CONTENTS◆ “Number One Glocal University”

declaration

02◆ 1.Glocal Management Minor Program04◆ 2.Practical Learning08◆ 3.Active Learning/

Communication Learning◆ 4.Blended Learning◆ 5.Center of Community

Program Action Plan

12
16
20

1.

Glocal Management Minor Program

Otaru
University ofCommerce’s

FiveSteps
Forward 2.

Practical Learning

3.

4.

5.

Active Learning / Communication Learning

Blended Learning

Center of Community Program Action Plan
Practical learning, foreign languages, and prestige

Otaru University of Commerce01

Number One Glocal Universi“

With a global perspective as a community (Hokkaido)
management base in this global age, we will foster thegrowth of a generation of young people that contribute to thedevelopment of Hokkaido's economy
1. Restructuring educational goals with a clear vision of ideal
Education
human resources
April 2015 marks the launch of our“Glocal Management Minor Program”—the only one of its kind in Hokkaido.
With a global view and deep concern for the social issues of the region, we will foster the growth a generation of young people
with practical foreign language proficiency!

Glocal Management
Minor Programto P04

2. Develop versatile human resources who can immediately
contribute to society (through strengthening of practical learning
Educationand foreign language education)
With a rigorous program of practical education, foreign language learning, and an industry-centered approachto practical education called Active Learning, we are committed to training versatile human resources who are
fit to work as the next global generation responsible for the regeneration and promotion of the local (Hokkaido)
economy.

Practical Learning
to P08

Active Learning/
Communication Learning
to P12Blended Learning
to P16

3. Working towards social contribution and research with a spirit
Research and Social Contributionof collaboration with Hokkaido
With a theme of “Collaboration with local regions to work toward creating models for the revitalization of Hokkaido’s
economy and the education of human resources”, we will discover regional resources, coordinate inter-regional
cooperation, and promote the development of human resources combining an international perspective from a local
standpoint.

Center of Community
Program Action Plan

02

to P20

ty” declaration
Otaru University of Commerce
President

Tateo Wada
Our university’s history begins with Otaru
Higher Commercial School (opened in 1911
and later renamed Otaru School of Commercein 1944), and was newly established as Otaru
University of Commerce in 1949 after the end of
the war.
At a time when commercial high schools andother higher education institutions across thecountry were merging into new faculties of
economics and management, our university
alone achieved university status on our own. In
2004, we were officially established as a national
university corporation, and in 2011 we celebrated
100 years of educational excellence.
On August 8 th, 2013, we established our “Number
One Glocal University” declaration. With ahistory and tradition stretching over 100 years,
Otaru University of Commerce renewed its aim ofbeing a community (Hokkaido) management basein this global age.
Globalism is the dominating force of the 21st
century, and we universities are expected todevelop the human resources fit to support
a global era. Globalism, put simply, is thestreamlining, homogenization and integrationof the economic society to progress on a global
scale. However, this progress is not somethingthat suddenly comes to be—it is formed throughmutual exchange and negotiations between
countries and communities of the world.
Globalism is a responsibility that should be bornewith a spirit of mutual harmony and cooperation
with other countries and regions, thinking andacting from the standpoint of these countries andregions.
The skills most needed in this global era are theability to think and act on a local level, but witha global perspective, and our university is focusedon fostering these skills. The term “Glocal” in our
declaration is coined from the words “global” and“local”, and the term “Number One” represents
our university’s desire to become the nationwide
leader in the development of global humanresources among social science universities andfaculties.

Practical learning, foreign languages, and prestige

Otaru University of Commerce

03

1

04

Hokkaido’s only global
business education program

Glocal Management
Minor Program

What is“glocal”?
Glocal is a term coined from the words global and local – the concept of thinking with global vision
and acting locally.

Community Based Global Leader

Industry-governmentacademia network
Study about the strengths
and characteristics
of Hokkaido’s economy

Training
Study together
withinternational
students

Training in
Community-based
vocational skills
Community & career
education subjects

Be

act

ive

Universitysupported
overseas
study

Study global-scaleeconomics
and managementand develop a global mind

Visionary, practical foreign
language education
with over 100 years of tradition.

Intercultural
understanding andlanguage skill training
Language & culture
education subjects

Global education
program subjects

ar ou nd the wor ld a n d c on tri but e t

kk
o Ho

aid

o

Glocal Management
Minor Program
Establishment of a new overseas-study scholarship program with benefits!
A donation to support overseas study has been received from Chikara Sano, the former presidentof Oracle Corporation Japan, who graduated from Otaru University of Commerce in 1963.

Practical learning, foreign languages, and prestige

Otaru University of Commerce05

Study Globally Act Locally and Lead Social Innovation
The Glocal Management Minor Program is a program that complements a standard 4—discipline major and aims todevelop leaders to be active around the world while focusing their attention on the community. The program takes
full advantage of the school’s traditions of teaching business and language that is practical in the real world, as wellas its abundant industry-government-academia network, to create a strategic curriculum under which to study.
Human resources are nurtured to enable them to proactively contribute to trading companies and enterprises
planning overseas development in the contemporary society demanded by Global development.

【Program contents】
1st year

2nd year

3rd year

Major Aﬃliation from the ﬁrst half of the second year
FacultyofCommerce

4th year

After graduating

Number ofcredits required

Department of Economics, Department of Commerce, to graduate with
Department of Law, Department of Information anda major: 124
Manegement Sciencefrom the second half of the second year
Minor Aﬃliation
The minor program accepts approximately 30 new students every year

136

credits※1

Glocal Management Minor Program
Community & career education subjects（at least 6 credits）
Global education program subjects（at least 18 credits）

Business persons
that workaround the world
and in the community

Number ofcredits required
to graduate witha minor: 30

Language & culture education subjects（at least 6 credits）

Go on to study
at business schools(graduate schools)
at home and abroad*1 The 30 credits required to graduate with a minor may include up to 18 of the ones required for a major.

& career education subjects
1 Community
A community and career education that utilizes the network of industry, academia, and government
Education that nurtures community perception, as well as awareness, eagerness and responsibility as a member of Hokkaido and the
local community. As well as newly established subjects such as Regional Development Studies – a public-private-sector collaboration
coordinated by the CBC (the university’s Center for Business Creation), the course comprises other community-oriented subjects.

education program subjects
2 Global
Learn in specialized classes taught in English along with international students
Regional education in conjunction with globally-aware education, and the nurturing of human resources that understand thecommunity and create links overseas. As well as newly established subjects such as “Introduction to Glocal Management”, the course
comprises other global education subjects.

Language & culture education subjects
3 Education
in foreign language and intercultural understanding
As well as newly established subjects such as Asian-Oceanian Affairs, European Affairs, and American Affairs, which are focused on
short-term language training programs at our partner universities overseas, the course also comprises multilingual- and multiculturaloriented subjects such as Advanced Courses I-IV in eight world languages, Cross-cultural Studies I and II, as well as many others.

06

▲the University of Otago (New Zealand)▲Special Study Program at the University of Otago (New Zealand)▲Summer Study Program at Vienna University of Economics and Business (Austria)
Although Austria is a German-speaking country, the university has a solid base of classes taught inEnglish, making it a destination for Europe-based study abroad trips.

About the Program1

Specialized classes in English studying
alongside international students

With our“Global Education Program Group”, educationalcourses originally aimed at international students from ourpartner universities were adapted to allow Japanese students
and international students to study in the same classroom. In
this way, students can learn in an environment that is the sameas taking courses in an overseas study abroad program, butright here at our university, with an aim to acquire knowledge
in an English teaching environment.

3

Continuous Foreign Language andCommunication Education2

Education in partnership withthe local community

Otaru University of Commerce has entered into comprehensive
cooperation agreements with Otaru City and others in
Hokkaido, and through these agreements students learn fromlocal government officials and business leaders about thecurrent situations and challenges facing our northern island.
Rather than merely sitting at a desk to learn, students actually
go out onto the streets of the city, tackling challenges with thecooperation of businesses and organizations in a wide variety of
PBL projects. By learning about these subjects, students nurture
their perception of the community, as well as their awareness,eagerness and responsibility as members of the community.

4

Financial Support for Overseas
Study

In addition to the compulsory two years of foreign language

Students undertaking the program will be given the opportunity

courses, by incorporating advanced-level language courses

to study overseas. A donation received from Mr. Chikara Sano,made up of common specialist courses, students continuously

former president of Oracle Corporation Japan and Otaru

improve their verbal communication skills over four years of

University of Commerce graduate, was used to establish a fundstudy.

allowing students to receive scholarships to study overseas.

Associated Schools （As of Feb.2015）
U.K.
Germany
RussiaThe University of Sheffield University of Bayreuth
Far Eastern Federal University
Finland
Oulu University of Applied Sciences
China
Germany
Iceland
Dongbei University of
Berlin School of
Bifrost University
U.S.A.
Economics and Law Finance and Economics
The University
Spain
China
of South Dakota
The University of Burgos
Lanzhou University
Korea
Chungnam National University
Austria
FranceVienna University
Aix-Marseille Universityof Economics and Business

U.S.A.
Western Michigan University
U.S.A.
Muhlenberg College
U.S.A.
Oglethorpe University

VietnamVietnam National University
Ho Chi Minh City International University
Australia
University of Wollongong
New Zealand
The University of Otago

Practical learning, foreign languages, and prestige

Otaru University of Commerce

07

2

08

A tradition since our founding

Practical Learning

“It's Yoichi! Everybody Gather 'Round” (Special lecture at Otaru U.C.) Photo: City of Yoichi
Members of the Majipro Content Tourism Promotion team introduce a recipe created by Rita Taketsuru, wife of Nikka
Whisky founder Masataka Taketsuru, the character on which the morning drama series “Massan” is based upon.

Otaru University of Commerces’
Educational Concept
At our university, our aim is to nurture “T-Type Human Resources”—people prepared with a practicalskills for the global era with “a mastery of a wide range of knowledge” supported by a pillar of “deepknowledge and skills in specific fields”, forming the “T” conceptualized below.

【A Wide Range of Knowledge】
The Department of Commerce major includes a wide
range of studies, including economics, commerce, law,information sciences, teacher training, linguistic culture,
the humanities and natural sciences. Students selectcourses from a variety of fields to equip them with awide range of knowledge.

【Deep Knowledge and Skills in
Specific Fields】
Students can belong to either of four departments:
Economics, Commerce, Law, or Information andManagement Science, and with core courses andAdvanced Subjects both offered, students canprogressively deepen their studies in accordance totheir level of learning.

Practical Learning

A Wide Rangeof Knowledge
Deep
Knowledge
and Skills
in SpecificFields【Practical Skills】
We are focused on equipping people with the skills
can be put to immediate use by: 1. Offering coursesthat include practical education and collaborate withlocal businesses; 2. Putting emphasis on educationalseminars; 3. Enriching language education;
4. Enhancing international exchange and overseas study
programs; and 5. Promoting extracurricular activities.
In these ways, students can acquire the ability to put
such skills as Communication Skill, Logical Writing
Skill, Presentation Skill, and Foreign Language Skill topractical use.

Practical Skills
Communication Skill
Logical Writing Skill
Presentation Skill
Foreign Language Skill

Learning realized through these skills is what we call

“Practical Learning”.

Practical learning, foreign languages, and prestige

Otaru University of Commerce09

Sweets Planning and Development
Students report the delicious results of their Majipro projectto the mayor of Otaru before they go on sale.

Focus: Practical Learning Showcase
Majipro (Regular course name: “Practical Social Collaboration I-III”*)
The "Community Collaboration Career Development: Otaru University of Commerce Students Thinking Seriously
about how to Revitalization of Otaru", also known as “Majipro,” was introduced as part of the regular curriculum in2009. University students think on their own about ways to revitalize the city of Otaru and split into several teams towork on a wide number of issues. By actually leaving the university to collaborate with local government agencies
and businesses, the students are deeply involved in the development of the city. Finally, by reporting their results
through oral presentations, etc., students gain the experience needed to grow even further.
* Course was offered as the regular course “Practical Social Collaboration” until the 2014 school yearo
Maj i p r
t1
ProjecHometown Gourmet
Recipe Arrangement
Development

In conjunction with Toyo Suisan Co., Ltd., students
developed arrangements on the recipe for ankakeyakisoba noodles—a hometown favorite. In
addition to making original POP adverts and flyers,
students performed PR activities through leading
supermarkets and news organizations and worked
to promote hometown gourmet in Otaru.

o
Maj i p rt2
ProjecSweets Planningand Development

In 2014, convenience store giant Circle
K Sunkus sold an original dessert called“Ushio Fromage” at all 193 stores across Hokkaido.
The dessert was a new creation thought up by five
students as their Majipro course project during the2013 school year. From February 25th, 2014, it went
on sale in stores for a limited-time for four weeks.
The project was supervised by Mr. Toshiaki Urushiya,
owner of Le Quatrieme, a confectionery shop in
Otaru, and along with the guidance of Circle K
Sunkus Hokkaido area buyer Mr. Yuji Koike, students

10

worked on everything from market research to
product development, enjoying a great successwith all 11,000 desserts sold at the end of its run.

Practical Seminars
We have many educational seminars that put great emphasis on our tradition of practical learning. Product
Planning, Sales Pioneering, Product Importation and others are examples of seminars in which students learn toapply real-world, practical business skills. In addition,lthere are also seminars in which students work asacPrac tiCreating the “Otaru Ankakear
Sem intheir own business managers, from the first steps of
a se1
Yakisoba Encyclopedia”
S h owc
development to the business stage.

in the Egashira Seminar

The Egashira Seminar is a seminar for students majoring ineconomics. The “Otaru Ankake-Yakisoba Encyclopedia” wascreated with the goal of going out on the streets of Otaru to
get to know the residents face to face. Through the process
of editing the encyclopedia and various sales activitiesstudents learned the importance of project management,
and through meeting and interacting with cooks who havescrupulously passed down the traditional local cuisine andhearing about the memories of the many people involved
with Ankake-Yakisoba in Otaru, students gained some of themanners and knowledge necessary to become members ofsociety.

ca lPrac tiarinmSea s e2S h owc

Kato Seminar
Management Studies
Research and Fieldwork

Keita Kato’s Seminar is for students majoring in business
management. Under the motto of “Good Research is
Thorough Research”, each seminar student is guided over a
two-year process on a research project based on their own
individual interests.

Student Venture Business ProjectstStudenre
Ventu
ss1
Bus ineSEA-NA Co., Ltd.

SEA-NA Co., Ltd. is a company started in Sept.
2008 by students in Kimura Seminar. The company
creates, maintains, and operates web content
and digital signage. The company is also involved in businesscreation seminars, idea contests, and other lectures.
m wasnage syste
The digital sig
sign Awarde Good De
th
d
de
ar
aw
in 2014!

tStudenre
Ventu
ss2
Bus inei-vacs, Co., Ltd.

i-vacs, Co, Ltd. is a venture business run by students
belonging to Kondo Seminar. It was founded in 2011 withthe business concept of “Creating New Value throughthe Power of Youth”. With an aim of revitalizing the local community
mainly through events in Sapporo’s Tanukikoji shopping arcade, thecompany publishes a free newspaper and offers web services. The
company activities are an excellent example of Otaru University ofCommerce’s spirit of “Practical Learning”.

Practical learning, foreign languages, and prestige

Otaru University of Commerce11

3

Front Runners of Next-Gen Education

Active Learning/
Communication Learning

12

What is Active Learning (AL)?
AL is a key teaching model that supports practical learning at our university.
Unlike traditional “passive learning” styles in which teachers give one-way lectures, with “active learning”,
students are at the center of learning with task-oriented research, PBL (Project Based Learning)*, oralpresentations and more. Since April 2012, with a goal of a “10 Year Future Standard”, we are improving andoutfitting classrooms to correspond to the new AL teaching model. AL classrooms include the latest cuttingedge ICT equipment, including tablet PCs, multiple wall projection screens, discussion tables and more,
and we have also made it possible for teachers to conduct classes and students interactively using iPads.
Additionally, with steps such as establishing the “AL Support Center” in April 2013 to support learning in
AL-equipped classrooms, we are making further improvements to the educational environment as well asworking to introduce new courses and improve course content.
*With PBL, students are given a challenge, and by finding a solution themselves become socially
adept problem-solvers.

Practical learning, foreign languages, and prestige

Otaru University of Commerce13

Learning Commons: A study space that supporting studentcentered learning
Study Center
Digital Display
Used to display importantannouncements such as classcancellations and for otheractivities.

Equipped with search terminals,
copy machines and otherresources, students can collectinformation, and create
documents and other materials.

Information Transmission /Community Collaboration Space
An area for research and study presentations,lectures, and presentation of results from
community collaboration projects, seminars andclub activities.

Group Study Room
Equipped with an electronic
whiteboard and projector for student
clubs and other group study sessions.

Learning Support
Desk
Students can consult the
support desk for help withresearching information,
writing reports and other study
advice.

In February 2014, an Active Learning area wasinstalled on the second floor of the university library.
With a group study room, open learning space andother areas, the Learning Commons is a space wherestudents can talk, study, and learn together.
Students using the projection system or whiteboard tohave lively discussions and presentations are a daily

14

Open Learning SpaceAs a stay-based learning space, it
offers a comfortable area for longterm use. Wi-Fi connections andoutlets are also available for student
use.

sight at the Commons. In addition to being a place tohold research presentations, lectures, and seminars on
a variety of topics, students can also introduce others
to popular books or other publications, either with thereal thing in hand or on the digital display located in
the Commons—truly there many ways to stimulate
students’ intellectual curiosity and love of learning.

What is Communication Learning (CL)?
Due to the interactive, student-centered nature of the Active Learning method, until now mainly
small to medium-sized classrooms were used; however, to make Active Learning a possibility in large
lecture halls, we renovated Lecture Room 160—which boasted the largest seating capacity on
campus.
Removing the conventional chalkboard and whiteboards, we installed a large-scale 3-screen
projection system. In addition to educational materials, teachers can also project what they write
on a tablet onto the large screen using a virtual whiteboard application.
Students can use their own tablets, laptops or smartphones to answer questions, challenges, orquestionnaires using the LMS (Learning Management System), making it possible to share informationby projecting results instantaneously on-screen.

Communication Learning Classroom (2 rooms)

Screen projects thevirtual whiteboard
tabletIn conventional large classrooms interactivity was difficult to achieve, but we have prepared alearning environment that enables student-teacher and student-student interaction, making
interactive communicative learning efficient and effective even in a large classroom. Also, as
lectures are recorded and available online, students can review them again any time or place they
prefer with the “Furikaeri” system.

Virtual whiteboard
tabletTablets are linked
directly to the projector

Reviewing the lecturewith Furikaeri

At school (library, etc.)

At homeA view of the newly
renovated Room 160

Practical learning, foreign languages, and prestige

Otaru University of Commerce

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4

16

A new challenge of our university which has been
reputated as "the northern school of foreign languages."

Blended Learning

What is Blended Learning (BL)?
Blended Learning is a new form of teaching and learning which blends self-access online learningand face-to-face classes. The practical blended learning at Otaru University of Commerce (OUC)
aims at the students acquiring practical competence of English by the creation of original digitalcontents, the introduction of interactive telecommunication system, and the development ofmulticultural business education.

Face-to-faceLearning

Online Learning

Blended Learning
In the Blended Learning classes at OUC:
・ The basic knowledge of a foreign language and the understanding of the culture are acquired in online classes
whereas face-to-face classes focus on training students' practical skills such as debating and giving speeches.
・ By making uses of iPads and other tablets, face-to-face training sessions effectively activate learners'
audiovisual senses, which are important in acquiring a new language.
・ Learning Management System (LMS) enables teachers to make their classes more flexible so that they cantake into account the level of each student.
・ Classrooms are mini-globalised by picking up a variety of hot topics from all over the world such as sports,
films, business, politics and society.
・ Since the resources of knowledge are distributed through online platforms instead of traditionalclassrooms, students can prepare and review for their classes anywhere and anytime they need.

Practical learning, foreign languages, and prestige

Otaru University of Commerce

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The flow of a Blended Learning classPreparation on LMS (Pre-sessional instruction/self-study)
Distributing assignments online (i.e. digital contents) to students

Submitting the assignments to the teacher

Giving feedbacks to the students

Class (a face-to-face session in classroom)

What is Interactive-telecommunication
with the outside of Japan?
For Blended Learning classes, OUC has been equippedwith the system of interactive-telecommunication andrecording devices at classrooms.
These classes enable simultaneous communications
amongst students in different countries, and develop theirglobal insights as well as intercultural awareness, which areessential not only for a university student but also for theprospective leaders of societies.
Since those live telecommunications can be recorded,in addition, students can repeatedly review them if theycannot understand some English words or technical terms
in the conversations.
Debate, Presentation, Roleplaying,
Interactive-telecommunication with the outside of Japan,
etc...

This kind of class presents good opportunities for students
not only to learn languages but also to feel foreign cultures.

Review (post-sessional instruction and self-study)
Distributing assignments online (i.e. digital contents) to students
Submitting the assignments to the teacher

Giving feedbacks to the students

18What is Learning Management System (LMS)?
LMS is something like an online community which both teachers and the students co-construct. It makes their interactions
smoother. As the users of LMS can access at anytime and anyplace, in addition, they can download/upload (i.e. submit)
assignments online. If students have smartphones, they can learn by themselves using their free time such as on a bus toschool.
Classes at university often use learning materials such as handouts and newspaper articles rather than a single textbook.It
is also quite frequent that students have to collect learning materials by themselves.If the students use LMS, they can share
information and files with others. It is also possible to categorise those materials by themes.Thus, students can stand on a newperspective which individual students could not access to without LMS.

What is Digital Contents?
Digital Content refers to digital learning materials available via smartphones, tablets, and computers (e.g. movies edited as
lectures and more enjoyable flash materials).Since the digital contents for OUC Blended Learning are created by Digital Task
staffs drawing upon ideas brought by our professors, the students can learn with high-originality materials.The users of LMS do
not lose materials as all the materials are saved in LMS and can access wherever they want using the internet. Furthermore,digital contents can be designed to move, play sound, and jump to external links, which are not able with paper-basedmaterials. Therefore, digital contents help students acquire languages more effectively by activating all their senses.

Examples: How LMS works in BL classes
Assignment
Review

Pre-sessional distributionof digital materials

Assignments

Online Group Works

Submission
Feedback
Making use of the materials to prepare forand refer to during a class.

The distribution of assignments such as
essays and small quiz can be carriedout on LMS.

Those materials distributed on LMS
include not only diagrams but also
sounds and movies.

Teachers can keep modifying theirclasses, seeing how well the students
understand by looking at theassignments submitted.

As students can repeatedly play/
open the materials at anytime andanyplace, the effect of learning
increases so that the students surely
understand what they have learnedin class.

Students move up to the next step bymaking use of feedbacks from theteacher.

Students can tackle with assignmentswith other classmates by sharing
information and materials in forums
and chat rooms on LMS.
Since there is no restriction on place
and time, students can work in groupduring summer and winter holidays
apart from ordinary classes.

Practical learning, foreign languages, and prestige

Otaru University of Commerce

19

5Working with communities to create an
economic revitalization plan for Hokkaido
and develop human resources

Center of Community
Program Action Plan

20

About MEXT’s“Center of Community
Program Action Plan”
The “Center of Community (COC) Program” isa framework that supports universities that work
together with local municipalities to create solutions
with an aim to enhance universities and make thema vital presence in the community. Otaru Universityof Commerce was selected for the FY 2013 Center ofCommunity Program.

Ministry of Education, Culture, Sports,
Science and Technology – Japan Center of Community

Title: “Working with communities to create an
economic revitalization plan for Hokkaido
and develop human resources”
Length: 5 years (FY 2013 – FY 2017)
Local Municipalities: Otaru, Kutchan, Niseko,
Sapporo, and Hokkaido (Shiribeshi Subprefecture)※COC : Center of Community

Becoming a university integral to the region
Aiming for “Center of Community”
Otaru University of Commerce is located in the
Shiribeshi area of Hokkaido. Shiribeshi is home toOtaru, Kutchan, and Niseko, all well-known tourist
destinations, and in addition to being attractive for its
many thriving industries—farming, fishing, commerce,manufacturing, and more—the region also has its
share of local issues such as depopulation, making
the area a microcosm of Hokkaido.

Otaru University of Commerce

Organization for Regional Collaboration (Cooperating municipalities)
Other involved areas

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Otaru University of Commerce21

As characteristics of the COC Program, three different areas—a university’s education system, research,and contribution to society—are often raised as region-centered efforts. However, our university’s COC
Action Plan is built around the view that education, research and contribution to society are not three
separate efforts, but instead have an inseparably close relationship.

Promoting Open Research Projects
Some of the defining aspects of our COC
Action Plan are projects based on the needs ofa region, support of region-oriented education,
research projects by teachers
who have been working intheir own specialized fields,

and grants for open research projects. As of
FY 2014, 31 different research and education
projects are on-going, working in a variety ofways to develop solutions for area issues
and revitalization.

M
To aki
ur ng
ism L
o
a ng
Re -te
al rm
ity

n t
ma en
Hu lopmting vemo De
Pro urceso
Re

Promoting
Human Resource
Development

Research

Education

Promoting Open Research Projects

Making Long-term
Tourism a Reality

Though the Shiribeshi region
Human resources are a
has many well-known touristSocial Contribution
treasure, and inexorably
destinations, it tends to be pronelinked to the revitalization
to short-term tourism. Some of theof Hokkaido. Our university’s
aims of the project are to establish
COC Action Plan first looks at education fromlocal brands, discover new tourist attractions
and resources by working together to promote
the standpoint of understanding the local
task-oriented research projects and field trials
community and developing inter-regional
for issues faced by local communities throughhuman resources who can connect overseas,
coordination with inter-regional agencies, andand also looks at social contribution from thedevelop a network focused on local people tostandpoint of conducting local human resource
build a foundation based on the cumulative
development programs based on the results ofresearch and know-how of local municipalities
public lectures and task-oriented research.
to make long-term tourism a reality.

22

FY 2014

Region-oriented education and research project list
【Research Area】【Education Area】

1 A research survey on long-term tourism in Niseko tourist areas

1 Practical social research with focus on local currency Tarca2

An introductory study on legal disputes and resolutions on issues
specific to Hokkaido

2 A fact-finding tourism survey of Otaru

3SNS-based global promotion of regional tourism brands

3 Region-oriented study seminars using Active Learning

4

The formulation of funds for the sustainable conservation andutilization of historic townscapesInternational rules on grants for overseas business development
assistance
Information gathering and transmission for political situations andnatural disaster prevention

concerning Hokkaido-specific disputes and important
4 Education
disputes originating in Hokkaido

56

7 Food tourism: designing strategic tourism plans using local food

5 Education of media literacy for the transmission of regional

information
Creating regional development solutions to take advantage of

6 Shakotan’s natural ecosystemof new tourism resources by utilizing human interest
7 Development
stories

Basic design of mobility services aimed at mid- to long-term-stay

8 A study on regional revitalization revolving around tourism
Research on the legal aspects of creating new cooperation

8 tourism
Creating an English brochure for Otaru’s Herring Mansion (Nishin
9 Goten)

9 between employment, medicine, and caregiving
value of Otaru’s North Canal and Kitamaebune as historical
10 Thesites and tourism resources

survey on global human resource needs and ideal human
10 A
resources sought by regional businesses

12 The Center of Community program from an economic standpoint

12 International tourism marketing in the Niseko tourism area

13 Research on the formation of wine clusters

13 and the local community

the natural disaster readiness of local councils and
11 Evaluating
municipalities

a tourism map for foreign passengers on the Otaru Port
11 Creating
cruise liners
Production of a new Otaru guidebook that connects students

14 A case study on the overseas expansion of food business3

and evaluations on the promotion of healthy living
15 Initiatives
through foodDeveloping

inter-regional

collaboration

16 regional characters and mascotstechniques

5

4

using

1

17 A feasibility study on Otaru General Hospital and medical tourism

Syakotan

18 Content tourism utilizing local currency

8

6

2
13

Yoichi
Niki

3

5

5

9

12 14

4

7

9

13 16

6 10

Projects/studies aimed at Shiribeshi area

1

16

8 12

Practical learning, foreign languages, and prestige

7

9 11 13

Otaru
Sapporo5

Niseko

2

10 11

7

Kutchan

Projects/studies aimed at Hokkaido as a whole6

12 13 15 16 17 18614

16 17 10

1

16

8 12

Otaru University of Commerce23

New ideas
never get old

24

Being “Global” doesn’t only mean improving language ability.
It starts at the local level.
Designing a truly Otaru-style convenience store dessert—
Planning content tourism to take advantage of the popularity
of Yoichi from a TV drama—
Creating a project to link social media and Otaru’s beautiful
Snow Light Path Festival—
Improving a city hospital’s digital signage system—
These ideas were all made a reality by students
at Otaru University of Commerce.
New commerce possibilities are out there to grasp—
First, we must build up Otaru, Niseko, Shiribeshi, andHokkaido’s image from a tourism and community perspective.
A “local brand” is something that captures the spirit of the region.
This unique spirit attracts people from around the globe.
The practical learning students
do here at our university leads to job opportunities around the globe.
It is the beginning of inspiration for communication thatcrosses oceans and transcends cultures.
Commerce knows no borders.
Commerce is true creative joy.

Practical learning, foreign languages, and prestige

Otaru University of Commerce

25

There is one starin the northAim for a unique education“Number One Glocal University”declaration!
With a history and tradition stretching over 100 years, Otaru
University of Commerce, through reforms of its academic courses,
educational methods and teaching structure, and based on theuniversity’s strengths, characteristics and role in society, aims toprovide a unique education with teaching staff and students uniting
to further strengthen the university’s functions, promote andrevitalize Hokkaido’s economy, and fulfill the role of a community(Hokkaido) management base in this global age.

Otaru University of Commerce
Midori 3-chome 5-ban 21-go, Otaru 047-8501
TEL.+81-134-27-5206,5207
http://www.otaru-uc.ac.jp/

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