| 授業名 | Critical Thinking |
|---|---|
| Course Title | Critical Thinking |
| 担当教員 Instructor Name | KIM Tae-Seok |
| 科目ナンバリングコード Course Numbering Code | GBA135 |
| 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 |
| 学位 Degree | BBA |
| 開講情報 Terms / Location | 2026 UG Nisshin Term3 |
| コード Couse Code | NUC421_N26B |
授業の概要 Course Overview
Mission Statementとの関係性 / Connection to our Mission Statement
To advance business and bridge gaps students must have a solid skills foundation in discussion and communication, numerical analysis, logical thinking and problem solving.
授業の目的（意義） / Importance of this course
Critical thinking prepares students for the rigors of a 4-year GBBA. With this course, students will better understand and process knowledge from GBBA core and elective courses in Finance, Economics, Marketing, Operations, and others.
学修到達目標 / Achievement Goal
This course eases student transition to the general discussion and problem-solving (case method atmosphere of GBBA, and numeric GBBA courses such as finance, accounting, and marketing. Students will be initiated into the case method and proper classroom behaviors and attitudes. Part of good discussion is that students practice critical thinking skills such as problem definition, logical thinking and analysis, and decision making. Students should refresh and reset their fundamental business math, statistics, and Excel spreadsheet use for Students should also know good business presentation and writing skills; virtually all courses will require students to either present their findings in class or to submit papers, especially for years 3-4 the GBBA students will have to write a case.
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
LG4 Effective Communication
LG6 Managerial Perspectives (BBA)
LG4 Effective Communication
LG6 Managerial Perspectives (BBA)
受講後得られる具体的スキルや知識 Learning Outcomes
1. Students should be initiated in the case method and proper classroom behaviors and attitudes.
2. They should be refreshed and reset in the fundamentals of business math, statistics, Excel spreadsheet and graphing.
3. Students should also know good business presentation and writing skills.
4. Finally, students should practice critical thinking skills such as problem definition, logical thinking and analysis, and decision making.
2. They should be refreshed and reset in the fundamentals of business math, statistics, Excel spreadsheet and graphing.
3. Students should also know good business presentation and writing skills.
4. Finally, students should practice critical thinking skills such as problem definition, logical thinking and analysis, and decision making.
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 | 25 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 75 % |
| 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
1. We will conduct a pre-course survey to determine extent of knowledge for various skills. This is not graded.
2. We will issue mid-term written feedback to students on their class performance: quality and quantity of contribution, actions to improve.
2. We will issue mid-term written feedback to students on their class performance: quality and quantity of contribution, actions to improve.
授業スケジュール Course Schedule
第1日（Day1）
Day 1: The Case method: preparation and discussion ** The content may be updated- Actual case discussion and dissection
- Setting up expectations of case discussion and good student behavior, actions, attitudes
●使用するケース
Road to Hell (A) ** The content may be updated第2日（Day2）
Day 2: Logical thinking ** The content may be updated- Deductive, inductive, and abductive logic
- Logical fallacies, biases
- Problem analysis and decision making
- Using ChatGPT
●使用するケース
Storrowed 9-824-188 ** The content may be updated第3日（Day3）
Day 3: Spreadhseet skills ** The content may be updated- Setting up formulas
- Copying and pasting
- Formatting
- Graphing
●使用するケース
Basic Mathematical Operations in Microsoft Excel W16404-PDF-ENG ** The content may be updated第4日（Day4）
Day 4: Business math ** The content may be updated- Math refresher
- Finance concepts, e.g. Time value of money, performance ratios
- Accounting concepts, e.g. revenue, margins, profits, simple balance sheets
●使用するケース
Note on LT capital budgeting: Building a Discounted Cash Flow Analysis W37909 ** The content may be updated第5日（Day5）
Day 5: Statistics ** The content may be updatedQualitative vs quantitative variables
Descriptive center and dispersion (mean-stdev)
Normal distributions, probabilities
Expected monetary value
●使用するケース
Pitcher Perfect UV8618 ** The content may be updated第6日（Day6）
Day 6: Management communication 1 ** The content may be updatedGood writing and the Pyramid principle
Presentation skills
●使用するケース
Reread: Pitcher Perfect UV8618 ** The content may be updated第7日（Day7）
Day 7: Management communication 2 ** The content may be updatedGood PPTs
Presentation skills, continued
(Assignments to be issued on Day 6)
●使用するケース
Knockout Presentation: A Timeless Tool of Persuasion 5504BC-PDF-ENG ** The content may be updated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 | 25 % |
| 授業内での挙手発言 Class Contribution | 75 % |
| クラス貢献度合計 Class Contribution Total | 100 % |
| 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 | 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
Class participation includes not just discussing case facts And making insights, but engaging with your classmates in various ways: summarizing their ideas and adding your own; arguing against their analysis; connecting theoreticl concepts to actual events; making decisions; discussing the negative consequences of decisions; and asking questions that illuminate the problem. Class participation is also helping: by explaining difficult concepts, articulating complex ideas and helping classmates understand, you score!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
- 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。
- 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。
- 詳細は「教室における電子機器の利用マナー・教材の適切な利用に関するガイドライン」を確認のうえ、教員の指示に従い、責任をもって遵守してください。
- 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.
- 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.
- Please refer to the "Classroom Technology Guidelines / Guidelines for Properly Using Course Materials” for details, and follow the instructor’s directions. You are expected to comply with these guidelines responsibly.
教科書 Textbook
- NA「NA」NA（NA）
参考文献・資料 Additional Readings and Resource
These readings are optional but useful to keep as reference throughout the GBBA
1. Business Math: A step-by-step handbook 1. https://open.umn.edu/opentextbooks/textbooks/642
2. Introduction to Statistics https://open.umn.edu/opentextbooks/textbooks/introduction-to-statistics
3. Guide to Managerial Communication by Mary Munter
4. The Pyramid Principle by Barbara Minto
1. Business Math: A step-by-step handbook 1. https://open.umn.edu/opentextbooks/textbooks/642
2. Introduction to Statistics https://open.umn.edu/opentextbooks/textbooks/introduction-to-statistics
3. Guide to Managerial Communication by Mary Munter
4. The Pyramid Principle by Barbara Minto
授業調査に対するコメント Comment on Course Evaluation
NA
担当教員のプロフィール About the Instructor
Tae-Seok (Brian) Kim is an Associate Professor at NUCB Business School. He earned his PhD in Management from Emory University in the United States. His research focuses on strategic management and organization theory, utilizing diverse methodologies such as social network analysis and natural language processing. His research explores the factors influencing organizational actions and their outcomes, with a particular emphasis on internationalization, sustainability, and innovation.
（実務経験 Work experience）
Before joining NUCB, Tae-Seok (Brian) Kim served as an Assistant Professor at Waseda University School of Commerce.
Refereed Articles
- (2025) Recombination for Resilience: Corporate R&D Teams and Climate Innovations. R&D Management
- (2025) Beyond tokenism: a contingency model of board gender diversity and environmental innovation in Korean and Japanese firms. Asia Pacific Business Review
- (2024) Overcoming Uncertainty in Novel Technologies: The Role of Venture Capital Syndication Networks in Artificial Intelligence (AI) Startup Investments in Korea and Japan. Systems 2079-8954
- (2023) Mapping the Landscape of Blockchain Technology Knowledge A Patent Co-Citation and Semantic Similarity Approach. Systems 2079-8954
- (2023) A Structural Topic Modeling Approach to Exploring E-Commerce and Online Startups during COVID-19. E-Trade Review 21(1): 3022-8042
Refereed Proceedings
- (2024). Client Conflict as Barriers to Interfirm Mobilities in Professional Services Industry. Academy of Management Proceedings .The 84th Annual Meeting of the Academy of Management. 1. 2. Chicago, USA
- (2022). Foreign Firms' Outsiderness, Status, and Cross-Border Tie Formation Through Local Intermediaries. Academy of Management Proceedings .The 82nd Annual Meeting of the Academy of Management. 1. 2. Seattle, USA (Hybrid)
- (2021). Hazardous Connections: Conflictual Ties, Common Intermediary, and Tie Dissolution. Academy of Management Proceedings .The 81st Annual Meeting of the Academy of Management. 1. 2. Virtual