| 授業名 | Introduction to Entrepreneurship |
|---|---|
| Course Title | Introduction to Entrepreneurship |
| 担当教員 Instructor Name | Hakeem Muhammad Mohsin |
| コード Couse Code | NUC438_N25B |
| 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 |
| 科目区分 Course Category | 教養教育科目 / Liberal Arts |
| 学位 Degree | BBA |
| 開講情報 Terms / Location | 2025 UG Nisshin Term3 |
授業の概要 Course Overview
Mission Statementとの関係性 / Connection to our Mission Statement
The course is designed to align with the NUCB Mission:
"The School’s mission is to develop leaders who, through a ‘Frontier Spirit’, are equipped to succeed in the globalized business reality. These leaders will have the ability to bridge the gap between New Asia and the rest of the world, and to bring innovation and high ethical standards to their management practices.”
Building on these principles, the course fosters the skills and mindset necessary for participants to navigate complex global challenges, drive ethical innovation, and lead with impact in an increasingly interconnected and dynamic business environment.
"The School’s mission is to develop leaders who, through a ‘Frontier Spirit’, are equipped to succeed in the globalized business reality. These leaders will have the ability to bridge the gap between New Asia and the rest of the world, and to bring innovation and high ethical standards to their management practices.”
Building on these principles, the course fosters the skills and mindset necessary for participants to navigate complex global challenges, drive ethical innovation, and lead with impact in an increasingly interconnected and dynamic business environment.
授業の目的（意義） / Importance of this course
Entrepreneurship plays a crucial role in driving economic growth, fostering innovation, and addressing societal challenges. This course, grounded in case studies of new ventures and startups, provides participants with a comprehensive understanding of entrepreneurial thinking and decision-making. Through case discussions, participants will explore the complexities of launching and scaling a business, learning how to identify opportunities, manage risks, and adapt to an increasingly uncertain and competitive business environment.
Beyond strategic and operational insights, the course emphasizes the development of presentation and communication skills, essential for securing investment, building teams, and effectively positioning innovative and socially valuable businesses in the market. By integrating these elements, the course equips participants with the mindset and capabilities needed to thrive as entrepreneurs and business leaders.
Beyond strategic and operational insights, the course emphasizes the development of presentation and communication skills, essential for securing investment, building teams, and effectively positioning innovative and socially valuable businesses in the market. By integrating these elements, the course equips participants with the mindset and capabilities needed to thrive as entrepreneurs and business leaders.
学修到達目標 / Achievement Goal
This course equips students with the essential skills and mindset needed to succeed in entrepreneurship. By understanding how entrepreneurs identify opportunities and create innovative value, students will gain insights applicable to their own ventures. They will develop strategic decision-making abilities, learning to evaluate business models, allocate resources effectively, and assess market entry strategies. Emphasis is placed on honing communication and persuasion skills, enabling students to pitch ideas and engage key stakeholders with confidence. The course fosters problem-solving and adaptability, preparing students to navigate uncertainty and overcome challenges in dynamic business environments. Students will explore the ethical and social responsibilities of entrepreneurship, ensuring they can balance profitability with sustainability and positive societal impact.
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
1. Apply entrepreneurial thinking to identify opportunities, develop innovative solutions, and navigate business uncertainties.
2. Make strategic decisions by analyzing business models, market entry strategies, and resource allocation in entrepreneurial ventures.
3. Communicate and pitch ideas effectively to investors, stakeholders, and teams using persuasive presentation techniques.
4. Demonstrate problem-solving skills by adapting to challenges and iterating on business strategies in dynamic environments.
5. Integrate ethical and social considerations into entrepreneurial decision-making, balancing innovation with sustainability and social impact.
2. Make strategic decisions by analyzing business models, market entry strategies, and resource allocation in entrepreneurial ventures.
3. Communicate and pitch ideas effectively to investors, stakeholders, and teams using persuasive presentation techniques.
4. Demonstrate problem-solving skills by adapting to challenges and iterating on business strategies in dynamic environments.
5. Integrate ethical and social considerations into entrepreneurial decision-making, balancing innovation with sustainability and social impact.
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 | 0 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 100 % |
| 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
Course Approach - The course materials will encompass lecture handouts, PowerPoint slides, case studies, and other discussion materials either distributed in advance or introduced by the instructor during class. Prior to each session, students must prepare by reading the assigned case and completing the corresponding assignment. It is essential for students to review the session slides to reinforce their understanding and confirm key takeaways.
Readings (cases or discussion material) are provided beforehand and assigned for each class. Participants are required to prepare for at least three hours per case study in this course. The emphasis will be on student responsibility for learning through active application of course content in case studies, exercises, etc. and through active participation in class discussions. Active participation and preparation for the class are requirements for this course.
Feedback - Evaluation and feedback on quizzes, assignments, and presentations will be provided by the instructor through our LMS (Google Classroom).
Kindly refer to the NUCB Library to access additional resources for this course.
Readings (cases or discussion material) are provided beforehand and assigned for each class. Participants are required to prepare for at least three hours per case study in this course. The emphasis will be on student responsibility for learning through active application of course content in case studies, exercises, etc. and through active participation in class discussions. Active participation and preparation for the class are requirements for this course.
Feedback - Evaluation and feedback on quizzes, assignments, and presentations will be provided by the instructor through our LMS (Google Classroom).
Kindly refer to the NUCB Library to access additional resources for this course.
授業スケジュール Course Schedule
第1日（Day1）
Session#1Session Focus - An entrepreneur who gained prominence by experiencing disruptive innovation twice.
Netflix Inc. (Netflix) had surpassed Blockbuster, the previous movie rental leader, before making the successful transition to digital delivery of video content. But despite Netflix's success, in 2017, numerous competitors, including both established, mainstream content producers and digital upstarts, were making it difficult for Netflix to recreate its earlier dominance. Critics pointed to Netflix's slowing acquisition of subscribers and accelerating debt levels. Netflix's chief executive officer was confronted with disruption from a variety of digital rivals. How should he respond? Should Netflix continue to try to be a content producer, competing with Hollywood's industry leaders? Should it form a partnership with other media companies to align everyone's incentives? Perhaps it could move into other media content areas outside of traditional entertainment. Further, there remained the question of how to treat its legacy DVD-by-mail business. As the incumbent firm, Netflix needed to respond to competitors and avoid a fate similar to that of Blockbuster.
●使用するケース
Session １ Case : Netflix Inc.: The Disruptor Faces Disruption (HBS)第2日（Day2）
Session#2Session Focus - The revolutionary leadership style of an entrepreneur
The case follows the story of Brazilian business leader, Ricardo Semler, who took the family marine-pump business, Semco, to multi-national, multi-sector success. To do so, Ricardo Semler dramatically changed his own leadership style by relinquishing control and working less hard, and subsequently transformed the culture at Semco via a radical process of workplace democratisation. Finally, he applied the same leadership principles successfully to other industries: hotels, education, and banking.
●使用するケース
Session 2 Case : Ricardo Semler: A Revolutionary Model of Leadership (INSEAD)第3日（Day3）
Session#3Session Focus - The founding team behind an innovative company
Steve Jobs and Steve Wozniak are best friends who enjoy pulling pranks together and talking about electronics. After several small collaborations, Jobs pitches Wozniak on starting a company together to sell computers based on Wozniak's design for a personal computer. Wozniak faces decisions about whether to quit the job he loves at Hewlett-Packard to join Apple Computer, how to define his role within Apple, whether to take on Jobs as his co-founder, whether to accept a third co-founder proposed by Jobs, and how to split equity with his co-founders. Early on, they add an outside investor who changes the company's trajectory and who brings in a new chief executive. Later, tensions rise between the two founders as their strategic visions diverge and as the company grows. Wozniak has now learned some disturbing news about his co-founder and has to decide whether that news will affect his continuing collaboration with Jobs.
●使用するケース
Session 3 Case : Apple's Core(Graphic Novel Version) (HBS)第4日（Day4）
Session#4Session Focus - What decisions would you make to save your country during a sudden zombie pandemic?
In this simulation, students take on the role of senior advisors to a fictional country of their own design. After establishing the core values and institutional structure of their nation, they are confronted with an emerging zombie pandemic. The scenario forces them to make difficult ethical and strategic decisions in the absence of precedent, complete information, or clear solutions. Under pressure from a ticking clock and unfolding global events, they must determine how to respond, knowing that outcomes will involve a degree of unpredictability, as in real-world crises.
Following the simulation, we will hold a discussion exploring themes such as adaptive leadership, with particular attention to applying its principles to address novel, high-stakes challenges. We will also examine team dynamics, focusing on how to build internal capacity within teams to manage complex problems in real time, especially those that provoke strong disagreements or test shared values.
●使用するケース
Session 4 Simulation: Leadership Simulation: Patient Zero第5日（Day5）
Session#5Session Focus - 'Know Thyself' - A college-dropout entrepreneur who transformed a mature market
Can a short-sleeved, sandal-wearing, college dropout create a company manifesting love, joy, and happiness? John Mackey did. This CEO took a five-month sabbatical to hike the Appalachian Trail. More credentials: Sales-per-square foot of $690 and rising. Hiring by means of teams and a vote requiring a two-thirds majority. A single store in Austin, Texas in 1980; 144 stores in 2004. A seven-year streak near the top of Fortune's list of best companies to work for in America. Team-based hiring with a two-thirds majority required. Incentives based on the bottom line. Morale surveys. No salary higher than eight times the average salary. So how did John Mackey come to be christened Chainsaw John Mackey?
●使用するケース
Session 5 Case : Whole Foods Market (HBS) / Amazon Acquires Whole Foods (B) (HBS)第6日（Day6）
Session #6Session Focus : Entrepreneurship and Searching Inside Yourself
Iconoclasts with strongly held beliefs and a willingness to buck orthodoxy, Apple's Steve Jobs and the Chicago Bulls' Phil Jackson shared similarities in character, leadership style, and life experience that extended beyond the extraordinary successes they achieved in their chosen fields. Both came of age in the United States of the mid-20th century, a time and place characterized by Americans' growing interest in philosophical traditions outside of the Western mainstream. In their teens and twenties, both men became interested in Eastern religious practices. As young men, Jobs (who would as a teenager travel to India to study Buddhism) and Jackson (whose interest in Eastern practices earned him the nickname "The Zen Master") developed a particular affinity for the Zen tradition of Buddhism, which had a lasting influence on each man's worldview. Although Jackson and Jobs were very different leaders operating in remarkably different industries, both men's rise to the top of intensively competitive fields were influenced by their commitment to three Zen principles: nondualism, practical wisdom, and inherent enlightenment. This note gives a brief overview of the history of Zen and the philosophical framework that underpins it, then describes the potential that these three tenets hold for unlocking strategic insights.
●使用するケース
Session 6 Case : Zen for Strategy (Darden)第7日（Day7）
Session #7Pitch Session
●使用するケース
Session 7 Reference article : What Is a Business Model? (HBR)Disclaimer: The case list is subject to change.
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。
2. Class participation is about "attitude, preparation, listening, participation frequency as well as relevance and impact". Better preparation can lead to good arguments and focused discussion. Try to spend more time on cases, look for additional information online before sessions.
3. Active participation in the small group discussions before each session as well as in-class activities is compulsory to get good participation marks. (Joining class after small group discussion, not contributing in group discussion or activities, or taking a break during group discussion will impact participation grade).
4. The final report is all about your research and writing skills. Final reports with a logical structure, flow, and in-depth analysis receive good grades. Use of course or other basic frameworks can explain your understanding of the subject. Presentation of facts is important as well, a report using stats, graphs, diagrams, and figures is easy to read and understand compared to a text-only report. Formatting instruction like headings and proper referencing must be considered to obtain a high score.
*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 | 15 % |
| 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 | 15 % |
| 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
1. Attend all sessions and actively participate in each. (Missing sessions will reduce your participation grades).2. Class participation is about "attitude, preparation, listening, participation frequency as well as relevance and impact". Better preparation can lead to good arguments and focused discussion. Try to spend more time on cases, look for additional information online before sessions.
3. Active participation in the small group discussions before each session as well as in-class activities is compulsory to get good participation marks. (Joining class after small group discussion, not contributing in group discussion or activities, or taking a break during group discussion will impact participation grade).
4. The final report is all about your research and writing skills. Final reports with a logical structure, flow, and in-depth analysis receive good grades. Use of course or other basic frameworks can explain your understanding of the subject. Presentation of facts is important as well, a report using stats, graphs, diagrams, and figures is easy to read and understand compared to a text-only report. Formatting instruction like headings and proper referencing must be considered to obtain a high score.
教科書 Textbook
- .「.」.（.）
参考文献・資料 Additional Readings and Resource
- Peter Thiel「Zero to One: Notes on Start Ups, or How to Build the Future」Virgin Books（2015）978-0753555194
- Chade-Meng-Tan「Search Inside Yourself」Harper One（2014）978006211693-2
- Clayton Christensen, Scott Anthony, Erik Roth「Clayton Christensen, Scott Anthony, Erik Roth」Harvard Business Review Press（2004） B004OC06ZO
- No Rules Rules : Netflix and the Culture of Reinvention - Reed Hastings / Erin Meyer
- Chade-Meng-Tan「Search Inside Yourself」Harper One（2014）978006211693-2
- Clayton Christensen, Scott Anthony, Erik Roth「Clayton Christensen, Scott Anthony, Erik Roth」Harvard Business Review Press（2004） B004OC06ZO
- No Rules Rules : Netflix and the Culture of Reinvention - Reed Hastings / Erin Meyer
授業調査に対するコメント Comment on Course Evaluation
This is a new course.
担当教員のプロフィール About the Instructor
Dr. Hakeem is a professor at NUCB Business School, Nagoya University of Commerce and Business. He earned his doctorate and master degrees from the Graduate School of Economics and Management, Tohoku University, Japan, and attended Harvard Business School (HBS), Harvard University for executive education. He worked as an adjunct professor in renowned institutions including, Audencia Business School, France, Burgundy School of Business, France, Department of Global and Interdisciplinary Studies (GIS), Hosei University, Japan, and the Graduate School, Tohoku University of Community Service and Science, Japan. He received various awards and scholarships during his academic career, including the Japanese Government Scholarship (MEXT) and JSPS Fellowship at Tohoku University. He has published a number of articles and participated in a series of conferences. His research interests include but are not limited to International Business, Regional Sustainability, Strategic Management, and Network Science.
（実務経験 Work experience）
Dr. Hakeem's professional experience includes work in Investment Management, Financial Consultancy, Education, Training, and Career Counselling in different organizations.
Refereed Articles
- (2025) Harmony in the Digital Labyrinth: The Pursuit of Psychological Wellbeing among University Students facing Digital Strain. Scandinavian Journal of Psychology
- (2025) Steering Sustainability: The Interplay of CEO Imprints, Organizational Performance, and Government Policies in Green Innovation. Sustainability
- (2024) Turning Lemons into Lemonade: Social Support as a Moderator of the Relationship Between Technostress and Quality of Life Among University Students. Psychology Research and Behavior Management
- (2024) Leveraging place-based resources for quality education: insights from a forest community outreach project in Japan. International Journal of Sustainability in Higher Education
- (2023) Regional Sustainable Development Using a Quadruple Helix Approach in Japan. Regional Studies, Regional Science
Refereed Proceedings
- (2025). Purpose-Driven Case Development for Emancipatory Regional Sustainability Learning. EURAM 2025 Annual Conference Proceedings .EURAM (European Academy of Management) Annual Conference . 1. 2. University of Florence, Italy
- (2024). Impact of Sustainability Orientation on Entrepreneurial Intention of university students: Mediating roles of Sustainability Emotion. European Academy of Management Proceedings .European Academy of Management. 1. 4. University of Bath, UK
- (2023). Leveraging Place-Based Resources for Regional Sustainability: Insights from a Collaborative Consulting Project. 7th Islamic Finance, Banking & Business Ethics Global Conference .7th Islamic Finance, Banking & Business Ethics Global Conference. 1. 1. Islamabad, Pakistan
- (2023). Transforming Regional Competitiveness through Innovative Smart Technologies: The Case of Toyota Woven City. European Academy of Management (EURAM) Annual Conference 2023 Proceedings .European Academy of Management (EURAM) Annual Conference 2023. 1. 2. Trinity Business School, Dublin, Ireland
- (2019). Equity Markets, Economic Indicators and Investment Patterns: The Network Perspective. Society of Interdisciplinary Business Research (SIBR) 2019 Conference Proceedings ."The Interdisciplinary Approach to Research, Innovation and Practice" SIBR 2019 Conference. 1. 2. Osaka, Japan