Prof. Dr. Lit. Kenji TSUTSUMI Graduate School of Letters and Individual from the Worldwide 30 Venture , Osaka College (a.

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Joining the Erasmus Mundus Program ―Planning and Routine of a Project at Osaka University― Conceptualizing an Erasmus Mundus Program and the Application Process Prof. Dr. Lit. Kenji TSUTSUMI Graduate School of Letters and Individual from the Worldwide 30 Task , Osaka College
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Joining the Erasmus Mundus Program ―Planning and Practice of a Program at Osaka University― Conceptualizing an Erasmus Mundus Program and the Application Process Prof. Dr. Lit. Kenji TSUTSUMI Graduate School of Letters and Member of the Global 30 Project , Osaka University (an alum of Kyushu University ) (28 slides) 1 Erasmus Mundus Information Day (Kyushu Univ.), ACROS Fukuoka, Nov.3 rd 2009

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S K E L E T O N Beginning Preparation The First Year Present (The second Year) Future Problems and Essentials Closing Remarks 2

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(1) Beginning Originally Osaka University has had trade programs with Groningen University (NL) . By the EM Program “ Euroculture ” (expert project, D.D.) has set up by consortium of 6 colleges, and Groningen University has turned into a center college of the Euroculture Program . 3

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The consortium individuals: Groningen (NL), Uppsala (SWE), Cracow (PLN), G öttingen (GER), Olomouc (CZE), Deusto (SPA). Corraboration individuals: Udine (ITA), Strasbourg (FRA). What\'s more, consolation by Groningen University in 2006, our Graduate School of Letters has chosen to join the system as one of the individuals from the third nation pertnership . 4

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(2) Preparation To join the project our school needed to inquire about the framework. We gathered a few data by investigates at the part colleges and by personal correspondence with them. At first we learned about TUNING and ECTS (A book of TUNING deciphered into Japanese will be soon distributed by Prof. Toru TAKENAKA et al) . 5

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In 2007 two teachers and I went to Europe twice for two weeks each. We went to Groningen , Uppsala , Cracow , Deusto and Pisa , and joined in the addresses or workshops. Additionally we had interviews with instructors and understudies there. Also, in a few colleges we educated them our new program in Osaka University, whose title is “ Contemporary Japan in Global Context .” 6

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We carried two PCs and one printer with us, and consistently we talked about the aftereffects of our examination. Until midnight we had made reports of the examination ordinary, and sent the reports with messages to our Graduate School of Letters, Osaka University . 7

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Groningen Univ. Uppsala Univ. 8

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Cracow Univ. Cracow Univ. 9 Cracow Univ.

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Deusto Univ., San Sebastian Deusto Univ., Bilbao 10 Pisa Univ.

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Our exploration things were: (1) Contents, styles, and offices of classes. (2) Communication in the middle of instructors and understudies. (3) Tasks, reports and examinations. (4) Evaluation technique. (5) Credit framework. (6) Cooperation among educators and colleges. (7) Scholarship. (8) Accommodations. (9) Daily life. and so forth 11

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Another operation at our school (1) Contract with the consortium. (2) Preparation for acknowledgment of the EU understudies; facilities, protection, exclusion of educational cost charge for five classes. (3) Planning of the five classes; stupendous configuration, educators, substance, spending plan for low maintenance instructors. (4) Preparation for sending our understudies to the Euroculture Program in EU colleges. 12

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EM Member Operation Osaka Univ. Consortium 5 understudies/10 weeks Students 2 understudies/3 semesters a while Faculty Members 3 months

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(3) The First Year 5 course units were opened: (1) Contemporary Japanese Culture (2) Contemporary Japanese Thought (3) Modern Japanese Literature (4) Contemporary Arts (5) Modern Japanese History 2 understudies went to study to the consortium colleges from Osaka University. 5 understudies (from Germany, Great Britain, Poland and Spain) came to Osaka University. 14

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2 instructors and 1 staff went to our school and the educators had some short classes, and they additionally joined in and watched the classes. Assessment of our course units by the EU understudies and instructors were generally higher among the third organization part colleges; genuineness of the class educators may be welcomed. 15

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Merits of the EM Program at the first year (1) International Standards of Education Introduction of the European advanced education framework; TUNING, ECTS, substance, styles and so forth. Great planning for better framework to acknowledge more remote understudies. Concentrated correspondence and joint effort among instructors of the system. 16

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Merits of the EM Program at the first year (2) Budget The EU side generous paid for the trades. Great terms; for the situation an understudy was sent to the consortium colleges; 10,000 Euro for one-time installment and 1,600 Euro for grant for every one month. 17

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Merits of the EM Program at the first year (3) Improvement of awareness of instructive environment Stimulus to closedness of classes in advanced education framework in Japan. Global principles. Associations in the middle of understudies and instructors, furthermore between European colleges and us. Criticism to enhance classes further. 18

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(4) Present (The second Year) Also 5 course units have been opened: (1) Contemporary Arts (2) Comparative Studies in Social Environments (3) Modern Japanese History (4) Contemporary Japanese Thought (5) Modern Japanese Literature. 2 understudies have gone to study to the consortium colleges from Osaka University. 5 understudies (from Germany, Poland, Portugal and Spain) have come to Osaka University. 19

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Also as of now 2 instructors from the consortium have come to Osaka University in this monetary year and 2 more educators will come soon. One course contains of 10 addresses/workshops and field trips (3 ECTS/2 credits) . Syllabuses and imperative data have as of now been offered to the understudies. A couple of Japanese graduate understudies likewise take a few classes. An educator can have a showing collaborator (TA). 20

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Schedule of a course (ex. “ Comparative Studies in Social Environment ” by K. Tsutsumi) Oct. 6: Introduction, (1) What is local change?, (1-1) Region, space and society. Oct.13: (1-2) Social change and local change. Oct.20: Lecture about Senri New Town (SNT) and field outing to SNT (Up to ca 17:00, a test will be given about the town). Oct.27: (2) Theory of territorial change. Due date of the response to test . Nov.10: (3) Regional change in Japan, (3-1) Outline of territorial change in Japan. Due date of the first report . Nov.17: (3-2) Some instances of elimination in Japan. Nov. 21-22: Field trek to Nichi’nan town, Tottori prefecture . Nov.24: (3-3) Social Capital in eradicated group. Dec. 1: (4) Regional change in outside nations, (4-1) Some instances of territorial change. Dec. 8: (4-2) Cases of territorial change in the students’ home nations ( presentation undertaking ). Dec.15: The last address. General dialog about territorial change. Due date of the second report . 21

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(5) Future Founding of another expert system identified with the EM Program . Relating the new program as above to the International College Organization which will be soon settled with the Global 30 Program at Osaka University. The new program has an arrangement to assemble understudies likewise from Asia-Pacific districts . 24

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(6) Problems and Essentials Support for the EU understudies about housing, on-grounds administrations and adjustment to Japan even in a transient stay . Offering and plan of the course units in English . Personnel advancement (FD) program for the courses\' educators is unavoidable. Work capability of educators, esp. of capacity in English . 25

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Maintaining the private association with the consortium colleges and with their instructors . Adjustment to the new periods of the EM Program; The EM Program is advancing besides . Further advancement for internationalization and cognizance of it among us . 26

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(7) Closing Remarks Internationalization of Japanese colleges can be more created through exercises related with the EM Program. With respect to Japanese colleges, there are alternate sorts of interest contrasting with the EU colleges definitely. Great parities in the middle of globalization and uniqueness of every college can be assets for the future internationalization and for social/worldwide commitment. 27

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Thank you for your consideration and collaboration! ï

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