| 授業名 | Technology Management & Economics |
|---|---|
| Course Title | Technology Management & Economics |
| 担当教員 Instructor Name | 姉川 知史（Tomofumi Anegawa） |
| コード Couse Code | GLP129_G22N |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | Hybrid |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 科目区分 Course Category | 応用科目200系 / Applied |
| 学位 Degree | MBA |
| 開講情報 Terms / Location | 2022 GSM Nagoya Spring |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
To teach technology management for people with a global perspective, advanced management skills, and high ethical standards.
授業の目的（意義） / Importance of this course
Using case method and representative case studies, we analyze and discuss the technology management for future corporate managers and responsible citizens in society. We address three major questions. First we clarify what is technology and technology management. Second we examine corporate roles for technology management including pricing, finance, marketing, R&D, product design, quality assurance, intellectual property rights, risk management, ethics and SDGs. Third we discuss factors for promoting technological innovations such as economic, political, environmental and cultural conditions and relate the rise and fall of certain countries, industries, and corporations with technology innovations. We apply management theories such as “Structure-Performance-Conduct (SPC) framework”, “Diamond Theory of National Advantage”, “Disruptive Technology”, “Modularity” and “Comparative Advantage Theory and Strategic Trade Theory”.
到達目標 / Achievement Goal
1. To understand two frameworks economics and management theory for technology managements.
2. To achieve historical perspective of technological innovation in the past thirty years.
3. To analyze technology management from finance, marketing, organization theory.
4. To obtain an overview of the recent development including disruption, open innovation, commons.
2. To achieve historical perspective of technological innovation in the past thirty years.
3. To analyze technology management from finance, marketing, organization theory.
4. To obtain an overview of the recent development including disruption, open innovation, commons.
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
LG3 Ethical Decision Making
LG4 Effective Communication
LG5 Executive Leadership (EMBA)
LG6 Innovative Leadership (MBA)
LG7 Global Perspective (GLP)
LG3 Ethical Decision Making
LG4 Effective Communication
LG5 Executive Leadership (EMBA)
LG6 Innovative Leadership (MBA)
LG7 Global Perspective (GLP)
受講後得られる具体的スキルや知識 Learning Outcomes
Knowledge and problem solving capability in the following issues.
1. understanding of “technology” and “technology management framework”
2. pricing, financing, valuation, portfolio management
3. R&D, quality assurance, intellectual property rights, risk management
4. roles of start-up, corporate venture, management, market competition and cooperation
5. ethics and sustainable development goals related to technological innovations
6. management theories including “Structure-Performance-Conduct framework”, “Diamond Theory of National Advantage”, “Disruptive Technology”, “Modularity” and “Comparative Advantage Theory and Strategic Trade Theory”.
1. understanding of “technology” and “technology management framework”
2. pricing, financing, valuation, portfolio management
3. R&D, quality assurance, intellectual property rights, risk management
4. roles of start-up, corporate venture, management, market competition and cooperation
5. ethics and sustainable development goals related to technological innovations
6. management theories including “Structure-Performance-Conduct framework”, “Diamond Theory of National Advantage”, “Disruptive Technology”, “Modularity” and “Comparative Advantage Theory and Strategic Trade Theory”.
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 | 10 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 90 % |
| 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
Learning Method
We provide a number of case studies and related documents with varying subjects and topics. In class discussion, we cover only certain materials and the rest are for your reference and supporting materials of the case discussion. Accordingly, when you prepare for the class, you should concentrate on subjects and topics addressed as assignments (Homework and Report Problems). You are also encouraged to figure out your own questions suitable for class discussion. Because we do not have enough time to discuss all subjects and topics in class, you are advised to identify the important questions.
There is no clear pre-specified scenario of class discussion because case method should emphasize collective efforts of participants. Still we will follow typical process of case analysis such as: a. identifying questions, b. raising alternative solutions, c. analysis, d. discussion, e. decision making. Do not expect that an instructor will lead class discussion with his favorite scenario. It is your role to participate in discussion.
Prepare for the class
Read teaching materials (case studies, related papers, and others) based on assignments. You are requested to prepare for the class with double time duration for a class (i.e. 2 hours for 1 hour class discussion).
Homework (you should submit each homework on the day of class)
Prepare one page report for Homework questions (A4 paper, 300-500 words with figure and table). Type written format is preferred.
Final Report/Exams
There is no final exam in class. We use final report for student’s evaluation. There are two part of final report, one is revised homework and the other is report for “Report Problems). You need to produce A4, 10 pages of answer a single file (M.S.Word or PDF is preferred) with proper information (name, student number, page number, homework question number, report problem number).
Grading is class participation (about 70 percent) and final report (about 30 percent).
Feedback in class after 16:40 for 1 hour.
About grading: Overall class performance is announced after grading.
We provide a number of case studies and related documents with varying subjects and topics. In class discussion, we cover only certain materials and the rest are for your reference and supporting materials of the case discussion. Accordingly, when you prepare for the class, you should concentrate on subjects and topics addressed as assignments (Homework and Report Problems). You are also encouraged to figure out your own questions suitable for class discussion. Because we do not have enough time to discuss all subjects and topics in class, you are advised to identify the important questions.
There is no clear pre-specified scenario of class discussion because case method should emphasize collective efforts of participants. Still we will follow typical process of case analysis such as: a. identifying questions, b. raising alternative solutions, c. analysis, d. discussion, e. decision making. Do not expect that an instructor will lead class discussion with his favorite scenario. It is your role to participate in discussion.
Prepare for the class
Read teaching materials (case studies, related papers, and others) based on assignments. You are requested to prepare for the class with double time duration for a class (i.e. 2 hours for 1 hour class discussion).
Homework (you should submit each homework on the day of class)
Prepare one page report for Homework questions (A4 paper, 300-500 words with figure and table). Type written format is preferred.
Final Report/Exams
There is no final exam in class. We use final report for student’s evaluation. There are two part of final report, one is revised homework and the other is report for “Report Problems). You need to produce A4, 10 pages of answer a single file (M.S.Word or PDF is preferred) with proper information (name, student number, page number, homework question number, report problem number).
Grading is class participation (about 70 percent) and final report (about 30 percent).
Feedback in class after 16:40 for 1 hour.
About grading: Overall class performance is announced after grading.
授業スケジュール Course Schedule
第1日（Day1）
Session 1
Topic : Monopoly Pricing, Price Discrimination and Technology
01(*) Pricing the EpiPen: This is Going to Sting, UV7186-PDF-ENG，USD4.25
Text. Ch.10 “Market Power: Monopoly and Monopsony” in Pindyck and Rubinfeld Microeconomics 9/e, 2017. You may use other similar explanation in equivalent microeconomics textbook.
Case Questions
1. Why could Mylan raise the price of EpiPen? How is it profitable? Is it ethically justifiable?
2. Why did Mylan use rebate or coupon for some consumers? How is it profitable both for Mylan and consumers? Is it ethically justifiable?
3. There is a famous “Water and Diamond” paradox discussed by Adam Smith, Wealth of Nations (1776) which states that water price is low even if it is necessary for human life, while diamond price is high eve if it is dispensable. How is it related to this case?
100min
Session 2
Session2 Monopoly，Oligopoly, and Regulation of Platform
02(*) Article: U.Dolata, “Apple, Amazon, Google, Facebook, Microsoft: Market concentration-competition-innovation strategies”
https://www.econstor.eu/bitstream/10419/152249/1/880328606.pdf
03(ref) Nine reasons why tech markets are winner-take-all, Once a tech company achieves market dominance, mutually reinforcing factors make it almost impossible to displace, Patrick Barwise, 10 July 2018, Think at London Business School.
https://www.london.edu/think/nine-reasons-why-tech-markets-are-winner-take-all
04(*) Lecture Note
Text. Ch.9 “The Analysis of Competitive Markets” in Pindyck and Rubinfeld Microeconomics 9/e, 2017.
Ch.11 “Pricing with Market Power” on consumer surplus and producer surplus in Pindyck and Rubinfeld Microeconomics 9/e, 2017.
You may use other similar explanation in equivalent Microeconomics textbook.
Case Questions
1. Conduct an industry analysis and competitive analysis of Google(Alpfabet), Apple, Facebook, Amazon, and Microsoft.
2. .What are the characteristics of these firms and what are the differences? Evaluate the strength and weakness of an each firm.
100min.
Session 3
Session3. Oligopoly Game and Competition
(+) Instructor’s Lecture Note, (I will deliver it to the office by May 7)
Topic : New Technology and Music Industry
05(*) Case: Legal and Profitable? Spotify: The Challenges of an Online Music Service, International Journal of Case Studies in Management, HEC110 Vol.13 Issue 3, September 2013.
Ch.11 “Pricing with Market Power” on consumer surplus and producer surplus in Pindyck and Rubinfeld Microeconomics 9/e, 2017.
You may use other similar explanation in equivalent Microeconomics textbook.
Case Questions
1. The advantage and disadvantage of Spotify’s business model? Is it viable? What are the prospect for Spotify in ten years?
2. Is music industry sustainable as a whole when streaming service prevail? Who benefit and who suffer from the new technology? Is there any method to favor music creators and performers?
3. What are the impact of COVID-19 on music industry? What is the prospect for live music performance?
4. What kind of life style of the people would prevail for music industry in the near future? What are the competitions? How is the prospect for the combination of free service (basic service) with additional payment for premium series (improved services)?
120min.
Homework 1: Compare and analyze “pricing” strategies of EpiPen, Internet services of mega firms Apple, Amazon, Google, Facebook, Microsoft, and Spotify?
●使用するケース
01(*) Pricing the EpiPen: This is Going to Sting, UV7186-PDF-ENG，USD4.25Text. Ch.10 “Market Power: Monopoly and Monopsony” in Pindyck and Rubinfeld Microeconomics 9/e, 2017. You may use other similar explanation in equivalent microeconomics textbook.
02(*) Article: U.Dolata, “Apple, Amazon, Google, Facebook, Microsoft: Market concentration-competition-innovation strategies”
https://www.econstor.eu/bitstream/10419/152249/1/880328606.pdf
03(ref) Nine reasons why tech markets are winner-take-all, Once a tech company achieves market dominance, mutually reinforcing factors make it almost impossible to displace, Patrick Barwise, 10 July 2018, Think at London Business School.
https://www.london.edu/think/nine-reasons-why-tech-markets-are-winner-take-all
04(*) Lecture Note
Text. Ch.9 “The Analysis of Competitive Markets” in Pindyck and Rubinfeld Microeconomics 9/e, 2017.
Ch.11 “Pricing with Market Power” on consumer surplus and producer surplus in Pindyck and Rubinfeld Microeconomics 9/e, 2017.
(+) Instructor’s Lecture Note, (I will deliver it to the office by May 7)
05(*) Case: Legal and Profitable? Spotify: The Challenges of an Online Music Service, International Journal of Case Studies in Management, HEC110 Vol.13 Issue 3, September 2013.
Ch.11 “Pricing with Market Power” on consumer surplus and producer surplus in Pindyck and Rubinfeld Microeconomics 9/e, 2017.
第2日（Day2）
Session 4Project Valuation
06(*) Case: Project Portfolio Management at XYZ Pharma (permission of use is given to Anegawa by the author, Professor Bert de Reyck).
06-Appendix: Project data of XYZ Pharma (Spreadsheet data for the case study).
Case Questions
1. What decision making framework with project valuation method is required for a large scale pharmaceutical firm? How does it differ from other industries such as electronics, IT, and others?
2. Analyze the following Oncology Project 1. How much is the valuation? Do you go with this project or stop it? What kind of additional data is required? With your assumptions and hypothetical data, value this project with spreadsheet (Homework 2-1).
3. What are the implications when the firm conduct R&D on COVID-19 vaccines and treatments?
120min.
Session5 Company Valuation
05(*) Case: Legal and Profitable? Spotify: The Challenges of an Online Music Service, International Journal of Case Studies in Management, HEC110 Vol.13 Issue 3, September 2013.
05(ref) “Spotify Case Study: Structuring and Executing a Direct Listing”
Posted by Marc D. Jaffe, Greg Rodgers, and Horacio Gutierrez, Latham & Watkins LLP,
Harvard Law School Forum on Corporate Governance. July 4, 2018
https://corpgov.law.harvard.edu/2018/07/05/spotify-case-study-structuring-and-executing-a-direct-listing/#:~:text=%5B4%5D%20On%20April%203%2C,than%20the%20NYSE%20reference%20price.
Case Question:
1. Value Spotify’s “theoretical share price“ based on corporate finance valuation method. You have to find and use financial data of Spotify and other firms. (Homework2-2).
100min
Session 6
Session6 Quality Assurance and Risk Management
07 (*) Case: Toyota Recall Crisis, Tomofumi Anegawa, (Permission granted by the author to use in class)
Case Questions
1. Discuss the technology management issues of sudden unintended acceleration. Who should be responsible for it, drivers or manufacturers? Or is it the technology itself?
2. Discuss quality assurance system for new technology. How about the problem is caused by software?
3. What is the regulation and mass media roles for technology governance?
●使用するケース
06(*) Case: Project Portfolio Management at XYZ Pharma (permission of use is given to Anegawa by the author, Professor Bert de Reyck).06-Appendix: Project data of XYZ Pharma (Spreadsheet data for the case study).
05(*) Case: Legal and Profitable? Spotify: The Challenges of an Online Music Service, International Journal of Case Studies in Management, HEC110 Vol.13 Issue 3, September 2013.
05(ref) “Spotify Case Study: Structuring and Executing a Direct Listing”
Posted by Marc D. Jaffe, Greg Rodgers, and Horacio Gutierrez, Latham & Watkins LLP,
Harvard Law School Forum on Corporate Governance. July 4, 2018
https://corpgov.law.harvard.edu/2018/07/05/spotify-case-study-structuring-and-executing-a-direct-listing/#:~:text=%5B4%5D%20On%20April%203%2C,than%20the%20NYSE%20reference%20price.
07 (*) Case: Toyota Recall Crisis, Tomofumi Anegawa, (Permission granted by the author to use in class)
第3日（Day3）
Session 7 Disruptive Technology07(*) Case: Toyota Recall Crisis, Tomofumi Anegawa, (Permission granted by the author to use in class)
08(*) Case: Disruption in Detroit: Ford, Silicon Valley, and Beyond (A) Ernest Gundling B5875-PDF-ENG, USD4.25
09(*) Article: The Innovator's Dilemma: When New Technologies Cause Great Firms to Fail
Clayton M. Christensen, Harvard Business School Press, Excerpt,
http://soloway.pbworks.com/w/file/fetch/46695705/The%20Innovators%20Dilemma.pdf
Case Questions
1. Discuss the problems of Ford and CEO Mr. Fields and propose the solutions.
120min.
Session8 Fintech and Entrepreneurship
10 (*) Case: Ant Financial (A) 9-617-060, USD.4.25
Case Questions
1. Analyze the success of Ant Financial.
2. Analyze the conflict between Ant Financial and government.
120min.
Session9 Global Competition
11(*) Case: Nokia: The Inside Story of the Rise and Fall of a Technology Giant
Quy Huy, Timo O. Vuori, Lisa Duke, IN1289-PDF-ENG, USD4.25.
11(*) Article: Porter, Michael E. “The Competitive Advantage of Nations,” Harvard Business Review, 1990, Product #: 90211-PDF-ENG, You can read this article here.
Case Questions
1. Analyze the rise and fall of Nokia. Could Nokia pursue an alternative course?
2. Compare your analysis with Apple, Google, and Microsoft.
80min.
Homework3: Summarize Porter’s framework of “competitive advantage of nations” and Christensen’s “disruptive technology framework” and their application to today’s cases.
●使用するケース
07(*) Case: Toyota Recall Crisis, Tomofumi Anegawa, (Permission granted by the author to use in class)08(*) Case: Disruption in Detroit: Ford, Silicon Valley, and Beyond (A) Ernest Gundling B5875-PDF-ENG, USD4.25
09(*) Article: The Innovator's Dilemma: When New Technologies Cause Great Firms to Fail
Clayton M. Christensen, Harvard Business School Press, Excerpt,
http://soloway.pbworks.com/w/file/fetch/46695705/The%20Innovators%20Dilemma.pdf
10 (*) Case: Ant Financial (A) 9-617-060, USD.4.25
11(*) Case: Nokia: The Inside Story of the Rise and Fall of a Technology Giant
Quy Huy, Timo O. Vuori, Lisa Duke, IN1289-PDF-ENG, USD4.25.
11(*) Article: Porter, Michael E. “The Competitive Advantage of Nations,” Harvard Business Review, 1990, Product #: 90211-PDF-ENG, You can read this article here.
Homework3: Summarize Porter’s framework of “competitive advantage of nations” and Christensen’s “disruptive technology framework” and their application to today’s cases.
第4日（Day4）
Session 10Crisis, Technology, and Sustainability
12 (*)Case: Fukushima Daiichi Nuclear Power Station (NPS), Kimio Kase, Ikujiro Nonaka, Independent Investigatio Commissio, IES269-PDF-ENG, USD4.25
Case Questions
1. Analyze the crisis management and technology management issue of the Fukushima Neuclear Power Plant I.
90min
Session 11
Sustainability and New Technology Policy
13(*) Case: Bioeconomy of Europe (Permission granted by the author to use in class)
11(*) Article: Porter, Michael E. “The Competitive Advantage of Nations,” Harvard Business Review, 1990, Product #: 90211-PDF-ENG, You can read this article here.
Text. Ch.18 “Externalities and Public Goods” in Pindyck and Rubinfeld, Microeconomics 9/e,2017. You may use similar explanation in other equivalent microeconomics textbook.
Case Questions:
1. Discuss challenges and response of EC to establish bioeconomy programme (Homework4).
2. Evaluate EU positions with the framework of Porter (1990).
120min.
.
Session 12
COVID-19 and Technology
14 (*)Case: COVID-19 and Technology Management－Japan and the World－
All cases and articles of this course
Questions
1. Discuss “technology management” to deal with COVID-19 based on all teaching materials in this course.
2. Discuss whether Japan hosts Tokyo 2020 in the summer 2021.
100min
Wrap-up
All cases and articles of this course
What did you learn and did not learn?
30min
●使用するケース
12 (*)Case: Fukushima Daiichi Nuclear Power Station (NPS), Kimio Kase, Ikujiro Nonaka, Independent Investigatio Commissio, IES269-PDF-ENG, USD4.2513(*) Case: Bioeconomy of Europe (Permission granted by the author to use in class)
11(*) Article: Porter, Michael E. “The Competitive Advantage of Nations,” Harvard Business Review, 1990, Product #: 90211-PDF-ENG, You can read this article here.
Text. Ch.18 “Externalities and Public Goods” in Pindyck and Rubinfeld, Microeconomics 9/e,2017. You may use similar explanation in other equivalent microeconomics textbook.
14 (*)Case: COVID-19 and Technology Management－Japan and the World－
All cases and articles of this course
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。
2) Class participation is evaluated based on your remark, speech, and presentation. To give a whole analysis or remarks to support class discussion is highly evaluated. Remarks without no real thesis is not discourages but not much appreciated.
3) When you miss an opportunity to express your opinion, still you have a chance to express it in your preparation report or final report which I grade.
4) Short pop tests (20 minutes)
5) Final report, complete homework, short essay, your makeup remarks you did not have a chance to speak in class. (if you prepare well class in advance, this is not a burden. You can just sum up your class preparation report and your discussion in class)
In brief, class participation 70% (Cold Call 5%+Class Contribution 55%+Quizzes/Tests10%) and Report 30% (Preparation report 10% + Final Report 20%). The number is rough and will be adjusted slightly according to the progress of class.
*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 | 10 % |
| 小テスト Quizzes / Tests | 10 % |
| 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 | 20 % |
| 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
1) Submission of homework before the class is required. You do not have to answer all homework.2) Class participation is evaluated based on your remark, speech, and presentation. To give a whole analysis or remarks to support class discussion is highly evaluated. Remarks without no real thesis is not discourages but not much appreciated.
3) When you miss an opportunity to express your opinion, still you have a chance to express it in your preparation report or final report which I grade.
4) Short pop tests (20 minutes)
5) Final report, complete homework, short essay, your makeup remarks you did not have a chance to speak in class. (if you prepare well class in advance, this is not a burden. You can just sum up your class preparation report and your discussion in class)
In brief, class participation 70% (Cold Call 5%+Class Contribution 55%+Quizzes/Tests10%) and Report 30% (Preparation report 10% + Final Report 20%). The number is rough and will be adjusted slightly according to the progress of class.
教科書 Textbook
- Robert Pindyck and Daniel Rubinfeld「Microeconomics 9-th Edition（Global Edition）(Optional:If you have taken microeconomics course prevously, you do not have to purchase this, or various discounted prices are available including used book and e-book. )」Pearson Education Limited（2017）ISBN: 9781292213316
参考文献・資料 Additional Readings and Resource
＜References(1) General＞Detailed References will be provided in syllabus
Berkun, Scott, The Myths of Innovation, O'Reilly Media, 2010, ISBN-10: 1449389627,
ISBN-13: 978-1449389628
Burgleman, Robert, Clayton Christensen (Author), Steven Wheelwright, Strategic Management of Technology and Innovation 5th Edition, 2008, McGraw-Hill Education, ISBN-10: 0073381543, ISBN-13: 978-0073381541.
Damodaran, Aswath, Dark Side of Valuation, The: Valuing Young, Distressed, and Complex Businesses, 3rd Edition, Pearson FT Press , 2018, ISBN-10: 0134854101, ISBN-13: 978-0134854106
Hill, Linda A. Hill; Greg Brandeau; Emily Truelove; Kent Lineback, Collective Genius: The Art and Practice of Leading Innovation, Harvard Business Press Book 2014, Product #: 13296-HBK-ENG
Ortega, José y Gasset, Meditación de la Técnica, 1939, reprint
https://francescllorens.files.wordpress.com/2013/02/ortega_meditacion_tecnica.pdf
Schumpeter, J.A. 1934, The theory of economic development: an inquiry into profits, capital, credit, interest and the business cycle, Harvard Economic Studies, Vol. 46, Harvard College, Cambridge, MA.
Schumpeter, Joseph A.; Opie, Redvers (1983) [1934]. The theory of economic development: an inquiry into profits, capital, credit, interest, and the business cycle. New Brunswick, New Jersey: Transaction Books. ISBN 9780878556984. Translated from the 1911 original German, Theorie der wirtschaftlichen Entwicklung.
Uchino, Kenji, Entrepreneurship for Engineers 1st Edition, CRC Press, 2009, ASIN: B008ID47RI
Uchino, Kenji, Global Crisis And Sustainability Technologies, 2017.WSPC, 978-9813143722
Berkun, Scott, The Myths of Innovation, O'Reilly Media, 2010, ISBN-10: 1449389627,
ISBN-13: 978-1449389628
Burgleman, Robert, Clayton Christensen (Author), Steven Wheelwright, Strategic Management of Technology and Innovation 5th Edition, 2008, McGraw-Hill Education, ISBN-10: 0073381543, ISBN-13: 978-0073381541.
Damodaran, Aswath, Dark Side of Valuation, The: Valuing Young, Distressed, and Complex Businesses, 3rd Edition, Pearson FT Press , 2018, ISBN-10: 0134854101, ISBN-13: 978-0134854106
Hill, Linda A. Hill; Greg Brandeau; Emily Truelove; Kent Lineback, Collective Genius: The Art and Practice of Leading Innovation, Harvard Business Press Book 2014, Product #: 13296-HBK-ENG
Ortega, José y Gasset, Meditación de la Técnica, 1939, reprint
https://francescllorens.files.wordpress.com/2013/02/ortega_meditacion_tecnica.pdf
Schumpeter, J.A. 1934, The theory of economic development: an inquiry into profits, capital, credit, interest and the business cycle, Harvard Economic Studies, Vol. 46, Harvard College, Cambridge, MA.
Schumpeter, Joseph A.; Opie, Redvers (1983) [1934]. The theory of economic development: an inquiry into profits, capital, credit, interest, and the business cycle. New Brunswick, New Jersey: Transaction Books. ISBN 9780878556984. Translated from the 1911 original German, Theorie der wirtschaftlichen Entwicklung.
Uchino, Kenji, Entrepreneurship for Engineers 1st Edition, CRC Press, 2009, ASIN: B008ID47RI
Uchino, Kenji, Global Crisis And Sustainability Technologies, 2017.WSPC, 978-9813143722
授業調査に対するコメント Comment on Course Evaluation
The average student evaluation score is 3.56, far lower than the average of courses and my own expectation.
Positive remarks are 1) an instructor encourages students to speak and make presentation for discussion. 2) variety of cases and readings. Certain cases like climate changes and COVID-19 are interesting.
Negative remarks are 1) too much readings and various topics 2) many old cases and fewer new cases. 3) assignments are not clear and no explanation nor guidance by an instructor. 4) prefer more lectures and group works instead of class discussion.
I will adjust the choice of materials, less topics and assignments.
1) fewer, newer, shorter cases and readings.
2) less topics and more focus on some selected topics.
3) more lecture, still it is regulated to be under 20 percent class time.
4) clearer assignments and direction, establishing additional office hour for clarification.
Although students‘ views are important, an instructor cannot identify the real problems based on anonymous opinions after the class session. I would rather appreciate questions and opinions raised in class, office hours or the final report.
I believe that it is the student that plays an instrument in an orchestra, and a conductor is not an emperor nor a tactful tour guide. There are no conductors in real situations. An analogy stops here. The effects of education should last even after the class. What is important for business education is not to provide a new knowledge and satisfaction with students but to build learning capability of students. That is what I believe.
Positive remarks are 1) an instructor encourages students to speak and make presentation for discussion. 2) variety of cases and readings. Certain cases like climate changes and COVID-19 are interesting.
Negative remarks are 1) too much readings and various topics 2) many old cases and fewer new cases. 3) assignments are not clear and no explanation nor guidance by an instructor. 4) prefer more lectures and group works instead of class discussion.
I will adjust the choice of materials, less topics and assignments.
1) fewer, newer, shorter cases and readings.
2) less topics and more focus on some selected topics.
3) more lecture, still it is regulated to be under 20 percent class time.
4) clearer assignments and direction, establishing additional office hour for clarification.
Although students‘ views are important, an instructor cannot identify the real problems based on anonymous opinions after the class session. I would rather appreciate questions and opinions raised in class, office hours or the final report.
I believe that it is the student that plays an instrument in an orchestra, and a conductor is not an emperor nor a tactful tour guide. There are no conductors in real situations. An analogy stops here. The effects of education should last even after the class. What is important for business education is not to provide a new knowledge and satisfaction with students but to build learning capability of students. That is what I believe.
担当教員のプロフィール About the Instructor
姉川知史(Anegawa Tomofumi)
名古屋商科大学教授，慶應義塾大学非常勤講師
1977年東京大学経済学部卒業，1983年同経済学研究科単位取得退学(経営学)，1991年 Yale University, Ph.D.（Economics），1983年慶應義塾大学大学院経営管理研究科助手，1991年 同助教授，1998-2020年 同教授。
主な論文
姉川知史「医薬品の価格規制と需要の再検討―循環器官用薬の実証研究」『医療と社会』2002. 11(3). 1-18.
姉川知史「医薬品企業のM&Aの費用と効果 ―日本における企業買収の可能性―」『医療と社会』2000. 10(1). 31-56.姉川知史「日本の医薬品産業：その成功と失敗」『医療と社会』2002. 12(2). 49-78.
Jakovljevic, M. B., Getzen, T. E., Torbica, A., & Anegawa, T. (2014). 10th World IHEA and ECHE joint congress: Health Economics in the Age of Longevity. Expert Review of Pharmacoeconomics & Outcomes Research, 2014 Dec;14(6):781-3. doi: 10.1586/14737167.2014.967220. Epub 2014 Oct 10.
その他の論文（査読なし）
姉川知史「日本の薬価基準制度－過去25年の制度と評価」55-76. 鴇田忠彦，近藤健文編『ヘルスリサーチの新展開』2003東洋経済新報社，東京
姉川知史，2007a「日本の医薬品産業」吉森賢編『世界の医薬品産業論』211－82，東京大学出版会,2007.3月30日
姉川知史，2007b「医薬品研究開発のセントラル・ドグマ－医薬品企業の機能と限界」佐藤光編著『バイオテクノロジーの経済倫理学』89-153，ナカニシヤ出版，2007.
姉川知史「グランド･デザイン策定の融合型教育―新しいマネジメント教育の方法論と評価―」研究ノート『慶應経営論集』2012, 29 (1).
姉川知史「東日本大震災に関する提言のありかたについて―グランド・デザイン策定の融合型教育フォーラムによる方法論評価―」，「研究ノート」，『慶應経営論集』2014,30 (1).
名古屋商科大学教授，慶應義塾大学非常勤講師
1977年東京大学経済学部卒業，1983年同経済学研究科単位取得退学(経営学)，1991年 Yale University, Ph.D.（Economics），1983年慶應義塾大学大学院経営管理研究科助手，1991年 同助教授，1998-2020年 同教授。
主な論文
姉川知史「医薬品の価格規制と需要の再検討―循環器官用薬の実証研究」『医療と社会』2002. 11(3). 1-18.
姉川知史「医薬品企業のM&Aの費用と効果 ―日本における企業買収の可能性―」『医療と社会』2000. 10(1). 31-56.姉川知史「日本の医薬品産業：その成功と失敗」『医療と社会』2002. 12(2). 49-78.
Jakovljevic, M. B., Getzen, T. E., Torbica, A., & Anegawa, T. (2014). 10th World IHEA and ECHE joint congress: Health Economics in the Age of Longevity. Expert Review of Pharmacoeconomics & Outcomes Research, 2014 Dec;14(6):781-3. doi: 10.1586/14737167.2014.967220. Epub 2014 Oct 10.
その他の論文（査読なし）
姉川知史「日本の薬価基準制度－過去25年の制度と評価」55-76. 鴇田忠彦，近藤健文編『ヘルスリサーチの新展開』2003東洋経済新報社，東京
姉川知史，2007a「日本の医薬品産業」吉森賢編『世界の医薬品産業論』211－82，東京大学出版会,2007.3月30日
姉川知史，2007b「医薬品研究開発のセントラル・ドグマ－医薬品企業の機能と限界」佐藤光編著『バイオテクノロジーの経済倫理学』89-153，ナカニシヤ出版，2007.
姉川知史「グランド･デザイン策定の融合型教育―新しいマネジメント教育の方法論と評価―」研究ノート『慶應経営論集』2012, 29 (1).
姉川知史「東日本大震災に関する提言のありかたについて―グランド・デザイン策定の融合型教育フォーラムによる方法論評価―」，「研究ノート」，『慶應経営論集』2014,30 (1).
Anegawa Tomofumi, NUCB Professor, Keio University Instructor, Graduate School of Business Administration,
BA University of Tokyo, Faculty of Economics Economics, 1977, University of Tokyo, Graduate School of Economics, Withdrawal Having Completed Coursework,1983. Yale University, Ph.D. in Economics, 1991. Assistant Professor, 1983, Associate Professor 1991, 1998-2020 Professor of Keio University.
Refereed Articles
- (2019) Problems of 2018 Nobel Economic Sciences Prize-Hirofumi Uzawa’s Contribution to Economic Growth Theory and Climate Change-. Keio Business Review 36(1): 03877086