LEGAL PRESENTATION AND NEGOTIATION1（展開）

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LEGAL PRESENTATION AND NEGOTIATION1（展開）

Subtitle	Introduction to International Business and Public Laws
Lecturer(s)	MIYAGAWA, KENJI
Credit(s)	2
Academic Year/Semester	2026 Spring
Day/Period	Thu.5
Campus	Mita
Class Format	Face-to-face classes (conducted mainly in-person)
Registration Number	91125
Faculty/Graduate School	LAW
Department/Major	LAW
Year Level	3, 4
Field	LAW
Grade Type	This item will appear when you log in (Keio ID required).
Course Description	This course is a seminar to learn the basics of presentation and negotiation in English through role plays in case studies.
K-Number	FLP-LA-44423-312-05

Course Administrator	Faculty/Graduate School	FLP	LAW
Course Administrator	Department/Major	LA	LAW
Main Course Number	Level	4	Fourth-year level coursework
	Major Classification	4	Major Field Course
	Minor Classification	42	Practical - Seminars (Mita)
	Subject Type	3	Elective subject
Supplemental Course Information	Class Classification	3	Seminar
	Class Format	1	Face-to-face classes (conducted mainly in-person)
	Language of Instruction	2	English
Academic Discipline		05	Law and related fields

Course Contents/Objectives/Teaching Method/Intended Learning Outcome

The main objective of this course is to learn basic skills of presentation and negotiation through roll play in case studies.
This course is designed to be an advanced session to the Legal Writing and Presentation
for the second year students.
This course is a practice course with a small number of students and it requires pro-active participation by each student.
The course will be divided into three categories of sessions in respect of each case study, i.e., (1) introductory, (2) presentation and (3) negotiations, except for the first and final sessions where each student will present for three minutes on a specific topic.
In respect of the presentation and negotiation sessions, students will be divided into two groups, for example, Group X (the seller) and Group Y (the purchaser).
In the introductory part, the lecturer will provide basic information and key points which need to be taken into account in the presentation and negotiation sessions. In the second part, students in each group will play a role of the negotiation team of the relevant transaction party and they will provide presentations with respect to negotiation strategies with the management of such party. During such presentation, the other students will play a role of "management" of such party, ask questions and challenge such negotiation strategies. In negotiation sessions, the students in each group will play a role of the negotiation team of the relevant transaction party and each group will negotiate on certain points in respect of the relevant case study.

Course Taught by Faculty Member with Professional Experience

Applicable

Case studies in this course are made based on lecturer’s experience as an international business lawyer over 25 years. This course is aimed not only to deepen students’ understanding of legal issues but also to have basic idea on how to resolve practical issues.

Active Learning MethodsDescription

Lab / Skill-development / On-site training
Presentations
Discussions, Debates
Group work
Role-playing

Preparatory Study

Not applicable

Course Plan

Lesson 1

Each of the students will provide a short presentation on "what I would like to achieve through this course". The lecturer will evaluate such presentation and form two groups (i.e., Groups A and B) in respect of Case Study 1.

Lesson 2

In Case Study 1, an international real estate fund will purchase certain real estate located in Japan from a Japanese real estate fund. The lecturer will explain some basic information and key negotiation points (e.g., representations and warranties, indemnities, termination rights) in respect of Case Study 1.

Lesson 3

Group X will play a role of the negotiation team of the Seller and Group Y will play a role of the negotiation team of the Purchaser. Each of Group X (the seller) and Group Y (the purchaser) will discuss the negotiation strategies within each Group and how to present such negotiation strategies prior to this Session 3. Each Group will provide a 20-minute presentation to the other group with respect to their negotiation strategies related to Case Study 1. During such presentation, the students in the other Group will play a role of "management" of such presenting party, ask questions and challenge such negotiation strategies. Each Group can revise its negotiation strategies after this Session 3.

Lesson 4

Group X will play a role of the negotiation team of the Seller and Group Y will play a role of the negotiation team of the Purchaser. Group X and Group Y will negotiate certain points in accordance with its final negotiation strategies related to Case Study 1.

Lesson 5

In Case Study 2, the purchaser (i.e., the international real estate fund) in Case Study 1 will borrow funds from a Japanese bank under a loan agreement in order to pay a part of the purchase price in Case Study 1. The lecturer will explain some basic information and key negotiation points (e.g., condition precedents, representations and warranties, events of default, bankruptcy remoteness) in respect of Case Study 2.

Lesson 6

Group X will play a role of the negotiation team of the Lender and Group Y will play a role of the negotiation team of the Borrower. Each of Group X (the lender) and Group Y (the borrower) will discuss the negotiation strategies within each Group and how to present such negotiation strategies prior to this Session 6. Each Group will provide a 20-minute presentation to the other group with respect to their negotiation strategies related to Case Study 2. During such presentation, the students in the other Group will play a role of "management" of such presenting party, ask questions and challenge such negotiation strategies. Each Group can revise its negotiation strategies after this Session 6.

Lesson 7

Group X will play a role of the negotiation team of the Lender and Group Y will play a role of the negotiation team of the Borrower. Group X and Group Y will negotiate certain points in accordance with its final negotiation strategies related to Case Study 2.

Lesson 8

In Case Study 3, we will deal with a dispute concerning ESG/SDGs. Utility Company A (“Utility A”) plans to continue its reliance on fossil fuels by 2030/2050. However, an international environmental NGO (“NGO”) has purchased certain percentage of shares of Utility A and it has provided an official request to revise Utility A’s management plan more climate change friendly (e.g., to stop reliance on fossil fuels). The lecturer will explain some basic information and key negotiation points (e.g., climate change related regulations in Japan) in respect of Case Study 3.

Lesson 9

Group X will play a role of the negotiation team of Utility A and Group Y will play a role of the negotiation team of NGO B. Each of Group X (Utility A) and Group Y (NGO B) will discuss the negotiation strategies within each Group and how to present such negotiation strategies prior to this Session 9. Each Group will provide a 20-minute presentation to the other group with respect to their negotiation strategies related to Case Study 3. During such presentation, the students in the other Group will play a role of "management" of such presenting party, ask questions and challenge such negotiation strategies. Each Group can revise its negotiation strategies after this Session 9.

Lesson 10

Group X will play a role of the negotiation team of Utility A and Group Y will play a role of the negotiation team of NGO B. Group X and Group Y will negotiate certain points in accordance with its final negotiation strategies related to Case Study 3.

Lesson 11

Case Study 4 is a case concerning a sale and purchase of carbon credits. In Case Study 4, an international investment bank (“Investment Bank A”) holds certain types of carbon credits (including voluntary carbon credits) which are purchased from an international developer. A Japanese manufacturer B (“Company B”) is looking to purchase certain types of carbon credits in order for Company B to achieve “carbon net-zero”. Investment Bank A and Company B have been discussing to execute a sale and purchase agreement concerning carbon credits (“SPA”). The lecturer will explain some basic information and key negotiation points (e.g., legal issues concerning carbon credits, greenwashing risks) in respect of Case Study 4.

Lesson 12

Group X will play a role of the negotiation team of Investment Bank A and Group Y will play a role of the negotiation team of Company B. Each of Group X (Investment Bank A) and Group Y (Company B) will discuss the negotiation strategies within each Group Xnd how to present such negotiation strategies prior to this Session 12. Each Group will provide a 20-minute presentation to the other group with respect to their negotiation strategies related to Case Study 4. During such presentation, the students in the other Group will play a role of "management" of such presenting party, ask questions and challenge such negotiation strategies. Each Group can revise its negotiation strategies after this Session 12.

Lesson 13

Group X will play a role of the negotiation team of Investment Bank A and Group Y will play a role of the negotiation team of Company B. Group X and Group Y will negotiate certain points in accordance with its final negotiation strategies related to Case Study 4.

Lesson 14

Each of the students in Group X will provide a short presentation on certain topics and the lecturer will provide practical tips for good presentation.

Other

Each of the students in Group Y will provide a short presentation on certain topics and the lecturer will provide practical tips for good presentation.

Method of Evaluation

Grades are based on class participation and performance.

Generative AI Policy for Classes

In this course, the use of generative AI tools (e.g., Gemini, NotebookLM) is encouraged. By utilizing generative AI, students can enhance their learning outcomes through information collection, planning of assignment structures, and improvement of written expression. Please, however, note that each student must follow the rules set out below when using AI:
- Always verify and revise AI-generated content as needed
- Clearly state the name of the AI tool used and the purpose of its use
- Do not use prompts that include copyrighted materials or personal information of others

Textbooks

There are no prescribed text books. Handouts will be distributed during the introductory sessions.

Reference Books

・Getting to Yes: Negotiating Agreement Without Giving In (Roger Fisher and William Ury)
・Negotiation (Harvard Business Essentials)
・Impress in English - Presentation Skills for Non-Native Speakers (Susanne Lewes)
・The Presentation Secrets of Steve Jobs - How to Be Insanely Great in Front of Any Audience (Carmine Gallo)

Lecturer's Comments to Students

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Question/Comments

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Lab / Skill-development / On-site training	An educational approach in which students deepen their understanding of educational content through first-hand experience and trial-and-error by initiating their own activities at facilities and accommodations both on and off campus.
Fieldwork	An educational approach in which students conduct surveys and observations on their own to collect information both on and off campus.
Presentations	An educational approach in which students deepen their understanding of educational content by preparing materials and delivering presentations in class.
Discussions, Debates	An educational approach in which students deepen their understanding of educational content through sharing and discussing their opinions on designated topics.
Group work	An educational approach in which students are divided into small groups and assigned tasks on issues related to educational content.
Role-playing	An educational approach in which students deepen their understanding of educational content by being assigned specific roles to play, thus allowing them to experience different viewpoints.
Flipped classroom	An educational approach in which students study the course lecture in advance, and questions and discussions relating to that content are then held in class.
Problem-based learning	An educational approach in which students acquire knowledge and skills related to educational content by attempting to tackle specific projects or problems posed to them.