Executive Education

Focused Program

  1. TOP
  2. 教育課程
  3. MBA単科
  4. 単科一覧
  5. Developing Entrepreneurial Culture

Developing Entrepreneurial Culture

Developing Entrepreneurial Culture

受付中 #100% in English #土日2日間授業 #1weekendcourse #対面授業(名古屋校) #Onsite in Nagoya

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.





レビュー 11件
  • トピック


  • 職種


  • ポジション

    経営者 / 役員

  • 受講料


  • 言語


  • 開講形式


〒460-0003 名古屋市中区錦1-3-1

社会人 / 修了生 / 国際学生



  1. The class will begin with an explanation of the concept of entrepreneurship
  2. 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.


  1. 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.
  2. The discussions will touch on generic skills, differences between creativity and innovation, and elements for innovation such as expertise, creative-thinking, and motivation.
  3. The class will then discuss stories of innovators, including that of Kirk Phelps, a former Apple manager, who created the first iPhone.


  • 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)



  • 配布資料


  • 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
  • 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


  • 英語力を証明する試験スコア ※5年以内
     (TOEFL PBT 550, CBT 213, iBT 80 / IELTS 6.0 / TOEIC 750点以上)   
  • 卒業大学(大学院)の卒業証明書或いは学位記の写し
  • 顔写真





  • 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.

    営業職 40代 男性

  • 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.

    自営業 30代 女性

  • The class discussion and the Apple cases were helpful because everybody know the company and we critically analyze many aspects of Steve Jobs work

    公務員 40代 男性

  • The instructor was friendly and made it easy for me to speak up.

    管理職 40代 女性

  • 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.

    事務職 30代 女性

  • 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.

    自営業 30代 女性

  • Professors encourage to speak without fear and able to speak 100% when I raise the hand.

    営業 30代 男性

  • Professor is a happy and encouraging person. Listens to every view and opinion.

    交換留学生 20代 男性

  • Cases were very relevant. The class size was perfect for fostering meaningful discussions and arguments. Insightful points came out of our discussions.

    交換留学生 20代 女性

  • 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.

    交換留学生 20代 男性

  • 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!

    会社員 20代 女性

  • 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

    交換留学生 30代 男性