Cross-Cultural Competencyを育成するカリキュラムの開発と検証

抄録

Due to the fact that globalization is progressing nowadays, the ability/stature is needed for understanding the dependence relationship with each other, for solving the world issues, for corresponding to sudden changes and different values/cultures. Moreover, the ability/stature for commitment to fair competition is needed especially for flourishing in the global society. This ability/stature could be identified as Cross-Cultural Competency (CCC), and in many countries it is researched, discussed and the theory related to it is practiced in every area. This study aims to develop and examine the curriculum especially for developing Business Cross-Cultural Competency (BCCC) based on the "Competency-Based Curriculum (CBC)" theory, because corresponding to globalization in business is quite demanding now. At first, we extracted four key competencies of BCCC with two kinds of questionnaires given to Japanese businesspersons who flourish in the global business. They are "curiosity", "attitude for achieving their aim with strong will and passion", "ability of thinking from alternative dimensions", "positive attitude to do anything willingly". Then we created a short program "Let's Develop the Local Industry in Hiroshima to Global Business" to develop the four key competencies by referring to "Competency Learning" theory ("modeling learning", "learning by experience", "learning in making conception"). Secondly, we examined how student's BCCC was developed through the program by analyzing their final project, final impression papers, their activities in the class, their assessment test by themselves. As a result, we identified the effect of this program through their developed BCCC. The success and failure in the practice of this program were as follows: Students could get a clear aim of this program by showing the planning and final goal of the program. But our explanation about the competency with concrete examples was not enough. The research activities for developing "curiosity" and "ability of thinking from alternative dimensions" competencies were limited to IT activities. In the group discussions, students could gradually develop "attitude for achieving their aim with strong will and passion" and "positive attitude to do anything willingly" by solving the small conflicts of their opinions. In the three-time assessment test by themselves, they could always remember their aim, because we directed them to reflect their activities for re-thinking their main aim and for making their next activity clear through the test. But there were some students who could not understand that the assessment standards were indicators of activities. The learning through video could motivate them and make them form a picture of this program, but next time we hope to teach them the effective way of research information, the way of using the information to form new ideas etc. Finally, regarding the improvement of this program, the assessment of standards and the way of assessment should be improved first from the view points whether the level of competency will be developed stage by stage through study activities and/or whether it is possible to test the level of competencies one by one, through testing in the practical class; we also clarify the structure how these four competencies are developed through interaction. Secondly, we have to clarify what we could teach in the subject (acquisition of knowledge), what we should do through "Period for Integrated Study" (utilizing knowledge), how we could interact between two types of studies effectively, and when and how we could assess. We are going to improve the theoretical model from the viewpoint of curriculum development, and develop the optimum curriculum building CCC.