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Research paper : Graduate education for multi-disciplinary system design and management (N. Kohtake et al.)−138−Synthesiology - English edition Vol.3 No.2 (2010) of SDM and the education and research curriculum for the social skill courses, while Nishimura plays a central role in building the education and research curriculum for the technological courses. Finally, Kohtake was involved before its opening from the standpoint of industry, and became a faculty member one year after its opening. In this study, he works on the interactive courses, the international collaboration, the analysis and verification of the education results, and the discussions for the Graduate School of SDM.To write this article as a research paper, we rewrote it according to the guideline shown in [Example 1], and the research objective, scenario, selection of elements and their synthesis and integration, evaluation of the results, and future developments were described. The newly drawn Fig. 1 represents the scenario, and the relationship between our effort and society was explained by clarifying the relationship with the stakeholders. Also, how the scenario was realized, what kind of results has been produced, what are the issues that must be solved in the future, and their interpretations are described. The presentation of the paper was substantially changed.2 Title and subtitleComments and questions (Motoyuki Akamatsu)The main title of the draft is “Graduate school education for ‘system design and management science’ transcending the disciplines”, but I think it is lacking as a title for a “synthesiology” paper. I think SDM itself is “synthesiology”, and creating the education system is “synthesiology”. Therefore, please consider a title that clearly expresses that it is a “synthesiology” paper from both perspectives, such as using the title “Graduate school education for…” with the subtitle “Developing leaders who can construct and operate large-scale complex systems”.Answer (Naohiko Kohtake)Thank you for your suggestion. We changed the title and the subtitle as follows to present the specific content of the paper:Graduate education for multi-disciplinary system design and management- Developing leaders of large-scale complex systems -3 Objectives and points of the SDM curriculumComment and question (Motoyuki Akamatsu)You wrote that you set the abilities listed from A) to C) as abilities to be acquired in response to the expectations for universities and graduate schools in Table 1, but please explain these points. Also, there is a matrix of abilities and courses in Table 2, but please state what are the points in having the students effectively acquire SDM science such as in the selection of the curriculum, points emphasized in the courses, and selection of the educational materials.Answer (Naohiko Kohtake)There were unclear points and redundancies in the relationships of Table 1, the list described in Items A) to C) of section 4.1, as well as in Table 2, so the relationships were clarified and revisions were made to the relationship of the abilities and knowledge the students should acquire. The abilities and knowledge the students should acquire corresponds to A) to F) of chapter 3 of the revised paper. These were determined based on the findings obtained from the interviews to more than 100 companies conducted before the opening of the Graduate School of SDM, as well as the data from the Education Issues Committee of the Nippon Keidanren described in Table 1.We also revised the matrix of the abilities and courses in Table 2 to explain the thinking behind the curriculum setting, and the points and mechanisms of the course. A specific explanation was described in section 3.1, with particular emphasis on required subjects. The recommended subjects and the elective subjects were added in Table 3.4 Educational method for learning SDMComments and questions (Motoyuki Akamatsu)You mention the lectures, ALPS, and SDM research as ways of learning, but for synthetic research, please organize what can/cannot be learned in lectures, what can/cannot be learned in ALPS, and what can/cannot be learned in SDM research. It will also be beneficial if you address to what extent SDM can be learned through education, and what are the limits of education.Answer (Naohiko Kohtake)The basic set-up is to learn the theories in the lectures, to design a system in a team of about five to eight people in a set period in ALPS using the knowledge and methods learned in the lectures, and then each student engages in individual research. However, even in lectures, we emphasize interactivity where the thinking and methods are actually learned through hands-on experience. We encourage the students to attend lectures as needed during the ALPS and the research. Also, the students can invite lecturers to learn more theories, and therefore the courses are mutually supplementary. The students enhance their individual specialties through the process of research.Since the majority of the students have business experiences, they bring their research topics from their real life experiences to the Graduate School of SDM. Therefore, it is not possible to capture every single aspect of the systems at the Graduate School of SDM. However, the faculty members and the students already have diverse specialties, and are capable of teaching their specialized knowledge to each other in the form of “semi-student semi-teacher (way in which the position of teacher and student are not set, but they learn from and teach each other)”. We believe essentially any subject can be handled using this method.However, since the level of specialty and consciousness differ by student, we do think that what the students learn about SDM depends on the individual student’s strength of the consciousness of the problem, breadth of vision, and ability to take action. We are aware that this is an issue. Therefore, we wrote in section 4.5 as follows.“We feel that all students are capable of learning the basic thinking and method needed to solve the problems of large-scale complex systems to a certain level through required subjects. On the other hand, to be able to utilize the thinking and method in society and industry, it may be necessary to take courses other than the required ones at the Graduate School of SDM as well as at other universities and graduate schools, and the students themselves must apply them in their research and work. The effectiveness of the education depends largely on the students’ strength of the consciousness for the problem, breadth of vision, and their ability to take action. Although it is difficult to solve all these issues through graduate school education only, we feel many issues can be solved by the close collaboration between the Graduate School of SDM and society and industry, the individual guidance to students by the instructors, and the further promotion of various exchanges among students composed of diverse human resources.”5 Fusion of humanities and sciences; international collaborationComments and questions (Motoyuki Akamatsu)There are many activities listed as the efforts of the Graduate School of SDM. I think the readers will better understand if you offer specific explanations on, for example, what is learned through human resource exchange transcending the framework of sciences and humanities, or what is the relationship between international collaboration and systems design education.Answer (Naohiko Kohtake)What is learned through human resource exchange transcending the framework of sciences and humanities?

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