Certified Evaluation and Accreditation Results forProfessional Graduate Business School

The Department of Management of Technology,Graduate School of Innovation Studies,Tokyo University of Science

Basic Information of the Institution
Ownership: Private

Location: Tokyo, Japan

Accreditation Status
Year of the Review: 2013
Accreditation Status: accredited （Accreditation Period:April.01.2014 – March.31.2019）2

Certified Evaluation and Accreditation Results
for the Department of Management of Technology,
Graduate School of Innovation Studies, Tokyo University of Science

The Department of Management of Technology (hereafter, MOT) in the Graduate
School of Innovation Studies at the Tokyo University of Science states, based on theuniversity’s founding spirit of “Building a Better Future with Science” that its mission
is “to cultivate talented persons who can initiate innovations in society by technologicalmanagement and the strategic use of intellectual properties.”
Based on this mission, the MOT also states its unique mission as “educatingpersons of talent who can construct a system of innovations which create new
businesses and markets.” Moreover, it states its purpose as “offering education aimed at
the integration of management and science-technologies fusing science and engineeringstudies to cultivate persons of talent who take responsibility for a series of innovative
processes, from technological to market developments.”
In order to meet this purpose, the department puts up an educational objective ofcultivating persons of talent with several abilities: to see into the next generation oftechnologies by systematically acquiring knowledge that fuses theory and practice, toanticipate possible future products and lead whole processes of product development,
and to link technologies and markets.
To achieve this objective, the MOT organizes its course offerings based on theconcept of a “π (pi)-shaped education system,” in which science is the foundation and“technology” and “management” are the two pillars set up to support “innovation.” Thecurriculum is organized to fuse two areas of study, technology and management.
Utilizing a high ratio of faculty members with practical experiences in its facultyorganization, the MOT offers an educational experience that helps students engage indirect practice.
It is highly commendable that the MOT’s “Future Envisioning Committee”
meets every other month and functions well. For example, the committee examines
comprehensively—from the viewpoints of mid- and long-term perspectives—itseducational systems, pedagogies, and policies to recruit students. In particular,
concerning the educational content, curriculum revisions are made in a timely manner toreflect the trends of businesses and society.
Moreover, the MOT’s efforts to promote educational research activities arehighly commendable. For example, the MOT provides faculty members with ample
funds for educational research to financially support their research so that the research
output of the MOT as a whole increases. Moreover, the MOT has established the Centerfor Innovation Research, and various research projects have been conducted incollaboration with the Department of Intellectual Property Strategy (another departmentin the Graduate School of Innovation Studies). The research outcomes have been
published in the book series, “Research Volume Series of the Center for Innovation
Research.”
Overall, the MOT has taken and implemented a variety of initiatives that have
all worked well. In order to further develop its education, however, it is necessary toaddress the following points.
First, there is the issue of setting an appropriate limit to the number of credits
students can register in a given year. Currently, the number is set at forty, of whichmore than thirty-eight credits are required for graduation. Because of this, there is apossibility that students may not complete courses in a well-balanced manner each3school year, which is against the MOT’s purpose of education. On this point, the MOTstates that the current arrangement is to meet the various needs of adult, non-traditional
students who have jobs. Although Japan University Accreditation Association (JUAA)
understands this point, it is necessary to consider setting an appropriate maximum limit
to the credit numbers to be allowed to register.
Second, regarding the MOT paper, which is the requirement for program
completion, it is expected that the MOT will clarify the criteria for its examination andevaluation. The significance of MOT papers has recently increased as an educationalcore of the MOT. Considering this, the MOT has gradually reduced the number ofrequired credits for program completion in order to allow students enough time to write
the papers. If it is indeed the case that the significance of the MOT papers has increased
as the measure of mastery of the knowledge and skills students learn in the program, itis necessary to clarify the criteria for the paper’s examination and evaluation in order toassure quality. For MOT papers, students come up with a theme (and topic) from a wide
range of themes—from a study to find solutions for managerial challenges by analyzing
the problems faced with a particular kind of business to a study to make up a businessplan. Thus, it is critical that the MOT makes efforts to assure the quality of such papers
by making clear the criteria for MOT paper examination and evaluation.
JUAA expects the MOT to aim at raising the quality of education by improving
the points mentioned above. That is, the MOT is expected to continuously conduct selfstudies and evaluations, make efforts for improvements and reforms, and extend its
strengths, which will result in further departmental development. JUAA hopes that theMOT will maintain its position as a model for education in the area of technologybusiness in Japan.