|
|
|
|
|
|
|
|
|
|
The course will be conducted in English. Over the course we will be reading through several academic journal papers (often classic ones). The goal is to make students get a sense of the basic problem strategy field deals with. The course consists of two parts: (1) summary presentation of the assigned paper of the week, (2) open discussion on questions/critics about the paper. The plan is to read the first half of a paper in a week and the latter in the next week, but the pace depends on the length/depth of the paper.
|
|
|
We will select reading materials according to the interests of students. Below is the actual schedule from the previous year.
1.Introduction
2.Porter, M. E. (1991). Towards a dynamic theory of strategy. Strategic management journal, 12(S2), 95-117.
3.Continued.
4.Ross, P.E. (2006). The expert mind. Scientific American, 295 2, 64-71 .
5.Lieberman, M. B., & Montgomery, D. B. (1988). First‐mover advantages. Strategic management journal, 9(S1), 41-58.
6.Continued
7.Helfat, C. E., & Peteraf, M. A. (2003). The dynamic resource‐based view: Capability lifecycles. Strategic management journal, 24(10), 997-1010.
8.Continued.
9.Wang, C. L., & Ahmed, P. K. (2007). Dynamic capabilities: A review and research agenda. International journal of management reviews, 9(1), 31-51.
10.Continued.
11.Christensen, C. M., & Rosenbloom, R. S. (1995). Explaining the attacker's advantage: Technological paradigms, organizational dynamics, and the value network. Research policy, 24(2), 233-257.
12.Continued.
13.Sutton, R. I., & Staw, B. M. (1995). What theory is not. Administrative science quarterly, 371-384.
14.Continued.
15.Wrap up discussion
|
|
|
Students must read through the paper and make a summary presentation slide (using MS PowerPoint). The slide should show that the student carefully read the text and is deeply engaged with its content.
Every week, students will be assigned to either “summarizer” role or “questioner” role. Summarizer focuses on making their summary slides as informative/detailed as possible. Questioner instead focuses on coming up with critical questions about the paper for discussions.
Slides (summary slides for summarizer, question slides for questioner) must be uploaded on LMS two days before the class (class in 2025 will be held on Wednesday, which means Monday midnight is the deadline for the week’s slides).
|
|
|
|
Be able to use concepts on business strategy while reading/in discussion on case studies or academic journal papers to deepen the discussion.
|
|
|
|
Be able to explain basic concepts of business strategy using examples.
|
|
|
(A) Quality and punctuality of assignments (slides): 50%
(B) Participation in class (sharing opinions and comments): 50%
|
|
|
【成績評価の基準表】
| 秀(S) | 優(A) | 良(B) | 可(C) | 不可(F) |
| 履修目標を越えたレベルを達成している | 履修目標を達成している | 履修目標と到達目標の間にあるレベルを達成している | 到達目標を達成している | 到達目標を達成できていない |
|
|
履修目標：授業で扱う内容（授業のねらい）を示す目標
到達目標：授業において最低限学生が身につける内容を示す目標
|
|
【授業別ルーブリック】
| 評価項目 | 評価基準 |
| 期待している以上である | 十分に満足できる(履修目標) | やや努力を要する | 努力を要する(到達目標) | 相当の努力を要する |
| Thoughtful thinking | Be able to formulate some original concepts on business strategy in order to explain mechanisms behind social-economic phenomenon. | Be able to use concepts on business strategy while reading/in discussion on case studies or academic journal papers to deepen the discussion. | Be able to use concepts of business strategy to participate in a discussion. | Be able to explain basic concepts of business strategy using examples. | Be able to recognize basic concepts of business strategy. |
|
|
|
|
Papers to be read will be shared in class.
|
|
|
|
|
|
|
|
It might be helpful if you have some background on management field (e.g. marketing, strategy, organization), but motives to learn social science would be suffice.
|
|
|
|
Strategy, corporate resources, positioning view, resource-based view, knowledge-based view
|
|
|
|
|
|
The content of this class may change significantly depending on the number of students enrolled. The instructor will try to make your learning of business strategy enjoyable and solid, so please feel free to talk to me and share any opinions about the class.
|
|
|
|
|
|
|
|
|
|
|
|
|