テーマセッション

English-Taught Tourism and Hospitality
Programmes at Japanese Universities:
Current Situations and Challenges
森越京子、田中直子
Hospitality and Tourism Education at Junior College in Japan:
The Significance of Practical Programs
ブイ タン フォン、齊藤広晃
Tourism and Hospitality Curriculum in a Japanese University:
A Synthesis, Analysis and Example
ユ ケイト インヨン
The Role of Internships in Tourism and Hospitality Higher Education:
The Reflection from the MGM Internship Program in Las Vegas
永井隼人、陳 意玲
International Collaboration in Tourism Education Using Social Media:
The Case of Japanese and Taiwanese Universities

In the past decade, the number of degree programmes and courses offered in English at Japanesetertiary education institutes has increased to cover a wide range of academic disciplines, including
courses in tourism and hospitality. These programmes and courses are not limited to research-intensive
universities or large-scale private universities with many international students but are also offered atvarious institutes of higher learning throughout Japan. This themed session focuses on tourism andhospitality programmes and courses offered in English at Japanese universities and colleges.
The session consists of presentations from academics who are teaching tourism and/or hospitalityrelated courses in English at four Japanese institutes: a junior college, a foreign-language university,a national regional university and an international university with many students from abroad. Each
presenter describes the circumstances of teaching courses in English at their institution. The presenter
also discusses the advantages of offering courses in English as well as the challenges they face in theclassroom, especially in an environment where most students are not native English speakers. The
teaching approaches and strategies used in their classrooms are also shared.
Through the four presentations, this themed session aims to provide a platform where teaching methods
and knowledge are shared among tourism and hospitality academics in Japan. Active discussion on this
topic is encouraged, especially on how innovative learning environments can be created and how studying
tourism and hospitality in English at Japanese institutes can enhance students’ learning experiences andsupport their career development.

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観光学術学会 2020 年度研究報告要旨集

Hospitality and Tourism Education at Junior College inJapan:The Significance of Practical Programs
日本の短大における観光ホスピタリティ教育―実践的なプログラムの重要性
Kyoko MORIKOSHI, Naoko TANAKA
Hokusei Gakuen University Junior College
森越 京子 田中 直子
北星学園大学短期大学部
Keywords: Japan, Hospitality and tourism education, Experiential learning, CLIL
キーワード日本、観光ホスピタリティ教育、経験学習、&/,/

Introduction

curriculum in 2011. These classes were developed withSince the establishment of the Japanese juniorsupport from industry professionals and international

college system, these institutions have played a major

academics. Students learned basic concepts in therole in women’s increased enrollment in higher

hospitality and tourism industry in English, and guest

education in particular and in the provision of practicalspeakers

vocational education. The English department ofcompanies informed them about the current state of the

I.

from

local

hotelsandtourism-related

Hokusei Gakuen University Junior College (HGUJC) inindustry. Students were also able to organize events for

Sapporo receives mostly female students, mainly fromvisiting international academics and learn about thewithin the prefecture, even though it is a coeducational

industry from international perspectives. Internshipcollege. Our English Department offers students the

programs were introduced in 2011, and the content andopportunity to improve their academic and practicalplacement of these programs have evolved every year

English skills. Given the recent increase in inboundsince then. Currently, students have two options fortourism in Japan, many students have opted to pursue

globalcareers in airlines, hotels, travel agencies, and otheroverseas/observing workplaces overseas, or (2) working

tourism sectors. As such, over the course of the lastat Niseko, an international ski resort in Hokkaido. Bothdecade,internship

HGUJC

has

been

offeringclasses

andinternshipprograms:

programs

provide(1)

working

students

withextracurricular programs related to hospitality andopportunities to experience international workplaces

tourism. This article reports on how we have integrated

andEnglish learning and hospitality and tourism studies

department

into the curriculum for junior college English majors andextracurricular opportunities to learn about tour guiding,presents the benefits and challenges we have faced.

which resulted in the introduction of a new class calleduse

English.
has

Additionally,
also

been

since
offering

2015,

the

students“Tour Guiding and Interpreting” in 2020. Classes andII.

Overview of our Hospitality and Tourism Classes

programs are partially conducted in English.

and Programs
The classes “Introduction to Hospitality” and“Hospitality

6

andTourism”

were

added

to

the

III. Findings
Upon reflecting on teaching these classes andResearch Proceedings of Japan Society for Tourism Studies, 2020

7

観光学術学会 2020 年度研究報告要旨集

programs, the authors believe that it is important to

students’ future employability. This approach enabledcollaborate with industry professionals and academics inteachers to use learning materials originally written in

the field to provide English majors with authentic

Englishsuchaswebsitesfrominternational

hospitality and tourism content. Learning from localorganizations in the field, which allowed students toindustry professionals stimulated students’ interest in

learn

the field and deepened their understanding of actual

information.

up-to-dateandauthentic

industry-relevantJapan.

However, while teaching hospitality and tourism

Additionally, learning from and communicating withclasses in English, the authors encountered several

international guests in English taught students theissues and challenges. These included managing theimportancedisparities in the English level of students in class,hospitality

and

of

tourismhavingworkplacesinternational

in

and

diversebalancing content and language teaching, and finding

perspectives.
It is also important for students to learn theoretical

appropriate textbooks and teaching material. Some

content and have practical experiences. Our students

English materials were not suitable for class because of

have opportunities to apply what they learned in

the language level used, so teachers had to prepareclassrooms to practical learning settings, such asteaching

internships, tour guide training programs, and event

time-consuming.

materials

fromscratch,

which

was

management. For instance, students learned a lot fromprofessional

tour

guide

interpreters

throughtheIV. Conclusion

experience of being guests on a tour. Additionally,

This report presents findings from ten years ofstudents were able to observe the actual roles andhospitality and tourism programs for junior college

responsibilities

beforeEnglish majors. Our attempt to integrate English

practicing tour guiding with volunteer international

learning and hospitality and tourism studies was madeguests. Such experiential learning is meaningful andfeasible thanks to collaboration with local professionals

of

tour

guide

interpreters

motivating for students (Tanaka, Morikoshi, & Fujita,and2020).

integration of English learning and tourism studies

In the field of language education, the approach we
employed

is

often

calledcontent

andlanguageanetworkofinternational

academics.

The

motivates students to learn and use their English skills,
while also mastering the content of their tourism studies.

integrated learning (CLIL). This approach has attracted
the attention of language educators and researchers, andReferences

the effectiveness of the CLIL approach has been

Morikoshi, K., Tanaka, N., & Yoshida, K. (2018). Content

confirmed in several studies, including one by Yangand language integrated learning applications in(2015). Though the implementation of the CLIL

hospitality and tourism. Research Bulletin of English

approach in Japan is still in its initial stage (Morikoshi,

Teaching, 14, 1-21.

Tanaka, & Yoshida, 2018), the authors can see the

Tanaka, N., Morikoshi, K., & Fujita, R. (2020). Tour

benefits of the integration of tourism studies and English

guide-interpreter education from the English forlearning when considering the last ten years of collective

specific purposes perspective. Research Bulletin ofEnglish Teaching, 16, 28-56.

efforts.
The CLIL approach provided students with more

Yang, W. H. (2015). Content and Language Integrated

opportunities to use their English skills in English as a

Learning next in Asia: Evidence of learners’

foreign language (EFL) settings, and students perceived

achievement in CLIL education from a Taiwan

thistertiary degree programme. International Journal of

positively.

It

also

providedactivelearning

opportunities and cultivated the skills and knowledge
needed in globalized workplaces, which improves

Bilingual

Education

andBilingualism,

18(4),

361–382.

Research Proceedings of Japan Society for Tourism Studies, 2020

7

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観光学術学会 2020 年度研究報告要旨集

Tourism and Hospitality Curriculum in a Japanese
University:
A Synthesis, Analysis and Example

日本の大学における観光・ホスピタリティ教育カリキュラム―シンセシス・分析・事例Huong T. BUIa, Hiroaki SAITOb
aCollege of Asia Pacific Studies, Ritsumeikan Asia Pacific University
bCollege of International Management, Ritsumeikan Asia Pacific University

ブイ タン フォンa 齊藤 広晃b
a立命館アジア太平洋大学アジア太平洋学部 b立命館アジア太平洋大学国際経営学部



Keywords: Tourism education, Curriculum, Internationalization
キーワード観光教育、カリキュラム、国際化Introduction

research being grounded in Japanese higher education

Internationalization of tertiary education is a

programs with large international student cohorts (Bui,lifeline for universities in Japan seeking to attain global

Tsutsui & Uehara, 2015). In the course of constantcompetitiveness (Ninomiya, Knight & Watanabe, 2009).

changes in both external and internal environments ofJapaneseinternational

tourism and hospitality education worldwide, this study

students from Asia under the plan for international

examines the process of internationalization of a tourism

development

program using a case study of Ritsumeikan Asia PacificI.

universities

have

cooperation,

enrolledwhich

isfinancially

supported by the government’s overseas development

University (APU).

assistance budget. Many higher education institutions in
non-English speaking countries offer English-medium
courses to attract more international students, increase

Case Study of APU
APU

tourismandhospitality

disciplehasdiversity in campus populations, and internationalize

undergone dramatic change to center around two

the education of domestic students (Wachter, 2005).

concepts:

However, the English-only initiative has been criticizeddevelopmental perspective, for developing countries

as facilitating the co-existence of the national language

tourism has been recognized as an important approachand English without formalizing the status of English as

to the reduction of poverty. In Japan, tourism

a medium of instruction (Hashimoto, 2013). Critics havedevelopment aims for community building and regionalargued that the over-promotion of English in Japan has

revitalization. From sustainability perspective, tourism

been energetically driven by the nation-building agenda

education embraces the United Nations World Tourism(Le Ha, 2013). Internationalization of Japanese higher

Organization (UNWTO) and the Pacific Asian Tourism

education has lately become a research topic of growing

Association’s (PATA) efforts to enable the tourism

interest. 

industry to contribute to a sustainable society andRecent research on internationalization of Japan’s

8II.

development

andsustainability.

Fromenvironment.

tertiary education mainly discusses policy issues or

As an international university located in remote

institutional challenges for adopting English-based

Japanese rural area, the tourism and hospitality

teaching (Hashimoto, 2013; Le Ha, 2013), with very little

educational program accommodates both global andResearch Proceedings of Japan Society for Tourism Studies, 2020

9

観光学術学会 2020 年度研究報告要旨集

local perspective to make a unique ‘glocal’ program. The

The curriculum has been built on the basis of multiple

complexity of tourism field expands beyond the borders

actors, pillars and complementing elements. The uniqueof Japan and embracing international perspectives‘glocal’ perspective in tourism education embracesreflecting in APU’s multicultural environment ofinternational accreditation and local engagement for the

students and faculty. The tourism and hospitality

need of sustainable development. From this ‘glocal’

program is accredited internationally by UNWTO

perspective,

TedQual, making distinctive collaboration with acurriculum is not solely a matter of language, but

multitude of international institutions and overseas

includes internationalizing the teaching contents, theuniversities possible. The program embraces the Global

faculty, and the strategic thinking involved in promoting

Code of Ethics for Tourism adopted by UNWTO aiming

effective intercultural communication.

buildingasuccessful

English-based

to minimize negative impacts on the environment,

The current study is subject to certain limitations. It

culture and society. For local adaptation of thewas conducted as a single case study with only one

curriculum, faculty members in tourism and hospitality

tourism curriculum, therefore, generation of findings

conduct

andmight be limited. Further research should investigate

revitalization through tourism, and have lectured on

and clarify other factors that facilitate learning andsuch topics. For example, the tourism education takes

teaching tourism with diverse language of instruction

Beppu as a laboratory for examining various strategies

and learning strategies across several institutions withof regional development.

tourism program in Japan.

researchAPU

ontourism

regional

andcharacteristics.

The

problem-solving

orienteddevelopment

hospitality

programhas

providesuniqueamore

References

tourism

Bui, H. T., Tsutsui, K. & Uehara, Y. (2015). A

program is designed to overcome shortage of current

cross-cultural study on student academic motivation

programs inherent in Japanese universities. It is basedin Japanese tertiary education: Implications foron the fact according to the 2016 White Paper onintercultural

education.

The

Tourism, the employment rate of graduates of tourism
faculties and departments at 58 Japanese universities inthe tourism industry was 16.8%. By contrast, theemployment rate of APU tourism graduates in the
tourism industry doubled. Internships have beenemphasized as a part of the curriculum, and willproceed further with efforts that link this sort ofbusiness cooperation to career formation. Therefore, thecourses offer in the program developed both social andbusiness perspectives, cover a range of issues in tourism,
hospitality and events in the subjects.

capacity

internationalization
opportunities

toclass.

KyushuCommunication Studies, 13, 71-85.
Hashimoto,K.

(2013).

‘English-only’,

but

not

a

medium-of-instruction policy: The Japanese way ofinternationalising education for both domestic andoverseas students. Current Issues in Language Planning,
14(1), 16-33.
Le Ha, P. (2013). Issues surrounding English, theinternationalisation of higher education and national
cultural identity in Asia: A focus on Japan. Critical
Studies in Education, 54(2), 160-175.
Ninomiya, A., Knight, J., & Watanabe, A. (2009). The
Japan. Journal of Studies in International Education,

The case of APU tourism and hospitality program
theinpast, present, and future of internationalization in

III. Conclusion
exemplifies

communication

of

to

turn

Japanesedevelopachallenges
education

tourismof

13(2), 117-124.
Wachter, B. (2005). Will European higher education go

intocurriculum

English? In M. Woolf (Ed.), I gotta use words when I
talk to you: English and international education (pp.
15-25). Amsterdam, Netherlands: EAIE.

embracing sustainability and development that meetsthe need of both international and domestic students.

Research Proceedings of Japan Society for Tourism Studies, 20209

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観光学術学会 2020 年度研究報告要旨集

The Role of Internships in Tourism and Hospitality Higher
Education:
The Reflection from the MGM Internship Program in Las Vegas
大学での観光・ホスピタリティ教育におけるインターンシップの 役割―ラスベガス0*0インターンシッププログラムを振り返ってKate Inyoung YOO
College of Foreign Studies, Kansai Gaidai University
ユ ケイト インヨン
関西外国語大学外国語学部
Keywords: Internships, Work experience, Tourism and hospitality education, Japan
キーワードインターンシップ、職業経験、観光・ホスピタリティ教育、日本I.

Introduction

Gaidai University, this research attempts to discuss the

The tourism and hospitality industry in Japanrole of internships in H&T curriculum in Japanese

faced a shortage of a skilled workforce that meets

universities.

industry demands. As a subsequent choice, there has
been a growing demand on external workforce;

The overview of the HMP

foreign

The HMP at Kansai Gaidai University is designed

workers for labour-intensive tasks. However, the highfor a three-semester intensive hospitality program tolevel of externalisation does not benefit sustainablecultivate future industry leaders. As the program is

tourism development (Lee, Hampton, & Jeyacheya,

conducted in English, language is considered to be2015). Since the tourism industry has become the largest

essential for the student selection criteria. The program

global employer (1/10 jobs globally), discussions onoffers eight hospitality management courses and a

how to cultivate the necessary skills to support the

one-month hotel internship at the local hotels during thegrowing industry needs are inevitable.

first two semesters. For the final semester, qualified

expatriates

10

II.

for

seniormanagement roles,

In this research, the focus is made to a need for a

students (TOFLE PBT 540 and above; academic

procedural knowledge within tourism and hospitality

performance 80% and above) receive an opportunity to(T&H) curriculum. Quality internship experience cantake courses at one of our partner universities (Hongmaximise the ability to enhance T&H career-related

Kong Polytechnic University, The Chinese University ofgoals (Robinson, Ruhanen & Breakey, 2015). Hence,

Hong Kong, University of Central Florida, Virginia Tech

integrating internships is considered as a standard

University, and University of Wisconsin). About 50 perfeature of T&H programs in higher education (Seyitoğlu

cent of the students enrolling in the HMP made use of& Yirik, 2015). Accordance with the notion that thethis opportunity to study at the partner institutions insignificance of internships within the T&H curriculum

the last two years.

has been discussed extensively in earlier research;

In February 2020, as part of the HMP, 20 students

however, the awareness is relatively less in Japan. Basedhad a two-week Integrated Resort (IR) internship aton the recent internship conducted as part of the

MGM Resorts in Las Vegas. MGM Resorts is the third

Hospitality Management Program (HMP) in Kansai

biggest market shareholder of the global IR business.

Research Proceedings of Japan Society for Tourism Studies, 2020

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観光学術学会 2020 年度研究報告要旨集

Although MGM Macau generates the most significant

other words, students with work placement experience

revenue for the company, the majority of MGM

have more chances to remain in the industry thanproperties are positioned in Las Vegas. The main

students’ without or limited exposure to internships.

purpose of the internship was to offer students

Tourism industry is a key economic booster in Japan.

first-hand exposure to the IR business and to develop

The nation is in preparation of mega-events such as theglobal business awareness. For two weeks, students had

2025 World Expo in Osaka, which will attract manyboth theoretical and practical learning experiences;foreign investors (opening new international hotels).

classroom learning conducted by the MGM Learning &Hence, the demand for a skilled workforce will be more

Development team; seminars with MGM executives; job

than it used to be. In order to achieve a long-term

shadowing with frontline staffs to observe service

sustainable tourism development within the community,

operations. Overall, the students had an extensive

cultivating industry leaders via internship-oriented T&H

overview of the industry.

curriculum is in immediate need. Quality internship for
T&H students requires support from all stakeholders,
especially from educators and industry leaders, and thisIII. The role of internships
T&H majored students tend to have a weakcommitment tothesectorframework should be discussed in future research.

due to the negative

characteristics of the job. However, it revealed that

References

students

theChen, T.-L., & Shen, C.-C. (2012). Today's intern,

willingness to stay in the industry after graduation

tomorrow's practitioner? The influence of internship(Chen & Shen, 2012). During the MGM internshipprogrammes on students' career development in the

program, we observed that the participants began to

Hospitality Industry. Journal of Hospitality, Leisure,build commitment to a career in the T&H industry. It

Sport & Tourism Education, 11(1), 29-40.

withindustry

involvement

have

seems that having an overview of the industry reduces

Kusluvan, S., & Kusluvan, Z. (2000). Perceptions andan expectation gap from the T&H jobs; students learn

attitudes of undergraduate tourism students towards

what they will get from the industry. According toworking in the tourism industry in Turkey. Tourism

Kusluvan and Kusluvan (2000), providing realistic

Management, 21(3), 251-269.

information helps potential students to build realistic

Lee, D., Hampton, M., & Jeyacheya, J. (2015). The

expectations about the industry, and reduces vague

political economy of precarious work in the tourism

career aspirations. After returning home, the same

industry in small island developing states. Review ofstudents who participated in the MGM internship

International Political Economy, 22(1), 194-223.

program joined a one-month internship offered by local

Robinson, R. N. S., Ruhanen, L., & Breakey, N. M. (2016).

hotels in Osaka. Hosting hotels shared positive feedback,Tourism and hospitality internships: influences onespecially about those students who participated in thestudent career aspirations. Current Issues in Tourism,

MGM internship program compare to the students from19(6), 513-527.

different institutions. These students showed common

Seyitoğlu, F., & Yirik, S. (2015). Internship satisfaction offeatures; a high level of job involvement and job

students of hospitality and impact of internship on

motivation during the second internship.

theprofessional

development

andindustrial

perception. Asia Pacific Journal of Tourism Research,
IV. Conclusion

20(Suppl.1), 1414-1429.

This research discusses the role of internships intourism and hospitality curriculum. As discussed inearlier research, this case study also revealed thatinternships enhance students’ T&H career aspiration. In

Research Proceedings of Japan Society for Tourism Studies, 2020

11

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観光学術学会 2020 年度研究報告要旨集

International Collaboration in Tourism Education Using
Social Media:
The Case of Japanese and Taiwanese Universities ソーシャル・メディアを活用した国際観光教育コラボレーション―日台大学間連携の事例から

Hayato NAGAIa, Lynn I-Ling CHENb
aFaculty of Tourism, Wakayama University
bDepartment of Tourism, Recreation and Leisure Studies, National Dong Hwa University

永井 隼人a 陳 意玲ba和歌山大学観光学部 b国立東華大学管理学院観光・レジャー・レクリエーション学系

Keywords: Social media, Teaching collaboration, Tourism education
キーワードソーシャル・メディア、教育コラボレーション、観光教育Introduction

English-taught programme (called Global Programme).

The number of social media users has increased

The topic of the project was ‘Understanding Taiwaneseover the past two decades and they play an important

Tourists Travelling to Japan’. This topic was selectedrole in many aspects of today’s society. In higher

because Taiwan is one of the major inbound tourism

education, social media have been used globally inmarketsclassrooms across various academic disciplines, and theopportunity with an academic from a Taiwanese

usefulness of using them for enhancing students’university became available. In total, 25 students joined

learning experiences has been widely discussed (Park,

this course (15 in 2018 and 10 in 2019). In-class lectures

Song, & Hong, 2018; Wang, Woo, Quek, Yang, & Liu,

were delivered in the first half of the semester; students2012). In addition, social media are seen as useful forwere then allocated to small groups to conduct a group

creating

project, including field work in Osaka, in order toI.

international

collaborative

learning

for

Japan

and

becauseacollaboration

further understand the Taiwanese market. At the end ofenvironments (Sato & Kageto, 2015).
The integration of social media in tourism courses

the semester, each group was asked to present its project

has also been discussed (Isacsson & Gretzel, 2011);

results in English in the presence of the Taiwanese

however, there is limited discussion concerning thiscollaborator in the classroom.

topic in Japanese universities. To facilitate discussion on

In addition, a Facebook group was created for thethis topic in a Japanese context, this paper uses a

course. The Taiwanese collaborator was also invited toproject-based course offered at Wakayama University injoin the Facebook group. Following Wang et al. (2012),

the 2018 and 2019 academic years as a case study andthe group was set as a closed group, so only the students

discusses the advantages and challenges of using social

and two academics were able to access it. During themedia

semester, a few students were selected each week to postforcreating

aninternational

collaborative

an online news article related to the course topic andlearning environment.

provide a short reflective commentary in English. OtherII.

students were also asked to join the online discussion by

Overview of the CourseThe

project-based

coursewasofferedforsecond-year students as part of the tourism faculty’s

12leaving comments for each post. All the communications
on the Facebook group were conducted in English.

Research Proceedings of Japan Society for Tourism Studies, 2020

13

観光学術学会 2020 年度研究報告要旨集

affordable alternative option for academics seeking

III. Advantages and Challenges
The course demonstrated some advantages ofusingsocialmedia

ininternational

collaborativeinternational
supplement

teaching
existing

collaboration
LMSs.

As

the

and

could

numberofteaching. First, because major social media platforms,

universities offering courses in English has increased

including Facebook, are offered in various languages, it

and many Japanese universities have had to move to

was relatively easy to develop an online discussion

online teaching modes in 2020 due to the COVID-19

space with overseas collaborators. Many Japanesepandemic, it is hoped that the case presented in thisuniversities adopt a learning management system (LMS)

paper might assist Japanese tourism educators in thefor teaching, but collaborators from different institutes

development of future courses. As this paper examined

may not be allowed to join the LMS course page, oronly one collaboration example, this paper calls forcollaborators may face difficulties such as language

different cases conducted at various universities inbarriers when accessing the system. Another advantage

Japan to encourage further discussion on this topic.

observed in the class was that having an overseas
collaborator in the online group encouraged the student

References

cohort to communicate in English in the online groupChoi, S.-h., & Choi, S.-h. (2020). Virtual short-term

discussions. As Tada (2003) noted, a class with onlyintercultural exchange as an inclusive educational

students who are fluent in Japanese may create an

strategy: Lessons from the collaboration of two

uncomfortable environment for students wishing toclasses in South Korea and China. Journal of Teachingcommunicate

in Travel & Tourism. Advance online publication.

inEnglish.

Havinganoverseascollaborator in the course’s social media group provided

doi:10.1080/15313220.2019.1707147
Isacsson, A., & Gretzel, U. (2011). Facebook as anan international setting for students.
On the other hand, challenges were also observed.
Although the social media group provided students
with opportunities to interact with the Taiwanesecollaborator in English, the volume of communication

edutainment

mediumtoengagestudents

insustainability and tourism. Journal of Hospitality andTourism Technology, 2(1), 81-90.
Park, E., Song, H.-D., & Hong, A. J. (2018). The use of

was somewhat limited. As Choi and Choi (2020) havesocialdemonstrated, adopting more interactive methods, suchengagement? The effects of Facebook usage and theas joint online classes, with overseas students could

moderating role of user motivation. Active Learning

provide students with more opportunities for exposurein Higher Education. Advance online publication.

to different cultures and to communicate with foreign

doi:10.1177/1469787418809227

students. However, different universities, especially in

Sato,

S.,

networking

servicesforclassroom& Kageto, M. (2015). Analysis

of andifferent countries, have different curricula and teachinginternational Project-Based learning collaboration

schedules; significant efforts on the part of course

usingcoordinators are needed to arrange such advanced

International

collaborative teaching.

Technology, 9(1), 16-24.

thecommunityof

Journal

Educationalforinquiry

framework.
Media

and

Tada, M. (2003). The possibilities of lectures in English at
Japanese colleges/universities. Journal of Aomori

IV. Conclusion
This paper presented a project-based course as an

Public College, 8(2), 12-19.

example of how to utilize social media for international

Wang, Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M.

teaching collaboration. The case demonstrated that(2012). Using the Facebook group as a learningsocialmanagement system: An exploratory study. British

media

can

supportthedevelopmentofinternational and engaging learning environments. It

Journal of Educational Technology, 43(3), 428-438.

has also shown that social media can provide an

Research Proceedings of Japan Society for Tourism Studies, 202013