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Kyoto University is one of the two universities where economic education in Japan started more than a hundred years ago. The history of economic education at Kyoto University goes back to April 1900 when the first lecture in Economics was delivered at the College of Law, Kyoto Imperial University. The Faculty of Economics was established in 1919, and the year 2004 marked its 85th anniversary. We are very proud of our faculty’s long history.

Throughout its history, our university’s academic tradition has been to maintain an atmosphere of freedom and independence from the authorities. Even in times of authoritarian government in Japan, our university has kept that tradition.

Although our principle to respect freedom and independence has not changed, we have realized that Japanese universities must undergo fundamental changes to answer the needs of our fast changing society. Originally, our faculty had two purposes, i.e. to train professional researchers and educate undergraduate students. Over the last two decades, however, our mission has expanded to emphasizing recurrent education and accepting students from overseas. Today, both in our graduate and undergraduate courses, we have the highest ratio of international students among the economic departments of Japanese national universities.

This April, we established a new course focusing on business scienceﾓ. In the near future, we are planning to open a management school where teaching will be done not only by our academic staff but also by business professionals. These are the results of our efforts to provide study opportunities to students with work experience.

Needless to say, our mission is not only to educate students but also to enhance our research abilities. In 2003, our faculty’s research program, in collaboration with colleagues from the Institute of Economic Research, was selected as part of the 21st Century Center of Excellence Programs funded by MEXT (the Japanese Ministry of Education, Culture, Sports, Science, and Technology). Under the fierce competition for research funds, we are proud of having received the opportunity to promote our research agenda.

Since understanding the recent changes in China has become of great importance for economists and business leaders all around the world, we established a China-related research center (Shanghai Center) in 2002. The Center is a joint undertaking of our Faculty and Fudan University in Shanghai. Although research on contemporary China is the main purpose of the center, we hope that it will play an important role in student education too.

ICS , Graduate School of International Corporate Strategy

[Term 4] Design & Creativity (T. Kamegai) (2009/Term 3&4 (Spring&Summer))

Learning how to be creative is one of the great managerial challenges in the Knowledge Economy. What was once central to companies – price, quality, and much of the left-brain, digitized, analytical work associated with explicit knowledge – is being shipped off to developing countries. The new core competence is increasingly becoming the right brain that smart companies are harnessing to generate top-line growth. The challenge is no longer just making assembly lines run more efficiently, but creating consumer experiences, not just products, and reconceiving entire brand categories, not just adding a few more colors.

Companies are beginning to realize that design is often the path to innovation as well as the source of competitive advantage. Apple and Samsung are recent cases in point. In these creative companies, design is starting to play a key role in connecting with their customers’ emotions, linking R&D labs to consumer needs, recalibrating employee incentives to emphasize creativity, and constructing maps that show the path to innovation. These creative companies mastered a new design thinking and created products that address consumers’ unmet, and often unarticulated, desires. They built an innovation DNA and culture that bring about high success rates, routinely beating competitors.
Course Structure

The course is structured to empower your creative mind by learning the following:
(1) Strategic approaches to create great design
(2) Synergy of visual images and touch/feel
(3) Building creative relationships with others
Teaching Method

The course will be based on “learning by doing.” We will engage in projects and activities that will make use of both your mind and body.

ICS , Graduate School of International Corporate Strategy

[Term 3] Negotiation (S. Akutsu) (2009/Term 3&4 (Spring&Summer))

The goal of this course is to enable students to be more effective negotiators. In many situations, such as transactions between suppliers and buyers, deals between venture capitalists and entrepreneurs, conflicts between management and unions, and alliances between two firms, different parties typically have different interests, perceptions, and values; thus, negotiation skill is a key factor for success.

The course will provide a brief introduction of game theory, behavioral decision-making theory, and social psychology, which are fundamental to effective negotiation. The course will also emphasize practice so that students will have a chance to test theories and understand them based on hands-on negotiation experience.

Since this is a relatively short, basic course, the focus is limited. The focus is to provide a conceptual framework, which will help students analyze problems, and to provide a general approach, which will help students reach successful outcomes. Thus, while the course will draw on examples from a variety of contexts, each situation may be simplified to clarify the point at the cost of discussion of details. Students are encouraged to apply what they have learned in this course to real, complex situations, such as job hunting, negotiation with venture capitalists, etc.
Course Structure

In the first session, the course overview, some basic concepts and negotiation frameworks will be presented. Thereafter, students will go through different kinds of negotiation exercises, such as developer-tenant negotiation, cross-cultural joint-venture negotiation, and negotiation for corporate change. The last session will synthesize what has been learned to wrap up the course.
Teaching Method

While this course will be primarily exercise oriented, lectures, videos and guest speaker sessions will be effectively combined to teach both theory and practice. On top of participation, each exercise will typically require students to be well prepared before negotiation, and to reflect on and discuss key lessons after negotiation. Lectures by the instructor and insights of guest experts will help students better prepare and reflect on negotiation exercises.

ICS , Graduate School of International Corporate Strategy

[Term 3] Business Research (C. Ahmadjian) (2009/Term 3&4 (Spring&Summer))

This course is a how-to course in conducting and evaluating business research. Many of you will be required to do research in your post-MBA careers—in consulting, marketing, equity analysis, competitor analysis, etc. All of you are likely to be consumers of business research. Whatever you do after business school, you will probably be reading Nikkei Business, the Harvard Business Review, or The Economist. At the very least, you will be consumers of business research prepared by management consultants or securities analysts. Hence, the objective of this course is not only to prepare you to do research but also to prepare you to be wise, and critical, consumers of business research.

One special focus of this class will be on logical and critical thinking. If you think that you need more practice in becoming a more logical and critical thinker, this course will help you. One warning: This course may ruin your life! Students in previous years have said that after taking research methodology, they have trouble believing anything that they read, because we learn how to evaluate claims made by consultants, journalists, and politicians.
Course Structure

The course begins with several sessions on general issues in research design: inductive and deductive approaches, measurement, and sampling. We will then cover four main research methods: surveys, experiments, research using available data, and field or case study research. We will also consider research ethics.

In the course, we will evaluate research produced by consultants, business school professors, equity analysts, and journalists. My main focus, however, will be to give you a very firm grounding in the basic principles of research. We will examine issues such as how to choose a sample that is appropriate and will give accurate and generalizable results, how to design a survey that is not biased, and how to define a research question that makes the research process efficient and focused.

There will be two textbooks. The first is How to Lie with Statistics by Darrell Huff. Of course, I am not teaching you how to lie with statistics, but this book points out some commonly used tricks, and teaches us some fundamentals of research methodology. You should buy this if possible - it is a short paperback. The other text is Approaches to Social Research by Royce A. Singleton, Jr. and Bruce C. Straits. This book is hard core, and is used in many PhD courses in research methodology. I have assigned two chapters from this book. You don’t need to buy it - it will be on reserve in the library.

Research is much easier to read and criticize than to do. Therefore, there will be three written assignments in which you have an opportunity to do research and provide constructive criticism of others’ work. First is a short, half-page paper listing three research questions. This will be very easy. The second is a longer paper (8-10 pages), in which you will be asked to come up with a research question, and two different research designs to answer that question (you may choose between survey, experiment, available data, and field/case study). You don’t have to do the research, just come up with the design. This will be more difficult than you expect, but you will be glad that you did it. The third assignment will be to critique an (anonymous) classmate’s research design. This will be 3-5 pages. The biggest challenge will be to be helpful and constructive. There will be no final exam. All the assignments are to be done individually.
Teaching Method

The class format will be lectures and discussions.

ICS , Graduate School of International Corporate Strategy

[Term 2] Leadership (K. Ichijo) (2008/Term 1&2 (Fall&Winter))

This course is designed to prepare students for the challenges of leadership in a rapidly changing global business environment.

The course also helps students develop an understanding of what it takes to be a real transformational leader who can deliver the result promised. Students will learn the importance of leaders being deeply and passionately engaged in an organization and why their robust dialogues about people, strategy, and operations result in businesses based on intellectual honesty and realism. By studying the leader’s role in facilitating and executing change, students themselves are encouraged to become real transformational leaders who can enable their organizations to accomplish sustainable growth. During the course, students will learn the conceptual framework of leadership and improve their key conceptual business knowledge, especially about leadership, strategy, human relationships, and working in a competitive environment. Students are encouraged to enhance their personal leadership competencies through case discussions and lectures about how to initiate change.
Course Structure

This course will be divided into distinct two modules. The first module will be about the fundamentals about leadership. The main contents covered in this first module will be: (a) the function of leadership, and (b) leadership competency for making change really happen in an organization. The second module will be about creating the foundation of an organization with excellent ability to make change happen. The main contents covered will be: (a) the social architecture of an organization, and (b) how to develop leaders at every organizational level. By having leaders at every organizational level, an organization successfully and effectively can solve various problems that might be caused by environmental changes. Developing leaders at every organizational level is a crucial foundation for an organization good at execution.
Teaching Method

This course will be taught using the Harvard Business School type of case method. Students will be asked to prepare a case and discuss questions designated by the instructor for each session. Most learning will take place in class primarily from comments made by fellow students. The role of the instructor will be to facilitate stimulating discussion.

ICS , Graduate School of International Corporate Strategy

[Term 1] Special Topics: Japanese Culture (R. Davies) (2008/Term 1&2 (Fall&Winter))

Japanese Culture is an elective course for ICS students who are new to Japan, although it is required for scholarship students in the Young Leaders’ Program (YLP). Classes will be held mainly on Saturday mornings, and if necessary, occasional meetings may also be scheduled on Friday afternoons or weekday evenings, for a total of seven sessions.

This course was originally designed for YLP students, but recently, other international students at ICS have also been welcomed to participate. In addition, a small number of Japanese students are invited to take the course for credit each year. They act a valuable resource on Japanese culture for the other students and provide logistical support for the instructors.
Course Structure

Japanese Culture is a two-credit course which is field-oriented and designed to act as a bridge for non-Japanese students in adapting to their new life in Japan and at ICS. The first sessions are practical in orientation and provide participants with useful information and resources for everyday living in Tokyo, including transportation, shopping, cooking, restaurants, entertainment, and so forth. The sessions in the second half of the course endeavor to give students an experience of some of the more important and aspects of Japanese culture, presented by masters in fields such as traditional Japanese dance, the Tea Ceremony, and Zen meditation techniques.
Teaching Method

Reading materials for field sessions and other activities will be provided in advance. No further homework is required.

The University of Hong Kong

Programme Details

The research postgraduate programme of the Faculty of Business and Economics is designed to provide students with a deep understanding of the key aspects of business and economics. Students are introduced to basic research tools in their field and are expected to be able to conduct independent research relevant to their specialty. Through regular interactions with faculty, students also acquire a broader perspective on management and economic issues of the region and beyond.

Both the School of Business and the School of Economics and Finance offer three-year and four-year PhD. A successful PhD thesis should be an original contribution to knowledge and be worthy of publication.

Candidates will conduct research work under the supervision of at least one member of the University’s teaching staff. Candidates without a research master’s degrees shall be considered for admission to a four-year PhD programme, and those who hold research master’s degrees shall be considered for admission to a three-year PhD programme. Candidates pursuing PhD

studies are first required to register provisionally for the degree. Their registration is subject to a probationary period specified below. At the end of the probationary period and after submission of a detailed scheme of research, the candidature shall be confirmed or terminated.

The University of Hong Kong
Admission Requirements

To be eligible for admission to the courses for the MBA (Shanghai) program, candidates
shall hold a degree of this University or another qualification of equivalent standard from this University or from another university or comparable institution accepted for this purpose;
shall have attained a satisfactory level of performance in the Graduate Management Admission Test (GMAT), GRK or equivalent; and
shall be a manager who can provide evidence of successful business experience of at least three years.

An applicant who is seeking admission on the basis of a qualification from a university of comparable institution outside Hong Kong of which the language of teaching and/or examination is not English is required to obtain:
a score of 550 or above in the paper-based Test of English as a Foreign Language (TOEFL) or a score of 213 in the computer-base TOEFL or a score of 80 in the internet-based TOEFL. The HKU code number for TOEFL is 9671; or
a minimum overall band of 6 with no subtest lower than 5.5 in the International English Language Testing System (IELTS); or
Grade C or above in the Overseas General Certificate of Education (GCE); or
Grade C or above in the International General Certificate of Secondary Education (IGCSE); or
Grade C or above in the Cambridge Test or Proficiency in English Language.
Tuition Fees

The total programme fee for the 2008 intake is RMB110,000. The tuition fee will be paid by two instalments for part-time study in Shanghai.

FB2909 Sports for All - Tennis

Course Aims & Objectives:
The aims of this course are to promote students’ interest in playing tennis as a life-long pursuit, to encourage attainment and appreciation of good performance standards in tennis and to promote health and fitness. Upon completion of the course, students should be able to:
develop the basic skills of tennis
apply the basic rules and method of scoring
demonstrate good sportsmanship and co-operation
develop an appreciation of the game
develop an active life style and enhance health and fitness through regularly participating in tennis activities.

Units: 1

Level: B2

Medium of Instruction: English

Keyword Syllabus:
General knowledge on the game of tennis, e.g. safety measures, facility and equipment, terminology, proper etiquette. Basic fundamental tennis skills like methods of gripping, forehand and backhand strokes, services, volley, smash & lob. Application of tennis basic skills in game situations. Footwork and body movements related to basic strokes. Tactics in playing a singles game. Rules and regulations for umpiring the game.

Teaching Pattern:
Duration of course: 1 semester
Current mix of lecture/tutorial/laboratory, other: Practice Skills, Theory, Tutorial

Assessment Pattern:
Examination duration: Nil
Percentage distribution of marks for coursework, examination, other: 20% Coursework; 80% Practical Assessment; Attendance not less than 80%
Grading pattern: Pass/Fail

FB2906 Sports for All - Volleyball

Course Aims & Objectives:
The aims of this course are to promote students’ interest in playing volleyball as a life-long pursuit, to encourage attainment and appreciation of good performance standards in volleyball and to promote health and fitness. Upon completion of the course, students should be able to:
develop the basic skills of volleyball
apply the basic rules and method of refereeing and scoring
demonstrate good sportsmanship and co-operation
develop an appreciation of the game
develop an active/lifestyle and enhance health & fitness through regularly participating in volleyball games

Units: 1

Level: B2

Medium of Instruction: English

Keyword Syllabus:
General knowledge on the game of volleyball, e.g. safety measures, facility and equipment and terminology. Basic fundamental volleyball skills such as footwork, stance and ball senses. Application of volleyball basic skills of passing, serving, spiking and blocking. Basic offensive and defensive formations. Application of simple offensive and defensive tactics in game situation. General hand signals for refereeing. Rules and regulations for umpiring a game of volleyball.

Teaching Pattern:
Duration of course: 1 semester
Current mix of lecture/tutorial/laboratory, other: Practice Skills, Theory, Tutorial

Assessment Pattern:
Examination duration: Nil
Percentage distribution of marks for coursework, examination, other: 20% Coursework; 80% Practical Assessment; Attendance not less than 80%
Grading pattern: Pass/Fail