| 授業名 | Driving Competitive Advantage |
|---|---|
| Course Title | Driving Competitive Advantage |
| 担当教員 Instructor Name | 横山 研治（Kenji Yokoyama） |
| コード Couse Code | GLP227_G22N |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | On Campus |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 科目区分 Course Category | 基礎科目100系 / Basic |
| 学位 Degree | MBA |
| 開講情報 Terms / Location | 2022 GSM Nagoya Fall |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
The purpose of the course is to raise people who will be respectful and innovative leaders, which are keywords in NUCB's mission statement.
授業の目的（意義） / Importance of this course
A competitive advantage is an attribute that enables a company to outperform its competitors. This allows a company to achieve superior margins compared to its competition and generates value for the company and its shareholders. A competitive advantage must be difficult, if not impossible, to duplicate. If it is easily copied or imitated, it is not considered a competitive advantage.
There are many ways to achieve the advantage but only two basic types of it: cost or differentiation advantage. A company that is able to achieve superiority in cost or differentiation is able to offer consumers the products at lower costs or with higher degree of differentiation and most importantly, is able to compete with its rivals.
"Driving Competitive Advantage" takes the process-basis approach. The cases that the class uses are categorized into 6 different areas of process, such as "Searching a Growing Market", "Considering Competition", "Aiming at Stabilized Growth", "Maximizing Your Own Strength", "Setting Up a Learning Opportunity", and "Associating with Competitive Strategy".
There are many ways to achieve the advantage but only two basic types of it: cost or differentiation advantage. A company that is able to achieve superiority in cost or differentiation is able to offer consumers the products at lower costs or with higher degree of differentiation and most importantly, is able to compete with its rivals.
"Driving Competitive Advantage" takes the process-basis approach. The cases that the class uses are categorized into 6 different areas of process, such as "Searching a Growing Market", "Considering Competition", "Aiming at Stabilized Growth", "Maximizing Your Own Strength", "Setting Up a Learning Opportunity", and "Associating with Competitive Strategy".
到達目標 / Achievement Goal
Students are expected to reach the stage of understanding models and thories on strategic management and moc-experiencing several typical market competition. In addition, students are supposed to arrive at the level of the model of internal differentiation creation.
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
LG5 Executive Leadership (EMBA)
LG6 Innovative Leadership (MBA)
LG5 Executive Leadership (EMBA)
LG6 Innovative Leadership (MBA)
受講後得られる具体的スキルや知識 Learning Outcomes
Comprehensive Knowledge and Skills about Driving Competitive Advantage
Critical and Logical Thinking Ability
Ability to Draft Strategic Plans
Critical and Logical Thinking Ability
Ability to Draft Strategic Plans
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 | 20 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 80 % |
| 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
In prior to each class, the students are expected to read the cases assigned and prepare your answers to the related questions. They are also expected to study the suggested keywords that are shown after the case title mentioned below. Since how and what you have read and prepared should be reflected on how well you will perform and participate in the group and class-wide discussion, the students are evaluated with their class participation and performance. This way of evaluation will be both quantitative and qualitative.
Even though this course does not use a textbook, the students will learn notions, models and theories in class. A short essay-type test will be provided toward the end of the 3rd day.
The students' class participation (Quantitative) and performance (Qualitative), and result of the test are the criteria of the students' evaluation.
Even though this course does not use a textbook, the students will learn notions, models and theories in class. A short essay-type test will be provided toward the end of the 3rd day.
The students' class participation (Quantitative) and performance (Qualitative), and result of the test are the criteria of the students' evaluation.
授業スケジュール Course Schedule
第1日（Day1）
09:20 - 09:40 Group Session09:40 - 11:10 Case Session
11:10 - 11:30 Break
11:30 - 12:10 Group Case Session
12:10 - 13:10 Lunch Break
13:10 - 13:50 Group Session
13:50 - 15:20 Class Case Session
15:20 - 15:40 Break
15:40 - 16:00 Wrap-up
16:00 - 16:20 Break
16:20 - 17:00 Group Case Session
17:00 - 18:30 Case Session
18:30 - 18:50 Break
18:50 - 19:40 Wrap-up
●使用するケース
"Lego (A)": The Crisis", Harvard Business Publishing"Is NETFLIX building a house of cards?", IMD
”Disney at the crossroads of disruptive trends", IMD
第2日（Day2）
09:20 - 09:40 Group Session09:40 - 11:10 Case Session
11:10 - 11:30 Break
11:30 - 12:10 Group Case Session
12:10 - 13:10 Lunch Break
13:10 - 13:50 Group Session
13:50 - 15:20 Class Case Session
15:20 - 15:40 Break
15:40 - 16:00 Wrap-up
16:00 - 16:20 Break
16:20 - 17:00 Group Case Session
17:00 - 18:30 Case Session
18:30 - 18:50 Break
18:50 - 19:40 Wrap-up
●使用するケース
"Gazelle in 2012", Harvard Business Publishing"Berberry's New Challenges" IVEY Publishing
"Uber: Competing Globally", INSEAD
第3日（Day3）
09:20 - 09:40 Group Session09:40 - 11:10 Case Session
11:10 - 11:30 Break
11:30 - 12:10 Group Case Session
12:10 - 13:10 Lunch Break
13:10 - 13:50 Group Session
13:50 - 15:20 Class Case Session
15:20 - 15:40 Break
15:40 - 16:00 Wrap-up
16:00 - 16:20 Break
16:20 - 17:40 Wrap-up
●使用するケース
"The Home Depot Builds in the Pandemic""Shiseido: Reinveting in Brand"
Addition: Electric Car Wars, 2018
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 | 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 | 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
Micheal E. Porter, Competitive Strategy: Techniques for Analyzing Industries and Competitors, Simon & Schuster New York 1985
Micheal E. Porter, HBR's Must Reads on Strategy, Harvard Business Review Press, 2011
Jay B. Barney, Resource-Based View: Creating and Sustaining Competitive Advantage", Oxford University Press, 2011
W. Chan Kim & Renee Mauborgne, Blue Ocean Strategy, Harvard Business Review Press, 2015
C. M. Christensen, The Innovator's Dilemma: When New Technologies cause Great Firms to Fall, 1997
Micheal E. Porter, HBR's Must Reads on Strategy, Harvard Business Review Press, 2011
Jay B. Barney, Resource-Based View: Creating and Sustaining Competitive Advantage", Oxford University Press, 2011
W. Chan Kim & Renee Mauborgne, Blue Ocean Strategy, Harvard Business Review Press, 2015
C. M. Christensen, The Innovator's Dilemma: When New Technologies cause Great Firms to Fall, 1997
授業調査に対するコメント Comment on Course Evaluation
I focused on cases last time, but I received comments that they needed theoretical explanation about competitive strategy. I'll be adding some this time.
担当教員のプロフィール About the Instructor
Professor Dr. Kenji Yokoyama attained a bachelor of economics at Waseda University and a doctor of management later. His specialties are international trade practices and strategic management. He wrote more than 50 paper articles for PRJs and made more than 40 academic presentations about these areas. With his academic contribution, he was awarded the "International Trade Promotion Award" twice in 1992 and 1995, and the "Foreign Trade Academy Award" in 2002. He has been active in promoting multi-cultural education not only in Japan but also in the entire Asia Pacific area. For these activities, he was nominated and shortlisted for the Asia Contribution Award and the Asia Future Award three times in a raw from 2019 to 2020.
（実務経験 Work experience）
Before joining NUCB Business School, he had worked for Ritsumeikan Asia Pacific University (APU) for 21 years. He was one of the founders of APU. He took the positions of an Associate Dean for Academic Affairs, Dean for Admissions, Dean for Student Affairs, Dean for School of Management, Advisor to President and Vice-President during the 21 years. He was President of the AAPBS (Association of Asia Pacific Business Schools) and is now the advisor to the president. He is also the Vice-Chair of the Business School Committee at JUAA. He has been working for various public organizations as head of committees and so forth.
Refereed Articles
- (2024) Impact of AACSB Accreditation on Education Quality: Perception of Faculty in an Accredited School in Japan. International Journal of Educational Management
- (2016) Source of Economic Growth in Ethiopia: An Application of Vector Error Correction Model. Australian Academy of Business and Economics Review (AABER) 2(4):