This study aims to examine the actual corporate behavior and capabilities that are the source of the Japanese electronic parts manufacturers’ (JEPMs) competitiveness, which is currently strong.

The strength of JEPMs is comprised primarily of manufacturing and the incremental evolution of technologies and skills cultivated through consistent daily routines. Most of their capabilities can be classified as ordinary capabilities (OCs), and dynamic capabilities (DCs) are difficult to find in a clear form. However, the ability to convert OCs into DCs (or DCs-like capabilities) is what maintains a high level of competitiveness in the global electronics market, which is rapidly evolving. This study aims to reexamine existing theories of DCs using case studies of JEPMs as evidence. Specifically, we would like to evaluate existing DC theories by analyzing how JEPMs respond to market and business environment changes. The author considers that drawing a clear distinction between these two capabilities is difficult, and that there may be gradations between them in reality. This study proposes the concept of synchro capability, which is the capacity to adapt to the environment as a bridge between these two types of capabilities. Based on actual corporate activities and case studies, this study examines how JEPMs develop a high level of competitiveness and adaptability to changes in the business and market environment.

The purpose of this research paper is to report the following three research areas: (1) various class formats for online classes and their characteristics, (2) trends in the promotion of the university education DX business concept in Japan, and (3) a case study on online group work exercises.

In Japanese higher education, in addition to general lecture subjects, group work exercises and project-based learning (PBL), active learning (AL), experimental, and practical training subjects have typically been conducted in face-to-face classes. In 2020, due to the impact of the COVID-19, it become no longer possible to conduct face-to-face classes, and it was necessary to urgently introduce online classes, including on-demand, real, and hybrid types of classes.

As part of the measures for the post-coronavirus era from 2021, leading universities in Japan started working on their own education DX business concept as a trigger for a public offering subsidy under the Digital Utilization Education Advancement Project by the Ministry of Education, Culture, Sports, Science, and Technology.

As a case study, new educational methods that combined both PBL and AL subjects were developed to accommodate online group work exercises so that they could flexibly respond to the new normal era as a countermeasure against COVID-19 in 2020.

The big platforms represented by GAFA (Google, Apple, Facebook, and Amazon) are very effective to revitalize local companies, but there are not only those platforms but also Japanese methods. To support 99.7% of Japanese companies which are small and medium-sized enterprises (SMEs) is to help Japanese regional economies. Therefore, I will discuss regional revitalization to use Japanese unique platform, step-by-step digital transformation (DX), and strategy. In order to efficiently revitalize the Japan economy, DX strategies of local SMEs are very important and several issues for these are also raised.

The shift from a linear economy to a circular economy (CE) requires new marketing methods. While linear businesses expanded touchpoints for segmented targets in order to create a market (Kotler, Kartajaya, & Setiawan, 2021), CE requires creating connectivity with the all the resources that exist around them (Fukuta, 2017; Nishikawa, 2010; Onzo, 2007). Aoyama Gakuin University has been working on Project Based Learning (PBL) to plan service businesses that are compatible with Goal 12.3 of Sustainable Development Goals (SDGs) and Creating Shared Value (CSV) since 2020, with the aim of developing human resources that can produce the next generation of businesses. Goal 12.3 is “By 2030, halve per capita global food waste at the retail and consumer levels and reduce food losses along production and supply chains, including post-harvest losses,” which falls under Goal 12 of SDGs: “Responsible Production and Consumption.” In this study, based on the practical results of the PBL class, the training method of business producers required in the circular economy was examined.