| 授業名 | GLOBAL LEADERSHIP PRACTICE |
|---|---|
| Course Title | GLOBAL LEADERSHIP PRACTICE |
| 担当教員 Instructor Name | Stuart Warrington |
| 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 | NUC437_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 NUCB's 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 aim to acquire the necessary knowledge, intercultural competence and communication skills for leadership in 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 it, students will develop basic perspectives and knowledge to understand other cultures and attitudes as a means to respect diversity, which are necessary competencies in multicultural societies.
Moreover, students will learn intercultural understanding and communication and global leadership through case discussion and group work activities and practice communication with classmates from different cultures through collaborative research. Students with roots in Japan and in other countries do research together and on their own culture and share their findings through class presentations. This process aims to foster understanding and respect cultures around world while encouraging a sense of leadership rooted in the action of cross-cultural exchange.
Moreover, students will learn intercultural understanding and communication and global leadership through case discussion and group work activities and practice communication with classmates from different cultures through collaborative research. Students with roots in Japan and in other countries do research together and on their own culture and share their findings through class presentations. This process aims to foster understanding and respect cultures around world while encouraging a sense of leadership rooted in the action of cross-cultural exchange.
学修到達目標 / Achievement Goal
・Students will be able to demonstrate intercultural understanding via communication.
・Using the knowledge learned through the course, students will be able to discuss the issues embedded
within cross-cultural situations from objective and subjective perspectives.
・Students will be able to explain aspects of their own as well as other cultures in English.
・Students will be able to understand the differences between their own and other cultures and develop
tolerance and respect for these through consistent collaboration in group work.
・Using the knowledge learned through the course, students will be able to discuss the issues embedded
within cross-cultural situations from objective and subjective perspectives.
・Students will be able to explain aspects of their own as well as other cultures in English.
・Students will be able to understand the differences between their own and other cultures and develop
tolerance and respect for these through consistent collaboration in group work.
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
LG5 Business Perspectives (BSc)
LG6 Managerial Perspectives (BBA)
LG7 International Perspectives (BA)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG5 Business Perspectives (BSc)
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 foster respect for classmates with different cultural backgrounds.
・The ability to understand, consider and act on the issues in cross-cultural situations from objective,
subjective and critical perspectives.
・The ability to foster a sense of global leadership through cultural diversity, exchange, tolerance and
collaboration.
・The ability to understand, consider and act on the issues in cross-cultural situations from objective,
subjective and critical perspectives.
・The ability to foster a sense of global leadership through cultural diversity, exchange, tolerance and
collaboration.
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
・Students are encouraged to use the resources available online and in the Central Information Center
(Library) for preparing and reviewing classes, getting ready for presentations, and for writing related tasks.
【Pre-Class and Post-Class Learning, Feedback on Reports and Assignments】
・Pre-class learning (approx.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
Google Classroom.
・Learning in class: Students will submit a summary of their work in group discussion as group assignments.
・Feedback on Reports and Assignments: Feedback will be provided to students either through Classroom
or during class.
(Library) for preparing and reviewing classes, getting ready for presentations, and for writing related tasks.
【Pre-Class and Post-Class Learning, Feedback on Reports and Assignments】
・Pre-class learning (approx.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
Google Classroom.
・Learning in class: Students will submit a summary of their work in group discussion as group assignments.
・Feedback on Reports and Assignments: 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 students' needs, interests and progress.Week 1: Introduction to course, cross-cultural communication and exchange, global leadership and cross-cultural communication in action
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: "Group Work: When Group Work Fails" A
第2日（Day2）
Week 3: Understanding the Importance of Roles in Group Work・Verbal Communication and Clarity of Roles
・Agreement on Roles
・Engagement in Roles (Cognitive & Emotional)
・Agency in Roles (Action)
・The Importance of Rotating Roles
Week 4: Understanding Cross-Cultural Customs
・Gift Giving
・Gift Receiving
●使用するケース
Week 3: "Group Work: What's My Role in the Group?" BWeek 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
・Job interviews
・Expectations of the Interviewee
・Expectations of the Interviewer
●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 Professionalism
Week 8: Understanding the sub-cultures of Japan
・Different 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 a 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 group & class discussions）
・Preparation Report 30% (research reports、case assignments）
*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 group & class discussions）
・Preparation Report 30% (research reports、case assignments）
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
Additional course materials will be provided on Google Classroom and in the classroom.
授業調査に対するコメント Comment on Course Evaluation
Evaluation will be based on on class participation demonstrating individual and social agency (individual and group communication in action) and evident collaboration in group presentations.
担当教員のプロフィール About the Instructor
Stuart Warrington, Ed.D., has over 30 years of experience teaching EFL, ESL, EAP, ESP and EIL/ELF to mostly university students. He has been at NUCB since 2014 and previously taught in Japanese universities in Tokyo and Niigata-ken and, before that, in English language institutes in Seoul, South Korea and Calgary, Canada. His research interests and areas of expertise lie in self-access learning and advising, learner autonomy and agency, ecological language learning, and the language learner ecologies. He also researches professionalism, professionalisation and continuing professional development in language learning advising and managing. Stuart holds a B.A. in Psychology (University of Manitoba, Canada), a Certificate in TESOL (Canadian Global TESOL Training Institute), a Master of Education in TESL (University of Calgary, Canada), a TESL Professional Certificate - Standard 3 Trainer (TESL Canada Federation) and a Doctorate of Education in TESOL (University of Exeter, UK). He regularly publishes peer-reviewed papers in the field, presents at conferences, does language teacher-training workshops abroad, and occasionally edits and reviews articles for peer-reviewed journals.
Refereed Articles
- (2025) Enhancing EFL Teacher Participation in an Asynchronous Online Forum: Integrating the Delphi Technique with Emancipatory Participatory Action Research. Action Learning and Action Research Journal 31(2): ISSN Print: 1326-964X, Online: 2206-611X
- (2024) Autonomous learning in Cambodia: A solution for problematic educational conditions?. Cambodian Journal of Educational Research 4(2): 3005-2149 (Online) / 3006-290X (Print)
- (2022) Exploring Student Perceptions of Self-Access Learning for Active Learning: A Case Study. SiSAL Journal (Studies in Self-Access Learning Journal) 13(1): 2185-3762
- (2020) Looking in, Looking out: Autoethnographically Applying a Model for Learning Advisor Autonomy. JASAL Journal 1(1): 2435-3884
- (2020) Have a Look Around: The Effect of a ‘Push’ Activity on Future SAS Use. Studies in Self-Access Learning Journal 11(1): 2185-3762