Our mission is to educate innovative and ethical leaders who possess a 'Frontier Spirit' and to create knowledge that advances business and society. Our students will have the ability to bridge the gap between New Asia and the rest of the world.

The 2030 agenda for sustainable development by the United Nations (UN) includes 17 Sustainable Development Goals (SDGs). The goals require immediate actions by developed and developing nations to tackle challenges and foster sustainable growth. They recognize issues from climate change to environmental protection, global poverty to inequality and improvements in health and education to economic growth.

The SDGs can be divided into Environmental, Social and Governance (ESG) areas to measure the impact of actions by corporate entities as corporations are working with governments to tackle these global challenges.

ESG can help us to understand the current and future standing of a corporation with respect to sustainability initiatives, return as well as risk. But the question is how corporations manage social and environmental issues along with business opportunities.

The course is based on academia and industry connections to provide students an opportunity to interact with stakeholders and use their skills to solve issues faced by global corporations while tackling issues related to environment and sustainability.

Students can gain skills in critical thinking, diversity awareness, ethical decision making, effective communication, innovative leadership and global perspective.

*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。

By the end of the course, participants will be able to:

● To understand Sustainable Development Goals (SDGs) and implications for global organizations.
● Develop an awareness of incorporating organizational values and socially responsible practices in sustainable operations.
● To explore the nature of corporate social responsibility, including its power and limitations.
● To examine sustainability as a legitimate and viable corporate strategy.
● To evaluate future options, decide on action, and translate general proposals into specific action steps.

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	20 %
	フィールドメソッド Field Method	80 %
合計 Total		100 %

Course Approach The SDG course is based on interactions with our selected corporate partners (such as startups) and its stakeholders.

Students will interact with the corporate representatives and project stakeholders through the presentations and discussions.

Readings (cases or discussion material) will be assigned, provided beforehand for specific sessions. The emphasis will be on student responsibility for learning through active application of course content, interaction with stakeholders, and team collaborations for the final report. Active participation and preparation for class are requirements for this course.

Developing Sustainable Business Model with Multimedia Segments

Objective & Learning Outcome: The main objective of the final project is to understand in the process of developing business model for sustainability with multimedia segments. Through this activity, students will gain hands-on experience in case writing, fieldwork, stakeholder interaction, and multimedia creation.

This activity offers students a comprehensive learning experience, fostering skills in research, data collection, stakeholder engagement, multimedia creation, and business model creation. It prepares them not only for the immediate task at hand but also equips them with valuable skills for future entrepreneurial endeavors.


Group Formation: Students will be organized into small groups, with each group consisting of 3 to 4 members. These small groups ensure effective collaboration and brainstorming, allowing students to bring diverse perspectives to the entrepreneurship process.

Task: Each group will be assigned a specific startups who faced challenges in their business model on sustainability. The topics can encompass a wide range of subjects such as environmental conservation, social responsibility, economic sustainability, or ethical considerations in selected industries.

Report Structure and Focus: The report should be a concise 5 plus page document. It can follow a narrative structure that moves from descriptive to explanatory or exploratory. The core emphasis of the report should be on the sustainability-related topic assigned to the group. The report will focus on a real-world scenario or problem that requires thoughtful analysis and resolution.

Multimedia Segment: In addition to the written case, students are required to create a multimedia segment that supplements and enhances the understanding of the case. This multimedia segment can consist of one or two videos, with a combined length of 5 minutes. The videos could include interviews with relevant stakeholders, visual representations of data, animations, or any other form of multimedia that enhances the presentation of the case.

Fieldwork and Stakeholder Interaction: To ensure the authenticity of their case, each group will be allocated stakeholders related to their assigned sustainability topic. Students will have a dedicated period of time during the fieldwork to interact with these stakeholders. This interaction involves interviews, surveys, on-site observations, or any other method deemed suitable for gathering relevant data.

Data Collection and Analysis: During the fieldwork, students are expected to collect substantial data that supports the development of the case. This data could include firsthand accounts, statistical information, quotes, images, or any other relevant materials that enrich the content of the case.

Report Completion and Presentation: Following the fieldwork, students will utilize the collected data to finalize their case and multimedia segment. The case should incorporate fieldwork insights and solutions related to sustainability. Once the case is completed, each group will present both the written case and the multimedia segment to their peers, instructors and stakeholders.

Publication: The developed cases will not remain confined to the classroom. Instead, they will be published through relevant avenues, which could include academic journals, case publishers, or other institutional avenues. This gives students the opportunity to contribute to the broader discourse on sustainability and case studies.

Final Exam. There is “No Final Exam” in the course.

Use of Electronic Devices The use of electronic equipment including phone, tablet, smartwatch and other communication devices for purposes other than course-related learning are strictly prohibited during class.

*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。

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	40 %
クラス貢献度合計 Class Contribution Total	40 %
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	40 %
期末試験 Final Exam	0 %
参加者による相互評価 Peer Assessment	20 %
合計 Total	100 %

評価の留意事項　Notes on Evaluation Criteria

• Harvard Business Review 「Harvard Business Review on Greening Your Business Profitably」Harvard Business Review Press（（2011）

1. Corporate Sustainability Reporting: An Innovative Tool for the Greater Good of All Dorothy Paun

2. How Board Members Really Feel About ESG, from Deniers to True Believers N Craig Smith, Ron Soonieus

3. The Top Sustainability Stories of 2019 Andrew Winston

4. Is Your Company Ready for a Zero-Carbon Future? Nigel Topping

5. What Do We Mean by "Strategy for Sustainability"?--And Why is It Essential to the Survival of Your Business? Adam Werbach
6. Characterizing and measuring sustainable

Journals/Magazines
● Harvard Business Review
● Financial Times
● Business week, Fortune and the Wall Street Journal

Students indicated great value of course materials and stakeholder interactions in last year's SDGs Project.

（実務経験 Work experience）