Kizuki-Based Volunteer Activities for Sustainable Organizations: a Case Study of HARU

Exploring the Developmental Process and Internal Structure of Kizuki-Based Volunteer Activities for Sustainable Organizations: A Case Study of HARU

Survey Report: Exploring the Developmental Process and Internal Structure of Kizuki-Based Volunteer Activities for Sustainable Organizations: A Case Study of HARU

Kohei Nishizuka†

Graduate School of Education, Tohoku University 27-1 Kawauchi, Aoba, Sendai, Miyagi 980-8576, Japan †Corresponding author, E-mail: [email protected] [Received April 19, 2018; accepted November 9, 2018]

Sustainable organizations are needed for sustainable are still ongoing for long-term reconstruction; however, societies. This study takes particular note of a student- some organizations seem to have already dissolved or centered practice focused on long-term reconstruc- stopped support in the afflicted areas [1]. tion activities after the Great East Japan Earthquake What works for sustainable volunteer activities? In (GEJE) and reveals its developmental processes and general, one can readily get to know what volunteer internal structure. Kizuki (with-it-ness) was the driv- groups are conducting in affected areas through their ac- ing impetus for the sustainable organization, in which tivity reports online. Meanwhile, one might find it hard each staff member constructed, respected, and shaped to have a clear grasp of their organizational structure and their kizuki to take deliberate action. In using the the- mindsets: why they are doing and how they can do activ- ory of a learning organization, it was possible to im- ities. A holistic comprehension would be prevented by prove dynamically and explain holistically the team close observations of superficial facts from discovering performance, from which a practical model was de- the potentialities that young generations contribute to dis- veloped that could enhance the quality of disaster vol- aster risk reduction and finding angles to get youth powers unteering and assist in the understanding of transfor- involved in academic research and practice. This prac- mative processes involved in these types of activity sys- tical research on HARU, therefore, has been considered tems. to seek solutions and provide guidance on the post-Great East Japan Earthquake (GEJE) reconstruction activities for future generations from a systematic approach. Keywords: Kizuki, learning organization, volunteer ac- As appropriate ways of accomplishing the purpose, tivity, Great East Japan Earthquake (GEJE), qualitative the research questions on this article are set as follows: research 1) How can HARU’s developmental process be promoted and internal structure be visualized by the theory of learning organization? 2) How can volunteer members effec- 1. Introduction tively function kizuki in relation to the learning organization? This study aimed to explore the developmental process and internal structure of sustainable organizations based on kizuki (with-it-ness) in a student-centered vol- 2. Literature Review unteer team through a case study description of “HARU” – Reconstruction Team of Tohoku University – (here- 2.1. Fresh Look Inside the Black Box of Organiza- inafter called HARU). This issue was originally presented tions at technical session No. 39 (Tracks and Scenarios of Student-driven Volunteer Activities: Focusing on Young Three critical reviews will be discussed as the back- Powers Embedded in Long-term Reconstruction after the ground of this research and inquiry. To sum up, the origi- Great East Japan Earthquake) and a flash talk presenta- nality of this work is its focus on the internal organization tion (What Works for the Sustainable Volunteer Activi- rather than external. As of today, there is no literature ties?: Toward Reorganizing a Volunteer Team HARU) at mentioning the process in which student-oriented disaster the World Bosai Forum / International Disaster and Risk volunteering organizations are built, managed, and refined Conference 2017 in Sendai, Japan, from November 25 to by their interaction and transformation. 28, 2017. First, previous disaster research has examined the or- Although over seven years have passed since the dev- ganization and functions of disaster relief volunteer cen- astating earthquake, tsunami, and nuclear accidents on ters [2], organization of disaster-prevention welfare com- March 11, 2011, student-centered volunteering activities munities after the Great Hanshin-Awaji Earthquake [3],

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and the means for disaster resilience to give rise to sus- the principles that might explain the complexity tainable communities, as presented in The Hyogo Frame- of the situation. Accepting the complexity of the work for Action 2005–2015, also known as The Hyogo world and letting it reside in your mind allows you Declaration [4]. However, only superficial organizational to engage in problem solving to identify the source overviews have been given without any clear answers to of the problem and find an overarching frame- questions such as “what is going on” and “what hap- work.” (p. 13) [10] pened” in particular contexts associated with the potential For instance, Sakamoto qualitatively showed mean- attributes and functions of organizations. ingful evidence that kizuki is significantly powerful for Second, some discussions on how colleges and uni- teachers’ professional development and improved teach- versities should support students’ volunteering activities ing practice [11]. The Straits Times, a Singapore newspa- and assess their educational effectiveness have been pub- per, published an article titled “Awed by a nation’s quiet lished [5]. To date, however, there have been no stud- dignity – World watches amazed at survivors’ civility and ies that have applied organizational theories to the devel- patience amid the ruins” immediately after the GEJE [12], opment and activities of student volunteer organizations. in which Japanese culture and the behavior of individuals Therefore, chronologically and qualitatively documenting trying to maintain good order in adversity were symbol- the internal structures and systems of a student-centered ically described as quiet dignity and interconnected with volunteer organization could contribute to the enhance- kizuki in keeping the community stabilized. ment of the quality of disaster volunteering, and to an When such contexts are replaced with the current vol- understanding of the trends and transformative processes unteering situation, kizuki would be a symbol of the dy- within these activity systems. namics of action for individuals and their team, in which Finally, sustainable organizations are the prerequisite assessments are constantly made to improve behavior and for sustainable societies. To develop a sustainable com- life philosophy. Further, members keep exploring and de- munity in the 21st century, careful attention needs to be riving the criteria related to organizational goals, which paid to the internal structures and systems; in other words, could be used for assessing their own progress and de- to look “inside the black box.” In recent years, experimen- velopment, through dialog and observation with the five tal and qualitative research methods have revealed the se- senses, gathering information and giving formative feed- crets to success of organizations and teams, such as the back to individuals and organizations, and enacting be- learning organization [6, 7] and deliberately developmen- haviors to appreciate the gap between the previous and tal organization [8]. If all people are viewed as learners, current levels without any competition [13]. then utilizing their theories could be an effective approach in changing the black box into a glass box. This study, therefore, implemented systems thinking in the learning 3. Qualitative Research Methods organization to improve the system of HARU, to exam- ine qualitatively the internal transformations in the post- 3.1. Learning Organization GEJE, student-driven volunteer team HARU, and to reveal how each member’s kizuki acted as a driver for the It is the central theme in this work to reveal the inter- construction of a sustainable organization. nal black box from the standpoint of learning organization. In this case, capturing the transformation and mode of learning is needed to confirm that communities main- 2.2. Kizuki: a Driving Source for Actions tain their development. Given that the points aimed at are What is kizuki (5$$E$-)? This concept is a soft base processes, not outcomes, then a quantitative outline could of assessment unfamiliar to scientists. The term “assess- not be made; instead, the approach has to be holistic, by ment” differs in function and meaning depending on the delineating the reality in which events are intertwined to academic field; however, in this practical research rooted look into actual learning situations and the internal orga- in sociology, it has a meaning closer to the Latin assidere, nizational structure [14, 15]. which means “to sit beside.” Simply put, kizuki refers to Senge defined the sustainable organization as a place: the active and continual awareness of what is going on, 1) where people continually expand their capacity to cre- seeing into the future, and meeting needs by constructing ate the results they truly desire; 2) where new and expan- a new understanding (in educational terminology, “with- sive patterns of thinking are nurtured; 3) where collective it-ness” has the closest meaning [9]). aspiration is set free; and 4) where people are continually The assessment culture, at least in the field of educa- learning how to learn together [6]. In short, sustainable tion, is called the Japanese kizuki culture [10]. Kizuki and innovative organizations continue to learn by resolv- emerges, ing their essential problems with functional dynamic and “when you embrace multiple perspectives that do holistic viewpoints. not seem to have a particular pattern and then ex- amine ways to make sense of these ideas by find- 3.2. Iceberg Model: Framework for Improvement ing an overarching framework. This requires ten- and Analysis tatively embracing complex perspectives that may The iceberg model was introduced as an instrument for conflict with one another and patiently looking for the arrangement of HARU’s transformation (Fig. 1). It

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titioner and researcher: 1) the researcher becomes a par- ticipant observer and experiences the hands-on activities; 2) later, the researcher becomes a key player in designing the activities; and 3) finally, the researcher gains enough distance to prepare an overview of the entire organization and observe it from a research objective standpoint to be able to analyze the activities [17]. However, to guarantee the validity and reliability of specific contexts, for case study research analysis, practi- tioners can be viewed in the same light as researchers [22]. Unlike general quantitative analysis based on (psycholog- ical) statistics, qualitative research has problems with validity and reliability because of the inherent uncertainties and ambiguities [23]. Therefore, the validity and reliability in this study is clarified below in reference to the research by Merriam [17]. The approaches used in this research for each point are described as specific measures in Table 1.

3.3.2. Internal Validity Fig. 1. The iceberg model as a tool for guiding systems thinking [16]. Merriam suggested that internal validity is the distance between the research results and the real-world phenom- ena in society; that is, the closer the two sides are, the consists of events, patterns and trends, systems thinking, more accurately the results mirror actual society. Inter- and mental models that comprise an efficient way to de- nal validity could be achieved by ensuring the follow- scribe HARU’s transition [6]. ing: triangulation, member checks, long-term observa- Empirically, volunteer staff often focuses on transient tion, peer examination, participatory or collaborative re- events and do not consider the larger picture; therefore, search mode, and elimination of researcher bias. trends are rarely reflected on, as current actions are fo- 3.3.3. Reliability cused on subsequent actions. By utilizing the iceberg model for the internal struc- Generally, reliability refers to the extent to which the ture of the learning organization, a rich picture is drawn. research results can be reproduced at a different time by First, the tipping point for recognizing the unsustainabil- different researchers using the same methods. However, ity at HARU is examined (React), after which the patterns qualitative research is invariably influenced by context. and trends to overcome the organizational challenges are For example, Merriam pointed out that it is unrealistic discussed (Anticipate), which together form a rich pic- to verify whether survey subjects from context-dependent ture of HARU’s complicated organizational structure (De- areas could reproduce the exact same reality across time. sign). Finally, mental models are developed to address Instead, Merriam claimed that the research reliability for stereotypes, paradigms or mindsets, and the organiza- interpretive problems rests on with whether the results tional foundations and framework from the perspective of claimed are consistent with the data collected. In the the practical outcomes rooted in kizuki (Transform). This present type of investigative, immersive, qualitative re- model will be detailed in Section 5. search, the three major ways to enhance reliability are through the investigator’s position, triangulation, and the 3.3. Qualitative Research audit trail. Apart from the strategy, a concrete way of qualitative 3.3.4. External Validity research, which is optimistic and undefined [17], would External validity relates to the problem of generaliz- need to be represented in advance, although some socio- ability in terms of whether the research results can be ap- logical approaches have already been applied to scientific plied to different situations. To extract generalities from investigations (e.g., [18]). The key concept is thick de- case studies, methods are adopted to generate theories for scriptions linked to context (descriptions with sufficient the various circumstances that are consistent with the ac- detail). The approaches have examined the social real- tual situation. A shortcoming of this study is multisite ities of the interior of organizations, qualitatively disen- designs. tangling the complex structural interconnections to make enable exploration of the generality of the particular [19]. 4. Overview of HARU 3.3.1. Validity and Reliability in Qualitative Research In this type of research, which has been widely used in HARU is a student-centered volunteer team that was sociology (e.g., [20, 21]), the author can be both a prac- established to provide reconstruction assistance and re-

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Table 1. Internal validity, reliability, and external validity for qualitative research [17].

Strategies Descriptions Speciﬁc measures Triangulation Researchers should utilize multiple data Triangulation was cautiously employed in this sources or multiple methods to ensure the re- research because it is crucial for the author sults of the derived analyses. inside the organization to have the peers, the Member checks Researchers should take data and provisional members within the organization and the col- data interpretations to the data providers to val- leagues conducting qualitative research out- idate the analysis. side the organization, make judgments about nenlvalidity Internal Peer examination Researchers should ask the opinions of col- how close the author’s interpretations are to leagues each time an analysis result is derived. reality. Besides the several other cooperators, multiple data sources such as staff narratives and some organizational learning papers were consulted to enhance the research analysis and interpretation. Long-term Researchers should collect data over a certain As a result of being involved with HARU for observation period to enhance the validity of the analysis more than three years, the author could ob- results. serve the actual condition of the organization Participatory Researchers should involve participants in all and work with members to resolve problems. or collaborative stages, from the setting of the research purpose In turn, the members were willing to be ac- modes of research to the writing of the survey results. tively involved in the research. Researcher’s bias Researchers should clarify their own views, The author’s position on both organizational worldviews, and theoretical assumptions in the learning and kizuki-based approaches illustrat- early stages. ing the theoretical assumptions has been clari- ﬁedsofar. Investigator’s Researchers should describe the ideas and the- In April 2014, the author, as a freshman, be- position ories behind the research, their position in the came a member of the team and commenced group to be investigated, criteria for the selec- activities primarily in Ishinomaki City, Miyagi tion of information providers, and social con- Prefecture. At the beginning, he participated text in which the data were collected. in the Learning Support Project at the western meeting place of the Ohashi temporary housing area, and in the second and third years of college, he designed activities as a leader

Reliability between the project- and activity place-based events in Ishinomaki City. Data on the position at which the members stand in the organization, how they were involved, interview sur- veys, voices of members, and situations were collected. Triangulation Triangulation enhances internal validity and The interpretive problems were overcome by reliability, especially when using multiple data members in the organization and researchers collection and analytical methods. outside it, as well as through triangulation based on several articles. Audit trail To conduct the audit, researchers must de- Referees and the publication thereof are syn- scribe in detail how the data were gathered, onymous with asking every reader for audit how the categories were extracted, and how trail. decisions were made throughout the research. Rich and thick A sufﬁciently rich description allows readers The sustainable organizational structure of description to decide the extent to which the situation earthquake disaster support groups run by stu- matches the research situation and therefore dents themselves has not been fully examined; whether the results are accurate. therefore, to ensure some measure of external xenlvalidity External Typicality and modal Researchers should describe how programs, validity, the circumstances of the organization category events, and individuals are typical in compar- must be carefully revealed to enable readers ison with other cases of the same category so to compare their situations with the one be- that users can compare them with their own sit- ingdescribed.Itmustbekeptinmindthat uations. the study would function as a resource in the Multisite designs Researchers sometimes choose a plurality of future. At the moment, combining this practi- survey sites, cases, and situations so that their cal case study with a double-loop learning the- ﬁndings maximize diversity for the particular ory and citations from other related cases could phenomenon of interest. This allows readers improve external validity. to apply the results to a fairly wide range of other situations.

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gional activation in Tohoku areas. This section will Since January 2017, HARU has focused on place-based present the reality and background of HARU to promote activities in Ishinomaki City and Yamamoto Town to contextual understanding [24]. adapt to various explicit and implicit needs. HARU is one of the most traditional GEJE volun- The Ishinomaki group has been active in three main teer organizations at Tohoku University, Japan. Accord- places: the Ohashi temporary housing area, the Omori ing to the first and second representatives, instructors in temporary housing area, and the Kadonowaki-west pub- the Graduate School of Environmental Studies at Tohoku lic restoration housing area. University created a mailing list and shared information The Yamamoto group has been focusing on building a on the earthquake about a week after the earthquake event. community network to respond to local needs. HARU As there was no formal management for the volunteer ap- also assists with local events, festivals, and pine grove plications, the students volunteered to manage and orga- management, and has organized a sports event (Septem- nize the group that eventually became HARU on March ber 24, 2017) and a Halloween party (October 28, 2017) 24, 2011. In April 2011, a system to distribute volunteer to encourage intergenerational exchanges. recruitment information to the mailing list and a volunteer As of 2017, the organizational structure is as follows dispatch window for the main activity base in Miyagi Pre- (Table 2). HARU consists of two groups: the Ishino- fecture (a similar role to the disaster volunteer centers es- maki group and the Yamamoto group; members can par- tablished by social welfare councils) were organized. By ticipate in more than one. The main means of contact the following month, the mailing list contained 1,000 peo- is social media (e.g., LINE); each group has their online ple. However, owing to academic burdens and organiza- group besides the overall one. Transportation is through tional restructuring, activities were suspended for about rental cars, public buses, charter buses, and trains. As three months from June 20 to September 20, 2011. In the HARU does not have its own club room, it rents rooms at meantime, Tohoku University handled a partial delegation the university library about once a month and holds meet- of support activities. ings and gatherings there as needed. Activities take place The concrete activities HARU had been involved in be- about once or twice a month in both Ishinomaki and Ya- fore it ceased were the following: 1) local support, such mamoto. as giving support to the evacuation center, rubble and HARU has received financial grants from the Aoba mud removal, nursing care, interpretation, documentation Foundation for The Promotion of Engineering and has ap- arrangements, temporary housing transitions, and photo plied for grants from private companies or groups, such cleaning; 2) goods support, such as collection, manage- as the General Incorporated Association Student Support ment, storage, and transportation, provision of clothing to Center and Sumitomo Corporation Youth Challenge Pro- municipalities, and provision of reference books; 3) ed- gram for the Revitalization of East Japan. As all activity ucation and research support, such as library restoration costs, including transportation expenses, are paid out of work, bookkeeping, exchanges with children in evacua- funds, individuals are covered. tion centers, volunteer mediation, and information provision. HARU then switched from activities that had re- 5. Results sponded to the diverse needs of afflicted areas and restarted on September 21, 2011 with a project-based 5.1. Events: Developing New Viewpoints agenda. After the commencement of the project-based activities, HARU focused on mental trauma and local From 2014 to 2015, when the author was a freshman, community problems to encourage residents to form lo- HARU was involved in two projects: the Learning Sup- cal communities and reduce isolation. As of March 3, port Project in the temporary housing area in Ishinomaki 2018, members were involved in the Library Support City and the Foot Bath & Café Project in the temporary Project, Canola Flower Project, Strawberry Farmer Sup- housing area in Yamamoto Town; however, neither of port Project, Foot Bath & CaféProject, Learning Support these projects matched the residents’ needs, both wasted Project, ASOIKU Project, and Cooking Class Project. money, and were ultimately a burden for the residents. In the case of Ishinomaki City, one staff leader is as- These events revealed the unsustainability of the organi- signed to each place, as such as system makes it easier zation at the time. Eventually, these two projects were to contact the chairman of the neighborhood associations. ended to enable a fresh start with a clean slate. HARU conducted the Learning Support Project from July Few or no children participated in the Learning Support 2012 to April 2015 at the Ohashi temporary housing area Project, and most of the funding was normally spent on to assist elementary to high school students and the Cook- transportation. From the online activity report blogs and ing Class Project from June 2015. mailing list, members visited the Ohashi temporary hous- In the case of Yamamoto Town, from December ing western meeting place 33 times from July 14, 2012 2012 to April 2014, HARU supported strawberry farm- to April 18, 2015. The average number of participants ers restart under the Strawberry Farmer Support Project. for per activity was 2.03, ranging from kindergarteners to From June 2013 to September 2015, the Foot Bath & Café high school students, and some elderly people from time Project was run to provide foot bath and hand massages to time. The maximum number of attendees was 6, on and create places where local residents could interact. May 10, 2014 and July 21, 2014, and the minimum was 0

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Table 2. Basic information on HARU.

Team Name “HARU” – Reconstruction Team of TOHOKU University – Establishment Date March 24, 2011 Mission To provide reconstruction assistance and regional activation in the Tohoku area Members Grade Major Sex Second year master’s student Agriculture Female First year master’s student Engineering Male First year master’s student Engineering Female First year master’s student Engineering Female Senior undergraduate student Education Male (the author) Junior undergraduate student Education Male Junior undergraduate student Education Female Sophomore undergraduate student Engineering Male Sophomore undergraduate student Law Male Sophomore undergraduate student Agriculture Female Freshman undergraduate student Law Female Positions Representative The management of the e-mail addresses connected to universities, the volunteer insurance procedures, the attendance at the monthly university meetings and the preparation of the materials used there, the coverage, and exchange agreements with other organizations and new member interviews Deputy representative Representative support Leader of Yamamoto group The management of activities in Yamamoto Town Leader of Ishinomaki group The management of activities in Ishinomaki City Accounting supervisor Account management, activity settlement fees, and the applications for financial grants Public information officer New member recruitment and information share outside the university Human resources officer The confirmations of the continuing intentions every 6 months and manages the member roster management Social media officer The managements of the web site, and updating the Twitter and Facebook feeds Meetings officer The monthly meeting decisions and is the chairperson of the meetings Groups The Ishinomaki group and the Yamamoto group Financial Grant The Aoba Foundation For The Promotion of Engineering

on June 21, 2014, January 24, 2015, February 21, 2015, it is natural. I believe the foot bath was started at April 11, 2015, and April 18, 2015. The event was mak- the beginning because there was a need, but when ing origami (the art of folding paper into various figures) I became a member, it was high time we stopped at the meeting place where there was no resident. that.” (Interviewed on March 7, 2018) Indirectly, it was discovered from the staff involved in the Foot Bath & Café Project in the spring of 2015 that a resident said, “We only participate in the events because 5.2. Patterns and Trends: Foreseeing Long-Term you have come all the way.” One staff member A recalled Influences the situation and their feelings at the time [25]. As a leader of the Learning Support Project, the au- “I don’t know what to say, but the situation was thor began handling larger issues from April 2015, with only tolerated by the residents; they said, “Because many meetings being held to discuss the future of the you are coming here, it cannot be helped. I might temporary housing, the team, and the desirable and un- as well go.” How should I say ... I think it means desirable patterns and trends. Eventually, the supportive we are not needed by them. ... It seems some- activities in the temporary housing area were divided into how self-satisfactory. I have a good feeling when three phases, from which it was determined that HARU I visit the affected areas as a volunteer, take action had done the activities for Phase I although Phase II was the whole day, and then come back home. But, in progress. that makes me feel like that and maybe nothing is The activity phase gave the members a new paradigm, needed on the part of the residents. ... In my imag- as shown in Table 3. It was almost identical to Saito’s ination, quite a few volunteers were needed at first, typology that classified the development of the commu- although they are needed less and less now. I think nity in Asuto Nagamachi Temporary Housing in Sendai

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Table 3. Trends for the Ohashi temporary housing area and attitudes to volunteering from HARU’s perspective.

Phase I Phase II Phase III Period >>>>>>>>> 2015 >>>>>>>>> 2017 >>>>>>>>> Moving into the temporary Activities conducted by the Leaving the temporary housing housing and making good rela- residents’ association tionships Why • Reduce inconvenience • Enhance self-esteem • Prevent isolation (Goals) • Build the local community • Polish the local community • Develop places where residents can be themselves How • A little interactive • Interactive • Interactive (Attitudes) • Just actions • Continuous dialog • Continuous dialog • Satisfy the explicit needs • Assess explicit and implicit • Volunteer staff taking back needs ownership of activities

City under four phases: (1) moving into the temporary which kizuki emerges through holistic intuitions and ex- housing, (2) making good relationships, (3) activities con- periences. They wrote down both the residents’ and the ducted by the residents’ association, and (4) leaving the staff’s voices and their kizuki on impression sheets for temporary housing [26]. In this regard, however, this ad- almost every activity. Before converting the individual vanced model needs to be interpreted from the lens of vol- kizuki to activities, opinions and understanding among the unteerism. members were shared at meetings where the evaluation as As HARU’s information was cleaned up in the sec- to whether or not a particular activity was feasible was tion 4, immediately after the GEJE, the volunteer staff-led made. activities expanded. Gradually, local communities were In the activity process, they explored, developed, and formed, and residents’ associations were able to com- visualized the goals that their team had to meet instead of mence their autonomous activities; the staff translated this external goals that others had already given under preset situation into a change of activities’ ownership. Per their or pre-emptive criteria [27]. Table 4 gives two practical observation, Phase II occurred in 2015. They also antici- examples by the staff: a study tour and a cooking class pated that this ownership would change again as residents event, with the latter having been conducted three times as move from the temporary housing areas to other places. of March 7, 2018 under the Cooking Class Project. It was Fiscal year 2017 was a time of completion for all public integral to record each activity process in depth so that restoration housings in Ishinomaki City. Therefore, it was the members could reveal the preconditions necessary to a turning point, where the temporary housing community ensure better (more creative and innovative) outcomes for would collapse. the affected areas and overall disaster risk reduction. In the Study Tour in Ishinomaki City, eleven univer- 5.3. ASOIKU Method to Deal with Phase II sity students aspiring teachers participated. Below are ex- The ASOIKU method HARU had adopted to change cerpts from the questionnaire (excerpt from open-ended their fixed mindsets was an epoch-making approach items): launched in May 2015. The high priority of ASOIKU Question 3: Please tell us today’s learning outcomes. (going to see someone), which stands for asobi-ni-iku (M7 What did you learn? What did you think about today’s $S$K9T$/) in Japanese, was to contact residents to build experience? relationships and assess their implicit needs through con- stant dialog and the observation with five senses without • “Education for disaster prevention doesn’t just mean limit. This method was injected into the ASOIKU Project bosai (KI:R: disaster prevention). I need to tell stu- to determine the departure point for consequent activities. dents about bosai and include fukko (I|6=: recon- The typology was based on each phase’s goals and staff struction).” attitudes (Table 3). In Phase II of the ASOIKU Project, HARU persisted in exploring and assessing the implicit • “I learned about the status of the affected areas first- needs to enhance the quality of the local community; the hand (the situation of the reconstruction, life in tem- residents did not normally answer direct questions, such porary housing, etc.). From the bottom of my heart, as “Do you have any difficulties?” or “What do you want I was impressed with the children learning a lot of us to do?” They spent four years moving from Phase I things through the GEJE and wanting to do some- to Phase II, which was in line with the actual situation at thing to help their hometown.” HARU. However, it is presumably supposed that there is not so much time according to Saito [26]. • “Education for disaster prevention has two types: It More concretely, the ASOIKU method focused on ac- is for bosai (disaster prevention) and fukko (recon- tivity processes and staff kizuki, as volunteer activities and struction). I think it is important to protect students’ their motivation are influenced by external situations, in lives and to encourage them to engage in society. It

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Table 4. Practical examples: aligning kizuki with facts and action.

Research activities for assessing needs Kizuki Actions Outcomes [Activity report from June 13, 2015] I thought about the Study Tour in Ishino- Typical study tours or A staff member at Tsunagu-kan said to me, possible ways to take maki City for Aspir- learning journeys are open “This traditional museum has an educational people to Ishinomaki ing Teachers (March to anyone. This project purpose. It has a function to inform visitors for education purposes. 15, 2016) revealed a higher quality about Ishinomaki City, but one challenge is to and deeper activities for spread information outside Ishinomaki City.” particular people. [Activity report from September 12, 2015] What impressed me Cooking Class Event in Residents demonstrated I visited a resident living in the Ohashi tempo- most was the way he the Ohashi Temporary their strengths. They told rary housing area who told me about a cook- talked with a regretful Housing Area in Ishi- us better ways to cook. ing class event for men that was sponsored by look. nomaki City (February They felt happy because a nursing association in Sendai City, and that it 28, 2016) they could enhance their had already ended its run. self-esteem.

is important to listen to students who will be fukko years, to make the full patterns clearer, and to help finishers.” us see how to change them effectively.” (p. 7) [6] Question 4: How do you want to teach students when you, Thus, a rich picture directly mediates the approach to- as a teacher or worker, get involved with them in the fu- ward bedrock issues and holistically unlocking the inter- ture? nal structure in productive and unproductive systems. It has fundamental relations to the convertible term that any • “I want to respect students’ ideas and opinions and event can bring about an effect in an unexpected situation help them have a fulfilling experience. Also, I want (if the wind blows, the bucket makers prosper, also known to find a safe place for students to talk about their as the butterfly effect). worries.” Specifically, Fig. 2 shows that the variable wind speed • “I want to foster human resources who have the abil- had a direct and indirect impact on fluctuations in so- ity to focus on what’s to come.” cial and political dimensions as well as natural risk, considering qualitative and quantitative resources. Pow- • “To safeguard students’ safety, I want to know the ell et al. concluded the usefulness of system dynamics school and the community around it, and implement contributes to risk identification unexplainable by linear safety guidance on a routine basis.” causal chains [28]. Whereas Senge mentioned an intervention to human endeavors, Arimoto and Xu verbalized a teachers’ activity 5.4. Systems Thinking: Drawing a Rich Picture system for encouraging the emergence of a front stage for Mobilizing systems thinking and knowledge are di- scholastic situations [29]. Fig. 3 is a model for schools’ rected toward engendering a better understanding of com- curriculum management to go well. [X], [Y], and [Z] re- plicated issues [28]. Systems thinking can be applied to fer to the school, classroom, and outer-school levels, re- scientific research (Fig. 2) as well as in human social sci- spectively. Arimoto and Xu found that the Team Teaching ences (Fig. 3). The two means of dynamic connectedness system (one collaborative teaching style by some educa- among elements regarding the disaster and lesson study tors to achieve smooth curriculum design and teaching in are described in Figs. 2 and 3, which consist of various classrooms) behind the positive growth cycle was an im- dimensions as causal loop diagrams (CLDs). Each arrow portant leverage for success, and CLDs were effective to connects a cause with a result, indicating increase or de- make the black box into a glass box, as in Powell et al. crease in elements. Based on the patterns and trends and the continu- Senge pointed out as follows: ous staff discussions and narratives, in parallel with the ASOIKU method, the members and the author developed “Business and other human endeavors are also an underlying structural CLD. It was the tool for the ar- systems. They, too, are bound by invisible fabrics rangement and visualization of the nebulous and internal of interrelated actions, which often take years to structure, shown in Fig. 4. fully play out their effects on each other. Since Layer [A] (individual level) is a driving force perceived we are part of that lacework ourselves, it’s doubly to carry out baseline activities. Layer [B] (group level) hard to see the whole pattern of change. Instead, depicts the nexuses of individuals and organizations, in- we tend to focus on snapshots of isolated parts of cluding the concept of social capital and kizuki. Layer [C] the system, and wonder why our deepest problems (organizational level) unfolds the management procedures never seem to get solved. Systems thinking is a in visible ways. The classification was designed in refer- conceptual framework, a body of knowledge and ence to advanced theoretical model: processes of learning tools that has been developed over the past fifty organizations by Crossan et al. [30]. In the CLD, “Out-

1316 Journal of Disaster Research Vol.13 No.7, 2018 Exploring the Developmental Process and Internal Structure of Kizuki-Based Volunteer Activities for Sustainable Organizations: A Case Study of HARU

Fig. 2. Example of causal loop diagram: the full inﬂuence diagram of the illustrative example of ﬂood threat to an electricity substation with the three sub-models delineated [28].

Fig. 3. In-school teacher training model in Chikuzan elementary school [29] (drawn by Vensim PLE).

comes” referred to the impacts that had social inﬂuence, referred to each activity performed at HARU. the contents for which were noted in the performance The organizational functional system and the causal re- records in the application and activity sections. “Projects” lationships were revealed. For instance, the better out-

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Fig. 5. Types of loop learning (based on [31]).

of staff affiliations [32]. The round blankets were inserted by the author. “... Listening to the various voices of people Fig. 4. Causal loop diagram showing the internal structure leads us to the feelings that we also want to work of HARU (drawn by Vensim PLE). more, or listen to the various needs and act accord- ingly. That’s exactly the serious thinking of mine: that I want to go to the afflicted areas when I hear stories about needing volunteers. ... I think it is comes they achieved, the more grants they can receive difficult to acquire “Kizuki”atfirst....Thereare from Tohoku University or private companies. This sit- things that you can make use of, what you want to uation would then lead to greater opportunities to visit af- know, and what you can or should do in the next fected areas and generate staff kizuki, thereby leading to activity by listening to the various narratives, but greater outcomes. ... it cannot be shaped. ... For example, (there are) Finding and interpreting the loops was indispensable to things you do not know unless you visit (a place) allow for a comparison between the old fix-minded model and talk directly (with someone). ... Just as the and the new model. When readers extract two typical Cooking Class Project by Ms. C (one staff) was loop models from the CLD, the traditional mental model successful, ... we can acquire “Kizuki” because in Phase I had the shortest loop length of three elements we have our own interests (“Visit to affected ar- (Visit to affected areas → Outcomes → Financial grants eas,” “Kizuki (with-it-ness),” “Projects,” and “Mo- → Visit to affected areas → ...). Therefore, this loop tivation”). did not result in sustainability as it did not promote future ... As an example of going through “Projects” planning and deeper activities, although the staff was able and having “Close relationships with residents to gain skills during the repetitive activities. The single- (victims),” it is good for the residents to hold a loop learning model gives an account of that structurally cooking class by listening directly to the residents. authenticated mediocre model shown in Figs. 4 and 5. ... It also motivates us that they told us “it was While the single-loop learning began with the content, great,” and we had the willingness to find new the double-loop learning began with the purpose, with needs again (“Motivation” and” Research activities kizuki functioning as the filter to prevent content-oriented for assessing needs”). activities. For example, Financial grants → Visit to af- We sometimes go to Ishinomaki City with Ink- fected areas → Kizuki → Projects → Close relationships Stones and Tanabota (which are also student- with residents → Outcomes → Financial grants. There- centered volunteering teams). “Motivation” is en- fore, the activities used kizuki as the axis because kizuki hanced when there are many people other than our- contributed to the adaptation, adjustment, and actualiza- selves. ... It is close to a sense of security. ... It tion of the needs, which then led to the formation of the would be more pleasing for residents to go with a double-loop learning to revolutionize the mental models large group. Thanks to that, our motivation goes described later. If this has a deep impact on organiza- up naturally. ... In a sense, I may have obtained tional structure, it can be extended to triple-loop learning “Kizuki” because I got used to “Close relationships (Fig. 5). with residents.” After designing the CLD, HARU’s representative B ex- ... On the fact that “Outcomes” connect with plained the structural flows based on “Motivation” and “Motivation,” (given the information that SCRUM, inter-organizational relations, and referred to the quality a student-centered volunteer team, received the

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best award in a presentation contest in Sendai Table 5. Transformative processes for the mental model in City), I have not been able to realize it clearly be- HARU. cause I’ve not achieved any “Outcomes” yet, but I know that “Kizuki” connects with “Motivation,” Immediately after After community built and they will have increased “Motivation,” if they theGEJE(PhaseI) (Phase II, III) won the wonderful prize, won’t they? Assess and inquiry ex- Meet explicit needs → ... This might have nothing to do (with the plicit and implicit needs Non-interactive CLD), but these days, I personally feel like deep- Interactive (hierarchical relation- → ening the interaction with people of other groups, (balanced relationships) which makes me motivated, although I volunteer to ships) go to the afflicted areas and talk with the residents Focus on actions (from material to men- → Focus on dialog as usual. The more I talk with people from others tal) groups, the stronger hope I have to go back to ad- Ready-to-use resources → Continued visits dressing the needs with others.” (Interviewed on (short-term) (long-term) March 12, 2018) Perform assigned tasks → Create new activities (passive) (active) Mr. S, who was involved in a residents’ association in the Ohashi temporary housing area and an association promoting residents’ joint association in the temporary His narrative symbolizes the effectiveness of HARU’s housing areas in Ishinomaki City (Ishinomaki Kasetsu activity system in that the staff members are doing the best Jyutaku Zichi Rengo Suishin kai), was supportive of the to cater accurately to residents’ needs. Likewise, HARU validity and reliability of kizuki-based activities, and high- staff member D, who participated in the ASOIKU Project, lighted the importance of recognizing team visions pro- received insight into the true nature of this approach. This duced from the double feedback loop [33]. implies that kizuki-based activities can strike the balance “The quality of reconstruction/support is chang- between demand from residents and supply from the staff. ing. Initially, it began with debris disposal, and “The ASOIKU Project allowed me to learn so now community building is progressing. You must much during that time because I had just joined change the quality of support with time. Supports HARU and didn’t know the status in the afflicted will not go well as long as you keep on thinking in areas. I got the sense that I was getting close to the same way as before. So, you need to find the the residents by going to the sites, listening to their origin or purpose by way of continuous feedback. voices, and continuing a modest exchange. The Unfortunately, there are unnecessary support types project made me reconsider the prejudice against and support methodology. volunteer activities that made concrete improve- ... The foot bath wasn’t necessarily bad. Al- ments.” (p. 13) [24] though it makes people feel relaxed, what you should turn your attention to is the cycle in which HARU’s system also involved staff motivation to cope the resident-driven community formation is con- with the mental models for the existing volunteers. They nected to this activity and what is demanded next, were able to connect their majors or interests with the sup- in making a chance to conduct the foot bath.” (In- portive activities by making full use of their kizuki.Mem- terviewed on April 17, 2018) ber C, who held the cooking class event, had a sister work- ing in a job related to cooking, whereas staff member E, who was focused on photography, had an interest in tak- 5.5. Mental Models: Revealing the Root of Actions ing pictures in his daily life (Table 6). While content-based volunteer activities often have the Finally, the individuals’ kizuki was able to produce var- motto “Let’s do what we can do,” the ASOIKU method ious rich outcomes according to the participants’ impres- focuses on process-based activities, which means that it sions and Mr. S’s narrative. is important for active supporters to translate the needs into actions to ensure the content matches the authen- tic needs. The kizuki-driven double-loop learning prac- 6. Discussion ticed in the ASOIKU method created the following mental model modifications for organizations and individuals Some key issues will be discussed to respond to the two (Table 5). research questions. Mr. S also expressed the value of HARU’s volunteer The findings of the case study of HARU clearly activities, as follows: showed that the theory of learning organization promoted HARU’s developmental process and visualized the “Although the residents have the power to take ac- group’s internal structure. It facilitated the processes tion, they don’t. However, HARU’s volunteer work of converting practices as tacit knowledge into explicit helps the residents become more motivated to act knowledge and of finding ways of thinking and view- together.” (Interviewed on April 17, 2018) points (leverage points) that are essential to making im-

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Table 6. Research activities for assessing needs and kizuki toward prospects for the future.

No. Cases Research activities for assessing needs Kizuki 1 Impression sheet from Local people submit pictures related to the We take pictures to document our supportive September 12, 2015 GEJE to the community and information cen- activities; however, we don’t normally show ter. They sometimes go there and reminisce these pictures to residents. We can hold photo about their past experiences. exhibitions to reﬂect on the memories, and residents can buy the photos. 2 Comment from the During the pine grove management activity in As mentioned, the people who were involved leader of the Yamamoto Yamamoto Town, a person said, “More local in the regional activities were limited. To en- group on November 19, people should engage in this activity.” Then, courage more residents to engage in the events, 2017 a host answered in tears, “We are making these projects should be promoted so that more an effort to help them, but their self-esteem people are aware of them. (morale) is obviously low. I believe they are still suffering from mental trauma.”

provements. HARU got stuck with actions that had ganization, for the volunteer members to function ef- worked well and was thinking about how to manage the fectively with kizuki according to the learning organiza- team, but getting nowhere. The theory of learning or- tion, the ASOIKU Project has been creating equitable ganization greatly benefitted HARU in pulling together environments to generate and align it with facts and ac- what was happening in HARU and the activity bases (Ta- tions. Fig. 4 displays both individual and organizational ble 3). It was not until the members tried it that they felt effects in that the efforts into which they put the most of in need of uncovering unmet needs, instead of satisfying their strengths intrinsically motivate each member toward provided needs. This became a part of the paradigm shift building a connection with the affected areas, as repre- of their mental models (Table 5). Subsequently, regard- sented in Tables 4 and 6. It makes sense to transform ing kizuki as a key concept, HARU closely watched every mental maps (Table 5) to generate new meanings and ac- word and deed of residents through dialogs, narratives, tions for the sustainable organization, as drawn in Fig. 5 and observation with the five senses. The CLD (Fig. 4) as the advanced theoretical model. revealed by the ASOIKU Project depicted both HARU’s traditional unsustainable activity models and sustainable ones; thus, volunteering activities that served purposes 7. Conclusions and Implication for residents, the staff, and the participants in their events were achieved. This study sought to describe a case involved with or- The limited research has shown that systems thinking ganizational learning in the student volunteer organization plays an important role in regulating the interests of orga- HARU. All pieces of evidence were gathered through nar- nizations to build accurate and cooperative relationships. ratives, following the justifications of the validity and reli- The following conclusion from the critical review on the ability in the qualitative research based on Merriam. The role of volunteer citizens by Aminizade et al. has been procedures of the iceberg model led the transformation considered as evidence by most institutions [34]. They of HARU from unsustainability to sustainability, by driv- often need this to discover the system’s features that or- ing kizuki as a core. The present study demonstrated that ganizations develop to construct innovative and flexible kizuki is a valuable impetus driving an organizational sys- volunteering networks. A strong grasp of one’s internal tem where supporters could convert their own kizuki into structures leads to understanding and regulation of one’s a visualization of latent criteria to get in step with resi- strengths, weaknesses, and needs. It would make each ac- dents’ needs. One of the reasons for HARU’s sustainabil- tivity connect to an ample network, thus making the effec- ity is that kizuki became firmly embedded in the group’s tiveness and efficiency of the activities higher than before. internal structure, as each staff constructed, respected, and shaped it in taking deliberate actions. “Considering the changing conditions of crisis and Lastly, in terms of learning, the interpretation of the the issue of initiative and innovation of emergency student-centered volunteer activities from an organiza- volunteers, hierarchal structure can be substituted tional viewpoint given in this work could be developed by network structure management. To benefit from into a theory for volunteer learning that could connect the advantages of network management, an in- informal, non-formal, and formal learning. If the strate- teraction between private and government sectors gies enable the supporters, namely, learners, to develop is needed, and this interaction and the network the criteria related to personal goals from the rich picture management can be used in crisis management in that describes the possibilities and challenges in the past, which conditions are unexpected and complicated” present, and future in affected areas, then they would ac- (pp. 119-120) [34]. quire the learning to learn, deemed one of the major com- petencies necessary to attain Sustainable Development Concerning the relations of kizuki and the learning or-

1320 Journal of Disaster Research Vol.13 No.7, 2018 Exploring the Developmental Process and Internal Structure of Kizuki-Based Volunteer Activities for Sustainable Organizations: A Case Study of HARU

Goals [35, 36]. Currently, knowledge creation theories in [7] P. Senge, N. Cambron-McCabe, T. Lucas, B. Smith, and J. Dutton, “Schools that learn: a fifth discipline fieldbook for educators, par- learning are being adapted in schools where knowledge ents, and everyone who cares about education,” NY: Crown Busi- acquisition has traditionally been dominant [7]. As learn- ness, 2012. ing is indispensable to transform activity systems, this [8] R. Kegan, and L. L. Lahey, “As everyone culture: becoming a deliberately developmental organization,” Boston, Massachusetts: Har- study harnesses the organizational culture and organiza- vard Business Review Press, 2016. tional learning associated with knowledge creation theo- [9] R. L. Gordon, “How Novice Teachers Can Succeed with Adoles- ries to articulate clearly the structure of HARU. cents,” Educational Leadership, Vol.54, No.7, pp. 56-58, 1997. [10] M. Arimoto, “The prospect of educational assessment as a secret Further studies are needed to enhance the external va- ingredient of effective pedagogy in the context of Japanese kizuki lidity of the mental models presented in the case study (with-it-ness) based on ‘evidence-informed principles for effective teaching and learning’,” Annual Bulletin, Graduate School of Edu- to determine whether such learning models are applicable cation, Tohoku University, Vol.3, pp. 11-36, 2017. to other situations. The data sources gained by the cur- [11] N. Sakamoto, “Professional development through kizuki -cognitive, rent research are so limited that it is also necessary to in- emotional, and collegial awareness,” Teacher Development: An Int. J. of Teachers’ Professional Development, Vol.15, Issue 2, pp. 187- corporate positively a triple-loop learning perspective be- 203, 2011. yond the double-loop learning when changing the activ- [12] “Awed by a nation’s quiet dignity -world watches amazed at survivors’ civility and patience amid the ruins,” The Straits Times, ity base and innovating the staff’s mindset dynamically, March 16, 2011. when the temporary housing areas are closed. Sustain- [13] G. Hughes, “Ipsative assessment -motivation through marking ability in student-driven volunteer organizations is based progress,” Basingstoke, Hampshire: Palgrave Macmillan, 2014. [14] S. Belle, “Organizational Learning? Look Again,” The Learning on a long-term viable involvement in afflicted areas. It re- Organization, Vol.23, No.5, pp. 332-341, 2016. quires productively identifying progress in the social sys- [15] H. Hasson, U. von Thile Schwarz, S. Holmstrom, M. Karanika- tem in specific contexts, without an excessive dependence Murry, and S. Tafvelin, “Improving organizational learning through leadership training,” J. of Workplace Learning, Vol.28, No.3, on scientific and technological problem solving. pp. 115-129, 2016. [16] Northwest Earth Institute, “A Systems Thinking Model: The Ice- berg,” https://www.nwei.org/iceberg/ [accessed April 10, 2018] Acknowledgements [17] B. S. Merriam, “Qualitative research and case study application in education: revised and expanded,” Hoboken, New Jersey: John Wi- More than anything, I would like to thank the members of HARU. ley & Sonsm Inc., 1998. They were willing to give me access to valuable practical envi- [18] D. Hidayati, “Striving to Reduce Disaster Risk: Vulnerable Com- ronments. I would also like to thank the members of HARU for munities with Low Levels of Preparedness in Indonesia,” J. Disaster Res., Vol.7, No.1, pp. 75-82, 2012. the enhancement of internal validity. I am also grateful to Mr. S, [19] Y. Kinoshita, “Practice of Grounded Theory Approach – Invitation Long Chen (Research Student, Graduate School of Education, the to Qualitative Research (Grounded Theory Approach no Jissen – University of Tokyo, Japan) and Baozhu Wang (Master’s Student, Shitsuteki Kenkyu he no Izanai),” Tokyo: Koubundou, 2003. Graduate School of Education, Tohoku University, Japan) for their [20] M. Lampert, “When the problem is not the question and the solution is not the answer: mathematical knowing and teaching,” American third party’s point of view and confirmation of validity and reli- Educational Research J., Vol.27, No.1, pp. 29-63, 1990. ability as triangulation. Lastly, I received the best performance [21] J. Posner, “Urban anthropology: fieldwork in semi-familiar set- award in the presentation contest “Tohoku ‘RE’ Days” held in To- tings,” B. W. Shaffir, A. R. Stebbins, and A. Tarowetz (eds.), Field- work experience: qualitative approaches to social research, New hoku Gakuin University in Sendai on March 16, 2016. After that, York: St Martin’s Press, 1980. I was invited as a guest speaker at the conference of mayors in [22] R. E. Stake, “The art of case study research,” Thousand Oaks, Cali- government-designated cities (Shiteitoshi Shityokai Symposium) fornia: Sage, 1995. held in Sendai on April 26, 2017 [37]. They recognized the high [23] W. J. Creswell, “Research design: qualitative, quantitative and value of kizuki and the ASOIKU Project. I am grateful to all the mixed methods approaches second edition,” Thousand Oaks, Cal- ifornia: Sage Publications, Inc., 2003. relevant people who gave me precious opportunities. [24] HARU, “HARU – the 5-year history,” Center for Service Learn- ing and Extracurricular Activities, Institute for Excellence in Higher Education, Tohoku University, 2016. References: [25] A part of the semi-structured interview with A, a former member of HARU on March 7, 2018 at Kawauchi-north campus, Tohoku [1] Japan National Council of Social welfare, “Transitions of the num- University. ber of volunteer activities accepted at disaster volunteer center (ten- tative aggregate calculation),” https://www.saigaivc.com/%E3% [26] Y. Saito, “Rethinking Community in Temporary Housing in the 82%A2%E3%83%BC%E3%82%AB%E3%82%A4%E3%83%96/ 2011 Great East Japan Earthquake,” Annals of Regional and Com- %E3%83%9C%E3%83%A9%E3%83%B3%E3%83%86%E3% munity Studies, Vol.28, pp. 61-75, 2016. 82%A3%E3%82%A2%E6%B4%BB%E5%8B%95%E8%80% [27] D. R. Sadler, “The Origins and Functions of Evaluative Criteria,” 85%E6%95%B0%E3%81%AE%E6%8E%A8%E7%A7%BB/ Vol.35, No.3, pp. 285-297, 1985. [accessed February 21, 2018] [28] J. H. Powell, N. Mustafee, A. S. Chen, and M. Hammond, “System- [2] M. Suga, “Logic of and systems for volunteer disaster relief activi- focused risk identification and assessment for disaster preparedness: ties in Japan,” J. Disaster Res., Vol.6, No.2, pp. 236-243, 2010. Dynamic threat analysis,” European J. of Operational Research, [3] M. Matsuyama, R. Kimura, and H. Hayashi, “Organizational struc- Vol.254, Issue 2, pp. 550-564, 2016. ture and institutions for disaster prevention: research on the 1995 [29] M. Arimoto and C. C. Xu, “Visualizing of In-School Teacher Great Hanshin-Awaji Earthquake in Kobe city,” J. Disaster Res., Training (Konai Kenshu) Practice in Japan Using Systems Think- Vol.10, No.6, pp. 1051-1066, 2015. ing – Through Case Study of Akita Municipal Chikuzan Elemen- [4] W. Siembieda, “Toward an enhanced concept of disaster resilience: tary School,” Tohoku Daigaku Daigakuin Kyoikugaku Kenkyuka a commentary on behalf of the editorial committee,” J. Disaster Kenkyu Nempo, Vol.64, No.2, pp. 193-211, 2016. Res., Vol.5, No.5, pp. 487-493, 2010. [30] M. M. Crossan, H. W. Lane, and R. E. White, “An Organizational [5] S. Sone, M. Takeyama, M. Kayana, S, Hayashi, and K. Ishigaki, Learning Framework: From Intuition to Institution,” Academy of “The Issues and Realities of Student Disaster Volunteer Activities Management Review, Vol.24, No.3, pp. 522-537, 1999. at Public Nursing Universities in Areas Affected by the Great East [31] S. R. Snell and M. A. Chak, “The learning organization: leaning and Japan Earthquake: A Discussion on Student Disaster Volunteer Ac- empowerment for whom,” Management Learning, Vol.29, No.3, tivities and Support for Them Going Forward,” Ishikawa J. of Nurs- pp. 337-364, 1998. ing, Vol.14, pp. 127-134, 2017. [32] A part of the semi-structured interview with B, representative of [6] P. Senge, “The fifth discipline: the art and practice of the learning HARU, on March 12, 2018 at Kawauchi-north campus, Tohoku organization,” NY: Crown Business, 1990. University.

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[33] A part of the semi-structured interview with Mr. S, who was involved in a residents’ association in the Ohashi temporary housing area in Ishinomaki City and an association promoting residents’ joint association in the temporary housing areas in Ishinomaki City (Ishinomaki Kasetsu Jyutaku Zichi Rengo Suishin kai), on April 17, 2018 at AEON MALL ISHINONMAKI, Ishinomaki City. [34] M. Aminizade, M. N. Moghaddam, M. B. Jam, M. Shamsi, N. Ma- jidi, N. Amanat, and S. H. Hosein, “The Role of Volunteer Citizens in Response to Accidents and Disasters,” Health in Emergencies and Disasters Quarterly, Vol.2, No.3, pp. 107-124, 2017. [35] Organization for Economic Co-operation and Development, “Inno- vating to learn, learning to innovate,” Paris: OECD, 2008. [36] P. Grifﬁn, B. Mcgaw, and E. Care, “Assessment and Teaching of 21st Century Skills,” Netherlands: Springer, 2012. [37] “The minutes of the conference of mayors in government- designated cities (Shiteitoshi Shityokai Symposium),” Sendai, April 26, 2017, http://www.siteitosi.jp/conference/honbun/pdf/h29 04 26 01 siryo/h29 04 26 01 01.pdf [accessed April 10, 2018]

Name: Kohei Nishizuka

Afﬁliation: Graduate School of Education, Tohoku Univer- sity

Address: 27-1 Kawauchi, Aoba-ku, Sendai, Miyagi 980-8576, Japan Brief Career: 2018- Master’s Course, Graduate School of Education, Tohoku University Selected Publications: • M. Arimoto, K. Nishizuka, Y. Nomi, and H. Ishimori, “Pedagogical approaches to global education – A follow-up study of TOHOKU School 2.0 since 2014 –,” Proc. of IAC in Vienna, Prague: Czech Institute of Academic Education z. s., pp. 127-151, 2017. Academic Societies & Scientiﬁc Organizations: • Japanese Society for Holistic Education/Care (JSHEC) • Japan Curriculum Research and Development Association (JCRDA) • Japan Volunteer Learning Society (JVLS)

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