Observing Student “Excellence” and Excellence Education Programs: Toward a Science and Technology Society of Society 5.0

The Distinguished Education Program is an educational program for outstanding students who are considered to be particularly outstanding within the university. It is also called the Honors Program.

In Society 5.0, a new stage in the science and technology society, it is practitioners with outstanding qualities who are expected to discover and solve problems. In other words, the development of "knowledge professionals" who can collaborate with society is an urgent issue for Japan. To foster such students, universities are planning Distinguished Education Programs.

• Development of the Excellence in Education Program
• Academic ability, research ability, leadership ability
• Japan's Graduate School of Excellence Program
• fundamental power

Development of the Excellence in Education Program

The term "Honors" was frequently used in the United States in the 1920s. University classes at the time were characterized by small seminars. This became the model for the current Honors program. Over the next two decades, the practical challenges of expanding student numbers while maintaining quality drove the development of Honors programs. By the 1960s, at least four Honors-related associations had been established. In the 1990s, the requirements and characteristics of Honors programs were published, including clear admission criteria and the ability of faculty members to instill leadership skills in students. By 2002, there were nearly 600 Honors programs operating across the United States.*1

In China, excellence programs began in the 1970s. The number of such programs rapidly increased, with approximately 40 operating by 2005. These programs

vary in implementation format. What they generally have in common is strict admission criteria and the forced expulsion of students who perform poorly after enrollment. The length of enrollment varies, from four years of a bachelor's degree to the first two years.

In the 21st century, there has been growing interest in graduate school reform to promote "excellence" in Japan*2.

Academic ability, research ability, leadership ability

Source: Compiled by the author

Student excellence is often measured by academic ability based on paper tests. However, to prepare students to become "knowledge professionals" who will contribute to their future careers, university curriculum policies must foster three skills: academic ability, research ability, and leadership. Considering professional activities in the real world, it is more realistic to refer to leadership ability as "human ability," which includes communication and coordination skills. It is, so to speak, the "ability to lead a group."

Of these, academic excellence is directly related to the eligibility and completion requirements for educational programs and is usually measured by paper tests. For graduate school admissions, interview evaluations may also be added.

Research excellence is sought in graduate schools, particularly for doctoral students. Evaluations are based on the number of domestic and international academic papers and awards. A doctoral degree is essential for careers requiring highly specialized research skills. Tohoku University's Outstanding Graduate School Program, discussed below, also includes the development of social problem-solving skills. The aim is to develop research skills that include high levels of expertise, as well as the ability to see things from a broader perspective and to put things into practice.

Japan's Graduate School of Excellence Program

In order to create a global research center, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) began accepting applications for the "21st Century COE Program," focusing on graduate doctoral programs, in fiscal year 2002. This program was later succeeded by the "Global COE Program," which also emphasizes the development of young talent. Approximately 140 projects from 40 universities have been selected.

Another example is the University of Tsukuba, which launched a graduate school honors program in nanotechnology in fiscal year 2010 as a five-year MEXT industry-academia collaboration project. This international program includes international collaboration and participation in courses. In the third year, a mid-term evaluation is conducted by domestic and international researchers and corporate executives.

A recent example is the "Excellent Graduate Program," which began in fiscal year 2018. Take Tohoku University, for example.

This program builds on an existing research environment known as "artificial intelligence electronics." The program aims to equip students with practical skills to solve social issues and create new value while maintaining an awareness of industry-academia and social collaboration, as well as the ability to view all aspects of Society 5.0, including physical and cyberspace. The aim is to develop outstanding doctoral students who can continuously innovate while incorporating technologies from different fields.

In this way, Japanese universities in the 21st century are characterized by their focus on developing human resources, in addition to creating global research centers.

fundamental power

The development of each of the three powers shown in the diagram—academic ability, research ability, and leadership (or interpersonal) ability—is, of course, a personal choice. Many prominent researchers and businesspeople owe their roots to their childhood home environment, their favorite pastimes, or chance encounters. Their ideologies and beliefs may also contribute to the strengthening of these three powers. This "power to strengthen power" is "primary power." While "primary power" can be a lifelong influence, it is rarely discussed in formal university courses in Japan.

Each outstanding graduate student is encouraged to choose a prominent researcher or businessperson and study their life, with the aim of gaining a bird's-eye view of primary power and the three powers it promotes. This can be considered a form of liberal arts learning during graduate school. As shown in the

diagram, the three qualities required of a "knowledge professional" are academic ability (red), research ability (blue), and leadership (or interpersonal) ability (green), all of which are supported by primary power (gray).

(Revised and expanded version of the article in the February 2025 issue of EN-ICHI FORUM)

(Note)

*1　Digby Joan(2002) Peterson’ s Smart Choices: Honors Programs & Colleges, Thomson.
*2　北垣郁雄編著（2017）：学生エリート養成プログラム―日本、アメリカ、中国. 東信堂.

Education Opinions