Sungkyunkwan University (SKKU) 2013 International Summer Semester (ISS)

Designing a Sustainable Future

Case Studies in Technopreneurship

Prof. Raymond Ferris Abelin, Ph.D., MBA

SHORT COURSE DESCRIPTION Technopreneurship, what is it and who cares? Even the latest version of Microsoft Word redlines the term and Wikipedia along with most dictionaries still offer no definition. Yet, when considering global collaboration, there are industrializing and industrialized places in the world where the expression has growing significance. Aside from the obvious compounding of the words technology and entrepreneurship, those who are defining themselves as technopreneurs have placed themselves on the frontlines of convergence and divergence. By answering what is technopreneurship, the course will endeavor to help international students address the technological landscape that we are building upon and the resulting social systems we have learned to value, or perhaps condemn as market value. Dr. Abelin and students will present cases for the class to study. READING MATERIALS Teaching Innovation and Entrepreneurship: Building on the Singapore Experiment (1998) Charles Hampden-Turner, Cambridge University Press ISBN: 0521760704 Building Cross Cultural Competence: How to Create Wealth from Conflicting Values (2000) Charles Hampden-Turner, Yale University Press ISBN-10: 0300084978 COURSE REQUIREMENTS AND GRADING This forum course relies upon engagement and exchange of international views. Seat-warming will be strongly discouraged and active participation is expected. Since attendance is noted, students with travel plans and those with employment interviews that conflict with classroom schedules should not enroll for this course. The ISS grading policy is pass/fail, but students can request a letter grade if their home university requires it.
Individual Evaluation Method (%) Attendance Presentation Presentation Team Participation Exam Final

20%

20%

20%

20%

20%

COURSE SCHEDULE WEEK I Monday (1 July) Introductions and defining the course parameters Tuesday (2 July) The emergence of technopreneurship The business plan Wednesday (3 July) Deconstructing the case study and examples Thursday (4 July) Team case studies Friday (5 July) Team case studies

WEEK II Monday (8 July) Team case studies Tuesday (9 July) Who are technopreneurs? Group versus individual aspirations Wednesday (10 July) Individual Presentations Thursday (11 July) Individual Presentations Friday (12 July) Individual Presentations WEEK III Monday (15 July) Sustainable global values and the values of technopreneurs Tuesday (16 July) Collaboration and technopreneurship Wednesday (17 July) Final Examination

Thursday (18 July) Examination results and analysis Friday (19 July) Executive summary Course analysis

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Desigining a Sustainable Future

Course Syllabus

Market Insights and Marketing Strategy

Prof. TBN
* This syllabus was for ISS 2012 and provided for your reference. The syllabus for 2013 will be uploaded as soon as it becomes available.

SHORT COURSE DESCRIPTION

The goal of the course is to acquaint class members with the fundamentals of Marketing. After completing this course, students will have an excellent understanding of how to discover and satisfy consumer needs. Students will also be able to conduct basic marketing research and to assess the research of others. To this end the course is organized around the following areas: Defining Marketing and the Marketing Process, Understanding the Marketplace and Consumers, Designing a CustomerDriven Marketing Strategy and Marketing Mix. Because presentation skills are so essential to communicating ideas, we will also devote a portion of the class to honing these techniques. It is important to note that the principles of marketing are undergoing tremendous change. The potential for marketers to collect and analyze data has never been greater. Where appropriate we will supplement issues of Ethics in Marketing and CSR-Corporate Sustainable Responsibility with information and guest speakers on thes new areas. The role of technology in facilitating and enhancing marketing practice is also an important theme in the course and something that I would like you to keep in mind as the course progresses.

READING MATERIALS
In the course, we will use a variety of readings, cases and presentations. The most important readings and cases are contained in the text. As appropriate, additional materials will be made available throughout the teaching period. The readings are designed to introduce marketing concepts and principles. Cases will allow us to examine, in detail, the application of particular marketing approaches and techniques. The presentations are designed to give you hands-on experience with marketing concepts.

COURSE REQUIREMENTS AND GRADING

Your final grade in the course will be based on both individual and group work. The evaluation is as follows: A. Class Participation B. 2 Exams (each is 25%) C. 2 Case Analyses and Presentations D. Marketing Plans 10% 50% 20% 20%

Please note that no late assignments will be accepted. All written work is due at the beginning of class on the due date. The due dates for the assignments are listed on the course schedule and a more detailed outline of the evaluation procedure and requirements for A. through D A. Class Participation/Preparation (10%) Students will be involved in classroom discussions and role plays with fellow students many days, and much of the learning in this course occurs during these sessions, so a students knowledge of course material directly affects the ability of other students to build their skills. If a student misses a day on which a new skill is introduced, s/he will slow the learning process of others. For this reason, students are rewarded for attending class. Evaluating participation/preparation. I will grade based on the following criteria: 1

1.

Is the participant prepared? Do comments or actions show an understanding of theories, concepts, and analytical devices presented in class lectures or reading materials? Does the participant take the exercise(s) seriously? How well does the participant interact with other class members? Is s/he a good listener? Are the points made relevant? Are they persuasive? Are they linked to the comments or actions of others? Is the participant an effective communicator? convincing fashion? Are concepts presented in a concise and

2.

3.

Keep in mind that your grade for participation is not simply a function of the amount of "air time" you take up. In general, I will evaluate you on how well you are able to use the fundamentals of marketing management. B. Exams (50%) There are two exams. Each is worth 25% of the final grade. Both exams will be similar in design and will include multiple choice and essay questions. They will cover information provided by lectures, textbook chapters, cases, readings, and guest speakers. More specific information about each will be given during class. Group Work Working in groups is generally more productive and better reflective of the business environment. Case assignments and a marketing plan project are by groups. Students may form groups of their choosing, subject to every one finding a group. Groups have to be full response of their group works. Because marketing is a culturally bound activity, groups that are heterogeneous in composition would be more productive. In particular, culturally diverse groups would be preferable. The evaluation of an individuals contribution to group work will depend on feedback from group members; so individuals should choose group members whom they trust and with whom they can get along. Groups should preferably contain 4 to 6 members. The project and case analysis assignments must be done in such a group. Every written group report must contain an acknowledgement form properly completed by all group members. C. Group Work I: Case Analyses and Presentations (20%) There are 2 case assignments for the course. Case Analyses Students have to prepare 2 analyses involving two cases (I-Mode and Hilton Hhonor Loyalty Program). The analysis will involve answering specific questions on the case. Students may prepare these analyses in their project group. The two analysis reports have to be submitted as a MS PowerPoint format. Format For Reports Students should preferably submit their reports as a hard copy and an attachment to email . All reports (hard copy and electronic) are due before the start of class on the scheduled date (see course schedule for dates). No late submission of case analysis reports will be accepted. They are worth 10% each and are described below:

D. Group Work II: Marketing Plan & Presentation (20%) Each student will participate in building and presenting a marketing plan in a group. Be certain that you incorporate all elements listed below into your written plan. Choose the most important elements to concentrate on in your presentation.

1. 2. 3. 4. 5. 6. 7. 8.

Executive Summary Company Description Define Strategic Focus and Marketing Problems Situation Analysis Market-Product Focus Marketing Program Financial Data and Projections Detailed Implementation Plan

The key to making a high grade is to incorporate the techniques we discuss in class into your plan and presentation. For example, solid research is essential to treating a great plan. An excellent presentation requires creative demonstrations, techniques to overcome objections, and great visuals. It is important to note that grades will be based in part on how effectively presenters persuade the class to purchase their plan. The written plan is due on July 18. (Wed.).

COURSE SCHEDULE
In most instances I will lecture from the textbook, but will assume that you have read the relevant material prior to coming to class. Nevertheless, we will discuss issues related to textbook material during the class and there will be opportunities for clarification. Dates in bold, underlined type (e.g., 7/20) indicate classes for which there will be material to hand in at the beginning of the class. As a matter of course, groups will be required to present short updates on their projects. These dates are also indicated in bold, underlined type.

Dates

Topics

Text/ Preparations for Discussion/ Case Analysis/ Presentations Ice-Breaking Time

Lecture 1 7/02 (Mon)

Introduction Course Objectives Administrative Details Start to Form Groups Understanding Marketing and the Marketing Process 1. Marketing: Creating and Capturing Customer Value 2. Company and Marketing Strategy: Partnering to Build Customer Relationships

Lecture 2 7/03(Tue .)

Ch. 1-2 1-2 Page Self-Introduction Group-Formation

Lecture 3 7/04(Wed)

Marketing Environment and Market Intelligence 3. The Marketing Environment 4. Managing Marketing Information to Gain Customer Insights

Ch. 3-4 (Preview)

Lecture 4 7/05(Thur)

5. Consumer Markets Consumer Buyer Behavior

and

Ch. 5-6 (Preview)

6. Business Markets and Business Buyer Behavior Lecture 5 7/06 (Fri) Designing a Customer-Driven Marketing Strategy and Marketing Mix 7. Customer-Driven Marketing Strategy: Creating Value for Target Customers 8. Product, Services, and Brands: Building Customer Value Lecture 6 7/09 (Mon) Case #1: Presentation and Discussion K_POPs Marketing Plans Draft: Lecture7 7/10(Tue) Presentation Case Analysis Report Marketing Plan Draft: A RoadMap (2-Page Draft) Ch. 9 (Preview) Ch. 7-8 (Preview)

9. New-Product Development and LifeCycle Strategies Tips for Mid-Term Exam (Q&As)

Lecture 8 7/11 (Wed)

Mid-Term Exam Covers chapters 1-8, case and lectures

Mid-Term covers Ch. 1-9

Exam

Lecture 9 7/12(Thur)

10. Pricing: Understanding and Capturing Customer Value 11. Pricing Strategies

Ch. 10 11 (Preview)

Lecture10 7/13(Fri)

12. Marketing Channels: Delivering Customer Value 13. Retailing and Wholesaling

Ch. 12-13 (Preview)

Lecture11 7/16(Mon)

Case #2: Discussion Apple Case

Presentation

and

Case Analysis Report

Lecture12 7/17(Tue)

14. Communicating Customer Value: Integrated Marketing Communication Strategy 15. Advertising and Public Relations 16. Personal Selling and Sales

Ch. 14-16 (Preview)

Promotion 4

Lecture13 7/18(Wed)

Group Presentations (I) DUE: written marketing plan

Finalized Marketing Plans

Lecture14 7/19(Thur) Lecture 15 7/20 (Fri)

Group Presentations (II)

Final Exam Covers chapters 10-16, cases and others discussed in the class

Ch. 10-16

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Desigining a Sustainable Future

Macroeconomics under Financial Crisis

Prof. Jong Ahn Park, Sungkyunkwan University SHORT COURSE DESCRIPTION It will definitely take some time before economists will form a consensus to explain how the global financial crisis happened and what needs to be (or should have been) done to respond to it, but events may leave us little time to wait for definitive answers. In this course we will review the historical and prevailing macroeconomic thinking relevant to the issues, and then explore the causes, mechanisms, and policy prescriptions of the still on-going crisis. What kind of new global economic order could emerge to reflect the lessons learned from the crisis? What are the global values that should be embodied in such a system? These are some of the issues that will be explored in the course. READING MATERIALS Reading materials will be provided in advance during the course. The following are general background readings: Squam Lake Report: Fixing the Financial System (http://www.stat.unc.edu/faculty/cji/890-11/SquamLake.pdf); Financial Times, Ongoing debates on Capitalism in Crisis. (http://www.ft.com/intl/indepth/capitalism-in-crisis) Journal of Economic Perspectives, Fall 2010, Macroeconomics after the Financial Crisis (http://www.aeaweb.org/issue.php?journal=JEP&volume=24&issue=4) Throughout the course, relevant articles from newspapers such as New York Times, Financial Times, or weekly magazines such as Economist will be discussed in class. COURSE REQUIREMENTS AND GRADING Attendance and active participation in class is important for the completion of the course. Quizzes will be given occasionally, covering only the contents discussed in class. COURSE SCHEDULE (Preliminary) WEEK I Monday (1 July) Introduction: financial crises and macroeconomics Tuesday (2 July) The classical view Wednesday (3 July) Great Depression and Keynes

Thursday (4 July) Central Banking and the Fed Friday (5 July) Phillips curve, Natural Rate Hypothesis and more

WEEK II Monday (8 July) Financial crises in the history Tuesday (9 July) Origin of GFC: Housing bubble Wednesday (10 July) Origin of GFC: The Wall Street Thursday (11 July) Origin of GFC: The Government Friday (12 July) Responses to GFC: the Fed and the World WEEK III Monday (15 July) Global Environment Tuesday (16 July) Euro zone crisis Wednesday (17 July) Divergent views on GFC Thursday (18 July) Macroeconomics revisited Friday (19 July) New values, new world

Sungkyunkwan University (SKKU) 2013 International Summer Semester (ISS)

Designing a Sustainable Future

Global Trade Policy: Building Pathways To Prosperity

Prof. Patrik Hultberg, Kalamazoo College/SKKU SHORT COURSE DESCRIPTION We want countries around the world to succeed in their attempts to raise the standard of living of their citizens; that is, we wish to achieve sustainable growth. Empirical studies indicate that openness and international trade promote such economic development; as countries engage with the world, they catch up with todays high income nations through better access to inputs and technology, while allocating resources more efficiently. Yet international collaboration through trade is controversial. Often the observed benefits are not shared equally within nations or between nations. In fact, opening up to trade creates both winners and losers. The international trade course explores the political economy of trade policy; that is, who are the winners and who are the losers from trade under various trade-related policies. After establishing that trade, in a perfect world, enhances the welfare of all trading partners, we explore how different groups within nations are affected. The conclusion is that international trade carries important income distributional effects. We then explore what an optimal policy might be if we do not live in a perfect world. Students will benefit from having taken an introductory economics course previously (but this is not a requirement). READING MATERIALS The students will be asked to several chapters prepared by Professor Hultberg specifically for this course. COURSE REQUIREMENTS AND GRADING Final grades will be composed of: A. Class participation 40% B. Homework Assignment 30% C. In-class problems 30% Class participation: In this course we will discuss many topics and concepts in class. You will also have an opportunity to explore these ideas and concepts in short in-class problems. Clearly, to benefit from these activities a student must attend class. Homework assignment: Each of the homework assignments will ask you to answer a couple of questions based on material covered in the previous few days. Feel free to work on these problems collaboratively with your classmates. In-class problems: As mentioned, ideas and concepts will be explored through in-class projects and problems (worked on collaboratively). These problems will be assessed as part of your overall grade.

COURSE SCHEDULE WEEK I Monday (1 July) Introduce the topic of international trade theory and policy. Discuss the reasons for trade. Tuesday (2 July) Review basic economic concepts and terms that are used in the study of international trade policy (economics principles, production functions, production possibilities, market structures, and welfare analysis) Wednesday (3 July) Assuming a perfect world; Learn about comparative advantage Thursday (4 July) Assuming a perfect world; Learn about the effects of wages and exchange rates Friday (5 July) Assuming a perfect world; Discuss the income distributional effects of international trade WEEK II Monday (8 July) Assuming a perfect world; Discuss the four core theorems of modern trade theory Tuesday (9 July) Assuming a perfect world; Study the welfare effects of various trade policies and instruments Wednesday (10 July) Assuming a perfect world; Continue our study the welfare effects. Conclude our perfect world discussion. Thursday (11 July) Assuming an imperfect world; Introduce market imperfections and distortions Friday (12 July) Assuming an imperfect world; Discuss another reasons for trade and benefits from trade WEEK III Monday (15 July) Assuming an imperfect world; Discuss the Theory of Second Best Tuesday (16 July) Assuming an imperfect world; Discuss trade policy in the presence of market failures Wednesday (17 July) Assuming an imperfect world; Discuss trade policy in the presence of market failures

Thursday (18 July) Discuss political economy of trade policy, the World Trade Organization, and (perhaps) regional trade agreements. Perhaps discuss outsourcing. Friday (19 July) Review material covered in the course.

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Desigining a Sustainable Future

Course Syllabus

Contemporary Financial Strategy

Prof. Jungwon Suh, Sungkyunkwan University SHORT COURSE DESCRIPTION This course is designed to provide students with clear understanding and effective applications of the theories and practices of modern corporate financial and investment strategies. The course consists of two parts: (1) Corporate Financial Strategies and (2) Investment Analysis and Strategies. The first part Corporate Financial Strategies will cover topics such as (a) capital structure policies, (b) dividend/share repurchase policies, and (c) mergers and acquisitions. The second part Investment Analysis and Strategies will focus on (a) bond investment, (b) security analysis, and (c) modern portfolio theory. READING MATERIALS Lecture notes and reading materials will be available from the course website prior to the course starting date. COURSE REQUIREMENTS AND GRADING Students who take this course should be familiar with elementary statistical concepts (mean, variance, correlation, etc.) as well as the basic structure of financial statements (balance sheet, income statement, etc.). Grades will be determined on the basis of the coursework and two examinations. Strictly, there will be no waiver granted from any of these requirements. Coursework 50% Coursework Breakdown Attendance 10% Class Activities & Homework Assignments 40% Tests 50% Tests Breakdown Test 1 25% Test 2 25% COURSE SCHEDULE WEEK I Monday (1 July) Overview of Corporate Finance/Investment Finance Part I. Corporate Financial Strategies Tuesday (2 July) Using Accounting Data for Financial Decisions Wednesday (3 July) Capital Structure Policy
1

Case: Walt Disney Company Thursday (4 July) Payout Policy: Dividends and Share Repurchases Friday (5 July) Corporate Investment Decisions WEEK II Monday (8 July) Capital Investment Decisions Tuesday (9 July) Corporate Valuation Wednesday (10 July) Corporate Valuation Test 1 Thursday (11 July) Mergers and Acquisitions Case: P&G and Gillett merger Friday (12 July) Mergers and Acquisitions Case: Merck and Schering-Plough merger WEEK III Part II. Investment Analysis and Strategies Monday (15 July) Bond Valuation Tuesday (16 July) Stock Valuation Wednesday (17 July) Modern Portfolio Theory (MPT) Thursday (18 July) Warren Buffett Investment Approach Friday (19 July) Test 2

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013 Desigining a Sustainable Future

Diplomacy and Global Governance Networks

Prof. Thomas Christiansen, Maastricht University

SHORT COURSE DESCRIPTION The course will provide students with knowledge about the nature of global politics, the key actors in world politics and the main issues facing them. The course will rely on a mixture of lectures, supervised research conducted in small groups, and presentations of results by the students. READING MATERIALS Useful introductory texts to the course are Charles W. Kegley and Gregory A. Raymond (2011) The Global Future: A Brief Introduction to World Politics and John Baylis, Steve Smith and Patricia Owens (eds) (2011) The Globalization of World Politics. COURSE REQUIREMENTS AND GRADING The course requires active participation from all students, and it is essential that everyone taking the course is willing and able to join a classroom discussion in English. There is no written examination, but everyone will have to contribute to several group projects which involve research on an assigned topic and a presentation by the group afterwards. The assessment of the course will be based on participation in the classroom discussions, the performance in the group presentation and the quality of the powerpoint slides prepared for the presentations. COURSE SCHEDULE

WEEK I Monday (1 July) Introduction: Global Governance Networks in a Multipolar World An Introduction to the nature of world politics and driving forces of conflict and cooperation among states, with particular emphasis on the different theoretical approaches that have been developed to explain the underlying dynamics of the international system. Tuesday (2 July) Key Actors in World Politics I: States, Governments and Diplomats A look at the key unit in global politics the nation-state and the way in which national interests are being constructed and represented by actors such as presidents, prime ministers and diplomats. Wednesday (3 July) Key Actors in World Politics II: Private and Non-state Actors An examination of other players in the global arena beyond the state - non-governmental organizations, multinational corporations, social movements, religious communities exploring how important and relevant such actors can be.

Thursday (4 July) Group project I: Identifying the key issues in world politics Participants in the course will work in groups to discuss the key issues in world politics today. Each group will agree on a number of important challenges which they consider the most important issues in global politics and prepare a presentation providing the justification for their choices. Friday (5 July) Group Presentations and Discussion: Key issues in World Politics Based on the group work of the previous day, each group will introduce their view of the key challenges facing global politics, followed by a discussion in the class to explore the differences and similarities of the various choices made by the groups. WEEK II Monday (8 July) Elements of Structure in World Politics I: Underlying Principles of the State System This session will look at the structure of international society and explore the rules and norms that underpin the state system, with particular focus on key principles such as state sovereignty and national selfdetermination. Tuesday (9 July) Elements of Structure in World Politics II: Global Regimes An overview of other important structuring elements in global governance, including the role of international organizations, the international legal system, the global economic and financial system as well as factors such as language, identity and religion. Wednesday (10 July) Regional Cooperation in the Global Context: The Case of the European Union This session will focus on the drivers and the challenges of regional cooperation, with special focus on the integration process in Europe since the Second World War. The particular historical and institutional developments of the European Union will be discussed, raising the question whether other global regions can learn lessons from this experience. Thursday (11 July) Group Project II: Regional Responses to Global Challenges Participants will work in groups to conduct a small research project on the different ways in which states and other actors have developed cooperative arrangements in various regions of the world and discuss the different driving forces for such regional cooperation. Friday (12 July) Group Presentation and Discussion: Regional Responses to Global Challenges Based on the group work of the previous day, each group will introduce their view of the different regional responses to global politics, followed by a discussion in the class to explore the differences and similarities of the various regions and the nature of their relations with one another. WEEK III Monday (15 July) World Politics: State System, International Society or Global Community? A discussion about the different ways in which global politics can be understood: a system of self-interested and sovereign states, a society of states coexisting on the basis of shared values and norms, or a global community with common institutions and collective identity.

Tuesday (16 July) Sustainable Development and Environmental Security: The Challenge of Cooperation in World Politics An overview of the twin challenges of environmental protection and economic development in a global perspective. The discussion will focus on the tension between economic and environmental priorities, but also look at the potential for combining these issues in a sustainable manner. Wednesday (17 July) Group Project III: Scenarios for the Future of Global Politics In this final group work, participants will build on the material covered so far in the course and develop their own scenario for the future of global politics, expressing their views about the relative weight of agency and structure, conflict and cooperation, states and global regimes. Thursday (18 July) Group Presentations and Discussion: Scenarios for the Future of Global Politics Based on the group work of the previous day, each group will introduce their scenarios for the future of global politics, followed by a discussion in the class to explore the differences and similarities of the various choices made by the groups. Friday (19 July) Outlook: Global Governance in the Asian Century In this final session we will draw on the previous days presentations and discussions, and discuss in more depth the challenges for global governance and the future of the state system in the era of globalization and multipolarity.

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Desigining a Sustainable Future

Course Syllabus

Human Rights Across Borders

Prof. Jeongwoo Koo, Sungkyunkwan University SHORT COURSE DESCRIPTION

This course analyzes global human rightstheir philosophical basis, their emergence and proliferation, their measurement, their incorporation into national societies, their advocates, how to educate them, and how to improve themfrom a social science perspective. We will begin with a discussion of the universal declaration model advocated by Jack Donnelly and the related debates on how to conceptualize human rights, followed by a discussion of legal and organizational manifestations of global human rights, including treaties and the U.N. system of human rights protection. We will then examine how human rights ideals and institutions have infiltrated into national societies by examining public opinion, mass media, and various human rights institutions, including national human rights commissions. We will also explore to what degrees the global expansion of human rights has made meaningful changes in rights-practices and the ways in which human rights are respected and promoted. Next we will examine how human rights ideals can be employed for the field of international development, focusing on rights-based approach to international development as well as corporate human rights responsibility. We will finish the course by analyzing how human rights have interacted with mass education and by reflecting on the possibility to use education as a way of improving human rights. A unique set of lecture slides compiled from extensive empirical works, documents, surveys, and media coverage will be used for the course, distinguishing the course from other standard human rights courses.
READING MATERIALS Refer to the course schedule COURSE REQUIREMENTS AND GRADING In class midterm exam and final exam will take place. COURSE SCHEDULE

1. What Are Human Rights? Class Logistics What Are Human Rights and Why Do We Study Them? Read: Jack Donnelly. 2003. The Concept of Human Rights. in Universal Human Rights: in Theory and Practice (Cornell University Press) pp.7-21 Helen Stacy. 2009. The Human Rights Problem. in Human Rights for the 21ST Century (Stanford University Press) pp. 1-36. Supplement: Claude, Richard, P. and Burns H. Weston. 1992. Chapter 1 in Human Rights in the World Community (University of Pennsylvania Press).

2. Understanding International Human Rights The Universal Declaration Model Read: Jack Donnelly. 2003. The Universal Declaration Model, Equal Concern and Respect. in Universal Human Rights: in Theory and Practice (Cornell University Press). Pp.22-53. Philosophical DebateUniversalism vs. Cultural Relativism Read: Jack Donnelly. 2003. Markets, States, and the West, Non-Western Conceptions of Human Rights. in Universal Human Rights: in Theory and Practice (Cornell University Press). Pp.57-88. Supplement: Brooke A. Ackerly. 2008. Universalisms and Differences. in Universal Human Rights in a World of Difference (Cambridge University Press). Michael Ignatieff. 2008. Introduction in American Exceptionalism and Human Rights (Princeton University Press).

3. International Human Rights Regime The Terrain of Human RightsInstruments Read: Landman, Todd. 2006. The Terrain of Human Rights. in Studying Human Rights. ( Routledge). Pp. 8-21. Jack Donnelly. 2003. International Human Rights Regimes. in Universal Human Rights: in Theory and Practice (Cornell University Press). Pp.127-154. The Scope of Human Rightsthe UN and INGOs Read: Landman, Todd. 2006. The Scope of Human Rights. in Studying Human Rights. (Routledge). Pp. 22-35. Pubantz Jerry. 2005. Constructing Reason: Human Rights and the Democratization of the United Nations. Social Forces 84: 1291-1302 Supplement: Moravcsik Andrew. 2000. The Origins of Human Rights Regimes: Democratic Delegation in Postwar Europe. International Organization 54: 217-252. Cole, Wade M. 2005. Sovereignty Relinquished?: Explaining Commitment to the International Human Rights Covenants, 1966-1999. American Sociological Review 70: 472-495.

4. Measuring Human Rights Global Human Rights Indicators Read: Wood, Reed M. and Mark Gibney. 2010. The Political Terror Scale (PTS): A Reintroduction and A Comparison to CIRI. Human Rights Quarterly 32: 367-400. National Human Rights Indicators Read: Koo, Jeong-Woo, Suk-Ki Kong, and Chinsung Chung. Forthcoming (August 2012).
2

Measuring National Human Rights: A Reflection on Korean Experiences Human Rights Quarterly. Supplement: Landman, Todd. 2004. Measuring Human Rights: Principle, Practice, and Policy. Human Rights Quarterly 26: 906~. Welling, Judith V. 2008. International Indicators and Economic, Social, and Cultural Rights. Human Rights Quarterly 30: 933~. Hass, Michael. 1994. Improving Human Rights. London: Praeger. Humana, Charles. 1992. World Human Rights Guide. Oxford University Press.

5. Public Opinion and Human Rights Public Opinion in the U.S. Read: McFarland, Sam and Melissa Mathews, 2005. Do Americans Care About Human Rights?, Journal of Human Rights 4: 305-319 Pritchard, Kathleen. 1991. Human Rights: A Decent Respect for Public Opinion?, Human Rights Quarterly 13(1): 123-142. Korean Human Rights Survey Read: Koo, Jeong-Woo and Byeong-Eun Cheong. 2012. Who Thinks and Behaves According to Human Rights? Under Review (Presented at the 2012 American Sociological Association annual meeting, Denver) Supplement: Hertel, Shareen, Lyle, Scruggs and C. Patrick Heidkamp. 2009. Human Rights and Public Opinion: From Attitudes to Action., Political Science Quarterly 124(3): 443-459 Chong, Dennis. 1993. How People Think, Reason, and Feel about Rights and Liberties, American Journal of Political Science, 37(3): 867-899.

6. Psychology of Human Rights Conducting Human Rights Questionnaire **** A human rights survey will be actually conducted in classroom Psychological Correlates of Human Rights Attitudes Read: Diaz-Veizades, Jeannette, Keith F. Widaman, Todd D. Little, Katherine W. Gibbs. 1995. The Measurement and Structure of Human Rights Attitudes. The Journal of Social Psychology 135(3): 313-328. Supplement: Cohrs, Christopher J., Jorgen Maes, Barbara Moschner, Sven Kielmann. 2007. Determinants of Human Rights Attitudes and Behavior: A Comparison and Integration of Psychological Perspectives. Political Psychology 28(4): 441-470. Crowson, H. M., 2004, Human Rights Attitudes: Dimensionality and psychological correlates., Ethics and Behavior 14: 235-253

7. Human Rights in Mass Media U.S. Media Coverage of Human Rights Read: Caliendo, Stephen M., Gibney, Mark P., and Payne, Angela. 1999. All the News Thats Fit to Print New York Times Coverage of Human Rights Violations. Harvard International Journal of Press/Politics 4:48-69. Israeli Example of Human Rights Discourse Read: Gorden, Neve and Nitza Berkovitch. 2007. Human Rights Discourse in Domestic Settings: How Does It Emerge? Political Studies 55: 243-266. Supplement: Apodaca, Clair. 2007. The Whole World Could Be Watching: Human Rights and the Media Journal of Human Rights 6: 147-167. Cole M. Wade. 2010. No News Is Good News: Human Rights Coverage in the American Print Media, 1980-2000. Journal of Human Rights 9: 303-325.

8. Midterm *** *In class exam will take place

9. Crime Against Humanity Watching Screaming Bloody Murder (CNN special report by Christiane Amanpour) Read: Jones, Adam. 2006. The Origins of Genocide (Ch.1). Genocide: A Comprehensive Introduction. Routledge. Pp. 3-38. Genocide in Cambodia, Bosnia and Kosovo, and Rwanda Read: Jones, Adam. 2006. Chapters7-9. Genocide: A Comprehensive Introduction. Routledge. Pp. 185-247. Supplement: Samantha Power. 2002. Chapters 8-10. A Problem from Hell. Ervin Staub. 1989. The Social and Psychological Origins of Genocide and Other Atrocities. The Roots of Evil. (Cambridge University Press). Pp. 232-245 10. Finding Truth and Seeking Reconciliation Worldwide Expansion of Truth Commissions Read: Hayner, Priscilla B. 1994. Fifteen Truth Commissions, 1974 to 1994: A Comparative Study.Human Rights Quarterly 16: 597-614. Korean Truth Commission Read: Kim, Yong-Jik. 2010. TBA. Supplement: Skaar, Elin. 1999. Truth Commissions, Trials: Or Nothing? Policy Options in Democratic Transitions. Third World Quarterly 20: 1109-1128 Popkin, M. and Bhuta, N. 1999. Latin American Amnesties in Comparative
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Perspective: Can the Past be Buried? Ethics and International Affairs 13: 99122.

11. National Human Rights Institutions (NHRIs) Worldwide Expansion of National Human Rights Institutions Read: Koo, Jeong-Woo and Francisco O. Ramirez. 2009. National Incorporation of Global Human Rights: Worldwide Adoptions of National Human Rights Institutions, 19662004. Social Forces 87: 1321-1354. National Human Rights Commission of Korea Read: Koo, Jeong-Woo. 2011. Origins of the Human Rights Commission of Korea: Global and Domestic Causes. South Korean Social Movements (Shin and Chang editors). Routledge. Supplement: Human Rights Watch. 2001. Protectors or Pretenders?: Government Human Rights Commissions in Africa. New York, NY: Human Rights Watch. Ayeni, Victor, Linda Reif and Hayden Thomas. 2000. Strengthening Ombudsman and Human Rights Institutions in Commonwealth Small and Island States: The Caribbean Experience. London, UK: Commonwealth Secretariat Marlborough House.

12. NHRIs Continued with the Korean Case Visiting NHRCK **** Well be visiting the office of NHRCK located near the City Hall and hear from a chiefofficer about the recent challenges of NHRCK. 13. Rights-Based Approach to International Development Do Countries Care about Human Rights when Giving Aid? Read: Hamm, Brigitte I. A Human Rights Approach to Development. Human Rights Quarterly 23: 1005-1031. How Should We Do RBA? Read: Neumayer, E. 2004 Is Respect for Human Rights Rewarded? An Analysis of Total Bilateral and Multilateral Aid Flows. Human Rights Quarterly 25: 510-527. Supplement: Cingranelli, D. L. and T. E. Pasquarello. 1985. Human Rights Practices and the Distribution of U.S. Foreign Aid to Latin American Countries. American Journal of Political Science 29: 539-63. Furuoka, F. 2005. Human Rights Conditionality and Aid Allocation. Perspectives on Global Development and Technology 4: 125-146.

14. Comparative Analysis of Refugees or Asylum Seekers Global Refugee Movements Read: Wood, William B. Forced Migration: Local Conflicts and International Dilemmas, Annals of the Association of American Geographers 84: 607-34. Asylum Seekers in Korea and Japan Read: Kjaerum, Morten. 2002. Refugee Protection Between State Interests and Human Rights: Where Is Europe Heading? Human Rights Quarterly 24: 513-536. Supplement: Davenport, Christian A., Will H. Moore, and Steven C. Poe. 2003. "Sometimes You Just Have to Leave: Domestic Threats and Forced Migration, 1964-1989." International Interactions 29:27-55. Schuster, Liza. 2000. A Comparative Analysis of the Asylum Policy of Seven European Governments. Journal of Refugee Studies 13:118-32. Haddad, Emma. 2008. The Refugee in International Society: Between Sovereigns. Cambridge, MA: Cambridge University Press.

15. Promoting Human Rights Education Worldwide Expansion of Human Rights Education Read: Meyer, John W., Patricia Bromley, and Francisco O. Ramirez. 2010. Human Rights in Social Science Textbooks: Cross-National Analyses, 1970-2008. Sociology of Education 83:111-134. Schools, a Solution or Problem? Read: Kang, Soon-Won. 2002. Democracy and Human Rights Education in South Korea.Comparative Education 38: 315-25. Supplement: Moon, Rennie J. and Jeong-Woo Koo. 2011. Global Citizenship and Human Rights: A Longitudinal Analysis of Social Studies and Ethics Textbooks in the Republic of Korea. Comparative Education Review 55: 574-599. Suarez, David F. 2008. Rewriting Citizenship? Civic Education in Costa Rica and Argentina. Comparative Education 44. Suarez, David F. 2007. Education Professionals and the Construction of Human Rights Education. Comparative Education Review 51: 48-70. 16. Final Exam *** *In class exam will take place

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Desigining a Sustainable Future

Steps to a Sustainable Stake-holder Economy

Prof. Charles Hampden-Turner, Cambridge University SHORT COURSE DESCRIPTION This course examines the paradoxes of sustainability. On the face of it sustainability is pessimistic. It has been called a mountain to climb. Ronald Reagan did not even want to discuss it and stripped from the White House roof the solar energy panels put up by Jimmy Carter. It suggests that what looks like profits might on a broader canvass be seen as a loss. This course will argue that shareholder capitalism, typical of the USA, the UK, Canada, Australia and New Zealand is ill-adapted to sustaining our planet but that stakeholder capitalism in which the needs of shareholders, employees, customers, the community, lenders and the environment are all considered together is well-adapted. We need to champion stake-holder capitalism for a start. But there are other mountains in our path. The whole notion of economic rationality cannot focus on environmental problems and sees these as costs. Our linear economy of take----make---waste is deeply hostile to the circular and cyclical processes of life. We need to understand living systems and cannot see solutions until we do. We have to think in ways of developing organisms and the West, especially, finds this very hard. However there have been several key examples of environmental break-through that saved the environment while generating profits there from. We will generalise from these examples to a paradoxical form of thinking that could save our word. READING MATERIALS

COURSE REQUIREMENTS AND GRADING Grades will be given for intelligent presentations on how to increase the sustainability and social responsibility of the economy. Students too shy to present pay submit, single spaced, two-page essays with their ideas but present

COURSE SCHEDULE Session 1 The problem with shareholder capitalism Why shareholder capitalism is defective. What are the sources of the financial crisis in the West? The theory of principles getting agents to do their bidding and why profit maximisation fails to work in practice and militates against employees, workers, customers and the environment etc.. Session 2. The alternative of stake holder capitalism This is typified by Singapore, South Korea, Taiwan, India, Brazil, China, Finland, France Germany and Norway. These nations have, for the most part, been growing more robustly, but because they combine the needs of all those with a stake in the eco-system and so they are able to take better care of the environment.. Session 3 The imperative is to understand system dynamics We cannot understand the environment using the rational model of economics with everyone seeking his/her self-interest. We must study systems and system dynamics.
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We need to grasp feedback loops, both positive and negative and what causes run-away that leads to boom and bust.. Session 4 The Paradoxes of Natural Capitalism and mimicry of living systems The problem with sustainability is that it requires a paradoxical logic and we in the West are not used to this, although the Yin Yang symbol is featured on the Korean flag and most East Asians are comfortable with seeming contradictions. For example what looks like profitable growth can on closer examination turn out to be losses and decline, especially for future generations. Amazing machine efficiency can accompany appalling resource inefficiency. Did you know that 99% of an automobiles energy goes either in waste or in moving itself? 1% moves you. Session 5 The Perils of Rationality How the rational model lets us down. Rationality is a straight line moving from premises to means and thence to ends. Unfortunately it comes to an end at this point and never considers the further consequences of its actions. It is blind to feedback. We will look at the Market Mechanism at financial leverage, at the Invisible Hand and other ideas which are in reality metaphors. We will show how rationality failed to see the financial crisis coming and why.. Session 6 The Cause of the Financial Crisis Why did the West crash while much of the East Asia escaped the worst? In the part the lesson had been learned from 1997 and most East Asian countries have sovereign wealth funds to cushion a sudden withdrawal by Wall Street and the City. But for the most part the crash and the continuing recession is caused by an excess of Western values which people of East Asia do not have. We will take a good look at the values of catastrophe. Session 7 The Reasons for Regulation Much of the mania for deregulation in the West concerns the claim that the rational individual knows better than the government especially about the business in which he is engaged. Politicians seek power and this is maximised by regulating. We prosper by setting people free. Why then has thirty years of deregulation ended in disaster? We regulate not because A knows better than B but because neither of us knows. Take a new drug. We know that it breaks up a clot that might otherwise reach the heart and kill the patient but we do not know what other effects it might have. We regulate so that we can find out.. Session 8 Case for Industrial Policy For years the USA and Britain have claimed to eschew industrial policy. It is wrong for the government to pick winners. This should be left to free markets which will signal via prices how valuable something is to customers. If the nation needs microchips the price will rise. If it needs potato chips even more the price will rise even higher. But microchips expand our minds and potato chips expand our stomachs. Moreover thousands of products now have microchips within them, so better microchips will raise the economy as a whole, while potato chips lack this effect. Session 9 Pay-for-Performance and the and the Bonus Culture Why is it that that when taxes were high and incomes relatively equal America and Britain grew relatively well and when taxes were low and the top 1% earn 24% of national income, these same countries collapse into a prolonged recession.? Something is very wrong with the whole idea of bonuses and pay for performance. It is not working, why? Because P for P militates against innovation, you can only pay for some quality you already know. Because sustainability requires us to solve problems and p for p does register problems which need solving.

Session 10 Pick your world-saving technologies and strategies I Using the Internet students will pick their favourite world saving technology. For example, Cradle to Cradle Manufacturing, Hypercars, Leasing instead of buying with the product owned by the supplier, selling results not products, Superwindows, the ING building in Amsterdam, cutting water-use in paper and aluminium manufacture by 95%, the Tropical Garden in the Rocky Mountains, Ray C Anderson of Interface, the Factor Ten Club, the Race to Renewable Energy, Ecological Taxes, the Town where 70% of the citizens take public transport to work. The use of feebates Session 11 Pick your world-saving technologies II Continuation of session 10 with more presentations, how can we explain these successes? Session 12 The Culture of Foaming Nonsense The problem with run-away consumerism is that we become a culture of foaming nonsense. While the Chinese now lead the world in solar energy, wind energy and the production of electric cars, the West dunks donuts, sells hamburgers, sells coffee and distribute fried chicken. We specialise in consumer products while they specialise in capital goods that go into complex products. The problem with most consumer goods is that these are on the trailing edge of technology. They are relatively simple, standardised and mass produced like Kleenex and Alka-Seltzer. They keep us stupid. Session 13. The Concept of Social Marketing One advantage of making products that will sustain Tomorrows Child is that we can appeal to the markets to support our social responsibility. Were consumers to buy selectively from corporations who best sustained the social and physical environment these would have to step up to the mark for business reasons. In this and the last session we will invite discussions and presentations on how social marketing could help the world saving technologies chosen earlier. Session 14 What might we measure and ask corporations to supply? The idea of rewarding corporations for improving human and physical environments requires us to count and measure, for example the Ratio of Top to Bottom wages, the Equality of Women, the Size of the Carbon footprint, the wastefulness of production We will brainstorm all the ideals we want corporations to live up to. (Grades will be given for intelligent presentations on how to increase the sustainability and social responsibility of the economy. Students too shy to present pay submit, single spaced, two-page essays with their ideas but present

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Desigining a Sustainable Future

The Rise of East Asia

: Conflict and Cooperation in a Changing World
Prof. Edward J. Romar, University of Massachusetts Boston SHORT COURSE DESCRIPTION East Asia represents one of the most dynamic regions in the world. Clearly, the Rise of China, now the worlds second largest economy, is a major development. South Korea, a country with a dynamic economy and 50 million people, is a G 20 member. Japan remains the worlds third largest economy. The rise of East Asia, particularly China, represents a tectonic shift in world affairs. Past historical experience suggests that the rise of a new power causes conflict and sometimes war. This fundamental change in the world balance comes at a time when humanity may be facing its most severe test. Climate change, growing populations, industrialization, increasing demands on resources (including food production and distribution), and population migrations will challenge all of us to develop a more sustainable approach to human activity. This need comes at the same time as East Asia, primarily China and Korea, is catching up with the developed world and asserting itself on the world stage. This will cause conflict and, at the same time, require cooperation to solve the looming challenges in the 21st Century. Often the world seems full of intractable problems. Over the millennia people have found numerous justifications for conflict. These include religion, culture, resources, ideology, land, and dynastic squabbles, to name a few. Often, these are manifestations of the rise of a significant new actor on the regional and world stge. Developments on the Pacific Rim potentially have many of these issues. Think of the conflicts among China, Korea and Japan over the Dokdo and Diaoyu (Senkaku) Islands. While analyses frequently place the major focus on conflict, societies, organizations and governments find areas where cooperation is the best approach to serious and stubborn challenges. The future may find that current international organizations and other yet to be established associations may offer solutions and channel and limit conflict in a smaller and more integrated world. Using the ISS theme of Designing a Sustainable Future, the course will focus on the conflict resulting from the rise of East Asia and possible areas of cooperation. Of necessity the central topic will be the relationships among China, Korea, Japan and the U.S. since they are the major Pacific Rim powers. Sustainability raises ethical issues too. This important topic will be covered in the last week. READING MATERIALS Nathan Andrew, How China Sees America, Foreign Affairs, Sept. /Oct. 2012 Kissinger, Henry, How China Sees America, Foreign Affairs, Mar. /April, 2012 Morgenthau, Hans, Politics Among Nations. Fingleton, Eamonn, The Myth of Japans Failure, The New York Times, Jan., 6, 2012 Kaplan, Robert, Why John J. Mearsheimer is Right, The Atlantic, Jan. /Feb. 2012 Xu Xiaonian, U.S. Competitiveness and the Chinese Challenge, Harvard Business Review, May, 2009 Asma, Stephan, The Myth of Universal Love, The New York Times, Jan. 5, 2013
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Singer Peter, One World, Chapter 1. Fan, A Reconstructionist Confucian Account of Environmentalism, Journal of Chinese Philosophy, March 2005 COURSE REQUIREMENTS AND GRADING Grades will be based upon group work and class participation. Groups will be required to present on one course reading and one group research project to be identified early in the first week of class. Students are expected to meet the highest standards of academic honesty. Reading Presentation Group Research Presentation Class Participation Total 45% 45 % 10% 100%

Please note: All ISS classes are pass/fail, but students can request a letter grade if their home university requires it. SKKU regulations require students to attend at least 80% of all classes. Grades will be lowered one level for every two absences. COURSE SCHEDULE WEEK I Monday (1 July) Introduction, Team Assignments Tuesday (2 July) The Dynamics of International Relations Reading: Morgenthau, Why John J. Mearsheimer is Right

Wednesday (3 July) Sustainability as a Challenge and Opportunity Reading to be determined Thursday (4 July) How Nations Compete: A Model Project topics due Friday (5 July) The Role of Public Policy in Foreign Relations Reading to be determined
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 WEEK II Monday (8 July) China and the U.S. Reading: How China Sees America, How China Sees America Tuesday (9 July) China and the U.S., continued Reading: U.S. Competitiveness and the Chinese Challenge Wednesday (10 July) Korean and Japanese Policies Korean reading to be determined The Myth of Japans Failure Thursday (11 July) Mid-term Presentations Friday (12 July) Discussion: International Challenges and Issues (focus on sustainability) The Ethics of Sustainability Reading: The Myth of Universal Love WEEK III Monday (15 July) Western View Reading: One World Tuesday (16 July) The Eastern View Reading: A Reconstructionist Confucian Account of Environmentalism Wednesday (17 July) Discussion: The Rise of East Asia Summary and Conclusion
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Thursday (18 July) Group Project Presentations Friday (19 July) Group Project Presentations

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Designing a Sustainable Future

GIS Mapping for Sustainable Cities

Asst. Profs Dr. Johannes Flacke (JF), Dr. Mark Zuidgeest (MZ), University of Twente, NL SHORT COURSE DESCRIPTION This course introduces participants to the basic concepts and operational skills necessary for GIS mapping in the social and environmental sciences using state of the art Geo-Information Systems (GIS). The focus is on data manipulation and analysis, and the production of interpretable output from ready-made spatial databases. Specifically we look into two prime themes in geo-information science for sustainable urban development, i.e. network and accessibility analysis (social) and suitability analysis and decision-making (environmental). The course is useful to novices, as well as to those experienced in some aspects of GIS but lacking a complete overview of the state of the art and/or the conceptual foundation. It is an excellent option for anyone driven by curiosity and wishing to take the first step in becoming a GIS expert, as well as for anyone driven by the need to explore the capabilities and limitations of current GIS technology in his or her field of application. READING MATERIALS A syllabus with both technical introductions into GIS as well as relevant case-applications in scientific literature will be produced. COURSE REQUIREMENTS AND GRADING Students are supposed to have a general interest in spatial analysis and the use of GIS tools. Teaching methods comprise mini lectures, followed by guided computer exercises. Students submit case-lets for each of the six exercises and give a presentation on a group exercise. Students are expected to actively engage in the lessons and tasks. Grading breakdown: 50% case-let submissions, 25% final presentation, 25% class participation. SKKU regulations require students to attend at least 80% of all classes. COURSE SCHEDULE WEEK I Monday (1 July) Lecture: Principles of GIS (MZ) This lecture discusses the nature of Geographical Information Systems (GIS). GIS is defined and differences between GISystems, GIScience and GIS applications are explained. Next ways of representing the real world are discussed (geographical phenomena and their representation). Preparatory reading: ITC reader Principles of GIS chapters 1 and 2 Tuesday (2 July) Lecture: Exploring spatial data part 1 (MZ) This lecture discusses some basic operations of spatial data analyses including retrieval, classification
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and measurement; overlay functions; neighborhood functions and network analysis. Preparatory reading ITC reader Principles of GIS chapter 6 Assignment Exercise ArcGIS Wednesday (3 July) Lecture: Exploring spatial data part 2 (MZ) Continuation of the discussion on some basic operations of spatial data analyses including retrieval, classification and measurement; overlay functions; neighborhood functions and network analysis. Preparatory reading ITC reader Principles of GIS chapter 6 Assignment Exercise ArcGIS

Thursday (4 July) Lecture: How to get from A to B? part 1 (MZ) This lecture discusses some fundamentals of network geography, network theory and network analysis. Preparatory reading ITC reader Network geography and few articles. Assignment Exercise ArcGIS Friday (5 July) Lecture: How to get from A to B? part 2 (MZ) Some network-based spatial analysis operations, such as routing, fleet routing, travel directions, closest facility, service area, and location-allocation are discussed. Preparatory reading ITC reader Network geography and few articles. Assignment Exercise ArcGIS WEEK II Monday (8 July) Lecture: Mapping access to opportunities part 1 (MZ) In this lecture the concept of accessibility is introduced, including various algorithms and models of accessibility.
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Preparatory reading ITC reader Accessibility and few articles. Assignment Exercise ArcGIS/FlowMap Tuesday (9 July) Lecture: Mapping access to opportunities part 2 (MZ) Using a real-life case-study an advanced GIS-based accessibility model is presented and demonstrated. Preparatory reading ITC reader Accessibility and few articles. Assignment Exercise ArcGIS/FlowMap Wednesday (10 July) Catch-up; intermediate group work presentations (MZ/JF) Thursday (11 July) Lecture: Where to live? part 1 (JF) This lecture discusses spatial multi-criteria assessment principles (SMCA) and how these can be used for analyzing the suitability of places. Preparatory reading ITC reader SMCE in ILWIS and few articles (Geneletti et al.). Assignment Exercise ILWIS-SMCE suitability exercise Friday (12 July) Lecture: Where to live? part 2 (JF) Continuation of the discussion on spatial multi-criteria assessment principles. SMCA methods and techniques will be applied to vulnerability analysis. Preparatory reading ITC reader SMCE in ILWIS and few articles (Acevedo et al. 2012: Vulnerability Analysis Istanbul). Assignment Exercise ILWIS-SMCE vulnerability analysis WEEK III Monday (15 July) Lecture: Which location to choose? part 1 (JF) Based on the theory of SMCE this lecture shows how SMCE can be turned into a Decision Support tool (Spatial Decision Support System SDSS) for solving complex locational issues, e.g. when evaluating which site to choose for building a landfill site.
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Preparatory reading ITC reader SDSS and few articles. Assignment Exercise ILWIS-SMCE - Generating alternatives. Tuesday (16 July) Lecture: Which location to choose? part 2 (JF) Continuation of the lecture on Spatial Decision Support Systems for solving complex locational issues, e.g. when choosing which site to choose for building a landfill site. Preparatory reading ITC reader SDSS and few articles. Assignment Exercise ILWIS-SMCE - Making choices. Wednesday (17 July) Lecture: How to pimp my GIS? part 1 (JF) This lecture discusses Volunteered geographic information systems (VGIS), which is the harnessing of tools to create, assemble, and disseminate geographic data provided voluntarily by individuals. Preparatory reading ITC reader VGIS and few articles. Assignment Exercise VGIS/OSM Thursday (18 July) Lecture: How to pimp my GIS? part 2 (JF) Continuation on the discussion on Volunteered geographic information systems (VGIS), which is the harnessing of tools to create, assemble, and disseminate geographic data provided voluntarily by individuals. Preparatory reading ITC reader VGIS and few articles. Assignment Exercise VGIS/OSM

Friday (19 July) Wrap-up & Group presentations, evaluation and feedback (JF)

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Desigining a Sustainable Future

Shakespeare and a Sustainable Future

Prof. Dongwook Kim, College of the Humanities SHORT COURSE DESCRIPTION Emphasis on critical approaches of Shakespeares selected plays, and on performance-based studies about the theatre structures and stages during Shakespeares time and our time. With a special focus on the adapted/reformatted productions of our time including non-English speaking countries and how Shakespeare managed his directorial strategy on his stage in front of Elizabethan and Jacobean audience, individual student will find out the fact that Shakespeare was an expert who was able to create the tableau vivant in the imagination of the audience which put the simple thrust platform stage into an meta-theatrical space. READING MATERIALS Andrew Gurr. The Shakespearean Stage 1574-1642. Cambridge: Cambridge UP., 2009. Paul Yachnin, and Patricia Badir (eds.). Shakespeare and Culture of Performance. Verlington, VT: Ashgate, 2008. John Russell Brown (ed.). The Routledge Companion to Directors Shakespeare. New York: Routeledge, 2008. Philip C. McGuire and David Samuelson (ed). Shakespeare: The Theatrical Dimension. New York: AMS, 1979. Philip C. McGuire. Speechless Dialect: Shakespeares Open Silences. Berkeley, LA, and London: U. of California Press, 1985. Margreta de Grazia and Stanley Wells (ed). The Cambridge Companion to Shakespeare. Cambridge: Cambridge UP., 2001. Stanley Wells and Sarah Stanton (ed). The Cambridge Companion to Shakespeare on Stage. Cambridge: Cambridge UP., 2002. Milla Cozart Riggio (ed). Teaching Shakespeare through Performance. New York: MLA, 1999. W. B. Worthen. Shakespeare and the Authority of Performance. Cambridge: Cambridge UP., 1997. James C. Bulman (ed). Shakespeare, theory, and performance. London and New York: Rutledge, 1996. John Drakakis (ed). Shakespearean Tragedy. London and New York: Longman, 1992. G. Blakemore Evans (ed). The Riverside Shakespeare 2nd Ed. Boston and New York: Houghton Mifflin Co., 1997. J. L. Styan. Perspectives on Shakespeare in Performance. New York: Peter Lang Publishing, 2000. Susanne L. Wofford (ed.). Hamlet William Shakespeare. Boston and New York: Bedford Books of St. Martin Press, 1994. Lee Hyon-u, Kim Dongwook, and Shim Jung-soon (eds.). Glocalizing Shakespeare in Korea and Beyond. Seoul: Dong-In Publisher, 2009.

COURSE REQUIREMENTS AND GRADING Midterm Exam. 30%; Final Exam. 30%; Report 20%; Presentation and Attendance 20% Midterm Exam. Written test Final Exam. Written test Report a performance review (10%) and writing a journal (10%) Presentation Group presentation (10%); Attendance (10%)

COURSE SCHEDULE WEEK I Monday (1 July) Introducing Shakespeare; Watching DVD clip on Shakespeares time and thought; Tuesday (2 July) Study the Globe Playhouse and Elizabethan theatres Watching the prologue of Henry V (Laurence Oliviers film) Wednesday (3 July) Analysis the opening scenes of Shakespeares texts (MND, Tempest, Hamlet, Macbeth, etc.) Watching DVD clips Thursday (4 July) Reading the opening scene of MND Friday (5 July) Reading the witch(craft) scenes in Macbeth WEEK II Monday (8 July) Critical Approaches to Shakespeare 1 Tuesday (9 July) Critical Approaches to Shakespeare 2 Wednesday (10 July) Midterm Exam. Thursday (11 July) Open Silences during the final scene of Measure for Measure Watching Walter Mantaus Shakespeares Time Friday (12 July) Open Silences during the final scene of King Lear Watching Walter Mantaus Shakespeare Time WEEK III Monday (15 July) Shkaespearean Performance Tuesday (16 July) Glocalizing Shakespeare in Koera and Beyond 1 Ohs Romeo and Juliet

Wednesday (17 July) Glocalizing Shakespeare in Koera and Beyond 2 Lees Hamlet Thursday (18 July) [Please write lecture content, preparatory readings and assignments] Glocalizing Shakespeare in Koera and Beyond 3 Yangs A Midsummer Nights Dream Friday (19 July) Final Exam.

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Designing a Sustainable Future

International Law and the United Nations:

Ensuring World Peace for a Sustainable Future
Meagan Wong, Leiden University

SHORT COURSE DESCRIPTION

When may a state lawfully invade another State? What happens if a state is manifestly failing to protect its citizens from mass atrocities, should the world watch idly by or should action be taken? How has 9/11 changed the way that states react to threats and armed attacks on their territory?

This course will allow students to ascertain a strong understanding of how one of the primary purposes of the United Nations is the maintenance of international peace and security. As new threats to peace and security and new methods of warfare emerge all the time, the regulation, suppression of these threats by the UN system of collective security is crucial for a sustainable future. Students will learn about the collective security system of the UN and how international law governs the use of military force. This will include some of the more grey areas of international law, such as the inherent right of a state to self-defence against states and non-state actors, humanitarian intervention and the responsibility to protect. Students will be able to develop their own opinions as to the legality of many controversial areas of previous state practices relating to war, e.g. the 2011 Libyan Invasion, the 2003 Iraq Invasion. Students will also learn about the importance of promoting the rule of law to criminalize aggression (unlawful war) so that state leaders can be prosecuted and criminally punished for leading their states into illegal war. This is in line with one of the most recent developments in international law as state parties to the Rome Statute of the International Criminal Court are currently contemplating ratifying the 2010 Kampala Amendments which would allow the court to exercise jurisdiction over the crime of aggression in 2017. This symbolizes an international court which is able to prosecute state leaders and other high-ranking government or military officials for the crime of illegal war. As the UN is fascinating in theory and in practice, students will be given ample opportunities to have assimilated Model United Nations sessions in class to draft mock GA resolutions and gain an understanding to the procedure of how resolutions are negotiated, drafted and adopted READING MATERIALS Handouts and other materials will be circulated during class. COURSE REQUIREMENTS AND GRADING Attendance (20%) Group Presentation (80%)

This course is designed to facilitate class participation and students are strongly encouraged to interact with each other. The United Nations is fascinating in theory and in practice; there will be mock assimilations of drafting resolutions (Model UN) so that students may have an insight to the technicalities which go behind the negotiations of passing each resolution. By Model UN exercises, they will also gain an insight to the administrative structure of the UN, i.e. the role of the Security Council, the different committees within the General Assembly, the Specialized Agencies. Students will enjoy role-playing exercises to be delegates from various countries, to research and be instructed on their countrys position on a particular issue and to participate in the negotiation and drafting of mock resolutions. Class Participation is mandatory. Extra marks can be awarded for active involvement in class participation, such as volunteering to give individual presentations, and participating in Model United Nations. Group Presentation: Students will be randomly assigned into groups. Within their groups they will decide upon the topic they would like to present. The topic must be relevant to the course. Preparatory reading for classes is highly recommended but not mandatory. It goes without saying that students will benefit from preparing prior to classes, but students will also greatly benefit from listening and focusing on the class content and participating in class discussions. Classes will be designed to be a constructive and friendly forum for learning and sharing. COURSE SCHEDULE WEEK I Monday (1 July) Introduction to the United Nations Students will be introduced to the United Nations. They will examine the purposes and principles of the United Nations, which include the maintenance of international peace and security, effective collective measures for the prevention and removal of threats to peace, the suppression of acts of aggression or other breaches of peace, the protection and promotion of human rights and the rule of law. They will learn about the legal significance of the UN Charter. Tuesday (2 July) Structure of the United Nations They will learn about the structure and powers of the principal organs of the UN: The General Assembly, the Security Council, The Economic and Social Council, The Trusteeship Council, the International Court of Justice and the Secretariat. In particular, the roles of the General Assembly and the Security Council will be concentrated upon. Students will also learn about the role of Specialized Agencies which will give them an insight to the various specialist areas that the UN is involved in, e.g. the Food & Agricultural Organization, the United Nations

Development Programme, World Trade Organization, Organization for the Prohibition of Chemical Weapons etc.

Wednesday (3 July) Introduction to International Law To understand the international legal system, one needs to be familiar with the concept of international law. This class introduces students to the scope and nature of international law. Students will learn about the legal personalities under international law and will discuss whether and to what extent the individual has a role in the international legal system.

Thursday (4 July) Sources of International law Students will learn about the sources of international law. Attention will be drawn to the sources of international law: 1) international treaties and conventions; 2) international custom; 3) general principles of international law. Students will be gain an understanding of the sources of public international law and will learn to distinguish between formal sources and customary sources of international law. Friday (5 July) Introduction to Model United Nations This class first examines the effect of UN resolutions, i.e. GA Resolutions and SC Resolutions. Students will first learn about the procedure behind how GA resolutions are adopted and passed. They will learn about the negotiation process which goes behind the drafting of resolutions; to understand the difference between perambulatory and operative clauses; and the voting procedure. Students will be provided guidance for Model UN. The aim is to draft, debate and pass a UN Resolution at the end of the course. WEEK II Monday (8 July) Introduction to the law on the use of force Students will learn about the existing rules and system regulated by the UN for when states can lawfully resort to the use of force. The prohibition of the use of force is one of the most fundamental principles in international law. Students will be introduced to Article 2(4) of the UN Charter which enshrines the prohibition on the use of force. They will also learn about the two

exceptions to this prohibition also contained within the UN Charter: self-defence and authorization by the Security Council under Chapter VII. Students will gain an understanding of the system of collective security enshrined in the UN Charter. It accords the Security Council the primary responsibility to maintain and restore peace and Chapter VII gives the Council broad powers to achieve these means. Thus, students will familiarize themselves with the role and powers of the Security Council for the maintenance of international peace and security. Tuesday (9 July) Self-defence This class focuses on one of the exceptions to Article 2(4) which is the inherent right to selfdefence under Article 51 of the UN Charter. Students will gain an insight to the complexities which arise in relation to the question of the Inherent right to self-defence. Very often, the inherent right to self-defence is used as a justification by states for the unilateral use of force. Therefore, there have been grey areas in international law relating to self-defence. The students will be introduced to some of these grey areas. In particular, they will examine the controversial doctrine of anticipatory self-defence, i.e. pre-emptive or preventive self-defence. Another grey area is the use of force against non-state actors, e.g. terrorists as means of self-defence. Contemporary examples in international law will be used as case studies, e.g. students will be invited to analyze the legality of the 2003 Iraq Invasion. Wednesday (10 July) Discussion for Group Presentation This class will be allocated for students to gather in their groups, discuss ideas and work towards the preparation of their presentation. Thursday (11 July) Humanitarian Intervention/R2P What happens if a state is manifestly failing to protect its citizens from mass atrocities, should the world watch idly by or should action be taken? What is the role of the Security Council in the face of this? What happens in the light of inaction by the Security Council? To answer these questions, this class will examine the concepts of Humanitarian Intervention and the Responsibility to Protect (R2P). Students will assess the legality of the following situations as a case study: The intervention in Kosovo in 1999 and the more recent Libyan Invasion in 2011. Friday (12 July) Model UN

 WEEK III Monday (15 July) Aggression Students should now be familiar with the law regulating the use of force. Thus, what happens when the use of force is unlawful? Does this become aggression? What is aggression? Who can determine that aggression has occurred? There is no legally binding definition of aggression. However, students will gain an understanding as to why this is so, along with an understanding of the concept of aggression. They will examine key documents such as the Kellogg-Briand Pact and GA Resolution 3314 (1974). The idea is that students will realize how politics play a significant role in determining the act of aggression. Students will be asked to discuss the role of the Security Council, as to whether it has a primary or exclusive responsibility to determine the existence of aggression. They will also look at the competence of other UN bodies such as the GA and the ICJ to determine the existence of aggression, and the more controversial example of the International Criminal Court.

Tuesday (16 July) Discussion for Group presentation This will be the final class time allocated for students to discuss within their groups. Wednesday (17 July) Assessed Group Presentation Students will be assessed by Group Presentation Thursday (18 July) Assessed Group Presentation Students will be assessed by Group Presentation Friday (19 July) Model UN

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Desigining a Sustainable Future

Understanding and Simulation of International Trade

Prof. Song Xiu-lian, Sungkyunkwan Universiy Prof. Li Jing-hua, Dong Seoul College SHORT COURSE DESCRIPTION Commercial and legal study of contract for international sales of goods and contract of carriage, contract of marine insurance and contract of payment for the performance of sales contract of goods, and discussion of remedies in case of the breach of contracts by way of arbitration. Based on these studies, we will simulate international commercial transactions with specific items as team program. Through this program you will be able to understand the general practical procedure of international trade such as market analysis, marketing strategy, promotional campaigns etc as marketing sector and formation of contract, trade terms, international carriage of goods, international payment, marine insurance etc as commercial sector. READING MATERIALS It will be uploaded before the start of the ISS. COURSE REQUIREMENTS AND GRADING All the courses and PPT materials will use Chinese language, the student who wants to learn this course must be a fluent Chinese speaker. It is recommended for understanding marketing strategy. We will share just one class for marketing strategy, but this content will be included in team presentation. COURSE SCHEDULE WEEK I Monday (1 July) [orientation] Tuesday (2 July) [marketing strategy: market analysis and SWOP, STP, 4P ] Wednesday (3 July) [formation of contract: inquiry, offer, counter offer, acceptance] Thursday (4 July) [contract study: specific terms and general terms] Friday (5 July) [trade terms: Incoterms 2010] WEEK II Monday (8 July) [international payment: remittance, collection, bill of exchange]
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Tuesday (9 July) [international payment: letter of credit] Wednesday (10 July) [carriage of goods by sea, air and land] Thursday (11 July) [marine insurance and disputes & settlement] Friday (12 July) [final examination] WEEK III Monday (15 July) [general practical procedure of international trade] Tuesday (16 July) [related documents: letter of credit, commercial invoice, packing list, certificate of origin] Wednesday (17 July) [related documents: bill of exchange, bill of lading, insurance policy] Thursday (18 July) [Introduction of Korea trade and World trade] Friday (19 July) [team presentation]

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Desigining a Sustainable Future

Poverty, Inequality and Economic Growth

Prof. Thomas Bishop, Sungkyunkwan University CONTACT INFORMATION e-mail: twbishop@skku.edu telephone: 02.760.0424 web page: http://wiz.skku.edu/wiz/user/twbishop/ (go to the community or link for the lecture notes) SHORT COURSE DESCRIPTION This course will discuss the various issues related to poverty, inequality and economic growth around the world. We first consider what helps countries grow economically, then consider issues that prevent this growth and contribute to poverty. We also consider the effects of inequality, socially and politically. READING MATERIALS Abhijit Banerjee and Ester Duflo, (2011), Poor Economics, chapters 3, 4 and 6. Daron Acemoglu and James Robinson, Why Nations Fail: The Origins of Power, Prosperity and Poverty, pp. 302-367.

COURSE REQUIREMENTS AND GRADING Grades will be based on a presentation and paper about an issue in international trade or finance that students choose. Students will present a 500 word (2 page) report at the end of the course summarizing and critiquing one of the assigned readings. The report should: summarize the argument in the reading state the assumptions that the author of the article makes, if any explain how the authors argument helps or does not help you understand international trade or finance. Students will give a short (5 minute) presentation summarizing the arguments of one of the readings, preferably the reading that they will use for the report. The presentation is intended to be preparation for the report.

COURSE SCHEDULE WEEK I Monday (1 July) Topics and issues in economic growth: Tuesday (2 July) Topics and issues in economic growth: Wednesday (3 July) Topics and issues in economic growth: Thursday (4 July) Topics and issues in economic growth: what is economic growth and how is it measured?

what is economic growth and how is it measured? theoretical elements of economic growth

theoretical elements of economic growth

Friday (5 July) Poor Economics, Low-Hanging Fruit for Better Health? WEEK II Monday (8 July) Poor Economics, Low-Hanging Fruit for Better Health? Tuesday (9 July) Poor Economics, Top of the Class Wednesday (10 July) Poor Economics, Top of the Class Thursday (11 July) Poor Economics, Barefoot Hedge-Fund Managers Friday (12 July) Poor Economics, Barefoot Hedge-Fund Managers WEEK III Monday (15 July) Why Nations Fail, The Virtuous Circle 302-334 Tuesday (16 July) Why Nations Fail, The Virtuous Circle 302-334 Wednesday (17 July) Why Nations Fail, The Vicious Circle 335-367 Thursday (18 July) Student presentations Friday (19 July) Student presentations

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Desigining a Sustainable Future

Creativity, Innovation and Design

Prof. David SANTANDREU CALONGE, Lingnan University SHORT COURSE DESCRIPTION The course is intended for students who want to enhance their creativity, innovation and design thinking skills and capacities in various disciplines and professions. More specifically, the course is designed to help participants: Stimulate creativity and innovation in yourself and others. Incorporate design thinking into your everyday personal and professional activities. Apply creative and design thinking to a real-world situations. Learn to participate and lead innovation in collaborative settings. Creativity and innovation are the key drivers of success for many of todays leading industries and companies. At the center of this activity is design thinking. Must of our future both today and in the years to come will be due to a culture of creative innovation. An important element of a creative culture is the use of design thinking as a means to unlock the challenges and potential of our actions. Design thinking is a flexible approach to creative need-finding and problem solving. It generates, selects, sifts, transforms and evolves ideas and the expressions of those ideas. Good design is frequently the result of a sound formative process, and in this course you will have many opportunities to use that process to arrive at and refine your own design process. READING MATERIALS A Whole New Mind: Why Rights-Brainers Will Rule the Future, by Daniel H. Pink Thinking Fast and Slow, Daniel Kahneman, 2011 The Ten Faces of Innovation: IDEO's Strategies for Defeating the Devil's Advocate and Driving Creativity throughout Your Organization, Tom Kelley and Jonathan Littman, 2005. Weird Ideas That Work: How to Build a Creative Company, Robert I. Sutton, 2002. Explaining Creativity: The Science of Human Innovation, R. Keith Sawyer, 2006. The Design of Things to Come: How Ordinary People Create Extraordinary Products, Craig Vogel, Jonathan Cagan, and Peter Boatwright, 2005. The Art of Innovation: Lessons in Creativity from IDEO, America's Leading Design Firm, Tom Kelley and Jonathan Littman, 2001. The International Handbook of Creativity, James C. Kaufman and Robert J. Sternberg, 2006. Ten Rules for Strategic Innovators: From Idea to Execution, Vijay Govindarajan and Chris Trimble, 2005. Five Minds for the Future Howard Gardner, 2006 Blink: The Power of Thinking Without Thinking, Malcolm Gladwell, 2005. Brown, T. (2008). Design thinking. harvard business review, 86(6), 84.http://www.unusualleadi ng.com/wp-content/uploads/2009/12/HBR-on-Design-Thinking.pdf Martin, R. L. (2009). Design of business: Why design thinking is the next competitive advantage. Harvard Business Press. COURSE REQUIREMENTS AND GRADING Evaluation
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Your course grade is based on the following components: Mini Case Study Projects: Discovery, Presentation, Document 50%/ Readings, lectures, and session exercises 30% /Class Participation 20% For the first class you are required to have class notebook/journal at least 8x10 in size unlined. Please use this notebook throughout the course to record your insights and your observations on the course project. The notebook will be a personal record of your creative activity throughout the course and will not be graded. Participants will work in teams of three or four distributed randomly but with the intent to create interdisciplinary groups. The purpose is to give you experience working in a diverse intellectually grounded setting. These diverse backgrounds and divergent thinking skills, knowledge, and values will promote creativity and avoid [groupthink]. The mini case study projects will focus on a process used to describe a way of thinking and a set of key outputs and deliverables associated with creative concept exploration and development using a dynamic methodology. To do this, students will identify a real user group in the real world; observe people in their native environments; think about real physical, technical, and social constraints; and understand real conditions of the setting. This process will yield innovative experience that will unfold major storylines of what, how, and why decisions are made, and what part design thinking can do to improve outcomes. The mini case study projects will be used as the basis for the collaborative working sessions. The goal of the case study is to discover insights, design concepts, and visually communicate an experience using creative methods and research evidence and outcomes. Class participation: All class members are expected to read the materials (readings or cases). Participants need to contribute to the class discussion throughout the course. Share with the class your ideas, viewpoints, and experiences. Ask and answer questions. Present results of cases analysis. The quality and quantity of your discussion participation throughout the course is worth 10% of your course grade. Attendance: Attendance and participation are vital if you are to do well in this course and enhance your effective business communication skills. Students who miss THREE classes with out legitimate documentations will receive a warning letter from the faculty. Not meeting attendance requirement may result in a failure for this course. Academic Integrity: plagiarism in assigned work or cheating on an exam will result in a score of zero in that exam or assignment, and a potential failure of the entire course. Academic dishonesty includes, but is not limited to: copying others answers or using crib sheets during an exam; quoting scholarly materials without acknowledgement; and turning in work completed by another person but represented to be your own COURSE SCHEDULE WEEK I Monday (1 July) The Need for Creative and Design Thinking Tuesday (2 July) Mental Models of Creativity/ Modes of thinking /brainstorming: Design Thinking Exercise 1 Wednesday (3 July) Innovation :

Design Thinking Exercise 2 Thursday (4 July) The design thinking process/What is a Case Study Friday (5 July) Creating a Case Study: Design Thinking Exercise WEEK II Monday (8 July) Change through Design Thinking Tuesday (9 July) The Power of Design Wednesday (10 July) Presentation of preliminary Case Study findings Thursday (11 July) Creative Thinking and Methods/ ideation Friday (12 July) Concept Visualization & Prototyping WEEK III Monday (15 July) Story Telling and Narrative as Design Thinking in Innovation Tuesday (16 July) Individual consultations with each group to finalise case studies Mini briefing Wednesday (17 July) Final Presentations; Each team will be given 20-30 minutes to illustrate and present the process and outcomes of their case study project Thursday (18 July) Final Presentations; Each team will be given 20-30 minutes to illustrate and present the process and outcomes of their case study project. Friday (19 July) Course debriefing: What next, how can it be better?

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Desigining a Sustainable Future

Discover Korea: Korean Culture & History

Prof. Youngah Guahk, Maastricht University SHORT COURSE DESCRIPTION This course is designed as an introductory overview of Korean history, culture and society from ancient times to the present. It will also help students, who do not have prior knowledge, to understand the cultural norms, values and attitudes of contemporary Korean society. The course is divided into three themes: History & Politics, Culture & Society and Contemporary Issues. The History & Politics theme will explore Korean ancient and modern history, with a focus not only Korean history, but also developments in East Asia including China and Japan related to the Korean peninsula. In this context, the Korean political system will also be discussed, including attention to Korean authoritarianism, democratic movements, and citizens participation. The second theme will focus on the current Culture & Society issues such as language, food, religion and interpersonal relations in Korean society. In the final week, the third theme on contemporary Korean pop culture will include, for example, discussion of current music, TV dramas, and movies in Korea. The class lectures will be supplemented with films, video clips, slides and other visual materials. READING MATERIALS - No prior readings required. - Other reading materials will be distributed during the course.

COURSE REQUIREMENTS AND GRADING This course aims primarily to provide a basic understanding of Korean history, culture and society for foreign students and therefore no previous knowledge is required. However, all students are expected to participate actively throughout the course. This course will be evaluated based on a group project. 1. Project proposal (30%) 2. Final presentation (50 %) 3. Classroom participation (20%) 4. The presentation attendance is mandatory for everyone COURSE SCHEDULE WEEK I: History & Politics Monday (1 July) Introduction & Ancient and Medieval Korean history Tuesday (2 July) Modern history: Korea in East Asia Wednesday (3 July) Korean War & North Korea Thursday (4 July) The authoritarianism and industrial development

Friday (5 July) Democratic Movement & Contemporary Politics and systems WEEK II: Culture & Society Monday (8 July) Korean Language Tuesday (9 July) Korean food & dining culture Wednesday (10 July) Religion in Korea Thursday (11 July) Cultural Code & Communication 1 Friday (12 July) Cultural Code & Communication 2 WEEK III: Contemporary Issues Monday (15 July) Modern Korean Culture 1 Tuesday (16 July) Modern Korean Culture 2 Wednesday (17 July) Assessment: presentation Thursday (18 July) Assessment: presentation Friday (19 July) Cultural sustainability Discussion & Conclusion

Sungkyunkwan University (SKKU) International Summer Semester (ISS) 2013

Desigining a Sustainable Future

Business Analytics and How to Sustain Organizational Creativity Instructor Information

Instructor: Prof. Kun Chang Lee Affiliation: SKK Business School and Department of Interaction, Sungkyunkwan University Sungkyunkwan Ro 25-2, Seoul 110-745, Republic of Korea E-mail: center.iis@gmail.com Phone: 760 0505 Homepage: http://wiz.skku.edu/leekc

Course Description
How to make good decisions has been always located at decisionmakers center of mind and interests. Making reliable and timely decisions is crucial especially to modern firms struggling to survive in the hyper-competitive markets around the world. Moreover, those decisions must be derived out of systematic analysis of big data concerning customers, world economics, market situations, rival companies strategies, and government regulations, to name a few. Therefore, business analytics should be adopted to fulfill this task.

Another thing we have to remember about making high quality of decisions in the firms is that such good decisions made by firms are closely and directly translated into sustaining relatively competitive creativity compared to rival companies. Without such competitive creativity, there would be no MicroSoft, Google, Apple, Samsung, Nestle, and other competitive companies that you can observe right now in the markets.

So the main theme of this course is clear- how to sustain creativity by performing tasks of business analytic. To help students understand this main theme, I will provide fundamental views on systemic aspects on business analytics and how to sustain creativity through the business analytics efforts. This course seems to be beneficial for those students who consider their future career in the consulting fields, strategic marketers and planners, and the related fields. Besides, those students aiming to extend their knowledge about how to improve organizational creativity and exploit it in order to improve corporate performance can surely benefit from this course.
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Course Administration
This course will be administered in the form of lectures by instructor, class discussion presentation and discussion, case study, quiz, tutorial with business analytics software, and term project. Some of them are elaborated in the following. More detailed information about this course is explained in a separate section.

Lecture by instructor: Weekly topics will be explained by instructor. However, lecture will be concise and brief by assuming that students have already read lecture materials in advance. So quiz exam will be given before starting the class to check how much students understand the class topics.

Class discussion and presentation: Students are supposed to present their views and comments on the case in a manner of linking what they learned from the class with the case study. The case will be picked by the instructor and distributed in advance before the class so that students can prepare for the class discussion and presentation. I will not spend too much time by addressing lectures to you unilaterally. I want your active participation in this class. So I will keep my lecture brief and state the key points avoiding verbose explanation. In this sense, I need your help- read class materials before joining the class, try the analytics software, be ACTIVE in class presentation and discussion. To drive you to prepare for the class presentation, all the students are asked to submit summary report of 1-2 pages (A4) to me via email before the class. Your summary report must be submitted before at least 9:00 AM on the class date. In your email, use subject line ISS-13 summary report_CLASS DATE.

After class starts, I will choose Honorable Presenters of the Day on a random basis. Those presenters will have honor to present their views and perspectives to the class. Proper Q&A session, i.e. class discussion, will ensue after the presentation. So be ACTIVE in the class presentation and discussion, and you will be marked highly. Every summary report and your act of class presentation and discussion will be counted by instructor into your final grade.

Tutorial on business analytics software: Business analytics must be understood through hands-on experience with specific software. Why do you think some successful companies like Google can be so competitive in the market ? My personal answer for this question is that they
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are good at sustaining creativity through well-organized business analytics compared to their rival companies. This course is therefore designed to help students build their own views and experience on the main theme like this. Therefore, this course inevitably deals with multiple facets of decision making as well as technological aspects of decision support powered by business analytics. In this sense, main parts of this course include creativity, intelligence, regression, decision tree, neural network, Bayesian networks, etc. However, you dont have to worry about your lack of technical backgrounds when you decide to take this course. Every topic will be cooked with interesting real examples so that any laymen can understand clearly. Each topic will be interlinked with the issue of Designing a sustainable future whenever necessary.

Quizzes: Quiz will be given before the start of class. However, it will be announced prior to the

quiz, so do not worry about it. Just try to invest some of your time on the quizzes. Every quiz scores will be counted into your final grade.

Lecture Materials
Supplied by instructor in the class. From time to time, instructor will distribute handouts including essays, short articles, and magazine scraps, all of which are relevant to our class topics.

Grading Policy
Class presentation and discussion 10% Class material summary reports 10% Company visit day reports 15% Quizzes 25% Term project 40%

Term Project
Four Steps
Step 1: Organize a team by inviting other class mates. Exact size of your team will be
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announced in the class by instructor after registration for this class is officially finalized. Your team must be composed of students with high level of diversity in terms of ethnicity, gender, etc. In case of difficulty in teaming, seek help from instructor or TA. Again, I will not appreciate those teams made up of the same institute, same country, and same gender. Just relax and enjoy how diversity in your team can contribute to the performance of your team.

Step 2: I am very pleased to announce that I am going to invite a number of companies located at Seoul, only for this class. Demographic information about your team members will be distributed to those invited companies so that the company representatives can contact you through instructor (or vice versa). In this way, your team and a specific Korean company will be teamed up as one TFT (task force team) for this class, working on a specific issue to generate nice results within a relatively short time. So you must concentrate on this term project and collaborate harmoniously with your team members until high quality of final term project report is submitted to me. When you submit your team information, be sure to include information such as areas of your primary interest, strong academic fields, and other job (or intern) experience if you have.

Step 3: I will officially allow your team to visit the company in the name of Company Visit Days for maximum FOUR days. Through this great chance which I generously offer through my ISS class this year, I hope that you may get a glimpse into how Korean company is working and struggling to survive in the market. I am confident that this Company Visit Days will be pricelessly valuable for those who want to taste Korean Corporate Culture and probably seek a chance to work as intern in Korean companies in the future. So please make meeting arrangements with the company on your own, decide specific agenda of discussion, and report meeting results to me via email on a daily basis. The following four days are reserved for your Company Visit Days.

July 4(Thu), 5(Fri), 11 (Thu), 12 (Fri)

I will monitor progresses your team is making through the companies representative. While you are discussing with the company representative on the mutually agreed topics, be sure to apply what you learned (or will learn) from this class, and I will strictly ask all of you to follow this ground rule. For your information, I will join some of your teams on this Company Visit Days without prior announcement. Your team will be extremely lucky if having me as a surprise
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observer and probably facilitator on your Company Visit Days. Just keep your fingers crossed on that.

Step 4: Term project results will be presented for two days- July 18(Thu)-19(Fri). All the team members must join this class presentation as a presenter. How to allocate the presentation time among members is up to each team. So harmony and seamless collaboration among members are essential for the successful presentation.

Term Project Theme

Basically, your term project theme must be decided through extensive discussion with the company. However, your term project topics should be related to the main theme of this classHow to improve organizational (or team) creativity through business analytics. Once your term project is linked with the main theme of this class in a way or other, I will approve your term project topic. So be sure to seek instructors approval before your team and the company are working on the topics together. For your information, be sure to clarify width and depth of target problem, check availability of relevant dataset, seek whether practical implications of your results are huge, etc.

How to submit term project reports

Submit your term project report to my email above with subject line ISS13-term project. Report must be written by strictly using the MS-Word template I will distribute to you in this class. Proper citation of relevant references is also essential. Submission of the report without proper citation of relevant references may be regarded as an act of plagiarism, and will be seriously undervalued. Due for the term project is by noon on 18 July (Thu). Be sure to include the term project presentation PPT file that will be used on term project presentation days.

Company Visit Days

In the ISS 2013, I am confident that the Company Visit Days may be great for all of those who are seeking chances to experience corporate culture of Korean companies. However, I am also aware that this might be abused to some degree. So I think it my duty to make sure that all the students registered in this class make most of this opportunity with due responsibility. So I will contact the company representative your team is going to have discussion on this event, and seek detailed information about how your team is doing diligently on the term project theme. After visit, each team ought to report meeting results via email (use subject line ISS-13 company visit results_DATE_TEAM ID#). Meeting results must be written down with details such as agenda, participants, time table, target problem(s), methodologies (to be) adopted, expected results, etc).

Lecture Schedules
Day 1: Perception and Decision makings (1 Jul (Mon)) Course description Managerial Decision Makings Perceptions Case Discussion Introduction to term project

Day 2: Intelligence (2 Jul (Tue)) Origin of intelligence Individual Intelligence Collective Intelligence Case Discussion Class Presentation/Discussion

Day 3: Creativity (1) (3 Jul (Wed)) Definition of creativity Exploration Exploitation Ambidexterity Individual, Team, and Organizational Creativity
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Case Discussion Class Presentation/Discussion Quiz #1

Day 4: Company Visit Day (1) (4 Jul (Thu)) Report meeting results containing required contents

Day 5: Company Visit Day (2) (5 Jul (Fri)) Report meeting results containing required contents

Day 6: Creativity (2) (8 Jul (Mon)) Organizational culture and creativity Leadership and creativity Agent-Based Modeling Human-Robot Interaction Case Discussion Class Presentation/Discussion Quiz #2

Day 7: Business Analytics (9 Jul (Tue)) Why business analytics ? Knowledge discovery in database Big data problems Practical implications Business analytics techniques (regression, decision tree, neural network, Bayesian network) Case discussion Class presentation/discussion Quiz #3

Day 8: Regression (10 Jul (Wed)) Statistical backgrounds (including introduction to basic statistics) How to derive your own regression out of your data Tutorial with Excel and Weka Case discussion
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Class presentation/discussion

Day 9: Company Visit Day (3) (11 Jul (Thu)) Report meeting results after visit

Day 10: Company Visit Day (4) (12 Jul (Fri)) Report meeting results after visit

Day 11: Decision tree (15 Jul (Mon)) Theoretical backgrounds How to derive your own decision tree out of your dataset Tutorial with Weka Case discussion Class presentation/discussion Quiz #4

Day 12: Neural network (16 Jul (Tue)) Theoretical backgrounds How to train your neural network and derive inferences from the trained network Tutorial with Weka Case discussion Class presentation/discussion Quiz #5

Day 13: Bayesian network (17 Jul (Wed)) Technical backgrounds How to compute Bayesian network (GBN, TAN, NBN) and use BNs for your target problems Tutorial with Weka Case discussion Class presentation/discussion Quiz #6

Day 14: Term Project presentation (1) (18 Jul (Wed))

Day 15: Term project presentation (2) (19 Jul (Wed)) Wrap-Up and Farewell session