FACULTY

Diploma Policy

1. Educational objectives

The Graduate Program of Interdisciplinary Policy Analysis and Design was established to scientifically support the development, implementation and evaluation of policies to solve problems in society. The Program therefore aims at developing students into researchers and highly competent professionals capable of engaging in all-round collaborative problem solving, decision making, and policy making and design while envisioning a future society from a highly and broadly specialized perspective. These researchers and professionals are expected to serve in particular as “middlepersons,” that is, those who play the intermediary role of bridging academia and society at large in pursuit of solutions to real-world problems.

In the Program’s master’s course, students will solidify their foundational ability in their areas of specialization and acquire knowledge and skills from a broad perspective for complex real-world problem solving. This is for the training of middlepersons as described above, developing students’ practical ability to link academia with the real world in terms of problem solving and to explore problem-solving policies and measures with multiple parties in collaboration and cooperation.

In the Program’s doctoral course, students will further advance their learning on the basis of what they have accomplished in the master’s course, building on their ability to link academia with the real world in terms of problem solving and to execute problem solving. The Program ultimately aims at producing leading middlepersons capable of proposing problem-solving models that can have global impact both in practical and academic terms.

2. Learning objectives
【Master’s course】

A. Independence and collaboration

A-1: Developing an independent and tenacious attitude toward one’s research and research questions

A-2: Developing an attitude that pays close attention to global and local real-world issues

A-3: Developing the ability to engage in collaborative work with others while cooperating with others and taking the lead, if needs be

B. Knowledge and understanding

B-1: Acquiring knowledge and understanding of real-world problems relating to one’s area of specialization

B-2: Acquiring necessary knowledge in areas related to one’s research themes

C. Skills

C-1: Information gathering in English and other languages

C-2: Data and information gathering through field studies, documentation research, experiments and so forth

C-3: Accurate analysis of connection between knowledge, data and information of academic sources and real-world issues

C-4: Functional written communication addressed to diverse stakeholders

D. Practice

D-1: Oral presentations on one’s research themes to academic and non-academic audiences to communicate with diverse stakeholders

D-2: Identification of socially significant issues and exploration of responses and solutions in collaboration with others

【Doctor’s course】

A. Independence and collaboration

A-1: Developing an independent and tenacious attitude toward one’s research and research questions

A-2: Developing an attitude that pays close attention to global and local real-world issues

A-3: Developing the ability to engage in collaborative work with others while cooperating with others and taking the lead, if needs be

B. Knowledge and understanding

B-1: Acquiring a broad body of knowledge and deep understanding of real-world problems relating to one’s area of specialization

B-2: Acquiring a broad body of deep knowledge in areas related to one’s research themes

C.Skills

C-1: In-depth information gathering in English and other languages covering a broad range of areas

C-2: Original data and information gathering through field studies, documentation research, experiments and so forth

C-3: Accurate analysis of connection between knowledge, data and information of academic sources and real-world issues

C-4: Effective written communication in multiple languages addressed to diverse stakeholders

D.Practice

D-1: Oral presentations on one’s research themes in multiple languages to academic and non-academic audiences to proactively communicate with diverse stakeholders

D-2: Identification of socially significant issues and proactive exploration of responses and solutions in collaboration with others while covering a broad range of areas and taking the lead

3. Program completion criteria (Qualifying Examination)
3-1.Evaluation system

At the end of each degree program, students are required to submit a report for evaluation, on which a Qualifying Examination (QE) is based. The evaluation and QE are conducted by three tutorial instructors in consultation who represent at least two Agendas.

3-2.Items of evaluation
【QE1 (conducted at the end of the master’s course)】

(1) Definition and significance of the research theme
Whether the research theme and the methodology for addressing it are original, socially significant, and appropriately and clearly indicated based on knowledge in the area of specialization directly concerned and other related areas

(2) Validity of research methods
Whether the research methods, such as theoretical examination, experimentation, field studies, and documentation, are appropriately and effectively employed to address the research theme and answer the research question

(3) Validity and significance of demonstration and conclusion
Whether demonstration, from research question setting to conclusion, is logically clear and whether the methods to answer the research question are valid and contain novel and practical value

(4) Ethical and formal consideration
Whether the research methods and the utilization of resources and data are appropriate in terms of research and societal ethics, whether the written language is appropriate, and whether quotations and graphic illustrations are appropriately referenced

(5) Middleperson ability
Whether the student is capable of conducting independent research or practical activity as a middleperson linking academia and the field in terms of problem solving

【QE2 (conducted at the end of the doctoral course)】

(1) Definition and significance of the research theme
Whether the research theme and the methodology for addressing it are highly original, socially significant, and appropriately and clearly indicated based on a broad body of in-depth knowledge in the area of specialization directly concerned and other related areas

(2) Validity of research methods
Whether the research methods, such as theoretical examination, experimentation, field studies, and documentation, are appropriately and effectively employed to address the research theme and answer the research question

(3) Validity and significance of demonstration and conclusion
Whether demonstration, from research question setting to conclusion, is logically clear and whether the methods to answer the research question are valid and contain novel, highly influential and practical value

(4) Ethical and formal consideration
Whether the research methods and the utilization of resources and data are appropriate in terms of research and societal ethics, whether the written language is appropriate, and whether quotations and graphic illustrations are appropriately referenced

(5) Middleperson ability
Whether the student is capable of conducting, with driving force, independent research or practical activity as a middleperson linking academia and the field in terms of problem solving

Curricular Policy (educational programming policy)

1.Outline

The Graduate Program of Interdisciplinary Policy Analysis and Design is an interdisciplinary minor program. Anchored in major research in their respective graduate schools, students participating in the Program will engage in practical research aimed at finding solutions to complex real-world problems that concern diverse areas of specialization. To do so, students undergo general training related to collaborative problem solving, fieldwork, and policy making and analysis while learning from instructors representing diverse disciplines. The students select these instructors in accordance with their research themes so as to effectively explore them.

To define complex real-world problems to which the Program is intended to find solutions, as described under the Diploma Policy, the Program proposes three Agendas, namely “Convivial Community,” “Risk Management” and “Culture and Health,” which constitute a broad curricular framework. Under each Agenda are placed mid-level Issue Fields, among which real-world problems are distributed. Tutorial instructors are assigned to respective Issue Fields to take charge of education. Students participating in the Program will define their research theme along the axes of the Agendas and Issue Fields, select an Issue Field in which to carry out research, and receive instruction from the corresponding tutorial instructors in charge. In this manner, the Program enables students to flexibly design their personal curriculum.

In addition to the above, all students participating in the Program are required to take some common-subject courses to undergo general training in collaborative problem solving, fieldwork, and policy making and analysis. Some of these courses are offered in the format of problem-based learning (TBL) centering on group work that combines students in master’s and doctor’s courses. Diverse tutorial instructors join these classes, thereby forming places where students can practice collaborative problem solving relating to their respective research themes. Students will thus acquire knowledge and skills necessary for problem solving and develop their practical middleperson ability.

2.Coursework

In the master’s course, required common-subject courses representing five credits in total are offered in the first year. In “Introduction to Issue-based Study I” (1 credit) and “Policy Analysis” (1 credit), both offered in the spring term and partially held as PBL classes, students acquire knowledge and skills commonly required for problem solving. On top of such learning, in “Methodology of Global Society Field Research” offered in the summer term, students acquire diverse fieldwork methods and research ethics. In the first-year autumn term, “Introduction to Issue-based Study II” is offered to further develop students’ knowledge and skills relating to collaborative problem solving. At the same time, in the year-long “Interdisciplinary Seminar” (1 credit), students receive research instruction from their academic advisors (of their respective graduate schools) and Program tutorial instructors.

The “Introduction to Issue-based Study” courses are held jointly with the “Advanced Issue-based Study” courses for doctoral students to enable students of different courses and years to engage in group work together. Classes will include research reports by all students, and discussion will be held from multiple perspectives with participation by many tutorial instructors.

Required elective-subject courses are offered to represent five credits in total. Students are required to take “Tutorial for Master’s Student” (I to IV, 1 credit each), selecting tutorial instructors according to their research themes. Students are not allowed to take two tutorial courses taught by the same instructor; this is to encourage them to expand their learning in related areas. “Lecture Series” (1 credit) is offered to expand students’ learning experience to include symposiums, workshops, field training and so forth.

In the doctoral course, students who did not complete the Program in the master’s course are required to take “Interdisciplinary Seminar” (1 credit) to ensure smooth research progress. The required courses for all Program students in the doctoral courses are “Advanced Issue-based Study I and II” (1 credit each), which are held jointly with the corresponding courses for master’s students, as stated above. The elective courses are “Tutorial for Doctoral Students” (I to III, 1 credit each). Teaching assistants will be actively recruited from among doctoral students so as to provide them with the educational opportunity of developing their leadership ability as a middleperson.

3.Research instruction

The year-long course “Interdisciplinary Seminar” is offered in the first year to ensure that students in the master’s course can smoothly proceed with their learning and research. Students are required to draw up a research progress report, based on which their academic advisors of their graduate schools and the Program’s tutorial instructors jointly provide research instruction. This is also where coordination is sought between students’ major research and their research within the Program. Students in the doctoral course in the Program who did not complete the master’s course in the Program are also required to take “Interdisciplinary Seminar” during their first year to ensure a smooth start of learning and research.

The Program has no fixed academic advisors since it is designed for the exploration of common themes, not a program in which students pursue their major specialized research. However, tutorial instructors in charge of “Interdisciplinary Seminar” in students’ first year will continue to serve as their loosely assigned academic advisors and points of contact with regard to the Program in and after the second year. The Program’s dedicated instructors also serve as general advisors for Program students.

4.Assessment policy

In the Program, students’ academic achievement is recognized on the basis of QE results, grades in courses taken, and credit certification, as well as step-by-step instruction and academic performance assessment following the renewal of research progress reports.

Admission Policy

1.Desired student profiles
【Master’s course】

Students desired for the Program’s master’s course have an active attitude toward their research in their respective graduate schools and toward collaboration with others for the solution of diverse real-world problems; they also appreciate and accept other students who share these traits. Concretely, they have (1) broad-based interest in and knowledge about real-world issues beyond the scope of their areas of specialization; (2) communication skills that enable them to work with diverse people to solve problems; and (3) an attitude toward problem solving that surpasses the barrier between academia and the real world.

【Doctoral course】

In addition to the qualities and attitude desired of applicants for the Program’s master’s course, students desired for the doctoral course have (4) an understanding with which they link knowledge of their area of specialization with that of adjoining areas and (5) a leadership ability with which they proactively coordinate among diverse views and opinions.

2. Selection method

Candidates for admission to the Program, both master’s and doctoral courses, are examined on the basis of their application form, essay, and an interview covering the application form and the essay to determine whether or not they correspond to the desired student profiles. The pass/fail decision is made also while considering reconciliation of applicants’ major research in their graduate schools and Program participation.