university network for global leadership development in west japan … · 2014-12-30 · kyushu...

University Network for

Global Leadership Development in West Japan

（UNGL）

August 9, 2014 The 14th APSSA

International Conference 2014 Keiji Hata (Ehime University)

Michiko Izumitani (Matsuyama University)

１．What is UNGL

２．What we do

３．Example Program

４．Leadership we aim to develop

５．Outcome

６．Challenges

Presentation Outline

University Network for Global Leadership Development in West Japan

Member/Affiliate universities open their leadership programs to other universities withing the network and cooperate to develop new programs

Selected as the Program for Promoting Inter-University Collaborative Education by the Ministry of Education in the fiscal year 2012

1. What is UNGL

4

Member Universities

(12 Universities・3 Junior Colleges)

Subsidy Provided

Ehime University

Saga University

Yamaguchi University

Kyoto University of Foreign Studies

Kyoto Junior College of Foreign Languages

Kyoto Bunkyo Gakuen

Hiroshima University of Economics

Kagawa University

Matsuyama University

Kyushu International University

Kyoto Koka Women's University

Kyoto Koka Women's Junior College

Aichi Mizuho College

Aichi Mizuho Junior College

Kumamoto Gakuen University

Affiliate Universities

(2 Universities)

Subsidy Not Provided

Otemon Gakuin University

Yamaguchi Gakugei University

1. What is UNGL

Though, strong demand for leadership development in higher education from economic quarters and communal society in late years. thas been only a few systematized programs that develop leadership in general in Japanese universities.

Limitation in developing leadership in familiar relationships where roles of the members are fairly stable.

1. What is UNGL: Background

Develop leaders who learn sustainably and participate actively in local and global communities.

Develop learning communities where students, staff members, and faculty members support each others’ growth, and people who finished the program will keep coming back to support the learning process of their junior fellows.

1. What is UNGL : Goals

Background: Leadership development has been included in university diploma policies, and also demanded by the government and the society as a whole.

Point: We provide students with opportunities in and outside of the country where students learn with people of different generations and cultures. We also implement FD/SD activities..

This program establishes university network in west Japan for leadership development through intercultural communication, aiming to produce leaders who learns sustainably and participate actively in campus communities and the global society.

Current State: There has been only a few systematized program that develops leadership in general in Japanese universities. There seems to be a limitation in developing leadership in a familiar relationship where roles of the members are fairly stable.

Global Programs （Activities with people from another country）

Basic Programs （Activities on campus or outside

of campus, but within the country）

FD and SD for sustainable student leadership development

Junior Chamber International Matsuyama、Ehime Foundation for Women、Study Group of Business Owners in Ehime 、Asia Pacific Student Service Association、Liberal and General Education Society of Japan 、 Shikoku Professional and Organizational in Higher Education

Stake Holders and Related University consortium

Anticipated Outcome

Establishment of systematized, stepwise, sustainable student leadersh ip deve lopment p r o g r a m

Development of a leadership a s s e s s m e n t t o o l

Standardization of method that transforms experiences i n t o l e a r n i n g

FD and SD for sustainable s t u d e n t l e a d e r s h i p d e v e l o p m e n t

P r o v i d i n g l e a r n i n g opportunities in various fields for leadership development

Leaders who learn sustainably

Advanced Programs （Activities with people

from 3 or more countries)

Program Outline

Leaders who participate actively i n t h e g l o b a l s o c i e t y .

Reflection that transforms experiences into learning

Collaboration with local communities or stakeholders outside of the country

Development of leaders who participate

actively in local communities and the

global society

Expectation from Stakeholders

Students

Stake holders Local Communities

Member Universities

Collaboration

【Collaborative activities with

stake holders】

Job shadowing

Project management

Seminar

Local leaders development

seminar

International conference

Program for Promoting Inter-University Collaborative Education Selected in the fiscal year 2012

Title：University Network for Leadership Development in West Japan

Member Universities：Ehime University (Representetive University) , Yamaguchi University , Kagawa University, Saga University, Kyoto University of Foreign

Studies, Kyoto Bunkyo University, Hiroshima University of Economics, Matsuyama University, Kyushu International University, Kyoto Junior College of Foreign Languages

Stepwise Intercultural Communication

Sustainable Leadership Development

Promoting systematized and

stepwise programs

Sharing the methods of reflection

Staff and faculty development for

realizing sustainable programs

Providing various experiences with

diversity

2. What We Do : Main Activities

Basic Programs（Cross-Cultural Training in Universities and Japan） STAGE Ⅰ

• [Domestic, Cross-Age, Cross-Culture]

• Ehime University Leaders School (ELS)【Ehime University】, FSD Project 【Kyoto Bunkyo Gakuen】, Peer Support Community (PSC)【Kyoto University of Foreign Studies】, Koudoukan Education Projects 【Hiroshima University of Economics】, Kagawa University Leadership Training 【Kagawa University】, Summer School for Student Leaders, Student Leadership Conference, Cross-Cultural Literacy Training Program 【Matsuyama University】, JUA Project 【Yamaguchi University】, Winter School for Student Leaders 【Kyushu International University】, Training Program for Event Planners 【Saga University】 etc.

Global Programs (Bilateral Cross-Cultural Training)

STAGE Ⅱ • [Domestic, Cross-Age, Cross-Culture]

• Leadership Challenge in Korea

• Leadership Challenge in Saipan

• Hawaii Service Learning Program

Advanced Programs (Multilateral Cross-Cultural Training)

STAGE Ⅲ • [Domestic, Cross-Age, Cross-Culture]

• APSSA (Asia Pacific Student Services Association)

• Leadership Challenge in Taiwan

2. What We Do：Host/Co-host Programs

UNGL Host Programs：

Programs co-developed by faculty/staff and

students from member/affiliate universities.

UNGL Co-host Programs：

Programs developed by a university and made

open to other universities in the network.


Number of programs and participants

( Feb 2013 – March 2014)

Host Programs：９

Co-Host Programs：20

Accumulated number of Participants：1518

Number of students who participated in the programs on 2 different stages: 172

Number of students who participated the programs on 3 different stages: 109

Number of students who participated as staff members: 50

Number of faculty/staff members who participated in FD/SD trainings or seminars: 73


“Kitakyushu Emergency Drill”

（hosted by Kyushu International University）

“Career Education”

（Hosted by UNGL)

“Student Leaders’ Summer School”

（Hosted by UNGL）

“Kyoto Leaders’Seminar –If the world were a village of 100 people-”

(Hosted by Kyoto University of Foreign Studies)

“Leadership Challenge in Korea”

（Hosted by UNGL）

“Leadership Challenge in Saipan

(Hosetd by UNGL)

“Hawaii Service Learning Program”

(Hosted by Matsuyama University)

“Leadership Challenge in Taiwan”

(Hosetd by UNGL)

20

Date：September 2013 (1 week program) Participants：55 students、5 student staff members 13 faculty/staff members from 10 universities and 1 junior college. Date：February 2014(1 week program) Participants：126 students、8 student staff members 13 faculty/staff members from 13 universities and 1 junior college. Goals：to be able to develop leadership competencies

through activities with people who have different values and cultural backgrounds.

3. Example Program “Leadership Challenge in Saipan”

Venue：Saipan

Activities：

・Teaches Japanese cultures at public schools.

・Assist class teachers

・Host a Japanese festivals

・Homestay at teachers’/staff members’


Characteristics of the approach

① Depict a story line of success for each student

② Limit the amount of information to be provided

in order for student to act with their own

thinking and decisions

③ Schedule is loosely set where students are

required to act accordingly

④ Lessons learned through reflections can be

applied next day


23 ※PSS：Public School Systemの略

実施体制図


5 to 10 students are Assigned to 1 school. 1 faculty or staff member assisted by 1 student staff are in charge of 1 or 2 schools. They observe students’ activities and facilitate their Reflection.

24


Reflection is done among student with the help of faculty/staff members. Faculty/staff members also reflect their interactions with students with the help of experienced members. This aims to develop Faculty/staff members.

25

・Repeating the activities and reflection made me look inside of myself. ・I felt I was growing when I reflecedt on what I did and sought for better approaches. ・Teach someone made me think about things very deeply. ・I made daily changes in my behavior which was caused by the reflections. ・I really understood the meaning of doing things for others.

0%

①72%

②23%

③5% ④0%

①強くそう思う

②そう思う

③あまりそう思わない

④そう思わない

＜Students’ Commnets＞


95 % of students said “yes” to the question “Did the activities at the school help you grow?”

26

・They gave me critical comments.

・They did not give me the answers but made me think. ・They sincerely helped us to reflect on ourselves and I wanted to respond to their enthusiasm. ・The student staff made me see things I never saw in myself. ・I learned the importance of seeking my own issues and how I perform in the team. ・The harsh comments given by the staff triggered the cohesiveness of our team. ・Without reflection, it’s merely a school teacher experience.

0%

①55% ②28%

③15%

④2%

①強くそう思う

②そう思う

③あまりそう思わない

④そう思わない

＜Students’ Comments＞


83 % of students said “yes” to the question “Did the Reflective activities facilitated by the faculty/staff members influenced your growth?”

There are many competencies but・・・

We aim to expand the operating system that utilizes existing and new competencies within

each student.

画像引用：http://www.ts.avnet.com

4. Leadership We Want to Develop

Development of the operating System

Increasing Self-awareness＝ Increasing the ability

To think about the process of own thinking

（Covey, 1989)

“Increasing self-awareness is the key element many

leadership theories”

（HERI, 1996）


Develops 2 aspects of self-awareness

1. Awareness and consciousness of own talents,

interests, wishes, values, self-concept, limit, dream

etc.

２．Mindfulness which monitors the current behavior

and psychological state and

regulate thinking, behavior and

emotional responses.


Better understanding of self brings better understanding of others and what is happening outside world

↓

Changes in communication （positive expectation、giving feedback, suppoting others）

↓

More effective leadership behavior ↓

Sense of growth （Yagi, 2012）


Strategies to Develop Operating System

１．Going through Experiences with “pain” in which reevaluation of self occurs (civic activities, living in a dorm, studying abroad, job hunting etc)

２．Reflecting to seek the cause of the “pain” ３．Having a partner who listens and helps to reflect what happened （Baxter Magolda, 2009; Kegan ＆ Lahey, 2013）


Rapid increnase in the number of participants.

High Participant Satisfaction.

Increase in the number of the member universities and colleges.

Various type of programs have been developed.

5. Outcomes

Development of leaership scale for Japanese students. (referring SRLS-R2 and PROG）

Creating an overall program map to see if we cover what we aim to provide.

Creating a manual for leadership educators.

6. Challenges

Baxter Magolda, M. B.(2009)Authoring your life:

Developing an internal voice to navigate life’s

challenges. Sterling, VA: Stylus.

Covey, S.R. (1989). The seven habits of highly

effective people: Restoring the character ethic.

New York City: Simon & Schuster.

Higher Education Research Institute．(1996)．

A social change model of leadership

development: Guidebook version III．College

Park，MD: National Clearinghouse for

Leadership Programs．

Kegan, R. & Lahey, L. L. (2009). Immunity to

Change-How to Overcome It and Unlock

the Potential in Yourself and Your

Organization. Harvard Business School

Publishing Corporation.

Yagi, Y. （2012）Leadership and Reflection

Hakuto Shobo Publishing Company.

university network for global leadership development in west japan … · 2014-12-30 · kyushu...

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