| 授業名 | Leading Discussions |
|---|---|
| Course Title | Leading Discussions |
| 担当教員 Instructor Name | Michelle Westholm |
| 授業形態 Class Type | 講義 Regular course |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 学位 Degree | BBA |
| 開講情報 Terms / Location | 2020 UG Nisshin Term3 |
| コード Couse Code | NUC434_N20B |
授業の概要 Course Overview
Mission Statementとの関係性 / Connection to our Mission Statement
授業の目的（意義） / Importance of this course
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?
学修到達目標 / Achievement Goal
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
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.
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 % |
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
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.
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 positionsTheoretical 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 argumentDescription: 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 experimentsTheoretical 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 argumentsTheoretical 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 argumentsTheoretical 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 discussionsDescription: 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 consensusDescription: 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。
*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
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