| 授業名 | Introduction to Stakeholder Management |
|---|---|
| Course Title | Introduction to Stakeholder Management |
| 担当教員 Instructor Name | Kuok Kei Law |
| 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 Term1 |
| コード Couse Code | NUC444_N26A |
授業の概要 Course Overview
Mission Statementとの関係性 / Connection to our Mission Statement
This course directly supports NUCB's mission to educate innovative and ethical leaders with a Frontier Spirit by training students to evaluate managerial decisions beyond financial outcomes and consider their broader societal impact. Through practice-oriented case discussions and simulations, students learn to balance competing stakeholder interests, exercise ethical judgment, and communicate across diverse perspectives – capabilities essential for bridging business environments in new Asia and the rest of the world. By integrating global cases with analytical frameworks, the course reflects NUCB’s commitment to combining tradition with innovation in international business education.
授業の目的（意義） / Importance of this course
This course introduces students to stakeholder management as a core managerial capability. Rather than viewing organizations as accountable only to shareholders, students learn to analyze and manage relationships with multiple stakeholders – employees, customers, regulators, communities, activists, and others – whose interests often conflict. The course culminates in a multi-stakeholder simulation that integrates analysis, communication, and negotiation skills.
学修到達目標 / Achievement Goal
1. Identifying stakeholders
2. Analyzing stakeholder conflicts and trade-offs
3. Justifying managerial decisions under ethical and legitimacy constraints
4. Communicating and negotiating with diverse stakeholder groups
2. Analyzing stakeholder conflicts and trade-offs
3. Justifying managerial decisions under ethical and legitimacy constraints
4. Communicating and negotiating with diverse stakeholder groups
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
By the end of the course, students will be able to:
1. Identify key stakeholders and articulate their interests and influence
2. Analyze stakeholder conflicts and explain unavoidable trade-offs
3. Evaluate managerial decisions beyond financial performance
4. Justify decisions using stakeholder, ethical, and legitimacy reasoning
5. Communicate and negotiate effectively in multi-stakeholder settings
1. Identify key stakeholders and articulate their interests and influence
2. Analyze stakeholder conflicts and explain unavoidable trade-offs
3. Evaluate managerial decisions beyond financial performance
4. Justify decisions using stakeholder, ethical, and legitimacy reasoning
5. Communicate and negotiate effectively in multi-stakeholder settings
SDGsとの関連性 Relevance to Sustainable Development Goals
Goal 11 住み続けられるまちづくりを（Sustainable Cities and Communities）
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
Participants are advised to allocate a minimum of 3 hours for preparation per case.
Participants are required to submit three preparation reports based on designated questions, evaluated on a completion basis. The primary purpose of prepration reports is to support in-class discussion rather than function as heavily weighted written assignments.
A laptop computer is essential for participating in a simulation exercise in the last two classes of the course and an in-class final report.
Feedback will be provided during open class discussions.
Participants are required to submit three preparation reports based on designated questions, evaluated on a completion basis. The primary purpose of prepration reports is to support in-class discussion rather than function as heavily weighted written assignments.
A laptop computer is essential for participating in a simulation exercise in the last two classes of the course and an in-class final report.
Feedback will be provided during open class discussions.
授業スケジュール Course Schedule
第1日（Day1）
Class 1 – Why Stakeholders Matter (Beyond Shareholders)Core Question: Why can’t managers focus only on customers and shareholders?
Key Concepts Introduced: Stakeholder theory (Freeman), Shareholder vs stakeholder models of the firm
●使用するケース
Uber and Stakeholders: Managing a New Way of Riding (Product ID: 9-315-139 / Publisher: HBS)第2日（Day2）
Class 2 – Identifying and Mapping StakeholdersCore Question: How does over-prioritizing one stakeholder group endanger organizational survival?
Key Concepts Introduced: Primary vs secondary stakeholders, Stakeholder salience (power, legitimacy, urgency)
●使用するケース
Kingfisher Airlines: Managing Multiple Stakeholders (Product ID: IMB353 / Publisher: IIMB)第3日（Day3）
Class 3 – Stakeholder Conflicts & Trade-offsCore Question: How should leaders act when stakeholder interests directly conflict?
Key Concepts Introduced: Stakeholder conflict vs integration, Procedural/Distributive/Interactional fairness
●使用するケース
Gender and Free Speech at Google (A) (Product ID: 9-318-085 / Publisher: HBS)Gender and Free Speech at Google (B) (Product ID: 9-319-085 / Publisher: HBS)
Gender and Free Speech at Google (C) (Product ID: 9-319-097 / Publisher: HBS)
第4日（Day4）
Class 4 – Ethics, Legitimacy & ResponsibilityCore Question: When should firms act beyond legal requirements?
Key Concepts Introduced: Normative vs instrumental stakeholder theory, Social license to operate
●使用するケース
The Carlson Company and Global Corporate Citizenship: The Protection of Children in the Travel and Tourism Industry (Product ID: NA0131 / Publisher: NACRA)第5日（Day5）
Class 5 – Stakeholder Engagement & CommunicationCore Question: How do leaders mobilize stakeholders without formal authority?
Key Concepts Introduced: Stakeholder engagement strategies (inform, consult, involve, collaborate), Leading without authority
●使用するケース
CivicAction (A): Launching a Multi-Stakeholder Initiative (Product ID: W16349 / Publisher: IVEY)CivicAction (B): The Target (Product ID: 9B16C019 / Publisher: IVEY)
CivicAction (C): The Awards (Product ID: 9B16C020 / Publisher: IVEY)
第6日（Day6）
Simulation exerciseTheme: Stakeholder communication and negotiation
●使用するケース
Group Communication and Decision-Making Simulation: Wildfire Mitigation (Product ID: FO0001-HTM-ENG / Publisher: HBP)第7日（Day7）
Simulation exerciseTheme: Stakeholder communication and negotiation
●使用するケース
Group Communication and Decision-Making Simulation: Wildfire Mitigation (Product ID: FO0001-HTM-ENG / Publisher: HBP)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。
Attendance is reflected in Class Contribution. Active participation, responsiveness to cold calls, engagement in discussions, and in-class activities are included in the evaluation.
*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 | 70 % |
| 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
Preparation before class and active participation in both small group discussion and open class discussion are expected.Attendance is reflected in Class Contribution. Active participation, responsiveness to cold calls, engagement in discussions, and in-class activities are included in the evaluation.
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
- Nil「Nil」Nil（Nil）
参考文献・資料 Additional Readings and Resource
Supplementary readings and videos will be distributed and shown in class.
授業調査に対するコメント Comment on Course Evaluation
This is the first offering of the course.
担当教員のプロフィール About the Instructor
Kuok Kei (Eddie) Law is a Professor of Management at NUCB Business School. He earned his PhD from City University of Hong Kong. His primary research interests focus on knowledge management and human resource management. His work has been published in leading international journals, including European Management Journal, Human Resource Management Review, Journal of Knowledge Management, and Work, Employment & Society. Eddie’s research received Best Paper and Research Awards in 2013 and 2016, respectively. At NUCB, he has been honored with Teaching Awards for four consecutive academic years (2020/21–2023/24) and a Research Award for the 2020/21 and 2024/25 academic years.
（実務経験 Work experience）
Prior to joining NUCB, Eddie worked at the Open University of Hong Kong, where he began his academic career and progressed rapidly from Assistant Lecturer to Lecturer, and eventually to Assistant Professor over his nine-year tenure. He has extensive experience teaching business management courses at both undergraduate and postgraduate levels, as well as supervising research projects and dissertations.
Refereed Articles
- (2025) The role of e-leadership and team dynamics in work-from-home performance: a replication study during the COVID-19 pandemic. Management Review Quarterly
- (2025) Unlocking innovation potential: Harnessing intra-firm competition for organizational innovation performance. Journal of General Management
- (2025) The Energy Ltd: A Threat from COVID-19 in a Third-party Logistics (3PL) Company. Asian Journal of Management Cases
- (2024) ‘I am a Scaffolder’: Constructing Safety Knowledge and Machismo in ‘Dirty Work’. Work, Employment and Society
- (2024) Integrating the adapted UTAUT model with moral obligation, trust and perceived risk to predict ChatGPT adoption for assessment support: A survey with students. Computers and Education: Artificial Intelligence 6 2666-920X
Refereed Proceedings
- (2017). Knowledge appropriation, justice climate and performance management - A theoretical framework. Proceedings of the British Academy of Management 2017 Conference .British Academy of Management 2017 Conference. 1. 3. University of Warwick
- (2016). Tacit knowledge management of firefighters: An exploratory study on the fire service department in Hong Kong. Proceedings of the 8th International Conference on Innovation and Knowledge Management in Asia Pacific .The 8th International Conference on Innovation and Knowledge Management in Asia Pacific. 1. 3. Ariston Hotel, Kobe
- (2016). Exploring employees' communication behaviors in knowledge sharing: A hierarchal perspective. Proceedings of the 81st Annual Conference of the Association for Business Communication .The 81st Annual Conference of the Association for Business Communication. 1. 3. Albuquerque, New Mexico