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Content about United States

October 21, 2011

For as long as we have been around, humans have organized to survive, accomplish goals, build societies, and win battles. Even though organizations played an increasingly definitive role in human activity as history advanced, organizational theory did not emerge as a field of inquiry until the mid twentieth century. Since then a confusing array of disparate perspectives have emerged to compete for attention in a fractious field. Some of these competing views seem to prove partially valid in some situations, but most have failed to meet the demands of empirical analysis and increasingly dynamic environments (David & Marquis, 2005). Today, organizational theorists attempt to provide people with ways to understand, predict, and influence behavior in organizations (McShane & Von Glinow, 2005) by adapting flexible frameworks that can explain dynamic organizations in dynamic environments. 

July 18, 2011

Despite living in a society that holds cooperation as a core value, students in the Japanese higher education system typically study in a rigid lecture-test environment that neither supports nor condones collaboration in the classroom. I addressed this cultural cognitive dissonance during a lecture to Hachinohe University faculty about how to use group-learning methods to invigorate student development in traditional higher education.

This article provides the English and Japanese language resources from "Transforming the traditional classroom with team learning: The teacher’s shifting leadership role in collaborative learning environments," a lecture presented by Brent Duncan to the faculty and adminstration of Hachinohe University, Japan on July 13, 2011.

July 16, 2011

Although academic and leadership literature tends to use “team” and “group” synonymously to describe a group of two or more interacting people, proponents of work teams and learning teams generally recognize important differences between groups and teams that can influence how leaders design, implement, and interact with teams. Distinguishing between a team and a group can help teachers to understand the proper leadership for the context.

July 3, 2011

Japan disaster documentary interviews Brent Duncan in Noda Village debris fields

A Japanese documentary about the disaster areas in Iwate Prefrecture one month after the initial stages of disaster included an interview with me. This blog entry contains the background story about and excerpts from Higashi Nippon Daishinsai: Iwate" (東日本大震災:岩手県野田村[抜粋] The Northeastern Japan Disaster: Iwate

April 21, 2011

Massive tsunamis generated by a 9.0 earthquake battered the coast of northeastern Japan on March 11, 2011. On March 12, a tsunami of Misawa Air Base personnel volunteer to help. This video shows highlights of the first 30 days of their volunteer recovery efforts.

Captain Tyler Harris, USAF 35th Fighter Wing, asked me to create a video to show Pacific Air Forces Commander General Gary North the volunteer activities of Misawa Air Base personnel in the month after the Northeast Japan Earthquake and Tsunami. After watching this video with base personnel, General North joined Base Commander Colonel Rothstein and other base personnel in a volunteer cleanup activity in Hachinohe.

April 18, 2011


Been a busy week. A few notes to catch you up.

March 31, 2011

Penny and I join a busload of Airmen and Marines for a tsunami recovery project in the "hot zone" with Japanese soldiers. A seemingly historic collaboration among American military, Japanese military, and civilians makes quick work of the disaster area, but is cut short due to political intrigue. Here is the video: