シラバス Syllabus

授業名 Design Thinking for Managers
Course Title Design Thinking for Managers
担当教員 Instructor Name Ricardo Lim
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 応用科目200系 / Applied
学位 Degree MSc in Management
開講情報 Terms / Location 2026 GSM Nagoya Fall
コード Course Code GLP265_G26N
メジャー Major

授業の概要　Course Overview

Mission Statementとの関係性 / Connection to our Mission Statement

Design Thinking is a modern approach to Innovation, an integral part of Agile methods. DT is not so much "thinking," but more a process that develops skills in customer empathy, value insighting, and agile prototyping and testing. More, design thinking is one approach to finding solutions to wicked problems: complex, interconnected, and human-behavior dependent with no clean, permanent solutions, which aptly describes Asian markets.

授業の目的（意義） / Importance of this course

Participants will know the connections within the Agile family: Lean Startup, Lean Canvas, Business Model Canvas, Scrum-XP, and Design Thinking. Agile is a common language if start-ups and entrepreneurs, project managers, IT developers, and product design firms, and is now used more for general management. Participants will be able to articulate their thinking better in the language of Agile.

学修到達目標 / Achievement Goal


By the end of the course, students will be able to practice the five fundamental steps of DT: empathy, Insight, Ideation, Prototyping, and Testing. These steps apply beyond product and service design, and into such areas as strategic planning, team and project management, and team building.

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
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG6 Innovative Leadership (MBA)
LG7 Global Perspective (GLP)

受講後得られる具体的スキルや知識　Learning Outcomes


See Mission Statement and Importance of the Course in the above sections.

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 0 %
参加者中心型 Participant-Centered Learning ケースメソッド Case Method 100 %
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

Class participation through case discussion and group worl.

授業スケジュール　Course Schedule

第1日（Day1）

Session 1.1 1100 - 1230
Conversations of Value and Business Model Canvas
Class EXERCISE

Session 1.2 1315 - 1445
Discussion: Spotify 9-516-046

Session 1.3 1500-1630
Topic : Design Challenge: gift givers and procrastinators

Session 1.4 1630-1740
Topic : iteration: Follow up with partner groups

No cases or readings

 


●使用するケース
Watch VIDEOS (In Google Classroom):

V01 WELCOME TO DT
V02 INTRODUCTION
V03 BUSINESS MODEL SERIES
- V03.1 VALUE PROPOSITION
- V03.2 CANVAS REVENUES
- V03.3 CANVAS COSTS
- V03.4 ALL TOGETHER, NOW!
V04 EMPATHIZE SERIES
- V04.1 HCD D-CHALLENGE
- V04.2 EMPATHIZE!

Read Articles from web：

Business Model Canvas Explained: https://youtu.be/QoAOzMTLP5s

For first day: Spotify 9-516-046 for discussion

Articles: Note on Design Thinking, by Ricardo A. Lim

第2日（Day2）

Session 2.1 1100 - 1230
Discuss: Relating to Peapod

Session 2.2 1315-1445
Exercise: Build personas of gift givers / procrastinators. Validate with paired groups

Session 2.3 1500-1630
Gaming the Gamers: Using Experience Maps to Develop Revenue-Generating Insights KEL 675

Session 2.4 1630-1740
Topic : BUILDING JOURNEY MAPS


●使用するケース
Watch VIDEOS (in Google Classroom or YouTube)

THE DEEP DIVE, parts 1, 2, and 3: watch the ABC Nightline video on IDEO @ www.youtube.com/watch?v=JkHOxyafGpE (tab for parts 2 and 3)

V05 DEFINE SERIES
- V05.1 OBSERVE TO INSIGHT
- V05.2 PERSONAS JOURNEY MAPS

V06 IDEATE SERIES
- V06.1 POST-IT-ATTACKS!
- V06.2 IDEATE ALTERNATIVES

Read and analyze： Relating to Peapod 9-314-142

Assignment:

1. Do a deep dive in analyzing the first three personas: Beatrice, Russell, and Michelle. (Ignore Virginie.) Dissect their stories into pains, gains, jobs. What gives them emotional satisfaction or anxiety? What are they trying to do? What do they feel, hear, see?
2. Plot out their rough journey maps: when are they low or high? What triggers these high and low points?
3. Also plot out when Peapod has opportunities to “touch” the customer: not just in F2F encounters, but by email, or text, or other ways to communicate with theml

第3日（Day3）

Session 3.1 1100 - 1230
(Continuation) Topic : BUILDING JOURNEY MAPS
GROUP AND CLASS EXERCISE
No cases or readings— Continue building journey maps for gift givers / procrastinators

Session 3.2 1315 - 1345
Topic : IDEATING
GROUP EXERCISE

Session 3.3 and 3.4 1500-1740
Topic : BUILDING PROTOTYPE v.1
GROUP EXERCISE


●使用するケース
Watch videos:

V07.1 PROTOTYPE-TEST
V08.1 BEYOND DT

watch: https://www.youtube.com/watch?v=NXLKgUgr6qI
storyboards, role playing, and works like, feels like

第4日（Day4）

Session 4.1 1100-1230
Topic : WORLD CAFÉ Class exercise
No cases or readings



Session 4.2 1315 - 1445


Topic : Test and improve Prototype v.01 to v.02; FINAL SHOW! Integration and class discussion



Session 4.2 1315 - 1445
Topic : Test and improve Prototype v.01 to v.02; FINAL SHOW! Integration and class discussion



●使用するケース
N/A

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 70 %
クラス貢献度合計 Class Contribution Total 70 %
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 25 %
期末試験 Final Exam 0 %
参加者による相互評価 Peer Assessment 5 %
合計 Total 100 %

評価の留意事項　Notes on Evaluation Criteria

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

  • N/A「N/A」N/A（N/A）

参考文献・資料　Additional Readings and Resource

Additional
Though not required, students may want further develop their Design Thinking skills. These are recommended books. (The last book is free to download).

- Knapp, J., Zeratsky, J. and Kowitz, B. (2016). Sprint: How to Solve Big Problems and Test New Ideas in Just Five Days, Simon and Schuster: New York.
- Lewrick, M., Link, O. and Leifer, L. (2018). The Design Thinking Playbook, Wiley: New Jersey
- Liedtka, J. and Ogilvie, T. (2011) Designing for Growth: A Designing Toolkit for Managers, Wiley: New Jersey.
- Liedtka, J., Ogilvie, T. and Brozenske R. (2014) The Designing for Growth Field Book, Columbia University Press: New York.
- Osterwalder, A. and Pigneur, Y. (2013). Business Model Generation. Wiley: New Jersey.
- Osterwalder, A., Pigneur, Y., Bernarda, G. and Smith, A. (2014) Value Proposition Design, Wiley: New Jersey.
- Soedegaard, M. The Basics of User Experience (UX) Design. (Free DL from Interaction Design Foundation—register with your email)

授業調査に対するコメント　Comment on Course Evaluation

Previous year's average ratings ranged from 4.5 to 4.7

担当教員のプロフィール　About the Instructor　


Ricardo A. Lim, Ph.D. is a professor at the NUCB Business School and visiting professor at Ritsumeikan APU, Beppu, Japan. He was a former Dean of AIM, former President of the Association of Asia Pacific Business Schools (a consortium of 80 Asian B-schools), founding member of the Global Network to Advance Management at Yale Business School, and Asia-Pacirfic Advisory Council of AACSB. He teaches information systems, statistics, analytics, and design thinking x lean x agile concepts. He has published in the MIS Quarterly and the Journal of Management Information Systems, and serves as Associate Editor for the International Journal of Business and Economics, Taiwan. He currently consults for education and financial services sectors. Before joining academe he was a senior consultant for the Computer Sciences Corporation in Boston and Siemens Computing in Manila. He has a Ph.D. from the U. of Southern California, an MBA from the U. of Virginia, and a B.Com. from McGill University.

Refereed Articles

  • (2026) Controlling Time or Controlled by Time? AI-Mediated Workflows as an Occasion for Structuring. Organizational Psychology Review 0 2041-3866
  • (2023) Determinants of Conspicuous Consumption in Smartphones. Asia Pacific Journal of Information Systems 33 (3): 2288-5404
  • (2023) A Study of Satisfaction and Loyalty for Continuance Intention of Mobile Wallet in India. International Journal of E-Adoption (IJEA) 15 (1): 1937-9633
  • (2021) Developing and Testing a Smartphone Dependency Scale Assessing Addiction Risk. International Journal of Risk and Contingency Management 10 (4): 2160-9624
  • (2021) Business Model Innovation: A Study of Empowering Leadership. Creativity and Innovation Management 1467-8691

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