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エイティム　ソイハン (エイティム　ソイハン)

  • 国際学部国際地域学科　准教授
Last Updated :2024/04/23

研究者情報

学位

  • 教育学博士（2020年09月）

J-Global ID

研究キーワード

  • 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   

研究分野

  • 人文・社会 / 高等教育学

経歴

  • 2023年04月 - 現在  東洋大学国際地域学部准教授
  • 2017年04月 - 現在  獨協大学経済学部
  • 2018年04月 - 2023年03月  東洋大学ライフデザイン学部 健康スポーツ学科常勤講師
  • 2016年04月 - 2018年03月  明治大学Global Japanese studiesAdjunct Professor
  • 2014年04月 - 2018年03月  東京理科大学Department of Science and EngineeringAdjunct Professor
  • 2015年04月 - 2017年03月  大東文化大学English Literature DepartmentAdjunct Professor

学歴

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

所属学協会

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

研究活動情報

論文

書籍

  • Soyhan Egitim; Yu Umemiya (担当:編者(編著者)範囲:All chapters)Springer Nature 2024年01月 ISBN: 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 (担当:共著範囲:First author)Springer Nature 2024年01月 
    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 (担当:共著範囲:First author)Springer Nature 2024年01月 
    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.
  • エイティム ソイハン (担当:単著範囲:Chapter 39)Springer Nature 2023年07月 ISBN: 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.
  • (担当:単著範囲:)Candlin & Mynard ePublishing 2022年03月 ISBN: 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 (担当:単著範囲:Chapter 13)Routledge, Taylor & Francis 2021年12月 ISBN: 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.

講演・口頭発表等

  • Raising Leadership and Gender Awareness: Incorporating an Action Learning Program into CLIL Courses  [通常講演]
    エイティム ソイハン
    全国語学教育学会年次大会 2023年11月 口頭発表（一般） 筑波大学 全国語学教育学会
     
    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  [通常講演]
    エイティム ソイハン
    第38回（2023年）異文化コミュニケーション学会年次大会 2023年11月 口頭発表（一般）
    ダウンロード
  • Intercultural Experience Facilitates Majority-Group Acculturation through Ethnocultural Empathy: Evidence from Mixed-Methods Study in Japan  [招待講演]
    エイティム ソイハン
    27th Regional European Conference of the International Association for Cross-Cultural Psychology (Limerick, Ireland) 2023年08月 シンポジウム・ワークショップパネル（指名）
    ダウンロード
  • The Role of Language Teachers’ Intercultural Competence in Student Silence: A Mixed Methods Inquiry
    エイティム ソイハン
    The 13th International Academy for Intercultural Research Conference at Temple University, Philadelphia (IAIR 2023) 2023年07月 口頭発表（一般）
    ダウンロード
  • Intercultural Experience Facilitates Majority-Group Acculturation through Ethnocultural Empathy: Evidence from Mixed-Methods Study in Japan  [通常講演]
    エイティム ソイハン
    The 13th International Academy for Intercultural Research Conference at Temple University, Philadelphia (IAIR 2023) 2023年07月 口頭発表（一般）
    ダウンロード
  • Voices on language teacher stereotypes: Critical cultural competence building as a pedagogical strategy  [通常講演]
    Soyhan Egitim
    The 37th Annual SEITAR Japan Conference 2022年11月 口頭発表（一般）
  • 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年07月 口頭発表（一般）
  • 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年07月 口頭発表（一般）
  • Defining and cultivating intercultural and global competence in Japan  [招待講演]
    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年07月 シンポジウム・ワークショップパネル（公募）
  • Collaborative leadership in the language classroom: Engaging learners in leaderful classroom practices and strategies  [通常講演]
    Soyhan Egitim
    The Asian Conference on Language (ACL2022) IAFOR 2022年03月 口頭発表（一般）
  • 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年02月 口頭発表（招待・特別）
  • 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年11月 口頭発表（一般）
  • Reflections of leaderful classroom practices with international students on a blended learning/distance learning program  [通常講演]
    Claire Hardy; Soyhan Egitim
    The 36th Annual SIETAR Japan Conference 2021年11月 口頭発表（一般）
  • The intercultural landscape of Turkey
    Emre Seven; Soyhan Egitim
    The Japan Intercultural Institute 2021年08月 公開講演，セミナー，チュートリアル，講習，講義等
  • 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年07月 口頭発表（招待・特別）
  • 日本の大学生の視点を通した外国人EFL教師ステレオタイプ: 英語クラスで実施される重要な文化的能力構築活動
    Soyhan Egitim; Travis Garcia
    The 34th Annual SIETAR Japan conference 2019年11月 口頭発表（一般）
  • Japanese University Students' Perspectives on their Foreign Language Teachers  [通常講演]
    エイテイム ソイハン
    IAIR 2019年07月 ポスター発表
    ダウンロード
  • The influence of learner autonomy in the expression of critical thinking  [招待講演]
    エイテイム ソイハン
    The Circle of Intercultural Information and Nexus 2018年12月 口頭発表（一般）
  • The role of cross-cultural understanding in managing student silence  [招待講演]
    エイテイム ソイハン
    International Academic Conference on Global Education, Teaching and Learning 2018年08月 口頭発表（一般）
  • The role of autonomy in critical thinking  [招待講演]
    エイテイム ソイハン
    Psychology of Language Learning 2018年06月 ポスター発表
  • Incorporating news articles in TOEIC preparation seminars  [通常講演]
    エイテイム ソイハン
    Hitachi ltd. Introduction Seminar 2011年07月 公開講演，セミナー，チュートリアル，講習，講義等
  • Interactive learning through research, discovery and presentations  [通常講演]
    エイテイム ソイハン
    Tsurugashima Board of Education Seminar 2010年03月 シンポジウム・ワークショップパネル（指名）

共同研究・競争的資金等の研究課題

  • 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：科学研究費助成事業
    研究期間 : 2020年04月 -2023年04月

担当経験のある科目

  • 非常勤講師
    獨協大学
  • 常勤講師
    東洋大学
  • 講師
    明治大学
  • 非常勤講師
    東京理科大学
  • 非常勤講師
    大東文化大学
  • 講師
    東京英語専門学校
  • ビジネス英語講師
    （株）日立製作所

その他のリンク

researchmap