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From Hiroshima to the World
“New Human Resource Development”
－Incubating Leaders for playing an active role
in a diverse society－
<<Establishment of New University>>
Hiroshima Prefecture, Prefectural University of Hiroshima
March, 2019
Table of Contents
■ “Human Resource Development” in Hiroshima Prefecture 1
■ New direction in Hiroshima’s education 2
■ Consistent Efforts: From Infants to University Students to Adults 3
□ Needs in Strengthening Higher Education in Hiroshima Prefecture 4
□ Prefectural University Reform and Enhancement of Higher Education 5
□ Plan to Establish New Educational Organization
≪Guiding Principle≫ 6
≪Establishment and Management Style≫ 7
□ New University’s Educational Characteristics (image) 8
≪Curriculum Policy≫ 9
≪Overall Structure and Goals of Curriculum≫ 10
≪Flow of PBL Proposed by Company≫ 11
□ Introduction of Academic Calendar with Complete Quarter System 12
□ Fundamental Subjects for Project Based Learning 13
□ Curriculum System Chart 14
□ Learning Flow of Student 15
□ Faculty Recruitment 16
□ Schedule for University Opening19
“Human Resource Development” in Hiroshima Prefecture
With significant changes in society, such as population decline, an aging society with declining
birthrate, and the progress of globalization, there is a need to create a virtuous cycle in which four
policy areas are linked with each other and generate a synergistic effect.
Safe and Fulfilling Lives
Form the basis for all areas, such as cultivation or accumulation of
diverse human resources
Consistently create innovation andgenerate jobs and income
Support foundational services that directly affect people’s daily lives
Take advantage of characteristics and resources of each region
New Economic Growth
Human Resource
Development
Productive Community Building
“Hiroshima Future Challenging Vision”(Designed in October 2010, revised in October 2015)
“Human resource development” can be the source of strength in all areas.
Goal (Education)
○ Develop diverse and solid
personnel, such as “personnel
who support growth and
development of local
communities” or “personnel
who play an active role on the
world stage,” and encourage
young people to develop their
skills and abilities to contribute
to society by working together
with people worldwide to
create new value.
[Guiding Principle]To make Hiroshima a place where all people really feel that they
are happy to have been born, have been raised, live or work in Hiroshima for years and decades to come.
1
New Direction in Hiroshima’s Education
Development of “personnel who proactively continue lifelong learning, work together with diverse people and create new value” supported
by “All Hiroshima,” including schools, families, communities, and the
business and industrial worlds, from infants to university students to adults (Outline on education by Hiroshima Prefecture (established in February 2016))
Background
In a rapidly globalizing and computerizing society, it is difficult to look ahead since various issues have become more complicated and sophisticated than ever.
In a society where people feel uncertain about the future, there have been more problems that cannot be solved only by applying, in a formulaic way, the ideas and techniques you learned in school.
Due to technological innovation, such as ICT and AI, jobs that do not require special knowledge or skills are more likely to be replaced by AI or other technology.
Establishment of New Education Model
The ability to always continue to learn new knowledge, use such knowledge, work together with diverse people, and create new value is necessary.
The ability to discover challenges, bravely try to meet such challenges, and tenaciously pave the way is necessary when facing various barriers.
Personnel who have abilities that cannot be replaced by AI or other technology and who create new jobs that cannot be replaced by AI or other technology will be required.
To survive future society
In addition to “knowledge-based learning,” which was practiced in the past, it is necessary to actively promote education that encourages “proactive learning aiming at the development of competency.”
[In the past] Industrial society
POINT: What you know
[In the future] Knowledge-creating society
POINT: Whether you can create new value by using knowledge and cooperating with others
2
Consistent Efforts: From Infants to University Students to Adults
Ad
ults
Jun
ior h
igh an
d
high
scho
ol
stud
en
ts
Elem
en
tary sch
oo
l kids
infan
ts
Un
iversity
stud
en
ts
Working on education, from infant to university to adult education, suited to each stage, aiming at the
development and securement of personnel who continue to proactively learn throughout their lives, work
together with diverse people and create new value
Promotion plan “Children from Hiroshima: Play, learn and grow up!”- Development of the curriculum to link kindergartens, nurseries and elementary schools to ensure the quality of preschool education throughout the prefecture
Hiroshima Innovative Learning Action Plan
- Promotion of heuristic problem solving
learning in elementary, junior high and high schools
Opening of Hiroshima Global Academy (in April 2019)- Establishment of a boarding school for training global leaders, which takes initiative in implementing “innovative change in learning,” in Osakikamijima.
Establishment of MBA course at Prefectural University of Hiroshima
- Development of practical managerial personnel who can support prefectural industries.
Innovative personnel development- Provision of financial support for small and medium-sized companies to send their employees to training both within Japan and overseas- Practical management courses for managers, etc.
Matchmaking for professionals- Provision of financial support for accepting personnel
Promotion of international student acceptance and settlement- Provision by Hiroshima Support Center for
International Students and other organizations of total support for international students, from acceptance to settlement
- Support for international students’ job seeking
Development of global personnel in manufacturing
- Acceptance of talented international students in engineering and support for their job seeking in Hiroshima through cooperation by industry, government and academia.
Promotion of cross-cultural collaboration activities-Implementation of collaborative projects in cooperation with overseas educational governmental institutions- Acceptance of sister schools in collaboration with elementary, junior high and high schools- Promotion of studying abroad at high school level
Innovative leader training center- Practical education for next-generation managers
3
Establishment of new university
- Establishment of a new suniversity
under an existing public university
corporation to create a new
educational model for the development
of “personnel who bravely try to meet
unsolved challenges and pave the way
to a new era.”
Needs in Strengthening Higher Education in Hiroshima Prefecture
(1) Response to declining productive-age population and excess outflow at the time of enrollment in university
(2) Request for personnel development responding to globalization and ICT progress
Amid ongoing globalization, it is necessary to develop personnel who can lead overseas expansion of business in
Hiroshima and who can work with various entities.
It is predicted that about half of the occupations in Japan will be replaced by AI or other technology in 10-20 years. It
is necessary to develop personnel who can propose a new business model while fully understanding the basic
structure of ICT and AI technologies and their possible uses.
For 30 years from 2010 to 2040, the productive age population in Hiroshima Prefecture is expected to decrease by
510,000 people. Amid concerns of a shrinking market and lack of labor, it is necessary to establish an education
environment that consistently develops personnel who can create innovation in various situations of society.
In Hiroshima Prefecture, the outflow of people from Hiroshima at the time of enrollment in university continues to
exceed the inflow every year by one thousand and several hundred. To stop this excess outflow of young people, there
is an urgent need to establish a more attractive, high-quality educational environment than that of universities in the
Greater Tokyo area and Kansai area.
FYFrom Hiroshima to universities in
other prefectures(outflow) A
From other prefectures to universities in Hiroshima
(inflow) B
Difference between outflow and inflow
（A－B）
2017 7,533 5,909 1,624
4
(3) Development of “innovative learning” linked to elementary and secondary education
In elementary and secondary education, Hiroshima Prefecture has pioneered the introduction of “innovative learning”
and promoted problem-based learning and study abroad opportunities. In higher education, it is necessary to develop
education programs that further expand the competency developed in elementary and secondary education and take
it to the level where it can be utilized immediately in the real world.
Prefectural University Reform and Enhancement of Higher Education
Promoting both reorganization of the Prefectural University of Hiroshima and establishment of another university (new model of higher education as “pair of wheels.”
A “platform” as the base for collaboration with outside entities, such as private companies
and international organizations, etc. will be built for promoting the practical education of the
new university, and it will be shared with other universities in Hiroshima Prefecture in order
to utilize the outputs and know-how of the practical education for functional empowerment
of higher education among the prefecture.
☑ Reorganization of Prefectural University of Hiroshima (April, 2020)- Aiming to be a “community-based university that is trusted by the residents” and
focusing on practical education in Hiroshima as a learning forum, the existing
faculties/departments on three campuses will be reorganized so that students can learn
more flexibly in a wide range of areas.
☑ Establishment of new university (April, 2021) – Building new higher
educational model- A new educational system will be build so that students can develop the knowledge and
skills truly required for problem-solving in the real world, as a body of intelligence, by
focusing on practical problem-based learning and experimental/practical activities in
collaboration with companies, as well as learning the basics, including broad knowledge
(liberal arts), languages, ICT literacy, and data science, etc. at the same time.
Stimulate the functional empowerment of the higher education throughout the prefecture
5
Plan to Establish New Educational Organization (Guiding Principle)
Personnel who have high motivation to contribute to the local communities
and the world, bravely try to meet unsolved challenges and tenaciously pave
the way for a new era, in socioeconomic circumstances where people feel
uncertain about the future.
◆ Personnel to be developed
◆ Competency to be developed (ability/skills)
Ability to discover problems and develop an integrated solution strategically with a global perspective based on broad education and ICT literacy
Ability to respect diversity and work together with others with different cultures, religions and values.
Ability to continue lifelong learning, keep trying with leadership and persevere
6
Development of competency by acquiring knowledge and skills and repeating practical exercises to offer solutions
Development of practical problem-based learning in collaboration with various entities of society, such as
companies and NPOs that are expanding their activities from Hiroshima to the world, in order for students
to develop the skills and abilities required to solve problems in the real world
Practical English curriculum, classes given in both Japanese and English, and development of global
communication skills through friendly competition among international and Japanese students with diverse values
Plan to Establish New Educational Organization (Establishment and Management Style)
Quota About 100 students (per class year)
Number of faculty
About 20 full-time academic staff members and other specialists and part-time academic staff members
Status of Establishment
Established under an already-existing prefectural public university corporation (two universities under one corporation)
Place of Establishment
Nobori-cho, Naka-ku, Hiroshima City (planned site)
When to Open April 2021 (tentative goal)
Main Characteristics
Curricula that focus thoroughly on the development of competency through the acquisition of skills and knowledge, such as liberal arts, ICT literacy and data science, and repeating problem-based learning practices
Development of practical education and support for students’ career design based on the “platform” for collaboration with various entities outside the university
Practical English curriculum and classes given in both Japanese and English
Establishment of an environment in which international and Japanese students work hard together in a diverse value system
7
Platform to link various resources Strong support by “All Hiroshima”
New University’s Educational Characteristics (image)
Admission (Entry)
Graduation (Exit)
Personnel who can create new value through the use of and in collaboration with a wide range of resources in various situations of society.
Field of activity is the “world”!
Organically collaborate with various entities
NGOsNPOs
Research Institutions
Financial Institutions
CompaniesBusiness Entities
High Schools Universities
Local Governments
International Institutions
Various Organizations
Residents
Faculty members conduct educational activities with team as the “pilot of students”
Curriculum developed by taking the real world into consideration
Educational Content
Students who are motivated to learn through proactive communication with others
Develop educational activities in collaboration with various entities of the real world, including practical PBL (problem-based learning), several overseas or other experiences, and practice activities through the four years
Learn Basics, including broad knowledge (liberal arts), language and ICT literacy, and develop abilities, such as logical thinking skills, to use them through the curriculum system designed to obtain body intelligence
Realize the “virtuous cycle in learning” (spiraling up), which enables a round trip between “acquisition of knowledge” and “practice” on a flexible basis through repeating trial and error in accordance with each student’s awareness of issues and learning condition.
8
Educational Characteristics (Curriculum Policy)
(1) Curriculum that allows acquisition of
knowledge and skills and repetition of
practice
- A curriculum that allows students to develop the
skills and abilities required to solve problems in the
real world, by systematically taking liberal arts,
“basic tool” and practical English courses for the
acquisition of knowledge and skills and problem-
based learning exercises and experimental/practical
programs, depending on each student’s awareness
of issues and learning conditions
9
(2) Introduction of practical education in
collaboration with various entities in the
real world
- Development of problem-based learning exercises
in collaboration with companies and
experimental/practical programs in real world
settings, by building a “platform” for collaboration
with outside entities, such as companies, NPOs,
international organizations and local governments,
in order to actively incorporate real-world
challenges into education
(3) Development of practical global
communication skills
- Practical English curriculum, classes given in both
Japanese and English, and development of global
communication skills through study abroad
opportunities and overseas experience programs- Development of an international perspective on
respecting diversity and ability to create new value
through friendly competition among international
and Japanese students with diverse values
(4) Systematic learning by choosing a
university major
- Systematic learning by choosing a university major
according to each student’s interests and goals and
by combining liberal art courses for acquisition of
knowledge and problem-based learning exercises
for practical use, in order to develop the ability to
find integrated approach to problems in the real
world by combining knowledge in various fields,
with 17 Sustainable Development Goals (SDGs) in
mind
Educational Characteristics (Overall Structure and Goals of Curriculum)
10
Curriculum structure Goal
Pra
ctice
Problem-based learning
The aim of this course is to develop
the skills to identify and solve
problems, follow through and keep
learning, by working on practical PBL
in collaboration with various entities.
Experimental/practical
programs
The aim of this course is to develop
the ability to respect diversity,
conduct global collaboration and take
on challenges through several
experimental/practical activities,
including overseas activities.
kn
ow
led
ge
Liberal art subjects
The aim of this course is to
interdisciplinary learn knowledge on
human, social and natural science in
a wide range of areas of expertise
and to develop the skill to seek
multiple solutions to various
challenges from a multiple,
interdisciplinary perspective.
Skill
s
Basic
tool
subjects
ICT The aim of this course is to develop
the basic skills required to solve
problems and collaborate with others
in the real world, such as ICT literacy,
skills to collect and analyze data,
logical thinking ability and self-
expression power, etc.
Data science
Thinking
Practical English
The aim of this course is to develop
practical English proficiency to be
able to play an active role both
domestically and overseas and to
develop the basic skills to collaborate
with international students, overseas
partners and other various entities.
Thorough development of competency by “virtuous cycle in learning (spiraling up)” through a
curriculum that focuses on acquisition of knowledge and skills and repetition of practice
Competency(ability/skills)
Ability to discover problems and develop an integrated solution strategically with a global perspective based on broad education and ICT literacy
Ability to respect diversity and work together with others with different cultures, religions and values
Ability to continue lifelong learning, keep trying with leadership and persevere
Foresight
Multifaceted Perspective
Conceptual thinking
Broad Education
Global collaboration
Respect for diversity
Foreign language proficiency
Strategy
Logical thinking
Design thinking
ICT literacy
Ability to act
Challenging spirit
Positiveness/independence
Courage to persevere
Self-improvement
Attitude toward
lifelong learning
High motivation/morality
Field Study・Collect
Information
Information Analysis
・Test Hypothesis
Discuss Solutions
PresentationReview
Prepare for Study, Make Hypothesis
Find Out Essential Problem
Set Challenge
Hear about the problems companies, etc. are facing and the current situation of the industry and set a challenge to solve.
Make a hypothesis in one’s own way and plan questionnaire investigation and interviews required to test it.
Analyze information collected and test the hypothesis.
If the hypothesis is wrong, make a new hypothesis and repeat the survey and test.
Collect information by actually checking the situation on the ground, interviewing people involved and conducting a questionnaire survey.
To solve the essential problems, consider what kind of solution will work out and compare and discuss more effective solutions in comparison with other solutions.
Discover the bottlenecks at the basis of the problems that companies, etc. face.
Prepare a presentation report summarizing the results of a series of considerations and propose it to companies, etc.
Receive comments and review them.
Repeat until students find out essential problems
Propose solutions to sponsor companies, local governments and NPOs
Field work in the real world Conduct interviews with people involved or
on-the-spot investigation to fully understand the current situation so as to propose solutions that reflect the actual situations at companies, etc.
If necessary, conduct a questionnaire survey of consumers, collect and analyze new data that companies, etc. do not have, and provide the companies, etc. with the data.
Aim to propose innovative solutions of social impact that companies, etc. wish to actually adopt/implement.
Respond to the problems companies, local governments and NPOs are actually facing.
Not a desk study but a real case study to sincerely face the problems actually arising on-site and explore the nature of the problems from a new perspective.
* If materials and data provided by companies, etc. include non-public information, a non-disclosure agreement will be executed prior to disclosure.
* Copyrights to the content of the solutions proposed by students will be owned by the university so that several students will continuously work on the same project.
Company, NPO, Local government,
etc.
Company, NPO, Local government,
etc.
Educational Characteristics (Flow of PBL Proposed by Company)
11
Introduction of Academic Calendar with Complete Quarter System
April May June July August September October November December January February March
Problem-based learning exercises and experimental/practical programs on the basis of a fully quarter
system academic calendar
Spring Admission
Su
mm
er
bre
ak
Fa
ll b
rea
k
Win
ter
bre
ak
Sp
rin
g b
rea
k
Fall Admission
1 3 5 7 9 11 13
Exam
2 4 6 8 10 12 14
1 3 5 7 9 11 13
Exam
2 4 6 8 10 12 14
1 3 5 7 9 11 13
Exam
2 4 6 8 10 12 14
1 3 5 7 9 11 13
Exam
2 4 6 8 10 12 14
Spring term Summer term Fall term Winter term
1 2 3 4 5 6 7
Exa
m
Basic form
100 min. x 2 times x 7 weeks = 2 credits
8 9 10 11 12 13 14
Exa
m
100 min. x 7 weeks x 2 terms = 2 credits
12
Experimental/practical program (spring)Experimental/practical program
(summer)Experimental/practical program (fall) Experimental/practical program (winter)
Experimental/practical program on a three-
month basis• Short-term study abroad programs and internship and
volunteering programs both within Japan and overseas on a
three-month basis will be established in collaboration with
overseas universities, companies and international
organizations.
• Students are required to select a program depending on
their interests and goals and dedicate themselves to the
activity in Japan or overseas for a set period of time.
• Student exchange programs on a six-month or one-year
basis will allow students to fit themselves into partner
university’s academic calendar and avoid missing classes
before and after the program.
Problem-based learning exercises on a three-
month basis
• Problem-based learning exercises will be developed on a
three-month or six-month basis depending on circumstances
of sponsor companies and partners and difficulty level of set
challenges.
• Students are required to work on problem-based learning
exercises multiple times during sophomore year and junior
year to improve their performance by accumulating
experience.
• In their senior year, students are required to work on
problem-based learning over a year and draw up a report
(equivalent to graduation thesis).
* In the case of problem-based
learning exercises, classroom
hours can be used mainly in
progress report to the faculty
and group work, and visiting
companies and field work will be
set up outside classroom hours.
Moreover, instead of
examination, debriefing session
(presentation) will be held.
Fundamental Subjects for Project Based Learning
13
Category Classification Goal
Practice
Sustainable world
and human
beings
The aim of this course is to develop
abilities to use and discuss prior
knowledge from a cross-cutting
perspective.
Deve
lopm
ent
Majo
r
Identity
design
Under the theme of people, the aim of this
course is to develop knowledge on the
framework of respect for diversity in culture,
religion and values in multi-cultural society,
sustainable medical policies, and other
various challenges in the real world, for the
establishment of a “society for all.”
Business
design
Under the theme of prosperity, the aim of this
course is to develop knowledge on the need
for each country or company to strive not to
pursue individual profit but to create social
value, the structure of a globalizing economy
and society and their problems, and the future
of industry and technological development.
Ecosystem
design
Under the theme of planet, the aim of this
course is to develop knowledge on
environment conservation and biodiversity,
which is crucial for people to live in harmony
with nature while still evolving, as well as
various plans and initiatives the international
community has with regard to these issues
and their response to natural disasters.
BasicsPeaceful co-
creation
The aim of this course is to develop
knowledge that serve as criteria to think and
make decisions in building peace and
partnership.
Introduction
Human, social
and natural
science
The aim of this course is to understand the
basics of human diversity, social structure
and coexistence with nature
<Liberal arts subject classification> <English and basic tool subject classification>
Category Classification Goal
Englis
h
Practical
English
The aim of this course is to develop practical
proficiency in English to the level where
students can take classes in English from
third term in freshman year onward, through
the intensive English program in which
students are required to practice thoroughly
speaking, listening, reading, writing and
presentation skills until they reach a
designated level during the first half (first and
second terms) of freshman year.
Basic
tool
ICT
The aim of this course is to develop ICT
literacy to understand the basic system of,
how to use and the risk of ICT and AI and to
use ICT as a tool for solving problems and
drafting a business plan.
Data
science
The aim of this course is to develop skills to
make a hypothesis, think of what data is
required to test it, collect and analyze data,
collect data for problem-solving through the
scheme of testing the hypothesis, and use
them to make decision.
Thinking
The aim of this course is to develop a
series of skills to be able to conduct
research, inspire, overview, communicate,
negotiate, create a team, and perform,
which is required to solve problems in the
real world, in addition to basic thinking
skills such as logical thinking and critical
thinking.
Curriculum System
14
Introductory
courses
(compulsory)
Freshman Sophomore Junior Senior
Experi-
mental/
practical
activities
PBL
Liberal
arts
ICT subjects
Practical
English
Introduction to
problem-based
learning (PBL
experience)
Intensive
English program
(compulsory)
Introductory courses
(compulsory)
Problem-base learning exercises (elective compulsory)
(Find a solution to the problem provided by sponsor companies, etc.)
Set a challenge/Problem solving research (compulsory)
(Find a solution to social challenges set by each student)
Practical
courses
(compulsory)
Experimental/practical programs (elective compulsory)
(Internship programs, volunteer programs)
Basic/advanced courses (elective)
Basic/advanced courses (elective)
[Identity design]
Under the theme of people, develop knowledge
on various challenges in the real world, for the
establishment of a “society for all.”
[Business design]
Under the theme of prosperity, develop
knowledge on the need to strive to create social
value and the structure of the economy and
society and their problems.
[Ecosystem design]
Under the theme of the planet, develop
knowledge on environment conservation and
biodiversity, which is crucial for people to live in
harmony with nature while still evolving.
[Peaceful co-
creation]
Develop
knowledge
that serves
as criteria to
think and
make
decisions in
building
peace and
partnership.
<Special courses> special courses of human, social and natural
science
Select from three majors
Overview of the three
disciplinary fields: human,
social and natural
sciences
Expansion of view
through several
experimental/practical
activities, including
overseas activities
Repetition of
knowledge acquisition
and practice through
continuous PBL during
the four-year period
Cultivate the ability to
discuss a topic of
concern, which is
selected from three
subjects (majors) in
accordance with real-
world challenges,
from a cross-cutting
perspective, from
various academic
disciplines.
Work intensively on
the development of
practical language
proficiency in the first
half of the first year
Data science subjects
Thinking Basic
to
ol
Consider how to use prior
knowledge and skills in an
integrated manner from
the perspective of
“creating a sustainable
society”
Common
Learning Flow of Student (Example)
I want to make
use of my
experience of
studying abroad
in high school.
I want to take on
new challenges
using ICT
I want to
contribute to
global
environment
conservation
Practical
English
Basic tool
subjects
[Introductory]
Liberal arts
subjects
[Introductory]
[Basics]
[Major]
Identity design
[Example of
learning content]
Multi-cultural
society, respect
for diversity,
establishment of a
“society for all,”
etc.
Example: Food bank
Work on a project in
collaboration with a food
processor in Hiroshima
to deliver products to
children in poverty-
ridden countries- Take a leading role in
overseas business
operations at a
company in or
outside Hiroshima
- Work on product
development and
business deployment
at a company
- Develop a service
using ICT technology
to start a business
- Go to overseas
graduate school
striving to work in an
international
organization
- Advance to graduate
school in Japan or
overseas to develop
further expertise
Problem-based
learning exercises
Career
choices
Example: Child-rearing
support using ICT
Propose a business plan
to support families
raising children isolated
in an urban setting using
ICT
Example: Environment
Propose a project to
transfer technology of
improving the water
quality of the Seto Inland
Sea using oysters’ self-
cleansing function to
people in developing
countries suffering from
serious, ongoing water
environment pollution
Liberal arts
subjects
[Major]
Business design
[Example of
learning content]
Need to create
social value,
structure of
globalizing
economy and
society
[Major]
Ecosystem design
[Example of
learning content]
Environment
conservation,
biodiversity,
various plans and
initiatives of the
international
community
Repetition of acquisition of skills
and knowledge through basic
learning, including wide-ranging
education and ICT literacy, and
practices through problem-
based learning exercises
Develop English
proficiency as a
basis for learning,
skills such as ICT
literacy and basic
general
knowledge
Problem-based
learning exercises
(senior)
Investigate and
explore challenges
provided by
companies and
NPOs and discuss
solutions in a team
◆Topic examples
- Multi-cultural society
- Promoting women’s
active participation in
society
- Reform of working
practices
- Food bank
- Exit strategy for
existing business
- Regional disaster
prevention / disaster
waste
- Creation of new
business using ICT
etc.
Liberal arts
subjects
Liberal arts
subjects
Participate in
an overseas
volunteering
program
offered in
collaboration
with a global
company in
Hiroshima
Experimental/
practical programs
Participate in
an internship
program
offered in
collaboration
with an ICT
company in
Hiroshima
Participate in a student exchange program offered in collaboration with an overseas partner university
Experimental/
practical programs
Experimental/
practical programs
(High school
students)(Learning at new university) (After graduation)
Problem-based
learning exercises
(senior)
Problem-based
learning exercises
(senior)
Ad
mis
sio
n d
ecis
ion
will
be
ma
de
in
a c
om
pre
he
nsiv
e m
an
ne
r b
ase
d o
n p
rob
lem
-ba
sed
lea
rnin
g
pe
rfo
rma
nce
an
d e
xtr
a c
urr
icu
lar
activitie
s, in
terv
iew
, sh
ort
essa
y, g
rou
p d
iscu
ssio
n, E
ng
lish
pro
ficie
ncy, w
ith
ou
t co
nd
uctin
g a
nin
div
idu
al a
ca
de
mic
ach
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Ap
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Graduation
approval
15
Faculty Recruitment (Ideal Faculty Members)
We aim to develop practical personnel who work together with a diverse range of people and
tenaciously pave the way for a new era in the real world, through practical education in
collaboration with various entities, which can be provided only by Hiroshima, where many global
companies, non-profit organizations and international organizations are based. We seek faculty
members who can achieve such education with a great deal of enthusiasm.
Why not work with us to create new human resources development?
New University
NGONPO
Other Universities
Research Institutions
Financial Institutions
Companies
High Schools, etc.
Governments
International InstitutionsVarious
Organizations
Residents
“All-Hiroshima” Human
Resources Development
◆ Sympathy for university’s philosophy
Person who feels sympathy for university’s philosophy and who can move forward with educational and research activities in compliance with university’s diploma, curriculum and admission policies.
◆ Passion for education and eagerness for improvement
Person who has significant experience in student support, such as PBL education or academic advice, and who has a passion for student education.
Person who aims at high-level education and research activities and who consistently studies hard to achieve his/her goals.
◆ Contribution to teamwork in education
Person who has powerful leadership and organizational management talent and who can move forward educational activities in cooperation with other faculty members as a team.
◆ Networking with various entities outside the university
Person who has (or can proactively build) networks with various entities both within Japan and overseas.
We seek these kinds of faculty members!
16
Faculty Recruitment (Faculty Structure, etc.)
17
Title Openings Duties/Responsibilities Employment Status
President 1Administers public affairs, supervises faculty members working at the university
Fixed-term system (4 years)
Dean 1
Administers public affairs relating to the department(Teaches some courses as a full-time teaching staff member)
Fixed-term system (3 years)
Full-timeacademic staff
memberAbout 20
Teaches mainly PBL and Liberal Arts coursesProvides support for students as a supervising teacher
Tenure-track system (5 years), as a general rule* Retirement-age and fixed-term systems may be available.
Specialist(Full-time)
About 5Teaches mainly PBL and Basic Tool coursesProvides support for students as a supervising teacher
Tenure-track system (5 years), as a general rule* Cross-appointment and fixed-term systems maybe available
Part-time academic staff
member(includingspecialist)
As neededTeaches Liberal Arts courses and Basic Tool courses
Employed for each subject* Temporary assignment from companies may be negotiable
Faculty Structure
Number of full-time teaching positions by field
English PBLBasic Tool Integrated Liberal Arts Subject
ICT, Data science Design/System thinking Human science Social science Natural science
2 2 2 2 3 5 4
* We seek about one faculty member in each field who will be involved with preliminary arrangement prior to the opening
of the university.
Faculty Recruitment (Faculty Organization)
18
Student support system in a team setting (example) Team Structure
- Provides support for students with a team consisting of four staff members in total, two full-time academic staff members and two specialists (one full-time and one part-time)
- Supervises about 40 students in a team (10 students for each class year)
University-wide FD
- To improve the quality of education and encourage close cooperation in a team, implements cross-sectional FD in supporting students and classes beyond disciplinary barriers.
- Possible for younger members with little experience of PBL to gain experience in practical education at the university and improve their teaching ability.
Faculty Evaluation System
- Educational contribution will be valued in particular and incentives for education in a team setting (financial support for educational activities, sabbatical, etc.) will be provided.
- Evaluation by a third party will be conducted to keep a multifaceted perspective and ensure transparency.
Faculty(1)
(English)
Faculty(2)(ICT)
Faculty (3)
(Data)
Faculty(4)
(Culture)
Faculty(5)
(Psychology)
Faculty(6)
(Philosophy)
Faculty(7)
(Economics)
Faculty(8)
(Geography)
Faculty(9)
(History)
Faculty(10)
(Natural science)
Main staff: Professor level (age 45-60)
Full-time academic staff
Specialist
Specialist(1)
(Company A)
Specialist (2)
(Company B)
Specialist(3)
(Company C)
Specialist(4)
(High school teacher)
Specialist(5)
(Local government official)
Full time
Specialist(6)
(Company D)
Specialist (7)
(High school
Specialist(8)
(Company E)
Specialist(9)
(Local government)
Specialist(10)
(Company F)
Specialist (11)
(High school)
Specialist (12)
(Company G)
Specialist (13)
(Company H)
Specialist(14)
(Company I)
Specialist(15)
(Company J)
Part time
Faculty (11)
(Thinking)
Faculty(12)
(Architecture)
Faculty(13)
(Engineering)
Faculty(14)
(Business)
Faculty(15)
(Politics)
Faculty(16)(PBL)
Faculty(17)
(Agriculture)
Faculty (18)
(Thinking)
Faculty(19)(PBL)
Faculty (20)
(English)
Assistant staff: Associate professor level (age 30-45)
* Out of these, about six to eight full-time academic staff members will be non-Japanese. * Persons who can teach each subject interdisciplinarily beyond disciplinary barriers will be recruited.
Team
40 students per class (10 classes, quota: 400 students)
Supervising Teacher
FreshmanSophomoreJuniorSenior
10101010
10101010
10101010
10101010
10101010
10101010
10101010
10101010
10101010
10101010
Faculty Recruitment Schedule
AY 2018 AY 2019 AY 2020 AY 2021
Open in April
(tentative goal)
19
Establishment plan development
- Detailed curriculum (subjects, contents, etc.)
- List of faculty
- Written approval of supporting companies
Submitted
to the
Ministry
Approved
by the
Ministry
October August
Screening
prospective
faculty
members
* Reviewing and determining the eligibility of
the job title and the suitability of the subject in
charge for prospective faculty members
AdmissionsPR
activityRecruitment
Determination of
sponsor
companies
Reaching out to the
business world
Faculty
adoption
Recruitment of
faculty members
June - AugustMarch - May
Informal appointment of
prospective faculty members
Decision to hire
Decision of job title
Paper
screening
Second
round
First round (paper screening)
Applications (subject in charge, etc.)
Curriculum vitae, education and research
achievement
Goals/plans for education and research at the
university
Project proposal for problem-based learning
exercises
The names and contact information of two
people who can make comments on the
applicant or their recommendation letters
Second round (interview, etc.)
Mock class (in English)
(Submit a syllabus for a designated, charged
subject )
Goals/plans for education and research at
the university, questions (in Japanese or in
English)
* For applicants who live overseas, online
interviews may be negotiable.
Screening by the Council for University
Chartering and School Juridical Person
Review faculty qualification, job title and
subject in charge based on the faculty’s
statement submitted at the time of
application to the Ministry of Education,
Culture, Sports, Science and Technology for
approval of the establishment
* In the case of mismatching, the applicant may
not be employed as the job title of his/her
choice or the tentative job offer may be
withdrawn.
