Mar 04, 2024
Report on the 2024 BLP Spring Camp March 3 (Sun) – March 4 (Mon)
OBJECTIVE.
Our faculty and student assistants, who support the operation of the Business Leadership Program (BLP), participated in the 2024 BLP spring camp. They reviewed the classes from the previous autumn semester and began preparing for the upcoming classes in the 2024 spring semester. Despite differences in age and courses, they forged strong bonds across the entire BLP.
Schedule for 2 days
Day 1: March 3, 2024 (Sun)
1:00 PM Opening session for faculty
2:00 PM Introduction
2:10 PM Course leaders’ presentations
3:00 PM Ice-breaker activities
3:20 PM Group session 1
4:45 PM Group session 2
6:10 PM Dinner
8:40 PM Evening social gathering
11:00 PM Bed time
Day 2: March 4, 2004 (Mon)
7:30 AM Breakfast
9:00 AM Breakout session (BL0, BL1, BL2)
11:00 AM Plenary session (Reflection)
12:00 PM Conclusion /Photo session
12:30 PM Lunch
1:30 PM Cleanup
2:00 PM Departure
1:00 PM Opening session for faculty
2:00 PM Introduction
2:10 PM Course leaders’ presentations
3:00 PM Ice-breaker activities
3:20 PM Group session 1
4:45 PM Group session 2
6:10 PM Dinner
8:40 PM Evening social gathering
11:00 PM Bed time
Day 2: March 4, 2004 (Mon)
7:30 AM Breakfast
9:00 AM Breakout session (BL0, BL1, BL2)
11:00 AM Plenary session (Reflection)
12:00 PM Conclusion /Photo session
12:30 PM Lunch
1:30 PM Cleanup
2:00 PM Departure
Day 1 (March 3, 2024)
In the introduction, all participants reaffirmed the BLP structure and the Student Assistant system, while Associate Professor Tateno, Chief of the BLP, provided an explanation of the definitions of 'Leadership' and 'Good Leader'.
During the course leaders’ presentations, they shared their achievements for 2023 and outlined their goals for 2024, respectively.
The BL0 theme for 2024 was “Make Changes on Your Own”. Utilizing various tools and enhancing coordination among student assistants enabled them to achieve stable course management. Furthermore, the establishment of a robust framework nurtured an environment where students were more inclined to embrace challenges. Moving forward, they would aim to cultivate a culture of ‘Embracing Cool Diligence in Your Endeavors’ while seeking professional advice from faculty.
The BL1 leader reviewed the 2023 classes and shared survey results conducted after classes or events. The leader and student assistants elaborated on improving class structures, aiming to help other students articulate the concepts of “logical thinking” and “leadership” in their own terms. The survey results indicated that students now view logical thinking as less complicated or challenging.
The BL2 for 2024 aimed to create an environment where students can refine their leadership skills by gaining practical experience in the business world. Their primary objectives for conducting classes focus on:
-Demonstrating leadership skills as a team member.
-Improving team dynamics and plans based on feedback from partner companies and faculty.
-Achieving excellence through meticulous planning while staying focused on our goals.
The BL0 student assistants practiced icebreaker activities as part of their training, using the ones planned for the 2024 welcome camp. Their efforts contributed to creating a comfortable atmosphere, encouraging lively interaction among the faculty and students, and infusing the entire venue with excitement.
During the course leaders’ presentations, they shared their achievements for 2023 and outlined their goals for 2024, respectively.
The BL0 theme for 2024 was “Make Changes on Your Own”. Utilizing various tools and enhancing coordination among student assistants enabled them to achieve stable course management. Furthermore, the establishment of a robust framework nurtured an environment where students were more inclined to embrace challenges. Moving forward, they would aim to cultivate a culture of ‘Embracing Cool Diligence in Your Endeavors’ while seeking professional advice from faculty.
The BL1 leader reviewed the 2023 classes and shared survey results conducted after classes or events. The leader and student assistants elaborated on improving class structures, aiming to help other students articulate the concepts of “logical thinking” and “leadership” in their own terms. The survey results indicated that students now view logical thinking as less complicated or challenging.
The BL2 for 2024 aimed to create an environment where students can refine their leadership skills by gaining practical experience in the business world. Their primary objectives for conducting classes focus on:
-Demonstrating leadership skills as a team member.
-Improving team dynamics and plans based on feedback from partner companies and faculty.
-Achieving excellence through meticulous planning while staying focused on our goals.
The BL0 student assistants practiced icebreaker activities as part of their training, using the ones planned for the 2024 welcome camp. Their efforts contributed to creating a comfortable atmosphere, encouraging lively interaction among the faculty and students, and infusing the entire venue with excitement.
In Group Session 1, the students worked in groups to tackle a scenario involving declining service quality due to low staff morale. They brainstormed solutions using sticky notes and poster papers. Afterwards, Visiting Associate Professor Uda explained effective solutions including business concepts such as Diffusion of Innovation Theory and Chasm Theory. This provided an excellent opportunity for them to learn a logical problem-solving process.
Furthermore, Associate Professor Tateno emphasized the significance of understanding oneself, others, and organization dynamics from a leadership perspective. He also highlighted the importance of thoughtful use of authority as well as holistic leadership.
Furthermore, Associate Professor Tateno emphasized the significance of understanding oneself, others, and organization dynamics from a leadership perspective. He also highlighted the importance of thoughtful use of authority as well as holistic leadership.
In Group Session 2, faculty and student groups held separate meetings in different rooms. In the faculty session, since opportunities for faculty members to interact are limited during the term, they engaged in thorough self-introductions and information exchanges, reaffirming their collaboration. On the other hand, the students discussed their visions for BL0, BL1, and BL2, sharing concerns and expectations for the new semester and gaining an understanding of how to facilitate each course.
Following Group Session 2, the social gathering provided students with opportunities to deepen friendships, meet fellow students from other courses, and engage with faculty. Student organizers prepared engaging quiz activities, further enhancing the excitement of the event.
*To ensure a safe environment, measures for preventing underage drinking were in place.
*To ensure a safe environment, measures for preventing underage drinking were in place.
Day 2 (March 4, 2024)
Breakout session
BL0
Following group meetings, the BL0 students began preparing for the upcoming welcome camp by practicing dance routines, recording performances with faculty participation. Furthermore, they rehearsed several tasks that would be assigned to new students during the camp, refining them in the process.
BL1
The BL1 students reflected on several aspects of their course: the policy, students’ learning experiences, and the role of the student assistants in projects. These discussions helped them refine their understanding from diverse perspectives.
BL2
For BL2, they took the opportunity to reintroduce themselves, fostering deeper mutual understanding and collaboration. While working on projects, they set individual goals by outlining desired achievements. Additionally, they discussed the specific expectations that student assistants from other courses had for overall improvement.
BL0
Following group meetings, the BL0 students began preparing for the upcoming welcome camp by practicing dance routines, recording performances with faculty participation. Furthermore, they rehearsed several tasks that would be assigned to new students during the camp, refining them in the process.
BL1
The BL1 students reflected on several aspects of their course: the policy, students’ learning experiences, and the role of the student assistants in projects. These discussions helped them refine their understanding from diverse perspectives.
BL2
For BL2, they took the opportunity to reintroduce themselves, fostering deeper mutual understanding and collaboration. While working on projects, they set individual goals by outlining desired achievements. Additionally, they discussed the specific expectations that student assistants from other courses had for overall improvement.
At the end of the event, all participants reflected on their experiences. Students’ comments such as, “While looking forward to the growth of the BLP, I hope to contribute and bring positive changes to the program as a student assistant,” and, “Sharing experiences with fellow students I rarely had interacted with the project enabled me to gain new perspectives and insights,” highlighted the significance of the spring camp, making it a meaningful conclusion.
Comment excerpts from course leaders
BL0- Associate Professor Tateno
I would like to enhance and elevate our program by moving beyond the repetition of the previous activities. I hope the BLP students will play an active role in society in the future. Let’s leverage these opportunities to improve the program by fostering shared understanding and collaboration. The camp enabled us to deepen our connection beyond our courses. Let’s build a stronger connection and continue collaborating to enhance the BLP together.
BL1- Visiting Associate Professor Uda
Including a leadership concept in every project is one of the strongest aspects of the camp. Additionally, identifying priorities and aligning them with the BLP concept of “three minimum essentials of leadership” could further enhance the program.
BL2- Professor Tsuji
I noticed that having meals and spending time together enabled students to develop team-building skills. I hope that the BLP can continue to collaborate cohesively as one team.
I would like to enhance and elevate our program by moving beyond the repetition of the previous activities. I hope the BLP students will play an active role in society in the future. Let’s leverage these opportunities to improve the program by fostering shared understanding and collaboration. The camp enabled us to deepen our connection beyond our courses. Let’s build a stronger connection and continue collaborating to enhance the BLP together.
BL1- Visiting Associate Professor Uda
Including a leadership concept in every project is one of the strongest aspects of the camp. Additionally, identifying priorities and aligning them with the BLP concept of “three minimum essentials of leadership” could further enhance the program.
BL2- Professor Tsuji
I noticed that having meals and spending time together enabled students to develop team-building skills. I hope that the BLP can continue to collaborate cohesively as one team.
Finally, the smooth management of the spring camp was made possible not only by the course leaders and administrative office but also the student assistants. Their efforts in creating booklets, planning icebreakers and the gathering, and setting up equipment were greatly appreciated. We extend our gratitude to Hotel Heritage for their support and hospitality during the camp.
