What is needed for new managers? They must be comfortable in fundamental math and statistics skills. They must be able to connect the right math and stats tools to decisions to be made, and to interpret results in critical ways.

Intro to BBA gives enough math to students in order to jump to more sophisticated NUCB Foundation courses such as Finance, Accounting, Operations and Marketing, and later elective and seminar courses.

Students first sharpen their math skills. Students do not need sophisticated prerequisites such as calculus. Instead we use common sense and practical examples to relate to the concepts and problem solving. Students must prepare however for rigorous practice and drills in order to learn the concepts.

Students then tackle how to solve problems using Excel and stats tools. Students will learn Excel skills such as pro forma budget preparation, graphing, and functions. We will move to critical financial skills such as time value of money and ROI. And we cover statistics such as probability, distributions, hypotheses testing, and various tests.

Because the case method is integral to NUCB’s teaching style, we will also cover basic discussion skills, i.e. casemanship and how participate in discussion classes. This means getting rid of freshman inhibitions and fears, getting practice cases and management problems to solve, and exercising analytical discussion skills. Rather than wait for a teacher to “teach” them knowledge, students depend on themselves and their classmates to “learn.” NUCB’s process is about self-learning and curiousity.

The course is important because students must connect their math and stats tools to critical thinking. They should not merely punch in figures and get answers, but also think critically about what decision has to be made, what tools to use, and how to interpret results. Finally, students must be able to translate the results to tell stories to others how they think. Part of this is in practicing case discussion skills, but part also stems from thinking critically, and then understanding how to explain the thinking to others.

*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。

At the completion of the course students should understand concepts such as

1. Excel basic and intermediate tools
2. Basic financial ratios
3. Time value of money, cash flow, and ROI calculation
4. Probability and Normal distributions
5. Hypotheses testing: crosstabs, ANOVA, correlation, regression
6. Case analysis and discussion skills

教育手法 Teaching Method		% of Course Time
インプット型 Traditional		30 %
参加者中心型 Participant-Centered Learning	ケースメソッド Case Method	70 %
	フィールドメソッド Field Method	0 %
合計 Total		100 %

This is a 1400 minute, 2-credit course. Classes are one morning a week for seven weeks. Before each class students read problem sets and mini-cases. (Students are excepted to bring their laptops with Excel installed.) Students are expected to meet with learning teams to share their inputs and sharpen the analysis. Students come to class ready to hear part-lecture, but to also participate actively in discussion to solve problems. There will be two (2) midterm exams and one final exam.

*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	50 %
クラス貢献度合計 Class Contribution Total	50 %
予習レポート Preparation Report	0 %
小テスト Quizzes / Tests	20 %
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	30 %
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

About 50% of the grade consists of results from two exams. These will be one-hour sit-down exams, a mix of multiple choice and problem-solving questions. Throughout the course we will also use the discussion method, where students volunteer to solve problems and freely discuss their approaches in class. I will also be assigning students to five-person learning teams throught the term. The learning team will be integral to learning and discussion. At the end of the course positive peer assessment, where team members rate the performance of the best performances of their peers.

• N/A「N/A」N/A（N/A）

Additional readings

Read: (Free, available online) A Guide to Case Analysis from McGraw-Hill Publishing
https://highered.mheducation.com/sites/0072969431/student_view0/guide_to_case_analysis.html


(Free, available online) Introduction to Statistics, by David Lane et al. (2003), Rice University. This will be sent to students as a PDF, or can be downloaded free of charge from

PDF: https://onlinestatbook.com/2/index.html.

Word: http://onlinestatbook.com/Online_Statistics_Education.docx

EPUB: http://onlinestatbook.com/Online_Statistics_Education.epub


See also https://davidmlane.com/hyperstat/ for extra resources.

There is also an interactive e-book for IOS and MAC OS X. https://itun.es/us/CJqXO

Spring 2022 will be my first time to implement the course.

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