| 授業名 | Introduction to Stakeholder Management |
|---|---|
| Course Title | Introduction to Stakeholder Management |
| 担当教員 Instructor Name | Sookyoung Lee |
| 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 | NUC445_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 f inancial 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 NUCBʼs 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 12 つくる責任、つかう責任（Responsible Consumption and Production）
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, which will be 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, which will be 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 canʼt 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 exercise Theme: 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）
imulation exercise Theme: 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
- NA「NA」NA（NA）
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 this course in its current format. The structure has been carefully designed based on prior teaching experience and research expertise in stakeholder governance. Thoughtful and constructive feedback is welcome as part of the course’s continued development.
担当教員のプロフィール About the Instructor
The instructor holds a PhD in Management and Organizations from the Kellogg School of Management, Northwestern University. Her research is grounded in strategy and organizational theory, examining how institutional environments, governance structures, stakeholder dynamics, and social entrepreneurship shape organizational behavior and strategic outcomes at the intersection of business and society.
She has taught strategic management, organizational behavior, leadership, and related subjects at undergraduate, master’s, and MBA levels across North America, Europe, and East Asia. Her teaching combines rigorous analytical frameworks with participant-centered dialogue, emphasizing structured reasoning, contextual awareness, and responsible leadership in complex and evolving organizational settings.
Refereed Articles
- (2025) Social Entrepreneurial Intention Change by Gender during the COVID-19 Pandemic. Journal of Social Entrepreneurship 16(3): 19420676
- (2025) Gendered Morality and Positivity in Social Entrepreneurship: A Trend Analysis across Global Crises. Journal of Social Entrepreneurship 19420676, 19420684
- (2024) The Effects of Morality and Positivity on Social Entrepreneurial Intention. Journal of Social Enterpreneurship 15(1): 9420676/19420684
Refereed Proceedings
- (2022). The Mediating Effect of PsyCap on Social Entrepreneurial Intention by Gender and Pandemic. Academy of Management Proceedings .Academy of Management Annual Meeting. 1. 4. Seattle, USA