| 授業名 | Environmental Business Law |
|---|---|
| Course Title | Environmental Business Law |
| 担当教員 Instructor Name | Kim Soyoung |
| 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 Term2 |
| コード Couse Code | NUC423_N26A |
授業の概要 Course Overview
Mission Statementとの関係性 / Connection to our Mission Statement
The "Case Method" is the principal learning methodology used in the GBBA program at NUCB. Case method is a learning methodology built on learning by doing and which aims to prepare students for strategic decision-making in companies through the practice of real situations. Case method promotes increased content knowledge and higher-order thinking skills such as critical thinking and analysis as well as positive attitudes towards learning as a critical part of the Frontier Spirit at NUCB.
授業の目的（意義） / Importance of this course
The Environmental Business Law course introduces students to the legal concepts and mechanisms that are designed to protect the environment for a more sustainable future. More specifically, this course uses case methodology to examine environmental legal reform at all judicial levels, including local government, national (including constitutional) and international regulations in Japan and other countries.
学修到達目標 / Achievement Goal
Students will be able to understand the legal concepts and regulatory frameworks that apply to the key environmental law issues presented in this course by actively participating in case method discussions and completing written assignments.
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 Managerial Perspectives (BBA)
LG2 Diversity Awareness
LG3 Ethical Decision Making
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
This course provides students with a critical understanding of the need for legal reform to protect the environment upon which humans depend to live. As an outcome of taking this course, students will be able to identify key environmental legal issues that affect government actions, business activities, human health, and environmental resources. In addition, students will learn some legal mechanisms to oppose or promote actions that pose environmental risks or benefits and associated legal terminology.
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 | 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 % |
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
Case readings are assigned for each class. Students are expected to commit at least three (3) hours to carefully read the assigned material before classes and prepare to offer meaningful questions and discussion during class. Students should come to class with questions and comments already prepared in order to be best prepared to positively contribute. In addition, students should be ready to explain their ideas, and listen and respond to the ideas of others both during group work and class discussions. Active learning requires that each student be ready to articulate and support his or her own ideas.
Students will receive instruction for all written assessment to assist them with the development of their writing skills and the coherent organization of documents. Each class will also conclude with oral feedback that reflects on student participation in group activities and class discussion.
Reference books related to the course are available at the Central Information Center (Library). Active use of these resources is highly recommended.
Students will receive instruction for all written assessment to assist them with the development of their writing skills and the coherent organization of documents. Each class will also conclude with oral feedback that reflects on student participation in group activities and class discussion.
Reference books related to the course are available at the Central Information Center (Library). Active use of these resources is highly recommended.
授業スケジュール Course Schedule
第1日（Day1）
This is a tentative course outline that is subject to change.We will examine how civilization has traditionally believed that humans were given dominion over nature’s plants and animals to serve their needs, which has historically framed law-making to protect human-centered interests, or anthropocentrism. Now in this age of climate change, eco-centrism recognizes a nature-centered system of values, and extends the inherent worth to all living things. Legal systems now need to function to protect all biological life on Earth, because anthropocentric legal systems not only drastically degrade ecosystems, but also threaten human survival.
●使用するケース
"Anthropocene: the Age of Man".SDG 1: No Poverty
SDG 2: Zero Hunger
SDG 3: Good Health and Well-being
SDG 6: Clean Water and Sanitation
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 14: Life Below Water
SDG 15: Life on Land
SDG 16: Peace and Justice Strong Institutions
SDG 17: Partnerships to achieve the Goal
第2日（Day2）
Scientists are now comprehensively documenting the effects of climate change, and we explore the critical aspects of an increasingly warmer planet to develop some contextual understanding of the urgent need for environmental law reform in response to powerful denial campaigns by fossil fuel lobbyists.●使用するケース
"The Climate Crisis".SDG 1: No Poverty
SDG 2: Zero Hunger
SDG 3: Good Health and Well-being
SDG 6: Clean Water and Sanitation
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 14: Life Below Water
SDG 15: Life on Land
SDG 16: Peace and Justice Strong Institutions
SDG 17: Partnerships to achieve the Goal
第3日（Day3）
We will examine the need for a coordinated approach involving local and national environmental laws and other factors to change the environmental damage caused by plastic production and consumption in the Philippines.The local government case study forms the basis for the 10% writing assessment in the course.
●使用するケース
Local Environmental Law in the Philippines: the “Ban on Single-Use Plastic Products Act".SDG 3: Good Health and Well-being
SDG 6: Clean Water and Sanitation
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 14: Life Below Water
SDG 15: Life on Land
SDG 16: Peace and Justice Strong Institutions
SDG 17: Partnerships to achieve the Goal
第4日（Day4）
We will examine why Japan lags behind other countries in terms of the sale and diffusion of Electric Vehicles (EVs) and the potential environmental, social and economic benefits of national legal reform of the electric vehicle industry / market in Japan.●使用するケース
"Electric Vehicle Market Stalls in Japan".SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 15: Life on Land
SDG 16: Peace and Justice Strong Institutions
SDG 17: Partnerships to achieve the Goal
第5日（Day5）
Most countries now have some form of constitutional protection for the environment to prevent serious pollution and help mitigate climate change. We will examine the different types of constitutional environmental rights (CERs) and perceived operational weaknesses as courts have to deal with ambiguous legal language and competing national interests for economic development.We will discuss the Environmental Business Proposal that forms 20% of assessment in the course.
●使用するケース
"Constitutional Environmental Rights (CERs) in South Africa".SDG 3: Good Health and Well-being
SDG 6: Clean Water and Sanitation
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 14: Life Below Water
SDG 15: Life on Land
SDG 16: Peace and Justice Strong Institutions
SDG 17: Partnerships to achieve the Goal
第6日（Day6）
We will examine the effectiveness of international environmental agreements, in particular the potential for the Nationally Determined Contributions (NDCs) embedded in the Paris Climate Agreement to interoperate with the 17 Sustainable Development Goals (SDGs) defined in the United Nations 2030 Agenda for Sustainable Development.●使用するケース
"Playing Politics with the Environment".SDG 3: Good Health and Well-being
SDG 6: Clean Water and Sanitation
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 14: Life Below Water
SDG 15: Life on Land
SDG 16: Peace and Justice Strong Institutions
SDG 17: Partnerships to achieve the Goal
第7日（Day7）
Based on the knowledge of environmental law activities acquired throughout the course, students will work in groups to develop a business proposal for a business idea or product or service to help fight against environmental harm and/or climate change.●使用するケース
"Recycled Roads in Estonia".SDG 3: Good Health and Well-being
SDG 6: Clean Water and Sanitation
SDG 11: Sustainable Cities and Communities
SDG 12: Responsible Consumption and Production
SDG 13: Climate Action
SDG 14: Life Below Water
SDG 15: Life on Land
SDG 16: Peace and Justice Strong Institutions
SDG 17: Partnerships to achieve the Goal
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。
70% of the course grade is awarded for "Class Contribution", including 20% for "Cold Calls", so students should be ready to explain their ideas, and listen and respond to the ideas of others both during group work and class discussions. Active learning requires that each student be ready to articulate and support his or her own ideas.
*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 | 20 % |
| 授業内での挙手発言 Class Contribution | 50 % |
| クラス貢献度合計 Class Contribution Total | 70 % |
| 予習レポート Preparation Report | 10 % |
| 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 | 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
30% of the course grade is awarded for written reports and a business pitch presentation and students will receive written feedback for the Preparation Report to assist students with the development of their writing skills and the coherent organization of documents. Students will be instructed about what is expected in terms of content and rhetorical organization for all written assessment as explained in each grading rubric.70% of the course grade is awarded for "Class Contribution", including 20% for "Cold Calls", so students should be ready to explain their ideas, and listen and respond to the ideas of others both during group work and class discussions. Active learning requires that each student be ready to articulate and support his or her own ideas.
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
Additional materials will be supplied by the professor.
授業調査に対するコメント Comment on Course Evaluation
Teaching this course for the first time.
担当教員のプロフィール About the Instructor
Refereed Articles
- (2025) Japan's militarization: from reactive to proactive antimilitarist strategic culture. RSIS Theses
- (2024) Civil-Military Relations and Antimilitarism in Japan After the End of the Cold War. International Journal of Military History and Historiography Advance Articles 2468-3302