What is Core Carriculumof Business Schools?
～Project of Ministry of Education, Culture, Sports, Science and Technology in FY2017"Project to promote and enhance advanced professionals training"theme: Demonstration and improvement of core curriculum etc. in professional graduate schools of management (MBA).

Contents
Message from the Dean

1

Outline of the Project

2Part 1

Demonstration and Improvement of Core Curriculum

Significance of core curriculum design

3Core curriculum design framework

4～5

Mission-driven

6～7

Learning goals or competencies

8～9

Relationship between competency and course subjects

10

Education evaluation and development to educational methods

11Part 2Analysis of “Needs Survey”

12〜13

01

Message from the Dean

Yasunaga WAKABAYASHI,
The Dean, Graduate School of Management, Kyoto University
This brochure summarizes the main points of the results of research projects by the Kyoto University Graduate Schoolof Management entrusted by the Ministry of Education, Culture, Sports, Science and Technology in FY2017 "Project topromote and enhance advanced professionals training" theme: Demonstration and improvement of core curriculum etc. inprofessional graduate school of management (MBA).
We have investigated about how Japanese business schools should be through this project. With the introduction of
professional graduate school system, some business schools have been born in 21st century. For further development, it isrequired to clarify what kind of human resources development the business schools create, and to strengthen collaboration
among industry, government and academia.
Graduate School of Management, Kyoto University was established as a professional graduate school in 2006, and held
the tenth anniversary ceremony in 2016. For 12 years since the establishment, we have explored what kind of managementhuman resources development is required under a changing business environment. While exploring collaborations amongindustry, government and academia, we have developed and improved new education programs. From April 2018, we
will start tourism management science course to nurture strategic tourism management talent targeting those working intourism related industries. We are such entrepreneurs that we create a new market with our own actions. The following 5
points are main arguments through this project.
1 The education curriculum of the business school should be driven by clarifying its mission so that it proactively responds
to the changing business environment (mission-driven).
2 The education curriculum of the business school should be systematically designed so that the three points: goalevaluation-method are consistent with each other based on instructional design.
3 Learning goals for business schools should be de ned as competencies, and each lesson subject should be provided andimproved so as to satisfy the competency.
4 According to surveys, learning at a business school etc. is not regarded as an important human resource development
method for many companies in Japan, but companies sending employees to business schools or accepting graduatescertainly recognize their value.
5 According to surveys, it is highly appreciated that business school graduates (MBA) have learned a lot of competency
items at school, and more than half of them are active in departments or positions of companies.
Although this deliverable is a modest one, we hope it can contribute to the development of future business school inJapan. For that purpose, this product must be useful for dialogue and cooperation with the industry and the businessschool, and making the way of education programs. For details, please see the result report or the website. Finally, I would
like to express my sincere gratitude to the members who cooperated in this project, and the deans   graduate schoolsof management who cooperated with the core curriculum discussion forum and the questionnaire. We appreciate yourcontinued guidance and advice. Thank you.
March 3, 2018

02

Outline of the Project
Theme"Project to promote and enhance advanced professionals training" in FY 2017, theme: Demonstration and improvement ofcore curriculum etc. in professional graduate school of management (MBA)PurposeBy demonstrating and improving the core curriculum in the professional graduate school of management (MBA)formulated in FY2016, it aims to improve the quality of education of the professional graduate school of management (MBA),visualization of the contents of education in order to improve social awareness.

Contents【１】With the participation of stakeholders, we consider points to be reviewed and to be added, demonstrate and improvelearning contents considered to be acquired by all students and common goal (core curriculum) in the professional
graduate school of management (MBA) formulated in "Commissioned project to enhance and strengthen thedevelopment of leading management professionals" of FY2016,.
【２】In order to report the progress status and results of this project, we hold a joint symposium with the executing
agency of the project: research on the demonstration and improvement of core curriculum in the professional
graduate school of management (MOT)".
【３】We analyze the survey results from "Survey research theme: Survey on the actual conditions of graduate schools ofmanagement in Japan and overseas, and companys’ needs of graduate schools of management (“Needs survey”) in
FY 2016, and make recommendations on improving the quality of education.

Implementation System
We established "MBA Core Curriculum Demonstration Committee", composed of the deans of professional of management,
industrial committee members, directors of certication evaluation agencies. With participation of stakeholders in each field,
it planed and directed the project. We also made a working group based on it, consisting of professional graduate school
teachers, pedagogy researchers, to conduct survey research on demonstration and improvement of core curriculum andcomprehensive analysis of "needs survey". Also, in order to get opinions of graduate schools of management widely, we held"MBA Core Curriculum Discussion Forum (opinion hearing)" three times and sent a questionnaire to the deans.

MBA Core Curriculum
Demonstration Committee

Professional graduate
schools of management

Chairman: Dean of the school

Graduate schools of management

network
formation/construction

・Business graduate school deans・Business ﬁeld experts
・Economic organizations

Working Group

Economic organizations
Japan Business Federation
Kyoto Association of Corporate Executives

Certiﬁcation evaluation agencies
ABEST21

related academic societies

Teachers'
Team・Teachers
・Petagogy researchers
・Business ﬁeld experts
・Economic organizations

Office Support
・Campus aﬀairs organization
・A research assistant and a oﬃce clerk

MOTCore curriculum executing agency

MBA & MOT
Joint Symposium（Results meeting）（3/3Tokyo, 3/17Yamaguchi）

Core Curriculum
Discussion forum（12/5Kyoto, 12/6,1/18Tokyo）

OutcomereportWeb site

Information brochure03Part 1

Demonstration and Improvement of Core Curriculum

Significance of core curriculum design
In Japan, there was not much demand for business school, because of the "Japanese management" such as
simultaneous recruiting of newgraduates and lifetime employment which is very different from the United States.
Conversely, in the United States, as large enterprises were born and business managers werw needed, businessschools have spread widely as an education institution to train business managers, and have cultivated them as
professionals.
In the 21st century, "Japanese management" is not necessarily effective due to changes in the businessenvironments such as a major transformation in industrial structures, development of technology such as ICT, andglobalization of competition. From now, business managers as professionals, leadership and teamwork as individuals
to create new situations, management human resources that play in global markets and organizations through crosscultural communication, entrepreneur that find and create new markets to create and so on are becoming required.
In order to foster such new human resources, it is important that Japanese business school tackle Japanese issues
by promoting collaboration among industry, government and academia. Currently, some business schools have been
established under the professional graduate school system in Japan. And we are promoting efforts to guarantee andimprove the quality of education through certifcation assessment etc. of professional graduate schools. As a result,domestic and international students have learned in business schools in various places, worked in companies andorganizations, and start up businesses.
This is also the significance of the core curriculum. Even in order for Japanese business schools to further fulfill
the role of human resource development by being supported by industry, in order for many of workers to enter
business school with a strong interest in learning there, it is important to clarify the core curriculum. By clarifying
the core curriculum, it becomes clear what you learn at the business school and what kind of human resources you
train. Improving and appealing the core curriculum to the industry and society means propositions to society on whatrole the business school plays.

Present～Future

Postwar economic growth
・growing domestic market
・advanced model of the US (target)
・catch-up type・“craftmanship” manufacturing

match・changes of game rules
・ICT, digital, big data, AI・changes in the frameworkof the industrial structure・innovation in short cycle

mismatch・Long-term employment
simultaneous recruiting of new graduates
・Seniority-based wages
・no objection, no decision, no mistake・lack of knowledge and experience ofmanagement・knowledge and experience of management
・fostering managers
as professionals
・leadership, teamwork, entrepreneur,cross-cultural communication

Power by organization

Power as an individual

Significance and role of business schools in Japan

04

Part 1

Demonstration and Improvement of Core CurriculumCore curriculum design framework
What is the core curriculum?
・Learning contents and common goal (core curriculum) that all students need to learn at the professional
graduate school of management (MBA) .
・The core curriculum is not a curriculum or course subject itself, but learning contents acquired throughthem.
Considering the core curriculum of the business school means that we clearly set up the contents of theeducation program of the business school are provided, and what kind of content the students learn. It will
clarify the goals and plans of human resources development at the business school.
The core curriculum in the professional graduate school of management (MBA) formulated by Graduate
School of Business Administration, Kobe University in FY2016, shows three components. Two major
components as a common part are “Common Leaning Goals (core curriculum)” that all students should learn
beyond different missions, training images, and the students of each school, and "Organizational Structure andOperation Method" that promote the education programs. In addition, there is the third componet "Original
Learning Goals" that each business school can set freely, so that each school defines original mission, anddesign original charmed curriculum.
This core curriculum shows that the contents of "Common Learning Goals" are five items: (1) Organizational
behavior/ human resources management, (2) Technology and operation management, (3) Marketing, (4)Accounting/finance, and (5) Management strategies. (see the report for details).

Original
learning goals

CommonLearning Goals
Organizational structure
Operation method

Objective of proposal ofMBAcore curriculum

Fig. 7 structure and relationship diagram of curriculum of
professional graduate school of management（"Research Report on Core Curriculum Formulation in Professional Graduate School of Management (MBA)",
Graduate School of Business Administration, Kobe University, p.23）

05

The core curriculum is philosophically positioned as learning contents in common at business school, as"Common Learning Goals (core curriculum)" that all students should learn there, beyond the difference of themission, the image of the talent to nurture, and the students profile, etc. of each business school.
However, in the meaning that each business school should develop diversely and independently based on
its own mission, it is also pointed out that there is an adverse effect of uniformly standardizing it. Therefore,
we would like to propose the core curriculum and original program that each business school designs
independently.
Instructional design
As a basic approach to designing a curriculum, we propose to adopt the concept and the model ofInstructional design (ID).
Instructional design is widely used in school education and human resource development in the company. ID
is comprehensively and systematically methods for making education/training more effectively, more efficiently
and more attractively. Furthermore, it includes not only models that educators directly teach but also how todesign learning support environments that learners learn voluntarily.
There are three major elements of ID. Here are three questions of R. F. Mager.
① Where am I going? = Objectives② How do I know when I get there? ＝ Assessment③ How do I get there? ＝ Contents
In ID, we start by clearly setting of the objectives. Since it is the purpose of education to make learners
achieve their learning goals, we clearly set up the evaluation method, how to assess the achievement status oflearning objectives. Education without evaluation would not function effectively as an education program thatrealizes the learning goal after all. After deciding the learning goal and evaluation method as a set, what kind ofcontents, and what kind of method (such as simultaneous classroom, group work, etc.) are to be taught.
By assembling the three elements systematically,
the purpose of the education program is clarified,and it can be evaluated whether the education
program is functioning effectively or not. And we

Objectives

Knowledge, skills and attitudes
acquired as results of learning

can improve our education program based on
the evaluation results. ID is a framework for the

Revisiondevelopment of education programs and at thesame time can be said as a framework of education
program management.

Contents

Learning items,
practice method etc.

Assessment

Test,
questionnaire etc.

06Part 1

Demonstration and Improvement of Core Curriculum

Mission-driven
Companies and organizations are a kind of artifacts with purpose and exist to achieve some purpose. The
mission clearly defines the significance of the existence of companies and organizations. In order to clarify the
mission, it is necessary to answer the following questions (P. F. Drucker).
​① What is your business?
​② Who is the customer?
​③ What is valuable to customers?
​④ What will your business be like?
​⑤ How should your business be?
In order to contribute to the development of significant management talents in changing industries andsocieties, business schools should also clarify their missions and appeal them to industry and society. In order tofoster management human resources for the needs of industry and society, it is necessary not to be passive tothe needs but to define their own roles actively and proactively based on their own knowledge and value (mission
driven).
〈Elements to be defined in the mission at each business school (example)〉​① What role will the business school play?
​② What field will the business school compete and act?
③ What does the business school do and what will it produce?
​④ Who is the customer of the business school and what value will it provide to customers?
⑤ What strengths and resources will the business school use?
⑥ What is important for the business school?
⑦ How will this business school contribute to society through our own activities?
In order to realize these missions, it is required to clarify admission policy, curriculum policy, diploma policy,
and improve the quality of education.

MISSIONraison d'etre

VISION

Aiming image

VALUES

Behavior standard

07

About the mission in the business school, here is an example of Graduate School of Management, Kyoto
University.
ExampleMission of Graduate School of Management, Kyoto University
The Graduate School of Management has developed an educational system that draws upon the latest research inmanagement, as well as advanced and specialized business practices. This school aims to contribute to the diverse yetharmonious development of global society through nurturing of originality and decision-making capabilities in professionals, sothat they can give leadership in a wide area of fields.

Approaches
The following are the three principal approaches to realize this mission.
① While following the tradition of the Kyoto University that places an importance on the autonomous and independent
spirit and critical discussions, the school will promote advanced research and develop an educational system thatencompasses highly specialized business practices, by creating a research and educational environment in cooperation
with industries and government② The school will accept individuals with diverse backgrounds, and will produce highly specialized professionals andhighly specialized professional doctors in various fields by utilizing our educational system.
③ As a university in the global society, the school will fulfill the role of becoming a base for research and education with originality.
Three points to organize the mission:
１．What does the graduate school do and what will it produce?
・nurturing of originality and decision-making capabilities in professionals, so that they can give leadership in a wide areaof fields
・produce highly specialized professionals and highly specialized professional doctors in various fields
２．What does the graduate school do for that purpose?
・develop an educational system as a bridge between advanced management research and highly specialized practice・following the tradition of the Kyoto University that places an importance on the autonomous and independent spirit andcritical discussions
・creating a research and educational environment in cooperation with industries and government・accept individuals with diverse backgrounds
３．How does the graduate school contribute to society?
・contribute to diverse yet harmonious development of global society
・as a university in the global society, the school will fulfill the role of becoming a base for research and education withoriginality
The following courses are placed at Graduate School of Management, Kyoto University.
2-year Course
Students select one of the following four education programs and take classes according to the studied model.
・Business leadership program
Realization of the strategic advantage of 'individual in organization' and 'company in market'
・Service & hospitality program (2018-)
Promotion of service innovation, productivity improvement, and hospitality development
・Project operations management program
Fostering project managers who manage projects
・Finance & Accounting program
Training experts in both finance and accounting
International Project Management Course（IPROMAC）
Provide all classes in English and nurture managers who can promote international projects
Tourism Management Science Course（2018-）
Foster professionals for tourism business management, tourism place management (DMO) for workers in the tourism
field etc.

08Part 1

Demonstration and Improvement of Core Curriculum

Learning goals or competencies
How should business school learning goals be set? In recent years, in setting widely education curriculum,
the competency of what you can do rather than traditional knowledge content has been drawing attention.
Learning goals of business schools should be also designed as competencies required for manager if theeducational purposes are to foster management human resources who are active in various fields of businessand are expected to raise high performance.
Implementation of the extracted/set competency into subjects

Curriculum
Learning Goals =Competency list established as Business Schoolcompetency A

subject 1

subject 2

competency B

subject 3

subject 4competency C ・・・・

subject 5
Premisesubject 6・・・・

Competency in business is made from an observation/survey of behavioral characteristics commonly seenamong high performer in a certain role/responsibility. Competency is explored scientifically by observing thedifferences between high performers and average workers for a specific job function and extracting factorsthat can explain them. Various conceptual models on competency have been proposed, but here we treat it
as a characteristic behavior that can be observed and measured in four factors; knowledge, skills, motivation/
attitude, and the others.
In the US and Europe, the competency of each job is clearly described in each company or generally as
recruiting, placement, evaluation and training by job are carried out. Workers and employees will analyze
themselves, appeal at the time of adoption, and develop capabilities through self-development, based on thiscompetency. Educational institutions such as business schools and certificated programs of various professional
qualification organizations are greatly involved in the development of skills based on these competencies.
Among the consideration of this project, it was said, in particular, the goal of education at business school
is not training managerial candidates with knowledge and skills, but a truly leader, future executives who havetheir own vision and strong sense of mission. It would not be an exaggeration to say that this is the significanceand value of education at universities, not within companies.

09

Based on several competency classification lists for managers and entrepreneurs, we propose reference
example of competency as a business school learning goal as follows.
(Reference example) Business School Competency
１. Manager's attitude

An attitude of achieving goals and respecting members

２. Management

Problem finding, problem solving, target setting, planning, evaluation based on objectives,and feedback based evaluation

３. Specialized knowledge

To understand and use theories and knowledge of management (strategy, organization,marketing, accounting, finance, etc.)

４. Information utilization

Investigation, information gathering, data analysis, ICT system, information integration,and information utilization

５. Communication

Communication, presentation, negotiation, and coordination skills

６. Team

Leadership, followership, and team building

７. Resilience

Dealing with difficult situations by self-management, emotional control, toughness, andresilience

８. Ethics

Ethical judgment, justice, responsibility and trust, resistance to injustice, and compliance

９. Creativity

Critical thinking, hypothesis thinking, design thinking, and creative thinking

10. Entrepreneur

Needs exploration, ideas generation, product development, service development, andbusiness development

11. Globalization

High cross-cultural sensitivity, diversity accepted, communication by a foreign language

Learning goals are also set for optional special education programs. Below is a reference example of thecompetency of the education program to train tourism management talent.
(Reference example) Competency of Tourism Management Talent
１. Attitude

Intention to contribute to the world, Japan, and the region through tourism management

２. Management

To promote, adjust, negotiate, and organize tourism business, problem discovery andproblem solving in tourism

３. Information utilization

Investigation for tourism business, sightseeing spots, and tourists, information gathering,data analysis, information integration, information utilization

４. Marketing

Target setting, appeals of attractions of sightseeing business/sightseeing spots in an
appropriate way, and grasp customer's needs and discontent

５. Hospitality

Scientific analysis of the hospitality of Japan and service innovation

６. Entrepreneur

Development of new tourism business including use of ICT technology

７. Cultural understanding

High cross cultural sensitivity, understanding and acceptance of the culture of Japan andthe region, and viewpoints of different cultures abroad

10Part 1

Demonstration and Improvement of Core Curriculum

Relationship between competency and course subjects
Completion of the curriculum essentially means that not only unit credits but also all core competencies(competencies required to be commonly learned) are satisfied. Therefore, in principle, in order to satisfy all
core competencies, compulsory subjects corresponding to it are provided, and if all required compulsory
courses are acquired, all will be satisfied in the curriculum.
In order to make the curriculum, we determine the list of competencies firstly, and then set the necessary
subjects to satisfy each competency.
competency１competency２

Compulsory subject A○

Compulsory subject B

Compulsory subject C○

competency３
competency４○○○

The following table lists the course subjects in order to correspond to the competency list of the business school cited
above as a reference example. If you create this correspondence table, it will make the curriculum clear. If we use thistable, we can develop and improve the curriculum; What competent courses are offered to satisfy competencies? Are theircompetencies that are not sufficiently by provided subjects? Are subjects functioning sufficiently to satisfy competencies?

(Reference example) Table of correspondence between competency and course subjects
Business negotiation

Business ethics

Public asset accounting

M&A Practice

Service Creation○

Business design

Problem solving

Marketing research

Management strategy

Organizational behavior

Microeconomics
Core competencies
Manager's attitude: an attitude of achieving goals and respecting members
Management: problem finding, problem solving, target setting, planning,
evaluation based on objective, and feedback based onevaluation
Specialized knowledge: to understand and use theories and knowledge of○management (strategy, organization, marketing, accounting, finance, etc.)
Information utilization: investigation, information gathering, data analysis, ICT
system, information integration, and information utilization
Communication: communication, presentation, negotiation, and coordination skills ○Team: leadership, followership, and team building
Resilience: dealing with difficult situations by self-management, emotional
control, toughness, and resilience
Ethics: ethical judgment, justice, responsibility and trust, resistance toinjustice, and compliance
Creativity: critical thinking, hypothesis thinking, design thinking, and creative
thinking
Entrepreneur: needs exploration, ideas generation, product development,
service development, and business development
Globalization: high cross-cultural sensitivity, diversity accepted,
communication by a foreign language
Optional competencies
experts in both finance and accounting

○ ○
○ ○

○ ○

○
○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○
○ ○
○
○
○
○ ○ ○ ○
○ ○
○
○ ○

11

Education evaluation and development to educational methods
The competency we propose here needs to confirm the learning outcome that the students of the businessschool satisfy, in order to recognize "what can we do?" If it can not be confirmed, it is also required to feedback the insufficient points and carry out relearning/retesting.
We recommend evaluation development based on the 4-stage model of evaluation proposed by Donald
Kirkpatrick. In general, education evaluation is being conducted on Level 1 "Reaction" and Level 2 "Learning".
Furthermore, in order to verify whether it is utilized after that, it is a big issue whether it is possible to develop
follow-up research on level 3 "Behavior", level 4 "Results".
Questionnaire survey of students immediately

1. Reaction

How did the students respond to education (Whatis their satisfaction level/likability?)

2. Learning

What kind of knowledge, skills, attitudes, etc. did
students acquire? (Did they reach the learning
goal?)

3. Behavior

How did the participants change their behavior(Did they leverage the learning outcome?)

Follow-up survey after several months

What was the result of education to the organization(Did it lead to performance improvement?)

Effect measurement checklist and ROI calculation

4. Results

after attendance
Examination (completion) immediately after
attendance(questionnaire to boss or surroundings, etc.)
after several months

By remarks and discussions at the classroom, written exams, reports, presentations and so on, we check
whether to reach the learning goal for each lesson subject or not. Although it is useful to introduce relativeevaluation to incorporate competition and aim to a higher level, firrst of all, the degree of achievement of thesubjects' learning objectives will be evaluated absolutely.
In business schools, students have diverse backgrounds, age and experience, and experience, knowledge,
skill level at the time of admission may differ greatly. Therefore, in order to make use of the evaluation results,
it is also important that each student conducts the evaluation before and after attendance, after graduation,
as confirming its own growth. Supervisors etc. are required to conduct such individual diagnosis, regular
evaluation and guidance for students.
It is important to develop and improve educational methods based evaluation. Appropriate methods will
be different by the status of the students (knowledge of management, working experience, etc.), and by thecharacter of learning contents (5 classification by Robert M. Gagne: language information, intellectual skills,
cognitive strategies, motor skills, attitudes).
In business schools, it is important not only to learn knowledge and skills, but also to utilize and practice it
to produce results. Therefore, business schools provide not only input methods but also output methods suchas students participate, speak and discuss, and do group work and presentation. It is becoming more and more
important to create an active learning environment, and to provide a learning environment to make interactive
learining from team, as well as personal learning,Among competencies, the areas of communication, teamwork, ethics and resilience are able to learn ina united way with multiple lecture subjects, not only to learn each subject as a specialized field. By having
learning opportunities by multiple lessons, students themselves are expected to realize their own tasks and to
improve and grow.
It is necessary to effectively and systematically combine educational methods such as cooperation andcompetition among students, learning from the lecturers outside the university, field work, internship, or suchas teaching, guided practice, group work, personal work, reflection and feedback, not only lecture and guidanceby teachers.

12

Analysis of “Needs Survey”

Part 2

Followingarethepartsoftheaccomplishmentsthisprojecthasbeenanalyzingaboutcurrentstatusoftoday'sbusinessschool,howtheindustryseesbusinessschool,andhowbusinessschoolgraduatesareevaluatingtheirschools.
Theoriginaldataisfrom"Surveyresearchtheme:SurveyontheactualconditionsofgraduateschoolsofmanagementinJapanandoverseas,andcompanys’needsofgraduateschoolsofmanagement(“Needssurvey”)intheprojectoftheMinistryofEducation,Culture,Sports,ScienceandTechnologyinFY2016(fortheentiresurveyreport,seetheweb).

Q１. H o w i s t h e c o r e h u m a n r e s o u r c e scompetency developed in the industries?
Thefigurebelowshowstheresultofchoosinguptothree
itemsthatareemphasized,amongthosebeingimplemented
for the competency development of corehumanresourcessuch as management, various projects, research and
development.
Themostfrequentlycarriedoutis"educationandtraining
throughOJT",about60%ofcompaniesareimplementingit.
OJT, a traditionalmethod ofhumanresource development
inJapanesecompanies,seemstobestillfundamentaltoday.
The second method is "in-house education and training
throughOff-JT",about40%ofcompaniesareimplementingit.
Ontheotherhand,only4.2%ofcompaniesconduct"dispatchforemployeetograduateschools/businessschools".
Wepayattentionalimitationofchoosinguptothreefor
thisquestion.However,itismainstreamtotraincoretalent
throughin-housetrainingusingOJTandOff-JT,anditclearly

Q２. Do industries evaluate or expect thatdomestic professional graduate schools/
graduate schools of management can train
human resources required by companies?
The figure below shows whether domestic professional
graduateschools/graduateschoolsofmanagementareabletotrainthedesiredpersonnelorexpectedtobeabletotrain
employees,undercomparisonwithdispatchedexperienceto
businessschoolsandnoexperience.
Clearly, companies with dispatched experience havehigh expectations and evaluations for business schools. In
addition,companiesthatdonothavedispatchexperiencedo
nothavenoexpectorappreciationforgraduateschool,but
donotknowwhethertheycanexpectorevaluateit.
This can tell that steadily expanding the dispatch/
recruitment will improve the evaluation of domestic
professional graduate school/graduate school of
management.

showshowfewcompaniesdispatcheemployeetograduate
schools/businessschools.

％
100.0

dispatch to graduate school of management

90.0
80.0
70.0

58.4

60.0
50.0

38.0

40.0

61.1

Yes

29.7
24.3

30.0

19.7

19.2

15.3

20.0

18.9 3.3 16.7

14.4
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expect and evaluate
not expect or evaluateneitherdo not know

Methodsofabilitydevelopmentofcorehumanresources

EvaluationandexpectationforDomesticgraduateschool/

(companies)

professionalgraduateschoolofmanagement(companies)

13

Q３. W hat is the knowledge and ability that
graduate students acquired at graduate
school?
The figure below shows the degree of knowledge, ability
and competency that graduate students have acquired at
graduate school. In general, majority answer they acquiredall   knowledge and ability. In particular, many graduates
said they could get "theories and knowledge necessary
for management", and a universal cognitive ability suchas "analytical thinking", "strategic thinking", and "problem
solving", and interpersonal relationship abilities such as"presentation" and "communication ability". These are
the contents of education that many business schools
emphasize. and clearly indicate that the business school
education programs is very useful for graduates.
Meanwhile, acquire competency such as "building policies
from industry-academia collaboration", "system design","linking technological information to productization, practicalrealization, and commercialization" was relatively low. MOT
graduates acquired these higher than MBA graduates. These
are the contents of education MOT schools emphasize.
In addition, "negotiation" is also a skill that is not high inmastery, MBA graduate gets this higher than MOT graduate.
There is a difference in the areas of competency that MBA
and MOT emphasize.

Q４. D o graduates make use of what theylearned at graduate schools at theirworkplaces?
The figure shows whether or not employees makeuse of what they learned at graduate schools, byworking period. The result seems that both experienced
workers and inexperienced persons make use of it in theworkplace. However, although there is no statisticallysignificant difference, inexperienced workers tend toanswer that "they are working in departments andsections that can leverage their acquired competency" and"they are making good use of the acquired competency inordinary work." On the other hand, the longer the working
period, the tendency is "to work in positions and roles
that make use of learned competency", and the longer theworking period is, the more the acquired competency iseffective for the role required in the company position.
Japanese business schools, although there are somedifferences at each school, generally have a unique pointthat the average age of the students is high (roughly 35
years old) compared with that of US and Europa. Also,
in some business schools, there is a characteristic that it
tends to be widely studied from young people to seniors
without concentrating on a certain age group.
In such situation, it can be said that business school
education programs generally satisfy the needs ofinexperienced workers, young people as well as those whohave worked, or middle-aged. In other words, students ata business school seem to try to clarify their own tasks
and targets, and wrestle with tuition under the guidance

Yes

Neitherof teachers' advice, so that a business school can satisfy

No

Theories and knowledge necessary
for management

89.7

6.5 3.8

Analytical thinking

87.3

10.8 2.0

Strategic thinking

83.8

12.7 3.5

Problem solving

81.4

15.0 3.6

79.1

Presentation

16.5 4.4

Communication

72.3

22.9

Information integration

71.9

23.9

4.2

Survey skill and evaluation

68.9

23.5

7.6

Ethical behavior

66.1

27.6

6.3

4.9

Business models creation

63.8

25.1

11.1

Organization management

62.7

28.1

9.2

Leadership

59.2

30.6

10.2

Creativity

59.0

32.6

8.3

Cross cultural communication

54.5

30.8

14.6

36.3

11.2

Negotiation

52.5

Intellectual property
Linking technologicalinformation to commercialization
System design

48.8

35.1

Building policies from collaboration

33.2

0%

33.4

44.5

20%

39.1

16.4
24.6

40.5

60%

none
1-5 years

18.2

34.5

29.5

25.4

6-9 years

30.5

10 years & more

27.2

0%

32.2
34.2

20%

40%

60%

31.8

13.6

1.8

28.7

11.5

4.9

23.0

12.1 2.3

26.4

9.4 2.9

80%

100%

17.8

40.3

40%

what they ask for.

department and section that can be utilized

position and role to be utilized

make use of ordinary work

not make much use

not make use at all

26.3

80%

100%

Acquired competency at graduate school (graduates)

Utilization at workplace what you learned at graduate
school (graduates)

Contact Information

Graduate School of Management, Kyoto University
the project ofﬁce
Yoshida-honmachi, Sakyo-ku, Kyoto 606-8501, Japan
TEL. 075-753-3410 FAX. 075-753-3529
E-mail: curri2017@mail2.adm.kyoto-u.ac.jp