FACULTY & COURSES | APU Ritsumeikan Asia Pacific University

Ritsumeikan Asia Pacific University Ritsumeikan Asia Pacific University College of
International Management (APM)

Professor

Hiroaki Saito (Japan)

Stundet

Elizabeth Serenada Diva (Indonesia)

AN INSIDE LOOK INTO APM CLASSES

Through the Eyes of Our Faculty and Students

Have you experienced the challenges of teamwork? In APM’s Organizational Behavior class, Professor Hiro brings a refreshing perspective to these everyday moments. Take a look at his unique mindset and how he connects with students to see what learning in APM is all about.

Prioritizing Sharing, Not Just Teaching

In my classes, teaching isn't one-way. Instead of handing out correct answers, learning is designed so each student develops their own unique perspective...

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Cultivating Our Students' Curiosity

The goal of my class isn't to teach everything. What matters most is sparking a curiosity in my students that will stay with them. I hope their spark keeps growing beyond this one class, inspiring them to learn on their own...

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Cultivating Our Students' Curiosity

A STUDENT’S VOICE

Learning used to be something limited to class time, but now, everyday events connect directly to my education.

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Connect Theory With Your Daily Life

My Organizational Behavior class connects abstract theories with daily life. By turning personal experiences—like part-time jobs and clubs—into a laboratory for learning, the theories truly become your own...

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Connect Theory With Your Daily Life

A STUDENT’S VOICE

Situations that used to frustrate me now make sense because I understand the background behind them. Before I knew it, my own way of thinking completely changed.

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Turn Knowledge Into Action

Each class consists of a lecture during the first half and an activity during the second half. Students are able to immediately apply the theories they learned to real-world challenges in the interactive portion of the class...

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Turn Knowledge Into Action

A STUDENT’S VOICE

Putting what we learn into practice right away deepens our understanding. By actually using the newly-acquired knowledge, I feel it truly sticks with me.

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Designing a Safe Learning Space

I prioritize a learning environment where students feel safe to speak up. By utilizing music and quizzes, I design the space to make participating fun and natural for everyone...

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Designing a Safe Learning Space

A STUDENT’S VOICE

The class started out quiet but completely transformed in weeks. Before I knew it, more students were speaking up, and participating became something they looked forward to...

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We all live our lives as part of various organizations. In this environment, what matters most is understanding both yourself and others. Focusing on just one side is never enough, because only with balance can you guide yourself in a better direction. The study of organizational behavior serves as a compass for making decisions in these moments. If you want to expand your perspective and deepen your understanding of how people and organizations connect, I truly hope you will dive deeper into this learning.

Professor Hiroaki Saito

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My classes feel like opportunities for sharing rather than only teaching. Throughout my own career, it has been fascinating to learn about different ways of thinking and how adopting certain perspectives can completely change the way you see something. I aim to pass on these insights to students through my classes. So instead of lecturing from the top down, it's about standing at eye level with them and offering choices, like saying, 'Here is another way to look at it.' That is the method closest to my approach.

 
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It isn't possible to teach absolutely everything in just 14 lectures (one semester), plus trying to push too much information at students doesn't really make much sense anyway. But if a student leaves the class thinking, 'Oh, this is actually pretty interesting,' or 'I want to know more about this,' they will naturally start researching and exploring things on their own. What I'm really doing is just opening the door for them. I believe my role is simply to hand them that initial spark.

 
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Since taking Pro. Hiro’s Organizational Behavior class, I feel the way I learn has completely changed. Before, everything started and ended during class. But now, I have so many moments in my daily life where I think, 'Oh, we just talked about this in class!' Whether I’m at my part-time job or at an activity for a student club, I naturally find myself watching people’s behavior and wondering, 'Why do they act that way?'. Then I start to research and think about it on my own. I think the defining feature of Professor Hiro’s class is this feeling that learning keeps going after the lecture finishes.

 
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If you only memorize theories of organizational behavior, they don't mean much. But their true value comes out when you use them as a lens. For example, when something happens that makes you feel like things are not going well, examining the situation through the lens of a theory allows you to understand, 'Oh, it’s because of this structure.' The exact moment when a phenomenon suddenly looks completely different is what I find incredibly exciting.

 
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Before taking the Organizational Behavior class, I used to judge different leadership styles by the simple standard of good or bad. But after learning about the characteristics and roles of each leadership type, I started looking at things from the new perspective of asking, 'Why does this person act this way?' Even at my part-time job, events that used to frustrate me now make sense because I understand the background behind them, and I feel my own ways of responding have changed too. It’s not just about gaining knowledge; I truly feel that the way I see my everyday world has completely transformed.

 
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I believe that listening to a good lecture and just thinking 'Ah, that makes sense' doesn't change anything in reality. People only truly transform when they digest what they’ve heard and actually take action. That is why I design my classes so students can take that first step in the classroom. This is why the activity in the second half is so incredibly important.

 
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Because we practice what we learn in lectures right away through group work, it really deepens our understanding. For example, by first clarifying our own strengths and roles before tackling a task, we were able to learn in a way that closely mirrors real-world team management. Experiencing how to use concepts rather than just learning them makes the level of retention completely different from other classes. Personally, I feel like I walk away with almost 100% comprehension in this class.

 
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If you deliver difficult concepts as they are, it can be hard really reach the students. That’s why I care deeply about how to communicate something, not just what to communicate. How can I make it fun and natural for students to understand? To achieve this, I design an entire learning experience, including music, quizzes, and the overall atmosphere of the classroom.

 
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In the first lecture, the classroom was quiet and felt a bit tense, but what impressed me most was how much it completely transformed within just a few weeks. As the professor asked questions and called on us randomly, more and more people gradually started speaking up on their own, and the overall atmosphere became incredibly lively. Also, because there is an understanding that it’s okay to make mistakes, the barrier to speaking up was really low, making it easy to share my own thoughts. Before I knew it, just participating in the class became something I truly looked forward to.

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