This course aims to equip aspiring and established leaders from various industries with the knowledge and skills to leverage Big Data and AI effectively, gaining a competitive advantage over their competitors. Participants will learn how to harness their data and employ cutting-edge technologies to establish stronger connections with their customers. By applying the principles of Design Thinking methodology, they will not only analyze data and utilize technology but also comprehend and expand their capabilities, seamlessly integrating them into their organization's strategic framework. Ultimately, this course empowers participants to become adept leaders who not only understand data and technology but also leverage them strategically to drive their organizations towards success.

What do web search, speech recognition, face recognition, machine translation, autonomous driving, and automatic scheduling have in common? These are all complex real-world problems, and the goal of Big Data & Artificial Intelligence (AI) is to tackle these with rigorous mathematical tools. In this course, you will learn the business opportunities generated from these applications, practice implementing some of these systems and understand how the world and the business is changing. Specific topics include the intelligence cycle, disruptive innovation and, of course, the basics of digital technologies. The main goal of the course is to equip you with the tools to tackle new opportunities offered by Big Data/AI you might encounter in life, by applying Disruptive Innovation, a methodology based on Design Thinking.

This course is instrumental because it will prepare leaders to harness the power of disruptive innovation before their competitors will do. Participants will gain a deeper understanding of what disruptive innovation is, and will learn how to spot potential threats and opportunities in their own business.

By studying this course, students will be able to:
Understand the forces of disruption that could impact their business and see how to spot them early
Uncover a new approach for customer centricity to spot and shape new opportunities by applying the jobs to be done framework
Learn, through practical examples, how to leverage new business models and potential application for their companies
Get hands-on experience using the disruptive innovation toolkit

*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 studying this course, students will be able to:
Make strategic and confident decisions using the best data and AI technology
Learn a valuable business methodology that helps you pinpoint weaknesses and discover new opportunities by disruptive innovation.
Improve yeld and reduce costs by better understanding the future of the business, processes and customers.

教育手法 Teaching Method		% of Course Time
インプット型 Traditional		50 %
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	30 %
合計 Total		100 %

Course Approach: Case and workshop methodology, with a final report delivery.
Report: Individual case exam
Feedback: Written, on final report
Required amount of preparation: there will be 9 cases and a final individual report. The cases require at least 2 hours each, Minimum 18 hours.The final report is approximately 10 hours

*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	60 %
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

Assessment reflects the quality of a student’s active participation in class discussions. Much of a manager’s success depends on communication; therefore, effective oral communication will constitute the student’s grade. Written work should be clear, logical, grammatically correct, spell-checked, persuasive, supported by examples, and backed up by citations for any data, ideas or other content used. It should represent the student’s best effort. To do well on the writing reports, you will need to incorporate and apply the course readings.

A note on Class participation:
Grading class participation is necessarily subjective. However, I try to make it as “objective as possible”. Some of the criteria for evaluating effective class participation include:

1 Is the participant prepared? Do comments show evidence of analysis of the case? Do comments add to our understanding of the situation? Does the participant go beyond simple repetition of case facts without analysis and conclusions? Do comments show an understanding of theories, concepts, and analytical devices presented in class lectures or reading materials?
2 Is the participant a good listener? Are the points made relevant to the discussion? Are they linked to the comments of others? Is the participant willing to interact with other class members?
3 Is the participant an effective communicator? Are concepts presented in a concise and convincing way?


Class Participation 40%

This course covers a significant amount of content and much of the learning comes from in-class exercises and discussion. Therefore, students are expected to attend all class sessions, complete all assigned readings and come prepared and ready to participate. Attendance will be taken and participation will be evaluated at each class session. Participation in all on-campus sessions in their entirety is mandatory, and students may not be late or leave early for any of these sessions. Failure to be in attendance for the entirety of the session will result in removal from the class.

Individual final project and cases 60%
The Individual final project is meant to be a culmination of all the learnings in the class, that is reinforced by the cases; to do well on this report it is imperative to draw upon the readings and discussions in presenting your analysis.

Please kindly explain in your report the solution you propose for the problem and deeper need you have identified.
• Write a word document (with no upper or lower word-count limits) where you demonstrate what you have learnt in class, by answering in details, giving at least an example for each questions, all the points below.

1. What is the problem? (Distinguish problem from pain points)
2. Who has the problem? (Define your user by age, gender, social status, what type or product or service is purchasing/receiving, the level of satisfaction, the pain points, the frequency of use…)
3. What is your proposed solution? (state clearly in a sentence and repeat it at the end of the report A [label] that allows [users] to [benefit] by [method])
4. How did you reach this solution? (Explain in detail your disruptive innovation process across the 4 dimension of expansion, reductio…)
5. What is the value of solving that problem with your solution? (Show why this solution has value, why it is useful to that user, based on the need/deeper need you identified by observing/thinking of the user)
6. What is the technology you propose for your solution? Why? (Define what technical solution you have found, by searching what is available in the market)
7. What are the human skills required to solve the problem? Why? (Define what human skills and/or training are necessary, by searching what could be the technology limitations that need to be compensated by the human)
8. What is your most important learning for this course? (What is different now, compared to before you started the course)


Please take into account that I reward critical thinking and specifically
• RELEVANCE is the solution addressing the right problem?
• COHERENCE how well does the solution fit?
• EFFECTIVENESS is the solution achieving its objectives?
• EFFICIENCY how well are resources being used?
• IMPACT what difference does the solution make?
• SUSTAINABILITY will the benefits last?

So, jot down what questions you have asked yourself, to reach the conclusions.
Do your best to show that you have been critical, so what you propose makes sense from a business, technology and ethical/legal point of view.

Try not to just propose a solution that is neither impossible to produce, advertise and monetise, nor propose to use technology as a magic wand.

Think instead of a problem first, without considering technology at this stage.

Think of a possible ecosystem, a possible alliance, a different business model or a new model for revenues (the analogic vs. digital toothbrush example), the data you need to have and why these data.

Then think how technology could help you, by looking at what is available on the market.

I do not expect you to propose a detailed technical solution, but, yes a business sound solution using a technology that may have been used by someone else and you could use too.

Remember to list briefly how you are going to integrate the solution, to overcome skepticism from investors and solution users. Just show that you understand the final goal of using these technologies to solve your problem. And of course, explain what are the business and ethical implications.

The assessment criteria are:

Coherence: the smooth and logical flow of writing

Consistency: the uniformity of style and content

Originality: the ability to think independently and creatively

Accuracy: explaining in detail what is your solution about

• Williams, Luke「Disrupt: Think the unthinkable to spark transformation in your business.」FT press（2015）

“Leading successful AI projects in three words: group, relevant and empathetic” by Giulio Toscani. ESADE DoBetter, Feb 2022.

Understanding the Rise of Tech in China by "Dagny Dukach".

"Our Social Media Addiction" by Kelsey Gripenstraw

"As the World Shifts, So Should Leaders" by Nitin Nohria

"Why Becoming a Data-Driven Organization Is So Hard" by Randy Bean

"The Digital Mindset: What It Really Takes to Thrive in the Age of Data, Algorithms, and AI" by Paul Leonardi, Tsedal Neeley

Students commented there were too many cases, so I have respected the same number of cases, but I have picked only short cases.

（実務経験 Work experience）

Refereed Articles

• (2023) The effects of the COVID-19 pandemic for AI practitioners: the decrease in tacit knowledge sharing. Journal of Knowledge Management
• (2023) Cómo el trabajo en remoto está reduciendo el conocimiento implícito. Harvard Deusto Business Review
• (2022) Los mundos virtuales, un nuevo reto para la propiedad industrial de las marcas. Harvard Deusto Business Review
• (2022) The role of reciprocity and reputation in service relationships with Arts organisations. Journal of Services Marketing
• (2018) Arts Sponsorship Versus Sports Sponsorship: Which Is Better for Marketing Strategy?. Journal of Nonprofit & Public Sector Marketing