What is globalization for Hosei University       法政大学にとってのグローバル化とは

What is globalization for Hosei University?

Diana Khor/ Vice President
For Hosei University, globalization consists in the cultivation of a global mindset in its students. The
efforts the university has made so far in welcoming foreign students and sending Japanese students
overseas, increasing the cultural diversity of its staff, equipping students and staff with the language
skills to function globally, and engaging students in global activities, and so on, together contribute to
developing this global mindset.
What is the global mindset?
The global mindset we envision is not a narrow international business strategy, but represents a
capability we cultivate in students that consists in being aware of themselves and their actions in the
larger global context, having an appreciation for as well as the strength to thrive in diverse contexts,
flexibility in thinking, and ability to draw on the skills and knowledge acquired to operate in new and
unknown situations to do their part to make the world a more livable place for more people, as stated in
our Charter. Globalization of the university in this sense is therefore closely related to the university’s
commitment to promoting diversity, not only with respect to cultural diversity, but also other
dimensions of diversity.
How does the global mindset connect to the efforts the university has invested in so far, especially
under the SGU project?
Under the SGU project, especially, we have put in effort to increase actual and experiences of cultural
diversity on campus. To take up a few examples, the increase in the number of international students,
and connected to it, the establishment of programs taught completely in English and the increase in
number of courses taught in English, all result in more diversity in the classroom that challenges both
international and domestic students to consider any topic from multiple angles, adjudicate among
multiple views and think on their own to take their own position. Both supporting students to study
overseas and honing the foreign language skills of Japanese students not only open up a window to
multicultural experiences, but also expands future opportunities for careers and other endeavors. The
university goal of 100% global activities extends the impact of global diversity to all students, not only
those who study overseas. The same goes for international exchange and exposure for the teaching
faculty. All these efforts, and of course, the ultimate goal of the cultivation of a global mindset, connect
to the university’s commitment to solving problems of the world in a sustainable manner and creating a
sustainable global community, as stated in the University Charter, as well as our Mission and Vision
How does the global mindset connect to the larger effort at promoting diversity?
Globalization contributes to diversity and the inclusion of people with different cultural backgrounds
constitutes diversity. However, diversity does not consist only in multiculturalism. The Hosei University
Statement on Diversity, released in 2016, “commits to renouncing discrimination on the basis of gender,
age, nationality, race, ethnicity, culture, religion, disability, or sexual orientation/gender identity” as a
first step, on the assumption that diversity “means respecting such differences as integral to human
individuality”. Not only are international exchanges and exposures part of this diversity, but the
differential recognition of rights and identities in diverse regions also mean that such encounters on
campus and beyond would involve dimensions of diversity beyond cultural diversity. The cultivation of a

global mindset or globalization therefore cannot be detached from the effort to promote diversity in a
broad sense.
What else can we do after SGU?
To make the university a truly globalized university, there is still work to be done after SGU, even if we
were to reach all the SGU goals set. With respect to gender, it has been established clearly that a critical
mass of 30% is necessary for women, as the minority members in decision making positions and male
dominated fields of studies, to actually make an impact. The same can be expected of international
studies, and students who have studied abroad. While making the university attractive to foreign
students is a way to increase foreign students intake, it has to be recognized that reasons for studying
abroad do not just lie with the students’ decision, but also the nation’s policies and circumstances (e.g.
whether there’re push factors). Increasing the number of foreign students – whether long term and
short term – is still an important goal to pursue, but before we achieve the concentration of a critical
mass of foreign students, there are things to do to facilitate globalization in the student body.
Increasing exposure to global matters is one goal we can aim at. We reaching our goal of 100%
engagement in global activities, but beyond SGU, we are hoping to also deepen the type of global
engagement students and staff have by promoting more exchanges among students from different
backgrounds on campus through various student-centered activities, sponsoring events in sync with
events planned by international bodies (e.g. the International Day for Persons with Disability), while
continuing our efforts to increase intake of foreign students and study abroad for domestic students.
Bearing in mind that we want global exposure for the whole student body, the curriculum becomes
important. An SGU goal of a high number of researchers/teaching faculty with foreign nationality and
domestic researchers with international research/work experiences is an indirect way to ensure that a
global perspective will be included in the courses these faculty teach. The number of courses offered in
English and the establishment of English-taught degree programs and faculty are taken as a direct
indicator of globalization, but the content of the courses taught, in Japanese as well as in other
languages, is arguably equally important. Internationalization, and more generally the integration of
materials and viewpoints commensurate with the diversity in our world into the courses we offer would
be our next step. Foreign or international students have been narrowly defined on the basis of
nationality or even visa status, but with the creased international mobility of workers, an increasing
number of students with Japanese nationality or dual nationality with rich overseas experiences are
entering the university. Equally important is the recognition of diversity of backgrounds beyond the
foreign students/domestic students binary and fostering more exchanges between students in the
English taught department and programs and domestic students would go a long way towards fostering
a global mindset among a larger number of students.


副学長 コー ダイアナ


ために私たちは「グローバルマインド」という言葉を用いています。 したがって、この意味での大

グローバルマインドは、これまでの SGU の取り組みとどのようにつながっているのでしょうか。
特に SGU プロジェクトでは、キャンパス内の文化的多様性の実績と経験を増やすことに力を注い
口を開くだけでなく、将来のキャリアや活躍の場を広げることにもつながります。SGU の成果指標
の一つである「グローバル・アクティビティ 100%」は、海外留学をする学生のみならず、すべて

構成できます。しかし、多様性は多文化主義だけでは成り立ちません。2016 年に発表した「法政大


SGU の次に何ができるのか?
仮に設定された SGU の成果指標をすべて達成したとしても、真にグローバル化した大学にするた
めには、SGU 以降も為すべきことが残っています。ジェンダーに関しては、意思決定の場において
たちはグローバル・アクティビティへの参加率 100%を目指していますが、SGU に限らず、学生を
国際機関の行事(例:International Day of Persons with Disability)に合わせたイベントを主催し
外国籍の研究者や教員、国際的な研究や実務経験を持つ国内研究者の数を多くするという SGU の目
はありません。 国際化、より一般的には、世界の多様性に見合った教材や視点を授業に取り入れる