Hello, my name is Toshio Murase, an Assistant Professor in the Industrial and Organizational (I/O) Psychology program at Roosevelt University. I obtained my Ph.D. in I/O Psychology from University of Central Florida and completed my post-doctoral training at Northwestern University and Georgia Institute of Technology.
I have been fascinated about collaborative power that enables people to achieve marvelous projects which no one can accomplish alone. My research areas include the following areas: teams, leadership, social networks, and measurement issues. Specifically, I am interested in investigating (a) how leaders across multiple levels of an organization manage complex collaboration systems, (b) how multiple teams can collaboratively achieve team-level and department/organization-level objectives, and (c) how effectively researchers can evaluate and measure the quality of collaborative and interactive processes.
I am currently teaching MA-level research methods (PSYC 530) and Ph.D. intermediate statistics (PSYC 771) courses. My teaching philosophy is as follows: I strive to challenge myself to think and look at the world differently and uniquely. This is my philosophy of life. Socrates once said, “The unexamined life is not worth living,” which has been the critical driver of my life. I take this thinking to my teaching style and the way I see higher education. As a result, I am a strong believer that higher education should be a place for intellectual development and growth that is largely free from a fear of failure or, in other words, not motivated solely by academic “performance.” Through their education students acquire a knowledge-base of the world, reexamine their previous belief structure, and challenge their thoughts and stretch their mind. Building on this thinking, my most core philosophy for higher education is to support students to achieve their own goals and to provide new perspectives through which students can view their world differently. I try to structure courses which are built with innovative teaching ideas and thought-provoking exercises to engender a challenging learning environment.
Students who have been under the protection of parents leave them for the first time to start exploring their life and understand the meaning of it on their own. As a teacher, it is my responsibility to provide a challenging, but psychologically safe, environment in order to encourage intellectual stimulation and allow students to comfortably question their own thinking and prior knowledge.
If you have any questions about my research, please feel free to contact me (Schaumburg 360-L. firstname.lastname@example.org).