| 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_G24N |
| 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 | 応用科目200系 / Applied |
| 学位 Degree | MBA |
| 開講情報 Terms / Location | 2024 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.
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".
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.
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".
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.
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.
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.
到達目標 / Achievement Goal
The students are expected to reach the level where they understand the basic competitive strategic theories and methods to change the present competitive situations through case learning.
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。
LG5 Executive Leadership (EMBA)
LG6 Innovative Leadership (MBA)
LG6 Innovative Leadership (MBA)
受講後得られる具体的スキルや知識 Learning Outcomes
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.
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
Day 1Toraya, CCJB-HBS-222068-02
Lego Bricks: Fit for the Big Screen, CCJB-UVA-S-0296-02
Assignment 1: Knudstorp has carried out a few reforms since 2004 focusing on LEGO’s core values. What do you think LEGO’s core values are?
Assignment 2: Assess what Knudstorp did from 2004 to 2008?
Assignment 3: Describe the competitive environment of the global toy industry in the case.
Assignment 4: Do you think attempting to compete with Disney and Pixar was another case of over-diversification, or not?
Assignment 5: If LEGO’s attempt turned out to be successful, would that raise awareness around the brand to drive sales to REGO’s core products?
Assignment 6: What story and characters should represent the brand, and how might these help toy sales?
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
Day 2Zoom Video vs. Microsoft Teams, CCJB-HBS-721483
Assignment 1: Evaluate Zoom’s income statements.
Assignment 2: Develop Zoom’s vision and competitive strategy with Microsoft Teams post Covid.
Assignment 3: According to the above competitive strategy, evaluate each of Zoom’s services and products in the case.
Toyota Tsusho in the South Pacific, CCJB-IVE-9B20M134
Assignment 1: Why would TTC want to transform its subsidiary office in Brisbane Australia into a regional headquarters? Was Brisbane an appropriate location?
Assignment 2: What are the strengths, weakness and characteristics of regular subsidiaries versus RHQs?
Assignment 3: How does a regional headquarters establish legitimacy and value with respect to a company’s corporate headquarters and country-based affiliate?
Assignment 4: Assess the effectiveness of the changes in TTC’s Brisbane office as they relate to the goals of a regional headquarters.
Roasting Plant Coffee: From Engineer’s Dream to Customers’ Delight, CCJB-IMD-7-2391
Assignment 1: What is a start-up? What is the difference between a start-up and a going concern?
Assignment 2: Why has Roasting Plan failed to scale so far?
Assignment 3: What is Roasting Plant’s value proposition?
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
Day 3Is Netflix Building A House of Cards? CCJB-IMD-7-2185
Assignment 1: What does the competitive landscape look like?
Assignment 2: What resources and capabilities can give Netflix a competitive edge?
Assignment 3: How sustainable is Netflix’s content strategy and expansion model?
Assignment 4: What platform opportunities does Netflix have?
Assignment 5: Is Netflix’s “content first strategy” a sufficient competitive advantage or is Netflix building a “House of Cards”?
Adidas: how to keep running in a post-COVID-19 world, CCJB-IMD-7-2222-02
Assignment 1: How has digital disruption transformed retail? Will this disruption continue?
Assignment 2: Adidas has done a lot to push its digital presence. In which area of the value chain has the company made changes? Have these changes continued to its overall competitiveness?
Assignment 3: How has the pandemic impacted adidas business and what is to be expected in the aftermath of COVID-19? Will brick-and-mortar stores become less relevant for Adidas in a post-COVID-19 world?
Assignment 4: Following a general trend, Adidas shifted all its manufacturing to Asia. Are the rising trade tensions and the outlook of a de-globalized world often anticipated in the media likely to turn this manufacturing model into a strategic issue for Adidas’? Should Adidas reconsider where to manufacture its products to diversify its risks and future-proof its value chain?
Trader Joe’s: At a Crossroads, CCJB-IMD-7-2387-7
Assignment 1: How will macro-environmental factors impact the US retail grocery industry in the aftermath of the COVID-19 pandemic? Use the PEST framework to conduct framework to conduct the analysis.
Assignment 2: Which competitive forces will impact the US retail grocery industry and its overall attractiveness in a post-COVID-19 business landscape? Use Porter’s Five Forces framework to conduct the analysis.
Assignment 3: Given the accelerated digital transformation of the grocery industry brought about by COVID-19, what strategic advice would you offer for future proofing Trader Joe’s in a post-pandemic world? Conduct a SWOT analysis to support your recommendations.
Assignment 4: Debate the following statement: Trader Joe’s should develop an omnichannel strategy.
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 | 70 % |
| クラス貢献度合計 Class Contribution Total | 70 % |
| 予習レポート Preparation Report | 30 % |
| 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
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):