08
- Junko Morimoto
- Professor, Faculty of Agriculture, Hokkaido University
I myself will continue to learn and enjoy it
Cultivating an ecosystem within the research laboratory
LILAS
Leaders for people with innovation,
Liberty and Ambitions.
A series of interviews with female researchers introducing leading female leaders who are at the forefront of their fields.LILASLilac means lilac in French, and is also known as the flower of Sapporo. Along with plant arrangements inspired by the interview content, we will be sharing this original interview series, conveying messages about the strength, flexibility, and diversity that plants possess.
- 08
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The eighth installment features Junko Morimoto from the Faculty of Agriculture. Ms. Morimoto arrived at Hokkaido University as a "single parent with her child." After serving as a lecturer and associate professor, she became a professor in 2024, leading her own research lab. Drawing on her experience raising children, she views her research lab as an "ecosystem," practicing a unique team management style where students proactively help and support each other. We asked her about her strategies and thoughts on how she leads a large group of over 20 students and how she plans to pass the baton to the next generation.
How can we enhance the strength of the research lab as a single "team"?
What difficulties did you encounter in running your research lab?
When I first came to Hokkaido University as a lecturer in 2006, I was part of a research lab headed by a professor. In 2024, that professor retired, and I took over the lab and became a professor myself, so I've actually only been the head of the lab for about two years. However, my mindset is completely different now compared to when I was an associate professor. Before, there was a part of me that thought, "It's okay if things don't go well," but now I bear the ultimate responsibility. I feel a strong sense of responsibility to create a better environment so that all the students can stay healthy and successfully complete their undergraduate and master's theses. The number of students, which was seven when I started, has now grown to a large group of 21. I am constantly experimenting and trying to figure out how to not only support individual research but also how to develop the strength of the research lab as a single "team."
What specific initiatives are you undertaking in your research lab?
Our research lab conducts many field surveys in mountains and wetlands, which are always fraught with danger, such as dealing with brown bears and weather changes. Therefore, the students themselves devised and continuously refined a crisis management system called "Sapporo Headquarters." Students going on surveys register "who is going where and when" on the lab's online calendar, and students remaining in Sapporo act as "administrators," collecting local weather warnings and bear sighting information and relaying it to the researchers in the field. This "headquarters" receives reports on the start and end of surveys, ensuring that the information is smoothly shared with me. This system was not something I instructed them to create; it was built proactively by the students.
Furthermore, not only in research but also in lab management, we divide up responsibilities in various areas, such as listing and maintaining items and equipment that may need ordering, updating the website, and cleaning. Through these efforts, I feel that the students are developing a sense of ownership over the lab.
What are the thoughts behind creating such a system?
What I place particular importance on is ensuring that each student feels safe and confident in their role, and that they proactively engage with the research lab as "their own space." The students at this university are exceptionally talented and have a clear sense of purpose. However, while they are accustomed to individual study and development, they don't necessarily have much experience in dialogue with others, sharing knowledge and skills, and growing together. If left unchecked, this can lead to a situation like a "warring states period," where each individual works independently, making it difficult to create synergy within the research lab.
What we've focused on is creating a system where "research cannot be completed alone." For field surveys, we have a rule that students must always work in groups of two or more for safety reasons, and in the paper writing process, we have a process where students read each other's "zero drafts" and exchange opinions before showing them to their instructors.
I believe that the presence of Professor Taishi Nakamura, the previous professor, played a significant role in establishing this attitude and the culture of students actively participating in lab management. It is because Professor Nakamura spent a long time laying the groundwork that these systems are now functioning smoothly.
Respecting others and developing your own individuality.
Please share your thoughts on diversity.
When I was younger, I had the experience of studying abroad in North America for a short period and also accompanying my husband on his studies, conducting research at a local university. America is a country of diversity itself, and I felt firsthand that there are as many different ways of thinking as there are people. There was a culture there where people asserted themselves firmly, while also equally respecting the opinions of others.DEII believe the essence of this lies precisely in "respecting others and developing one's own individuality."
I believe that even if a student excels in one area but struggles in another, other students can compensate for that. Some students are good at summarizing previous research, while others are good at finding information on new analytical methods. I think the same applies to languages. Currently, there is one international student in my lab, and the students are making efforts to communicate with each other, flexibly utilizing AI tools. In seminars, the students have clearly understood my policy of wanting to create a space where everyone can participate, and they are proactively supporting each other to ensure that no one is left behind.
Ideally, we should acknowledge each individual's strengths and weaknesses, and allow them to maximize their potential so that the entire research lab can grow. I myself feel that I am being helped by their strengths.
How did you manage to balance childcare and research?
When I started my new position at Hokkaido University, I was a "solo assignment with my 1-month-old child," while my husband worked on Honshu. It was incredibly tough back then. I still vividly remember the frustration and stress of not being able to get work done due to my child's sudden fever. There were times when I had to call my mother from Honshu to help look after my child while I participated in internships that required overnight stays. There were also times when my child caught the mumps at a conference and couldn't fly home with me (I managed to get by by leaving him with my parents), or conversely, when I developed a fever at a conference and was confined to my accommodation (my child went sightseeing with my husband). There were many such mishaps. However, these experiences helped me develop an optimistic mindset that doesn't get fazed by minor troubles. The patience and new perspectives I gained from raising my child are definitely proving useful in my current teaching and research lab management.
During those difficult times, was there anyone who supported you?
She was a senior colleague as a faculty member in the Faculty of Agriculture, and the then Office for Supporting Female Researchers (currentlyDEIProfessor Sanae Ariga, who was the head of the Promotion Headquarters, was an invaluable presence. Professor Ariga would say, "It's strange that I'm the first female professor in the Faculty of Agriculture," but she went on to establish systems such as childcare for sick children and personnel support programs for hiring research assistants. For me, the support office was truly a sanctuary, and I made full use of those programs. Having a female professor who could serve as a role model close by gave me a great sense of security.
Currently, I want to contribute from an organizational management perspective to creating an environment where faculty members can continue teaching and research even while battling illness, in addition to raising children or caring for elderly family members. My goal is to contribute to expanding systems that systematically support individuals, such as by making existing systems more flexible or by adapting and introducing mechanisms that are functioning in organizations outside the university.
Creating an environment where young people can have hope for the future.
Do you have anyone you consider a role model?
As an educator, my greatest role model and inspiration is Jane Goodall, the renowned animal behaviorist famous for her chimpanzee research. Beyond her specialized field, she has lectured worldwide, continuously instilling hope for the future in young people. As stated in her book, "The Classroom of Hope," I deeply resonate with her belief in creating an environment where young people can have hope for the future.
My emphasis on reading aloud and outreach activities in elementary schools may be largely due to this influence. Once, I brought acorns from a book to a reading session and left them in the classroom. Later, the children noticed that sprouts had grown from the acorns and were moved, exclaiming, "The acorns are alive!" I hope that these small experiences will one day connect with the knowledge they learn in textbooks and become a catalyst for deepening their learning. Like Ms. Goodall, I want to support an environment where the next generation can have hope for the future, through both research and education.
Be healthy and enjoy continuing to learn.
Please tell us about your research field and your contributions to society.
Ecosystem management is the study of understanding natural processes and utilizing their power to pass them on to future generations, rather than controlling nature according to human wishes. While science has developed based on "visual" information regardless of the field, I hope that in the future, ecosystem management will be possible by utilizing information perceived through other senses such as "sound" and "scent." For example, in the field of sound ecology, technology is being developed to analyze bird and insect calls using AI. I am also interested in the undeveloped area of how the different "scents" of forests are connected to the health of forests and the comfort level for humans. Ultimately, I believe my lifelong mission is to pursue science that gives us hope for the future, with the expectation that our research will lead to the solution of social problems.
To achieve this, I believe it's crucial that I myself maintain good health and enjoy continuing to learn. While lectures and research guidance tend to involve a lot of information output, input is essential for good output. In order to continue enjoying research, I want to consciously seek out new information and environments.
The ability to recognize the "seeds of improvement"
The energy to bring about positive change in the organization
Finally, do you have a message for young researchers who aspire to higher positions?
I would definitely like to say, "Just be yourself." I myself didn't aim to become a professor from the beginning; I continued to pursue the research I loved, and before I knew it, I was here. If you feel conflict or dissatisfaction with the current system or the older generation, thinking "it would be better if it were done this way," that's wonderful. The ability to recognize the "seeds of improvement" will become the energy to change the organization for the better when you take on a higher position. I believe that those who have their own ideals, rather than being satisfied with what they are told, are the ones who should go on to higher positions. When the opportunity comes, I hope you will believe in your own interests and abilities, and take that first step without being overly anxious, so that you can realize it. I myself will continue to learn and enjoy nurturing the ecosystem of the research lab.
LILAS
Library
This book explores the question of "what happiness is" from a psychological perspective. It's not just theoretical; it offers concrete practical methods such as "being grateful" and "exercising." It explores how to navigate a highly competitive society while maintaining a sense of happiness. For me, it's a precious book, like a lucky charm, that I can pick up and read anywhere whenever I feel overwhelmed.
LILAS
Plants
The students likened the flowers and leaves of the trees to their teacher. I thought that was wonderful. Both grow into large trees and bear beautiful flowers and leaves. From those, I chose the magnolia (Mokuren) and the Japanese magnolia (Honoki).
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ニシキモクレン
Scientific name: Magnolia soulangeana Family and genus: Magnoliaceae, Magnolia
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Magnolia leaves
Scientific name: Magnolia obrata Family and genus: Magnoliaceae, Magnolia
LILASThis is part of the Hokkaido University 150th Anniversary Project. Hokkaido University will celebrate its 150th anniversary in 2026.
