Academy for Global Leadership

Tokyo Institute of Technology Academy for Global Leadership

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Tokyo Institute of Technology Academy for Global Leadership —Aiming to Develop Leaders Who Can Lead the Industry, Academia, and

Governments around the World— What is the Academy for Global Leadership? With ongoing globalization of science and technology and the world economy in the 21st century, sustainable development in these fields requires global leaders who understand not only their area of specialization but also the culture of their own country, the history of other countries, and the perspectives of other people from different backgrounds, and lead society beyond national or organizational boundaries. In response to such social requirements, on April 1, 2011 the Tokyo Institute of Technology established the Academy for Global Leadership, which provides a curriculum that consolidates master’s and doctor’s courses.

The Academy develops students to have not only in-depth expertise in their majors, but also an academic grounding that helps them create ripples for the development of other areas of science and technology, an understanding of the cultures of Japan and other around the world, knowledge about technology management, and high human qualities, including advanced communication skills. As proved by the increasing number of employed graduates with doctor’s degrees and their improving employment rate in recent years, society needs more excellent individuals who have attained doctorate-level education.

With the growing social need for individuals to have a doctoral degree, why not aim to become a global leader to demonstrate your ability around the world?

Education System 【Curriculum to Develop Leaders】 The Global Leadership Curriculum offers Basic Leadership Courses, which help students develop insights into people and society, and Dojo Courses (Dojo is a Japanese term which refers to a place where people train martial arts), in which students from various majors engage in discussions to acquire an academic grounding in different areas, as well as a sense and literacy of culture and economy from a global perspective. The Dojo courses are classified into science and technology Dojo and the humanities and social science Dojo . Students enrolled in the Global Leadership Curriculum carry out course work and dissertation research related to their majors in order to acquire advanced knowledge and skills in a specialized area, while belonging to two Dojos, one science and technology Dojo and one humanities and social science Dojo, to develop the ability to use their expertise in the real world. In each Dojo course, students from different majors learn about a common cross-disciplinary theme, and participate in debates and group work. They may apply the concepts and skills they have acquired through the course in solving issues in their own area of

Source: School Basic Survey

No. of employed graduates with a doctorate and their employment rate

7,6997,898

8,5578,746

9,167

9,88510,288

10,585

56

54

5657 57

59

6364

5,000

6,000

7,000

8,000

9,000

10,000

11,000

2002 2003 2004 2005 2006 2007 2008 2009

Year

No.

of d

octo

rs e

mpl

oyed

50

55

60

65

70

Employm

ent rate (%)

No. of doctorsemployed

Employmentrate

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specialization. Additionally, the Academy offers the Off-Campus Education program, which includes a three-month internship at a domestic or overseas company or research institute, as an opportunity for students to use their expertise and skills in their majors, as well as the academic grounding and leadership they have developed in Dojo courses, in the real world. 【Education System Consolidating Master’s and Doctoral Courses】 Our Global Leadership Curriculum adopts an education system that consolidates master’s and doctoral courses. The system allows students to both earn a doctorate with advanced expertise and acquire the skills required of leaders within a limited period of time. Depending on the course load and the progress of dissertation research, students may complete the entire curriculum in a period shorter than the five years needed for a standard doctoral course (two-year master’s course + three-year doctoral course). Admission Policy and Diploma Policy 【Admission Policy】 The Academy for Global Leadership aims to develop people who can lead the global society. Therefore, it expects students who wish to enroll in its Global Leadership Curriculum to have the following motivations and qualities, in addition to the requirements listed in our admission policy:

1. The spirit and positive attitude to use their knowledge and abilities for the public good from a global perspective and lead politics, the economy, science and technology, and academic activities in the future.

2. The capacity to cooperate with others to accomplish a task through cooperation by respecting others’ knowledge and abilities while having confidence in their own knowledge and abilities.

【Diploma Policy】 Students who have completed our Global Leadership Curriculum are expected to demonstrate their abilities as leaders in many fields. Accordingly, we encourage students to acquire the following abilities, in addition to advanced knowledge and skills in their majors, by the time they complete the entire curriculum.

1. The ability to grasp the bigger picture, particularly a clear picture of their future. 2. A sense of ethics and the ability to apply their specialty to wider areas to have a reasonable and

public influence. 3. Analytical ability and the ability to collect information to consider what steps to take next. 4. Leadership and centripetal force to bring people together as an organization while respecting others.

Students learning in Dojo courses Through debates, students are introduced to different fields and develop the ability to demonstrate their leadership. Students engage in heated discussion in each Dojo session.

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Six FeaturesThe Academy for Global Leadership provides special education and support, offering a

curriculum that consolidates master's and doctoral courses and includes Dojo Courses andOff-Campus Education program, in addition to standard courses in each major.

Feature 4: Dojo Education

Offering a special diploma that certifies the completion ofthe Global Leadership Curriculum

Establishing a consortium with domestic and overseasbusinesses, research institutes and administrative

organizations to strongly support students' career paths

Feature 1: Special diplomaFeature 2: Cooperation with businesses and

research institutes

Feature 3: Education system consolidatingmaster's and doctoral courses

Consolidating master's and doctoral courses to enablestudents to acquire both expertise associated with doctoral

degrees and leadership abilities

Allowing students to develop human qualities, throughdebates, to understand different fields and demonstrate

leadership

Setting in place a fine-tuned support system to providestudents with multi-faceted counseling services, includingcareer advice, until they complete the entire curriculum

Feature 5: Off-campus Education Feature 6: Tailor-made mentoring system

Providing students with opportunities for a three-monthinternship at domestic or overseas companies or researchinstitutes so that they can test their academic grounding

and leadership improved through dojo courses

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Educational Structure The Global Leadership Curriculum is an education system consolidating master’s and doctoral courses, and therefore master’s students enrolled in the curriculum are candidates for doctoral courses. Master’s students who wish to enroll in the Global Leadership Curriculum are required to first earn at least four credits from the Basic Leadership Courses after enrolling in a master’s course, and then participate in a screening camp that is held for applicants for doctoral courses before the second term. Students who have passed the screening at the screening camp enroll in the Global Leadership Curriculum to start full-scale study. That means students cannot enroll in the Global Leadership Curriculum at the time of admission to a master’s course; they enroll in the curriculum in the second term of the first year of their master’s course, in principle. Even after enrolling in the curriculum, students go through an interim screening, and only those who have achieved the goals of the curriculum, which includes language skills, can complete the curriculum. They are exempt from tuition after enrolling in the curriculum.

Enrollment in Global Leadership Curriculum

AGL Curriculum Education in major

Diploma

M1 2nd term Dojo Introduction

2 credits

Interim screening

Dojo group work 6 credits

Off-Campus Education

4 credits

Examination for

program completion

Requirements for completion specified by the major as the student’s backbone

Free tuition; mentoring system

Four or more credits from Basic Leadership Courses

Three-day, two-night screening camp

During a screening camp of three days and two nights before the second term, students are screened based on their debate performance, presentation and interview.

The prerequisite for enrollment is to earn four or more credits from Basic Leadership Courses before participating in a screening camp.

M2 1st term

M2 2nd term

D1 1st term

D1 2nd term

D2 1st term

D2 2nd term

D3 1st term

D3 2nd term

Examination for degree

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◎ Q & A

Q1: What exactly is Dojo Education?

A: In dojo courses, students from diverse majors engage in debates, projects, and group work so they can learn from each other and develop their expertise and people skills through discussion. They also acquire the ability to demonstrate leadership while understanding others.

Q2:

Can students gain employment by the company or research institution they worked for during the Off-Campus Education program?

A: AGL provides the Off-Campus Education program as an opportunity for students to test their academic grounding and leadership skills they have developed in dojo courses, in the real world. It may not necessarily lead to employment, but AGL has established the Tokyo Tech Consortium for Developing Human Resources through Industry-Government-Academia Cooperation to strongly support the career paths of AGL graduates. (As of April 1, 2011, the Consortium is requesting more than 100 companies, including Panasonic, Mitsubishi Corporation and Microsoft, to participate in the scheme. The number of member companies is increasing.

Q5: I enrolled in a graduate school in October, but can I apply for enrollment in the Global Leadership Curriculum?

A: Yes, you can. However, students who enrolled in a graduate school in October must participate in a screening camp to be held before the start of the second term of the next year (i.e., six months behind the students who enrolled in April). Before participating in the camp, an applicant must earn four or more credits from Basic Leadership Courses.

Q6: I’m in the second year of a master’s course. Can I apply for enrollment in the Global Leadership Curriculum?

A: Yes, you can, provided that you have earned four or more credits from Basic Leadership Courses before participating in a screening camp that is held prior to the start of the second term.

Q3: Is any financial aid available?

A: Yes. Students enrolled in the curriculum are exempt from tuition. However, financial aid is not available to students who study beyond the standard course terms.

Q4: What degrees do you offer to students when they have completed the Global Leadership Curriculum?

A: We offer degrees that doctoral courses normally offer, i.e., Doctor of Science, Doctor of Engineering, or Doctor of Philosophy. Students who have completed the AGL curriculum receive a diploma that includes a certification of their completion of Global Leadership Curriculum.

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◎ Voices of Inagural Students Q: Tell us your dreams or goals in the future.

Yuta Aoki (2nd year, Condensed Matter Physics, Graduate School of Science and Engineering) “I hope to institute processes for policy recommendations and advice by scientists

in Japan’s policymaking. Based on that, I want to engage in designing social systems required for truly sustainable civilized society.”

Jouju Uechi (1st year, Environmental Science and Technology, Interdisciplinary Graduate School of Science and Engineering)

“For us and for generations in the near future, I want to change current unsustainable social systems. In particular, with regard to the energy issues that may have significant impacts on the environment, society, and economy, I want to use my ingenuity to contribute to changing social systems.”

Jonghyeob Park (1st year, Mechanical and Control Engineering, Graduate School of Science and Engineering) “I aspire to become an entrepreneur and use the knowledge and experience I would have acquired in my major and at AGL to create products that could change people’s lifestyles.”

Q: Why did you apply for the Academy for Global Leadership? Keita Azechi (2nd year, Environmental Science and Technology, Interdisciplinary Graduate School of Science and Engineering)

“To become an expert who can provide solutions for environmental issues that include extremely complex and multifaceted problems, I need not only expertise in my area of specialization but the ability to grasp the bigger picture, a global perspective, the ability to integrate things, and the ability to take action. AGL seemed to me the best place to develop these abilities.”

Ayako Osawa (2nd year, Value and Decision Science, Graduate School of Decision Science and Technology)

“I am a liberal arts student, but I wanted to learn about areas outside of my specialization by working hard with science students.”

Shingo Hashimoto (1st year, Value and Decision Science, Graduate School of Decision Science and Technology) “I thought AGL would provide me a platform to discuss social issues with highly motivated students of my generation and jointly create ‘answers’ that have new values, and which cannot be achieved by an individual.”

Q: What do you think are particularly significant aspects of the Academy for Global Leadership? Takayuki Shima (1st year, Biological Information, Graduate School of Bioscience and Biotechnology) “AGL has a flexible system that allows students to submit curriculum plans, rather than imposing the AGL curriculum. AGL also allows me to enjoy encounters with the unknown (different fields).”

Takafumi Hayashi (1st year, Computational Intelligence and Systems Science, Interdisciplinary Graduate School of Science and Engineering) “AGL allows its students to remain enrolled in the graduate schools of their specialization. That is, its students can deepen understanding and knowledge in their major, while being given opportunities to learn about other fields, in particular, involvement in society.”

Ayako Yagi (1st year, International Development Engineering, Graduate School of Science and Engineering) “AGL enables students to discuss wide-ranging issues with students from other majors, and provides opportunities to hear real world stories from people who are active at the front lines.”

【Contact for inquiries about Academy for Global Leadership】 ----------------------------------------------------------------------------------------

Administration Office, Academy for Global Leadership Tokyo Institute of Technology 2-12-1 Ookayama, Meguro-ku, Tokyo 152-8550 TEL: 81+3-5734-3116 FAX: 81+3-5734-3765 E-mail: agl.jim@agl.titech.ac.jp

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