| 授業名 | GLOBAL LEADERSHIP PRACTICE |
|---|---|
| Course Title | GLOBAL LEADERSHIP PRACTICE |
| 担当教員 Instructor Name | 栗原 典子（Noriko Kurihara） |
| コード Couse Code | NUC406_N25A |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | On Campus |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 科目区分 Course Category | 教養教育科目 / Liberal Arts |
| 学位 Degree | BBA |
| 開講情報 Terms / Location | 2025 UG Nisshin Spring |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
This course aims to achieve our Mission Statement, namely to educate leaders with a ‘Frontier Spiritʼ and ‘the ability to bridge the gap between New Asia and the rest of the world’. Through this course, students will acquire the necessary knowledge, intercultural competence and communication skills for multicultural symbiotic societies, and global leadership.
授業の目的（意義） / Importance of this course
This course is enrolled in by both 1st year students of International Studies department and 1st year students of Global BBA program. In this course, students will develop basic perspectives and knowledge to understand other cultures and attitudes to respect diversity, which are necessary competencies in multicultural societies.
Students will develop basic perspectives and knowledge to understand other cultures and attitudes to respect diversity, which are necessary competencies in today's multicultural societies. Students practice communication with people from different cultures through collaborative research and discussion. Through this process students will foster understanding and respect toward various cultures in the world. They will thus broaden their view of the world and learn how to become global leaders.
Students will develop basic perspectives and knowledge to understand other cultures and attitudes to respect diversity, which are necessary competencies in today's multicultural societies. Students practice communication with people from different cultures through collaborative research and discussion. Through this process students will foster understanding and respect toward various cultures in the world. They will thus broaden their view of the world and learn how to become global leaders.
到達目標 / Achievement Goal
・Students will be able to explain their own as well as several other cultures in English.
・Students will be able to understand the differences between their own culture and other cultures and
appreciate cultural diversity.
・Students will be able to collaborate with people from different cultures to find solutions to cultural issues.
・Students will be able to understand the differences between their own culture and other cultures and
appreciate cultural diversity.
・Students will be able to collaborate with people from different cultures to find solutions to cultural issues.
本授業の該当ラーニングゴール Learning Goals
*本学の教育ミッションを具現化する形で設定されています。
LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 International Perspectives (BA)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 International Perspectives (BA)
受講後得られる具体的スキルや知識 Learning Outcomes
・Communication skills to understand and consider people with different cultural backgrounds.
・The ability to understand, consider and act on the issues in intercultural situations from broad
perspectives.
・The ability to understand people with different cultural background and to respect cultural diversity.
・The ability to look at things from different perspectives and collaborate with people from different
cultures.
・The ability to understand, consider and act on the issues in intercultural situations from broad
perspectives.
・The ability to understand people with different cultural background and to respect cultural diversity.
・The ability to look at things from different perspectives and collaborate with people from different
cultures.
SDGsとの関連性 Relevance to Sustainable Development Goals
Goal 4 質の高い教育をみんなに（Quality Education）
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 40 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 60 % |
| フィールドメソッド Field Method | 0 % | 合計 Total | 100 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
1. Course Approach
This course will be guided by lectures, which will be supported by independent study completed by the students outside of class. Students will be expected to spend 1-2 hours a week on independent study, which will include written as well as online homework tasks. Group and peer interaction will occur throughout the semester and will be supplemented with individual work. Case Method is also incorporated.
Following is the procedure:
Students are given one general topic for the two consecutive classes. The first pre-class requirement is to do research on cultural issues related to the topic. Each student is to deal with an issue of their own culture and write a report, which is used for group discussion in class. Following the class of group discussion, there is a whole class discussion and each group should present the summary of their discussion. The second pre-class requirement, therefore, is to prepare a group presentation. After each class, students are required to write a reflection and a summary of their discussion.
2. Feedback Method
Oral or written feedback will be provided on each assignment in class or through Google Classroom.
3. Other
Students will also be encouraged to use the resources at the Central Information Center (Library) for study.
This course will be guided by lectures, which will be supported by independent study completed by the students outside of class. Students will be expected to spend 1-2 hours a week on independent study, which will include written as well as online homework tasks. Group and peer interaction will occur throughout the semester and will be supplemented with individual work. Case Method is also incorporated.
Following is the procedure:
Students are given one general topic for the two consecutive classes. The first pre-class requirement is to do research on cultural issues related to the topic. Each student is to deal with an issue of their own culture and write a report, which is used for group discussion in class. Following the class of group discussion, there is a whole class discussion and each group should present the summary of their discussion. The second pre-class requirement, therefore, is to prepare a group presentation. After each class, students are required to write a reflection and a summary of their discussion.
2. Feedback Method
Oral or written feedback will be provided on each assignment in class or through Google Classroom.
3. Other
Students will also be encouraged to use the resources at the Central Information Center (Library) for study.
授業スケジュール Course Schedule
第1日（Day1）
*This is a tentative course outline and subject to change based on student abilities and needs*Week 1: introduction to the course
discussion on the given subjects: "language," "communication," "fairy tales," "myths," and "manga"
Week 2: presentation of research findings about the given subjects, and discussion on related issues
●使用するケース
What cultural values do traditional old stories such as fairy tales and myths reflect?第2日（Day2）
Week 3: discussion on the given subjects: world heritages and the history of one's own countryWeek 4: presentation of research findings about the given subjects, and discussion on related issues
●使用するケース
How are nations built? What does a nation mean to each individual?第3日（Day3）
Week 5: discussion on the given subjects: the food and cuisine of one's own countryWeek 6: presentation of research findings about the given subjects, and discussion on related issues
●使用するケース
What is the origin of the cuisine and how some food spread over the world?第4日（Day4）
Week 7: discussion on the given subjects: music, dance and performing arts of one's own countryWeek 8: presentation of research findings about the given subjects, and discussion on related issues
●使用するケース
What does traditional and/or modern dance and music reflect? What is the purpose of their creation?第5日（Day5）
Week 9: discussion on the given subjects: family, marriage and coming-of-age ceremonies of one's owncountry
Week 10: presentation of research findings about the given subjects, and discussion on related issues
●使用するケース
What does a family mean?第6日（Day6）
Week 11: discussion on the given subjects: education and religions of one's own countryWeek 12: presentation of research findings about the given subjects, and discussion on related issues
●使用するケース
What citizens does public education aim to create? What are the issues in the educational system of your country?第7日（Day7）
Week 13: discussion on the given subjects: leaders of one's own countryWeek 14: presentation of research findings about the given subjects, and discussion on related issues
●使用するケース
What are the leaders of your country? What policies do they have and how are they implementing their ideas? Are they successful? What should leaders be like? Why?成績評価方法 Evaluation Criteria
*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
| 講師用内規準拠 Method of Assessment | Weights |
|---|---|
| コールドコール Cold Call | 0 % |
| 授業内での挙手発言 Class Contribution | 70 % |
| クラス貢献度合計 Class Contribution Total | 70 % |
| 予習レポート Preparation Report | 30 % |
| 小テスト Quizzes / Tests | 0 % |
| シミュレーション成績 Simulation | 0 % |
| ケース試験 Case Exam | 0 % |
| 最終レポート Final Report | 0 % |
| 期末試験 Final Exam | 0 % |
| 参加者による相互評価 Peer Assessment | 0 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
教科書 Textbook
- --「--」--（--）--
参考文献・資料 Additional Readings and Resource
１) 佐野正之、水落一朗、鈴木隆一(2010)「異文化理解のストラテジー」、大修館書店、ISBN978-4-469-24356-7
２) 片野優、須貝典子(2012)「こんなに違うヨーロッパ各国気質32カ国国民性診断」草思社、ISBN978-4-7942-1896-4
３) 久米昭元、長谷川典子(2009)「ケースで学ぶ異文化コミュニケーション誤解・失敗・すれ違い」有斐閣選書、ISBN978-4-641-28198-0
４) 奥川義尚、堀川徹、田所清克(2003)「異文化を知るこころ-国際化と多文化理解の視座から」世界思想社、ISBN4-7907-1003-3
５) 河合利光編著(2006)「テーマ研究と実践-食からの異文化理解」、時潮社、ISBN4-7888-0611-8
６) 松田素二(2014)「アフリカ社会を学ぶ人のために」、世界思想社、ISBN987-4-7907-1616-7
２) 片野優、須貝典子(2012)「こんなに違うヨーロッパ各国気質32カ国国民性診断」草思社、ISBN978-4-7942-1896-4
３) 久米昭元、長谷川典子(2009)「ケースで学ぶ異文化コミュニケーション誤解・失敗・すれ違い」有斐閣選書、ISBN978-4-641-28198-0
４) 奥川義尚、堀川徹、田所清克(2003)「異文化を知るこころ-国際化と多文化理解の視座から」世界思想社、ISBN4-7907-1003-3
５) 河合利光編著(2006)「テーマ研究と実践-食からの異文化理解」、時潮社、ISBN4-7888-0611-8
６) 松田素二(2014)「アフリカ社会を学ぶ人のために」、世界思想社、ISBN987-4-7907-1616-7
授業調査に対するコメント Comment on Course Evaluation
新規開講科目のためなし。
担当教員のプロフィール About the Instructor
学位：博士（人間・環境学）京都大学
修士 ( MA in TESOL/ Applied Linguistics ) Teachers College Columbia University, Japan
修士 ( MA in TESOL/ Applied Linguistics ) Teachers College Columbia University, Japan
Noriko Kurihara has many years of English teaching experience at both secondary school and at higher education institutions such as Kyoto University, Ritsumeikan University, Nara Women’s University, Okayama University and Kurashiki City College. Her research interests include learner autonomy, critical thinking, and sociolinguistics. Her main focus has been on process-oriented writing and the impact of peer review on the development of student writing skills. She has given numerous academic presentations for professional organizations such as JALT, JACET, TESOL, IATEFL and AILA, and her research has appeared in international publications such as TESOL Journal and the Asian Journal of Applied Linguistics. She has also been active in international youth exchange programs and occasionally edits and reviews articles for peer-reviewed journals.
（実務経験 Work experience）
1981 ~ 2014 兵庫県立高等学校 （教諭）
2014 ~ 2018 奈良女子大学、立命館大学、京都大学、岡山大学、兵庫県立大学、神戸芸術工科大学 （非常勤講師）
2018 ~ 2023 倉敷市立短期大学 （准教授）
2023 - 2025 名古屋商科大学 （准教授）
2025 - 名古屋商科大学 (教授)
2014 ~ 2018 奈良女子大学、立命館大学、京都大学、岡山大学、兵庫県立大学、神戸芸術工科大学 （非常勤講師）
2018 ~ 2023 倉敷市立短期大学 （准教授）
2023 - 2025 名古屋商科大学 （准教授）
2025 - 名古屋商科大学 (教授)
1981 ~ 2014 teacher at senior high schools in Hyogo Prefecture
2014 ~ 2018 instructor at Nara Women's University, Ritsumeikan University, Kyoto University,
Okayama University, Hyogo Prefectural University, Kobe Design University
2018 ~ 2023 associate professor at Kurashiki City College
2023 ~ 2025 associate professor at NUCB
2025 - professor at NUCB
Refereed Articles
- (2023) Training High School Students on Summary Writing. The Bulletin of the Writing Research Group, JACET Kansai Chapter 15 1883-7840
- (2019) The Significance of Collaborative Learning in Foreign Language Education: A Sociocultural Perspective. Kyoto University Research Information Repository (KURENAI)
- (2017) Do Peer Reviews Help Improve Student Writing Abilities in an EFL High School Classroom?. TESOL Journal 8(2): 1056-7941
- (2017) Peer review in an EFL classroom: Impact on the improvement of student writing abilities. The Asian Journal of Applied Linguistics 4(1): 2308-6262