| 授業名 | GLOBAL LEADERSHIP PRACTICE |
|---|---|
| Course Title | GLOBAL LEADERSHIP PRACTICE |
| 担当教員 Instructor Name | Anthony Townley |
| 科目ナンバリングコード Course Numbering Code | GBA136 |
| 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 |
| 学位 Degree | BBA |
| 開講情報 Terms / Location | 2026 UG Nisshin Fall |
| コード Couse Code | NUC436_N26B |
授業の概要 Course Overview
Mission 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 Spirit’ and ‘the ability to bridge the gap between New Asia and the rest of the world’. During this course, students will acquire the necessary knowledge, intercultural competence and communication skills for multicultural societies.
授業の目的（意義） / Importance of this course
This course is taken by both 1st-year Global BBA students and 1st-year International Studies students (Nisshin Campus). 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 learn intercultural understanding and communication through case discussion and group work activities and practice communication with people from different cultures through collaborative research and discussion. Students with roots in Japan and those with roots in other countries do research together on their own culture and share their findings through presentation. This process is aimed to foster understanding and respect toward various cultures in the world.
Students will learn intercultural understanding and communication through case discussion and group work activities and practice communication with people from different cultures through collaborative research and discussion. Students with roots in Japan and those with roots in other countries do research together on their own culture and share their findings through presentation. This process is aimed to foster understanding and respect toward various cultures in the world.
学修到達目標 / Achievement Goal
・Students will be able to explain intercultural understanding and communication.
・Using the knowledge learned through the course, students wil be able to discuss the issues in intercultural situations from objective perspectives.
・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 have tolerance and respect toward other cultures.
・Using the knowledge learned through the course, students wil be able to discuss the issues in intercultural situations from objective perspectives.
・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 have tolerance and respect toward other cultures.
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
LG6 Managerial Perspectives (BBA)
LG7 International Perspectives (BA)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG6 Managerial Perspectives (BBA)
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 enjoy cultural diversity.
・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 enjoy cultural diversity.
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 | 30 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 70 % |
| 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
・Pre-class learning (approximately 2 hours): Students are required to do research on given topics and submit research reports to Google Classroom. The details including the format will be explained in the first class.
・Students are also required to read the assigned cases and submit answers to the assignment questions to Classroom.
・Case B materials are activity-based ad students must work together in designated groups to participate.
・Feedback will be provided to students either through Classroom or during class.
・Students are also required to read the assigned cases and submit answers to the assignment questions to Classroom.
・Case B materials are activity-based ad students must work together in designated groups to participate.
・Feedback will be provided to students either through Classroom or during class.
授業スケジュール Course Schedule
第1日（Day1）
* The following course schedule is subject to change based on the student needs and progress.Week 1: Introduction to GLP course, Cross Cultural Communication and Global Leadership
Week 2: Understanding Collaboration Across Cultures
・Looking at communication styles
・Understanding the differences between cooperation & collaboration
・Effective Communication in multicultural groups
●使用するケース
Week 1: "Networking at a Conference (A)"Week 2: "When Group Work Fails" (A)"
第2日（Day2）
Week 3: Understanding the Importance of Roles in Group workWeek 4: Understanding Cross-Cultural Customs
・Gift giving
・Gift receiving
●使用するケース
Week 3: "When Group Work Fails (B)"Week 4: "Choosing the Right Gift: Kenji’s Decision (A)"
第3日（Day3）
Week 5: Maintaining Interpersonal Connections・Professional lives
・Personal lives
Week 6: Effective Communication for Job interviews
・Expectations of the Interviewees
・Expectations of the Interviewers
●使用するケース
Week 5: "Choosing the Right Gift: Kenji’s Decision (B)"Week 6: "Preparing for the Interview: Aiko’s Big Opportunity (A)"
第4日（Day4）
Week 7: Business Communication・Discourse/Language of employment
・The importance of politeness in professional communication
Week 8: Understanding the Sub-Cultures of Japan
・Different prefectural / regional representations
●使用するケース
Week 7: "Preparing for the Interview: Aiko’s Big Opportunity (B)"Week 8: "Promoting Gunma: Designing the Perfect Yuru-Kyara (A)"
第5日（Day5）
Week 9: Creative Design and Marketing・The difference between invention vs. innovation
・Why innovation matters
Week 10: English Communication in the Workplace
・Employment-based language use
●使用するケース
Week 9: "Promoting Gunma: Designing the Perfect Yuru-Kyara (B)"Week 10: "Working in English: Daichi’s Challenge at Rakuten (A)"
第6日（Day6）
Week 11: Workplace Communication Policies・Language requirements at work
・Why are there language policies in some workplaces?
Week 12: Understanding Cross-cultural Customs for Finances
・Who pays? Why?
・How is payment made?
●使用するケース
Week 11: "Working in English: Daichi’s Challenge at Rakuten (B)"Week 12: "How do I Pay for This? (A)"
第7日（Day7）
Week 13: Financial Culture and Communication・Cultural perceptions of finance and its impact
・How finance culture is conveyed
Week 14: Networking Moving Forward
・Networking for Future Collaboration
・Finding New Business Opportunities
●使用するケース
Week 13: "How do I Pay for This? (B)"Week 14: "Networking at an International Conference (B)"
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。
・Class Contribution 70%（active participation in class discussions and group activities）
・Preparation Report 30% (research reports, case assignments, presentations）
*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
Your final grade will be calculated according to the following process:・Class Contribution 70%（active participation in class discussions and group activities）
・Preparation Report 30% (research reports, case assignments, presentations）
配布教材と教室における電子機器の利用マナーについて Guidelines for Classroom Technology and Proper Use of Course Materials
- ケースメソッド教育の中核は、積極的な参加と知識の共有です。この教育を支えるため参加者は授業中の電子機器（例：スマートフォン、ノートパソコン）の使用を制限するよう求められます。許可を得た場合でも、教室内では電子機器は、ケース討議に資する目的でのみ使用してください。授業中は、たとえケース討議に関連していても、検索エンジンや生成AIの使用は避けて下さい。
- 配布教材（ケースを含む）は指定された授業への参加以外の目的で利用しないで下さい。著者の権利、著作権、特定情報の機密性を保護するため、許可なく教材を個人や組織（生成AI を含む）に提供することはできません。このルールは、印刷物・電子教材のいずれにも適用されます。
- 詳細は「教室における電子機器の利用マナー・教材の適切な利用に関するガイドライン」を確認のうえ、教員の指示に従い、責任をもって遵守してください。
- Active participation and shared learning is at the core of the case method learning.Participants are asked to limit their use of electronic devices (e.g., laptops, smartphones) during classroom sessions in support of this model. Even with permission granted, devices should only be used in the classroom in service to the case discussion. Online searches and generative AI tools, even if related to the case discussion, are discouraged while class is in session.
- Students are prohibited from using the course materials (including cases) distributed by the university for any purpose other than participation in the designated class.Students must not input, process or test course materials with any artificial intelligence (AI) tools, bots, software, or platforms without the author’s permission. These actions violate the terms of use for the course materials and may also constitute copyright infringement.
- Please refer to the "Classroom Technology Guidelines / Guidelines for Properly Using Course Materials” for details, and follow the instructor’s directions. You are expected to comply with these guidelines responsibly.
教科書 Textbook
- N/A「N/A」N/A（N/A）
参考文献・資料 Additional Readings and Resource
Course materials will be provided on Google Classroom.
授業調査に対するコメント Comment on Course Evaluation
New course.
担当教員のプロフィール About the Instructor
Anthony Townley completed his Master (MA) and Doctoral (PhD) degrees in Applied Linguistics at Macquarie University (Sydney, Australia). Anthony previously completed a Bachelor of Laws (LLB) at Queensland University of Technology (Brisbane, Australia) and a Bachelor of Arts in Modern Asian Studies (BA) at Griffith University (Brisbane, Australia).
Anthony has accumulated 25 years of varied professional work experience, most recently as the Director of Academic Writing at at Koç University in Istanbul. He has also worked as a commercial lawyer in Sydney and as an English language instructor, in a variety of teaching and administrative roles in Australia, Turkey and Japan. His special teaching areas include: English for Specific Purposes (ESP), Academic Writing, Legal Writing and English as a Foreign Language (EFL) and he is currently undertaking sociolinguistic research of legal/business discourse practices in Japan.
（実務経験 Work experience）
Professor, Nagoya University of Commerce and Business (2018 - present).
Director of Academic Writing Program, Koç University, Istanbul (2015 – 2017)
Academic Writing & Legal Writing Instructor, Koç University, Istanbul (2009 – 2017).
Academic Writing Consultant, Open Society Foundation, New York (2008 - 2017).
In-House Commercial Lawyer, TeleResources Engineering, Sydney (2006 – 2008).
EFL Language Instructor, Morioka English Academy, Iwate Japan (2002 – 2004).
Commercial Lawyer, Corrs, Chambers, Westgarth, Sydney (2000 – 2002).
Refereed Articles
- (2025) Inclusive Diverse Learning Environments at the Forefront of Internationalization in Higher Education: A Case Study of International Student Experiences at a Private Business University in Japan. Forum of International Development Studies 2189-9126
- (2024) A scaffolded speaking and writing ELP course for commercial lawyers: an action research case study from an undergraduate law school in Istanbul. Journal of English for Academic Purposes
- (2023) International Merger and Acquisition: A Site of Interdisciplinary and Intertextual Discourse Activity. Business and Professional Communication Quarterly 2329-4906
- (2022) The Use of a Multi-Perspectival Research Model for a Discourse Study of M&A Commercial Law Practice. Journal of Applied Linguistics and Language Research 9(1): 2376-760X
- (2022) The use of discourse expertise to control the provision of legal services and establish discursive hegemony in commercial law practice: a case study from Europe. International Journal of Legal Discourse 2364-883X
Refereed Proceedings
- (2024). A scaffolded speaking and writing ELP course for commercial lawyers: An action research case study from an undergraduate law school in Istanbul. International Association of Applied Linguistics .21st AILA World Congress 2024. 1. 2. Kuala Lumpur
- (2019). It Doesn’t Always Pay to be Polite in Business: the Discourse Realities of Facework and Im/politeness Discourse Strategies in Contract Negotiation using Email Communication. Proceedings of the Third JALT Business Communication SIG Conference .It doesn’t always pay to be polite in business: the discourse realities of facework and im/politeness discourse strategies in contract negotiation using email communication. 1. 2. Toyo University, Tokyo