シラバス Syllabus

授業名 Driving Competitive Advantage
Course Title Driving Competitive Advantage
担当教員 Instructor Name 横山　研治（Kenji Yokoyama）
科目ナンバリングコード Course Numbering Code
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 2021 GSM Nagoya Fall
コード Couse Code GLP228_G21N

授業の概要　Course Overview

Mission 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".

学修到達目標 / 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)

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

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.

授業スケジュール　Course Schedule

第1日（Day1）

09:20 - 09:40 Introduction
09:40 - 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 Introduction
09:40 - 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 Introduction
09:40 - 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

第4日（Day4）



第5日（Day5）



第6日（Day6）



第7日（Day7）



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。
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

使用ケース一覧　List of Cases

    ケースは使用しません。

配布教材と教室における電子機器の利用マナーについて Guidelines for Classroom Technology and Proper Use of Course Materials

  1. ケースメソッド教育の中核は、積極的な参加と知識の共有です。この教育を支えるため参加者は授業中の電子機器（例：スマートフォン、ノートパソコン）の使用を制限するよう求められます。許可を得た場合でも、教室内では電子機器は、ケース討議に資する目的でのみ使用してください。授業中は、たとえケース討議に関連していても、検索エンジンや生成AIの使用は避けて下さい。
  2. 配布教材（ケースを含む）は指定された授業への参加以外の目的で利用しないで下さい。著者の権利、著作権、特定情報の機密性を保護するため、許可なく教材を個人や組織（生成AI を含む）に提供することはできません。このルールは、印刷物・電子教材のいずれにも適用されます。
  1. Active participation and shared learning is at the core of the case method learning.Participants are asked to limit their use of electronic devices (e.g., laptops, smartphones) during classroom sessions in support of this model. Even with permission granted, devices should only be used in the classroom in service to the case discussion. Online searches and generative AI tools, even if related to the case discussion, are discouraged while class is in session.
  2. Students are prohibited from using the course materials (including cases) distributed by the university for any purpose other than participation in the designated class.Students must not input, process or test course materials with any artificial intelligence (AI) tools, bots, software, or platforms without the author’s permission. These actions violate the terms of use for the course materials and may also constitute copyright infringement.

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

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

  • (2025) Assurance of learning under accreditation pressures: institutional struggles and lessons from AACSB. Quality Assurance in Education 1(17): 0968/4883
  • (2025) Balancing research and education in the context of AACSB accreditation acquisition and maintenance. Journal of Applied Research in Higher Education 17(7): 2050-7003
  • (2025) Transition of dynastic control: An empirical analysis of Japanese listed firms. Business Succession 14(1):
  • (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):

Refereed Proceedings

  • (2025). Consumer Animosity and Boycott Dynamics in Emerging Market: Evidence from Egypt and Implications for Global Business Strategies. IBIMA Conference Proceedings .44th IBIMA Conference in Glanada. 1. 2. Glanada, Spain






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