Difference between Chancellor and President

--You assumed the positions of Chancellor and President on November 6th. Although we have many questions that we would like to ask, our first question is very simple. We don't really understand the difference between Chancellor and President. Would you please explain?

Tadahiko Fukuhara Officially speaking, according to stipulations in our Articles of Endowment, Chuo University must position a President within the university and must appoint a Chairperson to serve as the CEO. Furthermore, a Chancellor must be appointed for comprehensive management of Chuo University, affiliated schools and academic research institutions, all of which are established by the Chuo University Educational Corporation.

To explain further, a Chairperson is the CEO of the educational corporation at a private university. The President represents faculty and staff members employed at the university. At Chuo University, the President is responsible for education and learning. However, in addition to Chuo University, the Chuo University Educational Corporation includes affiliated high schools, junior high schools and research institutions. The Chancellor is responsible for comprehensive education and learning of the Chuo University Education Corporation.

Therefore, a Chancellor is able to attend meetings which pertaining to management of the entire educational corporation. Combining the positions of President and Chancellor allows me to manage educational affairs at our university based on management of the entire educational corporation.

-- Thank you. The two positions are much clearer now.

Fukuhara Additionally, the President is selected via a direct election with participation from all full-time instructors and a certain number of staff members. In contrast, the Chancellor is selected by the Chancellor Selection Committee from among individuals chosen from various organizations within Chuo University.

-- We're sure that you have been very busy every day since assuming the positions of Chancellor and President. Do you also teach classes?

Fukuhara Yes. In fact, I taught a class today. I had a meeting from 9am to 11pm this morning and then I taught class from 11am to 12:30pm. I ate my lunch here (the President's Office) and then spent the afternoon from 1pm fulfilling a very busy schedule. It's already early evening, isn't it? Please excuse me if my stomach growls!

Until the end of October, I held the administrative post of Director at the Graduate School of Law and was in charge of the Chuo Law School. In that respect, I am now responsible for a smaller range of classes. However, after assuming the positions of Chancellor and President, I am now responsible for monitoring and making decisions regarding both our university and the entire educational corporation. As a result, from April of next year, I will probably be forced to stop teaching classes except for undergraduate seminars and research guidance in the graduate school.

An age of taking on new challenges

-- You are only 57 years old. This makes you one of the younger Presidents in the history of our university, doesn't it?

Fukuhara Chuo University is an extremely large organization with a long tradition. Therefore, in order to become Chancellor and President of our university, it is normally necessary to have various experiences and a broad range of personal connections. For this reason, it seems that veteran professors were often appointed to the posts. However, my predecessor Mr. Kazuyuki Nagai became Chancellor and President right around his 60th birthday. While I may have been appointed slightly earlier than Professor Nagai, I am really not that young.

In the past, Japanese universities did not have much freedom within the entire national educational administration. Universities were managed by veteran professors who became Chancellor and President and then steadily performed routine work. However, in recent years, national universities have become national university corporations and now have increased freedom in management. At the same time, the Private School Act has also changed and famous universities now take responsibility for pursuing a variety of goals. In other words, although specified work was simply performed steadily in the past, we are now in a time when management must continually take on new challenges. In this respect, when compared to the past, younger individuals are now assuming the positions of Chancellor and President. This trend can be seen at universities throughout Japan.

Connection with Rokuichiro Masujima, the first President of Chuo University

-- President Fukuhara, we have heard that you are connected with Rokuichiro Masujima, the first President of the English Law School which was the predecessor to Chuo University.

Fukuhara That's right. We were both born in Shiga Prefecture and happened to study at the same high school. I went to Hikone Higashi Senior High School, which was originally the Kodokan Hall of the Hikone Clan School. It is an amazing coincidence that Professor Rokuichiro Masujima studied at Kodokan Hall.

You might not be aware that the first NHK Taiga Drama, entitled Life of a Flower, was set at Hikone Castle and portrayed the life of Naosuke Ii, who was a proponent of opening Japan to foreign countries. However, Ii was forced to conduct an unfair treaty. Japan did not possess tariff autonomy and foreigners living in Japan were granted extraterritoriality. In order to correct such unfairness and to give Japan a place among modern nations, it was necessary for Japan to possess the rules of an advanced nation. Therefore, after his upbringing at the Hikone Clan School under the supervision of Naosuke Ii, Rokuichiro Masujima traveled to England through the support of Yataro Iwasaki. As a result of his experience, Masujima decided to implement the essence of British law in Japan. You could say that I am connected to Professor Masujima since I have also studied those rules.

-- You are also connected to Masujima in that you have created new rules.

Fukuhara Fukuhara That's right. When we made the Graduate School of Law, there was no operation manual. There were no law schools in Japan, so we were constantly searching for the correct course of action. Over a 10-year period, everything was a new experience for us. Personally speaking, Professor Masujima's effort to instill new rules in Japan based on British law was of invaluable reference to me. His efforts also provided me with emotional support.

Establishment and management of the Graduate School of Law led to discussion regarding the entire university. I was able to consider Chuo University from the perspective of the entire university. Our university greeted its 125th anniversary. Upon entering the 6th quarter which constitutes the next 25 years until our 150th anniversary, I was recommended as a candidate for President. I accepted the position based on my desire to serve our entire university based on my experience of creating a new organization like our law school. I hope that my appointment as President fulfills the wishes of many people affiliated with our university and that I am able to be of use to our school.

Fusion of humanities and science on the Tama Campus and Korakuen Campus

--As we move towards the 150th anniversary of Chuo University, could you please discuss some specific new themes that you will address in the 6th quarter, or the next 25 years?

Fukuhara Chuo University has created new undergraduate schools and departments. We established the Faculty of Policy Studies and created new departments in existing undergraduate schools. We also established the Chuo Graduate School of International Accounting, Chuo Law School and Chuo Business School as professional graduate schools. In the future, we must earnestly explore and establish new departments for study in fields which are appropriate for the times, as well as the creation of new undergraduate schools as necessary.

At Chuo University, the Faculty of Science and Engineering is located on the Korakuen Campus, while undergraduate schools in the humanities are located on the Tama Campus. It has been pointed out that this separation does not establish a sufficient bridge between the natural sciences, social sciences and humanities. Therefore, within the Faculty of Science and Engineering on the Korakuen Campus, it is necessary to create a new department with humanistic elements for considering mankind. At the same, it is necessary to construct a system for the promotion of natural sciences on the Tama Campus. Chuo University must take further steps for the fusion of the humanities and science.

Also, Chuo University has a FLP, or Faculty-Linkage Program. Have you all participated in the program?

-- Yes. I participated in very practical studies within the Regional & Public Management Program.

-- I took part in the Journalism Program.

International village on the Tama Campus

Undergraduate schools & departments evolving from FLP

Fukuhara Chuo University doesn't have a department specializing in newspapers or journalism. However, students can participate in such FLP classes regardless of the undergraduate school in which they study. It is also possible for students from various undergraduate schools to study regional public policy.

I believe that it would be a good idea to develop appealing FLP programs into actual departments and undergraduate schools. Some people have expressed concern about this issue in terms of creating new organizations. According to some opinions, our university will be divided into too many vertical units. This would actually decrease efficiency and scatter students throughout our institution. If this is true, then I believe that it is worth considering the creation of graduate schools and departments which evolve from FLP.

For example, we could strengthen international studies at our university by creating an independent undergraduate school from the FLP International Cooperation Program. The same is true for fields in sports, health and the environment. The cultivation of global professionals is a major mission for today's universities. We must establish undergraduate schools that exceed purely domestic studies and incorporate more internationalism. A large number of foreign students would study in such undergraduate schools. Furthermore, I would like to create an international village here on the Tama Campus.

-- What do you mean by international village?

Fukuhara First, let me say that such an international village is still only in the planning stages. I envision a village where daily lectures are conducted in English, Korean and Chinese. Foreign instructors come to the village through a system for inviting foreign visiting professors. All reception desks at the library and administrative offices use English. Cooperative tenants also use English. I would like to create a global communication space full of different culture and multiple languages. The use of Japanese would be prohibited within that space. I envision an exciting Tama Campus which is more closely connected with the global network.

Natural acquiring an international perspective

-- That sounds really interesting and exciting!

Fukuhara It does, doesn't it? Of course, a university is responsible for providing a fulfilling curriculum. However, we are also responsible for creating an environment which allows students to grow during their daily life. Students can naturally acquire an international perspective within such an environment. I believe that these missions can be fulfilled by a campus.

Chuo University students have a good reputation for being serious. However, I expect more from our students than just seriousness. I would like them to have the courage to change something about themselves. Even one thing is fine. I'm sure that all of our students would like to change themselves in some way. What they need is courage. For example, when speaking with a foreigner, students may feel that they must speak perfect English. This prevents them from taking initiating conversation. Now, if we can create an environment which fosters the necessary courage, students will be able to acquire an international perspective. I think it would be good to create an environment that instills students with such courage.

Creating a university which values networks

-- So, Tama Campus itself would become a giant center of learning.?

Fukuhara I believe that such an environment is the essence of educational infrastructure. After the Great East Japan Earthquake, a lot of attention was placed on the phrase underlying strength. So, what is the underlying strength of Chuo University? I believe that it is our environment and tradition of cultivation between individuals. In the classroom, faculty members cultivate students. Moreover, students are cultivated by various human networks including older students, alumni and parents. In the Faculty of Law, the Scholarship to Support Motivation is operated using scholarship money which was donated by philanthropists.

-- I went to Seattle, America as part of the short-term study abroad program operated by the Scholarship to Support Motivation.

Fukuhara That's wonderful. The Scholarship to Support Motivation is issued through a proposal-based competition in which students define and reach their own goals. As is true at other universities, many students in the Faculty of Law only have a vague plan of studying law and then passing a national examination or acquiring other certification. Such a vague plan actually postpones the formation of a professional career and prevents students from studying foreign languages. In defiance of such trends, I would like students at our Faculty of Law to take on a variety of challenges. That's why the Scholarship to Support Motivation was established. I intend to value this kind of spirit in the future. Similar scholarship systems will start in the Faculty of Letters.

Establishing a campus network

-- So, you are describing network in which people establish mutual connections, right?

Fukuhara I was born into the house of an Omi merchant. Since I was a small child, I grew up surrounded with commercial books, bills and checks. As a result, I specialized in business law at university. Actually, until graduating high school, I had focused on science and wanted to become a natural scientist. My favorite subject was math.

At university, I studied law and majored in civil law, particularly business law. However, as society began to change due to computer networks, I developed in interest in areas such as electronic commerce, electronic money and electronic settlement. As a result, I conducted research on the relationship between law and the ICT (Information Communication Technology) of a high-level information society. Few researchers were involved in such fields at that time, I was sent as a representative of Japan to forums and meetings held at the OECD in Paris. At such meetings, I help to establish guidelines for electronic commerce. Upon returning to Japan, I was appointed as a member of a committee for creating new laws in our country. Currently, I serve as Chairperson at associations composed of corporations and groups that operate electronic money, including prepaid cards such as PASMO and SUICA.

In the future, I hope to use my experience as a researcher in order to create a university which places more value on networks. I also intend to create new networks. Instead of simply expanding the scope of interaction, it is important that networks increase mutual value. I would like our campuses to have many gateways for such networks.

-- How does IT relate to your vision for expanding networks?

Fukuhara In addition to internationalization, I believe that IT is necessary for enhancing our campuses. Instead of simply using IT, it is important to consider how technology is used. After using electronic money such as SUICA and PASMO until getting off the monorail, it makes no sense for electronic money not to be accepted within Chuo University. A portion of settlement from overseas can now be performed without going through a bank. Therefore, if it is possible for students to use electronic commerce and electronic settlement within their daily lives, then they will naturally acquire the ability to effectively utilize IT.

Currently, IC student ID cards have been implemented from the issuance of certification. However, further advances must be made. Student ID cards have been converted to data and entered into an IC chip. So, why don't we install card readers in each classroom in order to take attendance automatically? Impersonating someone else during attendance is not possible. We should create a multifunction card which is compatible with the attendance system, acts as electronic money for small-sum payments within the university, and can be used on public transportation. This would make it possible to use that single card for all functions within the university.

On a different note, I currently serve as a visiting professor at The Open University of Japan, where I teach a class entitled Law and Corporate Organization/Businesses. The class is broadcast on audio radio once per week for 45 minutes. Also, within the Correspondence Division, I teach classes named General Business Theory and Principles and Laws of Commercial Transactions. Visual and audio recordings of these classes are combined with a PowerPoint explanation and provided online as on-demand courses. My radio program and online classes can be accessed from homes or at AV booths within our university. In the classroom, students who have already viewed or listen to such programs obtain an even deeper understanding through discussion. I hope to make further advancements in similar education which effectively utilizes electronic information and networks.

Chuo University-a school which graduates want to visit

Informatization of daily life through ICT

-- A Korean foreign exchange student said that almost all student IDs at Korean universities have such functions.

Fukuhara In Korea, university education is led by three universities known as SKY (S=Seoul National University, K=Korea University, Y= Yonsei University). Last year, I visited Yonsei University, which happened to be celebrating its 125th anniversary at the same time as Chuo University. At that time, Yonsei University had already made great advances in IT. I saw the reference hall of the university library and it was totally paperless. Students were reading newspapers by using large-screen touch panels. The concept of an electronic library is really moving forward at Yonsei University. Similar to internationalization of daily life, I would like to realize the informatization of daily campus life at Chuo University.

For example, a first step would by implementing a large aurora vision screen on the Tama Campus. People entering the campus would be greeted by a large screen displaying messages like "Welcome to Chuo University. Today is part of France Week" or "Today's Activity: Faculty of XXX." The screen could also be used to display images of fans cheering at Jingu Stadium, of parents and faculty cheering during the Hakone Road Relay Race, or other images of swimming and other sports events. This is yet another aspect of informatization. Doesn't it sound fun?

-- It would create a feeling of unity at the university.

Fukuhara I hope to make Chuo University a place where our alumni enjoyed their daily life so much that they will want to visit the campus after the graduate. A place where they will come and give guidance to younger students.

And our university will definitely become such a place. After greeting the 125th anniversary of our founding, Chuo University is steadily moving in such a positive direction. I have a lot of dreams for our school, and I hope that everyone will view my appointment as President as a start to achieving those dreams. We will definitely reach our goals.

In a highly active 6th quarter

-- So, even after graduating, alumni would still be connected to the school through a network, right?

Fukuhara A university doesn't end after four years of education. It continues through a network of graduates, people who have completed their studies at university. However, the term "alumni" is used instead of "meeting of graduates." Alumni are not always limited to people who have graduated or completed their studies at a university.

Students who came to Chuo University on short-term study abroad programs are not graduates and therefore cannot be part of a network of graduates. The network of graduates at our university is said contain 520 thousand people. However, I would like to create a network which is accessible to foreign students who studied at our university for only one year.

Moreover, parents become connected to Chuo University when they enable their children to study at our school. Parents cheer for Chuo University from the side of the road at the Hakone Road Relay Race and from the stands at Jingu Stadium. Even more networks are formed through meetings of the Parents Association.

A university is a place where people cultivate other people. This cultivation consists of thoroughly implementing a curriculum and creating human networks. This is my view of a university.

Human networks for the cultivation of people

-- You are describing a bond between all of Chuo University, right?

Fukuhara Actually, it's a little different. The concept of all of Chuo University refers to everything possessed by our university. However, a network does not contain the concept of everything. Instead, a network is infinite. The term all assumes the concept of finite. But the world of networks includes things like cloud computing, so the term all cannot be used. The first 125 years at our university focused on all of Chuo University. I would like to exceed the concept of all in the upcoming 6th quarter.

-- OK, we now have a good understanding of what you mean.

Fukuhara While combining knowledge and ability, I want to create a 6th quarter at Chuo University which is full of activity. Through networks, I want to bring forth the fundamental strengths, or unrealized potential, of our university. This movement will not be led by a single top individual; rather, it will be realized through total cooperation by all.

Did you see the baseball games held at Jingu Stadium to determine whether our team would compete in the 1st or 2nd league?

Foster belief in latent potential

-- I went to see the first game.

Fukuhara We lost the first game and really had our backs against the wall. Although university business prevented me from going to the first game, I went to Jingu Stadium for the second game and even entered the bench. When I entered the bench in the middle of that second game, our players seemed resigned to losing even though the other team was still fighting to catch up and we still had a chance for victory. Our relief pitcher Kagiya (Yohei Kagiya) threw very well. "This is how you are capable of playing," I encouraged him. "This is your real ability." I also spoke to (our 4th batter) Inoue (infielder Seiya Inoue), who hadn't hit a single homerun during autumn league play. "Even though you try to make yourself look good or strong, you can't demonstrate your ability," I told him. "All you have to do is bring out the power that's already inside you."

The players shrugged off their previous defeat and started playing positively. Our team won both the 2nd and 3rd games, and we were secured a place in the 1st league despite our struggles. I was so happy. It was wonderful to see the smiles of our players who had harnessed their ability to win. Those smiles were mixed with sweat and tears, but they were still wonderful. My point is that instruction and guidance should not be negative. Instead, it is important to instill the players with confidence and bring out the latent ability which they have built through daily practice. I believe that the same thing can be said about cultivating students at a university.

Bringing out the new ability of behavioral characteristics

-- In essence, you are talking about creating opportunities and impetus, right?

Fukuhara That's right. Even as times change, Chuo University students remain serious and have a strong sense of duty. This is a very good thing. In the future, I intend to continue our school's traditional of cultivating a serious, dutiful and diligent attitude. This attitude reflects the straightforward and steadfast which is the school spirit of Chuo University.

Additionally, it is important to bring out the potential ability which students have not yet realized. Young people care too much about what others think of themselves. Such consciousness and uneasiness prevents them from acting courageously and exhibiting their ability. This is such a waste. I want our students to take on more and bolder challenges.

The power to elicit one's potential ability is expressed within terms such as competency and behavioral characteristics. I want students to refine and bring out their potential, and to share that ability as the future educational goal of Chuo University.

It's OK to have your heart broken!!

-- A lot of emphasis is also based on the quality of occupational ability. I strongly felt the importance of that quality during my job search.

Fukuhara The quality of occupational ability can be found in the Chuo University's founding spirit, which is to cultivate elements for practical application of knowledge. Studying leads to a fulfilling life or career. Instead of simply acquiring credits and studying to get good grades, students must focus on society and work to form their career. In other words, it is necessary to develop ability as a professional adult.

In today's world, I want students to think using their heads, empathize with their hearts, feel with their bodies and take daring action. Our school needs to provide an environment and opportunities for developing such an attitude. I think that current students are extremely intelligent and eloquent. They are also good at communicating using email from their cellular phones. However, I want them to get in touch with their emotions more. I want them to feel sympathy, irritation and bitterness. Our students are smart and cool, so they suppress their feelings and words. They don't want to become shaken or unsettled. As a result, they don't want to fall deeply in love with someone, and they don't have such relationships. I think that it is fine to become more infatuated.

-- I think so too!

Fukuhara Students are afraid that falling deeply in love will lead to heartbreak. So they develop such feeling. Isn't it OK to have your heart broken? I want them to feel more. I want them to develop more affection for other people and to take on many new challenges. And I want them to have hands-on experiences. I hope that they will laugh loudly when having fun, and cry loudly when sad or touched. I want students to develop such feelings.

Finally, I want them to act with courage. I hope that students will become people who think using their heads, empathize with their hearts, feel with their bodies and take daring action.

Creating anticipation and excitement

-- I think that what you are describing is similar to the feelings that occur through sports. President Fukuhara, you once served as Director of the Chuo University Baseball Team. What are your thoughts on promoting sports?

Fukuhara I believe that both learning languages and participating in sports are extremely useful for students who study law. Sports are filled with internationalism. Also, the necessity of rules in order for sports to function is good for developing a spirit of compliance with the law.

There are also countless other things which should be studied through sports. A variety of human networks are formed when playing sports. There are relationships with coaches, between veterans and younger players, and between player and managers. There are also relationships with parents and faculty who cheer for the team, as well as faculty and staff who support the team in other ways. I think that these relationships and networks are wonderful.

The world of sports provides many opportunities which have become rare during daily life. For example, yelling in a loud voice, cheering to encourage others, having a feeling of excitement, or feeling joy and hugging the complete stranger next to you. I love this feeling of excitement and anticipation. Therefore, I think it is really great that a variety of bonds can be made through the excitement of sports.

Chuo University has established a Sports Promotion Committee within our educational corporation. By promoting sports, we will realize further growth and will fulfill the responsibilities of a university through the comprehensive strength of not only university students, but also junior high school students, high school students and faculty. I intend to include the promotion of sports as a part of vital educational issues. It will be busy, but I personally feel great excitement.

Next time let's do our interview at Jingu Stadium!

-- I feel excited again too! Although we will be graduating this coming spring, we are all looking forward to the future of Chuo University. Thank you so much for your time today.

(This interview was conducted in the President's Office on November 18th.)

Tadahiko Fukuhara

Born in Shiga Prefecture in 1954. Appointed to the following positions:
April 1993: Assistant Professor; Faculty of Law, Chuo University
April 1995: Professor; Faculty of Law, Chuo University (currently holds position)
April 2004: Professor; Chuo Law School (Chuo Graduate School of Law), Chuo University (joint position; currently holds position)
April 2004: Vice Dean; Chuo Law School (Chuo Graduate School of Law), Chuo University (until October 2007)
November 2007: Dean; Chuo Law School (Chuo Graduate School of Law), Chuo University (until October 2011)
May 2008: Chairperson; Chuo University Educational Corporation (until October 2011)
November 6th, 2011: President of Chuo University, Chairperson of Chuo University Educational Corporation and Chancellor of Chuo University