| 授業名 | Developing Entrepreneurial Culture |
|---|---|
| Course Title | Developing Entrepreneurial Culture |
| 担当教員 Instructor Name | 伊藤 博（Hiroshi Ito） |
| コード Couse Code | EST201_G24N |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | On Campus |
| 単位 Credits | 1 |
| 言語 Language | EN |
| 科目区分 Course Category | 入門科目0系 / Pre |
| 学位 Degree | Exed |
| 開講情報 Terms / Location | 2024 GSM Nagoya Fall |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
This course is fundamental to NUCB's mission, designed to instill the 'Frontier Spirit' in our students, as it explores entrepreneurship, which is crucial for developing innovative and ethically-minded leaders. The curriculum delves into the core principles of innovative entrepreneurship, not only echoing but also enhancing NUCB's commitment to generating knowledge that drives business and societal progress. It also helps equip NUCB students with the skills to bridge the new era of Asia and the world, embodying our school's vision of connecting global communities through pioneering leadership.
授業の目的（意義） / Importance of this course
In this course, students will be actively immersed in the field of entrepreneurship and innovation, with rich learning opportunities that encompass a comprehensive curriculum, designed to deepen their understanding of varied entrepreneurial concepts and innovative practices. Moreover, students will engage in critical analysis and discussion of real-world cases, allowing them to explore firsthand the multifaceted challenges that today's innovators encounter. By dissecting these case studies, students will hone their problem-solving skills and apply theoretical concepts to practical situations. The course aims to cultivate a mindset geared toward ethical entrepreneurship and innovation. By the end of the course, students will not only have a robust foundation in entrepreneurial theories but also an enhanced ability to apply this knowledge in leading change and driving progress within any organizational context.
到達目標 / Achievement Goal
This course is meticulously designed to enhance key learning goals that are instrumental for students in today's interconnected and multifaceted world. Specifically, it targets the improvement of LG-1, which focuses on critical thinking. Through a series of strategically structured modules, students will engage in rigorous analysis, evaluation, and synthesis of information, thereby sharpening their ability to make well-informed decisions and solve complex problems with a high degree of intellectual autonomy.
Simultaneously, the course addresses LG-2, diversity awareness, by encouraging students to recognize and appreciate different cultures, perspectives, and ideas. By fostering an inclusive environment that challenges preconceptions, students will develop the sensitivity and insight needed to navigate and contribute positively to diverse settings.
Furthermore, with an emphasis on innovative leadership (LG-6), the course empowers students to become visionary leaders who are not only equipped to inspire and drive innovation but also to manage and implement change effectively. Through hands-on projects, collaborative teamwork, and exposure to contemporary leadership challenges, students will cultivate the ability to lead with confidence and creativity.
Simultaneously, the course addresses LG-2, diversity awareness, by encouraging students to recognize and appreciate different cultures, perspectives, and ideas. By fostering an inclusive environment that challenges preconceptions, students will develop the sensitivity and insight needed to navigate and contribute positively to diverse settings.
Furthermore, with an emphasis on innovative leadership (LG-6), the course empowers students to become visionary leaders who are not only equipped to inspire and drive innovation but also to manage and implement change effectively. Through hands-on projects, collaborative teamwork, and exposure to contemporary leadership challenges, students will cultivate the ability to lead with confidence and creativity.
本授業の該当ラーニングゴール Learning Goals
*本学の教育ミッションを具現化する形で設定されています。
LG1 Critical Thinking
LG2 Diversity Awareness
LG6 Innovative Leadership (MBA)
LG2 Diversity Awareness
LG6 Innovative Leadership (MBA)
受講後得られる具体的スキルや知識 Learning Outcomes
By the end of this course, students will have achieved a robust comprehension of the multifaceted nature of entrepreneurship and innovation. This will involve:
A deeper understanding of the fundamental concepts of entrepreneurship and innovation, including the ability to discern and navigate the complex ecosystem in which innovative ventures operate. Students will gain insights into the entrepreneurial mindset and the innovation process, from ideation to execution and beyond.
The development of a comprehensive set of generic skills crucial for any successful entrepreneur. These include, but are not limited to, creative problem-solving, effective communication, strategic planning, and the resilience to overcome setbacks. Additionally, students will cultivate personal attributes that are synonymous with innovative leaders, such as adaptability, ethical judgment, and a penchant for calculated risk-taking.
A critical examination of the real-world challenges that confront innovative entrepreneurs. Students will not only identify these issues but also engage in constructing detailed strategies to tackle them. This will encompass learning how to conduct thorough market analyses, developing sustainable business models, and crafting solutions that are both innovative and ethical.
Throughout the course, students will engage with a variety of learning methodologies, including interactive discussions, hands-on projects, and case study analyses, all designed to solidify students' understanding and application of these concepts.
A deeper understanding of the fundamental concepts of entrepreneurship and innovation, including the ability to discern and navigate the complex ecosystem in which innovative ventures operate. Students will gain insights into the entrepreneurial mindset and the innovation process, from ideation to execution and beyond.
The development of a comprehensive set of generic skills crucial for any successful entrepreneur. These include, but are not limited to, creative problem-solving, effective communication, strategic planning, and the resilience to overcome setbacks. Additionally, students will cultivate personal attributes that are synonymous with innovative leaders, such as adaptability, ethical judgment, and a penchant for calculated risk-taking.
A critical examination of the real-world challenges that confront innovative entrepreneurs. Students will not only identify these issues but also engage in constructing detailed strategies to tackle them. This will encompass learning how to conduct thorough market analyses, developing sustainable business models, and crafting solutions that are both innovative and ethical.
Throughout the course, students will engage with a variety of learning methodologies, including interactive discussions, hands-on projects, and case study analyses, all designed to solidify students' understanding and application of these concepts.
SDGsとの関連性 Relevance to Sustainable Development Goals
Goal 4 質の高い教育をみんなに（Quality Education）
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 35 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 65 % |
| フィールドメソッド Field Method | 0 % | 合計 Total | 100 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
Feedback methods
In this course, a student-centered approach is a cornerstone of our learning environment. To foster this, students are expected to allocate time for preparation and review activities for each class. This includes reading assigned case studies and reflecting on the material to formulate questions and comments that will enrich class discussions. It is anticipated that this preparatory work will require three hours of study time per case, ensuring a deep understanding of the material to be discussed.
After the submission of the one-page reports on case studies, which students will submit on Google Classroom, feedback will be provided. This feedback process is structured to offer students constructive comments and guidance on their reports after the entire course, facilitating a comprehensive understanding of the material and their performance.
Prior to attending the course, students are encouraged to familiarize themselves with the basic principles of entrepreneurship and innovation, as these will form the foundation upon which further learning will be built. The expected time commitment for preparatory activities is at least three hours, and students are urged to adhere to these guidelines to fully benefit from the class sessions.
In this course, a student-centered approach is a cornerstone of our learning environment. To foster this, students are expected to allocate time for preparation and review activities for each class. This includes reading assigned case studies and reflecting on the material to formulate questions and comments that will enrich class discussions. It is anticipated that this preparatory work will require three hours of study time per case, ensuring a deep understanding of the material to be discussed.
After the submission of the one-page reports on case studies, which students will submit on Google Classroom, feedback will be provided. This feedback process is structured to offer students constructive comments and guidance on their reports after the entire course, facilitating a comprehensive understanding of the material and their performance.
Prior to attending the course, students are encouraged to familiarize themselves with the basic principles of entrepreneurship and innovation, as these will form the foundation upon which further learning will be built. The expected time commitment for preparatory activities is at least three hours, and students are urged to adhere to these guidelines to fully benefit from the class sessions.
授業スケジュール Course Schedule
第1日（Day1）
The class will commence with a detailed exploration of entrepreneurship. This will include defining who an entrepreneur is, the nature of entrepreneurship, and the distinction between necessity entrepreneurs and opportunity/innovative entrepreneurs. We will delve into the various types of innovation, drawing contrasts between Kirzner's and Schumpeter's theories.As the session progresses, we will spotlight examples of innovative entrepreneurs, analyzing their entrepreneurial activities, the challenges they encounter, and the inventive strategies they employ to overcome these challenges. These concepts will be brought to life through case method studies, specifically examining Apple. Through class discussions, we will engage in problem-finding and problem-solving learning, allowing for a deeper understanding of the entrepreneurial process and its nuances.
●使用するケース
Apple after Steve Jobs, McGraw Hill EducationDesign thinking and innovation at Apple, Harvard Business School
第2日（Day2）
In this session, we will delve into a contemporary case study focusing on Apple's strategic position within the music industry. Given the widespread familiarity with both Apple and the music sector, this case will serve as an excellent platform for stimulating class discussions. We will explore how the company has continued to shape and adapt to the evolving landscape of music distribution and consumption.Following this analysis, our conversation will shift toward the cultivation of innovators and innovative entrepreneurs. We will analyze how to develop the crucial skills and attributes that are characteristic of successful innovators and entrepreneurs. During our discussions, we will cover a range of generic competencies essential to innovation, including critical thinking and problem-solving; collaboration across networks and leading through influence; agility and adaptability; initiative and entrepreneurial spirit; the ability to access and analyze information; and proficiency in oral and written communication. Additionally, we will probe into the realms of curiosity and imagination. We will also dissect the distinctions between creativity and innovation and discuss the key elements necessary for fostering innovation, such as expertise, creative thinking skills, and intrinsic motivation.
To bring these abstract concepts into a tangible context, we will review the inspiring journey of innovators like Kirk Phelps, the former Apple manager who played a pivotal role in the creation of the first iPhone. Through these narratives and case studies, complemented by interactive class discussions, we will gain a richer, more practical understanding of what it means to be an innovator in today's business world.
●使用するケース
Apple and the music industry, IVEY(Driving towards a disruption), Harvard Business School
Portrait of a young innovator, Original (based on Wagner, 2013)
成績評価方法 Evaluation Criteria
*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
students are expected to listen carefully to the comments made by other students, consider their perspectives, and, when appropriate, build upon or offer constructive insights in response to their observations.
This dual focus on preparation and participation—both speaking and listening—creates a dynamic and interactive classroom environment, fostering a richer educational experience for everyone involved. It is through this collaborative exchange of ideas that deeper learning is facilitated, and it is this approach that will enable students to achieve a favorable outcome in this course.
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
| 講師用内規準拠 Method of Assessment | Weights |
|---|---|
| コールドコール Cold Call | 0 % |
| 授業内での挙手発言 Class Contribution | 60 % |
| クラス貢献度合計 Class Contribution Total | 60 % |
| 予習レポート Preparation Report | 40 % |
| 小テスト Quizzes / Tests | 0 % |
| シミュレーション成績 Simulation | 0 % |
| ケース試験 Case Exam | 0 % |
| 最終レポート Final Report | 0 % |
| 期末試験 Final Exam | 0 % |
| 参加者による相互評価 Peer Assessment | 0 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
To successfully pass this class with a satisfactory grade or higher, thorough preparation is essential. This preparation involves completing all assigned readings and analyzing the provided case studies prior to each class. Engaging with these materials in advance will equip students with the necessary knowledge to actively contribute to class discussions, which is a critical component of the course's learning process. Also,students are expected to listen carefully to the comments made by other students, consider their perspectives, and, when appropriate, build upon or offer constructive insights in response to their observations.
This dual focus on preparation and participation—both speaking and listening—creates a dynamic and interactive classroom environment, fostering a richer educational experience for everyone involved. It is through this collaborative exchange of ideas that deeper learning is facilitated, and it is this approach that will enable students to achieve a favorable outcome in this course.
教科書 Textbook
- 配布資料
参考文献・資料 Additional Readings and Resource
Dyer, J., Gregersen, H., and Christensen, M. (2011). The innovator’s DNA: mastering the five skills of disruptive innovators. Brighton, MA: Harvard Business School Press. ISBN: 1422134814
Ito, H. and Kawazoe, N. (2015). Active learning for creating innovators: Employability skills beyond industrial needs. International Journal of Higher Education 4(2): 81-91 http://www.sciedu.ca/journal/index.php/ijhe/article/view/6535/3968
Hoffman, S. S. (2017). Make elephants fly: The process of radical innovation. New York: Center Street.
Wagner, T. (2013). Creating Innovators. New York: Scribner. ISBN: 1451611498
Ito, H. and Kawazoe, N. (2015). Active learning for creating innovators: Employability skills beyond industrial needs. International Journal of Higher Education 4(2): 81-91 http://www.sciedu.ca/journal/index.php/ijhe/article/view/6535/3968
Hoffman, S. S. (2017). Make elephants fly: The process of radical innovation. New York: Center Street.
Wagner, T. (2013). Creating Innovators. New York: Scribner. ISBN: 1451611498
授業調査に対するコメント Comment on Course Evaluation
Success in this course is predicated on active and engaged participation within the classroom setting. A significant portion of your grade will be determined by how well you listen to, engage with, and respond to your classmates’ comments and questions. This engagement reflects a critical aspect of the learning process, which is the exchange of diverse perspectives and the collaborative construction of knowledge.
担当教員のプロフィール About the Instructor
学歴：
コロンビア大学（教育学修士号）
カリフォルニア大学ロサンゼルス校（教育学博士号）
パリ第一大学パンテオン・ソルボンヌ校（経営学修士号）
名古屋大学（環境学博士号）
研究分野：教育方法・評価、環境政策、NPOマーケティング
コロンビア大学（教育学修士号）
カリフォルニア大学ロサンゼルス校（教育学博士号）
パリ第一大学パンテオン・ソルボンヌ校（経営学修士号）
名古屋大学（環境学博士号）
研究分野：教育方法・評価、環境政策、NPOマーケティング
Education:
Columbia University (MA in Education)
University of California, Los Angeles (Ph. D. in Education)
Universite de Paris I Pantheon-Sorbonne (MBA)
Nagoya University (Ph. D. in Environmental Studies)
Research areas: Pedagogy and assessment, Environmental policy, NPO marketing
（実務経験 Work experience）
職歴：
国連教育科学文化機関（アソシエートエキスパート）
国連児童基金（教育オフィサー）
青年海外協力隊（村落開発普及員）
プラネットエイドグアテマラ（プロジェクトコーディネーター）
教育サービス会社（インストラクター）
国連教育科学文化機関（アソシエートエキスパート）
国連児童基金（教育オフィサー）
青年海外協力隊（村落開発普及員）
プラネットエイドグアテマラ（プロジェクトコーディネーター）
教育サービス会社（インストラクター）
Working Experiences:
United Nations Educational, Scientific, and Cultural Organization (Associate Expert)
United Nations Children's Fund (Education Officer)
Japan International Cooperation Agency (Community Development Officer)
Planet Aid Guatemala (Project Coordinator)
Hinoki Educational Services USA (Instructor)
Refereed Articles
- (2024) Impact of AACSB Accreditation on Education Quality: Perceptions of Faculty in an Accredited School in Japan. International Journal of Educational Management
- (2023) Examining transportation-mode changes during COVID-19 in Toyama, Japan. Regional Studies, Regional Science 2168-1376
- (2023) Regional Sustainable Development Using a Quadruple Helix Approach in Japan. Regional Studies, Regional Science
- (2022) Promoting urban light rail transit in a compact city context: The case of Toyama City, Japan. Regional Studies, Regional Science
- (2022) Bad or worse? Applying critical theory to explore the impacts of Payatas Dumpsite closure on the former waste pickers. Waste Management & Research
Refereed Proceedings
- (2020). Cognitive Neuroscientific Explanations of Active Learning: A Conceptual Review. IAFOR Journal of Education .The Southeast Asian Conference on Education. 1. 2. Singapore