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Case Studies Examining Corporate Involvement In CORPORATE JAPAN GOES TO SCHOOL: CASE STUDIES EXAMINING CORPORATE INVOLVEMENT IN PUBLIC SCHOOLS IN JAPAN DISSERTATION SUBMITTED TO The School of Education and Allied Professions THE UNIVERSITY OF DAYTON In Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in Educational Leadership Kaori Takano THE UNIVERSITY OF DAYTON DAYTON, OHIO August 2011 Copyright by Kaori Takano All rights reserved 2011 CORPORATE JAPAN GOES TO SCHOOL: CASE STUDIES EXAMINING CORPORATE INVOLVEMENT IN PUBLIC SCHOOLS IN JAPAN APPROVED BY: ________________________________________________________ Joseph Watras, Ph.D. Committee Chair Date ________________________________________________________ C. Daniel Raisch, Ph.D. Committee Member Date ________________________________________________________ Carolyn S. Ridenour, Ed.D. Committee Member Date ________________________________________________________ Dean B. McFarlin, Ph.D. Committee Member Date ________________________________________________________ Kevin R. Kelly, Ph.D. Dean Date ii ABSTRACT CORPORATE JAPAN GOES TO SCHOOL: CASE STUDIES EXAMINING CORPORATE INVOLVEMENT IN PUBLIC SCHOOLS IN JAPAN By Kaori Takano, Ph.D. The University of Dayton, 2011 Joseph Watras, Ph.D. This multiple case study examined corporate involvement in Japanese public elementary schools through 3 corporate programs. In 2005 the Basic Law of Food Education, Shokuiku Kihon Ho was enacted. This law promotes food education as a national movement and encourages food makers to become actively involved with the public sector to provide food education programs. Major food makers approached public elementary schools as part of their corporate social responsibility (CSR) activities. Purposeful sampling was selected, and programs from 3 companies were identified as cases. This researcher conducted email interviews with 35 elementary school teachers and 3 company spokespersons to examine their motivations, implementations, advantages iii and disadvantages of the programs, benefits to the company, and changes in teachers’ perceptions of the companies, if any. The findings first include sources, including governmental, from which teachers initially learned about the programs. Second, the primary reason for program use was food education. Third, the 3 corporate programs studied appeared to be very successful in obtaining publicity in the schools. Two out of 3 companies had their products present in the classroom and also gave their products as gifts. Fourth, teachers were satisfied with corporate programs because they gained professional knowledge, rich materials, and experience-based activities for children. Fifth, the major disadvantage was scheduling. Few teachers recognized that corporate programs effectively influenced the knowledge of teachers and children. Sixth, teachers’ perceptions of the companies were positively changed after experiencing the programs. Teachers were impressed with professional knowledge and they tolerated corporate promotions. This study included implications: School policies and professional development are needed to address commercial activity and insure that the children’s knowledge would be balanced. iv To Bob and Christoph v ACKNOWLEDGMENT I express sincere appreciation to the members of my committee who worked patiently with me to complete this study. I am especially grateful to my four external reviewers: My deepest appreciation is given to Dr. Deron Boyles for his strong support of my study, his warm encouragement, and sincere responses when I was having difficult times. I am grateful to Dr. Victor Kobayashi who provided insightful advice to strengthen my dissertation. Dr. Takao Kamibeppu and Dr. Kenta Nakamura, my fellow Japanese, deserve special acknowledgement for their arduous efforts with the interpretations, translations and verifications involved with my international research. This study would not have been possible without tremendous support from mentors, colleagues, and friends. I am most appreciative for the special mentorship of Dr. Elizabeth Hostetler who understands international minds and the tireless efforts involved with international studies. Because of her supportive words I was able to overcome many difficulties and move forward. Her continuous encouragement has been paramount in my doctoral work. I am also thankful to Dr. Vilma Seeberg who provided me with both her mental support and “courage” during difficult times. Dr. Gary DeCoker provided me with thoughtful and insightful direction and warm guidance with my dissertation and, for this, I will be forever grateful. My special thanks to my parents who watched over me with caring and love. vi TABLE OF CONTENTS CHAPTER I. INTRODUCTION ……………………………..………………… 1 Background of Basic Law of Food Education…..…….… 3 Japanese Education System……………………………… 6 Recent Major Educational Policy Change……………….. 13 Corporate Social Responsibility…………………………. 15 Statement of the Problem………………………………… 16 Purpose of the Study……………………………………... 17 Research Questions………………………………………. 17 Significance of the Study………………………………… 19 Definitions of Terms……………………………………… 20 Assumptions……………………………………………… 22 Limitations………………………………………………... 23 Organization of the Study………………………………… 25 II. REVIEW OF RELATED RESEARCH AND LITERATURE ….. 26 Corporate Involvement in the United States …….……….. 26 American Critics of Corporate Involvement……….……… 36 History of Corporate Involvement in Japan……………….. 38 Is Corporate Involvement in Schools a Problem? …………. 42 III. METHODOLOGY……………………………………………….. 44 Research Design …..……………………………………… 44 Sampling Strategy …….…………………………….……. 46 Data Collection Strategy………………………………….. 51 Analysis Strategy …………………………………………. 53 Validity of Findings ……………………………………….. 56 Reflexivity…………………………………………………. 59 Extension of Qualitative Findings ………………………… 59 Ethical Issues………………………………………………. 61 vii IV. CASE STUDY: SNACK LESSON……………………………….. 63 About the Lesson…..……………………………………… 63 Business Perspective - Snack Lesson …………………….. 64 Teachers’ Perspective - Snack Lesson……………………. 74 Discussion - Snack Lesson …..…………………………… 100 V. CASE STUDY: FLAVOR LESSON…………………………….. 125 About the Lesson…..……………………………………… 125 Business Perspective - Flavor Lesson ...…………………. 126 Teachers’ Perspectives - Flavor Lesson …………………. 143 Discussion - Flavor Lesson ...……………………………. 170 VI. CASE STUDY: SOY SAUCE LESSON………………………… 190 About the Lesson…..……………………………………… 190 Business Perspective - Soy Sauce Lesson...………………. 191 Teachers’ Perspectives - Soy Sauce Lesson...……………. 203 Discussion - Soy Sauce Lesson …..……………………… 228 VII. CROSS-CASE ANALYSIS……………………………………… 248 Purpose of the Study……………………………………… 248 Participants………………………………………………... 248 Products…………………………………………………… 250 About the Lessons…………………………………………. 252 Motivations………………………………………………… 253 Implementation…………………………………………….. 254 Advantages of the Programs……………………………….. 257 Disadvantages of the Programs……………………………. 260 Advantages and Disadvantages to the Company………….. 263 Changes in Perception…………………………………….. 265 Conclusions……………………………………………….. 268 Implications……………………………………………….. 272 Cultural Differences………………………………………. 275 Implications for Further Research………………………… 278 VIII. EPILOGUE……………………………………………………….. 280 viii APPENDICES …………………………………………………………… 286 Appendix A: Verification of Translation Accuracy……………... 286 Appendix B: Verification of Data Sources……………………… 287 Appendix C: Approval from IRB (2009 & 2010)………………. 288 Appendix D: Informed Consent in Two Languages…………….. 290 Appendix E: Teachers’ Perspectives - Snack Lesson …………… 292 Appendix F: Teachers’ Perspectives - Flavor Lesson ………….. 300 Appendix G: Teachers’ Perspectives - Soy Sauce Lesson………. 308 Appendix H: Letter from Dr. Deron R. Boyles………………….. 316 Appendix I: Letter from Dr. Victor Kobayashi…………………. 317 REFERENCES… …………………………………………………………. 318 ix LIST OF TABLES Table 1. Participant Response Rate……………………………………… 50 x LIST OF FIGURES 1. The Number of Newspaper Articles Regarding Food Education………… 3 2. The Number of Participating Schools for Snack Lessons………………… 64 3. Sales Trend of Crispy……………………………………………………... 120 4. The Number of Participating Schools for Flavor Lessons……………….. 126 5. The Number of Participating Schools for Soy Sauce Lessons…………… 191 6. Soy Sauce Consumption in Japan Per Capita 1975-2009 ………………… 230 7. School Locations…………………………………………………………… 250 E1 Motivations - Snack Lesson ……………………………………………… 292 E2 Implementation - Snack Lesson ………………………………………… 293 E3 Benefits to Schools - Snack Lesson ……………………………………… 294 E4 Benefits to Teachers - Snack Lesson …………………………………… 295 E5 Benefits to Children - Snack Lesson …………………………………… 296 E6 Disadvantages of Corporate Programs - Snack Lesson ………………… 297 E7 Benefits to Company - Snack Lesson …………………………………… 298 E8 Changes in Perception - Snack Lesson …………………………………… 299 F1 Motivations - Flavor Lesson ……………………………………………… 300 F2 Implementation - Flavor Lesson ………………………………………… 301 F3 Benefits to Schools - Flavor Lesson .…………………………………….. 302 F4 Benefits to Teachers - Flavor Lesson .…………………………………… 303 F5 Benefits to Children - Flavor Lesson ……………………………………. 304 F6 Disadvantages of Corporate Programs - Flavor Lesson ………………… 305 F7 Benefits to Company - Flavor Lesson …………………………………... 306 F8 Changes in Perception - Flavor Lesson ………………………………….. 307 G1 Motivations - Soy Sauce Lesson …………………………………………. 308 G2 Implementation - Soy sauce Lesson …………………………………….. 309 G3 Benefits to Schools - Soy Sauce Lesson ………………………………… 310 G4 Benefits to Teachers - Soy Sauce Lesson ………………………………. 311 G5 Benefits to Children - - Soy Sauce
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