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アナハイム大学ビジネス教授陣のご紹介:キャリン・キャラハン教授
アナハイム大学オンラインビジネスプログラム(MBA, Doctor of Business Administration, Master of Entrepreneurship)で活躍する教授陣をご紹介いたします。 キャリン・キャラハン教授(Dr. Caryn Callahan) カリフォルニア大学ロサンゼルス校(UCLA)にて財務会計(Finance-Accounting)を専攻し、MBAを取得。ハーバード大学で東アジア言語文化学(特に日本関連を専攻)における博士号(Ph.D.)を取得。卒業後は株のアナリストとしてメリルリンチ・ジャパンで活躍。同社副社長を務めた。そのほか、W.R.グレース・アンド・カンパニーにてファイナンシャルアナリストとして勤務。シャミネード大学(ハワイ)にてコーポレート・ファイナンス、インターナショナル・ビジネス、マネジメントなどを教えた経歴を持つ。また、「Euromoney」誌に日本の家電産業のアナリストとして第1位に選出されたほか、ニューヨーク・タイムズやウォール・ストリート・ジャーナル、フォーチュン誌等の一流誌に専門家としてコメントが掲載された実績を持つ。アナハイム大学では主にMBAプログラムのファイナンスやアカウンティングのコースを教える。
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Anaheim University Supports the 2021 California Youth Leadership Summit
Anaheim University Supports the 2021 California Youth Leadership Summit Anaheim University is proud to be a sponsor of the 2021 California Youth Leadership Summit. presented by Sister Cities International. This online event will be led by youth and young professionals for youth and young professionals. The theme of this event is Peace, Kindness & Cooperation, and will include panel topics selected by youth on Climate Change & Sustainability World Peace & Cooperation Racial Equality & Gender Equity Coping with the Pandemic The online event will take place on February 6, 2021 at 2:00 PM California time. Please visit www.californiasummit.org to register for the event. Founded by President Dwight D. Eisenhower in 1956, Sister Cities International is a nonpartisan 501(c)(3) nonprofit which serves as the national membership organization for individual sister cities, counties, and states across the United States. This network unites tens of thousands of citizen diplomats and volunteers in nearly 500 member communities with over 2,000 partnerships in more than 140 countries. For more information about Sister Cities International, please visit www.sistercities.org Anaheim University looks forward to seeing you at the 2021 California Youth Leadership Summit!
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Full MBA Scholarships: Apply by March 20, 2021
Anaheim University Ferrotec Akira Yamamura Scholarship 2 students can earn a full scholarship towards an Anaheim University online Master of Business Administration (MBA) degree program Applicants can apply the scholarship to 1 of these 3 online degree programs: Online International MBA Online MBA in Global Sustainable Management Online Master of Entrepreneurship Applicants must meet Anaheim University’s MBA entrance requirements. Applicants must express an interest in being considered for future employment by Ferrotec. However, being awarded a scholarship does not guarantee that an offer of employment will be made to the scholarship recipient. Applicants with Heat Transfer, Physics, Chemical Engineering, Mechanical Engineering, International Business / bilingual (English + 1 other language) language skills/experience will be given preferential consideration. Scholarships will be awarded on a merit basis based on the applicant’s qualifications. Applicants must maintain standards set forth by the Scholarship Committee and/or the University’s administration in order to remain in good standing and continue to receive the scholarship funding throughout the remainder of their program. Scholarship recipients are expected to maintain a minimum of a B average at all times and complete each course with a minimum of a 3.0 grade. Scholarship recipients must also remain continuously enrolled from the commencement of their program through graduation. Skipped term fees are not included in the scholarship and skipped terms are only allowed with special permission from the University’s Dean. Scholarship Application Requirements Scholarship Applicants must submit: – standard application materials required for an Anaheim University online MBA or Master of Entrepreneurship program. Click here for a list of program entrance requirements. – a 1,000 word essay outlining: How you feel the Anaheim University degree will benefit you Why you would like to be considered for possible employment by Ferrotec upon graduation Your area of academic and professional specialization To Apply: Click here to complete the online application form. E-mail 1,000-word scholarship application essay to ausupport @ anaheim.edu Application Deadline March 19, 2021 Scholarship Recipients Announced April 16, 2021: Applications are being reviewed and will be announced within 10 business days MBA Program Start Date May 10, 2021 About Ferrotec Founded in 1980, Ferrotec is headquartered in Tokyo, Japan with locations in Japan, U.S.A., China, South Korea, Taiwan, Malaysia, Singapore, Germany, Spain, France, Italy, and Russia. Ferrotec is a diversified technology company with a worldwide presence in a broad array of end products, manufacturing systems, and industries. Ferrotec provides its customers with advanced material, component, and assembly solutions that make their products work better, more precisely, and more reliably. Founded on a technology core of Ferrofluid magnetic liquid and Ferrofluidic® sealing products, the company and its product portfolio have grown to meet the evolving needs of its customers. Ferrotec is now a global enterprise characterized by substantial intercompany cooperation in research, manufacturing and marketing of products. The Ferrotec Group contributes to society as a manufacturer, and a company whose progress brings joy to its customers, shareholders, employees, business partners, the community, and all of its stakeholders. Ferrotec has grown to what it is today through the pioneering and innovative spirit of its President and Representative Director Dr. Akira Yamamura About Dr. Akira Yamamura Dr. Akira Yamamura, who is an Executive Advisory Board member of Anaheim University, established Ferrotec with two people in 1980. At the time, he was president of the Japanese subsidiary of Ferrofluidics Corporation, after joining the company as an engineer. In 1987, he led a management buy-out of the company and then in 1999 acquired the former parent company. Dr. Yamamura has grown Ferrotec to become one of the most important companies in the electronics industry, with annual revenue growing to approximately US$680 million, 27 subsidiaries and more than 5,400 employees in Japan, the US, Europe and Asia. The original business of the company was distributing Vacuum Feedthrough, which applies Ferrofluid, magnetic field. Vacuum Feed-through is a key component to shield the vacuum environment, and utilized in semiconductor equipment, single crystal silicon ingot grower, FPD equipment, and thin film equipment for photovoltaic application. In 2012, Dr. Akira Yamamura was ranked #24 in Ernst & Young’s “World Entrepreneur of the Year” awards. Click here to learn more about Ferrotec
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2020 Anaheim University TESOL Residential Session & MECA
Anaheim University will hold a virtual 2020 TESOL Residential Session from Thursday, August 27th to Saturday, August 29th, 2020. Anaheim University’s M.A. and Ed.D. in TESOL students from around the world will join sessions related to “Adaptability in TESOL“. Certain sessions will be made open to the public. There is no charge to attend open sessions. However, registration is required. To register for the Open TESOL Seminars, click here. The sessions will be led by Anaheim University’s distinguished TESOL faculty and guest speakers, including: Dr. David Nunan, David Nunan TESOL Institute Director, founding Dean of the Anaheim University Graduate School of Education & former President of TESOL International Association Dr. Rod Ellis, Anaheim University Senior TESOL Professor & Founding Department Chair Dr. Luke Plonsky, Anaheim University Graduate TESOL Director Dr. Hayo Reinders, Anaheim University Graduate School of Education Chair of Research Dr. Kathleen Bailey, former President of TESOL Dr. Brian Tomlinson, Anaheim University TESOL Prof & Materials specialist Dr. Andy Curtis, Anaheim University TESOL Prof & former President of TESOL Dr. Ken Beatty, Anaheim University TESOL Prof Dr. Jo Mynard, Anaheim University TESOL Prof Dr. Masatoshi Sato, Anaheim University Associate TESOL Prof Dr. Shartriya Collier, Nevada State College School of Education Associate Dean Dr. Sandra McKay, Anaheim University TESOL Prof Dr. Julie Choi, Anaheim University Alumnus & University of Melbourne Senior Lecturer in Education (Additional Languages) Dr. Tamara Myatt, Anaheim University Akio Morita School of Business Prof Dr. Raphael Raphael, Anaheim University Akira Kurosawa School of Film Professor Dr. Vivian Bussinguer-Khavari, Anaheim University Assistant TESOL Prof These workshops are part of Anaheim University’s online graduate degree programs in TESOL: Online Master of Arts in Teaching English to Speakers of Other Languages (MA in TESOL) Online Doctor of Education in Teaching English to Speakers of Other Languages (Ed.D. in TESOL) To register for the Open TESOL Seminars, click here. Tentative 3-Day Schedule (Subject to change) All times are Pacific Daylight Time (PDT). Click here for a World Time Converter. * Session Numbers 3, 4, 7, 8, 12, 13 & 14 in red are open to the public Abstracts Then Came COVID: Adapting TESOL for a Post-Pandemic World Andy Curtis, Ph.D.: Click here for Bio Before embarking on a career in applied linguistics and language education, I worked for some years in hospitals in England, as a Medical Science Officer, primarily in the areas of obstetrics, gynaecology and pediatrics. As part of my training, we had to read Charles Darwin’s 1859 book, On the Origin of Species, in which he discusses the importance of Biological Adaptability. Because of my life sciences background, I start by approaching the notion of Adaptability from a Darwinian perspective. Combining my life science professional origins with my later-in-life career in language education, I noticed that one of the mis-used phrases from Darwin was “survival of the fittest”. In Nazi Germany, that phrase was taken to mean that the strongest would survive, while the weakest would die. However, what Darwin meant was that those plants and animals that are the most adaptable to changes in their environment will thrive. Fast forward around 160 years, and we are now all living through the experience of a global pandemic, the first for more than a century, which has led to renewed interest in Darwin’s work. In this workshop, we will, then, consider what we mean by Adaptability, in relation to TESOL, today and in the years to come. Adaptability of Research to the Classroom Masatoshi Sato, Ph.D. Click here for Bio Adaptability of L2 research to the classroom has been an issue since the 1990s. Despite researchers’ hope, practitioners rarely see the way in which empirical findings are effectively used in their classes. The central question is: “Is research really useful for teaching?” In this talk, I first discuss the current issues related to the research-pedagogy link. I will then focus on studies designed to make L2 theories more relevant to classroom teaching. Specifically, I will tap into learner psychology (e.g., L2 motivation, willingness to communicate, and metacognition) and how this research can be meaningfully used in the classroom. The talk includes some activities of adapting research findings to pedagogical technique. Supporting Language Learners Beyond the Classroom: Theory and Practice Jo Mynard, Ph.D. Click here for Bio Classroom instruction for language education is only one part of the language learning experience, and in this talk I would like to move away from the classroom and focus specifically on ways in which we can support learners outside the classroom. This kind of support, often known as self-access language learning (SALL), can take several forms, for example: providing materials, spaces, and facilities for learning; ensuring access to communities of TL speakers; offering language support and practice opportunities; and providing targeted support for individual learners through advising. SALL spans five decades and has seen many changes as we have learned more about how people learn languages and have drawn on different theoretical trends. This talk will touch briefly on how the field is shifting, and look at examples of SALL in practice. As we will see, it is important to ensure that we are supporting language development and also the development of language learner autonomy. Theory, Research and Practice in Language Teaching and Learning David Nunan, Ph.D. Click here for Bio This presentation will cover: What do we mean by ‘theory’ and ‘research’?; research paradigms: positivist and naturalistic research; research procedures; three traditions in language learning theory, research and practice: behaviourism, innatist/cognitivist approaches, socio-constructivism; and pedagogical applications of socio-constructivism: a closer look Social Identity and Language Development in Study Abroad Rod Ellis, Ph.D. Click here for Bio Study abroad constitutes an ideal context for investigating the relationship between second language learners’ social identities and their language development. Two broad but not distinct phases in study abroad research can be distinguished corresponding to before and after the advent of the social turn in second language acquisition studies. The earlier phase was predominantly concerned with documenting the L2 development and whether and in what ways L2 development in study abroad learners differed from stay-at-home classroom learners. The later phase
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Master of Entrepreneurship Graduate Interview – Clayton Mwaka
Clayton Mwaka, ME, CPA-U Director Clayton & Company 1) Why did you choose Anaheim University? I must say that I came across Anaheim University much later during my search, after spending several weeks considering options and even writing to some Universities, before making a decision. I had been considering doing a Master in Entrepreneurship for about two years before but had not gotten around to making a decision. The focused search commenced after I made a decision to proceed with the program. Principally, I found Anaheim fees affordable in light of several issues, and the online approach also could enable me to study from whichever part of the world I was in. The profiles of the faculty also greatly impressed me. 2) Can you tell us briefly about your career? I have been working in various roles for the last 27 years, since 1992, when I concluded my Bachelor of Commerce degree (specializing in accounting), at Makerere University in Kampala. I later studied ACCA (which I did entirely with home study without a single lecture) and became a Fellow of the Association of Chartered Certified Accountants (FCCA), and also a Certified Public Accountant of Uganda (CPA-U). The Anaheim ME program followed my M.Sc in Professional Accounting with University of London. I began my career as an accountant, and later worked in positions such as Group Accountant, Principal Internal Auditor, Financial Controller, Managing Partner (in external audit and consulting), and Finance Director/Chief Financial Officer. My work history has covered industries such as chemicals and pharmaceuticals, food (FMCG) and animal feeds, building and construction (steel industry), external audit and consulting, and commodities (coffee). I worked in several Groups of companies in Uganda, and also did expatriate assignments in Nigeria and Tanzania. Beyond my core accountancy profession, I’m also a Certified Business Mentor under ACCA, Youth Business International (YBI) and Enterprise Uganda partnership, and in that I mentored a few young entrepreneurs. I have also written and published two books so far. I enjoy tapping from great minds of other people through reading books. I enjoy doing several things beyond core accounting, since I like developing capacity in people and organizations. I thrive in challenging and multi-tasking environments that provide solutions and change, so in reality my career and activities go way beyond professional accounting. I sometimes find pure accounting boring, but I’m not a boring accountant. 3) Why did you choose to earn a ME? I have always believed that entrepreneurship can provide various solutions to the challenges of humanity; hence my keen interest in it. That partly resulted into the book entitled ‘The Wise Entrepreneur’ which I published several years back (available on Amazon), and also blogging on various entrepreneurship issues. I have also been involved in several start-ups and mentoring young entrepreneurs as mentioned earlier. The Anaheim ME to me was like sharpening my skills further: to be able to add more value to entrepreneurship globally, whilst also positively impacting other enterprises and entrepreneurs generally towards creating value as well as having better societies and providing solutions to some of the challenges of humanity. 4) What do you like best about the program? The ease of accessing various professors running the courses was a big plus for me. Other things I liked included interfacing with globally renowned experts and leaders (non-academic) arranged occasionally by the University for the Real-time Meetings, the very engaging and continuous online discussions amongst students and professors with various perspectives, and the global diversity amongst students attending the program. 5) What was your favorite course from the program? I particularly enjoyed Entrepreneurial Innovation (ENT 500), in which we formed teams for a simulation exercise we did for several weeks, managing a carbon bike business globally. Due to the small class, our team comprised only two of us, Junie Djamen (an origin of West Africa who migrated to the US) and me, based in Uganda. This online exercise involved making real business decisions spanning the entire business, such as business strategy, product design and manufacturing, selling and distribution, financing, human capital etc. I found this very useful because it enables students to understand and appreciate practical and real world business issues. We made use of logical decision making, feedback from the market, and synchronization of our decisions to dominate the market for three weeks (equivalent to 3 years) out of the six weeks, but also learnt very hard lessons by underestimating our competitors’ potential to adapt and fight back, which made us lose significant market share during the last (sixth) week. We did not have the opportunity to make a powerful comeback as the exercise ended (to my disappointment). Another very interesting thing in this program was the study of Hybrid organizations such as Grameen Danone Foods Ltd. (a Social Business), Sanergy: Tackling Sanitation in Kenyan Slums, among others. Some of these social enterprises are a notch higher in addressing social problems, compared to the common CSR phrases and activities we see around. 6) How do you balance the time required to study while working full-time? This is not an easy thing, and I’m sure everyone faces some challenges. Oftentimes I could study in the middle of the night during working days, and also for many hours over weekends, to catch up with the pace of study and also doing weekly assignments on time. I did not see any easier way to handle this other than sacrificing more time. I also got used to working and doing academic reading while travelling by road and air. Oftentimes transit time at airports was very useful time to catch up with some assignments. 7) Do you feel you were part of a learning community? Absolutely! The online academic community was quite engaging and I loved the online discussions on various topics. The professors were also actively participating in these online activities and I found this very valuable. Moreover, having at least two online meetings with our professors, each lasting at least an hour, sometimes with very distinguished guests from
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MBA in Global Sustainable Management Graduate Interview – Amit Pattnaik
Amit Pattnaik Senior Business Development Officer Informit RMIT (Royal Melbourne Institute of Technology) University 1) Why did you choose Anaheim University? Anaheim University was an obvious choice for me as they were the only one who were in the sweet spot of affordability, flexibility (being completely online) and most importantly offering a MBA in Sustainable Management. I didn’t want to do just another generic business degree as I already had a master’s degree in international business and was aware of the traditional business concepts. I was looking to learn more about how the social and environmental aspects work together with business and hence I chose the Green MBA from Anaheim University. 2) Can you tell us briefly about your career? I have worked in the knowledge industry since 2010 and have been in various managerial positions in both for-profit and not-for-profit organisations. I currently work at informit – a business unit of the prestigious RMIT University in Melbourne, where I look after the digital library resources. These resources span from journals and databases to training assets used in teaching and learning throughout Australian universities, colleges, and government institutions. I have always been passionate about teaching and learning, and I believe that if we can change how we teach today, we can change how we will be treated tomorrow. 3) Why did you choose to earn a Green MBA? I opted for a Green MBA because I believe that it is tomorrow’s MBA, which prepares you as a business professional for the next generation. While a traditional MBA degree provides you with a thorough understanding on business concepts like finance, accounting, marketing and management, it fails to touch on the real soul of business, which is to create value on three fronts of profit, people and the planet. This sustainable approach towards business is what attracted me towards the Green MBA, where all the traditional concepts were examined and debated from a social and environmental lens. 4) What do you like best about the program? There are many things which I loved. Firstly, the content which was delivered mostly faultlessly through the Learning Management System (LMS). Secondly, the educators, most of whom had several years of experience in both the industry and in academia. Thirdly, my peers who were working professionals like me from all over the world. Finally, and perhaps the best feature for me – the flexibility which allowed me to complete my course while working full time. 5) What was your favorite course from the program? I had a few that I enjoyed learning about, but my pick of the lot will have to be “BUS 535 Triple Bottom Line Accountability and Management”, with “Social Entrepreneurship Strategy” coming in a close second. The thing about Triple Bottom Line Accountability is that it talks about the balance of profit, people, and planet. We have long been taught that profit is good as it alone is the answer to improving all other issues in our communities and the environment. Therefore we should pursue it at all and any cost, and this is where understanding the correlation between the 3-Ps is so crucial for all future business leaders. 6) How is the experience studying online? It was my first time doing a fully online course and I enjoyed the online studying experience. The learning management system was clean and very easy to understand and navigate with weekly tasks laid out at the start of every unit. It helped me immensely in juggling study and work by allowing me to study from anywhere and at any time. 7) How do you balance the time required to study while working full-time? This was truly challenging, but then nothing substantial in life comes easy. Thinking about it in hindsight, I wouldn’t have had it any other way as the satisfaction that followed upon completion was unparalleled. One thing that helped immensely was that I had the best study partner in Stephen Mason, and we both shared the planning responsibilities. Stephen prepared a thorough study guide in the first couple of days of the course being live and we followed it throughout the length of the course. We knew exactly when a paper was due, when readings were due and when to setup team meetings for group assignments. This kept me organised through my entire MBA journey. I used to stipulate at least an hour every day after work to do some reading and research and did most of the heavy lifting of writing assignments and projects on weekends. One of the areas that was affected the most was my social interactions, but I can say now that it was all worth it in the end. 8) Do you feel you were part of a learning community? Yes, very much so. I always made the effort to know my class mates from all around the world and had discussions on various concepts throughout the course. I also loved the online guest lectures (one of the highlights) conducted by reputed industry professionals and thought leaders. 9) What was the most unusual location you joined an online class or discussion forum from so far? It was from an airport lounge in Singapore while I was on my way to attend our annual sales conference in Bangkok in January 2018. I remember finding a quiet corner in the lounge and using the airport Wi-Fi to login to our online class. I had to carry my laptop in my hand all the way to the boarding gate to maximize my participation. Although not ideal it sure was memorable. Apart from this, I have written assignments and attended online classes from hotel rooms after client meetings and while I was traveling in Europe in April 2018. My most beautiful location was overlooking the snow-covered mountains at the Hallstatt lake in Austria. 10) What would you say to someone who is hesitant about studying online? Studying online is fun! It’s not always easy as there will be technical difficulties if
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Full MBA Scholarships: Apply by March 20, 2020
Anaheim University Ferrotec Akira Yamamura Scholarship 2 students can earn a full scholarship towards an Anaheim University online Master of Business Administration (MBA) degree program Applicants can apply the scholarship to 1 of these 3 online degree programs: Online International MBA Online MBA in Global Sustainable Management Online Master of Entrepreneurship Applicants must meet Anaheim University’s MBA entrance requirements. Applicants must express an interest in being considered for future employment by Ferrotec. However, being awarded a scholarship does not guarantee that an offer of employment will be made to the scholarship recipient. Applicants with Heat Transfer, Physics, Chemical Engineering, Mechanical Engineering, International Business / bilingual (English + 1 other language) language skills/experience will be given preferential consideration. Scholarships will be awarded on a merit basis based on the applicant’s qualifications. Applicants must maintain standards set forth by the Scholarship Committee and/or the University’s administration in order to remain in good standing and continue to receive the scholarship funding throughout the remainder of their program. Scholarship recipients are expected to maintain a minimum of a B average at all times and complete each course with a minimum of a 3.0 grade. Scholarship recipients must also remain continuously enrolled from the commencement of their program through graduation. Skipped terms are only allowed with special permission from the University’s Dean. Scholarship Application Requirements Scholarship Applicants must submit: – standard application materials required for an Anaheim University online MBA or Master of Entrepreneurship program. Click here for a list of program entrance requirements. – a 1,000 word essay outlining: How you feel the Anaheim University degree will benefit you Why you would like to be considered for possible employment by Ferrotec upon graduation Your area of academic and professional specialization To Apply: Click here to complete the online application form. E-mail 1,000-word scholarship application essay to ausupport @ anaheim.edu Application Deadline March 20, 2020 Scholarship Recipients Announced April 17, 2020: Applications are being reviewed and will be announced within 10 business days MBA Program Start Date May 11, 2019 About Ferrotec Founded in 1980, Ferrotec is headquartered in Tokyo, Japan with locations in Japan, U.S.A., China, South Korea, Taiwan, Malaysia, Singapore, Germany, Spain, France, Italy, and Russia. Ferrotec is a diversified technology company with a worldwide presence in a broad array of end products, manufacturing systems, and industries. Ferrotec provides its customers with advanced material, component, and assembly solutions that make their products work better, more precisely, and more reliably. Founded on a technology core of Ferrofluid magnetic liquid and Ferrofluidic® sealing products, the company and its product portfolio have grown to meet the evolving needs of its customers. Ferrotec is now a global enterprise characterized by substantial intercompany cooperation in research, manufacturing and marketing of products. The Ferrotec Group contributes to society as a manufacturer, and a company whose progress brings joy to its customers, shareholders, employees, business partners, the community, and all of its stakeholders. Ferrotec has grown to what it is today through the pioneering and innovative spirit of its President and Representative Director Dr. Akira Yamamura About Dr. Akira Yamamura Dr. Akira Yamamura, who is an Executive Advisory Board member of Anaheim University, established Ferrotec with two people in 1980. At the time, he was president of the Japanese subsidiary of Ferrofluidics Corporation, after joining the company as an engineer. In 1987, he led a management buy-out of the company and then in 1999 acquired the former parent company. Dr. Yamamura has grown Ferrotec to become one of the most important companies in the electronics industry, with annual revenue growing to approximately US$680 million, 27 subsidiaries and more than 5,400 employees in Japan, the US, Europe and Asia. The original business of the company was distributing Vacuum Feedthrough, which applies Ferrofluid, magnetic field. Vacuum Feed-through is a key component to shield the vacuum environment, and utilized in semiconductor equipment, single crystal silicon ingot grower, FPD equipment, and thin film equipment for photovoltaic application. In 2012, Dr. Akira Yamamura was ranked #24 in Ernst & Young’s “World Entrepreneur of the Year” awards.
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MBA in Global Sustainable Management Graduate Interview – Stephen Mason
Stephen Mason Executive Officer The Duke of Edinburgh Victoria 1) Why did you choose Anaheim University? The program through the Kisho Kurokawa Green Institute offered a program unlike any I’d seen in Australia, and the program delivery of sequential learning (rather than concurrent) allowed for a deep immersion in the material whilst balancing other work and impact priorities. 2) Can you tell us briefly about your career? I spent the majority of my 20 year career developing businesses, in finance, retail, manufacturing and education. I run a medium sized not-for-profit and am two years into an impact growth phase. My other roles include strategic development, formation and value proposition design with 5-8 co-ops and social enterprises with a focus on people and the environment, and lecturing and advisory work for several Australian Universities. I feel immensely privileged to be able to spend all of my time in impact areas that I’m passionate about. 3) Why did you choose to earn a Green MBA? Alternative MBAs do not blend socio-environmental dimensions into their programs in a meaningful way. I feel I have some ability to comment on this, due to my prior role running Australia’s largest provider of information services within Academia. Our sector suffers from ‘old ways’ of thinking, silo mentalities, and a lack of an ability to articulate the value it creates. I was hoping the Green MBA would provide me with additional skills in this area, and wasn’t disappointed. 4) What do you like best about the program? The experience and point of views shared by other students was a highlight, as was the majority of our lecturers, the content was amazing – but the best thing was the program design. It allowed for deep digestion of the content, enabled critical thinking to flourish (rather than rote regurgitation), and thankfully allowed the freedom to relate the material to real world problems and interests that were close to my heart. 5) What was your favorite course from the program? Based on course content, and the lecturer it was an equal tie. Corporate Social Responsibility and Ethics, and Triple Bottom Line Accountability and Management which were both delivered by Prof. Mayberry were highly useful, challenging and enjoyable. 6) How is the experience studying online? This was one of the key areas I evaluated Anaheim on prior to applying, and my expectations were exceeded. Student support services were fast, friendly and accurate; the course structure and delivery were very good; and Anaheim was successful in bringing a diverse and dispersed group together. 7) How do you balance the time required to study while working full-time? I write a guide for every subject that tells me what I am doing when, and the value of each component. This allowed me to identify timing issues in advance, and understand what I could lower my focus on if need be. I ensured that my board, team, and family understood how I was managing my time, and completed all my studies from a consistent place that I’m used to being productive in. I would meditate when I needed to shift brain states in order to work effectively and efficiently. 8) Do you feel you were part of a learning community? I did. The program design creates the opportunity for students to participate in a meaningful way, and there were enough highly engaged students and lecturers to enable frequent guided and non-guided discussion. 9) What was the most unusual location you joined an online class or discussion forum from so far? I had to do an online class in the middle of a 2,500km solo motorcycle ride. I was in Scotia NSW, a desolate spot in the middle of the Australian Outback during summer. I managed to identify a cell-tower a few hundred kilometres from my intended route which had enough bandwidth to use video conferencing. It was 46 Celsius (115F), and I recall the facilitator ended up turning off my camera, presumably because my face was covered in flies and distracting my fellow students. 10) What would you say to someone who is hesitant about studying online? My experience was that the majority of our cohort made a bigger effort to connect and support each other than what I typically see through on-campus study. Create a consistent place and time to undertake your studies and be present in your interactions. 11) Do you feel the Green MBA will help to develop your career? It already has, and I expect it will continue to do so. The unique mix of commercial and impact development skills is a huge advantage and has allowed me to take on new consultancy roles in sectors I did not have a sufficient skillset previously. 12) What is your career plan after completing the Green MBA ? Design and deliver a new strategic phase within non-formal youth education, allowing Australia to better support the development of tomorrows leaders. Introduce our recently developed Mutual Value Measurement framework to the co-operative and mutual enterprise (CME) sector in Australia. Work with Australian CME industry to bring fair trade principles on-shore, by paying their domestic staff a living wage. 13) What advice would you offer to the Anaheim University incoming students? Create a study plan that is realistic and takes into account the economy of effort. Be present. Study to understand not for a grade – it’s pointless getting an A if you can’t use what you’ve learned.
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アナハイム大学TESOL(英語教授法)サーティフィケート日本人修了生の声〜伊藤 有子さん
アナハイム大学TESOLサーティフィケートプログラム修了生伊藤 有子さんに、本学でのご経験について伺いました。 1. TESOLサーティフィケートの取得を決意された理由は? 以前の勤務校で整った指導案を英語で準備している若い先生が、オーストラリアでTESOLを学んだと言っていたので、それ以来、興味をもっていました。住まいのある茨城県水戸市はアナハイム市と姉妹都市で、『アナハイム通り』やアナハイムの記念碑があったり、と大学名に親しみが持てたこと、そして茨城県の教育委員会から紹介を受けたことも大きな理由となりました。 2. プログラムで良かったことは? 全16ユニットを1週間に1ユニットずつ15週間で履修しました(異文化コミュニケーションのユニットのみ、少しずつ数週間に渡って履修)ので、量的にそれほど負担を感じず、また英語教育の基本事項がすべて網羅されていることに意欲が湧きました。英語教員として20年近く生徒と接してきましたが、大学では免許に必要な最低限の科目を取っただけでしたので、このように細分化された英語指導法を学ぶ機会を得て、日頃の指導法を客観的に見直し、改めて考えることができました。 私は2018年11月スタートでした。このコースは11名で日本人3名以外は海外の方々でした。仲間のレポートを読み、コメントすることが課題の一つとして義務付けられていましたので、仲間たちが実際にどのような英語教育を日々行なっているのか、どんな問題に直面しているのか、海外の状況や考えを知ることができました。英語の教員として異国の地にいて同じ問題意識、課題に対して向き合う仲間たち、話したこともない彼ら彼女たちのレポートを読むとうなずいたり、うなったりその素晴らしさに知的好奇心が刺激されました。またコメントをもらった時はさらにやる気がでました。心も豊かになった気がします。 3. 現在のお仕事について教えてください。本学での学びはどう役立っていますか? 3月までは公立高校で、4月からは私立の中高一貫校で教鞭を取っています。英語教育にかなり力を入れている学校なので生徒たちの会話力も高く、ネイティブの教員のみの授業もあります。使える英語の習得のために、いかに生活に密着した状況を作り出して生徒が自分のことを表現する力を伸ばすかを考える時、頭に浮かぶのはこのプログラムの活動例や理論です。学び始めて以来テキストを開き、学んだことを確認することもしばしばあります。今までと違った視点から4技能を駆使した授業をデザインできるようになったことが最大の成果です。 4. オンラインで学ぶという経験についてはいかがですか? 英語教員ですから英語圏で学ぶことに憧れますが、現在の生活環境-子育てなどを考えると物理的にも資金的にも海外で学ぶことはできません。ですから、オンラインで海外での学びと同じ内容を履修できるのは、本当にありがたいことでした。PCを開き2,3分後には指一本で学びがスタートし、世界の仲間たちや指導教官のコメントが翌日には返ってくるオンライン学習は、まるで魔法のようでした!幸せな時間でした!また、あらゆる場面の学びにオンラインでつながり、学ぶ環境が不可欠であることを身をもって経験でき、ICT教育の重要性を感じました。 5. どんな人に本学のTESOLサーティフィケートプログラムをおすすめしますか? 私のように学びたくても、忙しくてなかなか大学に通学することが困難な方や、海外での英語教授法の授業に興味のある先生方におすすめします。 6. どのように仕事と勉強のタイムマネジメントをされましたか? 普段の仕事の量は変わりませんので、小テストの採点やプリント作りなどの次時の準備を勤務時間に終えるよう意識は変わりました。しかしいくら集中しても終わらないときには帰宅が8時を過ぎます。それから家事を行い、自分の時間は夜の11時くらいからだったので、深夜3時ぐらいまで課題に取り組むこともよくありました。また早く仕事が終わり、定時退勤できた時や休日には家では集中できないため、コーヒー店にこもって集中的にじっくり課題に取り組みました。また課題のやり方に関して、私は、その週のユニットのビデオレクチャーの視聴とテキストの熟読後に10~12ある課題の中から興味を持った2つを選んで、レポートを書きましたが、いつもレポート提出が早い人は、自分の興味のある課題の部分だけを読んでレポートを書くと言っていました。じっくり焦点を絞りたい人にはそういったやり方もあると思いますが、毎週のテストはその週のユニット全体から出ますので、やはり全体を勉強をしていなかったり復習していないと焦ると思います。 7. これからTESOL サーティフィケートプログラムを始める方にアドバイスを。 仕事と家庭があり定められた期限内にレポートをこなす15週間は、きついかもしれません。でもそれに勝る知的好奇心や、今まで知らなかったことを学べる喜び、実践と学問がつながっていることを発見することなど、世界が広がる経験を通して得るものは大きいと思います。大変ですが家族の協力に感謝し、目の前の生徒たちに還元できると思えばやり切れると思いますので是非、挑戦してみてください。 8. その他コメント 実は、英語圏で英語を学んだ経験がないのですが、今回、アナハイム大学でTESOLサーティフィケートプログラムを終えたことで、いくらか自分に自信を持つことができました。今後も与えていただいた知識を生かして英語教育に邁進していきたいと思います。すばらしい機会をありがとうございました。
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アナハイム大学TESOL(英語教授法)サーティフィケート日本人修了生の声〜今西 由美子 さん
アナハイム大学TESOLサーティフィケートプログラム修了生今西 由美子さん(横浜市立南高等学校 教諭)に、本学でのご経験について伺いました。 1. TESOLサーティフィケートの取得を決意された理由は? 学生時代に英語教授法について修士課程を修了してからだいぶ時間が経ち、二人の子供の育児休業から仕事に復帰後、もう一度今までの英語教員としての経験を踏まえて英語教授法を体系的に学び直したいと思っていたところ、横浜市教育委員会の紹介で本プログラムを受講するチャンスが巡ってきましたので応募することにしました。 2. プログラムで一番良かったことは? 大学院時代に著書を拝読していたDr. David Nunanの授業を受けられたことです。授業もテキストもとてもわかりやすかったです。 3. 現在のお仕事について教えてください。本学での学びはどう役立っていますか? 文科省からスーパー・グローバル・ハイスクール(SGH)に指定されている公立の中高一貫校の横浜市立南高等学校で高校の英語教員をしています。本校ではラウンドシステムという特殊な英語教育を中学から行っていますが、本プログラムを受講したことで、第二言語習得の観点から本校のラウンドシステムの有効性について改めて認識することができました。 4. オンラインで学ぶという経験についてはいかがですか? 初めての経験でしたので最初は正直戸惑いましたが、昔からオンライン教育を行っているアナハイム大学のプログラムはとても受講しやすく、また、クラスメイトや先生からのレスポンスも早く返ってきましたので、スタートから2、3週間後にはストレスなく受講することができました。 5. どんな人に本学のTESOLサーティフィケートプログラムをおすすめしますか? 私のように学びたくても、忙しくてなかなか大学に通学することが困難な方や、海外での英語教授法の授業に興味のある先生方におすすめします。 6. どのように仕事と勉強のタイムマネジメントをされましたか? 好きな時にいつでも学習できましたので、平日は仕事から帰ってきて家事と5歳と1歳児の育児をし、子供たちを寝かしつけてから勉強できたので、とても助かりました。 週末には集中してテキストを読んでレポートを書きました。慣れてからは仕事や育児でペースが狂っても対処できるように先取り学習をして進めるようにしていました。 7. これからTESOL サーティフィケートプログラムを始める方にアドバイスを。 どのくらい自分に負荷をかけて学習するかはある程度自分で調整できますが、せっかくプログラムを受講するのであれば、できるだけ多くのことを学べるように毎回の小テストで満点を取るつもりで学習に取り組むことをおすすめします。また、先生がとても親切ですので、疑問に思ったことはどんどん積極的に質問するとより多くのことを教えてもらえます。 8. その他コメント アナハイム大学の先生方もスタッフの方も連絡をするとすぐに対応して下さってありがとうございました。プログラムを受講する上で家族にもサポートしてもらい、感謝しています。育児休業で仕事から離れていた期間があったものの、まとまった時間をかけて英語教授法を学んでプログラムを無事修了できたことはとても自信になりました。 これからも学んだことをどんどん仕事に活かしていきたいです。
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アナハイム大学TESOL(英語教授法)サーティフィケート日本人修了生の声〜岩瀬 俊介 さん
アナハイム大学TESOLサーティフィケートプログラム修了生の岩瀬 俊介さん(学校法人石川高等学校・石川義塾中学校 教諭)に、本学でのご経験について伺いました。 1. TESOL サーティフィケートの取得を決意された理由は? TESOLについて関心がありましたが、なかなか仕事の都合で学ぶことができませんでした。そんな時、当時の勤務校から本プログラムを紹介されました。自分自身、大学では教授法についてそこまで深く学んだことがなかったこともあり、改めて理論を徹底的に学びたいと思い、取得を決意しました。 2. プログラムで一番良かったことは? 仕事が忙しい中、テキストである洋書を一冊読み切ったことです。初めは順調だったのですが、やはり仕事の都合などでなかなか学習時間が取れないこともありました。そんな時でも、仲間やスタッフの方からの励ましがあったおかげで、最後まで取り組むことができました。一冊の指導書を読み切る経験がなかったため、自信にもなりました。先生方個人の指導観によって、テキストの読み込みが偏ってしまいがちですが、このプログラムでは全てのレッスンにとことん取り組むことができ、自分の指導観が広がりました。 3. 現在のお仕事について教えてください。本学での学びはどう役立っていますか? サーティフィケート取得の頃に、公立高校を退職し、現在は福島県の学校法人石川高等学校・石川義塾中学校で英語を教えています。難関大学を志望する生徒から、部活動で全国優勝する生徒まで、様々な進路希望の生徒がいる学校なので、それぞれの生徒に合った多彩な指導方法が求められます。アナハイム大学で学んだことを生かし、生徒が主体的に取り組む授業を実践することができています。改めて自分自身の指導方法を見直し、英語を使いながら、生徒がアクティブに学べるような授業にチャレンジできています。 4. オンラインで学ぶという経験についてはいかがでしたか? 初めての経験だったので、不安でした。しかし、始めてみると、移動時間がかからず、自分の都合に合わせて学ぶことができるなど、オンラインだからこそのメリットが想像以上に多かったです。理解しにくい抽象的なレッスンについては繰り返し動画を見たり、2、3回目は倍速で見たりすることができ、講義動画1つを取ってもメリットが多く感じられました。さらに講義内のディスカッションをフォーラム上で行うのですが、こちらも仲間の意見を読むことで改めて学びが深まることが多く、またそれを繰り返し読むことができるため、英語で学ぶことの難しさをやわらげてくれました。 5. どんな人に本学のTESOL サーティフィケートプログラムをおすすめしますか? 忙しい先生、自分の授業をもっと良くしたいと思う先生、英語力を高めたいと思う先生。 6. 仕事と勉強のタイムマネジメントはどうされましたか? 「英語力を高める」「授業改善に役立つ」という観点で考えると、このプログラムの勉強は勤務時間内で行ってよいものと思い、管理職の先生に相談の上、勤務時間内にも勉強に取り組んでいました。私の場合、特に仕事が落ち着きつつある時期を狙ってプログラムを始めましたが、やはり勤務時間を超えて家で深夜まで取り組むことがほとんどでした。この4か月間はプライベートの時間や睡眠時間も削りながら、納得できるところまで学習に取り組みました。また、移動時間をテキストを読む時間に活かしたり、ジムで運動しながら動画を視聴し直したり、隙間時間を使って取り組みました。ただ、学び方はそれぞれなので、そこまで深く取り組まずに、もう少しコンパクトに受講することも可能だと思います。 7. これからTESOLサーティフィケートプログラムを始める方にアドバイスを。 現役の先生方にとっては、新たに何かを知るというよりは、改めて自分の授業を見つめ直すプログラムだと思います。これまでどこかで学んできたこと、聞いたことを整理し直し、自分自身の授業に生かしていくことができます。仕事との両立は大変ですが、それ以上のものが自分の中に得られることができました。時には遅れて提出したり、提出し損ねたりもしましたが、それでも最後まで続けることで自分の中に大きな指導の核を作ることができました。 8. その他コメント 自分自身への投資と思って始めましたが、振り返ると未来の生徒たちへの投資だったと思います。教師として学び続けることの大切さをこのプログラムを通じて強く感じることができました。100点の授業など存在しないのでしょうが、1点でも高めようとすることで、これまで気が付かなった視点やアイデアに出会うことができます。参加をする前は、仕事がこんなに忙しいのにさらに勉強をする時間があるのか、など迷ったり悩んだりしました。プログラムを始めてからは、学ぶ面白さを感じながらも、忙しさや課題に追われ、若干の後悔もありました。しかし、15週間のプログラムを終えた今、本当に受講をして良かったと胸を張って言えます。受講しようか迷っているのであれば、とりあえずやってみることをおすすめします。
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ANAHEIM UNIVERSITY TO HOST MBA / DBA INFORMATION SESSION IN TOKYO
Anaheim, CA — Anaheim University will host a special information session in Tokyo for its onlne MBA and Doctor of Business Administration programs at the Wesley Center in the Minami Aoyama area of Minato-Ku, Tokyo. Anaheim University is currently offering a new tuition relief program for a $5,000 accredited online MBA, and a $10,000 accredited online DBA to 100 incoming students, making these online programs the most affordable MBA and DBA on today’s market, and allowing students to graduate debt-free. Each of the 6-week business courses that comprise the MBA and DBA programs also include live, real-time online seminars led by business and industry experts, offering students an interactive international experience without having to travel beyond their home or work, thus keeping the focus on quality as well as affordability. Anaheim University’s Online MBA / DBA Orientation in Tokyo Date: Saturday, April 15th, 2017 Time: 10:00 am to 11:30 am Location: Wesley Center: Mosaic Room 201 6-10-11 Minami Aoyama Minato-ku, Tokyo, 107-0062 Japan Access information: http://wesley.or.jp/english/access/index.html To RSVP, please contact Anaheim University’s Admissions Office (support@anaheim.edu). The MBA in International Business, MBA in Sustainable Management, and Master of Entrepreneurship each take an average of 18 months to complete and are designed to allow students to work full time while earning their degrees. The DBA programs, with concentrations in International Business, Sustainable Management, Entrepreneurship, and Management, take an average of 2.5 years to complete and are also designed for professionals who work full-time. This tuition relief program reduces the cost of the entire MBA degree program to $4,975, which includes $4,500 for tuition ($375 per course x 12 courses) plus application, registration, and graduation fees. The entire DBA degree program is $10,975, which includes $10,500 for tuition ($525 per course x 20 courses) plus application, registration, and graduation fees. Students can either pay for the entire program up front, pay for each 6-week course as they take it, or pay on a monthly basis, which would be $250 x 18 months for the MBA or $365 x 30 months for the DBA. About Anaheim University Anaheim University is a nationally accredited online institution of higher learning headquartered in Anaheim, California. The school is accredited by the Distance Education Accrediting Commission (DEAC), an accrediting commission based in Washington D.C. and established in 1926. The DEAC is a recognized member of the Council for Higher Education Accreditation (CHEA). For more information about Anaheim University and our programs, please visit our website at www.anaheim.edu. ###
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