IAFOR > The Asian Conference on Education & International Development (ACEID) > ACEID2022

ACEID2022

ACEID2022

March 21-23, 2022 | Held online from Tokyo, Japan

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Conference Outline

Monday, March 21, 2022Tuesday, March 22, 2022Wednesday, March 23, 2022Virtual Presentations

11:00-11:15: Announcements, Recognition of IAFOR Scholarship Winners & Welcome Address
Joseph Haldane, IAFOR, Japan

11:15-12:15: Keynote Presentation
Higher Education Across the Globe: A Time of Transformative Change
Deane Neubauer, University of Hawaii at Manoa, United States

12:15-12:20: Break

12:20-13:20: Panel Discussion
Higher Education Across the Globe: A Time of Transformative Change
Shingo Ashizawa, Toyo University, Japan
Haruko Satoh, IAFOR Research Centre at OSIPP, Osaka University

13:20-13:50: Discussion and Networking Session

11:30-12:20: Live-Stream Presentation Session 1
Room A: Educational Research, Development & Publishing
62524 | Determining Educational Quality in Mongolia: An Exploratory Factor Analysis
62903 | Japan-Russia Agricultural Research in the Web of Science: A Bibliometric Study of Scientific Output and Collaboration
Room B: Professional Training, Development & Concerns in Education
62762 | Language Immersion in the USA: Characteristics, Challenges, and Recommendations Related to Teacher Education
62484 | Model for Effective Peer Mentoring Program in Mongolian University Context

12:20-12:30: Break

12:30-14:10: Live-Stream Presentation Session 2
Room A: Learning Experiences, Student Learning & Learner Diversity
62271 | Enhancing Students’ Higher-Order Thinking Skills in a Differentiated Learning Environment
62231 | Enhancing ‘How to Learn’ Skills: Its Impacts on Academic Performance and Student’s Motivation – A Case Study in Indonesia
61824 | Distance Learning: Its Challenges and Opportunities to Adolescents Relationship
62894 | Foreign Student Expectations in an English Undergraduate Curriculum in Japan

Room B: Interdisciplinary
62893 | Understanding the Lived Experiences Towards Online Learning During the Pandemic
61829 | Psychometric Properties of MRRF-Academic Resilience Scale (MRRF-ARS): A Multifaceted Measure of Resilience
62288 | Assessing Social Apathy Among Filipino Young Adults: Construction and Validation of the Social Apathy Test (SOCAP)

14:10-14:20: Break

14:20-15:35: Live-Stream Presentation Session 3
Room A: Interdisciplinary
62222 | Parent-Child Dialogic Reading: A Conversation Analytic Case Study
62896 | The Intersection of Citizenship Education and Media Literacy in Japanese Textbooks
62216 | How the Japanese Intelligentsia of the 19th Century Got Educated Based on Books in the Dutch Language (Rangaku)

Room B: Educational Policy, Leadership, Management & Administration
62536 | The Expression of the Deputy Principals’ Leadership in Problem-solving and Decision-making
62992 | Work Motivation and Job Satisfaction of School-Based Finance Staff in the Implementing Unit Schools of DepEd Division of Quezon
61358 | Ready or Not? A Critical Policy Analysis on the Implementation of Flexible Learning Policy and Its Effect on High School Learners

15:35-15:45: Break

15:45-17:00: Live-Stream Presentation Session 4
Room A: Teaching Experiences, Pedagogy, Practice & Praxis
62247 | "Like a Hamster on a Spinning Wheel" – University Instructor Reactions to a Year of Teaching Online
62356 | Outdoor Community Learning: Early Educators’ Perceptions on Children’s Reactions and Connection to the More-than-Humans in Urbanized Places
62446 | Shared Leadership Education: The Experiences of Music Teachers in a Music School

Room B: Higher Education
62240 | A Study on the Correlation between the Academic Performance of University Nursing Students and Their Learning Performance in High Schools
62119 | Exploring Literacy Poverty and Sustainability in Higher Education Through Teaching and Learning

11:00-13:30: Critical Open Discussion Session: Higher Education Across the Globe
Higher Education Across the Globe: A Time of Transformative Change
Deane Neubauer, University of Hawai’i at Manoa, United States

13:30-13:45: Conference Closing Address
Joseph Haldane, IAFOR, Japan

Virtual Poster Presentations
62806 | The Potential of Self-Assessment Rubrics as a Self-Assessment Tool: The Effects of Reflection by Employing an Individual Report
62382 | Extramural Music and Athletic Activities: Impact on Scholastic Performance Trajectories
62724 | A Study of Electroencephalography (EEG) and Lego Wedo 2.0 on the Attention of First Grade Special Needs Students
62223 | Student Loan Repayment in Japan
62991 | Improving English Communication Skills Through Tour-Guide Experience
62652 | The Exploration of Primary School Teachers’ Self-expectation Under the 5+2 Education Model – Take Nan’an City as an Example
62733 | An Action Research on Gamified Content and Language Integrated Learning in Technological and Vocational Education in Taiwan

Pre-Recorded Virtual Presentations
62479 | In-depth Inquiry on the Reasons of Students’ Failures and Their Coping Mechanism
62175 | Novel Approaches to Developing Student Resilience and Wellbeing in School Settings: Martial Arts and Cooperative Electronic Gaming
62639 | Odd Self-efficacy Test: Academic Self-efficacy Among College Students
62901 | Online Learning Design and Policies on Education in Indonesia During COVID-19 Pandemic
61851 | Involvement of Related Populations in Tourism Community Development: DMOs in the World Heritage Horyuji District
61676 | The Relationship Between Phonological Awareness in Japanese Language and English Learning Experience
62660 | Interest and Awareness of Japanese University Students Regarding Computer Programming
62796 | Interdisciplinary Skills Delivering Innovative Learning and Teaching Practices in Illnesses of Unknown Origin
61773 | Examining Chinese Students’ Motivations for Overseas Education and the Implications of the Study Abroad Experiences on Their Transitions to Adulthood
62562 | I (Eye) to I (Eye): Canada’s 2I’s, Reconciling International Student Migration and Indigenous Peoples
61512 | A Child’s Meaning-Making during COVID-19
61293 | Do Psychology Students Enjoy Lectures in Class? Relationship with Basic Psychological Needs Satisfaction (Competence, Relatedness, and Autonomy)
62476 | Exploration of Students’ Learning Experiences in a Course Developed With TPACK and Design Thinking
62220 | Parental Support, Cooperative Learning, and Peer Awareness in Students’ Exposure to School Bullying: Predicting Bullying in China
62503 | What It Means to Be a Great Teacher? The Life Experience of University Students in Thailand
61123 | Supporting Out-of-School Literacy Experiences
62194 | The Mediating Role of Primary School Environmental Education in Promoting Children’s Pro-environmental Behavior: A Game Format Experiment
62010 | An Explanatory Case Study on the Incorporation of Education for Sustainable Development Into Formal Education in Japan
62442 | Chat-Based Learning Management Assistant Hybrid Learning
62614 | Crisis as Opportunity to Try Something New: Student-centered Pedagogy During the Onset of COVID-19
62669 | Cultivating Kindness among Preschoolers: Student-Centered Instructional Modules for Teachers
62459 | Empowering Learners: Online Radio Broadcasts to Enhance the Students’ Speaking Skills
62121 | Enhanced MELCs-based Curriculum in Reading and Writing Skills in a Blended Pedagogy
62691 | Remote Experiment for Electrical Engineering

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Speakers

  • Shingo Ashizawa
    Shingo Ashizawa
    Toyo University, Japan
  • Aric Denfield
    Aric Denfield
    Nichidai Sakuragaoka High School, Japan
  • Deane Neubauer
    Deane Neubauer
    University of Hawai’i at Manoa, United States
  • Haruko Satoh
    Haruko Satoh
    Osaka University, Japan

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Programme

  • Higher Education Across the Globe: A Time of Transformative Change
    Higher Education Across the Globe: A Time of Transformative Change
    Keynote Presentation: Deane Neubauer

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Organising Committee

The Conference Programme Committee is composed of distinguished academics who are experts in their fields. Conference Programme Committee members may also be members of IAFOR's International Academic Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Conference Programme Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and overseeing the reviewing of abstracts submitted to the conference.

  • Jun Arima
    Jun Arima
    The International Academic Forum (IAFOR) & University of Tokyo, Japan
  • Shingo Ashizawa
    Shingo Ashizawa
    Toyo University, Japan
  • Steve Cornwell
    Steve Cornwell
    The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Farish Noor
    Farish Noor
    University of Malaya, Malaysia
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech., USA
  • Taro Mochizuki
    Taro Mochizuki
    Osaka University, Japan
  • Justin Sanders
    Justin Sanders
    Temple University, Japan Campus
  • Haruko Satoh
    Haruko Satoh
    Osaka University, Japan
  • Krisna Uk
    Krisna Uk
    The Association for Asian Studies (AAS)

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ACEID2022 Review Committee

  • Dr Regina Almonte, City College of Calamba, Philippines
  • Dr Jun S Camara, Pangasinan State University, Philippines
  • Dr Maia Chiabrishvili, American University of the Middle East, Kuwait
  • Dr Renato Herrera, Jr, Jose Monfort National Science High School, Philippines
  • Dr Maria Charlene Melegrito, Polytechnic University of the Philippines, Philippines
  • Dr Edna Nabua, Mindanao State University-Iligan Institute of Technology, Philippines
  • Dr Meera Nanjundan, University of South Florida, United States
  • Dr Annie Wy Ng, The Hong Kong University of Science and Technology, Hong Kong
  • Dr Kristin Palmer, University of Virginia, United States
  • Dr Pengiran Shaiffadzillah Pengiran Omarali, Educational Technology Centre, Brunei
  • Dr Jill Tussey, Buena Vista University, United States

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IAFOR Research Centre (IRC) – “Innovation and Value Initiative”

The IAFOR Research Centre (IRC) is housed within Osaka University’s School of International Public Policy (OSIPP), and in June 2018 the IRC began an ambitious new “Innovation and Value Initiative”. Officially launched at the United Nations in a special UN-IAFOR Collaborative Session, the initiative seeks to bring together the best in interdisciplinary research around the concept of value, on how value can be recognised, and measured, and how this can help us address issues and solve problems, from the local to the global.

Learn more about the Innovation and Value Initiative

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Shingo Ashizawa
Toyo University, Japan

Biography

Shingo Ashizawa is a professor at Toyo University in Tokyo. His research involves the comparative study of higher education management and quality analysis of the internationalisation review process. Currently, he is leading a joint-research project supported by the Japanese government agency, JSPS (Japan Society for Promotion of Science). The project is focusing on foreign credential evaluation and the comparative study of the National Qualification Framework.

His publications include The impact of Tokyo Recognition Convention and Digital Student Portability (2019), and Student Mobility Trends and the Role of University Networks in the Asia Pacific Region – UMAP and Its New Initiatives – (2019). He serves as an advisor for MEXT on the UNESCO’s Tokyo Recognition Convention Committee as well as a referee for a number of JSPS funding bodies related to internationalisation of Japanese universities. Shingo Ashizawa is also serving as Deputy Secretary General for UMAP (University Mobility in Asia and the Pacific) as of 2016. He teaches a number of courses including “Immigration and Cross-cultural issues”, and “International Student Mobility”. As an outgrowth of these activities, he has organised several online communities for global education, including “RYUGAKU NO SUSUME Dot JP (Invitation to Study Abroad)”.

As a Fulbright scholarship grantee, Shingo Ashizawa studied at Harvard Graduate School of Education. His past professional experience includes positions at the Council on International Educational Exchange (CIEE), Keio University, Osaka University, and Meiji University.

Panel Discussion (2022) | Higher Education Across the Globe: A Time of Transformative Change

Previous Presentations

Panel Presentation (2021) | Transformation of Global Education Under COVID-19: A New Wave of Collaborative Online International Learning (COIL)
Aric Denfield
Nichidai Sakuragaoka High School, Japan

Biography

Mr Aric Denfield is currently senior language teacher at Nichidai Sakuragaoka High School, Tokyo, an affiliated school of Nihon University, where he is responsible for syllabus design and assessments. Born in London, England, Mr Denfield was educated at Richmond-Upon-Thames Tertiary College, London before reading history at the University of London. After graduating, he has lived in a number of countries (Russia, Brazil and Japan) and has gained considerable English teaching experience in extremely varied environments, including in formal education, government ministries, and volunteer projects. Since completing his undergraduate degree, Mr Denfield has been awarded two MAs: MA History (University of London) and MA Education (Institute of Education). His primary field of interest is in the re-imagining of education based on the guiding principles of Education for Sustainable Development.

Spotlight Presentation

An Explanatory Case Study on the Incorporation of Education for Sustainable Development Into Formal Education in Japan

Education for Sustainable Development (ESD) is vital to create sustainable societies. Successive Japanese governments have advocated the incorporation of ESD into its education system. This paper investigates teachers’ understandings of Sustainable Development (SD) and ESD and the extent to which ESD has been incorporated into lessons. To address this question, an explanatory case study in a private senior high school was conducted. Data collection involved a literature review, looking at international iterations of ESD and its interpretation by relevant Japanese ministries; an interview with the school’s curriculum coordinator; and the collection of quantitative data. The instrument was designed by the author. The results indicate teachers view SD primarily through an environmental lens. They consider it of vital importance; however, the majority of respondents find ESD difficult to understand. ESD-related themes are integrated into lessons, although this varies by department and its inclusion is determined by the content of textbooks. Interdisciplinary learning is largely absent. Respondents supported the development of ESD’s core competences and values; however, many of the pedagogies used do not aid that development, even though greater use is being made of Active Learning. Finally, while respondents understood the affective dimension of transformative learning (TL), they did not feel it was within the remit of education. To implement ESD more effectively, the school needs to adopt a holistic approach. Teachers must be better acquainted with ESD literature and greater use must be made of active learning methods.

https://submit.iafor.org/submission/submission62010

Deane Neubauer
University of Hawai’i at Manoa, United States

Biography

Deane Neubauer is Professor Emeritus of Political Science at the University of Hawai’i at Manoa. He currently also serves as the Associate Director of the Asia Pacific Higher Education Research Partnership (APHERP) which conducts a wide range of policy-focused research with a special focus on higher education. Deane holds a BA from the University of California, Riverside, and MA and PhD degrees from Yale University. Over the course of his career he has focused on a variety of political and policy areas including democratic theory, public policy, elections and various policy foci, including education, health, agriculture and communication. He has held a wide variety of administrative positions at the University of Hawai’i at Manoa and the 10 campus University of Hawai’i system. He also has over twenty years’ experience in US-oriented quality assurance.

Keynote Presentation (2022) | Higher Education Across the Globe: A Time of Transformative Change
Haruko Satoh
Osaka University, Japan

Biography

Haruko Satoh is Specially Appointed Professor at the Graduate School of Engineering Science in charge of CAREN (Osaka University Centre for the Advancement of Research and Education Exchange Networks in Asia) and also lecturer at the Osaka School of International Public Policy (OSIPP), where she ran the MEXT Reinventing Japan project on “Peace and Human Security in Asia (PAHSA)” with six Southeast Asian and four Japanese universities. She is also the President of the The Asian Political and International Studies Association (APISA).

In the past she has worked at the Japan Institute of International Affairs (JIIA), Chatham House, and Gaiko Forum. Her interests are primarily in state theory, Japanese nationalism and identity politics. Recent publications include: “Rethinking Security in Japan: In Search of a Post-‘Postwar’ Narrative” in Jain & Lam (Eds), Japan’s Strategic Challenges in a Changing Regional Environment (World Scientific, 2012); “Through the Looking-glass: China’s Rise as Seen from Japan”, (co-authored with Toshiya Hoshino), Journal of Asian Public Policy, Vol. 5, No. 2, pp. 181–198 (July 2012); “Post-3.11 Japan: A Matter of Restoring Trust?”, ISPI Analysis No. 83 (December 2011); “Legitimacy Deficit in Japan: The Road to True Popular Sovereignty” in Kane, Loy & Patapan (Eds), Political Legitimacy in Asia: New Leadership Challenges (Palgrave Macmillan, 2011), “Japan: Re-engaging with China Meaningfully” in Tang, Li & Acharya (Eds), Living with China: Regional States and China through Crises and Turning Points, (Palgrave Macmillan, 2009).

Professor Haruko Satoh is a member of IAFOR’s Academic Governing Board. She is Chair of the Politics, Law & International Relations section of the International Academic Advisory Board.

Featured Discussion (2023) | IAFOR’s Collaborative Efforts: AAS and the IAFOR Research Centre

Previous Presentations

Panel Discussion (2023) | Higher Education Across the Globe: A Time of Transformative Change
Keynote Presentation (2019) | Between Aspiration and Reality: Cultural Conflict in a University Classroom
Keynote Panel Presentation (2019) | Education and Displaced People
Keynote Presentation (2017) | Preserving and Challenging Culture: The Right to Education
Higher Education Across the Globe: A Time of Transformative Change
Keynote Presentation: Deane Neubauer

The varied impacts of the global COVID pandemic, stretching now into its third year, have and are affecting higher education throughout the world. In this session, we will examine some illustrative, albeit dramatic, changes that are impacting higher education throughout the world with a particular emphasis on the United States. Our goal is to initiate discourse on the extent and overall impact of these changes. The examples highlighted in this paper and presentation are meant to serve as “triggers” for subsequent wide-ranging discussions of the participants in this online meeting.

It is both trivial and vital to acknowledge that the past two years have been unlike any other in recent world history: trivial in the sense that the range and intensity of events are such that they have been experienced as essentially inescapable for us all, irrespective of one’s location on the planet; vital in the sense that many of the changes brought into societies by the nature of the pandemic remain beyond “knowing” and will “play out” in years to come. As we seek to enumerate, acknowledge and analyze the pandemic’s effects on higher education as a vital segment of society that has been dramatically impacted, it is important to “broaden the frame” of such an inquiry by acknowledging further that the pandemic “arrived” into a world of higher education that was already on the cusp of yet another major transformative force that was both “unleashed” and embodied within the complex dynamics of what was has come to accept as the 4th Industrial Revolution (4th IR) generated by the impacts of artificial intelligence on the world.

These sessions at ACEID2022 are an occasion to invite inquiry about how these two macro forces are confronting each other within higher education settings across the globe and to speculate on which changes that may emerge from this confluence of forces may prove to be enduring. However one constructs such analyses, it seems beyond question that important aspects of higher education as we knew and experienced it prior to the pandemic will be changed, and perhaps with sufficient cumulative effect that our intellectual task in the near future will be to conduct a continuous assessment of this changing environment and begin a disciplined set of speculations about the nature and impact of what we can identify as elements within these powerful change dynamics.

In the following our intention is to create some ‘discussion areas' based around recent speculations about the various directions in which higher education in all its forms may take. Our particular focus is to gather together some recent speculations on transformations that may occur as a result of the pandemic and/or the rapid progressions of artificial intelligence within the environment that it has created. Having created a generalized context by doing so, our further intention is conduct a critical open discussion of these continually emergent transformative dynamics which we hope will generate new insights into the overall phenomena and perhaps create new dimensions for further research.

Some Aspects for Reflection

Here I would like to offer for our collective consideration the following “elements of change” that have been variously pointed out as consequences of the Pandemic. My intention is to very briefly frame these observations within the context of American higher education and invite colleagues from other parts of the higher education environment to respond to the intent of the observation with information from their own higher education reference setting.

Read presenter's biography
Jun Arima
The International Academic Forum (IAFOR) & University of Tokyo, Japan

Biography

Professor Jun Arima is the President of IAFOR, and the senior academic officer of the organisation. In this role, Professor Arima is the Honorary Chair of the International Academic Advisory Board, as well as both the Academic Governing Board and its Executive Committee. He also sits on the IAFOR Board of Directors.

Jun Arima was formerly Director General of the Japan External Trade Organization (JETRO), UK from 2011 to 2015 and Special Advisor on Global Environmental Affairs for the Ministry of Economy, Trade and Industry (METI), Japan, from 2011 to 2015. He has previously held various international energy/environment-related positions, including: Head of Division, Country Studies, International Energy Agency (IEA); Director, International Affairs Division, Agency of Natural Resources and Energy, METI; and Deputy Director General for Environmental Affairs at METI’s Industrial Science and Technology Policy and Environment Bureau. In the COP (UN Convention on Climate Change) 14, 15 and 16, he was Japanese Chief Negotiator for AWG-KP.

Since 2015 Jun Arima has been a Professor at the University of Tokyo, Japan, where he teaches Energy Security, International Energy Governance, and Environmental Policies in the Graduate School of Public Policy. (GraSPP). He is also currently a Consulting Fellow at the Japanese Research Institute of Economy, Trade and Industry (RIETI). He is also Executive Senior Fellow at the 21st Century Public Policy Institute, Principal Researcher at the International Environmental and Economic Institute (IEEI), Distinguished Senior Policy Fellow, at the Asia Pacific Institute of Research (APIR), Senior Policy Fellow on Energy and Environment, Economic Research Institute for ASEAN and East Asia (ERIA), and was the Lead Author, the 6th Assessment Report of the Intergovernmental Panel of Climate Change (IPCC).

Shingo Ashizawa
Toyo University, Japan

Biography

Shingo Ashizawa is a professor at Toyo University in Tokyo. His research involves the comparative study of higher education management and quality analysis of the internationalisation review process. Currently, he is leading a joint-research project supported by the Japanese government agency, JSPS (Japan Society for Promotion of Science). The project is focusing on foreign credential evaluation and the comparative study of the National Qualification Framework.

His publications include The impact of Tokyo Recognition Convention and Digital Student Portability (2019), and Student Mobility Trends and the Role of University Networks in the Asia Pacific Region – UMAP and Its New Initiatives – (2019). He serves as an advisor for MEXT on the UNESCO’s Tokyo Recognition Convention Committee as well as a referee for a number of JSPS funding bodies related to internationalisation of Japanese universities. Shingo Ashizawa is also serving as Deputy Secretary General for UMAP (University Mobility in Asia and the Pacific) as of 2016. He teaches a number of courses including “Immigration and Cross-cultural issues”, and “International Student Mobility”. As an outgrowth of these activities, he has organised several online communities for global education, including “RYUGAKU NO SUSUME Dot JP (Invitation to Study Abroad)”.

As a Fulbright scholarship grantee, Shingo Ashizawa studied at Harvard Graduate School of Education. His past professional experience includes positions at the Council on International Educational Exchange (CIEE), Keio University, Osaka University, and Meiji University.

Panel Discussion (2022) | Higher Education Across the Globe: A Time of Transformative Change

Previous Presentations

Panel Presentation (2021) | Transformation of Global Education Under COVID-19: A New Wave of Collaborative Online International Learning (COIL)
Steve Cornwell
The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan

Biography

Steve Cornwell is the President of IAFOR, and President of the Academic Governing Board. He coordinates and oversees the International Academic Advisory Board, and also serves on the organization's Board of Directors.

Dr Cornwell is Professor of English and Interdisciplinary Studies at Osaka Jogakuin University, and also teaches in the online portion of the MA TESOL Programme for the New School in New York. He helped write and design several of the New School courses and has been involved with the programme since its inception.

He has also been involved with the Japan Association for Language Teaching (JALT), (an affiliate of IAFOR) serving on its National Board of Directors as Director of Programme from 2012-2016; where his duties involved working with a volunteer team of 50+ to put on JALT’s annual, international conference each autumn.

Most recently, since 2012, he has been the Committee Chair of Osaka Jogakuin University’s Lifelong Learning Committee and is responsible for their evening extension Programme geared towards alumni and community members. He is also the Vice-Chair of Osaka Jogakuin University’s English Education Committee which is responsible for suggesting policy regarding English Education and also responsible for developing material for the integrated curriculum.

Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School of Business at Doshisha University (Japan), and a Member of the International Advisory Council of the Department of Educational Foundations at the College of Education of the University of Hawaiʻi at Mānoa (USA).

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

Farish Noor
University of Malaya, Malaysia

Biography

Professor Farish A. Noor is Professor of History at the Department of History, Faculty of Arts & Social Sciences FASS, University of Malaya, Malaysia. His main area of work has been Southeast Asian history, with a special focus on colonialism in Southeast Asia. His recent works include Data Collecting in Colonial Southeast Asia: Framing the Other (Amsterdam University Press, 2020) and Before the Pivot: America's Encounters with Southeast Asia 1800-1900 (Amsterdam University Press, 2019).

Barbara Lockee
Virginia Tech., USA

Biography

Dr Lockee is Professor of Instructional Design and Technology at Virginia Tech., USA, where she is also Associate Director of the School of Education and Associate Director of Educational Research and Outreach. She teaches courses in instructional design, message design, and distance education. Her research interests focus on instructional design issues related to technology-mediated learning. She has published more than 80 papers in academic journals, conferences and books, and has presented her scholarly work at over 90 national and international conferences.

Dr Lockee is Immediate Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), M.A. in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

Taro Mochizuki
Osaka University, Japan

Biography

Taro Mochizuki, PhD has taught philosophy at Osaka University since 1998. He is also a visiting professor at Chulalongkorn University, Bangkok. He has published various articles such as: ‘Quality Indicator for Philosophical Practice: Self-reflection as Sign for the Depth of a Dialogue’, Co-authored with Peter Harteloh, in Philosophical Practice and Counseling, Vol.10, The Korean Society for Philosophical Practice, Seoul, 2020; ‘Reading the Correspondence between Descartes and Princess Elisabeth from the Viewpoint of Philosophical Counselling: Introduction and Research Questions’ in Journal of Humanities Therapy, Vol.10, No.1, Humanities Institute, Kangwon National University, Chuncheon, 2019; ‘How Do We Reclaim the Lost Future after Fukushima? - Repentance, Memory, and Redemption’ in Energy Ethics’, edited by Roman Meinhold, Konrad-Adenauer-Stiftung, Bangkok, 2016; ‘A Philosopher’s Defeat in World War II: Tanabe Hajime’s Conversion to Shin Buddhism in Philosophy as Metanoetics’ in Prajna Vihara: The Journal of Philosophy and Religion, Graduate School of Philosophy and Religion, Assumption University, Bangkok, Vol.14-No.1-2, 2013; ‘The Dialectic Between the Private and the Public: the Philosophy of Descartes’ Discourse on the Method’ in Prajna Vihara: The Journal of Philosophy and Religion, Graduate School of Philosophy and Religion, Assumption University Bangkok, Vol.9-No.2, 2008.

Justin Sanders
Temple University, Japan Campus

Biography

Justin Sanders is the Director of Temple University Japan's Continuing Education Program, one of Japan's oldest and largest providers of personal and professional development courses. With over 14 years in the international and higher education sectors, before coming to Japan, he served as a Research Specialist and Global Recognition Manager for the International Baccalaureate, a leading global provider of international education programs and assessments. Prior, he spent several years supporting good governance in community colleges around the United States with the Association of Community College Trustees, and served a two year tour as a US Peace Corps Education Volunteer working at a rural primary and secondary school in Azerbaijan. Justin received his undergraduate degree in Communications from the University of Arizona and his MA in International Education from the George Washington University. He completed his doctoral studies and earned his PhD in Education from the Graduate School of Human Sciences at Osaka University, Japan, where his research focused on international strategy development at comprehensive research universities in East Asia.

Featured Panel Presentation (2019) | Independence and Interdependence: Educational Cooperation Across Borders
Haruko Satoh
Osaka University, Japan

Biography

Haruko Satoh is Specially Appointed Professor at the Graduate School of Engineering Science in charge of CAREN (Osaka University Centre for the Advancement of Research and Education Exchange Networks in Asia) and also lecturer at the Osaka School of International Public Policy (OSIPP), where she ran the MEXT Reinventing Japan project on “Peace and Human Security in Asia (PAHSA)” with six Southeast Asian and four Japanese universities. She is also the President of the The Asian Political and International Studies Association (APISA).

In the past she has worked at the Japan Institute of International Affairs (JIIA), Chatham House, and Gaiko Forum. Her interests are primarily in state theory, Japanese nationalism and identity politics. Recent publications include: “Rethinking Security in Japan: In Search of a Post-‘Postwar’ Narrative” in Jain & Lam (Eds), Japan’s Strategic Challenges in a Changing Regional Environment (World Scientific, 2012); “Through the Looking-glass: China’s Rise as Seen from Japan”, (co-authored with Toshiya Hoshino), Journal of Asian Public Policy, Vol. 5, No. 2, pp. 181–198 (July 2012); “Post-3.11 Japan: A Matter of Restoring Trust?”, ISPI Analysis No. 83 (December 2011); “Legitimacy Deficit in Japan: The Road to True Popular Sovereignty” in Kane, Loy & Patapan (Eds), Political Legitimacy in Asia: New Leadership Challenges (Palgrave Macmillan, 2011), “Japan: Re-engaging with China Meaningfully” in Tang, Li & Acharya (Eds), Living with China: Regional States and China through Crises and Turning Points, (Palgrave Macmillan, 2009).

Professor Haruko Satoh is a member of IAFOR’s Academic Governing Board. She is Chair of the Politics, Law & International Relations section of the International Academic Advisory Board.

Featured Discussion (2023) | IAFOR’s Collaborative Efforts: AAS and the IAFOR Research Centre

Previous Presentations

Panel Discussion (2023) | Higher Education Across the Globe: A Time of Transformative Change
Keynote Presentation (2019) | Between Aspiration and Reality: Cultural Conflict in a University Classroom
Keynote Panel Presentation (2019) | Education and Displaced People
Keynote Presentation (2017) | Preserving and Challenging Culture: The Right to Education
Krisna Uk
The Association for Asian Studies (AAS)

Biography

Krisna Uk is the Association for Asian Studies (AAS) Director of Special Initiatives, in charge of project development, outreach, and strategic initiatives. Prior to joining the AAS, she was the Executive Director of the Center for Khmer Studies, designing and running programs focused on the history, politics and culture of Cambodia and neighbouring countries in Southeast Asia. Krisna studied at the University of California-Berkeley and holds a Master’s degree in Comparative Literature from the Sorbonne University and an MSc in Environmental Change and Management from Oxford University. Her experience in Cambodia also includes overseeing landmine clearance programs and a period living in a remote village in the northeast of the country researching impacts of the Indochina Wars on ethnic minority communities. This formed the basis for her PhD in Social Anthropology at Cambridge University and subsequent book on the same topic.

Featured Discussion (2023) | IAFOR’s Collaborative Efforts: AAS and the IAFOR Research Centre