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Soyhan Egitim

    Department of Regional　Development　Studies　Associate Professor
Last Updated :2024/04/23

Researcher Information

Degree

  • Doctor of Education（2020/09 Northeastern University ）

J-Global ID

Profile

  • www.soyhanegitim.com

Research Interests

  • Global Competence   Learner Autonomy and Critical Thinking   Stereotypes in Japanese EFL Context   Student Silence in the Japanese University EFL Context   Foreign Language Teachers' Intercultural Competence   Leaderful Classroom Practices   

Research Areas

  • Humanities & social sciences / Tertiary education / global competence, intercultural communication, foreign language education, learner autonomy, reflective practice

Academic & Professional Experience

  • 2023/04 - Today  Toyo UniversityFaculty of Regional Development StudiesAssociate Professor
  • 2017/04 - Today  Dokkyo UniversityFaculty of Economics
  • 2018/04 - 2023/03  Toyo UniversityFaculty of Human Life Design Department of Health Care and SportsLecturer
  • 2016/04 - 2018/03  Meiji UniversityGlobal Japanese studiesAdjunct Professor
  • 2014/04 - 2018/03  Tokyo University of ScienceDepartment of Science and EngineeringAdjunct Professor
  • 2015/04 - 2017/03  Daito Bunka UniversityEnglish Literature DepartmentAdjunct Professor

Education

  • 2017/09 - 2020/08  Northeastern university  College of Professional Studies  Doctor of Education in Organizational Leadership
  • 2009/09 - 2011/06  Chichester University  English Department  MA in TESOL
  • 1998/09 - 2002/07  Marmara University  Faculty of Communication  Journalism

Association Memberships

  • International Academy of Intercultural Research   SIETAR Japan   JALT, Intercultural Communication in Language Education   JALT   

Published Papers

Books etc

  • Soyhan Egitim; Yu Umemiya (EditorAll chapters)Springer Nature 2024/01 981996654X 360 360 
    This book focuses on the impact of teachers’ leadership identity on their pedagogical and class management choices and proposes a new pedagogical framework, leaderful classroom practices which emerged through collective, concurrent, collaborative, and compassionate interactions between the teacher and students. The interdisciplinary aspect of the book appeals to a wide range of readers from different disciplines and gives readers the opportunity to take a moment and reflect on their leadership identity, recognize the limitations of their practices, and adopt a leaderful pedagogy in their respective disciplines. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book demonstrates how to accomplish this mission both in theory and practice.
  • Soyhan Egitim; Michael C. Boyce (Joint workFirst author)Springer Nature 2024/01 
    As contemporary leadership practices continue to evolve with rapid globalization, the need for leadership education has never been more urgent. Thus, in recent years, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) introduced new initiatives mostly targeting graduate education to foster next-generation global leaders. However, due to Japan’s traditional recruitment system, which pressures students to secure employment even before graduating from university, most students never choose to pursue graduate studies. As a result, these initiatives have failed to bear fruitful results. In this chapter, we share our personal experiences as two Japanese university teachers on how we integrated leadership education into undergraduate-level courses in our distinctly different educational environments and discuss its potential implications for leadership education at the undergraduate level. We utilize a duoethnography method to share our lived experiences through dialogical narratives. As co-authors with similar educational backgrounds, we developed our individual leadership programs in different educational environments. Our experiences show that understanding the various possible leadership philosophies and incorporating insights gained from regular self-reflection, and feedback from students and other stakeholders into an adaptive and evolving program has the potential for effective leadership education at the undergraduate level.
  • Soyhan Egitim; Roxana Sandu (Joint workFirst author)Springer Nature 2024/01 
    Rapid globalization has transformed academic institutions around the world. A growing number of universities have embraced internationalization and adopted open and inclusive policies. As a result, expectations from students have also changed. Currently, an increasing number of programs require students not only to be able to communicate across cultures but also to develop intercultural sensitivity and tolerance toward differences. However, in Japan, there appears to be a lack of practical guidelines to help students meet these requirements. Especially, there is a tendency to treat language education and intercultural competence as two separate entities within the Japanese context. Diversity brings both opportunities and challenges in classrooms. When students engage in cross-cultural interactions, they likely encounter tension and conflict arising from misunderstandings and cultural blunders. The present chapter explores two university teachers’ experiences of teaching intercultural competence in English as a foreign language (EFL) courses by utilizing a collaborative autoethnographic approach. Both teachers reflect on their evolution as collaborative leaders and the ways their leadership identities shaped their pedagogical practices. Their autoethnographic accounts reveal that engaging students in building the scaffolding and structure, which treat the English language and intercultural competence as a single, integrated process, can raise students’ understanding of why they need to develop intercultural flexibility when they engage in cross-cultural contact. Furthermore, as students recognize that their voices matter for pedagogical decisions, they may show a deeper appreciation of why intercultural competence matters for language education and how it can be utilized effectively in language classrooms.
  • Soyhan Egitim (Single workChapter 39)Springer Nature 2023/07 9783031259234 766 629–641 
    Despite the former prime minister Shinzo Abe's Womenomics initiative in 2013, women in Japan represented only 3.5% of senior government jobs and 9.2% of the corporate sector’s director-level positions and ranked Japan 131st of 153 countries in terms of women’s participation in management roles. These data indicate that policies have fallen short of bridging the gender gap in the workforce as the deep-rooted gender norms in society have persevered. The present study explores the gender disparity from men’s perspectives and demonstrates why there is a need for men to use their position of power in women's empowerment for the intended policies to succeed. The data was obtained through open-ended interviews with six male participants situated in Japan. The participants were asked to reflect on their leadership identities, the privileges their gender and position brought to them, and how they used their position of power to empower women. These findings should raise awareness of the role men can play in bridging the gender gap in the current patriarchal power structure.
  • (Single work)Candlin & Mynard ePublishing 2022/03 9798423833473 83 
    Revisiting our leadership identity each time before we walk into a classroom can give us an opportunity to re-examine what leadership tenets we demonstrate in the classroom and to what extent our leadership practices foster or limit our students’ growth. This book attempts to shed light on the impact of language teachers’ leadership identity on their pedagogical and class management choices. It proposes a new pedagogical framework, Leaderful Classroom Practices which emerge through social, relational, and dynamic interactions between the teacher and students. Establishing an open, democratic, and participatory learning environment for all learners is a major leadership responsibility of teachers, and this book intends to demonstrate how to accomplish this mission both in theory and practice.
  • Soyhan Egitim (Single workChapter 13)Routledge, Taylor & Francis 2021/12 9781003099109 296 
    Japanese organizations treat change as an evolutionary phenomenon to maintain harmony and hierarchical organizational structure. However, in the event of adversity, the hierarchical leader-follower dynamics become fluid as the need for collective intelligence arises. Individuals from all levels are mobilized as a unified community for action. This chapter attempts to offer insights into the role of collective intelligence in activating adaptive and collaborative leadership practices at Japanese universities in response to the global COVID-19 pandemic. The chapter draws on the personal experiences of the author as well as faculty members from various Japanese universities with an emphasis on collective thinking, adaptive and collaborative response to adversity, and the resulting organization-wide learning process.

Conference Activities & Talks

  • Raising Leadership and Gender Awareness: Incorporating an Action Learning Program into CLIL Courses  [Not invited]
    Soyhan Egitim
    Japan Association for Language Teachers (JALT) conference  2023/11  Oral presentation  Tsukuba University  JALT
     
    The present study aims to test the hypothesis, “University students’ perceptions of leadership are influenced by the deep-rooted gender norms in Japanese society,” and determine the changes in students’ perceptions of leadership and gender upon completing an eight-week action learning program at two comparable private universities. A mixed-methods practical action research design was employed in four upper-intermediate level first-year Content and Language Integrated Learning (CLIL) classes (N=107). The data was collected through the materials submitted by the students via the universities’ online learning management system. First, quantitative content analysis was performed to test the hypothesis. Then, the study employed qualitative content analysis to understand the effects of action learning practices on the students’ perceptions of leadership and gender norms. The results showed that integrating leadership and gender awareness content into CLIL courses was effective in helping the students develop an impartial and inclusive perspective of leadership and gender norms. Furthermore, the action learning experience emphasizing critical inquiry through discussions, and presentations enhanced the students’ participation and motivation for their language acquisition.
  • Intercultural Experience Facilitates Majority-Group Acculturation through Ethnocultural Empathy: Evidence from Mixed-Methods Study in Japan  [Not invited]
    Soyhan Egitim
    The 38th SIETAR Japan conference  2023/11  Oral presentation
    Download
  • Intercultural Experience Facilitates Majority-Group Acculturation through Ethnocultural Empathy: Evidence from Mixed-Methods Study in Japan  [Invited]
    Soyhan Egitim
    27th Regional European Conference of the International Association for Cross-Cultural Psychology (Limerick, Ireland)  2023/08  Nominated symposium
    Download
  • The Role of Language Teachers’ Intercultural Competence in Student Silence: A Mixed Methods Inquiry
    Soyhan Egitim
    The 13th International Academy for Intercultural Research Conference at Temple University, Philadelphia (IAIR 2023)  2023/07  Oral presentation
    Download
  • Intercultural Experience Facilitates Majority-Group Acculturation through Ethnocultural Empathy: Evidence from Mixed-Methods Study in Japan  [Not invited]
    Soyhan Egitim
    The 13th International Academy for Intercultural Research Conference at Temple University, Philadelphia (IAIR 2023)  2023/07  Oral presentation
    Download
  • Voices on language teacher stereotypes: Critical cultural competence building as a pedagogical strategy  [Not invited]
    Soyhan Egitim
    The 37th Annual SEITAR Japan Conference  2022/11  Oral presentation
  • Collaborative leadership in the language classroom: Engaging learners in leaderful classroom practices and strategies
    Soyhan Egitim
    The 12th International Academy for Intercultural Research Conference at Rapperswil-Jona, Switzerland (IAIR 2022)  2022/07  Oral presentation
  • Voices on language teacher stereotypes: Critical cultural competence building as a pedagogical strategy
    Soyhan Egitim
    The 12th International Academy for Intercultural Research Conference at Rapperswil-Jona, Switzerland (IAIR 2022)  2022/07  Oral presentation
  • Defining and cultivating intercultural and global competence in Japan  [Invited]
    Fern Sakamoto, Ana Sofia Hofmeyr, Tom Fast, Soyhan Egitim (Discussant)
    The 12th International Academy for Intercultural Research Conference at Rapperswil-Jona, Switzerland (IAIR 2022)  2022/07  Public symposium
  • Collaborative leadership in the language classroom: Engaging learners in leaderful classroom practices and strategies  [Not invited]
    Soyhan Egitim
    The Asian Conference on Language (ACL2022) IAFOR  2022/03  Oral presentation
  • None of us is as smart as all of us: Why collaborative leadership matters for success in schools
    Soyhan Egitim
    Invited Workshop at the Centre for Higher Education Research and Evaluation at Lancaster University  2022/02  Invited oral presentation
  • The role of collective intelligence in activating adaptive and collaborative leadership practices at Japanese universities amid the global pandemic
    Soyhan Egitim
    The Global Forum for EAP Professionals  2021/11  Oral presentation
  • Reflections of leaderful classroom practices with international students on a blended learning/distance learning program  [Not invited]
    Claire Hardy; Soyhan Egitim
    The 36th Annual SIETAR Japan Conference  2021/11  Oral presentation
  • The intercultural landscape of Turkey
    Emre Seven; Soyhan Egitim
    The Japan Intercultural Institute  2021/08  Public discourse
  • The role of collective intelligence in activating adaptive and collaborative leadership practices at Japanese universities amid the global pandemic
    Soyhan Egitim
    異文化間情報連携学会第9回年次大会  2021/07  Invited oral presentation
  • Foreign EFL teacher stereotypes through Japanese college students’ perspectives: Critical cultural competence building as a counterstrategy
    Soyhan Egitim; Travis Garcia
    The 34th Annual SIETAR Japan conference  2019/11  Oral presentation
  • Japanese University Students' Perspectives on their Foreign Language Teachers  [Not invited]
    Soyhan Egitim; Travis Garcia
    IAIR  2019/07  Poster presentation
    Download
  • The influence of learner autonomy in the expression of critical thinking  [Invited]
    Soyhan Egitim
    The Circle of Intercultural Information and Nexus  2018/12  Oral presentation
  • The role of cross-cultural understanding in managing student silence  [Invited]
    Soyhan Egitim
    International Academic Conference on Global Education, Teaching and Learning  2018/08  Oral presentation
  • The role of autonomy in critical thinking  [Invited]
    Soyhan Egitim
    Psychology of Language Learning  2018/06  Poster presentation
  • Incorporating news articles in TOEIC preparation seminars  [Not invited]
    Soyhan Egitim
    Hitachi ltd. Introduction Seminar  2011/07  Public discourse
  • Interactive learning through research, discovery and presentations  [Not invited]
    Soyhan Egitim
    Tsurugashima Board of Education Seminar  2010/03  Nominated symposium

Research Grants & Projects

  • 小学校英語教科化黎明期に顕現する学力差の緩衝を企図したミクシ型ウェブ教材の開発
    Ministry of Education, Culture, Sports, Science and Technology：Grant-in-Aid for Scientific Research
    Date (from‐to) : 2020/04 -2023/04

Teaching Experience

  • Adjunct Lecturer
    Dokkyo University
  • Full-time Lecturer
    Toyo University
  • Lecturer
    Meiji University
  • Adjunct Lecturer
    Tokyo University of Science
  • Adjunct Lecturer
    Daito Bunka University
  • English Lecturer
    Tokyo English Specialists College
  • Business English Skills Trainer
    Hitachi, Ltd.,
  • Instructor
    Gaba Corporation

Committee Membership

  • 2022/04 - Today   SIETAR Japan   Program Director   PR Director
  • 2021/07 - Today   International Academy for Intercultural Research   IAIR Newsletter Editor
  • 2019/07 - Today   International Academy for Intercultural Research   Social Media Committee Chair
  • 2021/04 -2021/11   SIETAR Japan   The 36th SIETAR Japan conference co-chair
  • 2018/04 -2020/03   JACET   CEFR SIG
  • 2015/04 -2018/03   JALT   Teacher Development SIG

Other link

researchmap