

パース
ハワイ

2019 年度参加
情報⽣体システム⼯学

タイガー魔法瓶株式会社

2

電気電⼦⼯学

ソニーLSI デザイン株式会社

3

化学⽣命・化学⼯学

株式会社新⽇本科学

建築学

株式会社傳設計

情報⽣体システム⼯学

ソフトバンク株式会社

化学⽣命・化学⼯学

本州化学⼯業株式会社

7

機械⼯学

シュルンベルジェ株式会社

8

⽣命化学

株式会社新⽇本科学 PPD

1

4
5
6

4

サンディエゴ

オーストラリア・パース

9

数理情報科学株式会社⽇本技術センター

10

⼈⽂社会科学研究科法学

N/A

11

情報⽣体システム⼯学

N/A

2020 年度参加
1

化学

⼀般財団法⼈ 化学物質評価研究機構

2

化学

SCSK ニアショアシステムズ株式会社

3

建築学

⿅島建設株式会社

海洋⼟⽊学

在学延⻑

4

オンライン

5

⻄オーストラリア・

海洋⼟⽊学

⽇本⼯営株式会社

6

パース

⾷品創成科学

住商ファーマーインターナショナル株式会社

7

実地

建築学

株式会社 NTT ファシリテーターズ

⿅児島市

建築学

清⽔建設株式会社

9

建築学

株式会社乃村⼯藝社

10

機械⼯学

⽇産⾃動⾞株式会社

11

⾷品創成科学

雪印メグミルク株式会社

82021 年度参加
1

建築学

⼤林組

2

情報・⽣体⼯学

ピクオス

3

建築学

清⽔建設

4

化学

ジャパンファーム

5

化学⽣命⼯学

新⽇本科学

建築学

在学延⻑

化学⽣命⼯学京セラ

物理宇宙

⿅児島⼤学⼤学院理⼯学研究科 (博⼠後期課程)

農林資源科学

ドコモ CS 九州

10

農林資源科学

住友林業フォレストサービス株式会社

11

農林資源科学

北海道⽴総合研究機構

12

農林資源科学休学

13

⾷品創成科学

資格取得中

14

環境フィールド科学株式会社 兵殖

6
7
8
9

オンライン
⻄オーストラリア・
パース
実地
⿅児島市

5

6. GOES 海外研修
Due to continued uncertainty surrounding border closures, the Graduate Overseas
Experiential Studies (GOES) program was suspended in 2022 for the third consecutiveyear.

7. GOES Home 2022
グローカルイノベーションのためのコミュニケーション英語研修科⽬
Although we had originally planned to send students abroad in
2022, when these plans fell through, it was decided that if at all
possible, the Glocal Camp should provide an overnight visit awayfrom campus, in order to create an immersive English
atmosphere. In order to provide a focus on regional
development, it was decided to hold the camp at Koshikishima,
with the support of an OB connection through the Faculty of Science. Perth also has arelatively close island destination, Rottnest Island, and it was felt that a comparative study
could deepen the international connection made through the language school.
Part 1: 5 Week English Course at UWA CELT
In order to create a connection between the language courses and the Glocal Camp, arequest was made and accepted, to include Rottnest Island as a topic in the language
course. As in previous years, students studied English online from Monday to Friday from
9:30am to 1:30pm. All students were in the same class, due to similarity in levels, andhad one teacher throughout. They developed a good relationship with the teacher andspoke well of him even after the course had ended.
The course outline supplied by CELT can be seen below:

6Part 2: Glocal Camp at Kagoshima University
With the help of our OB connection, several learning activities were set for students at
Koshikishima. A house was rented for the stay, vans were rented for traveling around theisland, and students were required to speak English amongst themselves whenever they
were not interacting with local islanders.
Due to a lucky coincidence, the director of UWA CELT had planned a visit to Kagoshima
during the camp, and agreed to join. He attended the first, second and half of the third
day of camp. This boosted the English-only atmosphere, and he was able to more deeply
understand the needs of our students.
The camp handbook and schedule can be seen on page 8.
First, students met with Mr. Kenta Yamashita, the head of Island Company and recent
winner of the 2022 Hometown Development Awards, First Prize: Prime Minister’s Award
(令和４年度ふるさとづくり⼤賞内閣総理⼤⾂賞) and learned about development
problems facing the island, and how SDGs can be used to help frame problem solving
measures. Next, they toured the island with Dr. Daisuke Yamashita, Kagoshima University
OB, who works as a dinosaur fossil researcher and specialist at Koshiki Dinosaur Museum,and learned about the geology and environmental issues of Koshikishima. On the last
day they had a formal meeting with the village leader of Aose Village, Mr. Minoru Higashi,
who prepared a presentation on the social issues facing Koshikishima related to aging
and declining population, and the passing of community traditions. After returning tocampus they reflected on these experiences through building an English language web
page, and presenting their experience in a Zoom session attended by various teachingand support staff from CELT, and Dr. Daisuke Yamashita. The webpages can be seen at
the link below:
https://goesgakusei.eng.kagoshima-u.ac.jp/1693-2

7

8

Costs & funding:
The costs of each program part are listed below, the items in red are the cost to thestudents. Funding was generously provided by the Spirit of Enterprise Fund, and by the
Graduate School of Science and Engineering, and the Graduate School of Forestry,
Fisheries and Agriculture. Costs for the TOEIC test are not included.
2022
⻄オーストラリア⼤学附属語学学校 （５週間）
⻄オーストラリア⼤学附属語学学校 ⼊学⼿続費⽤, 授業料, テキスト①オンライン英語研修費⽤合計

Total cost$1773.20￥166,911②本学・研修⽀援事業、授業料￥150,000③研究科裁量経費￥16,911④補助⾦適⽤後、研修費⽤合計￥0

グローカルキャンプ（甑島２泊３⽇）
JR+Shuttle
宿泊費

⿅児島中央-串⽊野新港（往復）レンタルハウス1 泊 2500

きまま館

円×2 泊

￥1620
￥5000

⼣⾷ x２
⾷費

レストラン＋スーパー

昼⾷ x１

￥2000

朝⾷ x２
甑島での交通フェリー、

往復￥10,587

Total cost

￥19,207

レンタカー①グローカルキャンプ費⽤合計②研究科裁量経費￥10,587④補助⾦適⽤後、研修費⽤合計￥8620

8. GOES Home アンケート・結果
プログラム後、アンケートを⾏った。プログラム参加者は 11 名で、そのうち CELT 語学学校のアンケートで 9 名から回答があったと Glocal Camp のアンケートで 8 名から回答があった。それぞれに対して回答を求め、その結果をグラフと表に⽰した。

9

CELT 語学学校
参加学⽣は語学学校を⾼く評価しました。

10

11

12

Glocal Camp
参加学⽣は Glocal Camp を⾼く評価しました。

13

14

15

9. グローバル⼈材説明会︓Return To The WorldDue to consistently low numbers of participants for many of the events held during
Global Professional Week, especially after the shift to online, in 2022 we reverted to theoriginal one-day format, focusing on GOES program recruitment and giving potential
program participants an opportunity to talk with previous program participants.
The event was held on Zoom on the afternoon of November 14, the last day of the
University Festival so that students would be able to attend. 5 students from the 2022
GOES home program presented their experience, and 2 students attended the online
sessions.

10. Preparation for GOES and GOES Home 2023
In 2023 both the GOES and GOES Home programs are scheduled to run. Online
information sessions have been held on 22/12/22; 26/1/23; 27/1/23; 14/2/23 and further
sessions are planned for the end of March and early April. Sessions are advertised withposters and university e-mail, and information about the programs is available on the
GDO website.

1611. TOEIC
From 2015 when the GOES programs first began, the TOEIC Listening/Reading IP test
was used to determine student language improvement. Over time it became apparent
that there were problems regarding the accuracy of this form of evaluation, not the leastof which was that language education conduced at overseas language schools focuses
on developing output, and TOEIC LR tests student ability for input.
From 2017 TOEIC began to pilot a computer-based speaking test. For the first few years
they offered one opportunity per year to administer the test at no cost. During the trial
period, we took advantage of this offer, but were only able to test students after the
GOES program had ended. Since there was no point of comparison, the data could not
be used to determine student language improvement. However, over time results
suggested that the TOEIC speaking test may provide a more accurate measurement than
the TOEIC reading/listening test.
It was decided that for the 2022 cohort, only the TOEIC speaking test would be
administered, and twice: once prior to the commencement of Language School study,
and once after the Glocal Camp had ended. The results can be seen below:

In contrast to years when the Listening/Reading test was used, in this cohort only one
student received a lower score on the post-program test, than they had received on the17pre-program test. It was determined that this was likely to be due to a faulty microphone.
In previous years the reason for score drops were unknown.
Since the speaking test is scored differently than the Listening/Reading test, gains seemsmall in comparison, so it is worth discussing the scoring method. The maximum score
for the TOEIC Speaking test is 200, scores are given in 10 point increments, and score
ranges are from 0-30; 40-50; 60-70; 80-100; 110-120; 130-150; 160-180; 190-200.
In the graph above, light green corresponds to the pre-program test score. Two students
scored 60 and 70 points respectively. The corresponding range description, copied
directly from the official iibc TOEIC website, is as follows:
Test takers in this score range typically can, with some difficulty, state an opinion,
but they cannot support the opinion. Any response to a complicated request is
severely limited.
Most of the time, test takers in this score range cannot answer questions and givebasic information. Typically, they have insufficient vocabulary or grammar to
create simple descriptions.
When reading aloud, speakers in this score range may be difficult to understand.
Four students scored in the 80-100 range:
Test takers in this score range typically are unsuccessful when attempting to explain
an opinion or respond to a complicated request. The response may be limited to asingle sentence or part of a sentence. Other problems may include:• severely limited language use• minimal or no audience awareness• consistent pronunciation, stress, and intonation difficulties• long pauses and frequent hesitations• severely limited vocabulary
Most of the time, test takers in this score range cannot answer questions or givebasic information.
When reading aloud, test takers in this score range vary in intelligibility. However,when they are creating language, they usually have problems with pronunciationand intonation and stress when speaking.
Another four students scored in the 110-120 range:
Test takers in this score range typically have limited success at expressing an opinion
or responding to a complicated request. Responses include problems such as:• language that is inaccurate, vague, or repetitive• minimal or no awareness of audience• long pauses and frequent hesitations• limited expression of ideas and connections between ideas• limited vocabulary
Most of the time, test takers in this score range can answer questions and give basic
information. However, sometimes their responses are difficult to understand orinterpret.
When reading aloud, test takers in this score range are generally intelligible.

18However, when creating language, their pronunciation, intonation, and stress may
be inconsistent.
One student had a pre-departure score of 130:
Test takers in this score range typically are able to create a relevant response when
asked to express an opinion or respond to a complicated request. However, at least
part of the time, the reasons for, or explanations of, the opinion are unclear to alistener. This may be because of the following:• unclear pronunciation or inappropriate intonation or stress when the speakermust create language• mistakes in grammar• a limited range of vocabulary
Most of the time, test takers in this score range can answer questions and give basic
information. However, sometimes their responses are difficult to understand orinterpret.
When reading aloud, test takers in this score range are intelligible.
Disregarding the student with microphone trouble, all students were able to raise theirscore through the program to either the 110-120 level, or the 130 level, with only two
students receiving no change in score. This is an important advance, since thedescriptions indicate that students in lower ranges would have significant difficulty incommunicating and being understood, whereas those with scores of 110 and above
have some success in communicating despite the struggle to express themselves.
Although the sample is small, these results correspond to the students’ observed
language performance both at the beginning of the program and during the Glocal
Camp.
From an instructional perspective, the pairing of qualitative description with quantitative
ranges gave greater support in interpreting the data, than for the Listening/Reading test.
Although the test is not perfect, it has been determined that there is value in using the
TOEIC Speaking test for future program evaluations as well.

12. English Workshops
1. TOEFL Workshop for Students
From May to December a weekly workshop was held to focus on TOEFL study. Twoundergraduate students from the faculty of Engineering attended regularly. Bothstudents indicated a desire to study abroad in the future and felt that studying for TOEFL
would help them improve their language skills, to this aim. The workshop focused on
speaking and writing drills (output).
2. English Workshop for Technical Division Staff
In order to provide a fresh focus for the weekly Technical Staff English workshop, which
is now in its fifth year, participants were asked to submit a short paragraph written in19

English on a topic related to their technical work prior to each session. At first staff werereluctant but after a few weeks came to realize that this allowed them to focus theirlearning to meet their own needs, and to learn from each other in ways that had
previously not occurred. One staff member has written a series of conversations between
himself as a trainer, and an imaginary foreign trainee student, in the factory. Topics
include safe operation of machinery and considerations regarding the selection of
appropriate machinery and tools. Another participant writes about troubleshooting
technical problems, and another has begun writing about programming and calculation
problems. Each participant has recognized the value of their colleague’s work, andrecently the required paragraphs have been submitted well in advance of the deadline,
and grown longer, demonstrating an eagerness that is sustained in class.

13. Other English Support
1. English language support was provided for the Student Affairs Division, in handlingcommunications related to recruitment of international students. Only six professors andtwo graduate students requested help with proofreading and preparation forinternational conference presentations.
2. Support was given to Ikeda High School for their Global Science Contest held on Nov.
13 2022 at Shiroyama Hotel in Kagoshima. Presentations by students from China andSingapore were evaluated for awards.
3. Support was given to Ikeda High School for preliminary Science in English
presentations by Ikeda students, on February 13 2023.

14. Other Courses
From May 2022 the status of faculty working in the Global Development Office changed,
and with the exception of courses corresponding to the two GOES programs, theircourse load is no longer directly affiliated with the Global Development Office.

15. Research
In January 2023 a paper analyzing the shift from GOES study abroad to the primarily
online GOES Home program, was accepted and published as a peer-reviewed scientificpaper in the Journal of the Japan Society for Engineering Education. The link andabstract are included below, and paper copies have been inserted into the printed
version of this Annual Report.

20

Fostering Global Talent Through Virtual Study Abroad:
A Comparative Case Study
Bo Causer

DOI: https://doi.org/10.4307/jsee.71.1_10
⼯学教育（J. of JSEE）, 2023 年 71 巻 1 号 p. 1_10-1_17
Japanese universities often rely on overseas study to foster global talent. The COVID
pandemic restricted travel, canceling many overseas programs. This paper examines theshift from a short-term study abroad program for Japanese STEM graduate students, toa ‘virtual study abroad’ experience with a partner institution in Australia. The real-worldand virtual iterations of this program are considered in relation to the three official aims
of fostering ‘global jinzai’: developing communication ability in a foreign language(English); gaining an understanding and appreciation of other cultures; becoming active
members of society. This study examines TOEIC results and exit surveys from real-worldand virtual iterations of the program, to clarify how virtual study abroad
supports the development of global talent in STEM.

16. 室員感想⽂集
令和４年度を振り返って
令和 4 年はロシアのウクライナ侵攻という世界を揺るがす重⼤な出来事から始まりました。2020年から続く COVID-19 により世界は⽬まぐるしく変化しつづけ、最近ではますます安全保障問題が現実のものとして意識されてきています。
そんな中、そろそろ⼈々の移動も許容される状況になってきたことを受け、今年はグローカルキ
ャンプを⾏い、参加者みんなで甑島に⾏けたことが⼀番⼤きな活動になりました。私にとっても直接、学⽣さんと関われるいい機会で、改めて⼤学職員としてのやりがいを感じられるプログラ
ムになりました。オンライン会議システムが普及したことにより、セミナーや勉強会、飲み会、ヨガなどなど、私⾃⾝もその恩恵にあずかり、いろんなことが安く、時間を気にせず参加できるようになった⼀⽅、リアルで⼈に会えるようになった今は、やはりリアルはリアルでよいところがいっぱいあるなと感じています。
来年はいよいよリアルでの海外研修を再開させる予定です。語学⾯については、今やいくらでも⽇本で向上させることができます。「⽇本で語学⼒を向上させる+現地で使ってみる」という流れがあれば、コミュニケーション能⼒は格段に上がると思います。これまで実際に海外に⾏くことができなかった学⽣さんにも、どんどん海外に出て、⼈との交流や学会での発表に取り組んでほしいと願います。
最後に、今年度も研修が無事実施できたことは研究科⻑をはじめ、研究科教員、事務職員の皆様のご協⼒のおかげと感謝し、引き続きご⽀援いただけますようお願い申し上げます。
特任専⾨員 橘 まき

21

Reflection on 2022

Since the beginning of the pandemic, when we first switched to a hybrid online program,the Glocal Camp (regional development activity) portion has evolved significantly. In thefirst year students were on campus and had little to no opportunity to learn about
Kagoshima’s development issues through practical experience. In the second year, withmore time to prepare, we were able to arrange one day of company visits, despite notbeing able to bring students to campus, and students began to understand Kagoshima’s
dependence on cruise ships to boost the local economy, as well as its efforts to develop
solar energy. This year we were able to hold a three-day immersive experience at
Koshikishima. Students enjoyed the social aspect tremendously after a prolonged time
without such opportunities, and they were also appreciative of the chance to see theeffects of depopulation, aging population, and environmental problems facing the island,
first-hand. I feel we were able to make abstract textbook topics real for them, and it wasa rewarding experience for all.
Students learned a great deal during their 5 weeks studying English at CELT, yet when it
came time to prepare their web pages, many students fell back into their old habit of
direct translation to create dry reports. While this was somewhat disappointing, some ofthe students came to recognize the difference between the typical Japanese grammartranslation method, and the more direct communicative competence method theyencountered at CELT. Since the house on Koshikishima had no wifi, it was necessary forthe students to shape their handwritten notes into useful explanations for the web pageon the last day of camp, on campus. I believe this unfortunate situation prompted
students to fall back on more familiar methods of working in English. With a little moretime for preparation, it may be possible to have future cohorts create more spontaneousand engaging web content. It is particularly important for students to take advantage ofthe opportunity to develop their digital literacy skills.
Overall, the Glocal Camp this year was very successful. While the original remit of thisoffice was to develop study abroad programs, the GOES Home hybrid program has great
potential both as a preparatory stage for students wishing to study overseas at a later
date, and in its own right, as a virtual hybrid international education course for those who
are unable to travel abroad themselves.
Continuing to develop both the GOES and GOES Home programs to their full potential
is a welcome challenge for the future.

助教 Bo Causer, D.Eng.

22