Intercultural Open University Foundation
Sandra Hurlong, Ph.D., President
John Toothman, Ph.D., Board of Governors
Cynthia Jackson, Ph.D., Vice-President for Academic Affairs
Marvin Surkin, Ph.D., External Scholar
Ben Davis, Ph.D., Faculty
Roxanne Toothman, M.S., Assistant to the President
IOU Foundation Self Study
The Intercultural Open University Foundation
Established in 1981, the Intercultural Open University Foundation (IOU) is a unique Foundation that engages some of the finest minds in their fields of expertise to provide a personalized, mentored, on-line educational experience for adult-graduate learners anywhere in the world. The Foundation was created as a vehicle for social change that would enable learners to develop a tailor-made course of study with a global perspective. IOU Foundation is grounded in the belief that education and research are key elements in resolving pressing global problems. Learners are encouraged to develop programs focusing on social relevance and the ways in which the world’s peoples, with their multiple and conflicting interests, can live together peacefully and justly. The Foundation aspires to provide the highest quality education to diverse adult populations and to actively reach those underserved by higher education, including learners from developing countries.
Unlike most institutions with a top-down management style, the Foundation emphasizes a collaborative approach to management and learning. The faculty and staff are dedicated to providing an intellectual setting in which disciplinary boundaries are easily crossed. The IOU Foundation is based on an educational philosophy that offers the finest self-directed, borders-free programs for truly engaging learners in the learning process.
Intercultural Open University Foundation’s volunteer faculty members, all of whom hold doctorates from esteemed universities, each have more than 25 years of experience in distance education and in learner-centered adult pedagogy. As pioneers in non-traditional education, the staff and faculty of IOU Foundation are constantly committed to putting the needs of learners first. With the freedom to engage graduate-level learners anywhere on the globe, IOU Foundation encourages individual opportunity; its goal is to enhance learner competence and performance via this self-directed/mentored learning experience.
The individualized graduate programs require that the adult learners assume a great deal of responsibility for their own learning process. Programs of study are not course based. In collaboration with faculty mentors and a specified means of scholarly evaluation, each learner creates an individualized curriculum relevant to his or her chosen specializations. With mentor supervision, learners identify a research area and develop the necessary skills needed to carry out their research programs of study. They investigate important practical and socially relevant problems, disseminate their research results to varied audiences, and work with practitioners to implement and test their research findings.
The Foundation makes it possible for learners to choose a specific area of study that might not be available at other institutions or that might not be offered at a convenient time or place. The Foundation allows for interdisciplinary studies, such as combining mentoring studies and organization management for a specialty in Mentorship Management.
The outstanding volunteer faculty mentors make themselves available to a limited number of learners each year. Studies are conducted in English and over the course of the Foundation’s 30-year history; it has enrolled learners from all over the world. Due to the specialized, self-directed nature of each learner’s work, IOU Foundation most often attracts registrants over the age of forty who enjoy the ability to use modern technology to engage with great minds from various nations and to create synergies in various fields.
Intercultural Open University Foundation traces its origins to a 1980 colloquium with Dutch, German, and English professors at Bosk House in the village of Opeinde in the Netherlands. At this meeting, Dr. Jan R. Hakemulder proposed that an open university foundation be established to provide an innovative, learner-centered educational environment devoted to social change and research in a global perspective. From this meeting, Intercultural Open University Foundation was established.
In August 2008, the Intercultural Open University Foundation was reorganized with the intention of breaking from past manifestations and Dr. Sandra Hurlong was appointed as President. At this time, IOU Foundation ended its affiliations with other institutions and actively prosecuted Asian institutes that were pirating the Foundation’s diplomas. With the imprisonment in 2009 of the president of one of the Institutes in India, this fraudulent printing of IOU Foundation diplomas was stopped. In 2010, IOU Foundation opened an office in Arden, Delaware in the USA.
Between January 2009 and January 2010, IOU Foundation initiated a rigorous self-study process that has involved all the staff and faculty of the Foundation. We asked ourselves how our status as a foundation might serve us best in promoting our educational mission. It was decided to focus our energies on adult-graduate studies and, more specifically, on post-Ph.D. studies in social change. Using the faculties’ skills as experienced mentors, the Foundation has implemented various social change programs.
Mission and Goals
The mission of Intercultural Open University Foundation (derived from the progressive thinkers in adult education in the USA and Europe and theorists on person-centered graduate education) is grounded in the belief that education, research, and capacity building is a key element in resolving pressing global problems. In an intellectual setting where disciplinary boundaries are easily crossed and collaborative learning is emphasized, learners are encouraged to develop programs focusing on social relevance and the ways in which the world’s peoples, with their multiple and conflicting interests, are to live together peacefully and justly.
The specific purpose of the IOU Foundation is the issuing of post-Ph.D. degrees and certificates, diplomas, fellowships, and other awards for academic accomplishment. As we move forward with our endowment support and modest tuition, the expectations are to continue the focus on adult education and the development of our post-Ph.D. studies and the offering of occasional M.A./M.S. and Ph.D. degrees to very select learners who occupy positions that involve working for global social change.
Our future goals include developing a charitable role in social change by using funds not used for our postgraduate and diploma studies and to offer fellowships and grants for study at other universities/foundations that support similar pedagogy to our Foundation. The President, Board of Governors, and faculty all share an interest in support of social change projects, especially in developing countries, that are in need of financial support.
Planning, Resource Allocation, and Institutional Renewal
In the fall of 2009, the Foundation completed an update of its educational plan through a series of meetings. The Foundation mission statement was actively discussed during these meetings to ensure that the plan and mission were in alignment. A program review process was included as an integral component of the Quality Assurance Committee of the faculty, as were program-level learner outcomes. The Foundation has reviewed its mission statement through a participatory governance and decision-making process that included all constituencies.
The following core values of the Foundation were also discussed and re-affirmed in 2009:
Intercultural Open University Foundation requires that the programs of its learners reflect their awareness of the social implications of their studies and of their obligation to share knowledge with integrity in uplifting the communities in which they serve.
Intercultural Open University Foundation advocates an educational process whereby scholarship and theory are connected and applied to real-world action and practice.
Collaborative and Experiential Learning
Intercultural Open University Foundation considers that the process of learning is as important as the content of learning and stresses self-direction, collaborative learning with peers and faculty, and the importance of experiential learning.
Distance learning with Core Faculty (mentor) guided study and research leading to Post Graduate academic degrees and certificates, diplomas, fellowships, and other awards of academic accomplishment. Faculty Mentors (computer and phone-based didactical communication and learning) are utilized.
For further details see, IOU Foundation Mission and Values .
Ongoing, self-reflective dialogue about the continuous improvement of learning and institutional processes takes place continually at IOU Foundation. One of the challenges to maintaining an ongoing, self-reflective dialogue is creating a place for that dialog to be engendered and recorded. With a dispersed faculty and learner body, maintaining a social network for dialog and learning is very important. IOU Foundation has experimented with Ning groups and found the format very conducive to maintaining a dialog about adult learning and future directions for the Foundation. We now have created a social network on our Website for learner, faculty, and graduate dialog. A major portion of our institutional resources are devoted to Website maintenance and encouraging our IOU Foundation community to extend the one-on-one dialog with faculty mentors to peer groups and faculty colleagues.
Leadership and Governance
Sandra Hurlong, Ph.D., President
Cynthia Jackson, Ph.D., Vice-President for Academic Affairs
Anton Pieters, M.S., Registrar and Treasurer
Roxanne Toothman, M.S., Assistant to the President
All areas of the Foundation have adopted one or more assessment methods to measure the effectiveness of services and programs and to guide future planning and program enhancements based on those assessments. IOU Foundation has initiated assessment systems quite recently. In general, most areas use an appropriate assessment process, but could improve such processes to produce more useful documentation and evidence. The faculty and administration have acknowledged the need to improve their assessment process and have begun steps to improve.
As a foundation for adult learning, many traditional means of institutional assessment are not appropriate. For example, IOU Foundation learners are generally working in the fields that interest them when they apply so job placement is not an important assessment tool. We do not use grades for learning assessment; we have on-going self-assessment of learning in place.
The President and Board of Governors continually explore ways for the use of ICT in our pedagogy. Mentoring is a one-on-one process and faculty use a variety of methods to communicate with learners: Skype conferences, telephone calls, email, social networking, etc., and occasional face-to-face meetings. Learner feedback tells us that they are generally satisfied with the amount and form of dialog with faculty and their guidance in curriculum development and research.
The Foundation staff and faculty have pledged to communicate more effectively to the Foundation community about the ways in which assessment informs institution-wide strategic planning.
Student Admissions and Retention
Intercultural Open University Foundation seeks to admit adult learners whose interests, goals, and abilities are congruent with its mission and seeks to retain them through the pursuit of the learners’ educational goals. Prospective learners are expected to demonstrate their ability for self-direction. Emphasis on learner-centered programs of study, interdisciplinary, and relevance of study to social change, as well as institutional commitment to experimentation in higher education and working with underserved populations, are all criteria utilized in the admissions process.
The Admissions Committee is thorough and exacting in its review of applications. Its task is to assure the appropriate match between the mission, resources, and programs of the Intercultural Open University Foundation.
Given the rigorous admissions process, IOU Foundation’s learner retention and graduation is very high―over 95 percent. Because the admission’s process selects adults who are self-directed and goal oriented. Learners who begin the IOU Foundation graduate program finish the program.
Learner Support Services
IOU Foundation is in the process of improving its learner support services, particularly library access and video clips. At present, the Foundation Support Services is under development to enable learners to achieve the Foundation’s goals for learners. While each learner has excellent support from his or her mentor in the area of developing research methodologies and individualized curriculum, the Foundation data bases for on-line library research and full text resources are limited. This limited library access is a function of the allocation of Foundation financial resources. A normal institution of the size of IOU Foundation would allocate approximately 200,000 € annually for subscription to library data bases such as OCLC, World Cat, J. Stores, Medline, etc. IOU Foundation endowment cannot make such an annual allocation of funds.
In order to address this on-line library problem, we have listed for learners on our Website those data bases that are available free of charge. As adults, most of our learners already have library access through their workplace or other universities with which they are affiliated. We also reimburse our learners for the library costs of joining on-line library resources such as Questia. (For library support, see Virtual Library Data Base.)
IOU Foundation is also exploring the possibility of a library affiliation with another institution in which IOU Foundation might pay a fee per learner for on-line library access to their data bases. Library access is an ongoing issue the Foundation hopes to resolve in the near future and is actively seeking another volunteer who can serve as our on-line librarian.
The Foundation recognizes that it is not using the video resources that it could. The faculty, administration, and web master are exploring ways to incorporate more video into our Website and to reference the many relevant educational videos available on Youtube.com/edu.
Financial support is not often an issue at IOU Foundation since we have a sliding scale of modest tuition and a liberal scholarship policy.
The Foundation’s instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals. The IOU Foundation faculty volunteers their services as mentors to our graduate learners. Each faculty member brings over 25 years of experience in innovation and social change. (Summaries of faculty bios can be found in Appendix A of this document; for faculty CVs, see Faculty CVs.)
The faculty continually addresses the following issues of pedagogy and learning:
Ways of Learning and Demonstrating Quality in Learning in Distance Education
Learner-Centered Higher Education
What is meant by learner-centered higher education?
What are the practices, procedures, and policies necessary?
for implementing learner-centered distance education?
What are the best practices for faculty in the learnercentered approach to pedagogy in higher education?
Self-directed Learning in Distance Higher Education
What is meant by self-directed study and individualized curriculum?
What are ways of demonstrating learning and proficiency in self-directed study?
What are the best practices for faculty in guiding and mentoring self-directed study
Interdisciplinary Curricula in Distance Higher Education
How might we define interdisciplinary?
Are learners who are given the freedom to design interdisciplinary research projects and programs clearly adopting and integrating faculty guidance?
How does faculty shift from the discipline-based orientation to target new interdisciplinary fields of scholarship?
Social Relevance in Distance Higher Education
Should assessing quality in Higher Education include the social relevance of the curriculum?
How might Higher Education pedagogy demonstrate social relevance and social change potential?
How might faculty and learners evaluate the social relevance of their studies and research?
Reflection and self-evaluation in the Learner-centered curriculum
How can reflection on learning measure quality?
How does self-evaluation contribute to quality learning?
The faculty has also produced a manual of best practices which guides their mentoring. (See Best Practices
IOU Foundation continues to focus on adult education and the development of post-Ph.D. studies and the offering of an occasional M.A./M.S. and Ph.D. degrees to very select learners who occupy positions that involve working for global social change. IOU Foundation is in the process of giving more emphasis to its offering of post-Ph.D. degrees and certificates, diplomas, fellowships, and other awards for academic accomplishment. The areas of expertise of the faculty continues to be Ecology and Environment, Developmental Studies, Health Sciences, Oriental Medicine, Peace Studies and Conflict Resolution, Social Change, Anthropology, Sociology, Psychology, Political Science, Education, History, Comparative Religious Studies, and International Business Management. The faculty works with each learner as mentors to create an individualized curriculum in the above areas and related fields.
Summary Faculty Bios
Ben Davis, Ph.D., a graduate of the University of Chicago has spent his career dedicated to educational innovations in Higher Education. He has organized seminars in improvisational learning and Information technology and social transformation. Dr. Davis is dedicated to cooperative and collaborative learning styles in Higher Education. He participated in the evaluation of Liberal Arts Colleges for the North Central accrediting agency in the US, in the formation of the original University without Walls in the US and the Union for Experimenting Colleges and Universities. In addition to working with learners, Ben dedicates his time and passion to the non-profit Wildflowers Institute, http://www.wildflowers.org, Founded by Dr. Hamlin Liu, Wildflowers is a social innovation and application lab which is focused on understanding how communities work and designing methods and tools to catalyze the innate power in communities.
Cynthia Jackson, Ph.D., a graduate of The Ohio State University has spent her career dedicated to change in Higher Education. She is an expert in education policy and has worked in institutions to create strategic plans to embark on initial accreditation, including the National Council for the Accreditation of Teacher Education (NCATE). She is known for her work in faculty development programs in higher education and has worked to create educational innovations in many contexts and to promote higher educational opportunities for underserved populations. She administrated a major initiative for Doctoral Education for the Historically Black Colleges and Universities in the US. Creating diversity and social responsibility in Higher Education are two of Dr. Jackson’s passions. In addition to her work with learners, Dr. Jackson had dedicated time to the Guardian ad Litem program in Florida, http://www.guardianadlitem.org/index.asp. This non-profit organization is a partnership of community advocates and professional staff that provide a powerful voice on behalf of Florida’s abused and neglected children.
Marvin Surkin, Ph.D., a graduate of New York University is a specialist in comparative urban politics and social change. He conducts workshops on Workplace Organizing and Community Organizing, Urban Political Economy, and Urban Renewal in the USA and its Significance for Development in the Third World, and comparative Urban Architecture. He lectures frequently on urban issues and his book, Detroit: I Do Mind Dying: A Study in Urban Revolution. His book examines the activities, perspectives and changing formations of the cadre of black revolutionaries that worked at the core of the League of Revolutionary Black Workers in the early 1970’s. The book served as the inspiration for the 1999 Film, Finally Got the News - Revolutionary black unions in Detroit. In addition to his activism with urban politics and development, Dr. Surkin has served as consultant to the New World Foundation, http://newwf.org which seeks to help progressive community activists in the United States and around the world build stronger alliances for social justice, civil rights, economic, and electoral issues.
Suzanne Drury, Ph.D., is a Professor of Psychology at the Intercultural Open University Foundation. She is passionate about innovative educational and training methodologies and is expert in teaching adult students both on-line and in the classroom. Dr. Drury instructed other faculty members on teaching practices at the Center for Teaching Effectiveness at the University of Delaware; the Center is noted for its promotion of active learner engagement.
Dr. Drury has 25 years of clinical experience as a psychologist and is an authority on organizational development, organizational psychology, and conflict resolution. She provides leadership training and team building skills to a variety of businesses and serves as an Organizational Developmental Specialist, Consultant, and Trainer with the Arizona Governmental Training Service. In addition, Dr. Drury developed a unique program in Trauma, Abuse, and Deprivation and offers training in the treatment of trauma.
Her professional affiliations include the Delaware Psychological Association where she served as President and Continuing Education Chair; the Delaware State Board of Licensure of Psychologists where she served as President for seven years, and the American Mental Health Counselor's Association where she chaired the Task force on Business and Industrial Mental Health.
Dr. Drury received her Ph.D. from the University of Chicago and her A.B. from Earlham College. She has taught at Ottawa University, a pioneer institution in adult education, as well as the University of Delaware, Northern Arizona University, Wilmington University, and Federal City College. She currently resides in Arizona.
Raymond Miller, Ph.D., expertise includes Modern American Literature, Modern Literature, Composition, Speech, Creative Writing, Technical Writing, Scientific Writing, and Drama. Dr. Miller excels in motivating his learners to develop the necessary skills to create and elevate their own style of narrative writing.
Dr. Miller has held a full professorship at Wilmington University and has held an associate faculty position at the University of Delaware. He has taught at Drexel University, the University of the Sciences, and Widener University. In 2008, he was appointed Professor of Liberal Arts at the Intercultural Open University Foundation.
Dr. Miller has written numerous articles, several plays and co-authored The Jersey Devil (which was developed into a feature film entitled The 13th Child) and the Phantom of the Pines. He was presented the Robin Taylor Award for Playwriting and Play Production from Long Island University.
Dr. Miller was awarded the Andelot Fellowship from the University of Delaware where he also received his doctorate in English Literature. He received his B.A. from Washington University and his M.A. from the University of Delaware. He resides in Wilmington, Delaware.
Sohan Lal Gandhi, Ph.D., is a Professor of Sociology and the Chairman of Peace and Nonviolence Studies at the Intercultural Open University Foundation where he also serves on the Board of Governors. He is the International President of the ANUVRAT Global Organization, a transnational center for peace and nonviolent action associated with the United Nations Department of Public Information. Dr. Gandhi is at the forefront of national and international nonviolence campaigns. He has lectured on nonviolence in more than 24 countries and has organized two international nonviolence training camps and seven international conferences on this vital topic.
Dr. Gandhi has long been a member of the Jain Community Peace Movement. He has been a crusader of national and international campaigns for disarmament, interfaith harmony, reconciliation, nonviolent conflict resolution, global ethics, ecological and environmental harmony, vegetarianism, and regeneration of moral and spiritual values. His innumerable lectures include a presentation at the House of Lords seminar series on Policy, Ethics, and Values. He presented a paper on the Jain Principle of Ahimsa and Ecology at the Centre for the Study of World Religions, at the International Conference on Jainism and Ecology at Harvard University; he was invited by the President of the U.N. General Assembly to lecture on Interreligious Understanding and Cooperation at the Interactive Hearing of the United Nations General Assembly with civil society organizations.
He has authored and edited many books and articles including editing the Special Issue of the Anuvibha Reporter, (the journal of the Anuvrat Global Organization) on Ahimsa and Conflict Management; it runs in 320 pages and is hailed as a resource book in Ahimsa. He also authored a section on Jainism containing elucidations of approximately 80 Jaina technical terms for the book entitled Indian Philosophical Terms: Glossary and Sources, published jointly by K.J. Somaiya Bharatiya Sanskriti Peetham, Mumbai (India), and the Institute of Jainology, U.K. He currently is the editor of the ANUVIBHA Reporter.
Dr. Gandhi has received innumerable awards for his academic work (including the Scholarly Achievement Award from the Institute of Oriental Philosophy in Tokyo) and international efforts to promote peace around the world.
Dr. Gandhi earned an M.A. in English Literature and an M.A. in Sociology from Rajasthan University in Jaipur. He received his Ph.D. in Religious Studies from the Intercultural Open University Foundation. His dissertation title is “A Critical Study of Acharya Tulsi's Contribution to Social Excellence through Anuvrat Movement,” (1997). Dr. Gandhi resides in Jaipur, India.
John M. Toothman, Ph.D., is a member of the Board of Governors of the Intercultural Open University Foundation and serves as an external scholar/professor for the Foundation.
Dr. Toothman has devoted his entire career in higher education to the cause of social change. He has received numerous excellence in teaching awards and a scholarship for Studies in Social Change from the Martin Luther King, Jr. Institute as well as an E. I. du Pont Grant for Graduate Studies in the Social Sciences.
Dr. Toothman is a highly-respected scholar in the area of group dynamics and has authored several books including Conducting the Experiential Group (University Press of America, 2000). At Eastern Washington University, he was one of a group of applied psychologists who conducted human communication training programs through a contractual relationship with the United States Air Force. His Applied Psychology for Human Communications Workshops were conducted in South Korea, the Philippines, Guam, Hawaii, Germany, England, Azores, and various Air Force Bases throughout the United States. He received the Award of Distinction for Group Facilitation from the Military Airlift Command.
Dr. Toothman is a member of American Psychological Association, the American Association of Counseling and Development, the Association for the Advancement of Science, the International Society of Clinical Psychology, and the American Association of Philosophical Counseling.
Dr. Toothman received his Ph.D. in Human Behavior from Alliant International University, his M.A. in Social Change from the Martin Luther King, Jr. School of Social Change (Crozer Foundation, Rochester, NY), and his B.S. from the University of Delaware. Dr. Toothman holds numerous certifications in psychology and psychotherapy. He has held a full professorship at Wilmington University where he taught at both the graduate and undergraduate levels and developed the University’s Behavioral Science Program and served as the Department Chairman. Dr. Toothman currently holds a full professorship in psychology at Goldey-Beacom College.
Rudolph Passler, Ph.D., is a Professor of International Relations at the Intercultural Open University Foundation.
Dr. Passler is a highly-respected scholar who has received two Fulbright Fellow grants, a Freedom's Foundation Grant, two National Endowment for the Humanities Fellowships, two grants from the New Jersey Historical Commission and two grants from the Noyes Foundation which promotes a sustainable and just social and natural system by supporting grassroots organizations and movements.
Dr. Passler was a tenured Professor at Salem Community College where he has served as the Division Chair, Arts and Sciences, Chair, Social Science Cluster, and Division II Chair, Liberal Arts. He has been an instructor at Rutgers University, Glassboro State College, Wilmington University, Herkimer County Community College, Monmouth College, and Embry-Riddle University. Dr. Passler has also taught History and computer based classes for The FAA William J. Hughes Technical Center, the world's premier aviation research and development, and test and evaluation facility.
Dr. Passler received his doctorate in U.S. History from the University of Delaware. He received his M.A. in Management from Michigan State University, his M.A. in European History from the University of Delaware and his B.A. in Education from Glassboro State College.
Sandra Hurlong, Ph.D., is President of the Intercultural Open University Foundation where she also serves as Professor of Cultural Anthropology. She is a renowned educator and scholar in learner centered adult education that is at the forefront of innovation in e-learning in higher education. Dr. Hurlong has devoted her academic career to implementing non-traditional approaches to learning; she is passionate about the Foundation’s unique self-directed mentored education experience geared to social change. Her expertise and reputation at the helm of the Foundation led to its membership in EDEN (European Distance and E-Learning).
Dr. Hurlong was a speaker at the Round Table Discussion, European Foundation for Quality in eLearning (EFQUEL) Innovation Forum in 2009 that took place in Finland. She is also working with HEXTLEARN, an organization that contributes to the deployment of lifelong learning strategies through information and communications technologies within higher education institutions by means of peer review methodologies and promoting sharing and understanding among members.
Dr. Hurlong has served as a consultant for organizational analysis and employee development for the Wharton School of the University of Pennsylvania. She has taught at Wilmington College, the School for International Training in Vermont, and the Union Institute & University (a pioneering organization in innovation in higher education) in Cincinnati, Ohio where she also served as the Assistant Dean.
Dr. Hurlong has served on many boards including the Delaware Humanities Forum and Partners for the Americas. She is a member of the American Anthropological Association, the University Museum of the University of Pennsylvania, the Association of International Educators, and the Association for Transpersonal Psychology.
Her additional expertise includes postgraduate studies, Latin American and Hispanic Studies (Mexico/Spain), Shamanism and Spiritual Journeying, Ritual Art and Performance, Dance Ethnology, South Asia Studies, Women’s Studies, and Sustainable Agriculture.
Dr. Hurlong has received numerous awards including recognition by the Department of Agriculture of the State of Mexico for her work with Campesinos and agricultural development; and a grant from the Ford Foundation for Anthropological Field Training. She earned her Ph.D. in Anthropology from Union Institute and her M.A. in Cultural Anthropology from the University of Pennsylvania where she also received her B.A. in Anthropology. Dr. Hurlong has also studied at various universities abroad. She currently divides her time between Oaxaca, Mexico and Arden, Delaware.
Muneo Jay Yoshikawa, Ph.D., is an internationally recognized scholar and specialist in intercultural business communication. He is a much sought after lecturer who has written several books and many professional articles in the fields of intercultural communications, human development, human resource management, and leadership. He is President of the Mobius Human Capital Development Graduate School in Tokyo, Japan.
In 2009, the President and the Board of Governors worked with the faculty to establish a form of Governance that would be both participative and effective for an institution of our small size. There is a commitment at IOU Foundation to a consensual form of governance involving faculty, administration, learners, and graduates. The primary objective of the governance system is to provide an open, rational, responsive, fair, supportive, and stable structure to facilitate the academic and personal procedures that pertain to all of the Foundation’s constituencies. The system facilitates interaction among all constituencies and publics of the IOU Foundation, it encourages the implementation, evaluation, improvement, and dissemination of programs and activities that contribute to scholarly inquiry and professional development, it seeks to establish optimal conditions for adult learning, and it assures that the Foundation strives for optimal quality and functions equitably for all its members. (For details of the governance system, see IOU Foundation Governance.)
Dr. Yoshikawa is Professor Emeritus at the University of Hawaii. He has served as a Visiting Researcher and Professor at several universities including University of the Pacific in California and Reed College in Oregon (for the Summer Institute of Intercultural Communication).
Dr. Yoshikawa served as the Keynote Speaker at the European Foundation for Quality in E-Learning (EFQUEL) at their Innovation Forum in 2009. He was also a guest lecturer at the International Forum 2000 Symposium held at the World’s Fair in Germany. The Symposium brought together eminent scientists, philosophers, educators, managers, and artists from many parts of the world to explore new paradigms of thinking for the 21st century. He presented his theory of integration based on his Mobius integration philosophy.
Dr. Yoshikawa’s current research involves the creation of an “integrative philosophy” for the turbulent age of the 21st century. He works on this theory in collaboration with Shozo Hibino, Ph.D., a Professor at Chukyo University in Japan; they will be presenting their joint findings in August, 2010 at Chukyo University.
He is a renowned business consultant and an Associate of Ken Blanchard Companies based in San Diego, California. Dr. Yoshikawa conducts seminars on leadership, mentoring, creativity and reforming consciousness for executive management for many multinational companies. Dr. Yoshikawa is a Councilor of the International Advisory Counsel of The Asian Strategy & Leadership Institute (ASLI)--Malaysia's leading independent private think tank. Dr. Yoshikawa considers corporate education equally as important as academic education.
Born in Tokyo in 1938, Dr. Yokishawa went to study in the United States at the age of 18. He received his B.S. degree from Linfield College in Oregon in 1962; and both his M.S. (1967) and Ph.D. (1980) from the University of Hawaii. He has received the American Youth Teaching Award and the Hawaii University Teaching Award. After teaching for 35 years in Hawaii, Dr. Yoshikawa now resides in Japan.