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MBA Basics
Leading in the Age of Data
- Global
- English
The new frontier of Asia will require looking at a flood of data from global customers. Competition and globalization now demand that organizations use data ...
Developing Entrepreneurial Culture
Entry Closed
In this course, students will be actively immersed in the field of entrepreneurship and innovation, with rich learning opportunities that encompass a comprehensive curriculum, designed to deepen their understanding of varied entrepreneurial concepts and innovative practices.
Registration deadline:
Please note the following after registration.
Registrants must note that refunds cannot be granted when cancellation notification is received later than four weeks prior to the start date.Rating4.56
11 reviews-
Topic
Global
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Business
Management
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Position
Executive
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Fee
¥80,000
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Language
English
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Format
Nagoya
- Date
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09:20〜16:40 09:20〜16:40 - Place
- Nagoya
- Nishiki Naka, Nagoya Japan
- https://mba.nucba.ac.jp/en/access/nagoya.html
- Registration deadline
- Target
- Professionals / Almuni / International Students
Plan
Day1
- The class will begin with an explanation of the concept of entrepreneurship
- The class will then move on to show examples of innovative entrepreneurs and examine how to analyze entrepreneurial activities and issues that entrepreneurs face and innovative strategies to address them.
Day2
- The class will begin with a discussion about how to create innovators and/or innovative entrepreneurs, focusing on essential skills and attributes of innovators/innovative entrepreneurs.
- The discussions will touch on generic skills, differences between creativity and innovation, and elements for innovation such as expertise, creative-thinking, and motivation.
- The class will then discuss stories of innovators, including that of Kirk Phelps, a former Apple manager, who created the first iPhone.
Cases
- Apple after Steve Jobs, McGraw Hill Education
- Design thinking and innovation at Apple, Harvard Business School
- Apple and the music industry, IVEY
- (Driving towards a disruption), Harvard Business School
- Portrait of a young innovator, Original (based on Wagner, 2013)
Textbooks and reference materials
Textbook
- Distributed Materials
Additional Readings and Resource
- Dyer, J., Gregersen, H., and Christensen, M. (2011). The innovator’s DNA: mastering the five skills of disruptive innovators. Brighton, MA: Harvard Business School Press. ISBN: 1422134814
- Ito, H. and Kawazoe, N. (2015). Active learning for creating innovators: Employability skills beyond industrial needs. International Journal of Higher Education 4(2): 81-91 http://www.sciedu.ca/journal/index.php/ijhe/article/view/6535/3968
- Hoffman, S. S. (2017). Make elephants fly: The process of radical innovation. New York: Center Street.
- Wagner, T. (2013). Creating Innovators. New York: Scribner. ISBN: 1451611498
- Wagner, T. (2008). Global achievement gap. New York: Basic Books. ISBN: 0465055974
Textbook
- Distributed Materials
Readings
- Dyer, J., Gregersen, H., and Christensen, M. (2011). The innovator’s DNA: mastering the five skills of disruptive innovators. Brighton, MA: Harvard Business School Press. ISBN: 1422134814
- Ito, H. and Kawazoe, N. (2015). Active learning for creating innovators: Employability skills beyond industrial needs. International Journal of Higher Education 4(2): 81-91 http://www.sciedu.ca/journal/index.php/ijhe/article/view/6535/3968
- Hoffman, S. S. (2017). Make elephants fly: The process of radical innovation. New York: Center Street.
- Wagner, T. (2013). Creating Innovators. New York: Scribner. ISBN: 1451611498
- Wagner, T. (2008). Global achievement gap. New York: Basic Books. ISBN: 0465055974
Documents for course examination
- English test score *within 5 years
(TOEFL PBT 550, CBT 213, iBT 80 / IELTS 6.0 / TOEIC 750 or higher) - University diploma
- Photo
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Review
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The professor really let us time to speak our mind and encouraged us to participate. The lecture was very dynamic and included theoretical elements as well as concrete examples, which helped a lot.
sales 40s Male
discussion was great for me to motivate how we do with innovative mind. although the clear answer is not found, I surely see my direction where I should be.
Independent business 30s Female
The class discussion and the Apple cases were helpful because everybody know the company and we critically analyze many aspects of Steve Jobs work
Public Servant 40s Male
The instructor was friendly and made it easy for me to speak up.
Management 40s Female
In class the teacher didn't just go through the case questions originally given, but also had additional questions for the purpose to discuss more in depth and to promote better understanding of the academics. Not many teachers does that, but I found it very helpful to fuel the discussions.
Administrative 30s Female
The two examples (Apple and HBS) were taught in depth and several aspects of the entrepreneurial culture were considered. Several relevant theories and books were mentioned during the course. Class discussion was free and lively.
Independent business 30s Female
Professors encourage to speak without fear and able to speak 100% when I raise the hand.
sales 30s Male
Professor is a happy and encouraging person. Listens to every view and opinion.
Exchange Student 20s Male
Cases were very relevant. The class size was perfect for fostering meaningful discussions and arguments. Insightful points came out of our discussions.
Exchange Student 20s Female
Prof. Ito actively asked follow-up questions and fostered a discussion. Also, we didn't have to discuss the same questions during the group discussion again. He came up with new and open questions for everyone to answer.
Exchange Student 20s Male
I really enjoyed the discussion quality, and I think it was because of a small number, it was fun and learning experience. Professor also was very great!
Office Worker 20s Female
We can see from the slides as well that he really prepared his class a lot before coming, compared to other professors who seem to discover some class materials while doing the class. Thank you very much for this implication
Exchange Student 30s Male