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Research paper : Graduate education for multi-disciplinary system design and management (N. Kohtake et al.)−127−Synthesiology - English edition Vol.3 No.2 (2010) unsolved issues in society. In addition, SDM seminars and lectures are actively done for business people in industry who are not participating as students, to train leaders of large-scale complex systems and to extract social issues and demands for graduate school education. Also, the opportunities for faculty developmentTerm 1 are regularly and frequently provided to increase the educational ability of the faculty members.(7) Publication of results; extraction of issuesThe abilities acquired by the students through the graduate school education and the findings obtained by the faculty members are presented to the stakeholders, and are evaluated. Also, evaluations will be done by students attending the Graduate School of SDM. The issues are extracted by analyzing the evaluations, and the education is improved based on the results.The above scenario will not end in one cycle. It is a spiral-upTerm 2 scenario where the improvement of the graduate school education and further development of SDM science are conducted regularly for each steps from (1) to (6), based on the result of “(7) Publication of results; extraction of issues”.3 Establishment of the Graduate SchoolIn opening the Graduate School of SDM, issues in industry and demands for graduate school education were extracted based on interviews with over 100 companies in Japan and abroad. As a result, the abilities and knowledge that the students must acquire to handle the large-scale complex systems were categorized into six groups as shown in Fig. 2. The horizontal axis shows the range of the related disciplines, while the vertical axis shows the scale and complexity of the system in question. This indicates that a leader who handles the large-scale complex systems must have the abilities of system design and system management, and should have the foundations for systemic thinking and communication. It also means that the students must be already versed in some specialty and possess basic knowledge for the disciplines related to their specialty. The abilities and knowledge are defined as follows.A) System design ability:The ability to understand the real issues and demands of the diverse stakeholders such as user, customer, society, and environment, and to creatively suggest a solution to the issues while taking into consideration the total consistency in each lifecycle phase from conceptualization, development, operation, and disposal of the system (the design includes the proposal of concept and solutions in all designs, from technological system design, artistic design, organizational design, social design, to the grand design of management and policy)B) System management ability:The ability to respond to the changes in environment due to the progress of the project and the advancement of lifecycle, and to consistently carry out the system design and to manage and operate the system to fulfill the demands of the stakeholders such as the user and customerC) System thinking ability:The ability to capture the whole picture of the system and the essence of the issue in a transdisciplinary, birds-eye-view, and systematic perspectives, by looking at the interdependency and the interrelationship of the phenomena, as well as the independent phenomenonD) Communication ability:The ability to communicate one’s thought to others, understand the thoughts of others, and to solve the problem by forming a team with diverse human resourcesE) Expert knowledge:Deep knowledge in certain fields of engineering or social sciences (desirable to have knowledge of multiple fields)F) Basic knowledge:Basic knowledge of other disciplines related to the specialtyThe education at the graduate school established for the elements selected to realize the goal and the integration of these elements will be explained below.3.1 Educational curriculumThe outline of the courses is shown in Table 2. For the abilities and knowledge that the students should acquire through education, those related to the courses are marked with and those with particularly strong relations are marked with. The courses that differ according to the student’s specialty are marked with. The individual subjects included in the recommended subject group and the Fig. 2 Knowledge and education that should be acquired by the studentsRange of disciplineCommunication abilitySystem thinking abilitySystem management abilitySystem design abilityScale and complexity ofthe system under investigationHighLowBasic knowledgeBasic knowledgeExpert knowledge

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