シラバス Syllabus

授業名 International and Sustainable Development
Course Title International and Sustainable Development
担当教員 Instructor Name 伊藤 博(Hiroshi Ito)
コード Couse Code NUC428_N21B
授業形態 Class Type 講義 Regular course
授業形式 Class Format Live Virtual
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 2021 UG Nisshin Term4

授業の概要 Course Overview

This course is relevant to NUCB's mission in that it aims at improving critical thinking and diversity awareness by studying international issues from different perspectives in the global environment.
This course covers core principles of international and sustainable development, focusing on development activities, including education, health care, environment, gender, and economic policy, all of which are principle themes of the sustainable development goals (SDGs).

This course focuses on the history and theories of international development and its activities through a review of literature and cases as well as writing an academic paper related to the subject of international and sustainable development.
This course particularly intends to improve LG-1 and LG-2 as well as LG-6.

本授業の該当ラーニングゴール Learning Goals


LG1 Critical Thinking
LG2 Diversity Awareness
LG6 Managerial Perspectives (BBA)

受講後得られる具体的スキルや知識 Learning Outcomes

By the end of this course, students are expected to: 1) Understand activities related to the SDGs; 2) Evaluate the impacts of these activities; and 3) Examine challenges that stakeholders face in working toward achieving SDGs. Students are also expected to be able to analyze relevant cases, conduct their own research, and write publishable academic papers in the SDGs contexts.

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 35 %
参加者中心型 Participant-Centered Learning ケースメソッド Case Method 65 %
フィールドメソッド Field Method 0 %
合計 Total 100 %

学習方法、レポート、課題に対するフィードバック方法 Course Approach, Report, Feedback methods

• Students are expected to do the assigned cases before class and contribute to the course by participating in the discussion
• Students choose 3 out of the total 7 cases and write and submit the case reports (A4, Minimum 2 Pages each)
• Based on the readings and discussion as well as previous knowledge and experiences, students conduct case analyses of development organizations, or critical review of a scholarly review, present their case analyses/critical reviews in class

授業スケジュール Course Schedule


Introduction to International and Development Organizations
• Description of course
• Overview of international and sustainable development (e.g., definition, mission, activities)
• Sustainable Development Goals (SDGs)
• Introduction of development organizations
• Explanation of assignments

The World Bank in 2012: Choosing a leader


Analyses of development organizations in gender protection

• International organizations, including NGOs, in the field of gender protection
• Development areas of environment, education, health care, economic policy, and in particular gender

Junko Yoda and her collaboration to address sex trafficking in Asia


Encountering educational development

• Cases of educational and administrative management
• Educational development theories

Spark schools: Kindling innovation in South Africa’s primary schools (Ivey Case)


Development of Preventive Measures toward a Post-pandemic World

• Global pandemic (COVID-19) and future agendas from the past

The corona crisis


Development and Health Education

• Leadership in different cultural settings
• Sex education in different cultural settings

Leadership in different cultural settings: Promoting health education in Cuilapa, Guatemala


Development and Sustainability

• Sustainable resources and economic development

Sustainability challenges in the shrimp industry (A)


Review of Development, Entrepreneurship, and Innovation

• Structural economic transformation and entrepreneurship
• Multi-dimensional development and entrepreneurship
• Market failures, the state, and entrepreneurship

Portrait of a young innovator

成績評価方法 Evaluation Criteria

講師用内規準拠 Method of Assessment Weights
予習レポート Preparation Report 30 %
コールドコール Cold Call 0 %
授業内での挙手発言 Class Contribution 50 %
ケース試験 Case Exam 0 %
参加者による相互評価 Peer Assessment 0 %
シミュレーション成績 Simulation 0 %
小テスト Quizzes / Tests 20 %
最終レポート Final Report 0 %
期末試験 Final Exam 0 %
合計 Total 100 %

評価の留意事項 Notes on Evaluation Criteria

使用ケース一覧 List of Cases


教科書 Textbook

  • N/A「N/A」N/A(N/A)

参考文献・資料 Additional Readings and Resource

Andy Sumner and Michael Tribe. (2011). International Development Studies: Theories and Methods in Research and Practice. SAGE Publications.
Currie-Alder et al. (2014). International Development. Oxford University Press.
Easterly, W. (2002). The Elusive Quest for Growth. The MIT Press.
Escobar, A. (1994). Encountering Development. Princeton University Press.
Moyo, D. (2010). Dead Aid. Farrar Straus & Giroux.
Sachs, J. D. (2006). The End of Poverty. Penguin Books.
Stiglitz, J. (2002). Globalization and its Discontents. Penguin Books.

授業調査に対するコメント Comment on Course Evaluation

This course requires active class participation, including listening to others and react to their comments and/or questions. Those who do not show positive attitudes toward listening to others might not receive decent grades.

担当教員のプロフィール About the Instructor 



Columbia University (MA in Education)
University of California, Los Angeles (Ph. D. in Education)
Universite de Paris I Pantheon-Sorbonne (MBA)
Nagoya University (Ph. D. in Environmental Studies)

Research areas: Pedagogy and assessment, Environmental policy, NPO marketing

(実務経験 Work experience)



Working Experiences:

United Nations Educational, Scientific, and Cultural Organization (Associate Expert)
United Nations Children's Fund (Education Officer)
Japan International Cooperation Agency (Community Development Officer)
Planet Aid Guatemala (Project Coordinator)
Hinoki Educational Services USA (Instructor)

Refereed Articles

  • (2021) Why students participate in international fieldwork programs: An exploratory study. Journal of Geography in Higher Education
  • (2021) Active learning in Japan: Breaking barriers at individual, institutional, and policy levels. Policy Futures in Education (Impact Factor 0.88)
  • (2020) The demise of active learning even before its implementation? Instructors’ understandings and application of this approach within Japanese higher education. Education Inquiry ISSN 2000-4508
  • (2020) International fieldwork as skills development: An exploratory study. Journal of Geography in Higher Education
  • (2020) Place-based environmental education to promote eco-initiatives: The case of Yokohama, Japan. Regional Studies, Regional Science

Refereed Proceedings

  • (2020). Cognitive Neuroscientific Explanations of Active Learning: A Conceptual Review. IAFOR Journal of Education .The Southeast Asian Conference on Education. 1. 2. Singapore