DOCSLIB.ORG

Case Studies Examining Corporate Involvement In

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

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
Recommended publications
  • Recombinant DNA Controversies

    Recombinant DNA Controversies

    a passion for DNA Genes, Genomes, and Society With three new essays by the author added for this paperback edition James D. Watson SOFTbank E-Book Center Tehran, Phone: 66403879,66493070 For Educational Use. A PASSION FOR DNA Genes, Genomes, and Society SOFTbank E-Book Center Tehran, Phone: 66403879,66493070 For Educational Use. This Page Intentionally Left Blank SOFTbank E-Book Center Tehran, Phone: 66403879,66493070 For Educational Use. A PASSION FOR DNA Genes, Genomes, and Society With three new essays by the author James D. Watson Introduction, Afterword, and Annotations by Walter Gratzer Cold Spring Harbor Laboratory Press SOFTbank E-Book Center Tehran, Phone: 66403879,66493070 For Educational Use. Cold Spring Harbor, New York A Passion for DNA Genes, Genomes, and Society All rights reserved Copyright 2001 by James D. Watson Published by Cold Spring Harbor Laboratory Press Printed in the United States of America Developmental Editor John Inglis Project Coordinator Elizabeth Powers Production Editor Pat Barker Desktop Editor Susan Schaefer Cover Designer Andrew Meaden Interior Designer Denise Weiss Library of Congress Cataloging-in-Publication Data Watson, James D., 1928– A passion for DNA : genes, genomes, and society / James D. Watson ; with an introduction, afterword, and annotations by Walter Gratzer. p. cm. Includes index. ISBN 0-87969-609-5 (pbk. : alk. paper) 1. Genetics--Social aspects. 2. Medical genetics. 3. Science and civilization. I. Title QH438.7 .W38 2001 572.8--dc21 2001028438 10 9 8 7 6 5 4 3 2 1 Authorization to photocopy items for internal or personal use, or the internal or personal use of spe- cific clients, is granted by Cold Spring Harbor Laboratory Press, provided that the appropriate fee is paid directly to the Copyright Clearance Center (CCC).
  • Food for Every Mouth: Nutrition, Agriculture, and Public Health in Puerto Rico, 1920S-1960S

    Food for Every Mouth: Nutrition, Agriculture, and Public Health in Puerto Rico, 1920S-1960S

    Food for Every Mouth: Nutrition, Agriculture, and Public Health in Puerto Rico, 1920s-1960s Elisa M. González Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2016 © 2016 Elisa M. González All rights reserved ABSTRACT Food for Every Mouth: Nutrition, Agriculture, and Public Health in Puerto Rico, 1920s-1960s Elisa M. González During the middle decades of the twentieth century, Puerto Rico was transformed from an agrarian, mostly rural, and marginal U.S. colony into an industrialized, urbanized, and politically reorganized territory. For local administrators and public health experts, this transition necessitated confronting widespread mortality from infectious diseases and malnutrition as well as curbing population growth. This dissertation investigates the creation of knowledge about nutrition in Puerto Rico and its incorporation into political and public health practices during this transformative period. For this, it explores how nutrition sciences served to articulate debates about rural poverty and labor as well as how these notions informed distinct public health, welfare, and development interventions. It also analyzes the interaction between this activity on the island and global scientific debates and how local political economy and geopolitical priorities shaped approaches to the nutrition issue. This dissertation first examines how nutrition became a public health concern during the interwar years through the work of biochemists, home economists, agronomists, and social workers. It then explores how these experts incorporated their assessments as part of rural hygiene programs during the Depression and of food policies during World War II.
  • Bell, David VJ Power, Influence, and Authority

    Bell, David VJ Power, Influence, and Authority

    Bell, David V. J. Power, influence, and authority : an essay in political linguistics / David V.J. Bell. New York : Oxford University Press, 1975. 001.433 The mutual construction of statistics and society [electronic resource] / edited by Ann Rudinow Sætnan, Heidi Mork Lomell, and Svein Hammer. New York : Routledge, 2011. 016.05 National Library of Medicine (U.S.). NLM catalog. Journals referenced in the NCBI databases [electronic resource]. Bethesda, MD : National Center for Biotechnology Information, U.S. National Library of Medicine. 070.4 Handbook of sports and media [electronic resource] / edited by Arthur A. Raney, Jennings Bryant. Mahwah, N.J. : L. Erlbaum Associates, 2006. 070.4 The Routledge companion to news and journalism studies [electronic resource] / edited by Stuart Allan. New York : Routledge, 2010. 070.4333 Sa14 Sacco, Joe. Journalism / Joe Sacco. New York : Metropolitan Books / Henry Holt and Co., 2012. 141.4 M831 Morris, Colin, 1928- The discovery of the individual, 1050-1200 / Colin Morris. Toronto : University of Toronto Press in association with the Medieval Academy of America, 1987. 150.1943 P949 Provine, Robert R. Curious behavior : yawning, laughing, hiccupping, and beyond / Robert R. Provine. Cambridge, Mass. ; London : Belknap Press of Harvard University Press, 2012. 150.195 N817 Northoff, Georg. Neuropsychoanalysis in practice : brain, self, and objects / Georg Northoff. Oxford ; New York : Oxford University Press, 2011. 150.195 Og2 Ogden, Thomas H. Conversations at the frontier of dreaming / Thomas H. Ogden. Northvale, N.J. : J. Aronson, c2001. 150.195 Og2m Ogden, Thomas H. The matrix of the mind : object relations and the psychoanalytic dialogue / Thomas H. Ogden. Northvale, N.J.
  • Charles Tanford 1921–2009

    Charles Tanford 1921–2009

    Charles Tanford 1921–2009 A Biographical Memoir by C. Nick Pace and Gerald R. Grimsley ©2014 National Academy of Sciences. Any opinions expressed in this memoir are those of the authors and do not necessarily reflect the views of the National Academy of Sciences. CHARLES TANFORD December 29, 1921–October 1,, 2009 Elected to the NAS, 1972 SCIENTIFIC IMPACT On October 1, 2009, Jacqueline (Jackie) Reynolds noti- fied me that Charles Tanford had died. I forwarded her message to the people on my email list who study proteins. The replies below were received the same day along with many others, who expressed similar thoughts. “Sorry to hear this news. He was one of my scien- tific heroes. I named the position of the transition state on the reaction pathway from denaturant dependence as betaT in his honour, a name that has stuck. Farewell to a great protein scientist. His name will live on.”—Alan Fersht “Thank you for sharing the passing of one of By C. Nick Pace and Gerald R. Grimsley the giants of our field, it is truly remarkable how much insight his classic experiments provided to our understanding of protein folding, experiments that still are carefully considered in the way we think about protein folding today.”—Jeff Kelly “It’s a very sad day. Charlie was truly a legendary biophysicist. I, for one, learned a huge amount from his work and writings, particularly his lucid books.”—Ken Dill “Very sorry to hear of Charles Tanford’s passing. A great scientist, an orig- inal thinker and a major impetus for the way that I and many others think about the folding problem.”—Bob Matthews “Thanks so much Nick for sharing this notice of the passing of a great historical figure in our field…his intellectual influence on me and others was enormous.”—Paul Schimmel 2 CHARLES TANFORD “I’m really sad to hear that Nick.
  • Professor Simon Wessely's Award of the Inaugural John Maddox Prize

    Professor Simon Wessely's Award of the Inaugural John Maddox Prize

    Professor Simon Wessely’s award of the inaugural John Maddox Prize for his courage in the field of ME and Gulf War Syndrome Professor Malcolm Hooper (with members of the ME community) 12th November 2012 On 6th November 2012 it was announced that: “Two strong-minded individuals are the first winners of an award for standing up for science….The prize rewards individuals who have promoted sound science and evidence on a matter of public interest, with an emphasis on those who have faced difficulty or opposition in doing so”. The award is the inaugural John Maddox Prize and it was awarded jointly to the British psychiatrist Professor Simon Wessely for his courage in facing opposition to his views about ME and Gulf War Syndrome and to the Chinese science writer Shi-min Fang. The Kohn Foundation contributed to the prize. The initiative for the prize was shared between the journal Nature and the charity Sense about Science, a sibling of the Science Media Centre (on both of whose Advisory Councils Wessely himself is a member). The presentation can be viewed at http://www.nature.com/news/courage-for-sound-science-wins-john-maddox-prize-1.11760 Given that Wessely’s belief that ME is a somatoform disorder has been comprehensively invalidated by the scientific evidence, for him to have received a prize for “standing up for science” for his work on ME/CFS has resulted in deserved derision, not least because it does not accord with the Declaration of Helsinki: section B11 requires that “Medical research involving human subjects must conform to generally accepted scientific principles (and) be based on a thorough knowledge of the scientific literature”, but Wessely’s work ignores the existing scientific literature.