日本語 English
| 開講年度/ Academic YearAcademic Year |
20242024 |
| 科目設置学部/ CollegeCollege |
経営学研究科/Graduate School of BusinessGraduate School of Business |
| 科目コード等/ Course CodeCourse Code |
KN186/KN186KN186 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Sustainability: Is achieving the SDG's at odds with solving the Climate Crisis? |
| 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 |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期1/Spring Semester1Spring Semester1 |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
土3･7302/Sat.3･7302 Sat.3･7302, 土4･7302/Sat.4･7302, Sat.4･7302 |
| 単位/ CreditCredit |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
MIB6201 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
科目コード登録/Course Code RegistrationCourse Code 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 |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ course cancellationcourse cancellation |
－（履修中止制度なし/ No system 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 |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
|
| テキスト用コード/ Text CodeText Code |
KN186 |
Students will understand the SDGs from a variety of perspectives through class lectures, selected re adings and case studies that can be applied directly to business practices. This will also introduce a range of sustainability related vocabulary and topical areas related to t he field. The course will attempt to explain not only the reality of climate change and what the UN's announcement of “Code Red” for human existence means - but will also focus on the critical reasons that "business people" (not just politicians or regulators) must consider the SDGs from an economic perspective when conducting business; in order to find solutions and new opportunities, by integrating them into the normal course of doing business. In this way, business can play a leading role in creating a new economic paradigm that is truly sustainable. We will explore the role that a GDP-driven economy plays in both defining the measures of success and how that impacts the targets of the SDG's. Are GDP-focused metrics actually preventing the achievement of the SDGs? How measures of success impact the pursuit of sustainability will be explored.
1. Students will be introduced to a range of frameworks and measures often used to assess the success of Businesses and Societies; and gain perspective on the relative merits of the various approaches: These will include Economic measures: such as GDP and Donut Model; Social Measures such as: GHI, GRI (CSR), ESG, and other common measures related to the Triple Bottom Line. Business examples of how these are applied will be given.
2. Students will gain a deeper understanding of their own impact both as individuals living on a shared Planet and as Business Leaders and Investors of the future, understanding that they will both play a vital role in the direction that societies take in tackling global sustainability issues.
3. Students will become aware of future trends including the concept of the Fourth Industrial Revolutio n and to the Fourth Wave Leadership Model that is emerging in response to current global challenges that has a direct impact on how business could be done in future. Examples of business leaders who are role models leading the way toward Society 5.0 will be introduced.
4. Students will be introduced (through discussions and readings of selected case studies) to the criti cal role that technology is playing and will play in the future of global societies; and will analyze such trends that are shaping the future of the world as we know it in context of future business , supply chains and employment.
The course is woven around the 17 UN Sustainable Development Goals which form the basis for discussi on of what are considered to be Sustainability issues, with an emphasis on what they mean for business. Since the targets and goals of the SDG's are directly related to GDP development, we will explore wh ether they are truly achievable in an economic context of constant growth despite the reality of diminishing natural resources and threats to biodiversity. • Using a simple “ABC” approach, for each area of study we will briefly review the historical context surrounding the topic “About”; understand the context of the need for the specific SDG “Background ”; then we will establish the “Content and Current situation” surrounding the issue at hand (using published studies, graphs and data); • Students will then be introduced to business-related examples of the efforts and innovation being applied to achieve the respective SDGs using case studies and examples from various sources with a particular focus on innovation and technology.
※Please refer to Japanese Page for details including evaluations, textbooks and others.
Students will understand the SDGs from a variety of perspectives through class lectures, selected re adings and case studies that can be applied directly to business practices. This will also introduce a range of sustainability related vocabulary and topical areas related to t he field. The course will attempt to explain not only the reality of climate change and what the UN's announcement of “Code Red” for human existence means - but will also focus on the critical reasons that "business people" (not just politicians or regulators) must consider the SDGs from an economic perspective when conducting business; in order to find solutions and new opportunities, by integrating them into the normal course of doing business. In this way, business can play a leading role in creating a new economic paradigm that is truly sustainable. We will explore the role that a GDP-driven economy plays in both defining the measures of success and how that impacts the targets of the SDG's. Are GDP-focused metrics actually preventing the achievement of the SDGs? How measures of success impact the pursuit of sustainability will be explored.
1. Students will be introduced to a range of frameworks and measures often used to assess the success of Businesses and Societies; and gain perspective on the relative merits of the various approaches: These will include Economic measures: such as GDP and Donut Model; Social Measures such as: GHI, GRI (CSR), ESG, and other common measures related to the Triple Bottom Line. Business examples of how these are applied will be given.
2. Students will gain a deeper understanding of their own impact both as individuals living on a shared Planet and as Business Leaders and Investors of the future, understanding that they will both play a vital role in the direction that societies take in tackling global sustainability issues.
3. Students will become aware of future trends including the concept of the Fourth Industrial Revolutio n and to the Fourth Wave Leadership Model that is emerging in response to current global challenges that has a direct impact on how business could be done in future. Examples of business leaders who are role models leading the way toward Society 5.0 will be introduced.
4. Students will be introduced (through discussions and readings of selected case studies) to the criti cal role that technology is playing and will play in the future of global societies; and will analyze such trends that are shaping the future of the world as we know it in context of future business , supply chains and employment.
The course is woven around the 17 UN Sustainable Development Goals which form the basis for discussi on of what are considered to be Sustainability issues, with an emphasis on what they mean for business. Since the targets and goals of the SDG's are directly related to GDP development, we will explore wh ether they are truly achievable in an economic context of constant growth despite the reality of diminishing natural resources and threats to biodiversity. • Using a simple “ABC” approach, for each area of study we will briefly review the historical context surrounding the topic “About”; understand the context of the need for the specific SDG “Background ”; then we will establish the “Content and Current situation” surrounding the issue at hand (using published studies, graphs and data); • Students will then be introduced to business-related examples of the efforts and innovation being applied to achieve the respective SDGs using case studies and examples from various sources with a particular focus on innovation and technology.
| 1 | Provides a basic orientation around the current status of the planet in context of sustainability: introducing the concept of the Anthropocene epoch; Climate Reality; and the holistic goals and objectives behind the 17 SDGs. The concepts of Base of the Pyramid and the world as a “global village” are introduced. Against the backdrop of climate change and the current global situation, This module will focus on the role that "business people" (not politicians or regulators) play in creating a sustainable future. Students will be asked to consider the realities from an economical perspective and how awareness of the issues related to the SDG’s might change the way business is conducted. Case studies of businesses and their leaders who have adopted sustainability as a mission will be introduced. |
| 2 | Introduces SDG’s 1 & 2 (No Poverty and Zero Hunger) Woven around socio-economic, environmental, peace and security, data and analysis gaps that exist, knowledge gaps and challenges related to coordination and execution of global solutions, this modules explores the causal factors behind hunger and poverty. There will also be a focus on new industry that is growing around food production and financial solutions in particular that are addressing these issues. |
| 3 | Students will: understand how measures such as the GHI (Global Hunger Index) can assist in tracking well-being; explore the impacts of the pandemic on society going forward; understand related issues such as maternal health, access to healthcare and other factors impact human wellness. Links between Well-being and Education will be discussed in context of global education issues as viewed through the SDG lens. Also case studies of companies delivering innovative healthcare solutions that are changing how healthcare is being delivered and levelling the access to health and well-being around the world will be discussed. |
| 4 | This module explores the interconnected nature of global water supplies, food production, the impact of climate change, and the role access to such resources has on human settlements and sustaining biodiversity. The need for net zero thinking is discussed in context of the current situation in the world, as well as opportunities that exist to change the current trajectories. Case studies of how water is being delivered to desert areas and businesses that are finding opportunities in the face of drought in collaboration with energy pioneers will be introduced. |
| 5 | This module aims to introduce Frameworks and Measures often used to assess the success of Businesses and Societies; gain perspective on the relative merits of the various approaches; introduces variou s economic Measures and Social Measures against which the “success” of human societies is currently measured. Students are asked to explore their own measures of success and debate the merits of measures such a s the GDP. |
| 6 | Definitions of decent work, the assumptions behind perpetual growth models, and the role that innova tion and infrastructure might play in a different approach to the future of work are discussed. Concepts such as Natural Capital, CSR and circular economies are introduced. A critical look will be taken at how the current economic system is actually driving an unsustainabl e business approach based on historical models that are arguably no longer relevant will be taken, a nd solutions that could address it will be introduced. |
| 7 | This module looks at the three SDG’s focused most around addressing and inequalities. It looks at how the SDG’s define and measure the causal factors and discusses how society must pivot away from established assumptions and status quos in order to achieve the goals. We will look at the role of the “unpaid sector” of the economy and how it is counted or not counted in context of the economy. Looking at future models of sustainable cities and communities, students will consider how innovations and new technologies in life-style and working styles might provide a path to more inclusive and equal societies. Examples from businesses that have implemented innovative solutions will be discussed. |
| 8 | This module will focus on the differences between linear and circular societies. It will present case studies of companies that have changed their means of production to become circular. Topics such as the ethics behind marketing that drives endless and impulsive consumption, short term business thinking and GDP drivers for perpetual growth will be explored. The management of the waste caused by the current production and consumption patterns in the economy will be discussed in context of the impact it is having on the oceans and life below water that sustains the planet. Case studies of new industries that are emerging around a different approach to managing the oceans will be introduced. |
| 9 | This module explores the role of biodiversity and reflects on the current status of the planet. It looks at the connection between Economics and Ecologics, and explores the potential impact of the sixth mass extinction on Earth that is currently underway. A critical look at agricultural practices will be taken and case studies of new companies that are radically changing how food is produced at the source, and how attitudes to how animals are treated are changing. |
| 10 | This module revisits the realities around climate change on our planet. The most recent UN Report of Climate Change which has sounded a “Code Red for Humanity” will be expl ored. A brief look at the history of climate action will uncover some of the reasons behind the slow awakening and challenges that prevent change and recovery actions in context of human behavior and economic response, and reasons why business and economies have been slow to change despite dire warning signs, will be discussed. Discussions around the COP process will explore the roles that various sectors in society need to play to address Climate Change. |
| 11 | Case studies of companies that are taking a lead to change the means of production by introducing ci rcular economy principles and closed loop, zero waste solutions etc. will be introduced. This module also explores mitigating actions that are being taken by governments and regulatory auth orities based on the Paris Accord COP and other international agreements that will have lasting impacts on business. |
| 12 | According to the SDG’s, conflict, insecurity, weak institutions and limited access to justice remain a great threat to sustainable development. This module looks at the political ramifications of insecurities that will be caused by global food shortages, scarcity of water and mass migrations these are already causing. Students will be introduced to the global organizations that are working to ensure global peace and to establish regulations to govern an increasingly borderless global economy. From a business perspective, it will be discussed how these factors play a critical role in expanding global business opportunities. Examples of business that have been impacted in regions suffering from unrest and weak rule of law will be introduced. |
| 13 | This module looks at how the SDG’s aim to foster global partnerships across developed and developing countries to establish future strategies. The global Pandemic has provided many insights into the challenges that the world may face and the difficulties in tackling them in the face of rising nationalism as resources become scarce. The role of technology, the need for capacity building, new styles of leadership and different approaches to trade (driven by technologies) are among topics to be discussed. Examples of how PPP (Public Private Partnerships) can create business opportunities and also contribute to regional development as well as addressing SDG issues will be explored. The 17 SDG’s much for viewed in a holistic way in order for the roadmap they provide to become clear. This module will tie together the 17 goals in context of the future they aim to promote. Topics such as the Future of Work, the Future of Food, the Future of Energy, can all be tied to global cooperation underpinned by innovation and technology. Students will be asked to reassess their own mindsets and explore how both thinking and behavior must change as business leaders in order for the SDG’s to be fully achieved. A model for Fourth Wave Leadership will be presented along with a case study of role models who demonstrate this approach. Readings on sustainable business leadership will be referenced. |
| 14 | Class presentations and final exam review |
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
| 補足事項 (Supplementary Items) |
|---|
| This is an interactive class built around group discussions. All students are expected to fully participate in class discussions, demonstrating that they have completed the reading materials and understand the content of the topic at hand. Discussion topics will be provided relative to each video lecture. You should, as a minimum requirement, make comments per class, in response to the discussion topic s, as well as other students' posts |
na
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Assignment 1(15%) Assignment 2(15%) Assignment 3(15%) Group Project Presentation(15%) 最終テスト(Final Test)(20%) 最終レポート(Final Report)(20%) |
| 備考 (Notes) | ||
| Students will be given a choice amongst various topics related to the SDG themes to write two individual papers and make one group presentation. Other assignments will be completed by the entire class and findings will be discussed. | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Mark Carney | Values: Building a Better World for All | Penguin Random House. https://www.amazon.co.jp/dp/0008421137 | March 16, 2021 | |
| 2 | Authors Amory B. Lovins, L. Hunter Lovins, and Paul Hawken | A Roadmap for Natural Capitalism | Routledge, 2nd edition | June 28, 2017 | |
| その他 (Others) | |||||
| [Recommended Reading] The Fourth Wave: Business in the 21st Century Author: Herman Bryant Maynard, Susan E Mehrtens (Contributor) Publisher: Berrett-Koehler Publishers January 1, 1996 https://www.amazon.co.jp/dp/1576750027 SDGs – A Guide on the UN’s Sustainable Development Goals https://tykn.tech/sdgs-sustainable-development-goals/ The Sustainable Development Agenda https://www.un.org/sustainabledevelopment/development-agenda-retired/ SDGs Compass – The guide for business action on the SDGs https://sdgcompass.org/wp-content/uploads/2015/12/019104_SDG_Compass_Guide_2015.pdf EnergyWorld.com – Renewables to grow far faster than oil sector, Rystad says https://energy.economictimes.indiatimes.com/news/renewable/renewables-to-grow-far-faster-than-oil-sector-expects-rystad-says/82429641 If Women Counted (by Marilyn Waring), first published in 1988, is available under its original title, Counting for Nothing, published by University of Toronto Press. | |||||
na
na