| 授業名 | Transforming Leadership |
|---|---|
| Course Title | Transforming Leadership |
| 担当教員 Instructor Name | Chung Ka Wai |
| 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 Term4 |
| コード Course Code | NUC479_N26B |
授業の概要 Course Overview
Mission Statementとの関係性 / Connection to our Mission Statement
In line with our mission to develop a "Frontier Spirit," this course prepares students to lead with courage, innovation, and integrity. Through a practical leadership lens, students will learn how to effectively guide teams, drive meaningful organizational change, and create new value that advances both business and society.
授業の目的（意義） / Importance of this course
With this course, students will deepen their understanding of why modern organizations need leaders who can guide teams through constant change, rather than just managers who handle daily routines. The curriculum focuses on core leadership behaviors: leading by example, sharing a clear vision, driving innovation, and building team trust. By mastering these pillars, students will turn classroom theory into real-world impact, gaining a complete toolkit to lead successful organizational change.
学修到達目標 / Achievement Goal
Upon completion of this course, students will be able to understand the practical leadership behaviors and ethical mindsets needed to drive positive change in global organizations.
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. Explain core leadership concepts and principles.
2. Develop a personal leadership philosophy by reflecting on personal values, and social responsibility in business.
3. Formulate a compelling vision for a project or organization that motivates diverse team members.
4. Identify why organizations struggle with change and propose creative ideas to overcome those hurdles.
2. Develop a personal leadership philosophy by reflecting on personal values, and social responsibility in business.
3. Formulate a compelling vision for a project or organization that motivates diverse team members.
4. Identify why organizations struggle with change and propose creative ideas to overcome those hurdles.
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
1. Course materials provided by the instructor (either beforehand or in class) will include lecture handouts and presentations, case studies, and supplementary discussion materials.
Assigned case studies will be distributed ahead of each class. Students are expected to dedicate a minimum of three hours of preparation time per case. This course emphasizes self-directed learning; students should actively apply course concepts to cases and contribute meaningfully to class discussions. Therefore, thorough preparation and active participation are highly encouraged.
2. Feedback on reports is provided individually during office hours in the instructor's office. Additionally, comments will be attached and returned via Google Classroom.
3. Kindly refer to the NUCB Library for additional resources for this course.
Assigned case studies will be distributed ahead of each class. Students are expected to dedicate a minimum of three hours of preparation time per case. This course emphasizes self-directed learning; students should actively apply course concepts to cases and contribute meaningfully to class discussions. Therefore, thorough preparation and active participation are highly encouraged.
2. Feedback on reports is provided individually during office hours in the instructor's office. Additionally, comments will be attached and returned via Google Classroom.
3. Kindly refer to the NUCB Library for additional resources for this course.
授業スケジュール Course Schedule
第1日（Day1）
1. Course Overview, Objectives, and Expectations2. The Toolbox for Leading Change
- Necessary skills for a change leader
- Understanding of the rhythm of change and resistance to change
●使用するケース
Leadership for Change: Seven Enduring Skills for Experienced and Aspiring Change Leaders第2日（Day2）
Leading with a Vision- Defining a distinctive strategic intent
- Mobilizing people through uncompromising standards
●使用するケース
Steve Jobs: Changing the World第3日（Day3）
High-Stakes Leadership Decisions- Transforming how industries grow and compete
- Transformational vision: Influencing and leading global power
●使用するケース
Masayoshi Son and the Vision Fund第4日（Day4）
Leading Through a Crisis- Paradoxical leadership
- Crisis management
●使用するケース
Navigating EtonHouse through Crises: The Paradoxical Leadership of Ng Gim Choo第5日（Day5）
Family Business and Succession- Family tradition vs. Outside experts
- Succession planning and governance solutions
●使用するケース
J.M. Huber Corporation: Leadership Succession in the Face of Two Economic Crises第6日（Day6）
The Realities of Female Leadership- Heart vs. Hard choices: When personal ties block business progress
- Emotions vs. Evolution: The personal relationship trap
●使用するケース
Retreat or Persist: Tao Sun's Dilemma as A Female Entrepreneur第7日（Day7）
Capstone: Overcoming the Hidden Dangers of Leadership- Obstacles faced by leaders of change
- How to overcome the pushback
●使用するケース
The Faces of Danger (Obstacles Leaders Must Learn to Recognize and Overcome)Disclaimer: The case list may be updated to reflect current business trends.
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。
Regular attendance and active participation are expected in every class. Please note that missing classes will have a direct impact on your participation grade.
2. Classroom Engagement
Class participation is evaluated not just by the frequency of your comments, but by your attitude, listening skills, and the insightfulness of your contributions.
Thoroughly analyzing the assigned cases before class is essential for constructing arguments and keeping our discussions focused.
Additionally, you are highly encouraged to research recent news and supplementary information about the case companies prior to class.
3. Small-Group Work & Activities
Active collaboration during pre-class small groups and in-class activities is critical for earning a high participation score.
Your grade will be affected if you arrive after group discussions conclude, remain passive without contributing, or take unexcused breaks during team activities.
4. Final Report Guidelines
The final report assesses your research, writing, and self-reflection skills. To earn a high score, your report must meet the following criteria:
Logical Structure: Organize your report cohesively so that ideas flow smoothly from one point to the next.
Theoretical Application: Apply the frameworks and theories learned in class to demonstrate a deep understanding of the material.
Visual Evidence: Incorporate statistics, graphs, diagrams, and charts to present your findings clearly and legibly.
Academic Formatting: Use clear headings and cite all sources using proper academic referencing.
*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 | 10 % |
| 授業内での挙手発言 Class Contribution | 60 % |
| 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. Attendance & ParticipationRegular attendance and active participation are expected in every class. Please note that missing classes will have a direct impact on your participation grade.
2. Classroom Engagement
Class participation is evaluated not just by the frequency of your comments, but by your attitude, listening skills, and the insightfulness of your contributions.
Thoroughly analyzing the assigned cases before class is essential for constructing arguments and keeping our discussions focused.
Additionally, you are highly encouraged to research recent news and supplementary information about the case companies prior to class.
3. Small-Group Work & Activities
Active collaboration during pre-class small groups and in-class activities is critical for earning a high participation score.
Your grade will be affected if you arrive after group discussions conclude, remain passive without contributing, or take unexcused breaks during team activities.
4. Final Report Guidelines
The final report assesses your research, writing, and self-reflection skills. To earn a high score, your report must meet the following criteria:
Logical Structure: Organize your report cohesively so that ideas flow smoothly from one point to the next.
Theoretical Application: Apply the frameworks and theories learned in class to demonstrate a deep understanding of the material.
Visual Evidence: Incorporate statistics, graphs, diagrams, and charts to present your findings clearly and legibly.
Academic Formatting: Use clear headings and cite all sources using proper academic referencing.
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
- N/A「N/A」N/A（N/A）N/A
参考文献・資料 Additional Readings and Resource
1. Agazu, B. G., Kero, C. A., & Debela, K. L. (2025). Transformational leadership and firm performance: A systematic literature review. Journal of Innovation and Entrepreneurship, 14(1), 29.
2. Costa, J., Pádua, M., & Moreira, A. C. (2023). Leadership styles and innovation management: What is the role of human capital?. Administrative Sciences, 13(2), 47.
3. Gianzina, O., & Paroutis, S. (2025). Ambidextrous leadership: A systematic review and roadmap for future research. Journal of Business Research, 189, 115151.
4. Gui, L., Lei, H., & Le, P. B. (2024). Fostering product and process innovation through transformational leadership and knowledge management capability: The moderating role of innovation culture. European Journal of Innovation Management, 27(1), 214-232.
5. Nguyen, M., Sharma, P., & Malik, A. (2024). Leadership styles and employee creativity: The interactive impact of online knowledge sharing and organizational innovation. Journal of Knowledge Management, 28(3), 631-650.
2. Costa, J., Pádua, M., & Moreira, A. C. (2023). Leadership styles and innovation management: What is the role of human capital?. Administrative Sciences, 13(2), 47.
3. Gianzina, O., & Paroutis, S. (2025). Ambidextrous leadership: A systematic review and roadmap for future research. Journal of Business Research, 189, 115151.
4. Gui, L., Lei, H., & Le, P. B. (2024). Fostering product and process innovation through transformational leadership and knowledge management capability: The moderating role of innovation culture. European Journal of Innovation Management, 27(1), 214-232.
5. Nguyen, M., Sharma, P., & Malik, A. (2024). Leadership styles and employee creativity: The interactive impact of online knowledge sharing and organizational innovation. Journal of Knowledge Management, 28(3), 631-650.
授業調査に対するコメント Comment on Course Evaluation
Newly Assigned Course.
担当教員のプロフィール About the Instructor
Dr. Chung received her Doctor of Business Administration (DBA) with Merit from Hong Kong Baptist University and a Master of Science in Marketing from the University College Dublin (UCD) College of Business, Ireland.
Prior to joining NUCB Business School, she was a faculty member at Hong Kong Metropolitan University, where she taught Strategic Management, International Business Management, and International Marketing. Complementing her academic career, she has extensive practical experience in sales, marketing, and international trade for small and medium-sized enterprises (SMEs) in Hong Kong. This hands-on business background directly shapes her research, which currently focuses on strategic leadership, innovation management, digital transformation, and entrepreneurship, with a particular interest in the strategic evolution and dynamic capabilities of SMEs.
（実務経験 Work experience）
Refereed Articles
- (2025) Unlocking Innovation in SMEs with a Contingent Approach: How Does Leadership Ambidexterity Promote Organizational Ambidexterity and Innovation Performance? Industrial Marketing Management, 131: 227-240.
- (2024) Digital Transformation Driving SME Business Model Innovation: A Dynamic Capabilities Perspective. Journal of Global Information Management, 32(1): 1-23.
Refereed Proceedings
- (2024) Digital Transformation Innovation Driving SME Business Performance. In D. Arli., & L. Robinson (Eds.), AI for Sustainable Marketing: Bridging Innovation and Responsibility, pp. 106-110, Australia and New Zealand Academy of Marketing Conference (ANZMAC).
- (2019) Leadership, Innovation Capabilities, and SMEs’ Innovation Performance. In J. E. Richard, & D. Kadirov (Eds.), Winds of Change, pp. 1246-1249, Australia and New Zealand Academy of Marketing Conference (ANZMAC).