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
平成 30 年度活動報告書
Global Development Office
Annual Report 2018

平成 31 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

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なるため支援。

方法： 1. 海外研修の計画を発展する

3. ランゲジサポート

2. 海外研修支援

英語学習サポート、英語ワークショップなど

理工学研究科の海外研修支援（準備など）

理工系英語論文の校閲・発表支援

個人的な海外研修の相談（ビザ、生活など）

理工学研究科内の国際交流支援

教員と学生係に留学生サポートの支援

GDO メンバー：

室長：半田 利弘 教授
副室長：小山 佳一 教授 ・ 木方 十根 教授
室員：Bo Causer 特任助教 ・ 藤崎 文乃 特任助教

目次:
はじめに p. 3
I 業務 p. 4 ‒ 8

理工学研究科グローバル人材育成支援室【活動経過】 ……………………………………………

p. 4 - 5

支援室内の会議 ……………………………………………………………………………………………… p. 5
平成 30 年度グローバル人材育成支援室事業費報告…………………………………………………… p. 6

海外研修費用、および GOES 参加学生対象用支援金 ……………………………………………… p. 6 - 7
パース研修実施における西オーストラリア大学等との協定に関して …………………………………

p. 7

GOES 大学院終了の進路・GOES Alumni Information …………………………………………………

p. 8

II Program Development p. 12 ‒ 28

New Program Development: Perth ……………………………………………………………………

p. 9 - 12

Ongoing Program Development & Support ……………………………………………………… p. 13 - 15
Global Professional Week……………………………………………………………………………

p. 15 - 16

III English Support p. 17 ‒ 22

English Workshop……………………………………………………………………………………………

p. 17

Other English Support ………………………………………………………………………………………

p. 18

English Ability & TOEIC Analysis for 2018 overseas study participants ……………………

p. 18-19

TOEIC Analysis for 理工系国際コミュニケーション海外研修科目 2015-2018 ……………

p. 20 - 22

室員感想文集 p. 23 - 24

2

はじめに

この⽂書は、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（以下、⽀援室）
が平成 30 年度に⾏った活動の報告である。
⽀援室は平成 26 年度に開設された設置準備室を元に平成 27 年度より設置され、本年度は４年⽬に当たる。平成 30 年度は「⼤学院理⼯系イノベーションプログラム海外研修」（以下、GOES プログラム）として、6 名の⼤学院⽣を派遣した。派遣先はカリフォルニア
州サンディエゴに加え、今年度は新たにオーストラリア連邦パースで実施した。いずれも、室⻑経験者である２名の副室⻑、⽀援室の２名の特任助教に加え、⼤学の事務職員、さらには本間理⼯学研究科⻑の⽀援を得ることができ、着実な成果をあげることができた。旅⾏⼿配や現地⽀援に関する⿅児島⼤学消費⽣活協同組合との提携や⿅児島⼤学グローバルセンターとの連携も、GOES プログラムを実施する上で⽋かせない成功要因である。
パースでの実施に際しては、受⼊先である⻄オーストラリア⼤学附属語学学校と本学との連携協定締結が⼤いに助けとなった。協定締結のご尽⼒頂いた、⿅児島⼤学教育担当理事やグローバルセンター⻑、司法政策教育研究センター⽶⽥センター⻑にはこの場を借りて特に感謝したい。
GOES プログラムでは約 10 週間の海外研修を⾏っているが、それに要する経費は⽀援室
構成員による廉価に実施できる⽅法の開拓に加え、⽇本学⽣⽀援機構(JASSO)海外留学⽀援制度および⿅児島⼤学学⽣海外研修⽀援事業、⿅児島⼤学「進取の精神」⽀援基⾦学⽣海
外派遣事業への申請が採択された。これらの経済的⽀援により、⼤学院⽣の負担が軽減されていることは GOES プログラム実施の上で、⾮常に重要である。
⼩さなトラブルは発⽣したが、その都度、⽀援室構成員や現地⽀援者の臨機応変な協⼒・⽀援により重⼤事になる⼼配もなく実施できた。帰国後は TOEIC の成績のほか、参加
学⽣感想⽂集に掲載されている報告、報告会などを通じて、各学⽣の英語⼒向上、現地企業および研究室研修による世界的視野の認識、⽇常⽣活を通じた外国⼈との相互理解や異⽂化経験などを得たことがよくわかり、GOES プログラムが成功しているとの確信を強めることができた。この報告書により、GOES プログラムがさらに発展し、グローバルな視野を持った理⼯系⼈材育成に寄与することを期待する。
これまでに GOES プログラムにご賛同、ご協⼒、ご⽀援をいただいた⿅児島⼤学理⼯学研究科各位と⽶国での学⽣指導に直接携わって頂いた⼤学や企業等の皆様にお礼申し上げ
ると共に、今後も GOES プログラムへのご助⾔、ご⽀援を賜りますよう、お願い申し上げます。

平成 31 年 3 ⽉
理⼯学研究科グローバル⼈材育成⽀援室室⻑ 教授 半⽥利弘

3

I 業務

理⼯学研究科グローバル⼈材育成⽀援室【活動経過】
4⽉

5⽉

6⽉

7⽉

8⽉

9⽉

・【理⼯系国際コミュニケーション海外研修・GOES2018】事前準備開始（授業説明、研修費⽤・渡航準備⽇程等説明、地域貢献活動関係説明、語学学校⼊学⼿続）
・P-SEG【科学技術北⽶研修】説明会、募集開始（4/23）
・【理⼯系国際コミュニケーション海外研修・パース研修】説明会、募集・グローバル⽉例会議実施
・理⼯系グローバル⼈材育成のためのアカデミックイングリッシュ（Ｑ1 期）開始
・English Prep Work Shop 開始
・【理⼯系国際コミュニケーション海外研修・GOES2018】事前準備（在福岡アメリカ領事館での領事⾯接、学研災・海外留学保険加⼊説明、地域貢献活動）
・P-SEG【科学技術北⽶研修】説明会、募集（5/2）
・【理⼯系国際コミュニケーション海外研修・パース研修】事前準備開始（授業説明、研修費⽤・渡航準備⽇程等説明）・グローバル⽉例会議実施
・理⼯系グローバル⼈材育成のためのアカデミックイングリッシュ（Ｑ1 期）
・English Prep Work Shop 継続
・【理⼯系国際コミュニケーション海外研修・GOES2018】事前準備（地域貢献活動、TOEIC IP テスト、GOES2018 壮⾏会開催、出発前オリエンテーション）
・【理⼯系国際コミュニケーション海外研修・GOES2018】開始
・【理⼯系国際コミュニケーション海外研修・パース研修】事前準備（語学学校⼊学⼿続、TOEIC IP テスト、GOES2018 壮⾏会開催）・グローバル⽉例会議実施
・理⼯系グローバル⼈材育成のためのアカデミックイングリッシュ（Ｑ1 期）終了
・English Prep Work Shop 継続
・【理⼯系国際コミュニケーション海外研修・GOES2018】
・【理⼯系国際コミュニケーション海外研修・パース研修】事前準備（地域貢献活動、出発前オリエンテーション）
・【理⼯系国際コミュニケーション海外研修・パース研修】開始
・English Prep Work Shop 継続
・【理⼯系国際コミュニケーション海外研修・GOES2018】
・【理⼯系国際コミュニケーション海外研修・パース研修】・グローバル⽉例会議実施（2 回）・2018 年度海外留学⽀援制度・JASSO（協定派遣）プログラム案検討開始
・【理⼯系国際コミュニケーション海外研修・GOES2018】終了
・【理⼯系国際コミュニケーション海外研修・パース研修】終了
・【理⼯系国際コミュニケーション海外研修・GOES2018】事後指導（授業、課題等提出、英語プレゼンテーション説明）・グローバル⽉例会議実施
・2019 年度海外留学⽀援制度・JASSO（協定派遣）プログラム申請

4

10 ⽉

11 ⽉

12 ⽉

1⽉
2⽉
3⽉

・【理⼯系国際コミュニケーション海外研修・パース研修】事後指導（授業、課題等提出、英語プレゼンテーション説明）・【理⼯系国際コミュニケーション海外研修・GOES2018】事後指導
・【理⼯系国際コミュニケーション海外研修・パース研修】事後指導（英語プレゼンテーション実施、TOEIC IP テスト実施）
・グローバル⽉例会議実施
・English Prep Work Shop 開始
・グローバルプロフェッショナルウィーク・GOES2018 参加学⽣報告会開催
・本学海外研修⽀援事業プログラム申請（⼤学院⽣対象プログラム）
・グローバル⽉例会議実施
・English Prep Work Shop 継続
・第 1 回 GOES2019 説明会開催・募集
・【理⼯系国際コミュニケーション海外研修】事後指導（英語プレゼンテーション実施）・グローバル⽉例会議実施
・English Prep Work Shop 継続
・GOES2019 専攻別説明会開催・募集（参加学⽣⾯接実施）
・グローバル⽉例会議実施
・English Prep Work Shop 継続
・GOES2019 専攻別説明会開催・募集（参加学⽣⾯接実施）・GOES2018 参加学⽣⽂集作成、配布
・English Prep Work Shop 継続
・オーストラリア、パース現地調査実施
・グローバル⽉例会議実施

⽀援室内の会議
グローバル⼈材育成⽀援室では業務の円滑な進⾏と的確な運営を図るため、以下の２種類の会議を開催した。
１．グローバル⼈材育成⽀援室⽉例合同会議
出 席 者：室⻑、副室⻑２名、⽀援室特任助教２名、（研究科⻑は要請に応じて出席）
主な内容：業務の進捗概要報告、事業実施に関する重要事項の相談や確認
頻度：原則として毎⽉１回程度
開 催 ⽇：4/24, 5/21, 6/22, 8/1, 29, 9/7, 10/22, 11/8, 12/10, 1/28, 3/1, 26
２．グローバル⼈材育成⽀援室定例会議
出 席 者：室⻑、⽀援室特任助教２名
主な内容：業務の進捗状況報告、直近の事業内容の相談や確認
頻度：原則として毎週１回程度
開 催 ⽇：4/3, 10, 16, 23, 5/1, 14, 28, 6/4, 12, 20, 7/10, 17, 8/27, 9/10, 18, 27, 10/10, 15, 30,
11/6, 13, 27, 12/7, 17, 25, 1/8, 16, 21, 2/18, 3/19

5

平成 30 年度グローバル⼈材育成⽀援室事業費報告

海外研修費⽤、および GOES 参加学⽣対象⽤⽀援⾦2018 年度本海外研修を実施にあたり、実際の研修費⽤と参加学⽣を対象とした⽀援⾦は次のとおりになる。

１．海外研修費⽤ 【研修費総額は⽀援⾦と学⽣負担額で賄っている】① 研修地域：北⽶サンディエゴ
・研修経費総額：1,229,450 円
・⽀援⾦総額：511,940 円
・学⽣負担額：717,510 円
研修経費総額には以下の経費を含む：サンディエゴ州⽴⼯学部ラボ研修費⽤、同州⽴⼤学附属語学学校（ALI）規定⼊学⼿続費、授業料、ホームステイ費（2 ⾷付・6 週間）、ラボ研修・地域貢献活動等期間の宿舎費（5 週間）、渡航ビザ（学⽣）、旅費、海外旅⾏傷害保険料、その他事務経費② 研修地域：豪州パース
・研修経費総額：406,612 円
・⽀援⾦総額：457,182 円
研修総費⽤には以下の経費を含む：⻄オーストラリア⼤学附属英語学校（CELT）規定⼊学⼿続費、授業料、渡航ビザ（観光）、旅費、海外旅⾏傷害保険料※宿舎費は現地研修先機関が負担
２．⽀援⾦内訳
本研修について受領した⽀援⾦は２つあり、それぞれ、以下の⾦額であった。
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

6

・採択⽀援学⽣数：13 名
・受給⼈数：博⼠前期課程 1 年⽣ 5 名、博⼠前期課程 2 年⽣ 1 名・⼀⼈当たり受給⾦額：（研修地域：サンディエゴ）271,940 円（研修地域：パース）247,182 円②海外留学⽀援制度（協定派遣）学⽣交流推進タイプ（B）短期研修・研究型
・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（カリフォルニア研修・GOES CA）
・奨学⾦⽀給割当⼈数：16 名
・受給⼈数：博⼠前期課程 1 年⽣ 5 名、博⼠前期課程 2 年⽣ 1 名
・⽀給⽉数：3 ヶ⽉
・⼀⼈当たり受給⽉額（研修地域：サンディエゴ）：80,000 円（研修地域：パース）：70,000 円

パース研修実施における⻄オーストラリア⼤学等との協定に関して
理⼯系イノベーション海外研修 GOES プログラム・パース研修は、⻄オーストラリア⼤学（以下、UWA）と同⼤学附属英語学校（以下、CELT）、および International Centre for Radio Astronomy（以下、ICRAR）で⾏った。当初は研究科単独で検討を開始したものだが、実施に際して学内の他研究科や全学グローバルセンターと相談した結果、本学と同⼤学附属英語学校との間で交わされたプログラム協定をもとに実施されることになった。それまでの経緯を以下に時系列にまとめる。
・平成 27 年 3 ⽉ ⿅児島市と姉妹都市であるパース市にある UWA ケント・アンダーソン副学⻑が本学学⻑を表敬訪問し、本学と UWA との交流推進を申し⼊れた。これを受け、
アンダーソン副学⻑と研究分野が同じくする司法政策研究科の⽶⽥憲市研究科⻑が本学側のコンタクトパーソンとなる。
・平成 28 年 3 ⽉

⽶⽥研究科⻑が UWA 担当者やパース市国際交流担当者を訪問。学術交流協定締結のための情報交換および、本学学⽣が CELT の主催するプログラムへ参加する可能性
に関して情報交換。

・平成 29 年 3 ⽉

⽶⽥研究科⻑が UWA とパース市を訪問し、学術交流協定の締結や交流推進についての協議し、調印と今後の⽅針について合意。また、本学農学研究科⼤学院⽣が CELT主催の農学英語セミナーに参加。

・平成 29 年 7 ⽉

本学での学術間交流協定⼿続きが完了し、最終の締結前において UWA 側の都合により学術間協定締結が⼀旦留保となる。

・平成 29 年 11 ⽉ CELT のディレクター カラム・カウェル⽒が本学や⿅児島市を訪問。教育担当理事やグローバルセンター⻑、司法政策教育研究センター⽶⽥センター⻑と懇談。
・平成 29 年 12 ⽉

UWA と本学との学術交流協定締結を保留とし、代わって CELT との協定を締結する
ことが UWA より提案される。

・平成 30 年 4 ⽉

上記に基づき、本学グローバルセンターと CELT とのプログラムに関する協定が締結される。

7

GOES ⼤学院終了の進路・GOES Alumni Information
海外研修地域

専攻

卒業年

⼤学院終了の進路

平成 29 年度 GOES 海外研修

1
2
3
4
5
6
7
8
9
10
11

サンディエゴ
サンディエゴ
サンディエゴ
サンディエゴ
サンディエゴ
サンディエゴ
サンディエゴ
サンディエゴニューヨーク
サンノゼ
サンノゼ

2019
2019
2019

建築学
建築学
⽣命化学
機械⼯学
機械⼯学
機械⼯学
化学⽣命・化学⼯学
物理・宇宙
化学⽣命・化学⼯学
機械⼯学
機械⼯学

情報なし
株式会社 JFE 設計
⼀般財団法⼈カケンテストセンター
株式会社牧野フライス製作所
ファナック株式会社
情報なし
明成化学⼯業株式会社
株式会社キーエンス
三井化学株式会社
トヨタ⾃動⾞九州株式会社

2019
2019
2019
2019
2019
2019
2018
2018

ヤンマーホールディングス株式会社

平成 28 年度 GOES 海外研修

12
13
14
15
16
17
18
19
20
21
22
23
24

サンディエゴ・サンノゼ

化学⽣命・化学⼯学

サンディエゴ・サンノゼ

25
26
27

ニューヨーク

海洋⼟⽊⼯学
海洋⼟⽊⼯学
⽣命化学
⽣命化学
⽣命化学
機械⼯学
機械⼯学
地球環境科学
海洋⼟⽊⼯学
建築学
機械⼯学
機械⼯学
建築学
建築学
化学⽣命・化学⼯学

サンディエゴ・サンノゼ
サンディエゴ・サンノゼ
サンディエゴ・サンノゼ
サンディエゴ・サンノゼ
サンディエゴ・サンノゼ
サンディエゴ・サンノゼ
サンディエゴ
サンディエゴ
サンディエゴニューヨーク
ニューヨークノースダコタノースダコタ

2018
2018
2018
2018
2018
2018
2018
2018
2018
2018
2018
2018
2018
2017
2017
2017

東レエンジニアリング株式会社
ＪＸ⾦属株式会社
株式会社建設技術研究所
株式会社リニカル
⿅児島⼤学医⻭学総合研究科
池⽥糖化⼯業株式会社
⼤分キャノン株式会社
⽇産⾞体株式会社
NEC ソリューションイノベーター株式会社
株式会社オリエンタルコンサルタンツ株式会社 ⼤林組
株式会社 ATOUNNOK 株式会社
株式会社⽇建設計株式会社南⽇本放送
株式会社⽇本触媒

平成 27 年度 GOES 海外研修

28
29
30
31
32
33
34
35
36
37
38
39
40

サンノゼ
サンノゼ
サンノゼ
サンノゼ
サンディエゴ
サンディエゴ
サンディエゴ
サンディエゴ
サンディエゴ
サンディエゴ・サンノゼ
サンディエゴ・サンノゼ
サンディエゴ・サンノゼ
サンディエゴ・サンノゼ

2017
2017
2017
2017
2017
2017
2017
2017
2017
2017
2017
2017
2017

機械⼯学
化学⽣命・化学⼯学
情報⽣体システム⼯学
情報⽣体システム⼯学
情報⽣体システム⼯学
建築学
建築学
建築学
⽣命化学
機械⼯学
機械⼯学
情報⽣体システム⼯学
物理・宇宙

8

三浦⼯業株式会社
栗⽥⼯業株式会社
ヤフー株式会社
双⽇株式会社
株式会社村⽥製作所
株式会社アール・アイ・エー
株式会社 スペース⼤和ハウス⼯業株式会社
グローバル・ウェーハズジャパン株式会社
トヨタ⾃動⾞九州株式会社
トヨタ⾃動⾞九州株式会社
三菱⾃動⾞⼯業株式会社
新⽇鐵住⾦株式会社

II Program Development
New Program Development: Perth
After our Feb. 2018 visit to Perth, GDO continued discussion with Center for English
Language Training (CELT) University of Western Australia (UWA) to develop an overseas
program. In ==2018, Kagoshima University signed an institute-wide MOU with University ofWestern Australia Center for English Language Teaching to facilitate program development. In
September 2018, CELT delivered a 27-page program proposal. The core features of the
proposal have been condensed below:
10 weeks; Homestay arranged by CELT, breakfast/dinner included
Mornings: General English program at CELT; students sorted into appropriate level classes
with admissions test.
Afternoons: Monday & Friday off;
Tuesday: Alternately ‘Culture & Critical Understanding’ class run by CELT and join ongoing
UWA lectures in a science/engineering related subject of student’s choice
Wednesday: Volunteering through UWA Guild VolunteeringThursday: Alternately ‘Innovation Project’ run by CELT and Student Society Workshop run by
UWA student clubs.
On the basis of this proposal, it was decided to publicize the program for the 2019 school
year. Recruitment meetings were held on 12/25 2018 and 1/23 2019. There were 4
applications for the 1/25 application deadline. Additional recruitment meetings are scheduled
for 2/8 and 2/15. In addition, the course “International communication for Science andEngineering” was made into an Open credit course and discussions are underway to recruit
students from other faculties. (See p x & Y for recruitment materials).
In preparation for the new program, one student participated in a student internship at UWA
ICRAR and attended language school at UWA CELT from July 12 – September 28 2018. Theinternship and language study proceeded smoothly. The student had a very high English levelfrom the outset, and discussion corroborated the suggestion from other students with highfunctional fluency, that removing the language study requirement to allow for more time in
the research lab would be more beneficial. The lab work was well-structured and well
supported by ICRAR and the student was able to access a wide variety of learning
opportunities. A problem occurred with he accommodation arranged by ICRAR through Air
B’n’B website. GDO expressed concern when ICRAR first informed us of the accommodation
plan, but ICRAR gave assurances. The student was placed in an uncomfortable situation, andwas relocated immediately when ICRAR became aware of the extent of the problem with the
Air B’n’B host. ICRAR has since provided statements that make clear that the student was inno way to blame for the accommodation problem, and that they would take full9

responsibility. However, as a result of this situation, GDO decided to rely on CELT homestay
arrangements in the future.

10

11

12

Ongoing Program Development & Support: San Diego

Five students visited San Diego from June 23 – September 9 2018. First students studied for 6
weeks at SDSU ALI as they have each year, while staying in homestay arranged through ALI.
They then moved to Vantaggio Suites dormitory accommodation while they attended the 2week SDSU Engineering program run by Dr. Kee Moon in the Department of MechanicalEngineering. Finally they spent two weeks volunteering in San Diego.
This year, although Dr. Moon had asked for 10 participants in order to run the program, he
fortunately agreed to accept just five. The program ran well. Students were impressed with thelanguage and culture classes and outings arranged by Donovan Geiger in the Student Affairs
office, and Dr. Moon’s new lab facilities were impressive and the students felt it was a goodexperience. During the program, GDO staff discussed future iterations of the program with Dr.
Moon. An agreement was reached that if sufficient student numbers could not be recruited for
2019, that he would still welcome us when we could gather more students. Due to student
feedback this year it seems that this would be a good two-four week standalone program.
This year all students were placed in San Diego volunteer spots by GDO with the help ofNoritake Mori, our local ‘Friend of Kagoshima University’. Two students volunteered at the
RH Fleet Science Museum, as in the past. Mr. Mori introduced YuYu Magazine, a Japanesenewspaper company that also publishes a free guidebook to San Diego. One student who wasinterested in sales & marketing volunteered there. In a meeting with GDO staff, the humanresources officer at YuYu said they would be happy to have other Kagoshima University
students for short or longer term volunteer positions, if they have some layout and design
skills. One student was able to find a volunteer position at a SDSU lab, thanks to a connection
13

through his supervising professor at KU. The final student had difficulty finding a place as theirgoals and skills were not clear. Dr. Moon kindly let this student volunteer in his lab to workon a 3D design project. Arranging the volunteer positions was difficult, but by keeping
expectations in line with reality, students were able to find positions that worked well.
Finally, this year GDO staff ‘dropped in’ halfway through the 11 week period, rather thanaccompany the students to San Diego at the beginning of the trip. ALI’s airport pick-up
orientation sessions were sufficient for the students to feel comfortable and arrive safely. It was
helpful for GDO staff to be present once the support from ALI was over. In addition, the GDO
staff visit at this stage was important because the volunteer placements had not been
confirmed, with the exception of the RH Fleet placements. GDO staff was able to meet withall other potential volunteer supporters during this visit, and succeeded in confirming the final
three students’ placements. In addition, students found it helpful to get fresh encouragement
and face-to-face support from ‘home’ at this stage. Although it may not be possible for GDO
staff to visit partway through each overseas program, it may be worth considering individual
video chats at this stage as part of student support.
Ongoing Program Development & Support: New York
There were no applicants for a student internship position at CUNY City College New York
Grove School of Engineering in 2018. In August 2018, Dr. XX Kawaji, the supervisingprofessor from the Grove School of Engineering visited our campus, and met with amechanical engineering student who was interested in the student internship. It wasdetermined that the field of study was not a good match. Although no students from
Kagoshima University participated in this program in 2018, Dr. Kawaji agreed to extend theprogram for 2019.
Other Support:
Hawaii University Manoa
GDO provided assistance with arranging the J1 visa for a 1st year Masters’ student in the
Department of Electronics and Electrical Engineering for a 3-month student internship at
Hawaii University Manoa. In addition, the student received credit for the International
Communication for Science and Engineering course. To qualify, the student enrolled inlanguage school independently, and submitted a weekly diary report; made a presentation in
English on return; and submitted before & after scores for TOEIC. The diary was helpful inchecking on student safety. The student had a TOEIC score of over 600 prior to departure, andstudent feedback on the course suggested that although attending language school has somebenefit, spending more time in the lab would have been preferable and that there were plentyof opportunities to communicate in English with other lab members.

14

HESO Lausanne, Switzerland
GDO provided students from the Department of Bioinformatics with advice about arranging
their travel and applying for funding to take part in a 3-month student internship at HESO
Lausanne, Switzerland. The students did not enroll in the International Communication for
Science and Engineering course, and did not participate in language school during the study
abroad period. As a result, there is no way to compare their English ability prior to theexperience and after, however casual discussion with the students revealed that they had
plenty of opportunities to communicate in English with local students.
Global Professional Week
In order to increase student awareness and enthusiasm about study abroad, a weeklong seriesof events was held in November 2018. The week was kicked off on Monday 11/ with alecture by Prof. Kotaro Nakamura, dean of SDSU Faculty of Art & Design. He spoke onarchitecture in America and career development as a Japanese living abroad. A presentationon university-wide resources for global professional development was planned for Tuesday,
but was canceled when attendees failed to show up. On Wednesday GOES 2018 participants
gave presentations on their experience abroad. The week closed with a presentation onpresenting at international conferences, on Thursday (Friday being a national holiday). The
decision to hold Global Professional Week was made quite close to the date, and there was
not a lot of time to publicize it. Attendance was sparse, but better than expected. (Posters
below).

15

16

III English Support
English Workshop
For Q1, English Workshop was held to prepare GOES students for their study abroad
experience. Topics covered were: language for homestay; language for daily use around town;
language for making friends; language for emergencies. In addition there was demand for an
IELTS workshop for two undergraduate students from Bioinformatics, and occasional drop-in
visits from students who wanted to speak English. In Q2 the GOES students departed, but theother workshops continued. Also in Q2, a workshop for Technical division staff wasestablished, on the basis of what had become regular weekly visits from a staff member tospeak English. A second staff member joined the newly established workshop, and thisworkshop continued through the summer. Third and fourth staff members joined occasionally,
but found the level to be too difficult.
In response to the needs that emerged in Q1 and Q2, a series of workshops was formalized
for Q3/Q4. Brush-up English is for students who had been overseas and wanted to continue
using English face to face, and three undergraduates who had joined P-SEG study abroad
became regular members, joined sometimes by others. IELTS English is for students studying
for the IELTS test. The workshop for Technical Division staff was expanded, with a lower level
workshop on Friday mornings and a higher level workshop on Friday afternoons. These werecalled Staff English and Staff English + so as to be open to any interested staff. After thisschedule was announced in the Professor’s meeting, two faculty members asked to join,
separately. At first they joined the Staff English + session, but although the faculty members
were comfortable with the arrangement, the other staff did not feel at ease, so separate
workshops were arranged. In addition to these workshops, two graduate students from
Bioinformatics requested a series of workshops to help them prepare for international
conferences. These were held twice a week from November to January. (Schedule shown
below.)

17

Other English Support
GDO provided additional English support to the Graduate School of Science and Engineering
by proofreading content for its official web page. In addition several errors or parts that
contributed to a negative user experience were identified on the English version of thewebsite, though there was no system in place to report these. (Due to the page design,
screenshotting and annotating each of the pages would not have clearly identified the
problems, as there were also problems with relationships between the pages, and the issues
were difficult to describe in writing without lengthy and detailed descriptions, which would
hinder adoption.)
Also, GDO provided proofreading assistance to several professors from various departments in
the Graduate School of Science and Engineering. Throughout the course of the year students
and professors visited for assistance with presentations, or English study. The greatest numberof visitors came from Architecture and from Bioinformatics. The smallest number of visitors
came from Bioscience, Electrical Engineering and Ocean Civil Engineering, and no visitors
came from Earth Sciences or Mathematics.
English Ability & TOEIC Analysis for 2018 overseas study participants:

The graph above includes 5 students who participated in the San Diego GOES Program (C –G), the student who went to Perth, Australia (A) and the one who went to Hawaii (B).
Students A and B had the highest pre-departure TOEIC scores, as high scores were arequirement for their participation in partial lab internships. A’s score improved only slightly,
but A self-reported a significant increase in confidence in using English to fully participate inresearch. B’s score increased a little, and B also self-reported an increase in confidence. Both18

A and B felt that attending language school did not have a significant effect on theirconfidence or language ability, but that the lab experience contributed greatly to their growth.
Students A and B also took the M1 course, “Academic English for Global Science &Engineering Professionals” prior to departure, where they gave presentations in English.
Comparing these with presentations given on return from overseas, A’s presentation skills,
which were already very strong, did not exhibit significant improvement. B’s presentation
skills improved significantly.
Students F and G had the lowest pre-departure TOEIC scores and also showed slight
improvement on return. Student F took the M1 course, “Academic English for Global Science& Engineering Professionals”. Comparing presentation skills in the course and on return, aslight improvement in speaking was demonstrated. Student F was initially completely reliant
on reading from a prepared script, but on return made a greater effort to speak without
scripting. Grammar and vocabulary were still significant hurdles, but F showed greater
willingness to try and make mistakes after returning from studying abroad, than they did prior
to departure. Student G did not take the M1 Academic English course, but did join predeparture English tutorials. Due to their studies, they were only able to attend sporadically,
but they were an enthusiastic participant when they could join. Student G had significant
difficulty formulating sentences when speaking prior to departure, however their presentation
on return showed significant improvement in this respect. Observation of G’s language use
leading up to the study abroad experience, during the trip, and on return, suggests that the
TOEIC score is not reflective of this student’s abilities, and that there are likely other factors(mis-match between test design and the student’s cognitive strengths) that contribute to alower score.
Students C, D and E all demonstrated significant improvements in TOEIC score. Neither
student C or E took the M1 Academic English course, although they sometimes participated in
pre-departure English tutorials. Student D did take the course, although there was little
improvement in presentation skills. A major contributing factor to this was student D’s time
management, which prevented them from having time to practice before presenting. In daily
conversation, all three students were better able to converse with minimal hesitation after the
study abroad experience, in comparison with before.
Overall the result for 2018 produced a bell curve, where students with initial TOEIC scoresthat were high or low showed only slight improvement, whereas students with mid-range
scores showed greater improvement. It’s necessary to look at these scores in the context ofprevious years to discover whether the pattern holds true. The next section looks at the TOEIC
scores for all 理⼯系国際コミュニケーション海外研修科⽬ students from the first iteration of
the course in 2015, to the most recent in 2018.

19

TOEIC Analysis for 理⼯系国際コミュニケーション海外研修科⽬ 2015-2018

20

The two charts on the facing page show TOEIC scores for students who studied abroad for 理
⼯系国際コミュニケーション海外研修科⽬ from 2015 to 2018, before traveling overseas,and on return. The chart on the left (green/blue) shows total scores before and after theoverseas study experience, and the chart on the right (blue/orange) shows the number ofpoints and percentage increase in score.
Previous reports have analyzed scores in relation to observed ability, based on GOES program
location and individual traits. This report attempts to explain trends in score improvement.
Scores for five students have been removed from the charts above, as these students had lower
scores after participating in study abroad, than before. These 5 outlying cases will be
addressed later in this report.
The chart of TOEIC scores before and after studying abroad is ordered from lowest to highest
pre-departure score (green). The lowest pre-departure score is 240, and the highest is 890. The
lowest post-study score is 385, and the highest is 905. The average pre-departure score is 465,
and the average post-study score is 563, with an average improvement of 98 points. The
median pre-departure and post-study scores are 460 and 580 respectively. The overall
distribution of improvement is uneven, as we can see by looking at the post-study scores(blue) in relation to the pre-departure scores (green).
In order to better understand the improvement in scores, a chart (right) was made showing thetotal point improvement and percentage improvement (blue and orange respectively) for each
student. These correspond to the pre-departure and post-study scores on the left. In general
we can see that the greatest improvements were made by students with scores far below
average, and just above average, while high-scoring students and students with below averagescores made the smallest gains. However, it’s important to compare point gains withpercentage gains, as these are not always the same, and in some cases students improved by agreater percentage than in terms of raw points. For example, the top three point improvements
were made by students A, EE, and CC, with improvements of 255 (106%), 225 (44%), and
220 (44%) points respectively. However, we can see the gains in a better light by considering
improvement as a percentage. While student A had both the greatest point and percentage
improvement at 106%, students L and C had greater percentage improvements than students
EE and CC, with L improving by 215 points but by 56%, and with C improving by only 145
points, but by 46% overall. We can see that total point gains do not tell the whole story. On
the other hand, the three students with the smallest margin of improvement were J (10 points,3%); II (15 points, 3%); and PP (15 points, 2%). This was true both for total point
improvement and for percentage improvement.
The average percentage improvement was 24%, and this was achieved by students P, JJ, andNN with point improvements of 95, 140, and 155 respectively. 16 students scored above
average, and 23 scored below average. Of those that scored below average, 7 students made21

gains of less than 10%, and 3 students made gains of 20% to 23%. Of those that scored above
average, 9 improved by 25-35% and only 2 improved by over 50%. The median score is20%. Based on the above information, we can reasonably expect the majority of students toimprove their TOEIC score by 10~35 %. However, some students will improve by muchmore, or by less.
It is also important to consider the data for the outliers who achieved negative scores on
return. In all such cases, students gave reasons of being either ill or distracted by some otherfactor such as having a major presentation immediately before or after the test, or due topressure from having forgotten about the test and rushing in at the last possible minute.
Students in this group scored 15 (-3%), 20 (-4%), 25 (-5%), 55 (-11%), and 55 (-12%) points
lower on return. All but one student (-4%) was given the option of re-taking

the test, and in those cases, all students improved their score over the pre-departure test. With
the exception of QQ, who dropped 55 points (-12%) but then gained 70 points (+15%);
students who re-took the test improved only slightly (4~6%), suggesting that the reasons given
for doing poorly on the first test after returning may not have had as much impact as students
attributed to them. Moreover, students in this group scored close to or above average for
Science and Engineering students as a whole, based on 2015 faculty-wide TOEIC data,
indicating that learning English was not a particular weakness for those students. It may bevaluable to more closely examine other gains, beyond the TOEIC score, that students withimprovements of less than 10% made, in order to assess the value of both the overall program
and the value of TOEIC as an assessment tool.

22

IV 室員感想文集

平成 30 年度グローバル⼈材育成⽀援室の活動から思うこと

特任助教

藤崎 ⽂乃

平成 27 年より⼤学院理⼯系イノベーション海外研修プログラムを開始し、今年度が 4 年
⽬となります。今年は⼤学院⽣ 6 名が本プログラムに参加し、北⽶サンディエゴや豪州パースへ派遣することができました。毎年、全てが順調に進むことはありません。今年度も幾つかの困難がありましたが、参加学⽣全員が無事に研修を終了し、帰国することができましたことを⼤変嬉しく思います。
特に、今年度は新しく研修地に豪州パースを加え、⻄オーストラリア⼤学附属英語学校
や International Centre for Radio Astronomy（ICRAR）での研修を実施することができました。⽀援室では、新しく研修地を開拓するため、昨年 2 ⽉には、⽀援室室⻑をはじめとする室員達で豪州パースを訪問し現地調査を⾏いました。その際、⻄オーストラリア⼤学や同⼤学附属英語学校、International Centre for Radio Astronomy、在パース⽇本国総領事館の⽅々との協⼒関係を築くことができ、⽀援をいただけたことが研修遂⾏に繋がりました。
北⽶に限らず、豪州パースにおいても研修を展開できることは、参加を希望する学⽣にとっても選択肢が増え、海外で活動する機会や可能性を広げることができたように感じます。
今後も、より多くの学⽣に本プログラムや海外での活動に関⼼を持ってもらう活動を進めます。しかし、⽇本学⽣⽀援機構（JASSO）奨学⾦や本学海外研修⽀援事業の⽀援があるとは⾔え、学⽣⾃⾝の希望や費⽤確保、保証⼈や指導教員の同意など参加の決断に⾄るまでには、学⽣にとって多くのハードルがあることも事実です。
⽀援室では、本プログラム実施における研修費⽤の軽減や海外での危機管理などの課題に、試⾏錯誤してきました。これからも、よりいっそう多くの学⽣が⿅児島から海外に⾶び出し、グローバルなキャリアを築く機会を提供できるように努めて参りたいと思います。
そして、今年度も本プログラムを実施することができましたのは、研究科⻑をはじめとする⽀援室⻑、副室⻑、指導教員、関係事務職員、現地受け⼊れ⼤学教員や⿅児島⼤学友
好⼤使らのご協⼒のおかげです。ご⽀援をいただいた皆様に⼼より御礼を申し上げます。

23

GDO 2018 Reflection
Each year there are fewer recruits for the GOES study abroad program. Although cost is often
cited as a factor, it doesn’t explain the decline: In the first year there were 14 participants; thisyear there were only 6, yet the cost has not changed significantly. The content of the programs
has changed slightly. While each iteration of the GOES program has included language
school and some form of science and engineering related study, using the word ‘internship’ topromote the program is problematic. In many countries true interns earn a wage, and musthave a specialist visa. In addition, national professional organizations often have strict
guidelines about internships that their members must follow. As a result, the number ofinternships are limited and highly competitive. Graduates from around the world compete,
and many can exceed minimum English language requirements. Students enrolling in the
GOES program cannot meet high language requirements, and often lack the extracurricularexperience that would allow them to compete at an international level. Indeed, the GOES
program was originally developed with the aim of helping students overcome this deficit.
Furthermore, in the USA, students on the F1 visa issued by the language school can only
volunteer for charitable, humanitarian organizations according to visa regulations. Thissignificantly limits the type of activity students can legally be involved in. Thus, althoughstudents are attracted by the idea of participating in an overseas internship, they rarely qualify
for a true internship and we can’t promise internship experience in recruitment materials.
Recruitment is another area that GDO needs to improve on. This year Global Professional
Week was held to generate interest in study abroad, but due to its sudden inclusion in thecalendar, there was not enough time to promote it and participation was low. Promotion ofpromotion events as well as promotion of the GOES program itself needs to be more deeply
examined. In addition, it would be worthwhile to study and identify the factors that arecontributing to declining participation. Suggestions for areas of further examination are:economic: program costs; educational: interference with regular study; geopolitical: student
sense of safety in travel destinations; information: awareness of the program and its benefits;social: student beliefs about studying abroad and the need for English; personal: student andfamily beliefs about their relationship to extra study opportunities.
Finally, although the GOES program is the main activity of the GDO, there are many small
ways in which it contributes to the globalization of the Graduate School of Science andEngineering, from English language education for both students and staff, to assistance withpreparation for international conferences and English research, to academic and career
counseling, to assistance with publicity. While GOES is the main reason for the existence of
GDO, these small services make it an integral part of the Graduate School of Science andEngineering.
Bo Causer, Program Coordinator (特任助教)

24