The First RE100 University in Japan-Responsible Consumption and Production of Energy

Proactive use of renewable energy is required to create a sustainable energy society, which is related to the various goals of the SDGs such as SDG7 on energy, SDG13 on climate action and SDG12 on responsible consumption and production. Addressing the energy issue as a university is significant in two ways. First, universities can influence other entities, such as businesses, local governments etc. Second, universities have a mission to educate students who can transform society into a sustainable one. In a press release of 2014, I announced the intention of making CUC the first 100% renewable energy university in Japan, which was a voluntary action. After becoming the president in 2017, this became an official project of the university, enabling investment in the necessary facilities. From the experience of having achieved our goal, I will explain the factors leading to our success and the lessons applicable to other universities.Keyword: SDGs, responsible university, zero carbon campus, renewable energy, heart-war

Teachers’ Ideological Dilemmas during the Pandemic at Higher Education Institutions:

The COVID-19 pandemic has impacted higher education (hereinafter “HE”) teaching and learning approaches globally since 2020. It has compelled a major shift from face-to-face to online delivery, affecting the ways HE teachers teach and communicate with students. In this paper, we explore an under-researched area, teachers’ ideological dilemmas surrounding online teaching and issues related to remote or technologically mediated communication adopted in three countries, China, Japan and the UK. Drawing on the theoretical and methodological framework of discursive psychology, we focus on the concepts called ideological dilemmas and the kaleidoscope of common sense in order to examine common sense views of HE teachers regarding online and onsite teaching as well as blended learning where these constitute ideological dilemmas. Taking an exploratory, small case study approach, we present a discourse analysis of interviews with HE teachers and reveal their ideological dilemmas over online teaching. We identify the patterns of shifting justifications in the interviews. Our discussion highlights the dynamic and dilemmatic nature of the HE teachers’ views, some of which are shaped by the local university context, as well as the different ways in which the spread of COVID-19 is taking place and the various measures taken by each country’s government against the damaging effects of the pandemic

University Administrators’ Visions for the Recovery of International Student Exchange in a Post–COVID-19 World

Objectives: Little is known about how international functions of higher education, such as exchange programmes, can be resumed during recovery from a disruptive global crisis, such as COVID-19. We collected the opinions of administrators of international exchange programmes regarding their plans to resume their exchange programmes in the recovery phase and identified variations in the responses concerning institution type (public vs. private) and the presence or absence of a medical school. Method: We used multiple-choice survey questions in our study, resulting in 180 valid responses. We examined overall patterns using descriptive statistics and institutional uniqueness using Fisher’s exact test. Results: Governing organisations and domestic university networks are expected to initiate the resumption of student exchange programmes. Respondents indicate that they would rely on infection prevention experts at their institutions as sources of information for their decision-making. Public universities would rely more extensively on their staff’s opinions whilst private universities would consult with external experts. Universities with a medical school indicated a greater likelihood of referring to the opinions of experts at their institutions. Implication for Theory and/or Practice: Higher education systems vary across nations. However, extant studies have shown some shared features, and the findings may have implications for higher education institutions internationally. Policy incentives and support may encourage public universities to participate in the global recovery of international education. During global public health infectious crises, institutions without a medical school may require more government support. Conclusions: Institutional variations should be considered to effectively encourage universities to adapt to changing dynamics in the recovery of international education. Method: The study used multiple-choice survey questions, resulting in 180 valid responses. The study examined overall patterns using descriptive statistics and institutional uniqueness using Fisher\u27s exact test. Results: Governing organisations and domestic university networks are expected to initiate the resumption of student exchange. Respondents indicate that they would rely on infection prevention experts at their institutions as sources of information for their decision-making. Public universities would rely more extensively on their staff’s opinions whilst private universities would consult with external experts. Universities with a medical school indicated a greater likelihood of referring to the opinions of experts at their institutions. Implication for Theory and/or Practice: The higher education systems vary across nations. However, extant studies have shown some shared features, and the findings may have implications for higher education institutions internationally. Policy incentives and support may encourage public universities to participate in the global recovery of international education. During global public health infectious crises, institutions without a medical school may require more government support. Conclusions: Institutional variations should be considered to effectively encourage universities to adapt to changing dynamics in the recovery of international education

【学長メッセージ】総合研究センターの開設にあたり

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