シラバス Syllabus

授業名 Leading Discussions
Course Title Leading Discussions
担当教員 Instructor Name Michelle Westholm
コード Couse Code NUC434_N20B
授業形態 Class Type 講義 Regular course
授業形式 Class Format
単位 Credits 2
言語 Language EN
科目区分 Course Category
学位 Degree BBA
開講情報 Terms / Location 2020 UG Nisshin Term3

授業の概要 Course Overview


This course develops students’ capacity to lead discussions around difficult decisions in the international business world. Special attention will be paid to the concepts of justice, equality and inclusion in multicultural contexts. The course aims to produce “innovative and ethical leaders” who understand the importance of reasoned dialogue and consensus-building. The core question—which will be the focus of the midterm and final reports—is this: When it comes to ethical decision making in business, what is the most effective way to promote reasoned dialogue and create consensus?

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

受講後得られる具体的スキルや知識 Learning Outcomes


Business leaders in the 21st century need to be able to engage proactively with ethical issues. Additionally, they should be able to facilitate difficult discussions among groups who may hold very different positions. This course aims to build future leaders who are able to consider multiple viewpoints, critically evaluate arguments, make ethical decisions, and effectively communicate their positions to the multiplicity of stakeholders.

SDGsとの関連性 Relevance to Sustainable Development Goals

教育手法 Teaching Method

教育手法 Teaching Method % of Course Time
インプット型 Traditional 20 %
参加者中心型 Participant-Centered Learning ケースメソッド Case Method 0 %
フィールドメソッド Field Method 80 %
合計 Total 100 %

学習方法、レポート、課題に対するフィードバック方法 Course Approach, Report, Feedback methods

Each week students will prepare for class by reading a case study and writing a short report. Occasionally, an additional theoretical reading will be assigned to encourage further understanding. In week 7, students will synthesize their learning in a simulation exercise. Students should expect to spend 3 hours preparing for each class. Required assessments include weekly preparation reports, class participation, as well as a midterm and final report.
Students will receive written feedback on all reports and oral feedback on in-class participation.

授業スケジュール Course Schedule

第1日(Day1)

Concept: Identifying and challenging ethical positions
Theoretical reading: Business Roundtable “Statement on the Purpose of a Corporation” (2019)
Description: Students and instructor will get to know each other. Class then segues to a general introduction of the central debate in business ethics: is there a place for moral arguments in business?

●使用するケース
Case study: Oxymoron: Taking Business Ethics Denial Seriously (2019)

第2日(Day2)

Concept: Constructing and defending an ethical argument
Description: Students will be introduced to the controversy around e-cigarettes’ marketing to underage consumers and be asked to take a stance on the issue.

●使用するケース
Case study: JUUL and the Vaping Revolution (2020)

第3日(Day3)

Concept: Reasoning via thought experiments
Theoretical reading:John Rawls “Justice as Fairness” (1971)
Description: Students will interact with Rawls’ thought experiment of justice as fairness using a case study on market segmentation.

●使用するケース
Case study: Abercrombie & Fitch: Is It Unethical To Be Exclusive? (2014)

第4日(Day4)

Concept: The importance of definitions in arguments
Theoretical reading: Johan Galtung, “Violence, Peace and Peace Research” (1969)
Description: The concept of structural violence will be introduced. Students will understand how re-defining key terms (in this case, that of “violence”) can transform an argument and change a discussion’s outcome.

●使用するケース
Case study: Female Labour Force Participation in India: A Dire Need for Reforms (2020)

第5日(Day5)

Concept: The importance of audience and context in arguments
Theoretical reading: Anne-Marie Womack, “From Logic to Rhetoric: A Contextualized Pedagogy for Fallacies”
Description: Traditional notions of fallacies will be evaluated , while the importance of audience and context will be considered in debate over whether brands should remain apolitical.

●使用するケース
Case study: Brand Activism: Nike and Colin Kaepernick (2019)

第6日(Day6)

Concepts: The place of culture and identity in discussions
Description: Students will consider the importance of culture and identity in discussions over controversial issues.

●使用するケース
Case study: LGBT Inclusion in Workplace: An Evolving Conundrum (2018)

第7日(Day7)

Concepts: Leading discussions toward consensus
Description: Students will synthesize all previous concepts and theories in a culminating simulation activity. As a group, students work together to create a shared evaluative tool in the hiring process.

●使用するケース
Simulation: Managing a Diverse Workforce: Talent Recruitment (2020)

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 50 %
クラス貢献度合計 Class Contribution Total 50 %
予習レポート Preparation Report 25 %
小テスト Quizzes / Tests 5 %
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

使用ケース一覧 List of Cases

    ケースは使用しません。

教科書 Textbook

  • NA「None」NA(NA)NA

参考文献・資料 Additional Readings and Resource

On-line readings

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 









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