It has been long since the development of “Global Professional” came into the attention of Japanese society. In fact, quite a few studies and analyses have been done to achieve this objective. This paper focuses on the task of developing the global professionals in Japan through a marketing framework approach, which is often used in the business world. The focus group is Japanese students studying at various colleges and universities. The future success of Japan clearly depends on those students’ global competencies. From the perspective of marketing, these students can be considered as the objects (or goods) of the marketing, and the goal is to successfully develop the so-called “Global Professionals” who will play an active role in the global society. In order to accomplish this goal, we must maximize the total impact of global education, which can be calculated by multiplying the skill growth rate of each individual by the head count of students involved. Segmentation and targeting is also an important strategy in marketing, in which this paper categorizes students into three different groups: the top layer, the middle layer and the bottom layer based on their English skills and motivation for acquiring global skills. The top layer carries the least head count, although they are highly proficient in English (or foreign languages) and are also highly motivated for global activities. The middle layer exceeds the top layer in number, but their English (foreign language) proficiency and motivation for global activities are rather moderate. The bottom layer has the most head count, although they are relatively poor in their English proficiency, and they are more often than not indifferent to the globalization of society. In order to maximize the effect of education, the middle layers should be set as the target group for they are expected to provide enough head count and skill growth ratio. Segmentation and targeting being fixed, a comparison of the effects of different educational methods can now be carried out including the cost-effectiveness analysis. This paper, from such perspectives, try to provide an actual timeline which targets to accomplish the globalization of young professionals in Japan by the year 2020 when Olympic Games will be held in Tokyo.

An analysis was made by using two case studies from Sri Lanka and the United Kingdom, to highlight the effects of a Super-Short Type Study Abroad Program targeted for the undergraduate students majoring in science and engineering fields. Analysis on personal essays, a questionnaire survey and observational studies were used to assess how the mindsets of students on the selected indicators changed after the participation to the programs. As a result, it was found that the students who participated in the Study Abroad Program to Sri Lanka have felt that their communication and English speaking skills have highly improved after the program participation. Likewise, the students who participated in the Study Abroad Program to the United Kingdom have felt that they were highly motivated to pursue studies abroad, especially in the developed countries. While the contents in the specific programs have been instrumental in the changes of the student mindsets, it was interesting to notice that the changes or the improvements of the students could be explained by using the Expectation Theory.

The Japanese government has set a goal to foster and secure human resources in the field of science and technology. To achieve this goal, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) has launched a system called “Super Science High School (SSH)”. In this paper, we reviewed educational activities at an SSH high school and report on their educational effectiveness to the students. The educational objectives at an SSH high school include promoting diversity in thinking, communication skills, critical thinking, and nurtures motivation for prospective environmental scientists. To evaluate the educational effectiveness at the SSH high school, we carried out a questionnaire survey of the students who had already participated in the educational activities at the SSH high school (n=17) and those who had not (n=26). We implemented a covariance structural analysis to analyze the data obtained. The result suggested that the awareness of the issues mentioned above was notably higher for the group who had benefited from the SSH program.

One of the educational objectives at Yamanashi Eiwa Junior and Senior High School is to develop global human resources who have the ability to connect and communicate each other and learn by themselves. These educational contents are called “Global Studies (GS)”. In this paper, we report on the effects of GS on: (a) attitude to these three abilities, (b) degree of efforts to acquire them, (c) motivation for global human resources. To estimate the details of (a)～(c), we carried out the questionnaire survey related to (a)～(c) to the following groups: Group (A) high school students who have not yet attended GS and Group (B) high school students who have attended GS for one year. The results of analysis of the questionnaire showed that Group (B) has higher ability of (a)～(c) than Group (A). These results suggest that GS has the possibility of enhancing the ability of (a)～(c).

Many Japanese universities provide students with the opportunity to earn course credit for short-term and long-term overseas internship programs in the interest of helping them develop knowledge of other cultures. The purpose of this survey is to explore the primary practices that cultivate cross-cultural communication skills, international business knowledge, intercultural interaction skills, and the ability to work within and learn from cultural diversity. An additional aim is to analyze the advantages of short-term overseas internship programs as experienced by Japanese students. The target population for this study is current undergraduate students enrolled in a short-term overseas internship program at a private Japanese university. This study finds that internship program can offer a great way for students to develop their international business knowledge and intercultural interaction skills. Offering different types of study-abroad programs, including overseas professional internship programs, has the potential to interest more Japanese students in studying abroad, and to cultivate more globally minded young adults.

This paper presents how a speaking practice activity works while students use four skills (listening, reading, speaking, and writing) in integration. The purpose of the practical report is to explore instructions that are conducive to developing students’ skills to integrate four skills, rather than focusing on a single skill. First, the author delves into how four-skills oriented instructions are important to global competency education. Second, the author argues challenges that teachers would face in encouraging students to practice integrating multiple skills. Then, the author describes a speaking practice activity for university freshmen entitled “Extensive Listening Share”, which is an adaptation of a task in TOEIC^® Speaking. The activity is illustrated with students’ notes, speech scripts, and comments that they have written in class. Finally, the author has concluded that “Extensive Listening Share” has contributed to raising students’ awareness that they should listen and read in order to speak and write what they have listened and read, and the activity can provide students with orientation to developing speaking skills as an autonomous learner.

As globalization advances, global education has become an issue of great urgency in Japan. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) is implementing a plan to double the number of Japanese students studying abroad by the year 2020. However, global education has already lost its appeal in Japan, except among a portion of elite class students. Measures must therefore be taken to make global education more attractive to students who currently have no interest in participating in international exchanges or studying abroad. The “On-Campus Global Project-Based Learning” program, which involves international students studying in Japan and uses English as the language of communication, is now considered as an effective means of global education that does not rely on studying abroad. Based on observations and interviews with Japanese students who participated in Global PBL, this paper is a study of an “On-Campus Global PBL” lecture planning.