Training Tech Leaders

We are focused on technology leader training. Technology leaders who contribute to globalization should have expertise, leadership qualities, a solid cultural identity and foreign language proficiency. To this end, we have formulated new diploma and curriculum policies based on these perspectives.

Providing leadership classes

We have been providing classes on leadership skills since AY 2015. In these classes, experts in leadership give lectures and PBL (Project Based Learning) and work in a team on tasks such as experiments, in collaboration with local communities and companies.

Enhancing Japanese language and cultural education

To develop a cultural identity, we provide classes on the traditional culture of Kyoto to undergraduate students.

Enhancing English Classes

To help improve English proficiency, which constitutes an essential element for researchers and professional engineers to achieve international success, we are developing and implementing an “English Program To Help All Students Develop Their Skills Through Regular Classes” and a “Program To Measure Globally Essential English Communication Skills.” We have set a goal of having 50 percent of undergraduate students and 80 percent of graduate students develop their English proficiency to a level sufficient to achieve a TOEIC score of 730 or more.

English skill-building program (for undergraduate students)

The “English Skill-building Program (Intensive Course For Learning English)” will be implemented for freshman and sophomore students (undergraduates) to develop high-level proficiency in English.
This program will provide students with extensive reading and listening opportunities, as input (reading, listening and understanding) is considered to be important to accelerate learning a foreign language. In each class, students are required to do many highly demanding in-class assignments and quizzes as well as complete a lot of homework outside the classroom using an e-learning system.

English retraining program (for graduate students and senior undergraduates (M0 students))
∗We refer to this year as M (for “master’s”) and zero (for “preparatory year”).

This program will help graduate students develop the high-level English proficiency required for them to read literature and academic journals, write research papers, make oral presentations at international conferences, carry out other research activities in English and enable them to achieve goals, such as target TOEIC scores and other objective criteria.

Communication skills in English

To evaluate the English communication skills required in a global society, CBT (Computer-Based Test)-type speaking tests will be conducted.

Publication materials for our English skill-building program

We distribute information on English learning programs to help students become motivated to study English.

Students taking a speaking test

3 x 3 Structural Reform

We will implement an integrated education program in six years by materially changing the “four-year undergraduate course, two-year master’s course and three year doctorate course” structure to a “three-year undergraduate course, three-year master’s course and three-year doctorate course” structure in order to strengthen the graduate education system and enable it to match the prevailing standard for science and technology graduates around the world. Specifically, we now consider the senior year as a master’s course preparatory year, practically making the master’s course a three-year one. Furthermore, we aim to have a more flexible curriculum by introducing the quarter system to allow students to participate in overseas study programs and internship programs.

Introduction of Courses Enabling Japanese and International Students to Graduate without Taking Classes in Japanese

Prior to 2014, we set up a course solely for international students to enable them to graduate without taking classes in Japanese: the International Science and Technology Course. To enable Japanese students to play an active role in the global community, we will also establish courses enabling them to complete courses solely in a non-Japanese language.

Global Internships

Leadership cultivation through project-based learning (PBL) is a strong foundation of our Top Global University Project. The programs below put our students into real-world learning situations overseas. Global Internships include the following:

1. Company Experience

Programs through which students experience cutting-edge research and development on site at companies and research institutes overseas

2. Research Experience

Research programs through which students study and conduct research at KIT partner universities overseas

3. Educational Experience

Programs that provide students with TA (teaching assistant) experience at KIT overseas partner universities

4. Workshops

Programs that enable practical international cooperation experience in projects and workshops with KIT overseas partner universities

-Annual Number of Participants-

1. AY 2014: 80 participants
2. AY 2015: 115 participants
3. AY 2016: 182 participants
4. AY 2017: 176 participants
5. AY 2018: 206 participants
6. AY 2019: 191 participants

Architectural workship field work

TA (Teaching Assistant) experience

Model Globalization Laboratories

We have designated model globalization laboratories to drive the globalization of our education through laboratory experience. For more information, please see the annual reports on the activities of each model globalization laboratory.

Thai colors workshop (in cooperation with Chulalongkorn University, Thailand)

Electrical Engineering and Electronics workshop
(in cooperation with University of Orleans, France)

Joint Degree Program

We are offering a joint degree program with Chiang Mai University in the Kingdom of Thailand starting from AY 2017.

Program title:

Kyoto Institute of Technology and Chiang Mai University Joint Master’s Degree Program in Architecture

Overview:

Kyoto Institute of Technology is located in Kyoto, a treasure house of urban and architectural heritage as well as one of the most globally influential cities in the world. Chiang Mai is also an ancient capital with a rich cultural and architectural heritage. The education this program offers takes advantage of the local characteristics of both cities.

1. Four students enrolled in the course in AY 2017

Signing ceremony