| 授業名 | Digital Entrepreneurship |
|---|---|
| Course Title | Digital Entrepreneurship |
| 担当教員 Instructor Name | Giulio Toscani |
| 科目ナンバリングコード Course Numbering Code | GBA434 |
| 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 Term4 |
| コード Couse Code | NUC426_N26B |
授業の概要 Course Overview
Mission Statementとの関係性 / Connection to our Mission Statement
The mission of this course is to create knowledge within Digital Entrepreneurship, underlying the elements that this shift is implying within business.
授業の目的（意義） / Importance of this course
This course is instrumental because it will prepare leaders to harness the power of digital entrepreneurship in a fast-changing world. Participants will gain a deeper understanding of what being an entrepreneur in the digital world means and will learn how to spot potential threats and opportunities in their own business.
学修到達目標 / Achievement Goal
By studying this course, students will be able to achieve:
A greater understanding of the tools that every digital startup needs to succeed
A wider and deeper set of innovation skills, customized to fit both your digital startup needs and your career goals
A greater understanding the best and most current research on innovation and entrepreneurship
Deeper insights into the people you are serving, a powerful tool for innovation
A greater understanding of the tools that every digital startup needs to succeed
A wider and deeper set of innovation skills, customized to fit both your digital startup needs and your career goals
A greater understanding the best and most current research on innovation and entrepreneurship
Deeper insights into the people you are serving, a powerful tool for innovation
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
LG3 Ethical Decision Making
LG7 International Perspectives (BA)
LG3 Ethical Decision Making
LG7 International Perspectives (BA)
受講後得られる具体的スキルや知識 Learning Outcomes
By studying this course, students will be able to:
Make strategic and confident decisions
Learn a valuable business methodology that helps you pinpoint weaknesses and discover new opportunities
The joy of learning from and engaging with the teacher and your classmates
A greater capacity to keep honing your digital startup skills for years after you’ve completed the program – we teach participants how to keep learning and, in turn, to teach what they learn to others
Make strategic and confident decisions
Learn a valuable business methodology that helps you pinpoint weaknesses and discover new opportunities
The joy of learning from and engaging with the teacher and your classmates
A greater capacity to keep honing your digital startup skills for years after you’ve completed the program – we teach participants how to keep learning and, in turn, to teach what they learn to others
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 | 50 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 30 % |
| フィールドメソッド Field Method | 20 % | 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
Before the course begins, participants will receive curated reading materials and case studies to establish foundational insights,
Following the course, participants will develop an assignment to apply key learnings in their professional environments. They will engage in case study analysis to address cross-cultural digital challenges.
The post-course assessment will measure individual progress, complemented by instructor feedback, upon request, to offer insights into leadership strengths and areas for improvement. Participants will complete a course feedback survey to evaluate the program’s effectiveness Required amount of preparation: there will be 7 cases and a final individual report. The cases require at least 2 hours each, Minimum 14 hours.The final report is approximately 10 hours
Following the course, participants will develop an assignment to apply key learnings in their professional environments. They will engage in case study analysis to address cross-cultural digital challenges.
The post-course assessment will measure individual progress, complemented by instructor feedback, upon request, to offer insights into leadership strengths and areas for improvement. Participants will complete a course feedback survey to evaluate the program’s effectiveness Required amount of preparation: there will be 7 cases and a final individual report. The cases require at least 2 hours each, Minimum 14 hours.The final report is approximately 10 hours
授業スケジュール Course Schedule
第1日（Day1）
Understanding the digital landscape: The course helps students develop a comprehensive understanding of the digital ecosystem, including emerging technologies, online platforms, and digital marketing channels. This knowledge enables entrepreneurs to leverage digital resources effectively.●使用するケース
Case 1第2日（Day2）
Identifying digital business opportunities: Students learn how to identify gaps and opportunities in the digital market, analyze trends, and conduct market research to assess the feasibility and potential of their ideas. They explore various digital business models, such as e-commerce, SaaS (Software as a Service), digital content creation, and online marketplaces.●使用するケース
Case 2第3日（Day3）
Developing a digital business plan: The course guides students through the process of developing a solid business plan tailored to the digital realm. They learn how to define their value proposition, target audience, and competitive advantage. They also gain insights into funding options, revenue models, and financial projections specific to digital ventures.第4日（Day4）
Building and managing digital platforms: Entrepreneurs learn how to build and manage websites, mobile apps, and other digital platforms. They explore user experience (UX) design principles, web development frameworks, and content management systems.●使用するケース
Case 4第5日（Day5）
Building and managing digital platforms: Entrepreneurs learn how to build and manage websites, mobile apps, and other digital platforms. They explore user experience (UX) design principles, web development frameworks, and content management systems.Insights into analytics and data-driven decision-making to optimize their digital platforms for better performance and user engagement
●使用するケース
Case 5第6日（Day6）
Ethical considerations: The course educates students on intellectual property rights, data privacy, cybersecurity, and other legal and ethical considerations associated with digital business ventures. This knowledge helps entrepreneurs navigate legal challenges and build trust with their customers.●使用するケース
Case 6第7日（Day7）
Scaling and growth strategies: The course provides insights into scaling digital ventures and strategies for sustainable growth. Students explore topics such as user acquisition, customer retention, strategic partnerships, and international expansion. They also learn about funding options for scaling their digital businesses, such as venture capital, angel investors, crowdfunding, or bootstrapping●使用するケース
Case 7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 | 0 % |
| 授業内での挙手発言 Class Contribution | 75 % |
| クラス貢献度合計 Class Contribution Total | 75 % |
| 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 | 0 % |
| 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
- 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
- Toscani, G.「Augmented: prAIority to Enhance Human Judgment through Data and AI.」Routledge（2025）
参考文献・資料 Additional Readings and Resource
• The Hybrid Start-Up By: Nathan Furr; Kate O'Keeffe
• Don't Quit Your Day Job to Start a Business Just Yet By: Neri Karra Sillaman
• How Startups Can Land a Second Meeting with a Corporate Partner By: Sujith Nair; Medhanie Gaim
• Don't Quit Your Day Job to Start a Business Just Yet By: Neri Karra Sillaman
• How Startups Can Land a Second Meeting with a Corporate Partner By: Sujith Nair; Medhanie Gaim
授業調査に対するコメント Comment on Course Evaluation
A student’s final grade in this course will be based on the following weighting:
75% Class Participation
25% Individual final project and cases
Assessment reflects the quality of a student’s active participation in class discussions. Much of a manager’s success depends on communication; therefore, effective oral communication will constitute the student’s grade. Written work should be clear, logical, grammatically correct, spell-checked, persuasive, supported by examples, and backed up by citations for any data, ideas or other content used. It should represent the student’s best effort. To do well on the writing reports, you will need to incorporate and apply the course readings.
A note on Class participation:
Grading class participation is necessarily subjective. However, I try to make it as “objective as possible”. Some of the criteria for evaluating effective class participation include:
1 Is the participant prepared? Do comments show evidence of analysis of the case? Do comments add to our understanding of the situation? Does the participant go beyond simple repetition of case facts without analysis and conclusions? Do comments show an understanding of theories, concepts, and analytical devices presented in class lectures or reading materials?
2 Is the participant a good listener? Are the points made relevant to the discussion? Are they linked to the comments of others? Is the participant willing to interact with other class members?
3 Is the participant an effective communicator? Are concepts presented in a concise and convincing way?
Class Participation: 75%
Objective Criteria 1: Engagement Level
This evaluation measures the extent of a student's active engagement in class discussions. Recognizing the crucial role of communication in managerial success, a substantial portion of the student's grade is attributed to effective oral communication. Written assignments are expected to demonstrate clarity, logical coherence, grammatical accuracy, spell-check verification, persuasiveness, supported by examples, and substantiated by citations for data, ideas, or other content. It should embody the student's utmost effort, incorporating and applying insights from course readings.
Class Participation Guidelines:
Participation entails attending all class sessions, completing assigned readings, and actively participating in exercises and discussions. Full attendance throughout on-campus sessions is mandatory, and tardiness or early departure may lead to removal from the class. Grading criteria for effective class participation encompass preparedness, substantive comments, relevance to discussions, peer interaction, and effective communication.
Individual Final Project: 25%
Objective Criteria 2: Analytical Depth
Serving as the culmination of course learnings, the Individual Final Project necessitates students to leverage readings and discussions to present a thorough analysis.
Project Foundation: The Digital Shift
Your business must move beyond traditional physical constraints. In the digital world, success is about using tools to better serve known customer needs.
Traditional vs. Digital: While a traditional bakery has high latency and siloed functions, your digital business should aim for low to real-time interaction and an integrated ecosystem.
Outcome over Product: Focus on the outcome (e.g., "delivering a cookie experience") rather than just the physical product (the cookie).
Section 1: Introduction – The Business Opportunity
Clearly define your digital business opportunity and its viability.
Ideation Methodology: Detail how you used divergent thinking exercises like "The Brick" to identify non-obvious uses and opportunities. Explain how this led you from a generic product to a digitally-enabled service.
Predictive Value: Use the concept that Choices lead to Preferences, and Preferences lead to Predictions. Explain how your business will use digital choice data to predict what customers want before they even order.
Visual Evidence: You must include at least two screenshots from the slides showing how these ideation frameworks guided your specific idea.
Section 2: The Digital Component & Course Application
Analyze the core digital principles that shape your business model.
Framework Application: Apply the 4 Hierarchical Levels of Customization:
Unified Experience: How will you maintain a consistent brand across all digital "episodes" or interactions?
Interaction-Based Customization: How will the platform change based on past user behavior?
Meta-data Leveraging: How will you use background data to enhance the product?
Trusted Partner: How will your platform become an essential part of the customer's life?
Network Effects: Discuss how your value grows as more people join the platform (e.g., a marketplace where more bakers attract more buyers, creating a Data Network Effect).
Section 3: Digital Challenges and Opportunities
Identify the hurdles and advantages inherent in your digital strategy.
Opportunities: Use Data-Driven Decision Making to move from subjective judgment to evidence-based growth. For example, use A/B testing (and explain why A/B/C/D testing is now possible) to refine your pricing or marketing messages.
Challenges & Ethics: Discuss ethical hurdles such as the Trolley Problem in the context of AI or data privacy. Consider "Groupthink" or "Group Polarization" risks in your decision-making process.
Strategy over Tech: Address the challenge that digital is not just about having a website; it is about Strategy First, then Technology, then Strategy.
Section 4: Conclusions and Learning Reflections
Summarize your insights and how the course changed your entrepreneurial mindset.
Transformation: Reflect on the shift from a "Single and Siloed" traditional mindset to a "Complex and Interdependent" digital ecosystem mindset.
Scaling vs. Growth: Discuss how you now understand Scalability—using technology and automation (like cloud services or APIs) to reach more customers without a proportional increase in costs.
Evolution: Reference at least three slide screenshots that demonstrate the evolution of your project from a raw idea to a structured digital venture.
Section 5: References
Properly cite all course materials and external sources using an academic style (APA, MLA, etc.). Ensure you mention specific lecture insights, such as Sam Altman's views on founders or Andrew Ng's insights on GenAI for marketing.
Submission Checklist:
Word Count: Minimum 2,000 words.
Visuals: Total of at least 7 slide screenshots across all sections.
Formatting: Include your name in the file name and the document header.
Feasibility: Ensure your financial projections use a Bottom-Up Approach (unit metrics × customer count) rather than just a vague Top-Down estimate.
75% Class Participation
25% Individual final project and cases
Assessment reflects the quality of a student’s active participation in class discussions. Much of a manager’s success depends on communication; therefore, effective oral communication will constitute the student’s grade. Written work should be clear, logical, grammatically correct, spell-checked, persuasive, supported by examples, and backed up by citations for any data, ideas or other content used. It should represent the student’s best effort. To do well on the writing reports, you will need to incorporate and apply the course readings.
A note on Class participation:
Grading class participation is necessarily subjective. However, I try to make it as “objective as possible”. Some of the criteria for evaluating effective class participation include:
1 Is the participant prepared? Do comments show evidence of analysis of the case? Do comments add to our understanding of the situation? Does the participant go beyond simple repetition of case facts without analysis and conclusions? Do comments show an understanding of theories, concepts, and analytical devices presented in class lectures or reading materials?
2 Is the participant a good listener? Are the points made relevant to the discussion? Are they linked to the comments of others? Is the participant willing to interact with other class members?
3 Is the participant an effective communicator? Are concepts presented in a concise and convincing way?
Class Participation: 75%
Objective Criteria 1: Engagement Level
This evaluation measures the extent of a student's active engagement in class discussions. Recognizing the crucial role of communication in managerial success, a substantial portion of the student's grade is attributed to effective oral communication. Written assignments are expected to demonstrate clarity, logical coherence, grammatical accuracy, spell-check verification, persuasiveness, supported by examples, and substantiated by citations for data, ideas, or other content. It should embody the student's utmost effort, incorporating and applying insights from course readings.
Class Participation Guidelines:
Participation entails attending all class sessions, completing assigned readings, and actively participating in exercises and discussions. Full attendance throughout on-campus sessions is mandatory, and tardiness or early departure may lead to removal from the class. Grading criteria for effective class participation encompass preparedness, substantive comments, relevance to discussions, peer interaction, and effective communication.
Individual Final Project: 25%
Objective Criteria 2: Analytical Depth
Serving as the culmination of course learnings, the Individual Final Project necessitates students to leverage readings and discussions to present a thorough analysis.
Project Foundation: The Digital Shift
Your business must move beyond traditional physical constraints. In the digital world, success is about using tools to better serve known customer needs.
Traditional vs. Digital: While a traditional bakery has high latency and siloed functions, your digital business should aim for low to real-time interaction and an integrated ecosystem.
Outcome over Product: Focus on the outcome (e.g., "delivering a cookie experience") rather than just the physical product (the cookie).
Section 1: Introduction – The Business Opportunity
Clearly define your digital business opportunity and its viability.
Ideation Methodology: Detail how you used divergent thinking exercises like "The Brick" to identify non-obvious uses and opportunities. Explain how this led you from a generic product to a digitally-enabled service.
Predictive Value: Use the concept that Choices lead to Preferences, and Preferences lead to Predictions. Explain how your business will use digital choice data to predict what customers want before they even order.
Visual Evidence: You must include at least two screenshots from the slides showing how these ideation frameworks guided your specific idea.
Section 2: The Digital Component & Course Application
Analyze the core digital principles that shape your business model.
Framework Application: Apply the 4 Hierarchical Levels of Customization:
Unified Experience: How will you maintain a consistent brand across all digital "episodes" or interactions?
Interaction-Based Customization: How will the platform change based on past user behavior?
Meta-data Leveraging: How will you use background data to enhance the product?
Trusted Partner: How will your platform become an essential part of the customer's life?
Network Effects: Discuss how your value grows as more people join the platform (e.g., a marketplace where more bakers attract more buyers, creating a Data Network Effect).
Section 3: Digital Challenges and Opportunities
Identify the hurdles and advantages inherent in your digital strategy.
Opportunities: Use Data-Driven Decision Making to move from subjective judgment to evidence-based growth. For example, use A/B testing (and explain why A/B/C/D testing is now possible) to refine your pricing or marketing messages.
Challenges & Ethics: Discuss ethical hurdles such as the Trolley Problem in the context of AI or data privacy. Consider "Groupthink" or "Group Polarization" risks in your decision-making process.
Strategy over Tech: Address the challenge that digital is not just about having a website; it is about Strategy First, then Technology, then Strategy.
Section 4: Conclusions and Learning Reflections
Summarize your insights and how the course changed your entrepreneurial mindset.
Transformation: Reflect on the shift from a "Single and Siloed" traditional mindset to a "Complex and Interdependent" digital ecosystem mindset.
Scaling vs. Growth: Discuss how you now understand Scalability—using technology and automation (like cloud services or APIs) to reach more customers without a proportional increase in costs.
Evolution: Reference at least three slide screenshots that demonstrate the evolution of your project from a raw idea to a structured digital venture.
Section 5: References
Properly cite all course materials and external sources using an academic style (APA, MLA, etc.). Ensure you mention specific lecture insights, such as Sam Altman's views on founders or Andrew Ng's insights on GenAI for marketing.
Submission Checklist:
Word Count: Minimum 2,000 words.
Visuals: Total of at least 7 slide screenshots across all sections.
Formatting: Include your name in the file name and the document header.
Feasibility: Ensure your financial projections use a Bottom-Up Approach (unit metrics × customer count) rather than just a vague Top-Down estimate.
担当教員のプロフィール About the Instructor
EDUCATION: Artificial Intelligence: Implications for Business Strategy (2018.) MIT, Massachusetts Institute of Technology, Sloan & MIT CSAIL. Cambridge, USA
PhD in Management (2018).KTH, Royal Institute of Technology. Stockholm, Sweden.
BSc and MSc in Chemical Engineering (1999). Italy/UCL London, UK
（実務経験 Work experience）
Professor and Advisor
• ESADE Business and Law School, Barcelona, Spain. Adjunct Professor
Law School degree: Digital Technologies Impact
MIBA (Master in Business Analytics) & MBA: Human + Machine strategy
Executive education: Remote teams; Digital Entrepreneurship; Leadership in AI.
• Pacifico Business School, Lima, Perú. Adjunct Professor
• University of Bath, Bath, UK. Visiting Professor. MBA Programme: Contemporary issues at the time of Big Data/ Artificial Intelligence
• NUCB Nagoya University of Commerce and Business, Nagoya, Japan. Visiting Professor. MBA programme: Disruption by Big Data|Artificial Intelligence
• Ranepa Business School, Moscow, Russia. Visiting Professor. Global MBA: Digital Entrepreneurship
• Politecnico, Milan, Italy. Visiting Professor. Master in Strategic Design: Design Thinking in AI
• Navozyme, Singapore. Advisory Board.
• Programme Director Universitas Telefónica. Barcelona, Spain.
Direction and Teaching of the Programmes for Telefonica Global Executives
Publications
Sponsees: the silent side of sponsorship research (Arts Sponsorship)
G Toscani, G Prendergast
Marketing Intelligence & Planning 36 (3), 396-408 22
2018
Arts Sponsorship Versus Sports Sponsorship: Which Is Better for Marketing Strategy?
G Toscani, G Prendergast
Journal of Nonprofit & Public Sector Marketing 19
2018
Behaviour of different treated and untreated stones exposed to salt crystallization test
R Quaresima, G Toscani
5th:; International symposium, Conservation of monuments in the … 4
2002
UNDERSTANDING THE SPONSEE'S EXPERIENCE: AN ASSESSMENT OF THE SPONSOR-SPONSEE RELATIONSHIP
G Toscani
KTH Royal Institute of Technology 2
2018
Political Art: An Investigation of the Jacob Zuma Spear Painting
BE Stiehler, G Toscani
Ideas in Marketing: Finding the New and Polishing the Old, 516-525 2
2015
Leading successful AI projects in three words: group, relevant, and empathetic
G Toscani
Do Better by ESADE 2022
How Artificial Intelligence (AI) experts’ skills relate to AI solution outputs
G Toscani
Under Review 2023
The effects of the COVID-19 pandemic for AI practitioners: the decrease in tacit knowledge sharing
G Toscani
Journal of Knowledge Management 2022
The role of reciprocity and reputation in service relationships with arts organisations (Arts Sponsorship)
G Toscani, G Prendergast
Journal of services marketing 2021
CONTRASTING SPORTS SPONSORSHIP AND ARTS SPONSORSHIP
G Toscani, G Prendergast
7th World Business Ethics Forum 2018
ARTS SPONSORSHIP VERSUS SPORTS SPONSORSHIP: WHICH IS BETTER FOR MARKETING STRATEGY?
G Toscani, G Prendergast
The sponsor-sponsee relationship through the lens of the sponsee
G Toscani, G Prendergast
Politics and art: An exploratory study investigating the hype caused by the Jacob Zuma Spear painting
G Toscani, BE Stiehler
Appendix (E): Emerged Working Papers
G Toscani, G Prendergast
Refereed Articles
- (2025) Integrating minds: adaptive knowledge sharing strategies for ML team synergy. Cognition, Technology & Work
- (2025) EXAPTATION AS A STRATEGIC MECHANISM IN PUBLIC R&D: CHALLENGES AND SOLUTIONS AT THE BARCELONA SUPERCOMPUTING CENTER. The Journal of Supercomputing
- (2025) El arte de la aumentación: integrando IA, datos y juicio humano en la era digital. Harvard Deusto Business review (356):
- (2025) From code to context: the impact of organizational problem framing on machine learning success. Journal of Decision Systems 34(1):
- (2025) El poder del trinomio formado por el ser humano, la IA y el ‘big data’. Harvard Deusto Business review (351):