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 |
BT302/BT302BT302 |
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 |
春学期/Spring SemesterSpring Semester |
曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
木3・A201/Thu.3・A201 Thu.3・A201 |
単位/ CreditCredit |
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/ Grade (Year) RequiredGrade (Year) Required |
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 |
テキスト用コード/ Text CodeText Code |
BT302 |
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.
Students will learn to multitask effectively, and cultivate their leadership ability in order to assist others.
・Introduction
This is likely caused as a result of the strong feelings of people who set unrealistic expectations for the results they will achieve through investments they plan to make in themselves, and then those people not wanting to work to their utmost ability towards such hopeless objectives. Also, the inclination not to waste time is strengthened in students who think that allocating time to others during campus life, in which time is limited, is a waste because students are eager to invest in themselves.
It is extremely difficult to get people in this generation, which has many people that think in these ways, to understand the value of the sense of accomplishment in completing a project with others and achieving results, even if they don't understand the point of it while it is going on—the so-called “view from the top of the mountain. Thus, I will take this opportunity to explain to potential seminar participants a summary of the goings-on at the Arima seminar from the perspective of an instructor, though this may be akin to orally explaining how to ride a bicycle.
・The schedule for the year’s activities is independently planned and carried out by students
The Arima seminar activities are jointly held for second and third year students; there is a separate thesis seminar for fourth year students. However, fourth year students can independently participate in the second/third year seminar as commentators, so long as they do not overextend themselves with respect to their schedules.
The activities in the joint second/third year seminar will be planned, managed and carried out by the hosting grade (spring semester: third year students; fall semester: second year students). Of course, the content will be decided with input from the instructors, but students will independently discuss what they want to cover, adjust their expectations, and create a plan.
Things that have been covered in the past are reading of books on marketing and statistics, debates, new product planning, making advertisements (filming commercials), case studies, company research, company analysis, and consulting. These activities are held in the seminars lasting two combined consecutive periods once a week. This seminar is first and foremost a place to present the results of your efforts, so students are required to prepare for seminars in advance. Students must prepare for the contents of the two periods as well as multiple other things.
・Features of the spring semester and “multitasking”
In the spring semester, students will write individual reports every week in order to improve their basic academic ability and individual linguistic communication ability. However, these reports will usually act as preparation to supplement the themes covered in the seminar.
Handling multiple tasks at the same time in this way is referred to in this seminar as “multitasking.” Experiencing multitasking will teach students to use their time effectively, and help them to grow into people who are able to face multiple things that need to be done at the same time, judge their importance without getting flustered, and consider the priority levels of tasks.
・ Responsibility to explain self-planning and group work
In the Arima seminar, the host grade plans the activities, and pitch them to the instructors and upper year students so that they can accept them, then the activities begin. Because the contents of an activity needs to be agreed upon by participants when one is held, the organizers have a responsibility to explain the plans of each activity.
Group work is a part of most seminars in the College of Business, and this is also the case in the Arima seminar, which has a lot of group work. It is common for individuals to participate in group work held in multiple groups throughout the 14 scheduled plans. Thus, students will often get the chance to work with different group members.
When the results of group work are being presented, careful preparations to keep the attention of the audience are expected. Presenters are expected to thoroughly prepare and rehearse before their presentation. Presentations should include an aspect of entertainment and a plan/expressions/tricks to make sure listeners do not get bored. This is needed because the Arima seminar realizes that presenters are tying up the time of the people who are listening to their presentation.
Through these activities, students will grow into individuals who are able to achieve their goals after sharing plans and confirming them in rehearsals. Also, the audience members will all provide feedback on their impressions and comments for each presentation. This will be done using a feedback form, not only orally. Presenters will refer to this feedback so that they can work towards putting on a better presentation next time. In the Arima seminar, everyone must make sure to go through the PDCA cycle. Leaving the PDCA cycle unfinished is not acceptable. This is a unique characteristic of the seminar.
・The role of instructors
The instructors in this seminar are mentors who interact with students to advise them on the direction of their activities on the results. Due to this, there may also be cases where the methods and outcomes differ from the instructors’ direction in their way of thinking. However, In the Arima seminar, a strong emphasis is placed on students acting autonomously and thinking creatively, so students are encouraged to engage in activities while keeping their own ways of thinking dear to them, and not just blindly accepting the advice of instructors. Such cases may result in not winning external contests, though.
Of course, we understand that students want to see quick results when they engage in activities. It is certainly possible that strongly tending towards the ways of thinking held by instructors is an effective means of aiming to win prizes. However, in society, results are often seen on mid to long term scales, and there are cases where one’s performance cannot be instantaneously assessed. Also, if one is awarded a prize for something they did not take personal responsibility for, it is difficult to say that in the true sense of things that they achieved it through their own skill.
In the Arima seminar, it is thought that the process of trial and error helps participants to learn and contribute to the “drawer of thoughts” for their future, so emphasis will be placed on sharpening participants’ skills, not on fostering interest in short term honor.
・Things that second year students will learn in the spring semester
The seminar activities will start out with a study group session for the year’s new members, and meetings will be held in the company research groups for the following February. Groups of 6-7 people made up of second years, and the more experienced third year students, will be formed, and participants will acquire the literacy (how to contact instructors and seniors, mail etiquette, summarization skills, how to hold meetings, how to give effective presentations, etc.) necessary for group work through meetings, and prepare them for the multitasking to come in the new semester.
In the spring semester, students will work together with their seniors on activities often, so they will be able to gain knowledge and skills in various situations through the advice they receive.
In particular, on the presentation days for debates and company research projects, participants will have the opportunity to present in front of a large audience with seminar alumni, instructors and students from other universities, and parents/guardians, with the support of their seniors.
Through such experiences, participants will learn things such as how to give presentations to the public, and experience conveying their own thoughts on the spot during debates, as well as learn to organize their thoughts for interviews when looking for a job, and become resourceful and able to coordinate with others in group interviews.
Additionally, while much of the content of the Arima seminar is related to marketing, there is no restriction which says that everything absolutely has to be related to marketing. Students can also learn about things that play a role in solving other problems which they are interested in, in many fields such as philosophy, psychology and statistics.
The activities in the Arima seminar are also quite unique in the fall semester. Please refer to the Second Year Seminar 2 syllabus for details.
※Please refer to Japanese Page for details including evaluations, textbooks and others.
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をこなすことができ、身につけた能力を他者のために使うことができ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.
Students will learn to multitask effectively, and cultivate their leadership ability in order to assist others.
・はじめに
近年の学生には、自己の将来に得られる成果を先に知りたがる所謂「予定調和」的な思考をするタイプが多いという特徴がある。これは、これから着手する自己投資への活動から得られる成果への過度な期待により、無駄なことは極力したくないという気持ちが強く表れた結果であると思われる。また、無駄なことはしたくないという志向は、自己の投資に熱心である一方、他者のために時間を割くことは限られた学生生活のなかでの浪費であるという思考も強めている。
こうした思考が浸透した世代の人たちには、途中経過で意図が理解できなくても、プロジェクトを他者と協力してやり遂げた後に成果を実感して納得してもらうという感覚、所謂「山頂の景色」的な体感による学びで価値を理解してもらうことは非常に難しい。そこで、自転車の乗り方を口頭で説明する作業に似てはいるが、教員の立場から有馬ゼミの活動実態の概要をゼミ希望者に示しておきたい。
・年間活動は学生が主体的に計画し、実施している
有馬ゼミの活動は、2年生と3年生は合同開催であるが、4年生は卒論演習が別途設けられている。しかしながら、4年生も各自の無理のない範囲で自主的に2・3年生のゼミにコメンテーターとして参加している。
2・3年生の合同開催ゼミは、主催学年(春学期:3年生、秋学期:2年生)が活動内容を計画し、運営までの責任を持って実施している。もちろん、教員と相談のうえでコンテンツは決めていくわけであるが、学生が自主的に希望する内容を互いに出し合い、希望を調整して計画が立てられる。
これまでに主に実施してきたコンテンツは、マーケティングや統計学などの書籍の輪読、ディベート、新製品企画、広告(コマーシャルフィルム)作成、ケーススタディ、企業研究、企業分析とコンサルティング等である。こうした活動は、週2コマ連続のゼミの時間に組み合わせて実施される。本ゼミは、基本的に成果を発表する場になるので、当日までに仕上げるべき事前準備が必要となる。また、学生の事前準備は2コマの内容+αの複数のものが必要となる。
・春学期の特徴と「マルチタスク」
春学期は基礎学力の向上と各自のコミュニケーション上の語彙力を増強するために、個人にレポート課題が毎週課される。ただし、このレポートは、基本的にゼミで取り扱うテーマを補完する予習に相当する内容のものが多い。
こうした課題を併行して同時に対応できる能力を、ゼミ内では「マルチタスク」と称している。マルチタスクを体験することにより、学生は時間の有効な使い方を体得し、同時に多数の為すべきことに直面しても、慌てることなく物事の重要さを自分自身で判断でき、優先順位を考えられる人物に成長することになる。
・自主企画の説明責任とグループワーク
有馬ゼミでは、主催学年が活動内容を企画し、その意図を教員や先輩に納得できるように説明することから活動が始まる。何か活動をする場合には、その活動が参加者に納得できる内容であることが必要であるため、各活動では企画した主催者に説明責任が求められることになる。
主催学年の企画により各参加者が納得できる内容が確定したら、各学期14回のスケジュールが組まれ、それに応じた課題の準備によって毎週のゼミが実施されていくことになる。
経営学部では多くのゼミでグループワークを実施しているが、有馬ゼミでも多くのグループワークがある。14回のスケジュールの中には、各個人が複数のグループに参加するグループワークが設定されることが一般的である。したがって、学生は異なるメンバーでのグループワークを複数回経験する。
グループワークの成果を発表する際には、聴衆を意識した周到な準備が要求される。発表者には発表前に入念なリハーサルが期待され、発表方式にはエンターテイメント性を含めた聴衆を飽きさせない段取りや表現の工夫が求められる。これは、発表を聞く立場の人間の時間を拘束することに対する発表者の義務であると有馬ゼミでは認識しているからである。
学生はこうした活動を通じ、計画を共有し、リハーサルで確認し、最後まできちんとやり遂げられる人材へと成長していくことになる。また、各発表に際して、必ずオーディエンス一人一人からの感想やコメントがフィードバックされる。これは口頭によるものだけではなく、フィードバック用紙に記入されたものも含まれる。発表者は、各回で寄せられたフィードバックを参考にして、次回により良いものができるように努力することになる。有馬ゼミでは、毎回PDCAサイクルを必ず回すことを意識しており、やりっぱなしで終わることは全ての活動で許されない。この点も独自の特徴であると認識している。
・教員の役割
学生の活動に対して、教員はあくまでもメンターとして方向性を指導する立場で学生と接し、結果に対して助言を与える役割を担っている。そのため、方法や成果が教員の考え方と異なる方向に向かうこともある。しかし、有馬ゼミでは、学生の自主的で創造的な思考を最も重視しているので、教員がアドバイスをしても学生は鵜呑みにすることなく自身の考え方を大切にして活動は進められる。それゆえに、結果として対外的なコンテストなどでの入賞に至らない場合もある。
たしかに、成果がすぐ出ることを学生のうちは期待して活動をしたいという考えも理解できる。そのための手段として、教員の考え方を色濃く反映させた成果物で賞の獲得を目指すことも決して不可能ではないであろう。しかしながら、社会では中長期で成果を出していくことも多く、瞬間的なパフォーマンスでは評価を得られない場合もある。また、内容に自己責任が持てないもので賞を得たとしても、当事者の実力が真の意味で備わったとは言い難い。
そのような意味で、有馬ゼミでは自立的な試行錯誤を通したプロセスでの学びが参加者の将来的な「思考の引き出し」に貢献すると考えているので、あえて短期的な栄誉には強く関心を持たずに自身の能力を磨くことに重点が置かれている。
・春学期で2年生が身につけるもの
ゼミの活動は、まず年内に新歓勉強会があり、翌年2月には企業研究でのグループ別ミーティングが始まる。2年生は、3年生の先輩との6-7名のグループを組み、ミーティングを通じてグループワークで必要とされるリテラシー(教員・先輩への連絡の取り方、メールのエチケット、レジュメのまとめかた、ミーティングの進め方、効果的なプレゼンの方法など)を習得し、新学期からのマルチタスクでの活動に向けての準備をする。
春学期は、先輩と一緒に活動する場面が多いので、折に触れてアドバイスを受けることができ、様々な場面で知識や技能の習得ができる。
特に、ディベートや企業研究の発表会では、先輩が後方から支援をしてくれるなかで、ゼミ卒業生や他大学の教員や学生、保護者を前にした大勢の聴衆に対しての発表の機会が与えられる。
こうした機会を通じて、人前でのプレゼンテーションや、その場で瞬時に自分の考えをまとめて意見を発するディベートに場慣れしていくことにより、就活での面接で自身の考えを整理して伝えることや、集団面接で取りまとめ役が臨機応変にできる能力が身につくことになる。
なお、有馬ゼミでのコンテンツは、マーケティングに関連したものが多いが、必ずしもマーケティングに関連を持つように制約を与えているわけではない。学生が興味を抱いた課題の解決に役立つ内容であれば、例えば哲学、心理学、統計学など多くの分野から学ぶことができる。
有馬ゼミの活動は、秋学期も独自性が強い。2年次演習2のシラバスも参照していただきたい。
・Introduction
This is likely caused as a result of the strong feelings of people who set unrealistic expectations for the results they will achieve through investments they plan to make in themselves, and then those people not wanting to work to their utmost ability towards such hopeless objectives. Also, the inclination not to waste time is strengthened in students who think that allocating time to others during campus life, in which time is limited, is a waste because students are eager to invest in themselves.
It is extremely difficult to get people in this generation, which has many people that think in these ways, to understand the value of the sense of accomplishment in completing a project with others and achieving results, even if they don't understand the point of it while it is going on—the so-called “view from the top of the mountain. Thus, I will take this opportunity to explain to potential seminar participants a summary of the goings-on at the Arima seminar from the perspective of an instructor, though this may be akin to orally explaining how to ride a bicycle.
・The schedule for the year’s activities is independently planned and carried out by students
The Arima seminar activities are jointly held for second and third year students; there is a separate thesis seminar for fourth year students. However, fourth year students can independently participate in the second/third year seminar as commentators, so long as they do not overextend themselves with respect to their schedules.
The activities in the joint second/third year seminar will be planned, managed and carried out by the hosting grade (spring semester: third year students; fall semester: second year students). Of course, the content will be decided with input from the instructors, but students will independently discuss what they want to cover, adjust their expectations, and create a plan.
Things that have been covered in the past are reading of books on marketing and statistics, debates, new product planning, making advertisements (filming commercials), case studies, company research, company analysis, and consulting. These activities are held in the seminars lasting two combined consecutive periods once a week. This seminar is first and foremost a place to present the results of your efforts, so students are required to prepare for seminars in advance. Students must prepare for the contents of the two periods as well as multiple other things.
・Features of the spring semester and “multitasking”
In the spring semester, students will write individual reports every week in order to improve their basic academic ability and individual linguistic communication ability. However, these reports will usually act as preparation to supplement the themes covered in the seminar.
Handling multiple tasks at the same time in this way is referred to in this seminar as “multitasking.” Experiencing multitasking will teach students to use their time effectively, and help them to grow into people who are able to face multiple things that need to be done at the same time, judge their importance without getting flustered, and consider the priority levels of tasks.
・ Responsibility to explain self-planning and group work
In the Arima seminar, the host grade plans the activities, and pitch them to the instructors and upper year students so that they can accept them, then the activities begin. Because the contents of an activity needs to be agreed upon by participants when one is held, the organizers have a responsibility to explain the plans of each activity.
Group work is a part of most seminars in the College of Business, and this is also the case in the Arima seminar, which has a lot of group work. It is common for individuals to participate in group work held in multiple groups throughout the 14 scheduled plans. Thus, students will often get the chance to work with different group members.
When the results of group work are being presented, careful preparations to keep the attention of the audience are expected. Presenters are expected to thoroughly prepare and rehearse before their presentation. Presentations should include an aspect of entertainment and a plan/expressions/tricks to make sure listeners do not get bored. This is needed because the Arima seminar realizes that presenters are tying up the time of the people who are listening to their presentation.
Through these activities, students will grow into individuals who are able to achieve their goals after sharing plans and confirming them in rehearsals. Also, the audience members will all provide feedback on their impressions and comments for each presentation. This will be done using a feedback form, not only orally. Presenters will refer to this feedback so that they can work towards putting on a better presentation next time. In the Arima seminar, everyone must make sure to go through the PDCA cycle. Leaving the PDCA cycle unfinished is not acceptable. This is a unique characteristic of the seminar.
・The role of instructors
The instructors in this seminar are mentors who interact with students to advise them on the direction of their activities on the results. Due to this, there may also be cases where the methods and outcomes differ from the instructors’ direction in their way of thinking. However, In the Arima seminar, a strong emphasis is placed on students acting autonomously and thinking creatively, so students are encouraged to engage in activities while keeping their own ways of thinking dear to them, and not just blindly accepting the advice of instructors. Such cases may result in not winning external contests, though.
Of course, we understand that students want to see quick results when they engage in activities. It is certainly possible that strongly tending towards the ways of thinking held by instructors is an effective means of aiming to win prizes. However, in society, results are often seen on mid to long term scales, and there are cases where one’s performance cannot be instantaneously assessed. Also, if one is awarded a prize for something they did not take personal responsibility for, it is difficult to say that in the true sense of things that they achieved it through their own skill.
In the Arima seminar, it is thought that the process of trial and error helps participants to learn and contribute to the “drawer of thoughts” for their future, so emphasis will be placed on sharpening participants’ skills, not on fostering interest in short term honor.
・Things that second year students will learn in the spring semester
The seminar activities will start out with a study group session for the year’s new members, and meetings will be held in the company research groups for the following February. Groups of 6-7 people made up of second years, and the more experienced third year students, will be formed, and participants will acquire the literacy (how to contact instructors and seniors, mail etiquette, summarization skills, how to hold meetings, how to give effective presentations, etc.) necessary for group work through meetings, and prepare them for the multitasking to come in the new semester.
In the spring semester, students will work together with their seniors on activities often, so they will be able to gain knowledge and skills in various situations through the advice they receive.
In particular, on the presentation days for debates and company research projects, participants will have the opportunity to present in front of a large audience with seminar alumni, instructors and students from other universities, and parents/guardians, with the support of their seniors.
Through such experiences, participants will learn things such as how to give presentations to the public, and experience conveying their own thoughts on the spot during debates, as well as learn to organize their thoughts for interviews when looking for a job, and become resourceful and able to coordinate with others in group interviews.
Additionally, while much of the content of the Arima seminar is related to marketing, there is no restriction which says that everything absolutely has to be related to marketing. Students can also learn about things that play a role in solving other problems which they are interested in, in many fields such as philosophy, psychology and statistics.
The activities in the Arima seminar are also quite unique in the fall semester. Please refer to the Second Year Seminar 2 syllabus for details.
1 | ここで紹介する授業計画は1つの例であり、学生の希望により年度ごとに変更される。 方法論的著作の輪読-1、 ディベート-1 研究方法のリテラシーに関する知識を体得し、論理的思考方法を身につける 課題に対して即答できる力を身に着け、論理的な説明ができるようになる |
2 | 方法論的著作の輪読-2、 ディベート-2 |
3 | 方法論的著作の輪読-3、 ディベート-3 |
4 | 方法論的著作の輪読-4、 ディベート-4 |
5 | 企業研究中間発表 |
6 | ヒット商品分析 社会現象を観察し、自らの言葉で説明できるようになる |
7 | マーケティング著作の輪読-1、 ディベート-5 マーケティングに関する知識を深く身につける |
8 | ケーススタディ 具体的な企業事例を分析し、マーケティングの要素を読み取ることができるようになる |
9 | マーケティング著作の輪読-2、 ディベート-6 |
10 | フィールドワーク 現場を観察し、分析した結果を分かりやすくプレゼンテーションできる力を身につける |
11 | 学年対抗ディベート 根拠を持った発言ができ、討論できる能力を身につける |
12 | 広告作成 クリエイティブにアイデアを出すことができ、それを具体化する能力を身につける |
13 | 企業研究発表会 リハーサル |
14 | 企業研究発表会 グループワークで身につけた能力を集大成し、発表と質疑応答が適切にできる |
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%) 授業期間内の複数レポート(40%) 発言の回数及び内容(20%) |
備考 (Notes) | ||
その他 (Others) | |||||
---|---|---|---|---|---|
授業中に適宜指示する。 |
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 |
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参考Webサイト
http://biz-journal.jp/series/kenji-arima-marketing-kihon/
http://biz-journal.jp/series/kenji-arima-marketing/