Abstract: In this paper, the essential differences between the American idea of global human resources and the European notion of pluriculturalism are contrastingly analyzed. The former suits the needs of multinational companies based in America seeking global business, while the latter is an integral part of international public policy to promote democratic ideals in the whole of Europe by international organizations such as the Council of Europe. The historical, cultural and social circumstances to such differences between America and Europe are illustrated, and the elements most likely to be the basis for the development of global professionals in Japan and in ever-closer Asia are identified.

In recent years, the media has brought into question the decreasing communication competence of the young generation of college graduates in Japan. This is partially due to the fact that the communication competence training curriculum has not established and explored much in Japanese higher education. In the United States, on the other hand, communication competence training is common practice in higher education. This paper introduces the potentials of drama technique to train communication competence based on the author’s teaching experiences in both Japan and the U.S.

In the global context it is inevitably important to make use of English, which is an international and the de facto standard language, to communicate with each other. Debating will be a very effective means to develop our communication skills in English, by so doing we can improve our abilities to think logically and discuss effectively. Furthermore, debating requires good preparation in terms of both skills and contents, which will lead to the increase of our knowledge of various fields. At the same time, however, we need to learn cultures and customs of Asian countries, with whom we are going to communicate in English.

One of graduation requirements for all students at Akita International University (AIU) is participation in the one-year study in one of partner universities across the world. The number of partner institutions overseas has reached 159 in 43 countries as of November 2013. The purpose of the program is to help students in developing their independence and autonomy in thinking, judgment and actions, and also to give them opportunity to gain experience in the use of skills necessary to communicate and to express their opinions in unfamiliar cultural environment. AIU deliberately chooses the partner universities considering the quality of education, readiness for the smooth transfer of credits, and the feasibility to avoid of additional costs to students or university through the system of mutual student exchange. This study-abroad program makes a vital part of global human resource development program at AIU. We are now going further in planning to introduce a new global leadership program for the coming 10 year to identify AIU as a pioneer of global competency education.

This paper argues that in order to play an active part as a global human resource one must be equipped not merely with English proficiency and international experiences but also with wide knowledge of and deep insight into world affairs, cultures and history. In addition, one must also be able to utilize multi-dimensional thinking and critical thinking, both of which are necessary to substantiate such knowledge and insight in a globalized society. These are the very qualifications of “proactive liberal arts” needed to supplement traditional knowledge-based liberal arts. Enhancing language awareness both through the channels of thinking and communication will lead to wider perspectives, problem-solving ability, and abundant receptivity. These are assumed to be the core of so-called “bachelor competence.” The “Kitakyushu Global Pioneers” project at the University of Kitakyushu aims at cultivating such qualifications.

This paper provides an overview of a 7-week English language learning course entitled Interactive English (IE) and reports on its impact on undergraduate students’ perceptions towards the learning of English. IE was designed to elicit and promote interaction between Japanese and international students, where English was used as a tool for carrying out the tasks given. English Central (EC), a speaking-focused CALL material, was used as an in-and out-of-class learning aid. Those who participated in IE made larger gains in speaking ability and vocabulary over the course of seven weeks, as measured by the EC scoring system, than those who did not. This finding is discussed further in the context of how CALL materials can assist and enhance student-centred interaction in class.

In order to communicate with other people, these abilities are necessary. The first is the ability to effectively send signals concerning one’s own ideas or feelings. The second is the ability to accurately receive signals from another party. The third is the ability to coordinate the relationship between oneself and another party. We call them communication abilities. They are especially required in those who have to communicate with people of different cultures and play an active role globally. One training method for actors may be useful in developing these abilities. The authors have applied this method to college students as part of a program for fostering communication abilities. The authors have also made a questionnaire to measure communication abilities and have shown the improvements in these abilities by comparing the answers obtained before and after the program. The purpose of this paper is to consider the usefulness of applying this program to global human resource development.

The current study investigates the effects of a 7-week English-as-a-Global-Language (EGL) programme for 94 intermediate learners on their English proficiency and attitude towards English language learning. The EGL programme entailed both e-Learning and face-to-face lessons. It was designed to improve language and communication skills, together with intra-and inter-cultural understanding and knowledge, which form essential aspects of global competency. Two out of three groups (A & B) of participants completed the EGL programme in full, the only difference being that Group A was to attend a two-week study-abroad programme a few months later. The third group (C) completed e-Learning only. The results showed that Group A made the largest improvement in proficiency scores, whereas the scores of Group C did not differ over time. Group B, descriptively analysed, made larger gains than did Group C, thus suggesting the potentially positive efficacy of the EGL programme. The analysis of the participant responses and the communicative competence questionnaire revealed the following: the participants had improved communicative skills, especially, the skills in expressing their views/opinions, establishing new inter-personal relationships and carrying out autonomous learning.