| 授業名 | Digital Entrepreneurship |
|---|---|
| Course Title | Digital Entrepreneurship |
| 担当教員 Instructor Name | Giulio Toscani |
| コード Couse Code | NUC450_N24B |
| 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 | 2024 UG Nisshin Term4 |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
The mission of this course is to create knowledge within Digital Entrepreneurship, underlying the elements that this shift is implying within business.
授業の目的（意義） / Importance of this course
This course is instrumental because it will prepare leaders to harness the power of digital entrepreneurship in a fast changing world. Participants will gain a deeper understanding of what being an entrepreneur in the digital world means and will learn how to spot potential threats and opportunities in their own business.
到達目標 / Achievement Goal
By studying this course, students will be able to achieve:
A greater understanding of the tools that every digital startup needs to succeed
A wider and deeper set of innovation skills, customized to fit both your digital startup needs and your career goals
A greater understanding the best and most current research on innovation and entrepreneurship
Deeper insights into the people you are serving - a powerful tool for innovation
A greater understanding of the tools that every digital startup needs to succeed
A wider and deeper set of innovation skills, customized to fit both your digital startup needs and your career goals
A greater understanding the best and most current research on innovation and entrepreneurship
Deeper insights into the people you are serving - a powerful tool for innovation
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
LG3 Ethical Decision Making
LG6 Managerial Perspectives (BBA)
LG3 Ethical Decision Making
LG6 Managerial Perspectives (BBA)
受講後得られる具体的スキルや知識 Learning Outcomes
By studying this course, students will be able to:
Make strategic and confident decisions
Learn a valuable business methodology that helps you pinpoint weaknesses and discover new opportunities
The joy of learning from and engaging with the teacher and your classmates
Make strategic and confident decisions
Learn a valuable business methodology that helps you pinpoint weaknesses and discover new opportunities
The joy of learning from and engaging with the teacher and your classmates
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 | 50 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 30 % |
| フィールドメソッド Field Method | 20 % | 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
Required amount of preparation: there will be several cases and a final individual report. Each case requires at least 2 hours each.The final report is approximately 10 hours
No prerequisite Knowledge/Experience
No prerequisite Knowledge/Experience
授業スケジュール Course Schedule
第1日（Day1）
Understanding the digital landscape: The course helps students develop a comprehensive understanding of the digital ecosystem, including emerging technologies, online platforms, and digital marketing channels. This knowledge enables entrepreneurs to leverage digital resources effectively.●使用するケース
Case 1 Navozyme第2日（Day2）
Identifying digital business opportunities: Students learn how to identify gaps and opportunities in the digital market, analyze trends, and conduct market research to assess the feasibility and potential of their ideas. They explore various digital business models, such as e-commerce, SaaS (Software as a Service), digital content creation, and online marketplaces.●使用するケース
Case 2 Replika第3日（Day3）
Developing a digital business plan: The course guides students through the process of developing a solid business plan tailored to the digital realm. They learn how to define their value proposition, target audience, and competitive advantage. They also gain insights into funding options, revenue models, and financial projections specific to digital ventures.●使用するケース
Case 3 Mentimeter第4日（Day4）
Building and managing digital platforms: Entrepreneurs learn how to build and manage websites, mobile apps, and other digital platforms. They explore user experience (UX) design principles, web development frameworks, and content management systems.●使用するケース
Case 4 Revolut第5日（Day5）
Insights into analytics and data-driven decision-making to optimize their digital platforms for better performance and user engagement●使用するケース
Case 5 Meetup第6日（Day6）
Legal and ethical considerations: As digital entrepreneurship operates within a legal framework, the course educates students on intellectual property rights, data privacy, cybersecurity, and other legal and ethical considerations associated with digital business ventures. This knowledge helps entrepreneurs navigate legal challenges and build trust with their customers.●使用するケース
Case 6 Bottega Calzolaio第7日（Day7）
Scaling and growth strategies: The course provides insights into scaling digital ventures and strategies for sustainable growth. Students explore topics such as user acquisition, customer retention, strategic partnerships, and international expansion. They also learn about funding options for scaling their digital businesses, such as venture capital, angel investors, crowdfunding, or bootstrapping●使用するケース
Case 7 Eathwith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。
A note on Class participation:
Grading class participation is necessarily subjective. However, I try to make it as “objective as possible”. Some of the criteria for evaluating effective class participation include:
1 Is the participant prepared? Do comments show evidence of analysis of the case? Do comments add to our understanding of the situation? Does the participant go beyond simple repetition of case facts without analysis and conclusions? Do comments show an understanding of theories, concepts, and analytical devices presented in class lectures or reading materials?
2 Is the participant a good listener? Are the points made relevant to the discussion? Are they linked to the comments of others? Is the participant willing to interact with other class members?
3 Is the participant an effective communicator? Are concepts presented in a concise and convincing way?
*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 | 40 % |
| クラス貢献度合計 Class Contribution Total | 40 % |
| 予習レポート Preparation Report | 0 % |
| 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 | 60 % |
| 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
Assessment reflects the quality of a student’s active participation in class discussions. Much of a manager’s success depends on communication; therefore, effective oral communication will constitute the student’s grade. Written work should be clear, logical, grammatically correct, spell-checked, persuasive, supported by examples, and backed up by citations for any data, ideas or other content used. It should represent the student’s best effort. To do well on the writing reports, you will need to incorporate and apply the course readings.A note on Class participation:
Grading class participation is necessarily subjective. However, I try to make it as “objective as possible”. Some of the criteria for evaluating effective class participation include:
1 Is the participant prepared? Do comments show evidence of analysis of the case? Do comments add to our understanding of the situation? Does the participant go beyond simple repetition of case facts without analysis and conclusions? Do comments show an understanding of theories, concepts, and analytical devices presented in class lectures or reading materials?
2 Is the participant a good listener? Are the points made relevant to the discussion? Are they linked to the comments of others? Is the participant willing to interact with other class members?
3 Is the participant an effective communicator? Are concepts presented in a concise and convincing way?
教科書 Textbook
- Jeanne W. Ross, Cynthia M. Beath and Martin Mocker「Designed for Digital: How to Architect Your Business for Sustained Success 」MIT PRESS（2019）
参考文献・資料 Additional Readings and Resource
The Hybrid Start-Up By: Nathan Furr; Kate O'Keeffe
Don't Quit Your Day Job to Start a Business Just Yet By: Neri Karra Sillaman
How Startups Can Land a Second Meeting with a Corporate Partner By: Sujith Nair; Medhanie Gaim
Don't Quit Your Day Job to Start a Business Just Yet By: Neri Karra Sillaman
How Startups Can Land a Second Meeting with a Corporate Partner By: Sujith Nair; Medhanie Gaim
授業調査に対するコメント Comment on Course Evaluation
Class Participation: 40%
Objective Criteria 1: Engagement Level
This evaluation measures the extent of a student's active engagement in class discussions. Recognizing the crucial role of communication in managerial success, a substantial portion of the student's grade is attributed to effective oral communication. Written assignments are expected to demonstrate clarity, logical coherence, grammatical accuracy, spell-check verification, persuasiveness, supported by examples, and substantiated by citations for data, ideas, or other content. It should embody the student's utmost effort, incorporating and applying insights from course readings.
Class Participation Guidelines:
Participation entails attending all class sessions, completing assigned readings, and actively participating in exercises and discussions. Full attendance throughout on-campus sessions is mandatory, and tardiness or early departure may lead to removal from the class. Grading criteria for effective class participation encompass preparedness, substantive comments, relevance to discussions, peer interaction, and effective communication.
Individual Final Project: 60%
Objective Criteria 2: Analytical Depth
Serving as the culmination of course learnings, the Individual Final Project necessitates students to leverage readings and discussions to present a thorough analysis.
Project Guidelines:
To prevent inappropriate use of ChatGPT and fulfill the course criteria, students must structure their assignments according to the six specified sections provided below. This entails creating a Word document (with a minimum of 2,000 words) that examines and assesses the significant impact of the course subject on the contemporary business landscape. Failure to adhere to these criteria will result in an automatic course failure.
Project Sections:
First of all, think of a real company you want to analyze.
1. Introduction: Briefly outline the significance of the course subject in the contemporary business environment using the real company you choose as an example. Clearly articulate how the real company chosen fits with this course, providing this section with at least two course slide screenshots to explain the fit.
2. Literature Review: Find and mention at least four articles not part of this course (from books, essays, or papers) that talk about the same field or a similar situation as the real company chosen. Make sure to give credit to these sources at the end of your assignment in the “References” section.
3. Selection: Examine how the course concepts helped you select the real company chosen, and describe how this process occurred, providing this section with at least two course slide screenshots.
4. Challenges and opportunities: Identify and discuss challenges and opportunities associated to the business of the real company chosen.
5. Conclusions and Learning Reflections: Summarize key findings and insights, providing concluding remarks on the overall impact of the course subject on your learning, supported by a specific example and by at least three course slide screenshots.
6. References: Ensure proper citation using a recognized citation style (e.g., APA, MLA, Chicago).
Submission Guidelines:
The assessment of the assignment will consider the six sections outlined above, each assessing: the clarity of explanation, writing style, formatting, quality and quantity of visual content, and the feasibility of the project. Do not forget to put your name both on the file name and at the heading of the document
Contextualization Requirement:
Objective Criteria 3: Integration of Course Material
Note: Successful completion of the assignment hinges on contextualization, serving as the primary method to deter improper utilization of ChatGPT and meet course requirements. This entails integrating course-specific components such as personal notes, referenced quotes from lectures or peers, instances from course materials, and visual aids from presentation slides. Failure to contextualize your assignment within the course framework, as per the six-sections criteria, will lead to a failing grade. Previous unsuccessful assignments include those lacking the prescribed six-section structure and those discussing your project without integrating course material.
Objective Criteria 1: Engagement Level
This evaluation measures the extent of a student's active engagement in class discussions. Recognizing the crucial role of communication in managerial success, a substantial portion of the student's grade is attributed to effective oral communication. Written assignments are expected to demonstrate clarity, logical coherence, grammatical accuracy, spell-check verification, persuasiveness, supported by examples, and substantiated by citations for data, ideas, or other content. It should embody the student's utmost effort, incorporating and applying insights from course readings.
Class Participation Guidelines:
Participation entails attending all class sessions, completing assigned readings, and actively participating in exercises and discussions. Full attendance throughout on-campus sessions is mandatory, and tardiness or early departure may lead to removal from the class. Grading criteria for effective class participation encompass preparedness, substantive comments, relevance to discussions, peer interaction, and effective communication.
Individual Final Project: 60%
Objective Criteria 2: Analytical Depth
Serving as the culmination of course learnings, the Individual Final Project necessitates students to leverage readings and discussions to present a thorough analysis.
Project Guidelines:
To prevent inappropriate use of ChatGPT and fulfill the course criteria, students must structure their assignments according to the six specified sections provided below. This entails creating a Word document (with a minimum of 2,000 words) that examines and assesses the significant impact of the course subject on the contemporary business landscape. Failure to adhere to these criteria will result in an automatic course failure.
Project Sections:
First of all, think of a real company you want to analyze.
1. Introduction: Briefly outline the significance of the course subject in the contemporary business environment using the real company you choose as an example. Clearly articulate how the real company chosen fits with this course, providing this section with at least two course slide screenshots to explain the fit.
2. Literature Review: Find and mention at least four articles not part of this course (from books, essays, or papers) that talk about the same field or a similar situation as the real company chosen. Make sure to give credit to these sources at the end of your assignment in the “References” section.
3. Selection: Examine how the course concepts helped you select the real company chosen, and describe how this process occurred, providing this section with at least two course slide screenshots.
4. Challenges and opportunities: Identify and discuss challenges and opportunities associated to the business of the real company chosen.
5. Conclusions and Learning Reflections: Summarize key findings and insights, providing concluding remarks on the overall impact of the course subject on your learning, supported by a specific example and by at least three course slide screenshots.
6. References: Ensure proper citation using a recognized citation style (e.g., APA, MLA, Chicago).
Submission Guidelines:
The assessment of the assignment will consider the six sections outlined above, each assessing: the clarity of explanation, writing style, formatting, quality and quantity of visual content, and the feasibility of the project. Do not forget to put your name both on the file name and at the heading of the document
Contextualization Requirement:
Objective Criteria 3: Integration of Course Material
Note: Successful completion of the assignment hinges on contextualization, serving as the primary method to deter improper utilization of ChatGPT and meet course requirements. This entails integrating course-specific components such as personal notes, referenced quotes from lectures or peers, instances from course materials, and visual aids from presentation slides. Failure to contextualize your assignment within the course framework, as per the six-sections criteria, will lead to a failing grade. Previous unsuccessful assignments include those lacking the prescribed six-section structure and those discussing your project without integrating course material.
担当教員のプロフィール About the Instructor
An expert on the subjects of Leadership and Disruptive Innovation by Big Data and Artificial Intelligence, Prof. Toscani caters to the board of companies, academic and not-for-profit institutions, like CCL (Belgium), SDA Bocconi (Italy), Telefonica (Spain, Argentina, Brazil, Guatemala), Deppon Logistics (China), Navozyme (Singapore), Nike and Megafon (Russia), Parexcelence (India).
Prof. Toscani started his career as a patent attorney for chemical plants in Lugano, Switzerland. He also has an MBA, and a PhD in Management from the Royal Institute of Technology, Stockholm, and is involved in research projects on Machine Learning and CEO mindset with IESE Business School. He has also published in leading publications like Marketing Intelligence and Planning, Journal of Non-Profit and Public Sector Marketing etc.
In addition to holding the extensive management and teaching experience, Prof. Toscani also presided over the Global Management Programme at Universitas Telefonica, co-managed and taught with IESE Business School. He is currently the Academic Director and professor for the Programme in Artificial Intelligence for Business Strategy in ESADE Business School, Barcelona and Madrid, Spain.
His vast experience on Big Data/AI springs from his work on location-system behavioural analysis and time perception project at Telefonica. He has also participated in the programme on AI for business at the Massachusetts Institute of Technology, and is currently setting a start-up delivering Artificial Intelligence services.
He plays the side flute in a classical music orchestra, is a yoga teacher, a vipassana meditator and an ultra-trail runner with personal record of 120 km. Based out of Barcelona, he has worked, visited or lived in over 100 countries, most recently having cycled solo halfway across the Black Sea and Caucasus, published in his youtube channel.
（実務経験 Work experience）
Professor and Advisor
• ESADE Business and Law School, Barcelona, Spain. Adjunct Professor
Law School degree: Digital Technologies Impact
MIBA (Master in Business Analytics): Human + Machine strategy
Executive education: Remote teams; Digital Entrepreneurship; Leadership in AI.
• Pacifico Business School, Lima, Perú. Adjunct Professor
• University of Bath, Bath, UK. Visiting Professor. MBA Programme: Contemporary issues at the time of Big Data/ Artificial Intelligence
• NUCB Nagoya University of Commerce and Business, Nagoya, Japan. Visiting Professor. MBA programme: Disruption by Big Data|Artificial Intelligence
• Ranepa Business School, Moscow, Russia. Visiting Professor. Global MBA: Digital Entrepreneurship
• Politecnico, Milan, Italy. Visiting Professor. Master in Strategic Design: Design Thinking in AI
• Navozyme, Singapore. Advisory Board.
• Programme Director Universitas Telefónica. Barcelona, Spain.
Direction and Teaching of the Programmes for Telefonica Global Executives
Refereed Articles
- (2023) The effects of the COVID-19 pandemic for AI practitioners: the decrease in tacit knowledge sharing. Journal of Knowledge Management
- (2023) Cómo el trabajo en remoto está reduciendo el conocimiento implícito. Harvard Deusto Business Review
- (2022) Los mundos virtuales, un nuevo reto para la propiedad industrial de las marcas. Harvard Deusto Business Review
- (2022) The role of reciprocity and reputation in service relationships with Arts organisations. Journal of Services Marketing
- (2018) Arts Sponsorship Versus Sports Sponsorship: Which Is Better for Marketing Strategy?. Journal of Nonprofit & Public Sector Marketing