Through case studies, students will acquire business management knowledge and a framework for thinking, which can be considered a part of a businessman's education.
Research Themes
Diversity, psychological safety, job-based work, reskilling... Many people have heard of these terms, but perhaps not many can adequately explain what they actually are and how they will change the way businesses and companies are run.
Therefore, the primary purpose of this seminar is to deepen students' understanding of the current state and trends of business and to acquire knowledge and insight that can be considered the culture of a businessman.
The second objective is to learn about the various innovations and strategic initiatives of many companies, and through these, deepen our understanding of the behavior of companies and organizations and the environment surrounding them. In particular, over the past few years, our seminar studies have focused on the spread of highly novel products and services, which could be considered innovations. In fact, many companies are focusing on creating innovations, and are competing to provide highly novel products and services. However, only a very small number of them are successful. So, what factors determine whether new products and services are accepted by society? We will consider these points while studying theory.
Through seminar activities, students will learn about many examples of corporate behavior in a variety of fields and interpret them based on business management theory, which will enable them to acquire ways of thinking and mental abilities that will be useful when they enter the workforce.
Activities
- Keep an eye on economic and business trends.
To broaden their horizons in preparation for their graduation research and job hunting, every hour, seminar students report on business news that interests them. In response, we provide commentary introducing related business management research and trends. We also provide feedback on materials and presentations. (For those who request it, we send separate, detailed comments on what went well and what could be improved.)
Students take a variety of approaches, including those who apply theories and knowledge they have learned in various lectures to conduct analyses, those who collect news about their favorite companies or the industry they want to work in, those who search for lesser-known companies or cutting-edge businesses, and those who actually visit stores to check out business models.Many students bring up interesting cases that even I, as a faculty member, had not known about, and I look forward to each report. - Through business cases, we will learn about and consider some of the initiatives and activities of actual companies.
In the second year, students will conduct corporate and industry research by collecting materials using IR data provided by companies, various statistical materials, and Library databases.
From the third year onwards, students will use Library 's database service to read business cases published in publications such as the Hitotsubashi Business Review. Students will also be guided to read and consider business cases while also reading basic literature related to the topic.
In the fourth year, students will write their graduation research based on what they have learned so far and in accordance with their own interests.
Other activities
The seminar is run on the principle of concentrating on learning, and respecting each student's autonomy throughout the rest of the time.
Therefore, we leave it up to students to independently plan and come up with non-academic activities. Some grades have held drinking parties that spanned grades, participated in school festivals, ball games, and business competitions, while other grades have enjoyed themselves individually or with other students. Of course, if students have requests, we are always available to provide comments and help, and faculty members also participate in drinking parties and other events.
In Fujiwara's seminar, it is customary for upperclassmen to provide support for the seminars of underclassmen. In particular, second-year seminars require skills that go beyond basic research, but since one faculty member cannot easily support a dozen or so students, we ask one or two third-year students to help out as SAs (not unpaid). We also provide opportunities for students to hear about their experiences and advice from seniors regarding further education, employment, internships, etc.