Soyhan Egitim, EdD, has lived and worked in multi-cultural societies including Turkey, where he is originally from, Canada, and Japan. Since 2006, he has worked as an English language teacher in a range of educational settings in the Greater Tokyo Area. Upon completing his MA in TESOL at the University of Chichester in 2011, he pursued an academic career in Japan. In 2020, he was awarded a Doctorate in Education from Northeastern University in Boston, where he concentrated on collaborative leadership in the Japanese higher education contexts. Currently, he serves as an assistant professor in the Faculty of Global and Regional Studies at Toyo University where he teaches English and intercultural communication courses. As a multilingual expert in intercultural communication, language education, and inclusive leadership practices, Dr. Soyhan Egitim has strived to promote open, participatory, and equitable language education through academic lectures, publications, presentations, and training workshops.Yu Umemiya, Ph.D., was introduced to Shakespeare at a young age and pursued his interest in studying his works during his undergraduate and graduate studies at Waseda University, Tokyo, Japan. After working as a part-time English teacher at secondary institutions in Tokyo for two and a half years, he moved to Stratford-upon-Avon, UK, where he completed an M.A. in Shakespeare Studies at Shakespeare Institute, University of Birmingham. While he was striving to fulfil his enrolment as an international student, he became an active member in a student theatre group where he served as a stage manager, a producer, and an assistant director in theatrical productions. Also, he appeared in promotion videos by the Royal Shakespeare Company and Shakespeare Birthplace Trust. After he returned from the UK, Dr. Umemiya served as a research associate and then as an assistant professor at Waseda University.

• Incorporating leadership education into undergraduate courses: Utilizing a duoethnographic perspective.- Professorial humility: A cornerstone to student agency.- Leaderful practices beyond the classroom: Examining how students thrive within a complex dynamic ecosystem.- Excavating the pathway of a leadership development practitioner.- Communicating information for decision making: Reflections on a leadership communication course.- Practical pedagogy in an English literature course: English drama students’ experiences as leaders.- The role of learner-initiated questions as a pedagogical resource for co-learning: Development of teacher identity for leaderful classrooms.- Classroom interactions in a Chinese language class: Focusing on teacher talk.- The evolution of leaderful practice in the high school mathematics classroom: Using project-based learning to create an inclusive, participatory learning environment.- Intercultural language education through leaderful pedagogy: A collaborative autoethnographic approach.- Leadership and global agency development in collaborative online international learning: Faculty leaderful strategies for pedagogical preparation, praxis, and progression in supporting students’ learning outcomes.- Towards a ‘leaderful’ sustainable development? An interpretive phenomenological analysis of Japanese education.- Multicultural university students learn collaborative leadership in Hawaii beyond the classroom: A qualitative case study.- EFL teachers’ leadership practices in classroom management: A study of higher education classrooms.- Landscaping and sustaining well-becoming in learning partnerships: Concrete steps to “communities full of leaders”.- Collective, concurrent leadership: Rethinking the classroom through telecollaboration.- Leadership identity in Higher education: Exploring its impact on pedagogical decision and faculty development.- Leaderfulpeer review activity for academic writing classes.- The development of an elementary English teacher leadership identity: Reflections on a telecollaborative exchange between pre-service English teachers in Japan and Germany

Soyhan Egitim, EdD, has lived and worked in multi-cultural societies including Turkey, where he is originally from, Canada, and Japan. Since 2006, he has worked as an English language teacher in a range of educational settings in the Greater Tokyo Area. Upon completing his MA in TESOL at the University of Chichester in 2011, he pursued an academic career in Japan. In 2020, he was awarded a Doctorate in Education from Northeastern University in Boston, where he concentrated on collaborative leadership in the Japanese higher education contexts. Currently, he serves as an assistant professor in the Faculty of Global and Regional Studies at Toyo University where he teaches English and intercultural communication courses. As a multilingual expert in intercultural communication, language education, and inclusive leadership practices, Dr. Soyhan Egitim has strived to promote open, participatory, and equitable language education through academic lectures, publications, presentations, and training workshops.Yu Umemiya, Ph.D., was introduced to Shakespeare at a young age and pursued his interest in studying his works during his undergraduate and graduate studies at Waseda University, Tokyo, Japan. After working as a part-time English teacher at secondary institutions in Tokyo for two and a half years, he moved to Stratford-upon-Avon, UK, where he completed an M.A. in Shakespeare Studies at Shakespeare Institute, University of Birmingham. While he was striving to fulfil his enrolment as an international student, he became an active member in a student theatre group where he served as a stage manager, a producer, and an assistant director in theatrical productions. Also, he appeared in promotion videos by the Royal Shakespeare Company and Shakespeare Birthplace Trust. After he returned from the UK, Dr. Umemiya served as a research associate and then as an assistant professor at Waseda University.

• Incorporating leadership education into undergraduate courses: Utilizing a duoethnographic perspective.- Professorial humility: A cornerstone to student agency.- Leaderful practices beyond the classroom: Examining how students thrive within a complex dynamic ecosystem.- Excavating the pathway of a leadership development practitioner.- Communicating information for decision making: Reflections on a leadership communication course.- Practical pedagogy in an English literature course: English drama students’ experiences as leaders.- The role of learner-initiated questions as a pedagogical resource for co-learning: Development of teacher identity for leaderful classrooms.- Classroom interactions in a Chinese language class: Focusing on teacher talk.- The evolution of leaderful practice in the high school mathematics classroom: Using project-based learning to create an inclusive, participatory learning environment.- Intercultural language education through leaderful pedagogy: A collaborative autoethnographic approach.- Leadership and global agency development in collaborative online international learning: Faculty leaderful strategies for pedagogical preparation, praxis, and progression in supporting students’ learning outcomes.- Towards a ‘leaderful’ sustainable development? An interpretive phenomenological analysis of Japanese education.- Multicultural university students learn collaborative leadership in Hawaii beyond the classroom: A qualitative case study.- EFL teachers’ leadership practices in classroom management: A study of higher education classrooms.- Landscaping and sustaining well-becoming in learning partnerships: Concrete steps to “communities full of leaders”.- Collective, concurrent leadership: Rethinking the classroom through telecollaboration.- Leadership identity in Higher education: Exploring its impact on pedagogical decision and faculty development.- Leaderfulpeer review activity for academic writing classes.- The development of an elementary English teacher leadership identity: Reflections on a telecollaborative exchange between pre-service English teachers in Japan and Germany

Soyhan Egitim, EdD, has lived and worked in multi-cultural societies including Turkey, where he is originally from, Canada, and Japan. Since 2006, he has worked as an English language teacher in a range of educational settings in the Greater Tokyo Area. Upon completing his MA in TESOL at the University of Chichester in 2011, he pursued an academic career in Japan. In 2020, he was awarded a Doctorate in Education from Northeastern University in Boston, where he concentrated on collaborative leadership in the Japanese higher education contexts. Currently, he serves as an assistant professor in the Faculty of Global and Regional Studies at Toyo University where he teaches English and intercultural communication courses. As a multilingual expert in intercultural communication, language education, and inclusive leadership practices, Dr. Soyhan Egitim has strived to promote open, participatory, and equitable language education through academic lectures, publications, presentations, and training workshops.Yu Umemiya, Ph.D., was introduced to Shakespeare at a young age and pursued his interest in studying his works during his undergraduate and graduate studies at Waseda University, Tokyo, Japan. After working as a part-time English teacher at secondary institutions in Tokyo for two and a half years, he moved to Stratford-upon-Avon, UK, where he completed an M.A. in Shakespeare Studies at Shakespeare Institute, University of Birmingham. While he was striving to fulfil his enrolment as an international student, he became an active member in a student theatre group where he served as a stage manager, a producer, and an assistant director in theatrical productions. Also, he appeared in promotion videos by the Royal Shakespeare Company and Shakespeare Birthplace Trust. After he returned from the UK, Dr. Umemiya served as a research associate and then as an assistant professor at Waseda University.

• Incorporating leadership education into undergraduate courses: Utilizing a duoethnographic perspective.- Professorial humility: A cornerstone to student agency.- Leaderful practices beyond the classroom: Examining how students thrive within a complex dynamic ecosystem.- Excavating the pathway of a leadership development practitioner.- Communicating information for decision making: Reflections on a leadership communication course.- Practical pedagogy in an English literature course: English drama students’ experiences as leaders.- The role of learner-initiated questions as a pedagogical resource for co-learning: Development of teacher identity for leaderful classrooms.- Classroom interactions in a Chinese language class: Focusing on teacher talk.- The evolution of leaderful practice in the high school mathematics classroom: Using project-based learning to create an inclusive, participatory learning environment.- Intercultural language education through leaderful pedagogy: A collaborative autoethnographic approach.- Leadership and global agency development in collaborative online international learning: Faculty leaderful strategies for pedagogical preparation, praxis, and progression in supporting students’ learning outcomes.- Towards a ‘leaderful’ sustainable development? An interpretive phenomenological analysis of Japanese education.- Multicultural university students learn collaborative leadership in Hawaii beyond the classroom: A qualitative case study.- EFL teachers’ leadership practices in classroom management: A study of higher education classrooms.- Landscaping and sustaining well-becoming in learning partnerships: Concrete steps to “communities full of leaders”.- Collective, concurrent leadership: Rethinking the classroom through telecollaboration.- Leadership identity in Higher education: Exploring its impact on pedagogical decision and faculty development.- Leaderfulpeer review activity for academic writing classes.- The development of an elementary English teacher leadership identity: Reflections on a telecollaborative exchange between pre-service English teachers in Japan and Germany