Learning in a flexible environment without compromising my cherished beliefs. Taking Japan's manufacturing technology and knowledge to the world.

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Alumna of Marymount International School London, UK

Having spent her life abroad from the age of four until high school graduation—in the United States, the United Kingdom, and Japan—she was so accustomed to life overseas that she says she "wasn't good at Japanese." After graduating from high school, she chose to study mechanical engineering at a Japanese university. What kind of learning and experiences has she gained at the Keio Faculty of Science and Technology, driven by her desire to fully understand herself as a Japanese person and to share Japan's manufacturing technology with the world? We asked her to look back on her student life, which she has navigated by confronting herself with strong conviction.

[*]Her academic year at the time of the interview (September 2018).

In the beginning of high school, I attended a local combined junior and senior high school with many British students. It was an environment where almost no one attended Juku like students in Japan, so I didn't study much back then (laughs). The British educational policy is a little different from Japan's; in the first half of high school, you narrow your specialization down to three subjects. Since I was good at science, I chose science subjects. Then, in my third year of high school, when I started to think seriously about my future, I transferred to an international school that offered a broader perspective and more options. Many children of expatriates in the UK attended, so it was a very international environment with students from China, Spain, Mexico, and more. Besides studying, I was also deeply involved in the swimming club, with a daily routine of morning practice from 5 to 7 a.m. and swimming again after school.

At the international school I transferred to, I had the opportunity to interact with people from many different countries. In that environment, I gradually became more strongly aware of "myself as a Japanese person." Even after living in the UK for a long time, I was still treated as a "foreigner" in some ways. Yet, I had no cultural or life experience as a Japanese person, which was frustrating. Meanwhile, my classmates were proud of their own countries, and seeing that made me envious. That experience made me want to understand Japan more seriously, and I decided to use the "last chance" of university admission to apply to a Japanese university.

After entering high school, I completed the Diploma Programme (DP) and obtained a university entrance qualification (the International Baccalaureate[*] qualification). I thought this would expand my options, as it's internationally recognized in any country. The program involves selecting subjects from six groups. Initially, I tried to choose a broad range of subjects, including languages, sciences, and cultural studies, but when it came time to make a final choice, I decided to pursue the path of science and mathematics, which I liked the most.

Also, comparing Japan and the UK, "monozukuri" (manufacturing) is still deeply rooted in Japan, whereas in the UK, it has declined since the Industrial Revolution and there isn't much focus on it. So, I thought that if I could learn about manufacturing in Japan, I could contribute with that strength in the UK or elsewhere in the world.

[*]International Baccalaureate: An international educational program offered by the International Baccalaureate Organization. Students who complete the Diploma Programme (DP) for ages 16-19 are awarded an internationally recognized university entrance qualification (International Baccalaureate qualification).

First, for students like me taking entrance exams for returnees, the number of available universities and faculties is limited. In that context, Keio University was broad enough to accept students into any faculty. Furthermore, it was rare for them to accept students into science departments. "Maintaining connections with the world" even after entering a Japanese university was an important point for me, so I also chose it from the perspective that it was a university where I could achieve that and gain international experience during my studies. In fact, when I returned to Japan during a summer vacation and visited the campus, I saw a flyer for an English club posted on campus and realized that this would be a place where I could have a chance to use my English!

The first thing I noticed was that Keio's Faculty of Science and Technology has a large number of laboratories.

A large number of labs means that I have more options. I had a desire to contribute to the world through manufacturing, but I realized that there are many ways to contribute, such as through mechanical engineering, medical fields, robotics, and design. Since I didn't enroll with a passion for one specific field, I felt that the university's system[*], which allows students to explore their interests after enrollment, was a good fit for me.

As for university life, I was initially culture-shocked by the frequency of "nomikai" (drinking parties), which are not common in the UK (laughs). But as my connections with people grew through clubs and labs after enrolling, I came to feel that this was my place. Time with friends is a good break from research, and it's still very important to me.

[*]The Gakumon system: A system where students choose one of five "Gakumon" (academic fields) at the time of the entrance exam, gradually narrow down their field of study according to their interests after enrollment, and decide on their department when they advance to their second year.

I think the Department of Mechanical Engineering is a department where you can learn the "fundamentals" thoroughly and broadly compared to other departments. Especially since I had lived abroad for a long time, I didn't have as much knowledge as other students had gained in high school. So, the fact that I could learn the basics properly was also appealing to me.

The key factors in choosing my lab were my original interest in materials and the fact that I could be involved in both "experiments" and "analysis" in a balanced way. Furthermore, a major feature is the international diversity of the lab members. The laboratories at the Keio Faculty of Science and Technology are very active in accepting international students, and there are many opportunities to interact with people from overseas through academic conferences and other events. This was the environment I had hoped for, so it has been a very good experience.

I am mainly conducting research focused on "materials."

For example, things break down due to age-related deterioration. My research field is about how to make them less likely to break, how to increase their strength by changing the materials they are made of, and what kind of processing can make them more durable. The phenomenon of things breaking is actually a field with many unanswered questions. For instance, why do cracks become jagged? Why did it suddenly bend at this point? Or conversely, why did this one break with a clean, straight cut? It's a fascinating area. Based on these phenomena, the theme of my current lab is to add functionality to otherwise unremarkable materials by applying special processing methods. We are conducting research to create things that are less likely to break and introduce them to the world.

Because I was conducting joint research with a company, the experience of applying special processing according to the company's needs was a great learning opportunity. I also developed the ability to advance research on multiple projects in parallel through this joint research. I used to think that with studying, I could get by if I just worked harder than others, but research doesn't work that way. First, it's important to think. It requires the patient work of moving forward while referencing not only my own knowledge but also past papers and the research of senior students. By doing so, sometimes what I thought was a failure can turn into a paper. Realizing that even such failures can become a piece of research if thoroughly investigated was also a good lesson.

Also, unlike my time in the UK when I felt disadvantaged for being a returnee, my ability to speak English actually opened up many opportunities for me to play an active role. That also became a source of confidence, making me realize it's one of my strengths.

I currently have a job offer from a foreign-affiliated manufacturer.

The main job description is improving production lines, and I am scheduled to participate in a "Production Line Leader Development Program." It's a program where I will experience three different jobs on the production line, which is divided into several sections, over two years, and after training, I will become the leader of one department. By experiencing various things, I believe my strengths will become apparent, and I expect it will be a good experience for me to learn what the people at the beginning and end of a large line are doing.

Also, I want to cherish my "connections with the world" even after I graduate.

Many people from science backgrounds in Japan are not proficient in English, and I feel it's a waste that they can't fully utilize their excellent and specialized knowledge. Fortunately, I have a strength in language, so I want to use it to promote Japanese technology abroad.

Beyond that, my major long-term goal is "social contribution." For example, I want to be able to build even larger production lines, such as managing large-scale operations like transporting and processing supplies for UN refugees, and do work that delivers necessary things to people in need.

To achieve that, I first want to understand Japan better, accumulate Japanese technology and knowledge, and then go abroad again.