What is PBL COIL?
PBL COIL is a type of COIL class that uses online tools such as social media and video chat to carry out collaborative projects and exchange of opinions inside and outside class with students of overseas affiliated schools. NU-COIL, a tailor-made education program unique to Nanzan University, is based on COIL classes and was chosen as an Inter-University Exchange Project by the Ministry of Education, Culture, Sports, Science and Technology in 2018.
PBL COIL, a part of NU-COIL, is a practical class in which students at Nanzan University and students from overseas affiliated schools collaborate to address issues faced by companies, organizations, and government offices.
During Career Oriented International Collaboration PBL C in the third quarter of 2019, we worked on a project with Arizona State University in the United States. The project topic was "Proposing the form of the car of the future"; it was presented to us by Kojima Industries Corporation, a manufacturer of interior and exterior automobile components. Students were expected to think with originality about the ideal form of a new kind of car, its concept, and the items inside the car in the face of the world's changing needs with regard to cars. The final task of this class was to hold a presentation for Kojima Industries Corporation regarding the results of the project. Japanese and American students held discussions on the task through online virtual exchanges.
Valuable experience of working on a task
with American students
Faculty of Global Liberal Studies, Department of Global Liberal Studies, 3rd year
Mayu Yamamoto
Mayu Yamamoto
Faculty of Foreign Studies, Department of Spanish and Latin American Studies, 3rd year
Yumemi Hashimoto
Yumemi Hashimoto
Faculty of Foreign Studies, Department of Spanish and Latin American Studies, 2rd year
Kenji Banno
Kenji Banno
What was your motivation for enrolling in Career Oriented International Collaboration PBL C?
I enrolled in this class because I already had an interest in learning about sustainability and ecology. Furthermore,
I spent a year studying abroad at Arizona State University, the university that we collaborated with this time; I wanted to become a bridge between Nanzan University and Arizona State University.
I spent a year studying abroad at Arizona State University, the university that we collaborated with this time; I wanted to become a bridge between Nanzan University and Arizona State University.
I am a sophomore, and I had not taken a project-type class before. Thus, I thought that this class, involving collaboration with a company, was a good opportunity. All the Arizona State University students working with us were taking Business Japanese and spoke Japanese well. There was no pressure of "I need to talk to them in English!" So the barriers to taking the class were much lower.*
English is usually used for communicating with overseas students when such opportunities come up in Nanzan University. However, in this class, the students of Arizona State University conversed in Japanese and not their native language when working on the project. It was this that interested me.
Of course, collaborating with a company was also a big motivation for enrolling.
Of course, collaborating with a company was also a big motivation for enrolling.
*English is used in Career Oriented International Collaboration PBL A and B.
Tell us about the details of the collaborative project and the specifics of its progress.
In mixed groups of students from Nanzan University and Arizona State University, we worked on "The car of the future," a topic presented to us by Kojima Industries.
First, we received a lecture from Kojima Industries about the best processes and approaches to use on the task and started by sharing the details of this lecture with the students from Arizona State University.
First, we received a lecture from Kojima Industries about the best processes and approaches to use on the task and started by sharing the details of this lecture with the students from Arizona State University.
Once the group members had introduced themselves, we quickly began exchanging opinions about the cars of the future with the aim of proposing our ideas to Kojima Industries. My group had three members. One of the members was a student from Arizona State University who had a background in South Korea and Japan, and we were comfortable with each other right away.
There were three people in my group: two from Nanzan University and one from Arizona State University. In accordance with the lecture given by Kojima Industries, we imagined a society of the future, presenting each of our opinions by drawing illustrations. We decided on an environmentally-friendly society as our group's topic. The other four groups also worked on creating their presentations on topics such as the cars of the future and the ideal form of transportation.
Collaboration between two classes developed at two universities
![Arizona State University [Business Japanese]―Collaborating With―Nanzan University [Career Oriented International Collaboration PBL C]](img/pic_03.png)
Overall process of Career Oriented International Collaboration PBL C
Did the communication with Arizona State University students go smoothly?
We mainly used Skype video calls for discussions, and LINE messaging for simple exchanges. We could not spend hours on video call discussions. As there is a 16-hour time difference between us and the United States, we endeavored to present ideas efficiently within the limited span of time and to secure enough time for calling each other.
Speaking of the time difference, while preparing for the presentation, I was very worried when we lost one night's worth of time each time we confirmed the work divided and assigned to each of us. Looking back, I think more planning was needed, such as giving one another specific deadlines.
In my group, we made a plan to share details by assembling them in Word. We also talked on LINE without needing to think about time zones, so the time difference hardly created any problems. However, we faced the difficulty of communicating with people whose native language is different from our own. Sometimes, upon receiving a response from the other person, I noticed for the first time that details were not being conveyed smoothly, and misunderstandings could not be resolved even after two discussions.
In dealing with miscommunication, what I learned in Career Oriented International Collaboration PBL A came in useful. I learned that "in contrast to Japan, a high-context culture that enables sharing of values and unspoken understanding, the United States is a low-context culture where the precise communication of intentions through language is required," and I worked to clearly put my thoughts into words.
With regard to the issue of communication, what I learned in Communication Studies during my long-term overseas study at Arizona State University was useful. Specifically, my experience working as a teaching assistant in Japanese language classes made a big difference. I tried to ask yes/no questions and to say "Please do this" or "This is such-and-such" firmly. However, this time, we occasionally had to resort to English during our communication, and I got a sense of how difficult it was.
What did you learn through collaborating with American students, who have a different culture and language?
As expected, the Arizona State University students held many opinions and perspectives that were different in some ways from those of the Japanese students, which seemed fresh and new to me. We also put together knowledge and viewpoints that I did not have, such as an understanding of the IoT (Internet of Things*) and attitudes toward ecology; we were able to hold a presentation about the group's opinions on these topics.
When I was making a point based on the Japanese issues of decreasing birthrate and aging society, I was told that depending on the region, the United States and China have an upward population trend, and this surprised me. I learned that the issues faced in varied environments are different, and I was able to connect this to a diverse range of proposal details.
I was enrolled in Career Oriented International Collaboration PBL A at the same time, in collaboration with the University of North Georgia. I learned that despite both universities being American, the students of the University of North Georgia and those of Arizona State University had completely different backgrounds, and my impressions of each region also changed. We, at Nanzan University, may have also changed the image of the Japanese people held by the Arizona State University students. I think it was a good opportunity to overturn the images of American people and Japanese people that both sides have carelessly held onto.
*A system where things other than IT equipment such as automobiles and electrical appliances are connected to each other through the Internet (Internet of Things; quoted from "Kojien" 7th Edition, Iwanami Shoten).
How did the presentation to Kojima Industries go?
At first, I was uncertain if we could provide the results that Kojima Industries was looking for, considering that we had no engineering knowledge. However, when we actually started, we were told not to think about cars straight away; they said, "we want you to freely think about the future of 10 years from now" and "we are looking for opinions that only university students can have," so we were able to propose our creative ideas freely.
In my case, it was the first time I had ever created presentation materials, so it was a valuable lesson. Each member prepared a narration video that explained the content of the slides that they were in charge of. Then we inserted them into each PowerPoint slide, gathered them together, and presented them to Kojima Industries. On the day of the presentation, the Nanzan University students stopped the slides at times and added supplementary explanations.
Preparing materials was a good opportunity to make use of the advice received from Professor Fujikake and from teachers in other classes. I thought it was enough to gather everything together concisely, but I learned that it is important to have materials that convey what you want to say at a single glance. My awareness with regard to presentations has changed. I gained experience in presenting to companies, and I am satisfied to have learned the skills and awareness required for proposing ideas.
How did you feel about the project results and sense of accomplishment?
This project was conducted around the time when my job searching period had started, and I had received the advice from the university's Career Support Office that "when thinking about your career plan, don't just look back on what you have learned. You also need to decide on what you want to do in the future". I was able to think about this while linking the image of my own future to the project topic.
I gained the experience of collaborating with companies and interacting with students whose native language is different from my own--my initial reasons for taking the class--at a level beyond my expectations. It was a class in which we were able to learn deeply about each other's differences in culture and ideas through Japanese, our native language, and I felt a sense of accomplishment after taking the class.
As class enrollment was competitively selected, and the students enrolled were highly motivated to learn, I was able to address the classwork positively. The students from Arizona State University also had a high level of interest in Japan and a strong will to learn, and we obtained the enthusiastic cooperation of Kojima Industries. It was a valuable experience where everyone learned from one another.
Looking for "Youthful Ideas and Perspectives from the Students"
Kojima Industries Corporation
Deputy General Manager of General Affairs and Personnel Div.
Koichi Ito
Manager of Product Planning Dept., Engineering Management Div.
Shinobu Nakamura
Human Resource Development Dept., General Affairs and Personnel Div.
Hiroshi Ichikawa
Product Planning Dept., Engineering Management Div.
Hideo Nakanishi
Tell us about the circumstances that led up to the collaboration with Nanzan University.
Kojima Industries, headquartered in Toyota City, is an automobile parts manufacturer founded over 80 years ago. Our customers are major automobile manufacturers, and we mainly produce internal parts and some external parts of automobiles that have been developed, designed, and mass produced at our company.
Kojima Industries and Nanzan University have a long record of exchange in the area of human resource cultivation. Our collaboration this time was realized through accumulated discussion - with the Center for International Affairs and Professor Chie Fujikake as well as by our company's human resource development and technological development staff - on the possibility of industry-university collaboration that could bring about win-win results for both students and the company.
Kojima Industries and Nanzan University have a long record of exchange in the area of human resource cultivation. Our collaboration this time was realized through accumulated discussion - with the Center for International Affairs and Professor Chie Fujikake as well as by our company's human resource development and technological development staff - on the possibility of industry-university collaboration that could bring about win-win results for both students and the company.
What were your thoughts when approaching this collaboration project?
The world of automobile manufacturers, which is undergoing a drastic change, the likes of which happen only once in a century, must advance the development of products while trying to understand the types of cars that future society will demand and the ideal form of transportation.
However, the employees of our company have technological knowledge through their work and are highly interested in automobiles in the first place; therefore, we faced the issue that it was rather difficult for them to freely create ideas without being trapped by preconceived ideas. There are also insufficient opportunities to come to contact with the values of other countries, and we tend to be trapped in the narrow common sense of Japan alone.
We approached this project hoping for youthful ideas without the constraints of prior knowledge, as well as global opinions, breaking down the walls of culture and communication.
However, the employees of our company have technological knowledge through their work and are highly interested in automobiles in the first place; therefore, we faced the issue that it was rather difficult for them to freely create ideas without being trapped by preconceived ideas. There are also insufficient opportunities to come to contact with the values of other countries, and we tend to be trapped in the narrow common sense of Japan alone.
We approached this project hoping for youthful ideas without the constraints of prior knowledge, as well as global opinions, breaking down the walls of culture and communication.
What were the students' attitudes like toward the project?
In this project, the process of depicting the ideas conveyed in our lecture involved tweaking our usual program for new employee training to suit university students.
The students were able to understand the process and expectations in a highly motivated way.
They chose to enroll in this class of their own will, which may have led to learn actively rather than passively.
We have received hints on enhancing employees' motivation, which is one of the topics we face in our company's employee education.
The students were able to understand the process and expectations in a highly motivated way.
They chose to enroll in this class of their own will, which may have led to learn actively rather than passively.
We have received hints on enhancing employees' motivation, which is one of the topics we face in our company's employee education.
What is your opinion of the presentations given by the students?
From our company's perspective, the aim of this collaboration project was to obtain new viewpoints that would become sources of rich ideas essential for product development.
In the last class, the proposals that we received from all five groups truly gave us a sense of the fresh viewpoints that we had been looking for.
All the groups showed extremely high communication and presentation skills in the presentations.
We plan to provide these results to relevant personnel within the company and to bring these results to Kojima Industries' original Future Chronology* now in production.
In the last class, the proposals that we received from all five groups truly gave us a sense of the fresh viewpoints that we had been looking for.
All the groups showed extremely high communication and presentation skills in the presentations.
We plan to provide these results to relevant personnel within the company and to bring these results to Kojima Industries' original Future Chronology* now in production.
*A mid- to long-term plan in which the future image of an organization is written in the form of a chronological table based on market and technology forecasts.
Do you have any messages for the students who collaborated on the project?
Through this project, the students who participated were able to improve their abilities of teamwork, summarizing comments, and presentation--all of which will be required of them when working at a company.
We hope that they turn the abilities they attained in this class into strengths and make good use of them in the future.
We hope that they turn the abilities they attained in this class into strengths and make good use of them in the future.
Breaking down the walls of language and culture and guiding the project to success
Specially Appointed Lecturer (NU-COIL), the Center for International Affairs
Chie Fujikake
Tell us the aims of the Career Oriented International Collaboration PBL C class.
Each of the three parties in this class had different aims. Kojima Industries hoped to attain new ideas from students, who are likely to become car users in the future.
Arizona State University students, enrolled in high-level Business Japanese classes, wanted to learn the language by interacting with Japanese peers in real time.
For the students of Nanzan University, the aim was to learn about the planning and proposal process at the corporate level through the guidance of Kojima Industries and to produce results alongside students from another country.
Furthermore, they aimed to nurture their ability to resolve issues while improving their communication ability, which is necessary for collaborating with people speaking different native languages.
I think the role of the class instructor is to guide the process so that the company and the Japanese and American university students can fulfill their aims.
Arizona State University students, enrolled in high-level Business Japanese classes, wanted to learn the language by interacting with Japanese peers in real time.
For the students of Nanzan University, the aim was to learn about the planning and proposal process at the corporate level through the guidance of Kojima Industries and to produce results alongside students from another country.
Furthermore, they aimed to nurture their ability to resolve issues while improving their communication ability, which is necessary for collaborating with people speaking different native languages.
I think the role of the class instructor is to guide the process so that the company and the Japanese and American university students can fulfill their aims.
Aims of the Three Parties
What is necessary to guide a collaborative project to success?
I think the instructor must focus on management that is not self-centered.
I spent time ensuring that the students did not deviate from the task or the project aims, and working on the project with the students to get closer to what Kojima Industries was looking for.
This project also had to serve as an opportunity for the Arizona State University students to learn Japanese and to increase their motivation for Japanese study.
I was always attentive to communication or technical troubles that occurred between the students.
While the classes were running, I stayed in close contact with the teacher from Arizona State University to solve any problems.
I spent time ensuring that the students did not deviate from the task or the project aims, and working on the project with the students to get closer to what Kojima Industries was looking for.
This project also had to serve as an opportunity for the Arizona State University students to learn Japanese and to increase their motivation for Japanese study.
I was always attentive to communication or technical troubles that occurred between the students.
While the classes were running, I stayed in close contact with the teacher from Arizona State University to solve any problems.
What were the points of guidance in the class?
It is important that the teacher does not enforce a supposed "correct" answer on the students.
I think, for students to make good use of their thoughts and curiosity, the instructor must not approach things in a binary manner by stating that students' comments and ideas are either "correct" or "incorrect."
We know that in some cases, business ideas that distinguish companies from their competitors are derived from hints considered to be "wrong".
That is why I gave advice so that students could come to realize something by themselves.
In the exchanges with Arizona State University, there were difficulties in communicating ideas that students had never sensed in Japan's high-context culture.
I provided support to allow students to think for themselves and to adjust their behavior. I also gave hints on the reasons for misunderstandings that occur in exchanges between different cultures and on what is necessary to solve them.
I think, for students to make good use of their thoughts and curiosity, the instructor must not approach things in a binary manner by stating that students' comments and ideas are either "correct" or "incorrect."
We know that in some cases, business ideas that distinguish companies from their competitors are derived from hints considered to be "wrong".
That is why I gave advice so that students could come to realize something by themselves.
In the exchanges with Arizona State University, there were difficulties in communicating ideas that students had never sensed in Japan's high-context culture.
I provided support to allow students to think for themselves and to adjust their behavior. I also gave hints on the reasons for misunderstandings that occur in exchanges between different cultures and on what is necessary to solve them.
What are the merits of PBL COIL that have become clear from this course?
This was a project-type class, which was different from a classroom-based structure, and also a valuable opportunity to have results evaluated by a company. It was a fresh way of learning for the students.
Each and every student was able to approach the class with a sense of responsibility, without becoming passive.
I noticed their high motivation; for instance, they remained in the lecture hall even after class to continue their discussions.
Moreover, it seems that it also provided an opportunity to come into contact with the company's viewpoint and their in-house training processes. I feel the students were able to get a sense of life in society and work that awaits them in the near future.
Each and every student was able to approach the class with a sense of responsibility, without becoming passive.
I noticed their high motivation; for instance, they remained in the lecture hall even after class to continue their discussions.
Moreover, it seems that it also provided an opportunity to come into contact with the company's viewpoint and their in-house training processes. I feel the students were able to get a sense of life in society and work that awaits them in the near future.
Tell us about your reflections on the project and your ambitions for the future.
Regardless of the country, the traditional class environment is one where a teacher lectures while students quietly listen. However, this Career Oriented International Collaboration PBL C class, being a project-type class, had only two out of its eight sessions in the form of traditional lectures. During the other class hours, the students and I came together to exchange ideas and opinions.
I was greatly impressed with students' ability and the richness of knowledge and education they had accumulated from their respective departments.
In the first session, I told them, "I want you to make the most of the knowledge and abilities that you have and to collaborate with the whole class to succeed together" but the students went beyond that and surpassed my expectations. I learned a lot from the students as well and am proud of them.
They worked hard to accomplish the mission of giving presentations and communicating with people who have a different language and culture.
PBL COIL has only just begun at Nanzan University. I will continue to communicate with students while always thinking about the ideal form of classes, without just focusing on immediate results.
I was greatly impressed with students' ability and the richness of knowledge and education they had accumulated from their respective departments.
In the first session, I told them, "I want you to make the most of the knowledge and abilities that you have and to collaborate with the whole class to succeed together" but the students went beyond that and surpassed my expectations. I learned a lot from the students as well and am proud of them.
They worked hard to accomplish the mission of giving presentations and communicating with people who have a different language and culture.
PBL COIL has only just begun at Nanzan University. I will continue to communicate with students while always thinking about the ideal form of classes, without just focusing on immediate results.
Future Prospects of PBL COIL
Use of LMS
By having affiliated schools and Nanzan University's students and faculty exchange information in real time on the learning management system platform, it is possible to advance real-time communication that is unique to COIL classes even further.
We plan to expand the use of this LMS in the future.
Creating Relations between Basic COIL and Academic COIL
We aim to establish a step-up type of learning model in which the different categories of COIL classes--Basic COIL and Academic COIL--are prerequisites for PBL COIL.
NU-COIL Industry-University-Government Collaboration
Companies and organizations that are interested in collaborations with this university through NU-COIL (e.g., PBL COIL and internships) are
welcome to contact us using the e-mail address provided below.