This paper updates the status of international education in IGSES at Kyushu University and provides future directions for expected international projects. Interdisciplinary Graduate School of Engineering Sciences (IGSES) is part of the Kyushu University (KU), which provides academic and professional programs in a wide range of areas, including material, energy and environment. IGSES was established in 1979 as the nation's first independent graduate school from undergraduate schools for the interdisciplinary research and education in science and engineering. The current IGSES consists of five departments and plays an important role of advanced research and education in the three main fields, namely, material, energy and environment with the cooperation of Institutes for Materials Chemistry and Engineering (IMCE) as well as Research Institute for Applied Mechanics (RIAM). The paper summarizes an international education in IGSES by describing each of the programs of Intellectual Exchange and Innovation Program (IEI Program), The Advanced Graduate Program in Global Strategy for Green Asia (GA program), CAMPUS Asia program (CA program), Global-30 Master Program (G30 Program) and Super Global University Project (SGU)

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Overview of the education program, Engineering Leaders English Program (ELEP) in School of Engineering in Kyushu University is briefly introduced. ELEP was established to enhance the globalization and to cultivate the entrepreneurship of Japanese students, especially from the viewpoint of science and engineering fields. Customized English training program and the exercises of startup proposal are provided to achieve the objective of this program.

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In the era of globalization, it is imperative that we recognize diversity as well as universality. The perspective provided by the humanities and social sciences would be advantageous to comprehend diversity in the globalized world and consequently deepen the students understanding of technology which they have studied. In this paper, I introduce the "inter-disciplinary" attempts made by the Green Asia Program at Kyushu University. The Green Asia Program provides various "inter-disciplinary" subjects and course-work, in order to cultivate leaders in the field of engineering who can combine the ideals of protecting the environment and economic growth .I present actual practices used in the Green Asia Program, and then I point out two key findings. Firstly, some students have misunderstood social science as exclusively only normative discourses. Secondly, several students, particularly Japanese students, worried about spelling out social matters on their home countries in English because they do not know the technical terms used within the field. These findings suggest that the significance of dialogue and the importance of attention to the level of focus in the education.

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Along with the overseas expansion of Japanese industries, movements of Japanese companies to recruit the international students who are studying in Japanese universities are being accelerated. In 2008, the Kyushu University started the industrial engineering course, the special program for the international students who want to join the Japanese industries, by the support of METI and MEXT of Japanese government. This program consists of intensive Japanese language class, industry-university cooperation lecture focused on the energy and environmental issues, general subjects for international student in graduate school of engineering, company internship and guidance seminar for employment. Over forty companies joined this program as the consortium member and provided the opportunities of internship and company tours. In these eight years, over one hundred students joined this program from five graduate schools in the Kyushu University and succeeded in joining the Japanese companies.

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This paper presents a summary of an international survey on the importance of learning and educational objectives of engineering ethics identified by the Research Committee on Engineering Ethics of the Japanese Society for Engineering Education with the ultimate goal to establish a model syllabus for engineering ethics education which can be used in any country. In addition to show basic findings from the international survey, the authors propose two hypotheses on what elements have impact on one's evaluation of each objective, which might grant further empirical investigation on the objectives with comparative perspectives.

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"Cooperational Graduate Education Program for the Development of Global Human Resources in Energy and Environmental Science and Technology (EEST)" named as CAMPUS-Asia EEST has started among three consortium universities (Kyushu University, Shanghai Jiao Tang University and Pusan National University) at 2013 and successfully implemented targeting to award double master course degrees (DD) between two universities among three consortium universities within a normal enrollment period and with one master thesis written in English. After 3 years of successful operation of the program, the 20 students have graduated the consortium universities with DD at February/March 2015. An important achievement of DD program is, in addition to awarding DD, that all the involved students have become good friends and known the other country better based on cross-cultural understanding, which is also the aim of the "Asian Future Leaders Scholarship Program" of the CAMPUS Asia. Moreover, they have learned to be expertizes in EEST. Quality Assurance is fully kept based on standard for awarding master course degree in each participating university.

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Tokyo Tech created a four year multi-lateral international research university mobility program that began in 2011 to promote internationalization and to develop student leadership skills based upon carrying out a summer research project. The 10 week inbound summer exchange program served as a test bead for new program activities and administrative innovations that resulted in a more sustainable, broader-based and more efficient program than when it began. It also resulted in the formation of an international network of university faculty contacts and students. Feedback from the inbound exchange students noted the program greatly strengthened their research ability, personal development as well as raised their cross-cultural awareness and competency.

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This paper reports the organization of a core seminar (one-semester course) on robotics for international undergraduate students enrolled to Mechanical and Aeronautics Departments of Kyushu University within G30/IUPE Program. To facilitate the understanding of fundamental concepts and control principles of organization of complex movements, three toy robots were selected for experimental setups. The students were requested to assemble and explore the internal parts of the hardware. They also learnt and established simple mathematical models for the construction of robot's trajectories and verified them under simulation and experiments. Finally, to learn the skills of technical communication, which was also one of the goals of the course, the students reported the results achieved and shared their experience over a public presentation.

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Transforming graduate school education at the doctoral level has been an important policy initiative of the Japanese government. A policy report issued in 2011 called for a drastic enrichment of doctoral courses to deal with the misalignment of the competencies developed at graduate schools versus those that are required by industry. The Advanced Graduate Course on Molecular Systems for Devices at Kyushu University, is a five-year integrated doctoral course funded by Japan's education ministry that addresses these issues. The course challenges doctoral students to become global "superleaders" who drive innovation in both science and society. This paper introduces the key differentiating factors of the course and its curriculum to illustrate how a cross-disciplinary approach can benefit doctoral students in engineering and the sciences. The course is designed to encourage students to go beyond their comfort zones in order to gain the knowledge and skills required of R&D superleaders.

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This presentation discusses the advantages and limitations of using project based learning as the principal tool for teaching and assessing an academic course - a total project approach. This approach has resulted in elevated student engagement and tends to reward students that demonstrate investigation and understanding of a topic beyond the course notes. Regular rearrangement of project groups breaks up cliques of international students and promotes mixing between international course students and Japanese attendees. Students that do well are not the same ones that excel at the equivalent exam-based course and this may reflect the different set of skills needed for the practical application of knowledge rather than for passing exams. The total project approach cannot be applied to all courses, however, since class sizes must be small to allow time for proper assessment and feedback.

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The ASEAN-Japan Build-Up Cooperative Education Program for Global Human Resource Development in Earth Resources Engineering (AJ-BCEP) is spearheaded by Kyushu University and supported by universities in Japan and top universities in the Southeast Asian region. The School on the Move Program started in 2013 as part of AJ-BCEP's three step-wise projects, the other two being the International Internship Program and the Double Degree Program. Among the three, the SOM involves the most number of participants, with 35-40 student participants a year from different Japan and ASEAN universities and involvement of at least three universities organizing each leg of the program. The SOM focuses on student mobility and social engagement between Japanese and ASEAN graduate students in the field of earth resources (mining) engineering. Through lectures, field trips and discussions in different countries, the SOM Program has exposed the students to various theories and practices that contributed to their knowledge and expertise as future earth resources engineers or research scientists. The on-going program has contributed extensively to the development of bachelor and master course students in the earth resources field from ASEAN and Japanese universities, by creating bonds both academic and social, for enhanced educative experiences.

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Learning Express is an immersive student exchange program that brings together students from multi-national, multi-cultural, and multi-disciplinary backgrounds to collaborate on social innovation projects in Southeast Asia. The program, conceived and spearheaded by Singapore Polytechnic, started in March 2013. Kanazawa Institute of Technology, Kanazawa Technical College, and Singapore Polytechnic together with local institutional partners, conducted the program in Yogyakarta (2013, 2014) and Malang (2015), Republic of Indonesia. The participating institutions were divided into three project groups and conducted the program with three different communities over a 14-day period. The program succeeded in providing a rich learning experience for the participants. The real world environment with real problems offered the students an in-depth look at issues faced by the communities in question and challenged the participants to solve them using the design thinking methodology. Furthermore, the program involved participants in activities that addressed local needs while developing their academic skills and commitment to the community. This report introduces this program along with its unique characteristics.

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