日本語 English
| 開講年度/ Academic YearAcademic Year |
20242024 |
| 科目設置学部/ CollegeCollege |
経営学部/College of BusinessCollege of Business |
| 科目コード等/ Course CodeCourse Code |
BT352/BT352BT352 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
マーケティング・リーダーシップ マーケティング発想での企業で活躍できる人材の育成 |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
|
| 校地/ CampusCampus |
|
| 学期/ SemesterSemester |
秋学期/Fall semesterFall semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
木3/Thu.3 Thu.3 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
BUS2010 |
| 使用言語/ LanguageLanguage |
日本語/JapaneseJapanese |
| 履修登録方法/ Class Registration MethodClass Registration Method |
その他登録/"Other" Registration"Other" Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
|
| 履修中止可否/ Course CancellationCourse Cancellation |
〇（履修中止可/ Eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
|
| 備考/ NotesNotes |
コンセントレーション：マーケティング領域 |
In this course, students will develop their basic real-world skills to apply in businesses using marketing by understanding social phenomena through marketing, and learning thinking, analysis, and business sense.
Furthermore, students will become proficient at multi-tasking and will foster their leadership skills in order to use the skills they have learned to assist others.
・ Fall semester’s main topic ・ ・ ・ Branding
Following the spring semester, students will independently continue their work based on the plans they drafted to develop their knowledge of and sense for marketing. Students will foster their independence and competency through the process of learning to work together with others on group work.
Second-year students will begin planning during summer vacation and formalize their plans through e-mails and communications via the online bulletin board with instructors and mentors. In the Arima seminar, following the summer training camp, second-year students will play a leading role in running the class which will require all the more originality and creativity.
The project in the fall semester will be one that emphasizes practical marketing skills. The branding activities will be the most hands-on project yet, and will undoubtedly help students to grow as individuals. I will tell you a bit more about the branding project below, as it is a mainstay of the Arima seminar.
To put it simply, this branding project is about learning to use effective messaging, so that someone who doesn’t know anything about the Arima seminar can understand what it is all about. This corresponds to the effective branding of a company or product such that a prospective customer does not misunderstand the image a company is trying to express.
The Arima seminar branding project focuses on promotion strategies for acquiring personnel and on training plans for participants.
・ Overview of the branding project
In the branding project, the challenge will be for second-year students to communicate the attraction of the seminar and its key points in an easy-to-understand manner to first-year students who don’t know anything about it. In order to convey the diverse content effectively to others, the leaders will openly share and exchange their ideas with each other. Accordingly, in this seminar, everyone will take part in the entire process, from developing an organization’s ideal brand identity to formalizing the method of delivering communications and the contents of those communications. Then students will put together a leadership and management plan to train the new members.
Students will present their leadership and management plans to senior students who will offer feedback similar to the feedback that they received with the spring semester activities. Finally, we will identify points of improvement and finish them off by making sure they are as persuasive as possible. In addition, students will acquire practical leadership skills by implementing their plans after deciding on them.
・ Significance of the branding project
Although there are courses pertaining to branding, I dare say that there aren’t many other seminars that make lower-year members signing up for the seminar a focal point, whether at Rikkyo or any other Japanese university. However, in the Arima seminar we have purposefully allocated a significant amount of time to it. Why is that, you ask? Well, I will explain.
We believe that the process of persuading someone to go along with your service and successfully selling them on it (sign up for the seminar in this case) essentially condenses the many elements of marketing that typical companies carry out on a day to day basis.
Second-year students, will first think about what they imagine to be the ideal seminar. Then, they will formulate in their mind the domain, vision, and mission of that seminar. We will use the concepts that we have learned to convey those ideas to first-year students, who will be our “customers,” in an easy-to-understand way. Through this challenge, each student will become cognizant of their role as a mentor and think about ways they can demonstrate the meaning of leadership and express their own individuality. By learning to use their ingenuity to easily explain the appeal of the seminar to outsiders, students will acquire a sense for marketing, as well as the ability to use concrete marketing skills.
Through the experience of this process and transitioning from the mentee to the mentor, second-year students will become able to understand the meaning and value of the guidance they received from their mentors during the spring semester.
・Leadership thinking through marketing
When considering leadership from a marketing perspective, providing value to others is the top priority, rather than prioritizing your own needs. In that sense, if a leader isn’t using his own time wisely, it has the effect of wasting the precious time of others as well. In the Arima seminar we emphasize the mindset and desire to lend your time to help others in the class with things such as preparation and presentations so as to avoid our students becoming the types of leaders who cannot be relied upon.
It is just my personal opinion, but I feel that students who enter the school knowing only recession tend to have the mindset of “I don’t want to anything that does not benefit me.” In particular, I often run into students who give me the sense, however faint, that they exist solely for their own benefit, investing heavily in themselves while thinking only secondarily of the development of others around them. However, this mindset is altogether different from what is expected in a company. In the Arima seminar, we recognize the importance of “co-existence and co-prosperity,” and emphasize learning to conduct yourself in a manner that companies have come to expect.
・ Goals of the seminar
As mentioned above, in the Arima seminar we teach students leadership from a marketing perspective and develop students marketing knowledge, all the while giving them a firm grounding in what it takes to be a leader. The purpose of the skills obtained through completing this seminar is not only for you to enter your dream company, but also for you to be able to showcase your abilities in whatever role that society or your company places upon you.
To be more precise, we expect our students to be the types of employees who are able to think of the intentions behind of activities, and who can not only conceive of an idea and vision but also be able to put a plan into action and carry it out to fruition. Furthermore, we hope to develop the type of employee who others can always rely on to be there and contribute.
The mentors supporting you in your efforts include not only the currently enrolled senior students, but graduates of the seminar from the College of Business and the College of Economics as well. (This is the 31st year of the Arima seminar)
They also make themselves available whenever possible to participate and give advice at various seminar sponsored events and social gatherings planned by current students. It is also characteristic of the Arima seminar to provide as many opportunities as possible for students to get advice from not just fellow students similar in age, but many different generations of alumni who may even be closer to your parent’s age.
Through these opportunities, we hope that Arima seminar students will get the chance to hear in-depth perspectives of working people, as well as learning proper business etiquette and codes of conduct.
In that way, the Arima seminar is designed to function as one complete system. By participating throughout the program and accomplishing each task as they come, students will gain a comprehensive understanding of marketing, and become a valuable employee able to showcase their skills as a leader.
Those who wish to participate after understanding our program objectives are asked to please fill out the entry sheet.
| 1 | ここで示す授業計画は一例であり、毎年学生との話し合いによって希望する内容を取り入れている。 夏季活動結果の発表 |
| 2 | マーケティング著作の輪読１、人材獲得プロジェクト１ |
| 3 | マーケティング著作の輪読２、人材獲得プロジェクト２ |
| 4 | ヒット商品分析１、人材獲得プロジェクト３ |
| 5 | 企業へのコンサルタント計画の中間報告、人材獲得プロジェクト４ 企業から得た課題に対する解決策を模索・検討し提案できる能力を身につける |
| 6 | ケーススタディ |
| 7 | ゼミ卒業生講演会 ゼミ卒業生の社会人から様々な話を聞かせていただき、質疑応答をする |
| 8 | 課題発見型プロジェクト１、人材獲得プロジェクト５ 課題そのものを自身で発見できる能力を身につける |
| 9 | 課題発見型プロジェクト２、人材獲得プロジェクト６ |
| 10 | ケーススタディ１、人材育成プログラムの検討１ |
| 11 | ケーススタディ２、人材育成プログラムの検討２ |
| 12 | 学年対抗ディベート |
| 13 | 企業へのコンサルタント計画発表会 |
| 14 | 1年間の総括 |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
毎回の課題、輪読などでの学習範囲の予習を確実に行うこと。
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
プレゼンテーション(40%) 発言の回数及び内容(60%) |
| 備考 (Notes) | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| 随時授業中に提示する。 |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | 有馬賢治 | 『マーケティング・ブレンド』 | 白桃書房 | 2006 | 4561661557 |
| 2 | 有馬賢治、岡本純編著 | 『マーケティング・オン・ビジネス』 | 新世社 | 2015 | 9784883842346 |
有馬ゼミホームページ
http://www.arima-seminar.com/
有馬ゼミFacebook
https://www.facebook.com/arimaseminar
参考Webサイト
http://biz-journal.jp/series/kenji-arima-marketing-kihon/
http://biz-journal.jp/series/kenji-arima-marketing/
マーケティングを通じて社会現象を理解し、考える力、分析する力、ビジネス・センスを身につけ、マーケティングを駆使して企業で活躍できる社会人基礎力を育てる。
マルチタスクでの作業ができ、身につけた能力を他者のために使えるリーダーシップを涵養する。
In this course, students will develop their basic real-world skills to apply in businesses using marketing by understanding social phenomena through marketing, and learning thinking, analysis, and business sense.
Furthermore, students will become proficient at multi-tasking and will foster their leadership skills in order to use the skills they have learned to assist others.
・秋学期の主要な活動・・・ブランディング活動
マーケティングに関する知識・センスを養うために、春学期に引き続き学生が自主的に企画したコンテンツで活動を進める。また、グループワークで社会性を身に付ける過程を通じて、個人の自主性や実力を養う。
2年生は、夏季休暇中から企画を開始し、教員や先輩とのメールや掲示板サイトでのやり取りを通じて正規計画を確定させていく。有馬ゼミでは夏季合宿以降は2年生が主催学年となるため、各自の独自性や創造性が一層求められることになる。
秋学期で例年実施しているプロジェクトには、マーケティングの実践を重視したものが採用されている。これまでに最も実践性があり、個々人の成長に有益であったプロジェクトは、ゼミのブランディング活動であった。これも有馬ゼミの特徴的な活動なので紹介してみたい。
ゼミのブランディング活動は、端的には、有馬ゼミを知らない人が正確なイメージを理解できるように、メッセージを伝達するための活動である。これは企業では、企業や商品を誤解されないようにイメージを伝えるブランドの構築と告知活動に相当している。
有馬ゼミでのブランディング活動は、人材獲得のためのプロモーション戦略と入ゼミ者の研修計画を中心に構成されている。
・ブランディング活動の概要
このブランディング活動では、2年生は有馬ゼミについての内容を、ゼミ自体をよく知らない1年生に対して分かりやすく特徴や魅力を伝えることが中心課題となる。多面的な内容を他者に分かりやすく伝えるためには、担当者間でアイデアが明確に共有されていることが前提となる。そこで、ゼミという組織の理念の立案から着手し、伝達方法や表現内容といった実践的活動にまで具体化する作業を全員で進める。そして、最終的には入ゼミ者の育成のための指導・運営案まで計画する。
指導・運営案は、先輩に対して発表することで、春学期の活動と同様にフィードバックを得る。そして、改善点を洗い出し、より説得力のあるものに仕上げていく。さらに、入ゼミ者が決定後には計画を実行することで、実践的なリーダーシップを身につけていく。
・ブランディング活動の意義
ブランディングに関わる活動とはいえ、後輩の入ゼミに関する活動を授業の主要なコンテンツと位置付けているゼミは立教大学、否、日本の大学においても極めて少ないのではないであろうか。しかしながら、有馬ゼミでは敢えてこの活動に大きく時間を割いている。何故なのか。その理由を説明したい。
端的には、提供するサービスに共感と納得を得て購買（ここでは入ゼミ）を成立させるという活動が、企業が実行するマーケティングの要素を凝縮した活動であると有馬ゼミでは考えているからである。
2年生は、まず自分たちが考えるゼミの理想像を検討する。そして、ゼミのドメイン、ビジョン、ミッションを立案し、それを分かりやすく「顧客」に該当する1年生に伝える実践的活動に落とし込んでいく。こうした活動を通じて、各自が先輩としての自覚を明確にし、リーダーシップの意味や各自の独自性を発揮する方法を考えることになる。そして、ゼミを外部の人にわかりやすく伝えるための創意工夫を実行できる形にまで作りこむことで、マーケティングの具体的手法やセンスを身につけていくことになる。
2年生は、この一連のプロセスの体験により、春学期のグループワークで先輩から受けた指導の意味や価値が、立場の変化を経ることによって深く理解できるようになる。
・マーケティングから考えるリーダーシップ
リーダーシップをマーケティングの観点から考えた場合、自己の都合の優先よりも、他者への価値の提供が最優先課題となる。その意味で、リーダーが無駄な活動を放置していると、他者の貴重な時間を結果として奪ってしまうことになる。そのような信頼されないリーダーにならないように、有馬ゼミでは事前準備や発表本番に自分の時間を他者のために使うことに対する心構えと実行力を重視している。
個人的な見解ではあるが、不況しか知らずに大学に入学した学生は、「自分の利益にならないことはしたくない」という意識を持つ傾向があるように感じている。特に、自己の投資には熱心であるが、他者は自己を成長させるための存在でしかなく、他者が成長することへの関心は副次的である、といった感覚をおぼろげながらでも抱いている場合が多い。しかしながら、こうしたセンスは企業で期待されている人物像とは非常に乖離したものである。有馬ゼミでは、他者との共存共栄の意義に気づき、企業で期待される人物像に近づくことを非常に大切にしている。
・ゼミ活動でのゴール
以上のように、有馬ゼミではマーケティングの観点からリーダーシップを学び、マーケティングの知識とリーダーに求められる素養を育てている。ゼミ活動を継続したうえで得た能力でのゴールは、自分が希望する企業に入社することだけではなく、社会や企業で与えられた活躍の場で実力を発揮できる人材となることにある。
具体的な人物像は、実施する活動の意図が考えられる人材、企画・構想だけではなく実際に実行できる人材、常に相手がいることを想定して他者に貢献できる人材などである。
こうした日々の努力を支援してくれる先輩は、現役の先輩にとどまらず経営学部のゼミ卒業生、経済学部時代のゼミ卒業生も含まれる。（有馬ゼミは創立31周年）
彼らは折に触れてゼミ主催イベントへの参加や、現役生が企画した懇親会への参加などで相談に乗ってくれている。比較的年齢の近い先輩にとどまらず、学生の父母の年齢に近いOBOGとも同門で学んだ仲間としてアドバイスを得られる機会が多いことも有馬ゼミの特徴である。
こうした機会を通じて、社会人の考え方を深い部分まで聞くことや、社会人として通用する礼儀やビジネスマナーを身に付けることも有馬ゼミの学生時代での活動のゴールといえるであろう。
このように、有馬ゼミの活動は、全体が一つのシステムとして機能している。したがって、継続的に参加し、一つ一つの企画を達成していった結果として総合的にマーケティングが理解でき、リーダーシップが発揮できる人材に到達できると考えている。
参加希望者は、これらの趣旨を理解したうえでエントリーシートを記入していただきたい。
・ Fall semester’s main topic ・ ・ ・ Branding
Following the spring semester, students will independently continue their work based on the plans they drafted to develop their knowledge of and sense for marketing. Students will foster their independence and competency through the process of learning to work together with others on group work.
Second-year students will begin planning during summer vacation and formalize their plans through e-mails and communications via the online bulletin board with instructors and mentors. In the Arima seminar, following the summer training camp, second-year students will play a leading role in running the class which will require all the more originality and creativity.
The project in the fall semester will be one that emphasizes practical marketing skills. The branding activities will be the most hands-on project yet, and will undoubtedly help students to grow as individuals. I will tell you a bit more about the branding project below, as it is a mainstay of the Arima seminar.
To put it simply, this branding project is about learning to use effective messaging, so that someone who doesn’t know anything about the Arima seminar can understand what it is all about. This corresponds to the effective branding of a company or product such that a prospective customer does not misunderstand the image a company is trying to express.
The Arima seminar branding project focuses on promotion strategies for acquiring personnel and on training plans for participants.
・ Overview of the branding project
In the branding project, the challenge will be for second-year students to communicate the attraction of the seminar and its key points in an easy-to-understand manner to first-year students who don’t know anything about it. In order to convey the diverse content effectively to others, the leaders will openly share and exchange their ideas with each other. Accordingly, in this seminar, everyone will take part in the entire process, from developing an organization’s ideal brand identity to formalizing the method of delivering communications and the contents of those communications. Then students will put together a leadership and management plan to train the new members.
Students will present their leadership and management plans to senior students who will offer feedback similar to the feedback that they received with the spring semester activities. Finally, we will identify points of improvement and finish them off by making sure they are as persuasive as possible. In addition, students will acquire practical leadership skills by implementing their plans after deciding on them.
・ Significance of the branding project
Although there are courses pertaining to branding, I dare say that there aren’t many other seminars that make lower-year members signing up for the seminar a focal point, whether at Rikkyo or any other Japanese university. However, in the Arima seminar we have purposefully allocated a significant amount of time to it. Why is that, you ask? Well, I will explain.
We believe that the process of persuading someone to go along with your service and successfully selling them on it (sign up for the seminar in this case) essentially condenses the many elements of marketing that typical companies carry out on a day to day basis.
Second-year students, will first think about what they imagine to be the ideal seminar. Then, they will formulate in their mind the domain, vision, and mission of that seminar. We will use the concepts that we have learned to convey those ideas to first-year students, who will be our “customers,” in an easy-to-understand way. Through this challenge, each student will become cognizant of their role as a mentor and think about ways they can demonstrate the meaning of leadership and express their own individuality. By learning to use their ingenuity to easily explain the appeal of the seminar to outsiders, students will acquire a sense for marketing, as well as the ability to use concrete marketing skills.
Through the experience of this process and transitioning from the mentee to the mentor, second-year students will become able to understand the meaning and value of the guidance they received from their mentors during the spring semester.
・Leadership thinking through marketing
When considering leadership from a marketing perspective, providing value to others is the top priority, rather than prioritizing your own needs. In that sense, if a leader isn’t using his own time wisely, it has the effect of wasting the precious time of others as well. In the Arima seminar we emphasize the mindset and desire to lend your time to help others in the class with things such as preparation and presentations so as to avoid our students becoming the types of leaders who cannot be relied upon.
It is just my personal opinion, but I feel that students who enter the school knowing only recession tend to have the mindset of “I don’t want to anything that does not benefit me.” In particular, I often run into students who give me the sense, however faint, that they exist solely for their own benefit, investing heavily in themselves while thinking only secondarily of the development of others around them. However, this mindset is altogether different from what is expected in a company. In the Arima seminar, we recognize the importance of “co-existence and co-prosperity,” and emphasize learning to conduct yourself in a manner that companies have come to expect.
・ Goals of the seminar
As mentioned above, in the Arima seminar we teach students leadership from a marketing perspective and develop students marketing knowledge, all the while giving them a firm grounding in what it takes to be a leader. The purpose of the skills obtained through completing this seminar is not only for you to enter your dream company, but also for you to be able to showcase your abilities in whatever role that society or your company places upon you.
To be more precise, we expect our students to be the types of employees who are able to think of the intentions behind of activities, and who can not only conceive of an idea and vision but also be able to put a plan into action and carry it out to fruition. Furthermore, we hope to develop the type of employee who others can always rely on to be there and contribute.
The mentors supporting you in your efforts include not only the currently enrolled senior students, but graduates of the seminar from the College of Business and the College of Economics as well. (This is the 31st year of the Arima seminar)
They also make themselves available whenever possible to participate and give advice at various seminar sponsored events and social gatherings planned by current students. It is also characteristic of the Arima seminar to provide as many opportunities as possible for students to get advice from not just fellow students similar in age, but many different generations of alumni who may even be closer to your parent’s age.
Through these opportunities, we hope that Arima seminar students will get the chance to hear in-depth perspectives of working people, as well as learning proper business etiquette and codes of conduct.
In that way, the Arima seminar is designed to function as one complete system. By participating throughout the program and accomplishing each task as they come, students will gain a comprehensive understanding of marketing, and become a valuable employee able to showcase their skills as a leader.
Those who wish to participate after understanding our program objectives are asked to please fill out the entry sheet.
| 1 | ここで示す授業計画は一例であり、毎年学生との話し合いによって希望する内容を取り入れている。 夏季活動結果の発表 |
| 2 | マーケティング著作の輪読１、人材獲得プロジェクト１ |
| 3 | マーケティング著作の輪読２、人材獲得プロジェクト２ |
| 4 | ヒット商品分析１、人材獲得プロジェクト３ |
| 5 | 企業へのコンサルタント計画の中間報告、人材獲得プロジェクト４ 企業から得た課題に対する解決策を模索・検討し提案できる能力を身につける |
| 6 | ケーススタディ |
| 7 | ゼミ卒業生講演会 ゼミ卒業生の社会人から様々な話を聞かせていただき、質疑応答をする |
| 8 | 課題発見型プロジェクト１、人材獲得プロジェクト５ 課題そのものを自身で発見できる能力を身につける |
| 9 | 課題発見型プロジェクト２、人材獲得プロジェクト６ |
| 10 | ケーススタディ１、人材育成プログラムの検討１ |
| 11 | ケーススタディ２、人材育成プログラムの検討２ |
| 12 | 学年対抗ディベート |
| 13 | 企業へのコンサルタント計画発表会 |
| 14 | 1年間の総括 |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
毎回の課題、輪読などでの学習範囲の予習を確実に行うこと。
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
プレゼンテーション(40%) 発言の回数及び内容(60%) |
| 備考 (Notes) | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| 随時授業中に提示する。 |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | 有馬賢治 | 『マーケティング・ブレンド』 | 白桃書房 | 2006 | 4561661557 |
| 2 | 有馬賢治、岡本純編著 | 『マーケティング・オン・ビジネス』 | 新世社 | 2015 | 9784883842346 |
有馬ゼミホームページ
http://www.arima-seminar.com/
有馬ゼミFacebook
https://www.facebook.com/arimaseminar
参考Webサイト
http://biz-journal.jp/series/kenji-arima-marketing-kihon/
http://biz-journal.jp/series/kenji-arima-marketing/