To teach technology management for people with a global perspective, advanced management skills, and high ethical standards.

　Using case method and representative case studies, we analyze and discuss the technology management for future corporate managers and responsible citizens in society. We address three major questions. First we clarify what is technology and technology management. Second we examine corporate roles for technology management including pricing, finance, marketing, R&D, product design, quality assurance, intellectual property rights, risk management, ethics and SDGs. Third we discuss factors for promoting technological innovations such as economic, political, environmental and cultural conditions and relate the rise and fall of certain countries, industries, and corporations with technology innovations. We apply management theories such as “Structure-Performance-Conduct (SPC) framework”, “Diamond Theory of National Advantage”, “Disruptive Technology”, “Modularity” and “Comparative Advantage Theory and Strategic Trade Theory”.

1. To understand two frameworks economics and management theory for technology managements.
2. To achieve historical perspective of technological innovation in the past thirty years.
3. To analyze technology management from finance, marketing, organization theory.
4. To obtain an overview of the recent development including disruption, open innovation, commons.

*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。

Knowledge and problem solving capability in the following issues.
1. understanding of “technology” and “technology management framework”
2. pricing, financing, valuation, portfolio management
3. R&D, quality assurance, intellectual property rights, risk management
4. roles of start-up, corporate venture, management, market competition and cooperation
5. ethics and sustainable development goals related to technological innovations
6. management theories including “Structure-Performance-Conduct framework”, “Diamond Theory of National Advantage”, “Disruptive Technology”, “Modularity” and “Comparative Advantage Theory and Strategic Trade Theory”.

教育手法 Teaching Method		% of Course Time
インプット型 Traditional		10 %
参加者中心型 Participant-Centered Learning	ケースメソッド Case Method	90 %
	フィールドメソッド Field Method	0 %
合計 Total		100 %

Learning Method
We provide a number of case studies and related documents with varying subjects and topics. In class discussion, we cover only certain materials and the rest are for your reference and supporting materials of the case discussion. Accordingly, when you prepare for the class, you should concentrate on subjects and topics addressed as assignments (Homework and Report Problems). You are also encouraged to figure out your own questions suitable for class discussion. Because we do not have enough time to discuss all subjects and topics in class, you are advised to identify the important questions.
There is no clear pre-specified scenario of class discussion because case method should emphasize collective efforts of participants. Still we will follow typical process of case analysis such as: a. identifying questions, b. raising alternative solutions, c. analysis, d. discussion, e. decision making. Do not expect that an instructor will lead class discussion with his favorite scenario. It is your role to participate in discussion.

Prepare for the class
Read teaching materials (case studies, related papers, and others) based on assignments. You are requested to prepare for the class with double time duration for a class (i.e. 2 hours for 1 hour class discussion).

Homework (you should submit each homework on the day of class)
Prepare one page report for Homework questions (A4 paper, 300-500 words with figure and table). Type written format is preferred.

Final Report/Exams
There is no final exam in class. We use final report for student’s evaluation. There are two part of final report, one is revised homework and the other is report for “Report Problems). You need to produce A4, 10 pages of answer a single file (M.S.Word or PDF is preferred) with proper information (name, student number, page number, homework question number, report problem number).

Grading is class participation (about 70 percent) and final report (about 30 percent).

Feedback in class after 16:40 for 1 hour.
About grading: Overall class performance is announced after grading.
List of Teaching Materials (Notes, Cases, Ref (Reference) distributed.

00 Assignment and Teaching Materials List
01 Case& Note, “Risk, Uncertainty and Decision-Cases and Lecture Notes” (Lecturer’s note)
02 Case, “Toyota Recall Crisis - Sudden Unintended Acceleration”
03 Note, John C. Coates and Suraj Srinivasan 2018, “Finance Reading + Interactive Illustration, “Corporate Governance” in Core Curriculum of Finance”, Harvard Business Publishing, Education, 5209-PDF-ENG, HBSP
04 Case “The Toshiba Accounting Scandal: How Corporate Governance Fails,” Hong Kong University, Asian Case Research Center, HK1097. HBSP
05. Multimedia Case, “Columbia's Final Mission V2,” 8746-HTM-ENG，HBSP.
06. Case, “C.K.Coolidge” Inc. (Abridged) 9-607-006. HBSP.
https://hbsp.harvard.edu/product/607006-PDF-ENG
07. Case, “Deficit and Debt: The US Current Account,” 9-322-044, HBSP.
08. Case, “COVID19 Summer 2021, the 5th Wave and Aftermath”
09. Case “Naomi Osaka and French Open 2021”
10. Employee Evaluation (Excel Spread sheet)



11. Ref. Animation Movie “The Crisis of Credit Visualized, HD. https://www.youtube.com/watch?v=bx_LWm6_6tA
12. Ref. Uwe Vollmer, Ralpf Bebenroth, “The financial Crisis of Japan: Causes and Policy Response by the Bank of Japan,” The European Journal of Comparative Economics, 2012, 9(1) 51-77, https://www.researchgate.net/publication/265673474
13. Ref. The Government of Japan, “Abenomics”,
https://www.japan.go.jp/abenomics/index.html
14. Ref. “Adverse Selection, The Premir”
https://www.moneyandbanking.com/commentary/2017/8/13/adverse-selection-a-primer
15. Ref. Ministry of Finance Japan，Japan Public Finance Fact Sheet 2021, https://www.mof.go.jp/english/policy/budget/budget/fy2021/02.pdf
16. Ref. Ministry of Environment and other Japanese Government, “Synthesis Report on Observations, Projections and Impact Assessments of Climate Change, 2018, “Climate Change in Japan and Its impacts,”
https://www.env.go.jp/earth/tekiou/pamph2018_full_Eng.pdf
17. Ref. Fukushima Revitalization Station, Fukushima Prefecture Government，HP.　
https://www.pref.fukushima.lg.jp/site/portal-english/list385.html

Shared in class for additional information.
18. Add. Ref “COVID-19 and Technology Management in 2021”


19. Add.Ref “Impact of COVID-19 on Mental Health of Youth- Anxiety, Stress, and Recklessness-“
2020.
20. Add.Ref.”COVID-19: Global Perspectives, 2020-2021”

*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	10 %
小テスト Quizzes / Tests	10 %
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	20 %
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

1) Submission of homework before the class is required. You do not have to answer all homework.
2) Class participation is evaluated based on your remark, speech, and presentation. To give a whole analysis or remarks to support class discussion is highly evaluated. Remarks without no real thesis is not discourages but not much appreciated.
3) When you miss an opportunity to express your opinion, still you have a chance to express it in your preparation report or final report which I grade.
4) Short pop tests (20 minutes)
5) Final report, complete homework, short essay, your makeup remarks you did not have a chance to speak in class. (if you prepare well class in advance, this is not a burden. You can just sum up your class preparation report and your discussion in class)

In brief, class participation 70% (Cold Call 5%+Class Contribution 55%+Quizzes/Tests10%) and Report 30% (Preparation report 10% + Final Report 20%). The number is rough and will be adjusted slightly according to the progress of class.

• Robert Pindyck and Daniel Rubinfeld「Microeconomics 9-th Edition（Global Edition）(Optional:If you have taken microeconomics course prevously, you do not have to purchase this, or various discounted prices are available including used book and e-book. )」Pearson Education Limited（2017）ISBN: 9781292213316

＜References(1) General＞Detailed References will be provided in syllabus
Berkun, Scott, The Myths of Innovation, O'Reilly Media, 2010, ISBN-10: 1449389627,
ISBN-13: 978-1449389628
Burgleman, Robert, Clayton Christensen (Author), Steven Wheelwright, Strategic Management of Technology and Innovation 5th Edition, 2008, McGraw-Hill Education, ISBN-10: 0073381543, ISBN-13: 978-0073381541.
Damodaran, Aswath, Dark Side of Valuation, The: Valuing Young, Distressed, and Complex Businesses, 3rd Edition, Pearson FT Press , 2018, ISBN-10: 0134854101, ISBN-13: 978-0134854106
Hill, Linda A. Hill; Greg Brandeau; Emily Truelove; Kent Lineback, Collective Genius: The Art and Practice of Leading Innovation, Harvard Business Press Book 2014, Product #: 13296-HBK-ENG
Ortega, José y Gasset, Meditación de la Técnica, 1939, reprint
https://francescllorens.files.wordpress.com/2013/02/ortega_meditacion_tecnica.pdf
Schumpeter, J.A. 1934, The theory of economic development: an inquiry into profits, capital, credit, interest and the business cycle, Harvard Economic Studies, Vol. 46, Harvard College, Cambridge, MA.
Schumpeter, Joseph A.; Opie, Redvers (1983) [1934]. The theory of economic development: an inquiry into profits, capital, credit, interest, and the business cycle. New Brunswick, New Jersey: Transaction Books. ISBN 9780878556984. Translated from the 1911 original German, Theorie der wirtschaftlichen Entwicklung.
Uchino, Kenji, Entrepreneurship for Engineers 1st Edition, CRC Press, 2009, ASIN: B008ID47RI
Uchino, Kenji, Global Crisis And Sustainability Technologies, 2017.WSPC, 978-9813143722

The average student evaluation score is 3.56, far lower than the average of courses and my own expectation.
Positive remarks are 1) an instructor encourages students to speak and make presentation for discussion. 2) variety of cases and readings. Certain cases like climate changes and COVID-19 are interesting.
Negative remarks are 1) too much readings and various topics 2) many old cases and fewer new cases. 3) assignments are not clear and no explanation nor guidance by an instructor. 4) prefer more lectures and group works instead of class discussion.

I will adjust the choice of materials, less topics and assignments.
1) fewer, newer, shorter cases and readings.
2) less topics and more focus on some selected topics.
3) more lecture, still it is regulated to be under 20 percent class time.
4) clearer assignments and direction, establishing additional office hour for clarification.

Although students‘ views are important, an instructor cannot identify the real problems based on anonymous opinions after the class session. I would rather appreciate questions and opinions raised in class, office hours or the final report.

I believe that it is the student that plays an instrument in an orchestra, and a conductor is not an emperor nor a tactful tour guide. There are no conductors in real situations. An analogy stops here. The effects of education should last even after the class. What is important for business education is not to provide a new knowledge and satisfaction with students but to build learning capability of students. That is what I believe.

Refereed Articles

• (2019) Problems of 2018 Nobel Economic Sciences Prize-Hirofumi Uzawa’s Contribution to Economic Growth Theory and Climate Change-. Keio Business Review 36(1): 03877086