Year: 2025
Type: dissertation
Abstract: Japan International Business Institute (JIBI), a pseudonym for a two-year business college in Japan, perpetuates poor student writing skills due to a lax culture, permissive policies, and a narrow focus on training students for frontline jobs. Alumni voice concerns about the school's failure to equip students with academic and business writing skills, prompting the need for a strategic plan to elevate writing excellence and preserve the school's reputation among industry and higher education partners. Grounded in constructivism, critical theory, expert leadership, instructional leadership, and care ethics, the change agent, this writer, proposes a change plan using ADKAR (awareness, desire, knowledge, ability, and reinforcement) and the Bridges' Transition Model (Endings, Neutral Zone, and New Beginnings). The plan establishes a new mission statement, introduces new policies and behavioral expectations, and implements systems to support academic writing for current students and business writing for alumni. An outcomes-based evaluation and monitoring system is proposed to track changes in organizational culture, systems and structures, partner engagement, and the revised strategic goal. Additionally, formative and summative evaluations are planned to assess participants in the writing programs. Strengthening writing skills at JIBI supports Japan's efforts to internationalize, enables students to aspire beyond entry-level jobs in hospitality and trade, and promotes their academic success.
Author: Ofori, Everett
Institution: California State University, Dominguez Hills
Language: English
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7207228647