MOT教育コアカリキュラム_英語

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C Comprehensive areas  Utility:  Feasibility:  Academic value: Relationship between comprehensive area and learning items originality, and other qualities. Because the activities pertaining to comprehensive area is diverse depending on the backgrounds and interests of individual students due to the characteristics of each MOT professional graduate schools, the comprehensive area constituting the core curriculum is prescribed on the basis of the qualitative conditions described above. Such qualitative conditions are designed to have students appropriately survey and analyze issues that they have configured independently and procure for these students the experience of creative problem solving. Students are expected to demonstrate creative problem-solving capabilities based on diverse perspectives on technology and management with respect to issues that they may face in practice after graduation according to approaches to arriving at solutions that they have conceived through this experience. Therefore, they must explore and select the optimal knowledge and skills for solving problems and, where necessary, learn new knowledge and skills to satisfy the qualitative conditions that apply in comprehensive areas. The value of achievements obtained through efforts aimed at creative problem solving from multifaceted perspectives on technology and management in practice is not always consistent with academic value. In contrast to autonomous nature of academic research, problems to be resolved in practice are not always configured by oneself; it is conceivable that many cases will arise where the issues have been defined by managerial, operational, or occupational necessities. Therefore, the required creative problem-solving capabilities should not be applicable to the limited areas. It is also insufficient to merely have students at MOT professional graduate schools only learn advanced knowledge and skills pertaining to specific issues to be handled in comprehensive area. To demonstrate effective problem solving in practice, graduates will be required to collaborate with various relevant sections and personnel within the company or other organizations. Basic knowledge pertaining to technology and management will be needed as a common element or a common foundation for smoothly promoting such collaborative efforts. In other words, failure to acquire basic knowledge will make it difficult to raise the possibility of successful problem solving in practice even with the experience of applying methods obtained during the course of studying comprehensive area. As a result, education presented as learning items in the core curriculum is essential, such that comprehensive area is meaningful only when underpinned by a solid foundation of fundamentals so that creative problem solving can be implemented on an ongoing basis from integrative perspective on technology and management. Does not refer simply to an enumeration of individual impressions and survey results. Encompasses a projection of contributions to society, industry, the company, or organizations. Assertions and recommendations demonstrate feasibility. Information has academic value in terms of objectivity, rigor, novelty, 23