Outline of Projects

in FY2012 Waseda University

Aiming for an Asia’s Leading University

Since the year 2012, signs of positive political/economic change and heightened expectation to economic revitalization have

emerged. However, some worrisome factors have not been wiped out, such as aging population and declining number of children,

European sovereign debt crisis, etc. Moreover, we face plenty of challenges to solve, as we are still in the midway of recovery

from the Great East Japan Earthquake in March 2011.

As the global-level problems get more serious, demand from Japanese society is getting stronger day by day for nurturing global

and innovation human resources through university-industry-government collaboration. Waseda University will make continuous

efforts to nurture competent human resources who can realize the true world peace and happiness in human society, while further

improving the quality of education/research to propose new science technologies and social systems.

Waseda University actively promoted globalization, university-wide basic education, interdisciplinary research, and so on under

“Waseda Next 125”, a five-year plan which started in 2008. From the perspective of globalization, we set up the English-based

degree programs in 6 Schools and 11 Graduate Schools, and strived to expand a series of study abroad programs and improve

environment for studying abroad. As a result, from AY2008 to AY2012, the number of foreign students studying at Waseda rose

from 2,951 to 4,427, while Waseda students studying abroad were up from 1,454 to 1,890.

In terms of interdisciplinary research, taking advantage of our strengths as an educational institution with various areas we have

promoted cooperation with many overseas universities and external research institutions, while aiming to create university

research initiatives and acquire large amount of research grants from the government. For example, Waseda Bioscience Research

Institute in Singapore (WABIOS), an overseas bio-related research center engaging in researches in cooperation with Singaporean

academia and businesses, is highly evaluated from overseas research institutions. In WABIOS, many international joint researches

are underway.

Waseda Next 125 ended as of the end of AY2012. Following the plan, we formulated a mid-to-long-term plan “Waseda Vision 150”

which looks into its 150th anniversary in 2032 and made it public to the society. Waseda Vision 150 includes 4 visions as follows:

1) Attract students of the highest caliber and character who show promise in being able to contribute to the world

2) Conduct research that will ultimately contribute to real world peace and happiness in human society

3) Cultivate alumni who will contribute to the public good as global leaders

4) Establish an organizational and management structure that will transform Waseda University into Asia’s premier

“model university”

We will implement reforms of the University under 13 Core Strategies as well as 75 projects to realize the above 4 visions.

We will evaluate this Waseda Vision 150 every year and make it better for Waseda University to become an Asia’s leading

university. I would like to take this opportunity to extend my deep appreciation for your continuous support and patronage to

Waseda University.

May 2013

Kaoru Kamata

PresidentWaseda University

2

Waseda University aims to uphold the independence of learning, and to promote the practical utilization of knowledge and good citizenship.

To uphold the independence of learning, the University shall strive to emphasize freedom of research and investigation, and to encourage

original and creative studies, thereby contributing to the advancement of knowledge.

To promote the practical utilization of knowledge, the University shall endeavor to foster ways and means of utilizing knowledge side by

side with carrying on of academic research and learning, thereby contributing to the progress of civilization.

To promote good citizenship, the University shall stress the building up of character which enables one to respect individuality, to enlighten

oneself and one's family, to promote the welfare of state and society, and to extend one’s influence and activity to the world at large.

WASEDA UNIVERSITY’S MISSION

“Independence of Learning” is connected with the “Anti-elitist Philosophy” and a “Spirit of Defiance.” With the belief that to cultivate modern-

day citizens into individuals with self-driven spirits is ideal, Waseda University has been engaged in scientific research and education that is not

controlled by authority or trends.

INDEPENDENCE OF LEARNING

As Japan made steps to become a modern state, a demand existed for knowledge to be a resource that could be applied to real life and

contribute to the process of modernization. In other words, there was a need for the “practical utilization of knowledge.” This was not simply a

matter of pragmatism but entailed an “enterprising spirit” which became one of the main pillars of the university.

PRACTICAL UTILIZATION OF KNOWLEDGE

The main point behind the foundation of this university was to provide education to the general public. The third principle behind the university’s

foundation is to “create good citizenship.” With the progress of globalization today, this can be replaced with the mission statement of

“Cultivating Global Citizens” who are well-rounded. The principles behind the university’s foundation and the Waseda spirit that has generated

and transmitted through generations are assets to the university. The university spirit is donned equally by all Waseda men and women.

CREATION OF GOOD CITIZENSHIP

HISTORICAL DEVELOPMENT1882 Tokyo Senmon Gakko (College) founded

1902 Renamed Waseda University

1907 Shigenobu Okuma inaugurated as President

1913 Mission of university formulated

1920 Became a university under the University Act (five undergraduate schools, a graduate school and Waseda University Senior High School were established)

1949 Transition made to new university system

1966 School of Social Sciences established

1978 Waseda University College of Technology opened

1982 Waseda University Honjo Senior High School opened

1987 School of Human Sciences established

1990 Graduate School of Education established

1991 Graduate School of Human Sciences established

1994 Graduate School of Social Sciences established

1998 Graduate School of Asia-Pacific Studies established

2000 Graduate School of Global Information and Telecommunication Studies established

2001 Graduate School of Japanese Applied Linguistics established. Waseda University College of Technology renamed the Art and Architecture School

2003 Professional Graduate Schools (Graduate School of Asia-Pacific Studies, The Okuma School of Public Management), Graduate School of Information Production and Systems (Kita Kyushu), School of Sport Sciences, and Kawaguchi Art School of Waseda University established

2004 Waseda Law School (Graduate School of Law), Graduate School of Finance, Accounting and Law (Professional Graduate School), and School of International Liberal Studies established

2005 Graduate School of Accountancy (Professional Graduate School) established

2006 Graduate School of Sport Sciences established

2007 School of Letters, Arts and Sciences I and II reorganized into the School of Culture, Media and Society, and the School of Humanities and Social Sciences. School of Science and Engineering and Graduate School of Science and Engineering reorganized into School of Fundamental Science and Engineering, Graduate School of Fundamental Science and Engineering, School of Creative Science and Engineering, Graduate School of Creative Science and Engineering, School of Advanced Science and Engineering, and Graduate School of Advanced Science and Engineering. Graduate School of Environment and Energy Engineering established

2008 Graduate School of Teacher Education (Professional Graduate School) established

2010 Joint Graduate Schools (Cooperative Major in Advanced Biomedical Sciences, Cooperative Major in Nuclear Energy, and Cooperative Major in Advanced Health Science) establishedWaseda University Junior High School established

ADMINISTRATIVE OFFICERSPresident

Kaoru Kamata

Vice-Presidents

Shuji Hashimoto Satoshi Shimizu

Katsuichi Uchida Muneharu Otsuka

Executive Directors

Aiji Tanaka Yoshiaki Fukazawa

Nobuyuki Kamiya Tomoki Waragai

Yoichi Shimada Miho Saito

Takanori Miyauchi Kunio Taniguchi

Minoru Sakota Yoshiaki Morita

Akihide Fukuda (off-campus) Hajime Sawabe (off-campus)

Yukio Yanagida (off-campus)

Auditors

Seigo Hirayama (off-campus)

Shotaro Watanabe (off-campus)

(as of March 31, 2013)

* With the retirement of Seiji Honda

on November 30, 2012, Yoshiaki

Morita was appointed as Executive

Director as of December 1, 2012.

OUTLINE OF SCHOOL JURIDICAL PERSON

3

OUTLINE OF PROJECTS IN FY2012

1 PROMOTION OF GLOBALIZATION

2 BUILDING OF A NEW EDUCATIONAL-RESEARCH

SYSTEM AND ENHANCIEMENT OF QUALITY OF

EDUCATION

3 RECRUITMENT ACTIVITIES TO ATTRACT A VARIETY OF

STUDENTS

4 PROMOTION OF CULTURE AND SPORTS

5 ENHANCEMENT OF CAMPUS/FACILITY

6 IMPROVEMENT OF FOUNDATION OF INFORMATION

7 IMPROVEMENT OF UNIVERSITY MANAGEMENT SYSTEM

8 REINFORCEMENT OF FISCAL FOOTING

9 AIDING RECONSTRUCTION FROM THE GREAT EAST

JAPAN EARTHQUAKE

Mid-and-Long-Term Roadmap, Waseda Vision 150

• It is true that, following AY2011, international students from some countries and regions refrained from coming to Waseda due

to the aftermath of the Great East Japan Earthquake and the accident of Fukushima’s nuclear power plant. However, we

expanded various study abroad programs and improved environment for the international students, which resulted in increase of

international students to 4,427 as of November 2012, up by 147 year on year.

• We increased the volume of online information to those who want to study at Waseda through e-brochure, etc. We also enabled

returnees and foreign students to apply for entrance examination online (In AY2011, the online application was available only to

applicants for English programs in Schools). In addition, we facilitated the screening fee payment system so that foreign

applicants can make payment more easily by credit card.

• To attract international students in an effective way, we participated in overseas study abroad fair in Europe and the U.S. as well

as Asian countries (16 countries and regions). Also, we held Waseda University Study Abroad Fair in various countries and

regions in East Asia to improve Waseda’s presence.

(1) ACCEPTANCE OF INTERNATIONAL STUDENTS

• In addition to the conventional study abroad programs, we enhanced the study abroad programs; developing a new Fee Based One-

Semester Program, Short-Term Program (offered during spring and summer vacations). Waseda students studying abroad reached

to 2,576 in total, with the students under these study abroad programs and those under student exchange programs combined.

• We developed SSA or Structured Studies Abroad, and, from this fiscal year, implemented Asian Business Studies Program in the

School of Commerce and Fee Based One-Semester Program at Peking University in the School of Social Sciences.

(2) ESTABLISHIMENT OF SYSTEM FOR OVERSEAS LEARNING OF WASEDA STUDENTS

No. of Students

FY0

1,000

3,000

2,000

4,000

5,000

2008 2009

3,264

2010

4,170

2011 2012

2,951

4,280 4,427

<NUMBER OF INTERNATIONAL STUDENTS>

No. of Students

FY0

500

1,000

1,500

2,000

2008 2009 2010 2011 2012

Long-termShort-term

611 572 738 737

843 917948 1,091

806

1,0841,454 1,489

1,6861,828 1,890

<NUMBER OF STUDENTS STUDYING ABROAD>

China46%

South Korea25%

Taiwan7%

U.S.A.4%

Thailand2%

Indonesia1%

Singapore1%

Others14%

<INTERNATIONAL STUDENTS BY NATIONALITY>

China12%

U.K.5%

France4%

Germany4%

South Korea4%

Sweden2%

Others14%

U.S.A.51%

Ireland4%

<STUDENTS STUDYING ABROAD BY COUNTRY>

<AY2012 Waseda University Study Abroad Fair (held in overseas)>

VenueSouth Korea May (Participants: 137 people) and November (Participants: 108 people)

Taiwan November (Participants: 279 people)

* Up to AY2009, the figure was calculated by the number of international students from abroad, while from AY2010, calculated by the number of foreign students.

PROMOTION OF GLOBALIZATION1

5

• Leveraging offices in Singapore, China, U.S.A. and European countries, we globally promoted industry-university collaboration

activities with overseas universities and research institutions. We also utilized MEXT programs for promoting industry-university-

government collaboration to promote joint research with overseas businesses and technology transfer, to hold technology

exchange events, and to promote Waseda’s unique practical entrepreneurship education program.

• We internationally developed industry-university-government collaboration project in Singapore, utilizing our overseas bio-

related research center, “Waseda Bioscience Research Institute in Singapore (WABIOS)”. In AY2012, we were selected for the

joint funding program of Japan Science and Technology Agency (JST) and Agency for Science, Technology and Research

(A*STAR), and started joint research with Nanyang Technological University.

• Research on clinical application of artificial blood by WABIOS was newly selected for Grants-in-Aid for Scientific Research of the

Ministry of Land, Infrastructure, Transport and Tourism (MLIT). Also, similar research by the researchers in National University of

Singapore was newly selected for National Medical Research Council and Academic Research Fund (Ministry of Education,

(4) GLOBALIZATION OF WASEDA EDUCATION AND RESEARCH THROUGH

COLLABORATION AND COOPERATION

• Leveraging knowhow accumulated in the International Admissions Office (IAO), we held Waseda campus information session,

participated in study abroad fairs held in overseas, and visited to overseas high schools (8 countries including China and

Taiwan), supported by Schools/Graduate Schools offering English programs and overseas offices. Also, because less and less

students of the designated Korean high schools are applying for Waseda University, we implemented faculty invitation programs

as we did in AY2011 to disseminate how Waseda is attractive and how the students graduated from the designated schools play

an important role in the society.

• As for the admission for foreign students, we increased the number of high schools subject to the “admission system on

recommendation by overseas designated schools” to secure competent foreign high school students. We worried that in AY2012,

due to deteriorated relationship between Japan and China/Korea, the situation may severe. In the end, however, we managed to

secure the number of applicants as we did in AY2011. We are pleased to see the number of applicants of the designated Chinese

high schools for the English Program rose by 1.5 times year on year; from 24 in AY2011 to 36 in AY2012.

• For the purpose of attracting students who wish to study abroad to Western countries, we extended the application period for

G30 English Program (School of Political Science and Economics, School of Social Sciences, School of Fundamental/Advanced/

Creative Science and Engineering), from one-period application (February) to two-period application (November and February).

That lead to an increase of applicants (School of Political Science and Economics: 80→139, School of Social Sciences: 27→32,

School of Fundamental/Advanced/Creative Science and Engineering: 40→54).

• Center for Japanese Language (CJL) renewed “Intensive Japanese Language Program” to “Japanese Language Program” in

AY2013. This program is a one-year or half-year program for international students to study Japanese language, in which

students can take open courses offered by Schools/Departments/Open Education Center in addition to the Japanese courses

offered by CJL. In addition, CJL launched 3-week or 6-week Japanese course “Short-term Japanese Program” in AY2012 to meet

the various needs of foreign students who want to study Japanese in short term.

• We analyzed the effect of introductory education program for foreign students, monitoring those students who passed the Waseda

exam through recommendation by the designated Chinese high schools (from AY2009 to AY2011). Based on the analysis, we

revised the admission system on recommendation by Chinese designated high schools. Also, we studied the examples of other

universities inside and outside of Japan which are implementing introductory education programs for foreign students.

• We strengthened support for international students by improving various career support seminars in English and sending mail

magazines in English.

• By further enhancing the contents of events held by International Community Center (ICC) and meeting the various needs of

international and Japanese students, we increased opportunities of cross-cultural exchange and expanded multi-cultural campus.

• ICC continued to offer academic programs such as ICC Global Human Resources Research Project, and Lecture & Round Table by Diplomats.

• As ICC program, a pair of Japanese and international student gave students of the affiliated schools a class to understand

international affairs.

(3) ACTIVITIES TO ATTRACT OUTSTANDING INTERNATIONAL STUDENTS AND REALIZE

MULTI-CULTURAL CAMPUS

6

Singapore), and joint research by Waseda and NUS is underway. Moreover, we engaged in preliminary research foreseeing the

joint research with multiple businesses such as Japanese chemical manufacturer which entered into Singaporean market.

• As for industry-university-government collaboration project in China, following AY2011, we participated in “China International

Industry Fair” in AY2012, invited by Shanghai Education Department. In this fair, we introduced life cycle assessment of product

technology/system, eco-friendly products and services, recycling system, and next-generation mobility system.

• Through “International Environment Leaders Training Program” funded by the Ministry of Education, Culture, Sports, Science

and Technology (MEXT), we nurtured leaders who can solve globalizing environmental problems (especially, technology/system

issue on manufacturing, resources, and energy cycle and measures to locally solve them) and challenges in corporate activities

through international university-industry-government collaboration.

• With the adoption of “Program for Leading Graduate Schools” (interdisciplinary), we decided to newly establish Doctoral

Program in Graduate School of Advanced Science and Engineering. Also, we started to put in place the system to nurture human

resources with doctoral degree of science and engineering who can foresee in global perspective the society where energy

problems are getting more serious and the related technology trend in the future, identify the challenges, and try to solve them.

• We prepared for concluding MOU on a new double degree program with Korea University in the spring 2013. Also, we started a

new double degree program (Master’s program) with Peking University.

• We discussed the creation of strategic cross-Faculty educational programs to provide a limited number of outstanding students

with high-quality education.

• To transform Waseda into a global research university, we considered rebuilding of systems of accepting foreign researchers,

etc., and examined the trend of other universities inside and outside of Japan.

• To promote better quality of educational/research cooperation with overseas higher educational institutions, we reviewed ties

between Waseda researchers and overseas researchers, and prepared for formulating policy of global strategy.

• We discussed “quarter system” and decided to introduce it from AY2013. (The system will be applied to 48 courses in 6 Schools,

387 courses in 11 Graduate Schools, and 30 courses in 2 Centers)

• To accept a wide variety of international students, Center for Japanese Language renewed "Intensive Japanese Language

Program" to “Japanese Language Program”, a one-year or half-year program to study Japanese language, in AY2013.

• Center for Japanese Language launched “Short-term Japanese Program” in AY2012 for the international students who want to

study Japanese intensively for 3 weeks or 6 weeks. The Center opened 4 courses (spring, summer, fall, and winter) per year,

considering that the academic calendars of universities vary depending on countries and regions.

• We held seminar to help increase the number of papers by Waseda researchers to be exposed to international journals and

intensify dissemination of Waseda’s research results. It was held three times, participated by about 150 people each.

(5) SYSTEM REFORM TO PROMOTE GLOBALIZATION OF WASEDA EDUCATION

AND RESEARCH

• Reviewing the administration of Office of International Research Promotion, we reinforced the promotion of international publication.

• We transferred Oregon Office to San Francisco. While deepening ties with Waseda’s partner universities and institutions in Bay

Area and with Japanese universities having offices in the area, we expanded places of educational/research.

• We invigorated activities in WiN (Waseda University International Network), a community site for those who have studied,

participated in the seminar, or engaged in research at Waseda which is one of the important networks for Waseda’s future

overseas activities. WiN members rose from 2,243 to 3,224.

• For the effective promotion of Waseda’s research results, we embarked on a new project to promote international publication

among Waseda faculties. Specifically, Information and Public Relations Section created “Press Release Guide for Researchers”

while testing distribution of press releases to overseas media through wire service.

(6) UNIVERSITY ADMINISTRATION UNDERPINNING GLOBALIZATION OF WASEDA

EDUCATION AND RESEARCH

7

1. Nurturing a group of topnotch young researchers

• Selected for Young Researchers Training Program for Promoting Innovation funded by MEXT , Waseda University collected

about 100 young researchers (graduate students of doctoral program and the young who acquired doctoral degree within the

past 5 years) and offered them capacity development programs (such as communication, industry regulation, practical English)

that are necessary for playing a role in the real society.

In addition, we created Practical Training Program for Doctoral Students (including long-term internship in business corporations

and joint research) with businesses and research institutions inside and outside of Japan, picked up about 20 motivated young

researchers, and dispatch them to business/research institution for a long time.

• We held a “networking event between industry and doctoral degree students/researchers” targeting doctoral degree students

and post-doctoral researchers to support their career. The effort led us to nurture and produce in strategic and well-organized

manner the human resources with doctoral degree who can play an important role in various industries.

2. Establishing system to promote unique research

• To activate research activity and reinforce R&D management, we started to discuss the establishment of research administration

system that serves as research project planning/management and promotion of research result utilization, etc.

• Through the MEXT’s project to establish system to nurture/secure University Research Administrator (URA), Waseda created training/

education program for URA, and held a seminar to test the program for 3 days. About 100 URAs from all over Japan attended the

seminar. Collecting precious opinions to the program from those URAs, we discussed the program in the next academic year.

• Fully utilizing its capacity and functionality of providing more opportunities for our full-time faculty members and alumni with

doctoral degrees to publish their research, Waseda University Press continued to put out selective academic books this year;

three items in the Waseda University Academic Series and 23 Waseda University Monographs. Also, Waseda University Press

reinforced global services such as publishing books in foreign languages.

The 44th Kawatake Award, The Japanese Society for Theatre Research: “Dramaturgy of ningyo joruri” by Risa Ito (Waseda University Press Academic Books)

Japanese Association for Coastal zone studies Cultural Award 2012: “What occurred from the tsunami on March 11? Damage investigation and a disaster

reduction strategy.” by Tomoya Shibayama (Waseda University Press book series, Shinsai-go ni kangaeru)

3. Improved Research Infrastructure and research evaluation

• In order to create better research results, we further developed the research evaluation system introduced in various research

projects that are implemented in Organization for University Research Initiatives and research institutes. That led to an effective

distribution of research resources to each project. We also embarked on discussing an appropriate evaluation system of the

initiatives/institutions, and strived to realize it.

• Organization for University Research Initiatives and research institutes took the lead to consider measures to promote research

incentive that can contribute to Waseda’s research capacity and to strengthen ties among internal research organizations.

4. Promotion of FD (Faculty Development)

• We reviewed the contents of the questionnaire for students on classes to find the way for better quality of classes. The

questionnaire survey was conducted in every semester in the whole university.

• FD seminar was held for faculty and staff, especially the newly appointed faculty members. As a part of this seminar, training

program on teaching method was implemented where the faculty members are dispatched to Waseda’s partner universities in

the U.S. for 3 weeks (participated by 12 members) At the same time, 1-day FD program on teaching method in the form of

workshop was held in AY2012 (participated by 46 members in 4 days). Also, inviting the Director of Teaching and Learning

Center, the University of Washington, the FD lecture “Learning How to Teach and Teaching How to Learn” was held.

• Toward the education emphasizing on interaction, problem finding, and problem solving, questionnaire was conducted for all the

faculty members on teaching method.

(1) NEW EDUCATIONAL/RESEARCH SYSTEM

BUILDING OF A NEW EDUCATIONAL/RESEARCH SYSTEM AND ENHANCIEMENT OF QUALITY OF EDUCATION

2

8

Strategic Research Initiatives

Open Themes

Research Field Research Theme

International network for Japanology and Japanese culture studies

The occupation period: Report relating to Japan in America in the 1950s, cultural strategy and Japan, the Japanese people

A new Japanese literature and Japanese culture research created together with the world

System under globalization: laws, corporations and markets

Interdisciplinary research on Japanese social systems in the 21st century

Aiming for a comprehensive restructuring of the comparative law research base as a global core research institute

Reshaping legal systems for intellectual property in the era of globalization – The establishment and development of the “Preparatory Organization for the Establishment of the Waseda University Intellectual Property Integrated Research Institute,” an integrated research institute for the humanities and the sciences

International comparison of customer satisfaction determinant communication strategies based on construal level theory

Science and technology for a green energy society

Designing and building an electricity supply confi guration for the future – Toward the realization of a low-carbon society based on recyclable and environmentally-friendly electric energy

Design for innovative health and medical care

Giving the sciences of the brain and the mind back to society – Applied brain science based on integrated human sciences

Asian synergy in the global context

The pursuit of symbiotic service business models in Asia

Research on historical differences and coexistence in East Asia, from the perspective of “Buddhism” as a form of civilization movement

Comparative research on the Symbiosis of Muslims and non-Muslims in Asia

Industry, policy and journalism for a sustainable society Industrial ecology of sustainable resource management

Lifestyle design through recycle-based infrastructures

Development of eco-friendly semiconductors and insulating materials

Realization of a low-carbon society through the development of a green inverter using diamond MOSFET

A comprehensive study regarding the establishment of safe and reassuring resource recycling systems in Asia

Basic sciences as the foundation for future development

Research on nonlinear partial differential equations

Interaction between light and matter-from fundamental physics to device applications

The pursuit of a new picture of the universe through cutting-edge space science observation-the establishment of a world-class space science observation and technology fusion center

Recovery from great disasters and building of a new social system

Research on the needs for scientific/social support and administration toward the prevention of health damage caused by earthquakes

Disaster Analysis and Proposal for Rehabilitation Process for Tohoku Earthquake and Tsunami

Environmental diagnosis and proposal of countermeasure technology for restoration and reconstruction from the Great East Japan Earthquake

Compound Mega Crisis, Nuclear Disaster and Risk Governance

General Study on Housing and Urban Planning for Renaissance in Harmony with Respect for Nature, Learning from Cultural Heritage

Waseda University Legal Aid Project for Eastern Japan Earthquake Disaster Relief

Rebuilding a new global social system resilient to large-scale disasters

Assigned Theme

Research Field Research Theme

Bioscience, physical biology, nanobiotechnology, biotech imaging, and chemical biology

Establishing Waseda international collaboration research based in Singapore

9

5. Promotion of Gender Equality

• In Waseda Vision 150, we aim at increasing the ratio of female students at Waseda to 50%, female faculty to 30%, and female

staff to 50% in the next 20 years. In order to achieve the numerical target, and to raise awareness about gender equality at

Waseda University, we delivered a number of lectures, seminars, and exchange sessions for faculty, staff, and students according

to the annual plan devised in line with Waseda University Gender Equality Declaration and Gender Equality Basic Plan. News

and information concerning the issue were posted on the university websites and portal site. At the same time, the University

community received newsletters and leaflets published on a regular basis.

1. Establishment of University-Wide Educational System

• The working group discussed Waseda’s liberal arts, core education, and disciplinary studies. Eventually, with the aim of nurturing

“global human resources” who can contribute to the world, we decided to set up “Global Education Center” on April 1, 2013 that

serves as a hub of global education.

• University-wide symposiums were held 8 times to discuss Waseda’s liberal arts education.

In these symposiums, we got recommendations on abilities to be acquired by students in liberal arts and a series of courses

Waseda should offer, and proceeded with discussion to set up the courses.

• Open Education Center set up the course “Academic Writing” to improve students’ writing skill of academic papers/reports. The

course admitted 4,243 students per year. Also, each Schools discussed whether “Academic Writing” should be compulsory or

not, and the School of Human Sciences decided to make the course compulsory from the fall semester 2013.

• “Professional Workshops” where students propose solutions for a series of challenges facing businesses and autonomies while

being advised by the staffs of businesses and autonomies (professionals), were held the same times as in AY2011. In 2013, we

decided to transform the workshop into courses (8 classes).

2. Foreign Language Education

• As the next step of “Tutorial English”, Open Education Center newly established “Critical Reading and Writing” to improve

students’ critical reading and their skills to summarize and convey their own idea. It offered “advance” class in the spring

semester, as well as “intermediate” and ”advanced” class in the fall semester.

• “Tutorial English Training Camp” was newly established where students can acquire English vocabularies and expressions to be

learned in “Tutorial English” through field trip and exchange with assistants of international student program. In August, the

class opened as an intensive course.

• To meet the students’ needs, “Thai Language Course” (semi-intermediate, mediate) and “Tutorial Chinese (basic and

intermediate) were newly set up. Also, the Center decided to set multiple courses in “advanced” class of Tutorial Chinese.

• Following AY2011, the Center opened the courses partnering with Peking University and the University of Seoul, etc. Especially in

the collaborative course with the University of Seoul, Waseda students visited the University of Seoul and vice versa.

3. New Course offered by the Open Education Center

• An inter-disciplinary course, “Health and Medical Care” was newly established, which offers comprehensive learning through

discussion and on-the-ground training on health and medical care in addition to conventional lecture.

4. All-Round Education in the Student Housing

• Leveraging the environment of student dormitory where people from various background gather, Waseda International Students

House (WISH) started “Social Intelligence Program” to draw potentials of students. Five students who were outstanding at the

program were dispatched to an industry-academia-government collaborative project for global career education (implemented in

Taiwan) initiated by the Ministry of Economy, Trade and Industry (METI).

5. Waseda’s Healthy Campus Life

• Open Education Center continued to offer courses “Health Creation” and “Mental Health Management” to improve students’

awareness of health.

(2) IMPROVING THE QUALITY OF EDUCATION AND BUILDING OF A NEW

EDUCATIONAL SYSTEM

10

• Health Festa was held in June and October with the aim of building structures so that students take responsibility of their own

health, take comprehensive approach (exercise, diet, medicine, mental care), and maintain health life even after graduating

from Waseda.

6. Student Life Support

• We started to review and improve the existing “student job” in Waseda that promote growth of students and enable them to

work while learning.

• We strengthened support for students who feel physically and mentally uneasy, so that all the students can live a quality student

life. In addition, Student Affairs Division, Health Support Center, and other related departments cooperated together to develop

health promotion activities like offering alcohol patch test at the time of medical checkup.

• We started to discuss how Waseda’s internal scholarship programs should be to underpin the student life, toward the drastic

reforms including review of the scholarship programs.

7. Career Support

• While holding lectures and seminars for freshmen and sophomore, the Career Center distributed a career guidebook “Design

Your Future” to new Waseda students. The Center strengthened support for students to plan their study taking into account their

mid-and-long-term career path. The guidebook includes roadmaps of the 4-year student life.

• The Center provided female students with opportunities to think about their career path after graduation, by holding casual

talking event with young Waseda alumni.

• The Center also reinforced career support for international students by upgrading its English website and offering career advisory

service in English.

• The Athletic Center and the Career Center collaborated together to offer job information targeted to the sports club members

through job seminars for the members, At the same time, the two centers had business corporations which are looking for the

sports club members hold company briefing sessions.

• Domestically, Admissions Center expanded the door open to applicants to enroll in each School of Waseda through

recommendation by designated school, and the number of students enrolled through admission on recommendation by

designated school slightly increased. In order to facilitate review of recommendation method, The Center also enabled Schools

to exchange information on screening method among Schools which are applying admission on recommendation by designated

school. In addition, in admission for foreign students, the Center newly designated multiple Chinese prestigious high schools as

the ones subject to its admission on recommendation by designated school.

• In the AY2013 admission on recommendation by designated school, the Center distributed 2,013 booklets entitled “Shinsai-go ni

kangaeru (In the aftermath: reflecting on 3.11)” to 671 schools at the time of asking for recommendation of their students, and

introduced our efforts in the wake of the Great East Japan Earthquake.

• To facilitate application procedure in the entrance examination other than general entrance examination, especially the procedure

for examinee living in foreign country, the Center made the online application support system available not only to the applicants

for G30 English Program but also to the applicants for examination for returnees/foreign students. As a result, the number of

applicants for the examination for returnees/foreign students (September 2009) increased.

• Admissions Center reached out to the Schools with proportion of students enrolled through non-general admissions less than

40% and recommended them to improve their non-general admission system or introduce new systems including admission on

recommendation by designated school. As a result, the number of students from non-general admissions occupied more than

40% in the whole Schools, and we could secure new students enrolled from a variety of admissions.

• The working group of Vision150 Core Strategies embarked on considering a system that allows the university to reform its

admissions policies.

(1) MAKING THE RATIO OF STUDENTS ENROLLED THROUGH GENERAL ADMISSION TO

THOSE ENROLLED THROUGH NON-GENERAL ADMISSION “4 to 6”

RECRUITMENT ACTIVITIES TO ATTRACT A VARIETY OF STUDENTS

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Hello! WASEDA Osaka and Saga respectively planned an event that unified faculty, staff, and students. They promoted

collaboration between Waseda Setsuryo Junior High School/High School, Waseda Saga Junior High School/Senior High School,

and the local communities.

(2) EDUCATIONAL TIES BETWEEN WASEDA’S AFFILIATED SCHOOLS AND

THE UNIVERSITY

We promoted partnership programs with our partner model schools (Kumon Junior-Senior High School, Kumon Leysin Academy

of Switzerland, Shinagawa Joshi Gakuin) by holding lectures, campus tours, design/manufacturing class, and even paper writing

instruction through Kumon’s “project studies”.

(3) PROMOTION OF PARTNERSHIP PROGRAMS BETWEEN HIGH SCHOOLS AND

WASEDA UNIVERSITY

For recruitment of international students, International Admission Office took the lead to proceed with building efficient public

relations by collecting opinions from each School/Graduate School, and confirming a range of PR activities to be done university-

wide and those to be individually done by each School/Graduate School.

(4) REINFORCEMENT OF UNIVERSITY-WIDE AND SCHOOL/GRADUATE SCHOOL PR

ACTIVITIES ON ADMISSIONS

We prepared for establishing Major in International Culture and Communication Studies, Master's Course, Graduate School of

International Culture and Communication Studies. (Application filed to MEXT in AY2012, established in AY2013, number of

students accepted: 50 people, admission capacity: 100)

(5) NEW GRADUATE SCHOOL, CHANGE OF THE NUMBER OF STUDENTS ENROLLED

(INCREASING THE RATIO OF GRADUATE STUDENTS TO UNDERGRADUATE STUDENTS)

• Clarifying in the curriculum “the courses to have students acquire the power to think” set in the 1st and 2nd year of each School

and “the courses to enhance the power to summarize and convey their own idea” set in the 3rd and 4th year, each School

continues to discuss how to facilitate students to take the courses.

• To create curricula to enhance consistency between Schools and Master’s programs of Graduate Schools, we carried out studies

to clarify the value of Bachelor’s degree and Master’s degree, respectively.

(6) PROJECT TO REVISE UNDERGRADUATE CURRICULA TO ENSURE OPPORTUNITY

TAKING INTO ACCOUNT THE LINK WITH MASTER’S PROGRAMS

• Utilizing its precious cultural resources, Cultural Affairs Division planned to enhance Waseda’s educational/research results. In

addition, The Division made public those cultural resources through exhibitions and events to promote social contribution activities.

• The Division reinforced function of cultural resources database and enhanced its contents, and continued to discuss the system

improvement to provide better services and to introduce Waseda’s cultural activities/assets both internally and externally.

• The Division prepared for compiling Waseda 150-year History Series, created/made public the database of Waseda people, and

started hearing on the availability of materials to each department.

• The Division secured space for preserving Waseda’s cultural assets in Aizu Museum, and proceeded with study/discussion to

remodel the museum into the public institution exhibiting national treasures and important cultural properties of Japan.

(1) UTILIZING A VARIETY OF CULTURAL RESOURCES

PROMOTION OF CULTURE AND SPORTS 4

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• We enhance the contents of courses like integrating the lecture related to the founder Azusa Ono into the inter-disciplinary course

“Waseda gaku”. This course consists of two parts by semester; 150 students took “Sosetsu-sha Okuma Shigenobu” in the spring

semester, and 208 students took “Kindaishi-no naka no Waseda Daigaku” in the fall semester.

• We promoted new undergraduate students to take the course “Waseda Life ABC” in which they can learn about the history of

Waseda University and acquire knowledge and mindset necessary for student life. Then, we made effort to lead the students to

build an identity as Waseda people and take “Waseda wo shiru” offered by the Open Education Center.

(2) FOSTERING PRIDE AS WASEDA PEOPLE

• Marking its 10th anniversary, The Hirayama Ikuo Volunteer Center (WAVOC) newly established a system to solicit publicly

recognized projects. By soliciting and evaluating projects every year, WAVOC built up system that can lead to better quality of

volunteer activities.

• In the inter-disciplinary course “Social Contribution and Volunteering”, WAVOC continued to offer volunteer-related class and

field study. For the first time this year, there were students who completed the inter-disciplinary course.

(3) VOLUNTEER AND FIELD STUDY

• For the purpose of boosting competitiveness of Waseda sports, intensive measures were continually taken. As a result, 9 clubs

and 11 teams won the victory in inter-collegiate championship games. Players in individual sports also achieved excellent results.

• 6 students and 10 alumni from Waseda participated in the London Olympic/Paralympic Games, winning 4 medals in total (2 in

Olympic and 2 in Paralympic). Also, an active female student at Waseda University won a medal in swimming, which was the

first time in the whole Summer and Winter Olympic Games.

• Coach Summit for the instructors of each sports club was held. The summit aims at sharing information and problem-solving

schemes mainly by case study.

• Events to activate international exchange among members/instructors of sports clubs were held, including sports games (rugby,

soccer, ice hockey) with Korea University.

• To boost the presence of Waseda sports, Athletic Center utilized its website, facebook, Twitter etc. to actively convey Waseda’s

sports information.

(4) ESTABLISHING MODEL OF WASEDA SPORTS

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• In addition to our conventional energy-saving measure to cut CO2 emission and control global warming, we continually

promoted electricity-saving. For larger campuses, we uploaded on our website the data of how much electricity each campus

used; we urged our students, faculty, and staff to reduce energy cost when electricity is in high demand and to be more aware of

energy-saving.

• Under the ordinance by the Environment of Tokyo, Waseda Campus, Toyama Campus, Nishi-waseda Campus and TWIns are

obliged to cut the total annual CO2 emission by 8% during the 5 years from FY2010 to FY2014. In addition, from FY2011,

Tokorozawa Campus became subject to the similar ordinance by Saitama Prefectural Government. Given the facts, we further

disseminated the environmental awareness to our students/faculty/staff, and implemented various energy-saving measures such

as introduction of greener equipments and efficient control of the existing equipments.

(2) ENVIRONMENTAL AWARENESS AND ENERGY SAVING

• As a part of “Waseda Vision 150” we did the following to publicize our contents of education through ICT and to make all the

classes emphasize on interaction, problem finding, and problem solving:

■ Implemented trial of 1) simple recording of classes and 2) original making of contents by Silver Stream, a software that enables

us to easily make contents just with PC, web camera, and headset

■ Started discussing specification and basic design of the platform to make public Waseda’s contents of education

■ Conducted a questionnaire survey to all the faculty members (respondents: 303, response rate: 6.5%), and also did a hearing

survey to individual faculty members who gave some answer that can be a model for “education emphasizing on interaction,

problem finding, and problem solving” (Applicable faculty members: 25) Based on the results, we presented some of those

answers and embarked on the discussion of launching a website to share them.

■ Implemented “Waseda e-Teaching Award” as a part of discovering/sharing good practices in the classes using ICT. All the 22

cases selected were made public on our website. At the same time, we created a small booklet named “Good Practice-shu” and

prepared to distribute them to all the faculty members.

(1) EDUCATION SUPPORT SYSTEM

• We created “e-learning video”, a learning material for fire/disaster prevention in case of great earthquake, and put it on Waseda

portal site so that the whole students, faculty, and staff can watch it at any time. Also, we played the video to continuously and

multilaterally instruct the proper course of action in the event of disasters like great earthquake.

• Students received a pocket-size water/abrasion-proof “earthquake response manual” prepared in both Japanese and English.

The manual is downloadable to smartphones etc.

Also, disaster management offices located in the buildings of every campus prepared a renewed manual for initial stage of

earthquake. Participants underwent drills and training that were designed for them to acquire necessary actions required in the

initial stage of disaster, including launch of disaster management offices and telecommunication training.

• We reconfirmed whether the emergency goods and supplies are adequately stockpiled which are required for our new measure

of letting students/faculty/staff stay in the campus buildings in case of disaster.

• Waseda utilizes e-manifestos to properly dispose the spent chemical wastes, while strictly managing broad-range chemical

substances used in educational/research activities.

(1) SAFETY AND DISASTER PREVENTION

ENHANCEMENT OF CAMPUS/FACILITY5

IMPROVEMENT OF FOUNDATION OF INFORMATION6

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• By providing the system to 1) reduce administrative workloads on research grant management and 2) assist researchers to share

information and to accumulate/disseminate research results, we proceeded with efforts to support research activities and to help

convey research results to the society.

• To enable the management of our usage history of research grant information, we developed a business trip application system

and attendance management/salary calculation system for temporary workers (internal part timer, part-time researchers, etc.)

Some departments started using those systems.

• We identified what kind of fundamental functions of next-year educational/research support are required for supporting research

projects, and developed such system as portal community contents management system and schedule/questionnaire

management system. At the same time, to reconstruct the existing researcher database, we did requirements definition toward

building of research seeds database. The DB is scheduled to be launched in the first half of 2013. In addition, we raised frequency

of offering data from researcher database to ReaD&Researchmap and reinforced connection between the two.

(2) RESEARCH SUPPORT SYSTEM

• We are helping invigorate student life by providing the system to support student/alumni/working people in various communities

such as seminar and circle. As a part of the support, we reestablished the system to report the company/organization from which

you got an offer or your career path. Specifically, we facilitated international students to enter data to the system by creating an

English version of the system, which enabled the administrators to smoothly gather the correct information of the students’

career path. In addition, we completed the English version of “Alumnus's information update screen”, which enabled

international students to report more easily their career path after graduation.

• To increase awareness of cohesive ties with Waseda and to contribute to the expansion of Waseda fans, we positioned QuonNet

as a platform. As the large-scale Tomonkai started to use the platform, the number of users is steadily increasing. Taking into

account the requests from Student Affairs Section and Alumni Affairs Section to which we did hearing in AY2012, we are

improving functions of QuonNet so that it can be utilized in such tasks as circle member management or Tomonkai

administration. That is how we support the activities of alumni association etc.

• With the increase of the number of international students due to G30 Program etc., more and more alumni are going back to their

home country. Given the fact, we embarked on improving the system like creating the English version of alumni database.

(3) STUDENT/ALUMNI SUPPORT SYSTEM

• By modifying system in accordance with regulation/policy change, etc. and by providing a system to support function expansion

and streamlining/standardization of business, we promoted structural reform of staff jobs and modified system -after making

arrangement with Financial Affairs Division- toward introduction of the project-based budgetary system.

(4) UNIVERSITY MANAGEMENT SUPPORT SYSTEM

• We discussed or prepared for 1)increase of the access points of wireless LAN and improvement of network infrastructure by

renewing backbone network equipments, 2) update of middleware for shared IT platform using data center or private cloud

environment, 3) next-generation education environment (computer classroom, etc.), 4) unified authentication system, 5) next-

generation contents distribution system to realize publication of Waseda’s contents of education, and so on.

(5) PROVIDING A SECURE AND COMFORTABLE IT ENVIRONMENT ON CAMPUS

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1. PR Activities

• Issuing every Thursday “Waseda Weekly”, a PR magazine for Waseda students (about 15,000 copies, 29 issues per year) during

the spring and fall semesters, we conveyed -inside and outside the University- the information on various activities led by the

students’ extracurricular activities.

• We issued Waseda magazine “Shinkyo” in which you can see the present “Waseda learning” in light of the recovery from the

Great East Japan Earthquake.

• We started a new series “My study, My career” from AY2012 in “CAMPUS NOW ”, our PR magazine for students and their

parents. Taking into account the Strategic Objective “establishment of a dynamic organizational framework adaptable to a

changing world” of Waseda Vision 150 and from the perspective of gender equality, we broadly introduced how our female

researchers are playing a role and showed their achievements to our female students –accounting for a little more than 30% of

the whole Waseda students- as a role model. Also, in “Career no rashinban”, a column popular among readers, we introduced

career paths other than working at private companies, interviewing not only HR staffs of corporations but also teachers, etc.

• We continuously conducted a pilot distribution of “Seihoku no kaze” our PR magazine for alumni, to our alumni living outside of

Japan. At the same time, we re-identified general readers or Waseda fans other than our alumni by posting the whole articles on

the university website.

• To disseminate the exchange forum between the University and the students’ parents living in local area, we sent press releases

to many local media including local newspaper agencies. We gained much publicity by the President lecture and open courses,

which resulted in the reinforcement of capacity to convey information to local communities.

2. Exchange and Cooperation

• To strengthen ties with Waseda Communities and many students/their parents/alumni of affiliated schools, we upgraded the

contents of “Hello! WASEDA Project” and held events in Osaka, Nagoya, Saga, and Tokyo (National Stadium).

• Leveraging “portal function” and “coordination function”, of the External Affairs Section, we are strengthening exchange and

network among business people who graduated from Waseda. As a part of the effort, we held Tomon Business Leader Gathering

in Tokyo and Osaka, and Tokai Waseda Business Leader Gathering in Nagoya.

• For honoring donors and maintaining a better future connection with them, we invited the special members of WASEDA Supporters’

Club to “WASEDA Supporters’ Club Executive Forum –Social Gathering of Waseda University Supporters–” Also, as a new measure,

in the donations for the project to nurture global leaders through Nakano International Community Plaza, we decided to honor the

members/organizations registered on Waseda University Alumni Association and others who made huge amount of contribution.

(2) STRENGTHENING TIES WITH WASEDA ALUMNI AND PARENTS OF

WASEDA STUDENTS

• In order to achieve the target figures of WASEDA Supporters’ Club and Educational promotion fund, we formulated fund-raising

strategies from mid-and-long-term perspectives to improve the fund-raising systems. Following the previous academic year, we

called for monetary support for aiding recovery activities and student afflicted in the 3.11 earthquake (ended in March 31, 2013)

through WASEDA Supporters’ Club.

We newly solicit 1) the School of Political Science and Economics 130th Anniversary Global Leaders Development Fund (from

December 2012) to commemorate the 130th anniversary of, the School of Political Science and Economics, and 2) donations for

the project to nurture global leaders (from January 2013) through Nakano International Community Plaza which is to be

completed in March 2014.

• Aiming at better convenience for donors and improvement of the power of solicitation, we drastically renewed the website of

External Affairs Section, upgraded the contents, and facilitated donation by giving more payment options. At the same time, we

actively implemented PR activities to usher people in the donation website of the Section through direct mail or other media.

Thanks to these efforts, we successfully collected the total amount of 46,083,255 yen (2.5 times year on year) through the

donation website. In addition, now that online donation for Waseda Sports is available, the number of donors increased.

(1) STABLE FUND-RAISING

IMPROVEMENT OF UNIVERSITY MANAGEMENT SYSTEM

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• We are securing transparency of university administration and fulfilling social accountability. Also, as a part of publicizing our

information, we formulated and put into practice the “public standard of disciplinary action” for the purpose of preventing

recurrence of misconducts, etc.

• Toward reinforcement of university-wide public relations, we held twice the PR related seminar mainly for newly appointed staff

and other young and middle-ranking full-time staff, and strived to boost awareness of PR that laid the foundation of university-

wide PR activities.

• As one of the measures for strategic PR, we made possible the browsing of Waseda website (both in Japanese and English) by

smartphone; we broadened the options to convey information (multi-device application).

• While we issue a news letter for international community, we conveyed our information to both inside and outside of Japan by

having Waseda Online and other website of each Faculty linked to SNS. Waseda’s official account got 18,000 followers on Twitter,

and 9,000 “Like”s on facebook.

• Mainly by “Waseda Online” in Yomiuri Online, we reinforced our capacity to convey information to Japan and overseas. We got

about 350,000 page viewers (website of both in Japanese and English) on monthly average.

• We started discussion on building up a new website (both in Japanese and English) that would become the foundation of our

strategic PR activities, contribute to realization of “Waseda Vision 150”, and integrate the whole university. We also created

roadmap to launch the website.

(3) STRENGTHENING UNIVERSITY-WIDE PR AND PROMOTING STRATEGIC PR

• To boost validity of Waseda’s internal control, auditors, accounting auditors, and staff of Internal Audit Office cooperated together

to strengthen compliance by reinforcing audit on accounting and administration.

• By improving legal check structure before making a research agreement/MOU/addendum and by establishing a legal support for

faculty and staff, we reduced agreement-related risks.

(4) COMPLIANCE AND LEGAL FUNCTIONS

We set up a “council on fiscal strategy”, an advisory panel to discuss Waseda’s fiscal policy from mid-and-long-term

perspectives. This panel consists of President, Executive Directors, and external intellectuals. The first council was held in

December 2012 to deepen common understanding of our present status and accounting structure of school juridical person.

(This council is to be held approximately 4 times by the end of AY2013, and we are scheduled to be notified of reports on fiscal policy.)

(1) SETTING UP A COUNCIL ON FISCAL STRATEGY

To grasp the balance sheets of Waseda’s educational/research projects and corporate projects and to make evaluation on each

project, we began to consider establishing project-based budgetary system. In AY2012, as the initial stage, we embarked on

defining the budget for each project and clarifying what cost of each project should be allocated to what account item.

(2) PROJECT-BASED BUDGETARY SYSTEM

For budget payment, we reviewed the budget drafting process, formulated policies to draft budget lead by Executive Board, and

promoted drastic reform of payment structure. For budget revenue, we utilized the existing management resources (human/

equipment), strengthen connection with alumni and business industries, and made efforts for more consistent and vigorous

fund raising.

(3) REVIEWING BALANCE STRUCTURE

In the meeting to discuss optimization of procurement cost, we reviewed procurement process, and reinforced “price validity

check” in the Financial Affairs Division and other departments purchasing goods.

(4) REVIEWING GOODS PROCUREMENT SYSTEM

REINFORCEMENT OF FISCAL FOOTING8

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Projects for the Center for Research on Reconstruction from the Great East Japan Earthquake

Research Field Research Theme

Medicine and Health Care

Research on the needs for scientifi c/social support and administration toward the prevention of health damage caused by earthquakes

Infrastructure Restoration and Disaster Management Systems

Disaster Analysis and Proposal for Rehabilitation Process for Tohoku Earthquake and TsunamiEnvironmental diagnosis and proposal of countermeasure technology for restoration and reconstruction from the Great East Japan Earthquake

Compound Mega Crisis, Nuclear Disaster and Risk Governance

Urban Planning and Social Design

General Study on Housing and Urban Planning for Renaissance in Harmony with Respect for Nature, Learning from Cultural HeritageWaseda University Legal Aid Project for Eastern Japan Earthquake Disaster ReliefRebuilding a new global social system resilient to large-scale disasters

Office for Aiding Reconstruction from the Great East Japan Earthquake distributed the existing 26 series of Shinsai-go ni kangaeru,

a booklet as a way of widely publicizing wisdom and knowledge, and various thoughts and activities with respect to an array of

research and aiding projects by Waseda’s students, faculty, and staff, to 584 high schools (including college of technology and

special school) of the five afflicted prefectures (Aomori, Iwate, Miyagi, Fukushima, and Ibaraki).

Since immediately after the disaster, the Hirayama Ikuo Volunteer Center (WAVOC) has so far dispatched the total of 1,368

volunteers (mainly comprised of students, faculty and the university staff) to the disaster-hit regions on 113 occasions. At the same

time, WAVOC held events related to the disaster in Kanto area (symposium, charity concert, etc.) to prevent people from forgetting

what we leant from the disaster. WAVOC cooperated with the Student Affairs Division to create various student volunteer clubs. It

also worked with Athletic Center and sports clubs for volunteer activities. The University continued to shoulder partial

transportation fees incurred by the student clubs/sports clubs as a result of carrying out these volunteer activities. In addition,

WAVOC issued a documentary book on the volunteer activities for the recovery of the Great East Japan Earthquake “Biryoku daga

muryoku dewa nai”.

(2) AID FOR THE AFFECTED REGIONS

• We provided research grants to the seven research themes selected for three research projects of the Center for Research on

Reconstruction from the Great East Japan Earthquake in AY2011, and promoted research on disaster control and the future

recovery from the disaster. Also, we held open workshop of the Center, as well as symposiums and workshops in each project.

• As a way of widely publicizing wisdom and knowledge, and various thoughts and activities with respect to an array of research

and aiding projects, Waseda University Press designed and began to publish a series of books entitled, Shinsai-go ni kangaeru. In

AY2012, 16 series of the books have been issued with a hope to be of help to the society (10 series in AY2011).

(3) RECOVERY AID THROUGH DISASTER-RELATED RESEARCH ACTIVITIES

Following AY2011, the Office for Aiding Reconstruction from the Great East Japan Earthquake (Director: President Kaoru Kamata)

engaged in the reconstruction aid activities under the three policy areas: (I) Educational aid for students affected by the disaster,

including tuition-waving schemes; (II) Aid for the affected regions, centering on volunteer activities; and (III) Recovery aid,

encompassing disaster-related research activities. Those activities were funded by the monetary contribution from many

organizations, corporations, and philanthropists through WASEDA Supporters’ Club.

• For Waseda students afflicted by the 3.11 earthquake and tsunami to receive education at ease, we offered financial aid to more

students by “tuition exemption measure” and “scholarship program designated for students affected by the Great East Japan

Earthquake” in this academic year, too.

Tuition Exemption

AY2012Exemption of full tuition payment (for 6 months):100, (for 1 year): 52Total Amount Exempted: approx. 132,000,000 yen

AY2011Exemption of full tuition payment (for 6 months):70, (for 1 year):113Total Amount Exempted: approx. 138,000,000 yen

(1) AID FOR STUDENTS AFFECTED BY THE DISASTER

AIDING RECONSTRUCTION FROM THE GREAT EAST JAPAN EARTHQUAKE

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In the thirtieth anniversary of the founding of Waseda University on October 17, 1913 (Taishō 2), a founder and then president Shigenobu Ōkuma

made a public declaration of its three founding principles. Based on these principles that would be handed down from generation to generation

in the future, we formulated a mid-and-long-term plan “Waseda Vision 150” which looks into Waseda’s 150th anniversary in 2032, and made it

public on November 15, 2012.

Waseda Vision 150 presents 4 visions in Waseda University which is marking its 150th anniversary in 2032; what students can acquire and how

they can contribute to the world in what kind of educational/research environment, how Waseda people and Waseda research should be, and

how Waseda graduates play a role for the people and the society as a global leader or citizen underpinning the local communities.

<4 Visions>“Students of the highest caliber and character who show promise in being able to contribute to the world”

“Research that will ultimately contribute to real world peace and happiness in human society”

“Alumni who will contribute to the public good as global leaders”

“An evolving university that will become Japan’s/Asia’s premier “model university”

In formulating this Waseda Vision 150, we summarized the status of achievement of the past mid-and-long-term plan “Waseda Next 125” and

identified new challenges and outstanding issues. Then, we created the 13 Core Strategies to realize the 4 visions. In AY2012, we launched 75

projects to put the strategies into practice. We have considered and formulated those projects beyond the framework of division, referring to

opinions not only from our faculty and staff, but also from alumni, students, local residents, and intellectuals. Waseda Vision 150 is a university-

wide plan; we established action plans not only for the university headquarters but for each Faculty School, Waseda University Senior High

School, Waseda University Honjo Senior High School, and Art and Architecture School.

1. Radical Reform of the Admissions System

2. Reconstruction of the Education System to Develop Global Leaders

3. Educational Content Open to the Public in Many Languages

4. A Switch to an Interactive Problem Finding and Solving Style of Education

5. Promotion of Proactive Student Involvement in University Education and Research

6. Fostering Pride as Waseda People in the World

7. Promotion of Original Research and Enhancement of the Ability to Deliver This Internationally

8. Education, Research, and Societal Contributions That Expand to the World

9. New Challenges in Educational and Research Fields

10. Clarification of the Role and Evaluation of Teaching Staff

11. Strengthening of the Financial Structure

12. Establishment of a Progressive University Structure

13. A New Form of Academic Community

In starting the Vision 150 in AY2013 and realizing the roadmap, we established Waseda Vision 150 Promotion Office (headed by the President)

under which we set up Waseda Vision 150 Promotion Panel. The Panel manages progress of the 75 projects that are proceeded with under each

Core Strategy.

Core Strategies of Waseda Vision 150

Mid-and-Long-Term Roadmap, Waseda Vision 150

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