教育名、担当科目、研究領域など

Vol. 3

Subject: Business Ethics,Consumer Behaviour,
Introduction toManagement,
Strategic Management

Associate Professor SHINOHARA Yoshiki
Research Field: Organizational Management, Business Strategy

Q: How do you prepare to conduct

students can actively participate in for the

your classes?

remaining 45 minutes. For the activities, I

A: I spend about an hour or two updating

use cases which let students use andthe contents of my classes from last year

consider the theories they have learned inwith the latest information. I don’ t

the first half of class. Also, I give out

usually spend much time preparing, but forpre-class and after-class assignments. I

new classes, I spend around 10 hours on

make sure that I conduct my class in theeach lesson.

cycle of pre-class assignment /lecture

As for how I conduct my classes, I do not/review (post-class assignment). The

spend the entire 95 minutes giving a

pre-class assignment is usually a quiz, andlecture. Instead, I will explain the theories

the post-class assignment is a short reportin the first 45 minutes, have a 5-minuteof about 300-500 words.

break, and then prepare activities that

3 Tips:

Q: I think there are times whenassignment also covers the contents of theexplaining the theories in merely 45

class, so I will briefly talk about it during

minutes is challenging due to thethe lecture and take time to explain the１．Lecture during the ﬁrst half of the class and have theremaining half be activities that make students thinktime constraint. What do you do toimportant theories.

lecture on time?

Q: I have taken your Business２. Increase studentsʼ motivation through pre-classassignments

A: In the in-person classes, I talk faster toEthics class before, and I realized

finish my lecture. However, it can bethat there were more case studies

difficult to speak quickly during online

than other classes in APU. What is

３．Make the best out of the advantages of Online
Classes (such as having students share easily throughWord use and the chat function)

classes due to unstable internet

the reason you include these caseconnections. Thus, I focus more onstudies in your classes?

explaining the important parts during theA: Business Ethics is a class in which

lecture. The quiz I give as the pre-classpeople’ s values are related to their way

make sure that you finish yourof thinking, so I think that the most

not to deny anybody. Therefore, I listen toindirectly, how the contents they have

I give out the pre-class assignment. With

important thing is for students to think

students’ opinions, add a little backgroundstudied will be useful in real life.

the pre-class assignment, I am providing arather than just learn the concepts. I use

and explanation to that opinion, andcases every time in this class because cases

discuss if there are disagreements with

Q: What do you do to increase

the content of the next class. In contrast,

are good materials to make students think.

these opinions. I also try to enable students

students’ motivation for learning?

the most demotivating thing for students isAlthough this class is in Japanese, most of

to exchange opinions with their peers in a

A: I don’ t think a person can beignoring their opinions. Thus, I always pay

the cases are in English. I use English

discussion. In addition to the case study, I

motivated by another person. Motivation

attention to the chatbox during online

cases in other classes too, but I prepare

also conduct games in my organizationalcomes from within a person naturallyclasses.

cases of about 1000 words for first-year

behaviour class, such as a negotiation

when they are working on something. For

Regarding group work, there will be peer

student classes and a maximum of 4000

game in which students have to maximize

instance, even if they are reluctant to do areviews to ensure that everyone in thewords for third-year classes. During thetheir profits within set rules. Throughtask, once they have started working on itgroup contributes. However, there havecase study discussion, I understand that

performing these various activities,

they will become immersed and eventuallyalways been moments when group work

each student has different opinions, so I try

students are able to experience, evenbe motivated to continue. For this reason, I

does not go well each semester. In thiscase, I will hear out students who are eager

Q: What changes have you made toto learn but are not doing well with group

online classes?

work (as a result of free riders), and ask

A: I have divided the break time into

“What would you like to do?” rather thanmore pieces than before. I know that some

instruct them. If the student says “I wouldstudents have a few classes consecutively

like to join another group,” I will introduce

and that makes it easier for them to lose

them to another group and encourage themconcentration during class. Specifically, I

in this new group, or if they say “I wouldhave added an extra break time in the first

like to have an individual assignment,” I

half of the 45-minute lecture. On top ofwill transfer them to an individual

that, with the chat function in online

assignment and demonstrate flexibility

classes, I can pick up students’ opinions

towards requests.

much faster than in an in-person class.

Japanese: What speciﬁc CSR activities do Japanese companies have?
Give the name of the company and the speciﬁc activities it does.

chance for students to become interested in

During in-person classes, students’opinions were collected on theimprove class content?

blackboard, but in online classes, they canA. I change the class content based on

Interviewer Impressions

be shared on the screen. Students will also

student feedback from the class

I was a TA in Professor Shinoharaʼ s classes before, and I think thewrite down their opinions in a Word file,evaluation survey. I don’ t often change

class structure was very good. The ﬁrst half of the class will be thewhich will then be uploaded to Manaba.

the explanation of the theories orprofessor giving a lecture on theories, and the second half will beAlso, I think online classes have made it

concepts, but I will change cases or

activities that enable students to think. I think itʼ s a good idea for theeasier for students to review as I can

examples if I think they are out of date.

students to use the whiteboards in group discussions, share theirrecord the lectures and share them. As for

When I change the content of my classes,

opinions in class, and play the negotiation game. Also, as for the casePowerPoint slides, I did not make many

I pay attention to whether it fits the cycle

studies, I think having English learning materials in Japanese-basedchanges, but I avoid showing videos whichof pre-class assignment/today’ sclasses shows the strength of APU.

I used before due to connection problems.

class/review. When looking up cases, I
search in Japanese and English. I also

Q : What st e p s d o you take torefer to management TV programs.

What is [Q]?
At APU there are many professors who put together wonderful.

classes, and if we could get to know how these classes are planned, itwould contribute to the improvement of other professorsʼ classes.
For that purpose, we have begun doing interviews in order to learn
about class planning. These articles have been entitled [Q],comprising a variety of meanings such as: increasing the [Q]uality ofclasses, answering [Q]uestions to increase quality, and forming a

Case Studies for use in Business Ethics classes to“make students think”[Q]ueue, or line, of class improvements. We would be very happy ifthese articles could contribute to the [Q]uest of APU professorsʼ classquality improvement.