| 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 | EST216_G22V |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | Live Virtual |
| 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 | 2022 GSM ONLINE Fall |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
This is a very basic course to review and discuss the concepts of entrepreneurship and education ad is relevant to NUCB's mission as it covers core principles of innovative entrepreneurship, a fundamental component of the mission.
授業の目的（意義） / Importance of this course
This course is important as it provides students with opportunities to: 1) learn about various concepts of entrepreneurship and innovation as well as skills and attributes essential for successful innovative entrepreneurs and 2) discuss and address issues that innovative entrepreneurs face through examining real world case studies.
到達目標 / Achievement Goal
This course in particular intends to help students improve LG-1 (critical thinking) and LG-2 (diversity awareness), innovative leadership (LG-6) and global perspective (LG-7).
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 the course, you will be able to:
● Understand various concepts of entrepreneurship and innovation,
● Demonstrate generic skills and other attributes essential for innovative entrepreneurs, and
● Examine issues that innovative entrepreneurs face and elaborate on strategies to address them
● Understand various concepts of entrepreneurship and innovation,
● Demonstrate generic skills and other attributes essential for innovative entrepreneurs, and
● Examine issues that innovative entrepreneurs face and elaborate on strategies to address them
SDGsとの関連性 Relevance to Sustainable Development Goals
Goal 9 産業と技術革新の基盤をつくろう（Industry, Innovation and Infrastructure）
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
This course employs a student-centered learning approach. Students are supposed to actively participate in class discussions and receive points when they make academically insightful questions and/or comments.
Students are required to read case studies and write a one-page report for each case (please see the course schedule for a list of the case studies). Each assignment is expected to take a few hours of homework. Students will then submit the hard copy of one-page reports about these cases in class. This is essential for class participation. Feedback on these reports will be provided to students after the entire course.
Students are required to read case studies and write a one-page report for each case (please see the course schedule for a list of the case studies). Each assignment is expected to take a few hours of homework. Students will then submit the hard copy of one-page reports about these cases in class. This is essential for class participation. Feedback on these reports will be provided to students after the entire course.
授業スケジュール Course Schedule
第1日（Day1）
The class will begin with an explanation of the concept of entrepreneurship (e.g., who is an entrepreneur and what is entrepreneurship; differences between necessity entrepreneurs or opportunity/innovative entrepreneurs; different kinds of innovation: Kirzner vs Shumpeter). The class will then move on to show examples of innovative entrepreneurs and examine how to analyze entrepreneurial activities and issues that entrepreneurs face and innovative strategies to address them. These topics are elaborated on by presenting case studies on Apple accompanied with class discussion.●使用するケース
Apple after Steve JobsDesign thinking and innovation at Apple
第2日（Day2）
The class will examine a more recent case on Apple and its positioning in the music industry, as a lot of people are familiar with both Apple and the music industry, which facilitates class discussion. The class will then discuss how to create innovators and/or innovative entrepreneurs, focusing on essential skills and attributes of innovators/innovative entrepreneurs. The discussions will touch on generic skills (e.g., critical thinking and problem solving; collaboration across networks and leading by influence; agility and adaptability, initiative and entrepreneurship; accessing and analyzing information; effective oral and written communication; and curiosity and imagination), differences between creativity and innovation, and elements for innovation such as expertise, creative-thinking, and motivation. The class will then discuss stories of innovators, including that of Kirk Phelps, a former Apple manager, who created the first iPhone. These topics are elaborated on by presenting case studies with accompanied with class discussion.●使用するケース
Apple and the music industryDriving towards a disruption
Portrait of a young innovator
第3日（Day3）
N/A●使用するケース
N/A第4日（Day4）
N/A●使用するケース
N/A第5日（Day5）
N/A●使用するケース
N/A第6日（Day6）
N/A●使用するケース
N/A第7日（Day7）
N/A●使用するケース
N/A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。
*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
In order to receive a passing or better grade in this class, it is important to do the assigned readings and cases to be prepared to actively participate in class discussions. Please also listen to other students' comments.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
Wagner, T. (2008). Global achievement gap. New York: Basic Books. ISBN: 0465055974
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
Wagner, T. (2008). Global achievement gap. New York: Basic Books. ISBN: 0465055974
授業調査に対するコメント Comment on Course Evaluation
This course requires active class participation, including listening to others and react to their comments and/or questions. Those who do not show positive attitudes toward listening to others might not receive decent grades.
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) Transforming a Day- Laborer’s Quarter into a Service Hub: An Analysis of the Case of Kotobuki in Yokohama, Japan, Using Public Choice and Neo-Hegelian Theories. Urban Affairs Review
- (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
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