掲載種別：研究論文（国際会議プロシーディングス）  

Since the 2008 academic year, we have been conducting leadership education for master’s program in-person classes. In this education, simulated experiences using a conference simulator on a computer and reflection on the action in real and simulated experiences are repeated to help students implement their leadership. This class was moved online because of the COVID-19 pandemic in 2020. The challenges of online classes include how instructors can understand and guide students’ simulations on their computers, and how to conduct peer reflection by students in online classes. As a solution, we shared composite images of students’ simulation screens and student camera images, allowing the instructor to remotely monitor and support the students’ learning status. Additionally, an online reflection sheet for peer reflection among students was created. Peer reflection among students was conducted online to promote collaborative learning among students.

DOI： 10.1007/978-3-031-26190-9_2

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掲載種別：研究論文（国際会議プロシーディングス）  

The Grand Design of Higher Education toward 2040 report proposes a “shift to learner-centered education.” The Organization for Economic Cooperation and Development has also presented the “Learning Compass 2030” concept of well-being in 2030. Students are expected to become autonomous learners who are aware of their own goals, engage in independent learning, evaluate their results appropriately on their own, and take steps toward securing necessary learning. How, then, can students become autonomous learners? This paper reviews reflection theory in higher education to explore reflection strategies for fostering autonomous learners. Furthermore, as a case study, a leadership program incorporating reflective activities into project-based learning was designed and implemented. This study aimed to examine the abilities that students are expected to acquire through reflective activities and the conditions necessary for their development. The results highlighted the importance of students learning about their own learning, developing a growth orientation that encourages effort, and learning how to adapt their learning and behavior. Additionally, opportunities for students to improve their behavior need to be built into their education intentionally and then supported by faculty timeously.

DOI： 10.1007/978-3-031-26190-9_4

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担当区分：筆頭著者   記述言語：日本語   出版者・発行元：公益社団法人 日本工学教育協会  

DOI： 10.4307/jsee.71.4_68

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記述言語：日本語   出版者・発行元：公益社団法人 日本工学教育協会  

DOI： 10.20549/jseeja.2022.0_2

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記述言語：日本語   出版者・発行元：公益社団法人 日本工学教育協会  

DOI： 10.4307/jsee.70.3_3

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担当区分：筆頭著者   記述言語：日本語   出版者・発行元：日本リーダーシップ学会  

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担当区分：筆頭著者   記述言語：日本語   掲載種別：研究論文（学術雑誌）  

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掲載種別：研究論文（国際会議プロシーディングス）  

A systematic active learning leadership education programme for master's students has been implemented at the Graduate School of Engineering and Science since 2008. Leadership in this context refers to the skills that people can demonstrate at all levels, not just specific levels. After the spread of COVID-19 in the first semester of 2020, classes were remotely conducted. Project-based learning (PBL) activities used to practice leadership behaviour were also conducted in a virtual environment. In the PBL exercise, 17 teams tackled a variety of real-world issues related to local governments and businesses. The class for FY2020 focused on demonstrating leadership in achieving project goals with virtual teams. In the class, each team came up with ideas on accomplishing a project with virtual teams in terms of goal-achieving and team-maintaining behaviours. Based on these ideas, students set five rules for effective team management in the online version. Furthermore, for all team members to exercise leadership, each member identified their strengths and suggested to team members how they could contribute to the team activities. Finally, after confirming how to utilise the members' strengths to strengthen the team, students proceeded with the project. At the end of the project, the team showed increasing maturity in the team formation development stage. This paper reports on the content and results of specific discussions conducted in these classes to demonstrate leadership in achieving the project online.

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記述言語：日本語   出版者・発行元：公益社団法人 日本工学教育協会  

DOI： 10.20549/jseeja.2021.0_390

CiNii Research

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担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

In early 2020, many universities started to offer online classes in order to prevent the spread of COVID-19. Leadership education has been conducted for first-year Master's students at the Graduate School of Engineering and Science at the Shibaura Institute of Technology since 2008, which is compulsory subject for more than 90 students. In online leadership education, it is necessary to devise an environment setting for applying the acquired knowledge to practice. This work-in-progress paper describes the design and implementation of an online leadership education aimed at showing leadership in project-based learning (PBL) exercises in a virtual environment.

DOI： 10.1109/TALE48869.2020.9368431

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担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

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記述言語：日本語   出版者・発行元：日本リーダーシップ学会  

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掲載種別：研究論文（国際会議プロシーディングス）  

© 2020 SEFI 47th Annual Conference: Varietas Delectat... Complexity is the New Normality, Proceedings. All rights reserved. Leadership education has been conducted for first-year students of the Master's program at the Shibaura Institute of Technology's Graduate School of Engineering and Science for over ten years. Because students have limited opportunities to learn from hands-on leadership experience, we utilize a simulator to increase students' experience in a safe environment. A student is less resistant to take leadership actions following repeated practice in simulations. The program has five modules: knowledge, training by simulation, real action, reflection, and assessment. Results of previous studies showed that student leadership ability improved. This program was popular among students because of its interesting educational method and high effectiveness. Initially this was an elective subject for a small number of students, but following its success was made compulsory and is now attended by about 80 students. It became necessary to devise a way of reflection to bring educational effects to the larger numbers of students. The e-portfolio was introduced to invite students to review their behaviour. It became difficult for the faculty to provide individual feedback on e-portfolios to so many students. Looking back on experience from others is essential for improving the students' behaviour. Consequently, we introduced peer reflection, which is evaluated in this paper - the students exchanged reflections with each other based on behaviour recorded in their e-portfolios. Consistent with our hypothesis, students who tried to continually apply the new learning obtained by peer reflection in a real situation significantly improved their leadership behaviour.

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記述言語：日本語   出版者・発行元：日本リーダーシップ学会  

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記述言語：日本語   掲載種別：研究論文（学術雑誌）   出版者・発行元：日本リーダーシップ学会  

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担当区分：筆頭著者  

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担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：David Publishing Company  

DOI： 10.17265/1537-1514/2016.01.004

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記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）   出版者・発行元：IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT  

In recent years, it has increasingly become required that academic staff members should serve as executors of university reform. In particular, these staff are expected to analyze adverse university conditions, devise workable remedies, and make sure their remedies are effectively implemented. As a result of these demands, improving the quality and developing the abilities of academic staff members have become increasingly important. In Japanese institutions of higher education, development of the academic staff members' abilities is called Staff Development (SD), and it is expected to be actively practiced. As a working example of SD, a leadership educational program has been designed for mid-level staff members in order to develop the next generation of university leaders. Over the course of two years, a three-day-long training program has been carried out a total of eight times. The curriculum consists of three domains: lecture, project, and practice. The presented research covers all three domains. Participants receive project management education lectures and master this systematic knowledge which stretches from the starting of a project through to its conclusion. Next, they have to form a team to plan and carry out a project to solve a problem which the university actually faces. They also have to involve the various stakeholders to maximize the success of their project. As a result of this lecture-project-practice approach, participants were able to acquire problem solving skills, team building skills, and leadership skills, bringing new value to their offices.

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記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）   出版者・発行元：IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT  

The leadership education has been carried out to the first year students of the master's program, systems engineering and science over seven years. The method of education is that students get knowledge, train virtual leadership actions by a simulator, and apply them in the real situations. They turned this cycle for many times to enhance their leadership abilities. The reflection is implemented so that students can get learning from experience. The class has been the high evaluation from the students because of the fun of using a simulator and the educational design which links knowledge and practices. The value of the class is proved by the learning outcomes which the leadership ability of students improved. As the class was an elective subject, the participants were restricted to a small number of Japanese students. On this occasion, this leadership education is set as a compulsory subject of the graduate school so that all students (about 80 persons) could attend. The scale of the class was very big and foreign students joined the class. Therefore, the contents need to be modified for them who communicate in English. In this education, the leadership class was carried out to the mixture of Japanese and foreign students. Students' learned behaviours were analysed by an electronic portfolio as a means of assessing learning outcomes

Web of Science

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担当区分：筆頭著者   記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

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DOI： 10.4307/jsee.62.6_75

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DOI： 10.4307/jsee.61.5_34

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記述言語：英語   掲載種別：研究論文（国際会議プロシーディングス）  

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J-GLOBAL

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担当区分：筆頭著者  

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J-GLOBAL

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J-GLOBAL

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担当区分：筆頭著者   記述言語：日本語   掲載種別：記事・総説・解説・論説等（商業誌、新聞、ウェブメディア）  

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J-GLOBAL

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記述言語：日本語   出版者・発行元：公益社団法人日本工学教育協会  

CiNii Books

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J-GLOBAL

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会議種別：口頭発表（一般）  

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会議種別：口頭発表（一般）  

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会議種別：口頭発表（一般）  

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