Hervas Nicolas, Gabriel

Division for Quality Enhancement of Higher Education

Hervas Nicolas, Gabriel

Project Associate Professor

Faculty Development, Academic Development, Educational Development, and Teachers' Training.
Research Topics
Faculty Development, Academic Development, Educational Development, and Teachers' Training.
PhD in Education (Faculty Development). Master's Degree in Teaching in Higher Education, Master's Degree in Teaching in Secondary Education, Master's Degree in Research and Innovation in Education, Master's Degree in Second Language Learning. Bachelor's Degree in Teaching in Primary Education, Bachelor's Degree in History.


In charge of “The University of Tokyo Global Future Faculty Development Program” (UTokyo Global FFDP) and of Faculty Development (FD) initiatives in English. To learn more, please visit

Most relevant recent publications

– Hervas, G. (2022). Public relations as part of the work of academic developers: A vignette on our role at a Japanese university. International Journal for Academic Development. 

– Hervas, G., & Medina, J. L. (2022). Higher Education Teachers’ Perception and Use of Content Representations in Lesson Study. International Journal for Lesson and Learning Studies, 11(1), 14-25.

– Hervas, G. (2022). The International Popularisation of Lesson Study: Early Studies and their Relevance in Later Literature. Revista Panamericana de Pedagogía, 33.

– Hervas, G., & Medina, J. L. (2021). Learning and developing during lesson study through professional conversations. International Journal for Academic Development, 26(3), 237-251.

– Hervas, G. (2021). Lesson study as a faculty development initiative in higher education: A systematic review. AERA Open, 7(1), 1-19.

– Medina, J. L., Hervas, G., & Cairó-i-Céspedes, G. (2021). Learning of the economic analysis of inequality through Team-based learning. Revista de Educación, 391, 41-59.

– Hervas, G., & Medina, J. L. (2020). What higher education teachers talk about when they talk about their students: nature of their conversations during lesson study. Research in Post-Compulsory Education, 25(4), 461-479.

– Hervas, G., & Medina, J. L. (2020). Key components of lesson study from the perspective of complexity: A theoretical analysis. Teachers and Teaching: Theory and Practice, 26(1), 118-128.

– Hervas, G. (2020). Faculty Development in Spain: The Case of the University of Barcelona. Bulletin of the Institute for Excellence in Higher Education-Tohoku University, 6, 217-224. Available at

– Hervas, G., & Medina, J. L. (2020). Profesorado novel en las universidades catalanas. análisis de sus programas formativos. Revista d’Innovació i Recerca en Educació, 13(2), 1-19.

– Hervas, G., Medina, J. L., & Sandín, M. P. (2020). Participants’ Views of the Use of Video in Lesson Study in Higher Education in Spain: An Exploratory Multiple Case Study. Journal of Research on Technology in Education, 52(4), 461-473.

– Hervas, G. (2020). Lesson study (jugyou kenkyuu) as an educational development practice for faculty members at the University of Barcelona. ETH Learning and Teaching Journal, 2(2), 517-522. Available at

– Méndez, J., Montané, A., Llanes, J., Hervas, G., Calduch, I., Morales-Ulloa, R., & Muñoz, J. (2019). Socio-Demographic Characteristics and Living Conditions and Study of Indigenous Education Students. The Approach of the TO-INN Project. Revista de la Asociación de Sociología de la Educación, 12(2), 139-156,

– Hervas, G. (2019). Successful transposition of lesson study: A knowledge management perspective. Educational Review, 71(4), 542-544.

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