Collaborative Learning Abroad

2015

International Business
Chiba University, Japan&
Seinäjoki University of Applied Sciences, Finland

NTERNATIONAL BUSINES

GlobalStudy
ProgramCourse Description & AimIn this era of globalization where people, items
and money move across national borders
more rapidly than ever before, “international
business” has come to play a predominant rolein the field of economy. While corporations
have been supported by their nation statesfor growth, some of them have expanded as
multinational corporations and their growing
power now threatens the nation states. Even forsmaller corporations, expanding their businessoverseas has become a key strategy for growth.
Patter ns of overseas business expansion—often ones in which corporations located in thecenter of the world economic system expand
their business territory to the (semi-) peripheryand increase customer acquisition—have now
become more complex and diverse. Beyond thisfamiliar pattern, flows of business expansion
occur in the opposite direction from the (semi-)
periphery to the core, within the center and/or (semi-) periphery, and within regions suchas the EU, the Pacific Rim and East Asia. The
business pattern between Japan and Finland
can be considered a new type of pattern. As
this diversification of business expansion
patterns progresses, the lifestyles of customers
transforms to become more diverse andcosmopolitan.

was to come up with business plans to promote
re s o u rc e s a n d / o r p ro d u c t s f ro m t h e f o o dindustry (Project 1: see pages 9-10) and thetextile industry (Project 2: see pages 11-12)
of Souther n Ostrobothnia (where SeAMK is
located) by integrating the values of sustainable
development and Green Care (Project 3: see
pages13-14) with respect to Chiba and otherparts of Japan. To do so, students took lectures,conducted fieldwork, participated in workshops
and gave presentations on the business plans
they created (See pages 19-20).

It was the fifth time for SeAMK and Chiba-U
to organize a GSP. Through coordinating
the GSP, the relationship between these two
universities has evolved positively. One of
the main reasons why we chose the topic ofinternational business is that it has the potential
to deepen the relationship between these two
universities and possibly connect Seinäjoki and
Chiba through business ideas. To come up withinternational business plans, it was important tokeep in mind 1) the features and advantages ofindustries in Seinäjoki, Southern Ostrobothnia
and other parts of Finland and 2) the needs ofpeople in Chiba and other parts of Japan andtheir perception of Finland and Finnish products.
To understand both aspects and come up withbusiness plans, it was necessary for Chiba-U
and SeAMK students to work collaboratively inorder to achieve the goal of this year’s GSP.

T

his year’s Global Study Program (GSP)
was held in Seinäjoki University of Applied
Sciences (SeAMK), Finland, for two weeks frommid to end September. The aim of this course
1人、物、金が過去にないスピードで国境を越は SeAMK が 位 置 す る セ イ ナ ヨ キ 市 を 中 心 と し

えて移動するグローバル化と呼ばれる時代、た ボ フ ヤ ン マ ー 県 に あ る 繊 維 産 業（Project 1、経済の領域において「国際ビジネス」が、中心的

9-10頁 参 照 ）、 食 品 産 業（Project 2、11-12頁

な位置を示すようになってきている。国家のもと

参 照 ） と の 商 品、 資 源、 ビ ジ ネ ス モ デ ル を、 持で成長を支えられてきた企業は今や多国籍企業と続 的 可 能 な 開 発 と グ リ ー ン ケ ア（Project 3、して成長し、国家を脅かす存在となっているもの

13-14頁参照）の価値と織り交ぜて千葉県や日本もある。そのような巨大な多国籍企業でなくても、で展開するビジネス案を最終課題として発表・考

現在企業の海外進出は業種や企業規模に関係なく案（19-20頁を参照）することを目的とした。

重要なビジネス戦略の一つとなっている。よく想千起される、世界経済システムの中心に位置する国家の企業が周辺、半周辺に位置する国・地域にビ
ジネス領域を拡張し、消費者を獲得するような単葉大学と SeAMK との GSP は今回で５回目となり、この協働学習授業を通し両校の関係はより深まってきている。本授業で「国際ビジ線的なビジネスの流れは、グローバル経済においネス」を本年度の授業テーマに設定した背景としてその力学はより複雑化している。国際ビジネスてその２つの大学の関係性を深め、それを通してにおける 企業間または企業と消費者の関係は、中この大学が位置する２地域をより繋げる可能性を心からそれ以外の国・地域へという流れを超え、含むと考えたからである。国際ビジネスを展開す

中心の国家間、はたまた周辺国家から中心国家、る上では、ビジネスを展開する側（セイナヨキ市、そして地域間（EU、ASEAN、東アジア等）など

ボフヤンマー県、またはフィンランド）の産業の多極化しつつある。特にフィンランドと日本の二強みを理解することが必要であり、またその一方国間のビジネスの関係性も既存の国際ビジネスので消費者側（千葉・日本）のニーズや日本のフィ

関係性のパターンとは異なる新しいものといえる

ンランドのイメージの理解が必要である。双方向かもしれない。それに伴い、消費者である人々のの理解がなくしてはこの最終課題のビジネス案のライフスタイルもコスモポリタンな多様なものへ作成は成しえなず、そのために両校の学生の協働と変容している。

作業は必須となる。このような授業デザインと目今的のもと、本年度の GSP は行われた。
回 の 千 葉 大 学 と フ ィ ン ラ ン ド・ セ イ ナ ヨ
キ 応 用 科 学 大 学（SeAMK） と の Global

Study Program（GSP） は、SeAMK を会場に、9月中旬から下旬までの２週間実施した。本授業
2

Pre-Course

Schedule of Activities
Day

Contents							 Page

28 MayIntroduction

4 Jun

Brainstorming on international business & risk management

11 JunDiscussion with participants of past GSPs with SeAMK

18 JunLearn Finnish language

9 Jul

On sustainable development

16 Jul ~ 6 Aug Preparations on group presentations on Japanese culture and society
7 Sep

On international business

9 Sep

Finalize students' presentation

5~8

Main Course

September
11~12

Arrival of Chiba-U students in Helsinki and extracurricular activities

13

Arrilval of Chiba-U students in Seinäjoki and welcome party

14

Students' cultural presentation, Finnish language course, lecture by AB Seinäjoki

15

Campus tour, lecture by INTO Seinäjoki, lecture by Prof Saarela& lecture by Prof. Turunen& visit to Linseed Oy (Project 1).
16

Workshop & visits to Jokipiin Pellava (Project 2), & Vatajanranta Goat Farm (Project 1)

17

Workshop & visits Foodwest Oy (Project 1) and a new laboratory building of SeAMK

18

Visit to Lapuan Kankurit (Project 2) & workshop

19~20

Family stay21

Lecture by Prof. Saarela & visit Toiska Farm (Project 3)

22

Lecture by Prof. Truunen, workshop, meeting the president of SeAMK

9~10
Project 1
11~12
Project 2

13~14
Project 3

Post-Course& visit to Kyrkösjärvi (Project 3)
23

Workshop & farewell party

24

Final presentations, closing & depature of Chiba-U students from Seinäjoki

27 Nov

Feedback by Professor Ishido on students' business plans

1 Dec“GSP and collaborativity”: post-course education with GSP 2015 Chiba

3

15~16
Final Presen

17~18
Post-course
education

We appreciate the support and participation of the following individuals, corporations
and organizations. Their help was essential to the successful completion of ourprogram. (listed in alphabetical order):・Field research site contributors:
Foodwest Oy, Jokipiin Pellava, Kyrkösjärven, Lapuan Kankurit, Linseed Oy, Toiska Farm & Vatajanranta
Goat Farm・Those who provided academic support:
Mr. Akihito Nishikawa (Idemitsu Kosan), Mr. Ari Sivula (AB Seinäjoki), Prof. Heli Simon (SeAMK),
Prof. Hikari Ishido (Chiba-U), Prof. Jenny Janhunen (SeAMK), Ms. Kunti Shrestha (SeAMK),
Ms. Maria Suomela (SeAMK) & Ms. Sanna Kankaanpää (INTO Seinäjoki)・Those who provided administrative and logistic support:
Mr. Aaro Harjunpaa, Mr. Keita Takeda (Chiba-U), Ms. Maria.Loukola (SeAMK), Ms. Natsumi
Nishikawa (Chiba-U), Ms. Tiina Valimaki (SeAMK), & Mr. Yūsuke Ōtsuki (Chiba-U)

Organizing Committee
Hiroki lgarashi (Chiba-U)
Satoko Shao-Kobayashi (Chiba-U)
Ioannis Gaitanidis (Chiba-U)
Helli Kitinoja (SeAMK)
Anna Saarela (SeAMK)
Tero Turunen (SeAMK)

4

Pre-Course

Title title title Title title title

Pre-course Education
WS

e completed two reading assignments
on international business during thepre-course education sessions, one touchedon the concept of sustainable development
and the other on the meaning of sustainable
development in disclosure statements of Finnish
companies. We were divided into two groups
and each group was responsible for one topic.
We read the readings and wrote a summarywith our group members, then each groupgave a presentation in class and discussed
the similarities between these two readings.
Through these assignments, we lear ned
about the relationship between business andsustainable development. (Chihiro)ince I was in Chiba as an exchange student fora year, I took part in the pre-education classes
that were held in Chiba with Toni Valtee to prepare
Chiba U students and give them information about
Finland, Finnish language and the course topic.
I also explained and answered questions about
cultural differences and things to prepare forwhen going to Finland so that Chiba-U students'
experience would be as good as possible andwithout unpleasant surprises. (Eero)G

enerally, when people try to work as agroup, there are some inevitable difficulties,
but in this case, I think the other members
and I worked well as a team. Our struggles
centered around trying to explain about our own
Japanese culture. Our theme was Japanese
temples and shrines and we realized how little
we knew about this topic (myself included, eventhough my major is architecture), especiallycurrent situations. The information we got via
the Internet or based on our experiences was
sometimes flawed and in these cases, teachersc o r re c t e d u s . I l e a r n e d a l o t a b o u t J a p a nthrough this preparation. (Naoya)Everyone participating in the course was
required to prepare a brief presentation on
their home countries. One interesting culturalsubject was chosen for each group, Kata's andmine was Finnish cuisine. We began by planning
the structure of our presentation and it was
the first time we were meeting and talking witheach other. We decided to split the work andcombine everything together at the end, which
worked well! We would have liked to introduce
even more of this subject to Chiba-U students
at the actual presentation, but time was limited.
We ended up sharing more information about
Finnish cuisine at random times throughout the
duration of the program. (Anniina)

5

夏

G

までセイナヨキ応用科学大学から千葉大

SP が始まる数週間前にプレゼンテーションで学 に １ 年 間 留 学 し て い た の で、 私 は Toni

用いるトピックを選びました。私の班はフィValtee と千葉大学で行われた事前教育に参加し、ンランドの歴史を選びました。高校時代に学習した

千葉大生へフィンランドの情報や言語、プログラ

知識や、インターネットを利用して情報を集めましムのトピックなどを教えて彼らの準備を手伝いまた。私は20世紀より前の歴史を担当し、他のメンした。また、彼らが現地へ行った際に不安にならバーがその後を担当してそれぞれスライドを作成しないよう、文化の違いや準備したほうが良いものました。英語で発表をする機会は今までそれほどあなどの説明もしました。（Eero）

りませんが、無事プレゼンテーションを行うことが現できました。ただ、2000年の歴史を20分のプレゼ
地の学生と国際ビジネスについてフィール

ンテーションにするのは大変で、少し長くなってし

ドワークやワークショップを通じて協同学

まいました。（Esa）

習をするにあたって、事前に国際ビジネスに関連した複数の英語で書かれた論文を読みました。限
られた時間の中で論文を読み進めるので、グループを作り論文を分担して要約することで論文の概要を効率よく把握しました。メンバーとの情報共
有 に よ り、1人 で は 理 解 す る こ と が 難 し い 点 も、互いに教えあうことで同じ理解度まで到達することができたと感じました。（諒士）

事

前教育では、論理的かつ効果的に日本文化の新しい見方を伝えるためにテーマに関する論文を読んだり、メンバー同士で意見をぶつけ合ったりしました。困難も多かったですが、話し合いの進め方や論理構成の過程など現地でのワー
クショップに直接つながる こ と を 多 く 学 べ ま した。その結果、物事を批判的にかつ深く考えるよ
うになり、プログラム中もその後も、いろいろなものの考え方に大きな影響を与えてくれました。

（夏希）
6

Main course

Getting to know each otherE

ven though we mainly had to use English
to communicate, I felt close to SeAMK
students as if I was talking with them inJapanese. They know about Japanese culture
more or less and some of them can even speak
Japanese. Therefore it was not hard to get toknow them. This program was not the first time
to study abroad for me, but the experienceswith SeAMK students were absolutely special.
Thanks to SeAMK students, now I am interested
in lear ning about foreign culture more than
before. This program was just for 2 weeks, but
now we are great friends. (Naoya)DTuring this GSP students got to learn
about different kinds of companies andtheir products. These companies are locatedinside the Souther n Ostrobothnia area. For
this GSP, participants were required to makegroup presentations. During free time they
got to know one another and the local culture
through a variety of activities. The overall feelingderived from the GSP and the participants wasvery positive. All participant were active andinterested in meeting new people and trying
new things. (Toni Jämsä)aking part in the activities and spending timewith the participants from Chiba University was

really pleasant, although I was only available for theevening activities. Even though the course required
a lot of work and some people were getting tired,everyone was taking part with such a positive
attitude making it really enjoyable to be among
them and to get to know them. I enjoyed my timewith the participants from Chiba University verymuch and will remember the time with them withwarm thoughts. I hope they enjoyed the programas much as I did. (Joanna)7フィンランドの学生のほとんどは最初、とてもシャイで会話が弾むようになるまで少し時間が必要でした。しかし慣れてくればとても親切に接してくれ、お昼を一緒に食べたり放課後に買い物に行ったりと、ともに行動したり話したりする機会が増え楽しかったです。また、彼らは自分の考え方をしっかり持っており、授業では意見を臆することなく表明しようとする姿勢がすごいと思いました。

（遥）

私はずっと国際情勢やその影響について興味があったので、この授業に参加する事を楽しみにしていましたし、この授業を通して文化を異なった視点から学べるのではと期待していました。この
授業の先生は「先生」というよりも「メンター」という形で授業に携わっていてとても信頼出来ました。そして参加学生はお互いを尊重し、みんなを平等に扱うという共通認識がありました。社交的な人、他の人より静かで周りの雰囲気を伺う人など、それぞれに異なった個性がありましたが、みんな良く喋り思いやりがありました。（Tuomas）

8

A

fter listening to a lecture on agritourism, we
visited a Women’s Agricultural Cooperative(WAC) located in the village of St. Antonios,in the outskirts of Thessaloniki. Each of theJapanese students was paired with a Greek
student, and every team conducted a streetsurvey using a questionnaire provided by thelecturer. Most of the women in the village could
only speak Greek, so Japanese students had to
fully collaborate with the Greek students to do
the interviews. After the survey, we discoveredsome of the issues that St Antonios’ WAC isfacing today. (Shunsuke)

Main course

Project 1: Food industryDuring the GSP we mostly worked in groups.
One of the projects had to do with foodprocessing and marketing. We made several
visits to different companies with our GSP group,lear ned about the respective products andworked on developing our own business ideas.
The groups were made up of both Japanese andFinnish students, and it was very interesting to
try and explain ideas and meanings to the othermembers. In my group, we used a lot of timetrying to reach a common understanding, but wemanaged a successful outcome with our flaxseed
capsules concept.This work had us apply manydifferent skills: social, linguistic, communicationand cooperation. I think, this workshop wasvery useful to all the participating students. This
was a very good way to practice international
cooperation, and it also taught us much about
cultural differences. (Katariina)We visited a couple of food companies
during this GSP, one was Linseed Oy,
which makes flaxseed products using a simple
process: seeds are removed from the plants
then roasted. They operate this way because
there are few employees and they need tosecure food safety. We ate a flaxseed productw i t h y o g u r t . I t w a s b l a n d b u t c r i s p y, l i k esesame. We learned that the company got theirflaxseed plants from farmers so it was important
to maintain good relationships with them.The
other company we visited was Foodwest Oy.
They have a factory to make jam, candy anddressing. There are a lot of companies like thisbut Foodwest is not only making products,
it’s also operating as a consultant to one of
their customers who themself wants to makeinnovative products and learn how to attract
consumers. This customer can make products
without their own factory. I thought this was a
new way of doing business and that it was agood fit in Finland because 93.4 % companies
in Finland have only 1 to 9 employees. (Kenta)
9L

inseed という日本ではあまり食されていない
健康食品の亜麻仁を取り扱う企業と、ヤギのミルクからアイスクリームを作る Vatajanranta
Goat Farm、 そ し て Foodwest と い う 市 場 調 査を行う企業を訪れました。現在インターネットを使えば、多くの情報を容易に手に入れることができるということもあり、実際に己の目で見て、体験 し、 そ し て 生 の 声 を 聴 く と い う 機 会 が 少 な く亜なっていると思います。そんな中、リアルな現場
麻仁などを販売する会社や工場でのフィールの声を聞けたことでグループワークの最終プレゼ

ドワークを行い、会社の方々に様々なお話をンに向けてすでにある情報から使える情報を選び聞き、私たちはそれらを日本において応用するには抜くのではなく、欲しい情報は何か各々考えましどうしたらよいを考え議論をしました。例を挙げる

た。 自 分 で そ の 情 報 を 掴 み 取 る と い う 経 験 が でと、フィンランドのような寒冷地での栽培が適する

き、このような取り組み方の重要さを再認識しま

植物の輸入形態や、それらを中心とした商業システ

した。（あすか）ムの構築などの議論がなされました。日本とフィンランドの食文化や健康に対する意識の違いなども考慮した上で、プレゼンを作成していきました。専門的な部分や詳細な部分の意思疎通には、純粋に言語だけでなく図説なども行ってお互いの考えをできるだけ正確に共有しあい、矛盾が出来るだけ少なくなるように確認しあいながら最終プレゼンへと繋げることができました。
（有音）

10

Main course

Project 2: Textile industryT

he visit to Lapuan Kankurit Textile industry
was really interesting. This company is afamily owned business. We were shown aroundthe manufacturing area, where we saw how
the cottons and threads were processed into
clothing materials, how those materials werebeing sewn into various shapes. After that,
we went to the sales point where the textile
products were displayed, they produce various
materials for kitchens and tabletops, Spaand sauna material with towels, scarves andblankets and many more products for daily
usage. It was at the sales shop that various
questions were asked and properly answered.
The workshop visit was inspiring to allparticipants, a few participants ended up buying
some of the products as they were unique instyle and of good quality. (Olawale)We visited two textile companies inFinland. This was my first time visiting aforeign company and I was really excited forthis experience. I asked some questions andtook note of things I was interested in for ourpresentation. When I asked these questions
to the people at either company I was very
nervous, but everyone answered and explained
so politely and thoroughly. One of the two textile
companies specializes in linen. Before visiting
the linen company, I thought Finnish textile
companies resembled those in Japan. I was,however, really surprised to learn that only linen
goods were sold, and what was more, a lot of
the merchandise consisted of sauna products.
That difference in culture left an impressiono n m e . I h a rd l y k n e w w h a t F i n n i s h t e x t i l ecompanies were like, but I learned about theimportance of making products from different
viewpoints and challenged the difficulty ofasking questions. (Ryohei)
11今回私たちは最初に、店頭だけでなく実働中の繊維工場の見学といったフィールドワークを行いました。これらを踏まえて、フィンランドの学生と共に最終プレゼンへのワークショップを行いました。私たちの班では「介護施設等において日常で用いる布製品の斡旋かつ手作り製品の販売」をテーマに議論しました。議論の中では日本やフィンランドでの類似会社の成功例や失敗例を共有し、互いの国の会社や考え方の差異を埋めつつ共通点を活かしながらどうすれば成功する可能性が高まるのかといった内容などが挙がりました。また、難しい表現

機や専門的な言葉などは、英語だけでなくフィンラン

械により生み出される織物の複雑な模様に感

ド語の辞書等を用いることでより正確に考えが伝わ動し、それと同時に、どのようにコンピューるように努力しながら数日かけて議論し、より良

ターで計 算されていたかなど、 実 際に見 学したこいアイデアを作り上げていくことができました。

とで 歴 史や販 売 方 法 以 外 の 技 術 面 にも興 味を持（有音）

ち、 知 識を深めることができました。 今 回 訪 れた
Jokipiin Pellava や Lapuan Kankurit は日本人デザイナーを抱え、日本でも販売を行っていることから、日本との繋がりも強いと気付きました。また、フィンランドでは日本と異なって小規模企業が大半を占めており、アットホームな雰囲気を感じ取りました。普段織物を購入する際、それが何で作られているか、原料はどこで生産されたか意識をあまり向けていませんでした。ですが、今回、作られている方々の織物に対する思いやこだわりを知り興味が高まりその思いを感じ取りたいと強く思うようになりました。
（あすか）

12

Main Course

Project 3: Green CareOn Green Care field work day we went toIlmajoki where there is place called Toiska.
In Toiska they have child protection activities
and Green Care activities in an agriculturalenvironment, using animals, nature and dailychores as a means to help get people back on
track. In Toiska we walked around the area andbuildings and saw horses, bunnies, cats andchickens. We also met a girl who was living
there and benefitting from the child protection
activities. One of the owners explained to us
that girls who come to Toiska like the placeb e c a u s e t h e y c a n b e a ro u n d a n i m a l s a n dremain full-time students. Girls have to takeresponsibility for all they do, but there is always
an adult somewhere close by to watch thateverything is alright. Girls are always told in
advance how they should behave and whati s i m p ro p e r b e h a v i o r. To i s k a w a s a re a l l yinteresting and beautiful place where young
people can get help when they need it. (Niina)We had lectures about Green Care and learned
how the relationship between humans andnature is utilized in order to empower humans.
The basic elements of this concept consist ofhealth, social education and educational benefits
that promote a person’s social, mental andphysical wellbeing. From these lectures, we tried
to incorporate Green Care to our business models
in a variety of ways. Roughly speaking, we had
two kinds of ideas which utilized Green Care. One
idea is to use the cooperation and participationof those who live in the local region. For example,
one of the groups that worked on a food project
thought of employing older or disabled people intheir business model to harvest crops. Another idea
was to include activities through which people canenjoy nature. For example, one of the groups thatworked on the textile project added some farming
activities in their business model for a hotel. (Tinglin)13フィンランドで Green Care を実践する施設
として訪れた牧場や森林では、開放的な雰

囲気の中でとても興味深いフィールドワークが行いました。そこでは心に傷を負った人々を癒したり世代を越えた交流の場を与えたりといった動物や自然の持つ大きな可能性を再発見することができました。あまり訪れることのない場での新しい発見は私にとってとても新鮮で視野を大きく広げてくれる経験でした。また現地ガイドの方も同行してくださったので、自分の頭の中で考えるだけでは出てこないような新しいアイディアも、実際に現地の方から説明を受け自身の疑問点や興味を感じたところを質問していく中で思いつくことがセできました。論文や講義での学びに加えて実際に足を運んで現場を見ることは、現実的で将来性のイナヨキ応用科学大学のアンナ先生からグリーンケアに関して講義を受け、グリーン

ケアとは自然と人間の関係を利用する事で精神あるビジネスプランを考える上でとても有意義だ

的、身体的、社会的の３つの側面から人間の福祉と思いました。（夏希）

を促進していくことを学びました。こうした講義に加えフィールワークで見学した工場の経営者から聞いた話から、私たちは自分たちのビジネスモ
デルで、高齢者や地域の人に生産の段階で参加してもらう仕組みや、自然を感じられる活動やものを入れるなどのグリーンケアの考えを取り入れました。グリーンケアの考えを取り入れることはビ
ジネスモデルを作る上で、そのビジネスに新たな価値を加え、視野を広くして考えることに役立ちました。（廷林）

14

Main course

Final PresentationWe were collecting lots of data for
the final presentations during thewhole intensive course. We visited many
places such as food industries and textile
companies in Finland and asked various
important questions about the products.
It was all good and the bus trips werevery enjoyable! Using the acquired data,
we came up with plans to export Finnish
products to Japan. Each group had topresent their ideas for the food and textile
industries. There were four participants pergroup. There were about 10 presentations

my opinion; some of these plans could

given and they all went smoothly althoughsome of them lacked a strong conceptual

really work someday! (Arttu)

framework. Lots of feedback was givenAafter each presentation on how the group
could fill in the blanks and make their planll GSP editions have a final presentation
component. This is a significant partof the program because all students canmore interesting and easier to pursue. In

share their groups’ ideas with the otherparticipants. The theme of this GSP was“International Business” and each groupcame up with business plans for food andtextile products. The planning of businessprojects was tough since not all students
had studied business. However, they could
complete their planning by combining theirideas, using input from all participants, andcreating new ideas. Although the students
seemed a bit tense, the final presentationsdelivered were brilliant. (Risa)
15最終発表はそれまで学んだことから繊維と食品領域でのビジネスモデルを一つずつの作

り上げる作業でした。クラスでの講義とフィール
ド ワ ー ク を 通 し て 学 習 し た、 グ リ ー ン ケ ア・ 繊
維・食品という3つの視点と、新しい発見やアイデアを融合して、各班がユニークな製品やサービスを提案しました。さらに、発表のみに終わるのではなく、他学生や先生方から長所や短所などのフィードバックをもらうことで、改善点も検討す
ることにつながりました。発表に行き着くまでには、全く異なる分野を組み合わせることやビジネ
スとして成立させるために必要な要素を盛り込む
ことの難しさ、グループワークでの意見の対立な限

ど、多くの困難が伴いましたが、最後には大きな達成感を得ることができました。（愛海）られた時間内で二つのビジネスプロジェク
トのプレゼンを完成させるために、夜遅くまでメンバーとパソコンに食らいつきました。今までの講義やフィールドワーク、ディスカッショ
ンを通してメンバー各々が得たものを、一つのプ
レゼンにまとめあげることはとても難しかったですが、自分の専門外のことに熱中でき、そしてプ
レゼン力を鍛えられる非常に貴重な機会となりました。また、どんなに大変なこともこのメンバーとならば乗り越えられると思えるほど、研修の二週間が密度が濃く、実り多いものであったことにも気付かされました。帰国してからはプレゼンに対するフィードバックをいただき、自分達のプレ
ゼンを客観的に見る大切さも学びました。（可紗）16

Post-course Education and...
We have been in touch with each otherthrough Facebook and also through asmart phone application called LINE. We haveshared lots of photos and videos from Chiba
students’ visit here in Finland. It has been lots offun to talk to them on-line and get to know themmuch better and we most certainly will continue
to keep in touch with each other. We have also
shared pictures and recipes of Japanese andFinnish foods so we could cook them in our
respective countries. And we did! We managed
to cook Fried Rice, Yakisoba, Sukiyaki, Miso
Soup and some tofu based foods. We also
shared lots of pictures and videos for my Global
Study Program 2015 -music video. We all hope
we will see each other again! And wish the very
best for everyone’s lives and studies. (Arttu)

There were two post-course education
sessions. The first consisted of a lecture on“SWOT analysis” and “OLI Framework” for global
business analysis with comments from Prof.
Ishido who used the two methods of examination
to evaluate our final products. With some distanceand this outside feedback, we could re-evaluate
our products with more clarity. The second
session took place four days later. We werejoined by students from GSP 2015 Chiba (withAristotle University of Thessaloniki). We wrote ourimpressions of GSP on sticky notes, integrated
them on a piece of paper, and exchange ourthoughts with the other participants. Finally,
all of us constructed an abstract through thiscollaborative exchange. (Narumi)

17千葉大生同士の交流はもちろんのこと、プログラムが終わってもセイナヨキの学生との交流は主に SNS を舞台に続いています。事前学
習で使用していた Facebook の投稿から現在の様子を知ったり、LINE で学生のグループを作り天気や大学生活の近況報告することで千葉とセイナ
ヨキの、日本とフィンランドの生活の様子を知ったり、誕生日を迎えたメンバーにはメッセージを互いに送ったりしています。さらに、今回参加したフィンランドの学生の友達が日本に来たときに一緒に遊びに行った千葉大生もいます。その他にも Facebook の messenger などで個別に連絡を帰取っているようで、今後もやりとりは終わること

国後、フィンランドで学んだことについてなく続いていきそうです。（里彩）千葉大の国際経済学専門の石戸先生に日本の視点から講義をしてもらいました。留学先では、千葉でもできるフィンランドの経済モデルを学びましたが、視点を変えてみると日本文化に取り入れるための難点などが分かり、それを修正した新
しい発想が生まれました。また、自分たちの学んだ内容の振り返りにもなりました。日本とフィンランドの両方向から専門の意見を聞けたことで、偏った見方ではなく深く考える充実した時間を過ごすことができました。フィンランドでお世話になった先生ともスカイプで通信しながら行いました。別れたときは寂しさがありましたが、帰国後も関係は続いています。（和臣）

18

Final Products - Foodv

Team 1: Mu, Wale, Esa & Arisa
Plan: Open a shop offering Finnish breakfast and snacks
with flaxseed. The target groups, located in the big cities ofJapan, are the health-conscious, business persons and office
workers who are too busy to have breakfast at home.

Team 2: Annina, Ryoto, Haruka & Chihirov

Plan: Offer rice mixed with flaxseed products from Linseed Oy
for school lunches in Japan. The target groups are elementaryand junior high school children in Japan as health awarenesshas risen among Japanese families.

Team 3: Ryohei, Naoya, Narumi & Arttuv

Plan: Create a new brand of organic miso with flaxseed from
Linseed Oy, called Amani Miso. The target group is people inJapan who want to consume organic Japanese foods.

Team 4: Katariina, Kazuomi, Natsuki & Risav

Plan: Make capsules containing berry and flaxseed and sellthem at supermarkets, convenience stores and online stores.
The target groups are busy workers and elderly people whoare interested in supplementing their nutrition.

Team 5: Asuka, Aruto, Kenta & Niina
Plan: Incorporate flaxseed in products for seasoning andin tempura flour through a 3C collaboration—Colleges,
Communities and Companies. Products will be soldby university students as a university brand, and thiscollaboration helps fortify local economy.

19v

Final Products - Textilev

Team 1: Esa, Ryoto & Chihiro
Plan: Propose to create a new umbrella / parasol using Nordic
design and high quality linen, which customers would want
to use for longer periods of time as many cheap umbrellas inJapan are more used as disposable products.

Team 2: Naoya, Narumi, Anniina & Harukav

Plan: Use aizome, Japanese indigo dyeing, to update Finnish
daily-use items, designs and materials and sell them assouvenirs.

Team 3: Arttu, Ryohei, Kazuomi & Risav

Plan: Create Yukata and Jinbei, Japanese traditional clothes,using recycled linen materials from Finland. The target groupis college students in Japan. These items will be sold inshopping malls where many college students usually go.

Team 4: Aruto, Katariina, Asuka & Natsukiv

Plan: Help a Finnish nursing home company create andmanage a branch in Japan where the residents take part inworkshops and learn to make Finnish-style homemade items
and use them for fundraising purposes.

Team 5: Kenta, Wale, Mu, Niina & Arisa
Plan: Open a Finnish style hotel in the South bōsō area in
Chiba Prefecture, with a sauna and swimming pool inside,
Finnish furnishing and products and offering a nature-friendly
atmosphere.

20v

Participants齊藤 可紗 / Arisa Saito

Anniina Seppäkoski

I learned many important things in Finland which

This course went by so fast, I wish we could

I had forgotten. This GSP made me think about

have spent more time with the group. I had

what makes a country rich and taught me thefun experiences and learned new things. I willspirit of inquiry.

cherish this memory always!

Arttu Hautamäki
堀 有音 / Aruto Hori

What a lovely time the last two weeks havebeen! This GSP has been one of my greatest

I’m impressed by my first experience studying

experiences so far, it was a total success! I got

abroad in Finland, which is fairly different fromto know many Japanese people and bonded

Japan. I will not forget this precious memory inwith them to form lifelong friendships.

Finland.

岡島 あすか / Asuka OkajimaIt’s the first time in my life that I spent such

玉越 千尋 / Chihiro Tamakoshi

wonderful, full and happy days! Through thisIt was a nice experience to cooperate with otherprogram, I realized how difficult and interesting it

members and get results. I really enjoyed andis to do collaborative learning.

learned many things from this program.

Esa Hiltunen
The course was very fun and interesting. I

藤井 遥 / Haruka Fujii

made new friends, learned new things about

For me this experience was one of the best

Japan and got to explain various things about

I’ve had so far. Finland is such a beautiful andFinland and Finns to the Japanese students.

wonderful country. I want to go again!!

Katariina Viljamaa
We had a very nice program. My workgroups

小川 和臣 / Kazuomi Ogawa

members were very nice, funny and patient. I

Spending a lot of time doing activities with theappreciated the experience! It was interestingother group members, we were able to create

to meet Japanese people, and the homestay

strong friendships. It was a good experience toweekend was my favorite part. Thank you!

expand my view beyond my own culture. I will
never forget it!

山本 直弥 / Naoya Yamamoto

染谷 健太 / Kenta Someya

I was really inspired by the Finnish style of

I was satisfied with this program. I learned how toliving in harmony with nature. I love Finnish

make myself understood in English. The project

forests, architecture and people. Everything inon how to sell flaxseed in Chiba was right for me.

this program was awesome!

石川 愛海 / Narumi Ishikawa

大内 夏希 / Natsuki Ouchi

Being full of fun, difficulty, amazement andThis GSP has added value to my student

humanity, this GSP program has left me withexperience. After this program, my way of

special memories. I acquired not only knowledge,

thinking has greatly changed and it is making mybut also valuable relationships.

college life more meaningful.
21

Niina Majamäki
GSP 2015 was a really good experience, I
gained new friends and learned a lot about
international business. I also used English
more than I ever had before.

今井 里彩 / Risa Imai“One plus one is not two. Ten, hundreds,
or infinity.” All participants, locations, andencounters in Finland helped to explain themeaning of this phrase. It was an unforgettable

Olawale Oyebade

experience.

I met with new people, brain-stormed with田邉 諒士 / Ryoto Tanabe

them for business ideas, attended lectures

This program taught me a lot about

and visited companies, all of which helped

communication in English and cooperation. Its

to upgrade my business mindset. Knowledge

focus was to communicate in English, but I was

was successfully imparted.

also able to be immersed in and enjoy Finnish
culture.

佐伯 凌平 / Ryohei Saeki
Before GSP, the only thing I knew about Finland

Tuomas Olkkonen
This GSP is not a mere school course, butwere the Moomins, but there is a lot of beautiful

rather an enriching project and life experience.

nature, many kind people, delicious foods and

It strives to unite individuals on a practicalinteresting friendships. I loved my experience.

level which is very important in an era of fearand suspicion among fellow world citizens.

穆 廷林 / Tinglin Mu

I have had the privilege to be in this course

I experienced quite a number of things and spent

which allowed me to gain true friends as wella great time with both Japanese and Finnish

as contacts for the future.

students. I got to know many interesting andinspirational people and this I will treasure.

Eero Mäntyharju
I'm glad I was able to provide a helping handMarkus Valkiala

in making this GSP happen and to see theThis is my fourth time participating in GSP. It

same students again in Finland during thisis the best experience to work on a project

edition of GSP. I hope many students will join

and have fun with the other participants. I

next year’s GSP.

think the best part of this program is to makea lot of friends and memories. I cherish all thefriendships that were formed.

Toni Jämsä

Joanna Niemi

GSP is a challenging but rewarding program. It

There was always a really comfortabletakes a lot energy to complete those 10 days,

and welcoming atmosphere among thebut you would not want to change even one

participants, it was a joy to take part in thesecond of it.

program with them.
22

INTERNATIONAL BUSINESSContact
web : http://cire-chiba-u.jp/liberal_arts/gsp.html
E-mail : cireglobal@chiba-u.jp