| 授業名 | Case Writing I (Spring) |
|---|---|
| Course Title | Case Writing I (Spring) |
| 担当教員 Instructor Name | Kuok Kei Law |
| コード Couse Code | GLP171_G24N |
| 授業形態 Class Type | 演習 Practicum |
| 授業形式 Class Format | On Campus |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 科目区分 Course Category | 演習科目400系 / Case Writing & Seminar |
| 学位 Degree | MSc in Management |
| 開講情報 Terms / Location | 2024 GSM Nagoya Spring |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
This course is in line with NUCB Business School's mission of nurturing innovative and ethical leaders with 'Frontier Spirits.' It achieves this by guiding students to compose a business case alongside an insightful note, showcasing their proficiency in critical thinking, diversity awareness, ethical decision-making, effective communication, innovative leadership, and a global perspective.
授業の目的（意義） / Importance of this course
All students enrolled in the Global Leader Program at NUCB Business School are mandated to submit a business case with an insight note, which constitutes a crucial component for degree attainment. The primary objective of the Case Writing course is to assist students in meeting this requirement successfully.
The case study should reflect the perspective of the chosen organization as well as the student's own viewpoint, elucidating the challenges, issues, or opportunities encountered by decision-makers (referred to as the case protagonist) through a factual narrative of the situation. The insight note will encompass the case synopsis, its learning objectives, case questions, and, significantly, the framework and strategic solutions from the student's distinct perspective, rooted in underlying theory. Ultimately, the insight note should serve as a teaching aid if the case were to be utilized as instructional material in a class.
The Seminar instructor will assume the role of Case Advisor, primarily tasked with guiding students in developing an original case along with an insight note. Throughout the seminars and during the submission process, the Case Advisor will provide feedback on potential enhancements and will also serve as a panelist for both midterm and final presentations. While the Case Advisor remains the principal seminar instructor, active participation from all students is mandated, including offering secondary advice to classmates based on their individual expertise and background.
The case study should reflect the perspective of the chosen organization as well as the student's own viewpoint, elucidating the challenges, issues, or opportunities encountered by decision-makers (referred to as the case protagonist) through a factual narrative of the situation. The insight note will encompass the case synopsis, its learning objectives, case questions, and, significantly, the framework and strategic solutions from the student's distinct perspective, rooted in underlying theory. Ultimately, the insight note should serve as a teaching aid if the case were to be utilized as instructional material in a class.
The Seminar instructor will assume the role of Case Advisor, primarily tasked with guiding students in developing an original case along with an insight note. Throughout the seminars and during the submission process, the Case Advisor will provide feedback on potential enhancements and will also serve as a panelist for both midterm and final presentations. While the Case Advisor remains the principal seminar instructor, active participation from all students is mandated, including offering secondary advice to classmates based on their individual expertise and background.
到達目標 / Achievement Goal
1. Crafting a compelling case story that serves as an effective teaching tool.
2. Drafting an insightful note that demonstrates academic credibility as a master's graduate.
2. Drafting an insightful note that demonstrates academic credibility as a master's graduate.
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
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 Global Perspective (GLP)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 Global Perspective (GLP)
受講後得られる具体的スキルや知識 Learning Outcomes
I) For "To be Graduating" Students (TGS) within next 6 months
- To gain insights and competencies in case writing and insight note (for business and educational purposes respectively)
II) For "To be on Course" Students (TCS) beyond next 6 months
- To generate ideas and develop competencies in case writing (exhibited in the form of an abstract) and planning for the insight note (for business and educational purposes respectively)
- To gain insights and competencies in case writing and insight note (for business and educational purposes respectively)
II) For "To be on Course" Students (TCS) beyond next 6 months
- To generate ideas and develop competencies in case writing (exhibited in the form of an abstract) and planning for the insight note (for business and educational purposes respectively)
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 | 0 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 100 % |
| 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
Course Approach:
- Session one will be introductory lesson for case writing
- From session two onwards, all lessons will focus on presentation and consultation discussion on cases prepared by students.
- Session one will be introductory lesson for case writing
- From session two onwards, all lessons will focus on presentation and consultation discussion on cases prepared by students.
授業スケジュール Course Schedule
第1日（Day1）
Day 1Introduction to case writing
第2日（Day2）
Day 2 - Day 7Discussion, brainstorming, ideas sharing, presentation, and consultation
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 | 100 % |
| クラス貢献度合計 Class Contribution Total | 100 % |
| 予習レポート Preparation Report | 0 % |
| 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
教科書 Textbook
- 配布資料
参考文献・資料 Additional Readings and Resource
Additional readings will be provided as and when appropriate.
授業調査に対するコメント Comment on Course Evaluation
We will make better use of Google Classroom or other communication platforms for off-class discussion and information dissemination.
担当教員のプロフィール About the Instructor
Dr. Law is an Associate Professor in the area of management at NUCB Business School. He gained his PhD from City University of Hong Kong. His primary research interests include knowledge management and human resource management. His work has appeared in renowned international journals such as European Management Journal, Human Resource Management Review, and Journal of Knowledge Management. Two of his research work won best-paper and research awards in 2013 and 2016 respectively. At his current university, Dr. Law received Teaching Awards for the academic years 2020/21 (Outstanding), 2021/22, and 2022/23 as well as Research Award for the academic year 2020/21.
（実務経験 Work experience）
Prior to joining NUCB, Dr Law worked at the Open University of Hong Kong, where he started his academic career and rose quickly from Assistant Lecturer to Lecturer to Assistant Professor during his nine years of tenure. He has extensive experiences in delivering business management courses at both the undergraduate and postgraduate levels as well as supervising research and dissertations.
Refereed Articles
- (2023) What Is Next? The Longer-Term Managerial Challenges following COVID-19. Sustainability 15(18):
- (2023) The effect of short-term performance fluctuations on long-term performance: evidence from the English Premier League. Team Performance Management 29(1/2): 1352-7592
- (2022) Application of learning organization 2.0: a case study of Ricoh Ena Forest Japan. The Learning Organization
- (2021) Online or Offline? Coaching Media as Mediator of the Relationship between Coaching Style and Employee Work-related Outcomes. Australian Journal of Management
- (2020) Sustainable HRM: An extension of the paradox perspective. Human Resource Management Review
Refereed Proceedings
- (2017). Knowledge appropriation, justice climate and performance management - A theoretical framework. Proceedings of the British Academy of Management 2017 Conference .British Academy of Management 2017 Conference. 1. 3. University of Warwick
- (2016). Tacit knowledge management of firefighters: An exploratory study on the fire service department in Hong Kong. Proceedings of the 8th International Conference on Innovation and Knowledge Management in Asia Pacific .The 8th International Conference on Innovation and Knowledge Management in Asia Pacific. 1. 3. Ariston Hotel, Kobe
- (2016). Exploring employees' communication behaviors in knowledge sharing: A hierarchal perspective. Proceedings of the 81st Annual Conference of the Association for Business Communication .The 81st Annual Conference of the Association for Business Communication. 1. 3. Albuquerque, New Mexico