Education
Classes offered in English
Required Subjects
| Course Title | Course Description | |
|---|---|---|
| Core Subjects | INTRODUCTION TO SYSTEM DESIGN AND MANAGEMENT(2) | This subject/course/class aims to provide a whole picture of "system design and management(SDM)" and relationship with other major subjects/courses/classes. Students get an overview of SDM and learn logical thinking and systems engineering, which are fundamental in understand SDM, through exersize. Moreover, this subject/course/class introduces an overview of other SDM major subjects and defines the relationship between those and systems engineering. |
| SYSTEM ARCHITECTING AND INTEGRATION(2) | Regarding System Integration as a component of the system engineering process that unifies the product components and the process components into a whole assuring that the hardware, software, and human system components will interact to achieve the system purpose and satisfy the customer needs. Contrary to decomposition process, System Integration is the melding of divergent and often incompatible factors such as technologies, applications, data, information and so on, into a uniform IT-based technology architecture and functional working structure. Evaluation and review processes are outlined for large-scale complex systems. This course presents overview on the recent advances in Systems Engineering and System Architecture after definition of systems engineering, its origin and the effectiveness are provided. The contents are based on the handbook of International Council on Systems Engineering (INCOSE). The background, history and some frameworks of system architecture are provided, and using the architecture framework consists of all views, operational view, systems view and technical view, some examples are explained. |
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| SYSTEM VERIFICATION AND VALIDATION(2) | Verification and Validation (V&V) is essential for system design and management. This class explains the differences and dynamics between them and how to plan and implement them.This class will involve case studies involving various man-made systems including technological systems, social systems, and human systems. | |
| PROJECT MANAGEMENT(2) | The relationship between project management and system engineering (system integration) is defined. Basic way of thinking for project management is given; project management activity consists of "Planning", "Doing" and "Evaluation". The method to feed back the result of evaluation to design process is explained. Lecture and exercise are give for design and management of the complicated system, basic and practice of logistics, and techniques for cross-management and project management. Explanation covers work breakdown structure and SDM plat form. | |
Project Subject |
DESIGN PROJECT (4) | Design Project, which was called "ALPS"(Active Learning Project Sequence) projects until 2011, provides recommendations on the design of innovative products, services and other systems using system design and management approaches developed in collaboration among Keio University, Massachusetts Institute of Technology (MIT), Stanford University in the USA, and Delft University of Technology in the Netherlands. We examine products and services related to a project, define the problems, learn the requirements of the interested parties, set system requirements, design concepts, propose architecture, repeatedly test and prototype, and then verify our recommendations. Design Project participants gain real-life experience in the design of totally new business models and innovative systems. |
| Special Research Subject | RESEARCH ON SYSTEM DESIGN AND MANAGEMENT(2) | Unlike the ordinary science and technology graduate program, research in the Keio SDM Master’s course is oriented toward design project research. It is strongly recommended that individual research follows the same pattern that is used in the "Design Project" project work; the actual project research should be performed in groups. Groups may take many different forms; they can be groups of students, mixed groups of faculty and students or joint research groups with companies or other universities. However, the student must write his or her own master's thesis. The "Research on System Design and Management" subject corresponds to the master's thesis. In this subject, students write up their portion of the group's design project research for presentation to and review by the Master's Thesis Examination Committee. It is possible to be advised by multiple members of the faculty. |
credits shown in parentheses
Major Subjects
| Course Title | Course Description | |
|---|---|---|
| Recommended Basic Subjects | (2) COMMUNICATIONS(2) | For those, who wish to communicate with Japanese businessmen, engineers and so on, it is important to understand their mentality, although each person has his/her own character. One of important keywords for understanding Japanese mentality is "a sense of dedication to community". During communication with Japanese partners, Japanese people do not look strong as individuals, compared with occidentals. However, "a sense of dedication to community" is very strong and results in success in business and R&D activities. In these classes behavior of Japanese businessmen and engineers are psychologically analyzed, so that you can communicate them smoothly. |
| Major Subjects in Systems and Socio-Tech Engineering | PRACTICE OF SYSTEM DESIGN AND MANAGEMENT(2) | This course covers fundamentals of modern strategic systems engineering(SE). Starting from the context analysis to identify interaction among customers/users, stakeholders and natural/social environment, the course includes salient features of the Systems Engineering such as requirement analysis, functional/physical analysis, evaluation procedures and trade-off, work breakdown structures (WBS), and risk/life-cycle analysis. This also covers history of the Systems Engineering and Systems Engineering Professional (CSEP) conducted by International Council on Systems Engineering (INCOSE). |
| INTRODUCTION TO FRONTIER PROJECT MANAGEMENT(2) | Even in the 21st Century, exploration projects to the uncharted frontiers, such as extreme terrestrial environment, deep sea, and deep space beyond the Earth, still wait for the greatest challenges of all time. One requires project management skills that are quite different from cases for mass production projects and system design strategy that can expect the unexpected and deal with such events, in which both great discoveries and high mission risks lie. This course studies how to make a successful project to challenge such frontiers, through analyses of past and present projects in the fields of adventure enterprises, scientific expeditions and commercial/governmental explorations, interactive discussions about commonality and uniqueness of both successful and unsuccessful cases, and practical training for team projects of students' choices followed by model mission definition/system requirement reviews. | |
| Major Subjects in Safe, Reliable, Human-Interface, Symbiotic, & Innovation Systems | HUMAN FACTORS(2) | Human factors is the scientific discipline concerned with the understanding of interactions among humans and other elements of a system, and the profession that applies theory, principles, data and methods to design in order to optimize human well-being and overall system performance. In this lecture, basics of human factors, especially those relevant to safety, are introduced. It is hoped that students will develop an understanding that human factors is a crucial component of our life. The lecture is expected to be very interactive. |
| CREATIVITY MANAGEMENT 1(2) | This course introduces students to 60 models of creativity obtained from 150 creators, from 41 nations and 63 diverse professions. BENEFITS: First, about the 4th week, the course breaks the naive idea we all have, that there is some one right model of creativity. Second, this course prepares you to manage creators---to spot which of 60 ways they use and which of 50+ ways missing in them, might, if added, most improve the creativity of what they do. Third. this course empowers students with 960+ specific methods, tools, events for getting groups to do creative things they could not do on their one. Fourth, no course in any college in the world teaches: as many models, models as comprehensive, models as practical (with steps and examples) as this course. The course format is new in 2011, the odd-weeks are explanations of the 60 models of creativity, the even-weeks are in-class exercises applying core methods from one of the models presented the previous week. The core text of the course is the book Are You Creative? 60 Models by Richard Greene, the course instructor. There are 4 assignments, done in small teams, each assignment takes a month (4 weeks): 1) interview 1 very creative person in Tokyo and identify how many of the 60 creativity models they use and which parts of each such model use (using a professional—not TV—interview method 2) invent something using the steps of one of the 60 creativity models that is better than any similar such thing 3) assignment one again—professional interview of a second creator showing which creativity models they use 4) assignment two again—invention of something creative using a different one of the 60 creativity models.. No final assignment or paper. | |
| CREATIVITY MANAGEMENT 2(2) | This course aims to give students the power that comes from having several distinct ways to achieve innovation in large organizations and venture businesses, so that when one innovation approach is stymied, students, by switching instantly to a viable related other approach, can keep going, where others would be stopped or delayed. Creations, designs, and imaginings all have to be inserted into complex, competitive organizations in order to become realities. This course is completely honest about the forces in big organizations--flux, change, error, distraction, dissipating focus, nasty politics, and others—that hinder innovation and sometimes make engineers flee, hiding in equations and technologies easier to control, at a cost of achieving less than they could. Engineers all too often are inside innovation processes others control—this course allows students to choose, invent, and lead their own innovation approaches from a menu of 45 tested models. The course attempts to create Masters of Innovation. The course also presents sources and cultures of entrepreneurship, cultures of global operation, cultures of particular technologies and devices, the culture of professions (like management, engineering), then tools for spotting, measuring, improving, combining, and changing those cultures. This course then applies these culture tools to understand 45 distinct approaches to innovation, gotten from 150 famous innovators in 63 diverse professions, half US, and half global. Student teams will make small weekly reports on one of the six or so innovation approaches presented each week, and individual students will choose one of the 45 approaches the entire course presents, to apply to their current project in a final short paper. The idea of the course is to make students EXPERTS at innovation in general, in all its types, varieties, and places. This course is the most comprehensive presentation of innovation models of any course in any global top ten college, as of the time of this writing. | |
| Major Subjects in Political, Economic and Business Systems | ENTREPRENEURSHIP(2) | Starting a companies consists of following four phases: the first phase: set up a new company after gathering enough funding, the second phase: aquire new customers, the third phase: go public in the stock market, and the fourth phase: grow up as a public company. Variation of the above phases include selling a company without going public. It is known that the correlation of many successful companies with the Industrial Revolution is high based of the past entrepreneurship history. Therefore, Fujiwara will describe the history of the Industrial Revolution, especially the history of the digital information revolution, which are important social climates for entrepreneurs. He then explains standardization competition which is especially important for the information technology industry. He will then explain and review problems and solutions in each phases of starting a company. Prof. Duncan Moore of University of Rochester lectures on Technical Entrepreneurship in October. |
| SOCIAL SCIENCE RESEARCH DESIGN(2) | The objective of this course is for the students to understand the basics of social science research design, including various data-gathering methods, so that the students will be prepared to work on their masters or doctoral theses. Social science research design will be explained using the textbook and various research papers and books. Each student will submit a weekly report (total ten reports) consisting a book review and a brief description of the student's own research topic and get feedbacks from the instructor and also from the fellow students. This course is intended to help the students gradually formulating their own research topics as social science research designs for their masters or doctoral theses. This course format is based on the social science research design courses the instructor (Horiuchi) took at the graduate schools of three U.S. universities. | |
| MARKETING MANAGEMENT(2) | Marketing principles are applicable not only to institutions but also to individual's various activities. The goal of this course is for the students to understand marketing. Through textbook and case discussions, group case work, and students’ individual marketing presentations and short reports, the students acquire practical, usable marketing sense, which can be applied in business as well as in one's personal life. | |
| BUSINESS SYSTEM DYNAMICS(2) | Business System Dynamics (BSD) is a methodology for analyzing complex business networks and behaviors using modeling and simulation techniques. It is based on System Dynamics established by Jay Forrester at MIT, which uses computer-aided simulation to study the interplay of growth and equilibrium of a system over time. The goal of the course is for students to provide simulation skills in business researches using System Dynamics. The course has three objectives. (1) First, students are to learn basic modeling and simulation techniques in System Dynamics. (2) Second, students are to learn business management theories such as Strategy, Marketing, Finance, Human Resources Management and Operation Management for better understanding of business in general. (3) Third, students are to experience business research/consulting project in cooperation with other classmates for acquiring teamwork skills. No prior programming experience is necessary but computer-aided simulation is often used in class workshops and assignments. | |
| MULTI-CULTURES OF SYSTEM DESIGN AND MANAGEMENT(2) | This course covers ten substantial roles of culture in systems, design, engineering, and management. The purpose is to make students capable of spotting cultures, characterizing them in detail, changing them in various ways, measuring and changing their strength and type, so as to succeed in design, system leadership, engineering, and managing large projects and organizations. Particular types of culture are presented—the culture of high performance, the culture of investment, risk taking cultures, culture of innovation. Also, the various parts of our world where culture appears powerfully are presented---culture of: devices, business practices, professions, design, nations, genders, organization forms. A ten component model of culture is used---culture: definitions, uses, types, operations, dimensions, social processes, traits, tools, powers, high performance settings. Exciting practical applications of culture are especially central to this course---the culture of successful venture technology businesses and of successful technology products and devices, the culture that emerges inside succesful system engineering projects, the culture of great market-leader organizations, the culture of people with highly interesting careers, the culture of great designs and designers. On odd number class weeks, models and dynamics of culture are explained. On even number class weeks, in-class exercises are done using particular culture methods each class. There are four, one-month-each, assignments during the course, no final paper or project, weekly experience report forms, and in-class exercises that when not completed in class have to be completed outside of class. The one-month each assignments are: first month—interview someone who is a master of operating in plural cultures or a master of making new cultures; second month---transplant a particular business practice or product across cultures using a method taught in this course; third month—repeat first month this time interviewing another expert at culture handling; fourth month---repeat second assignment by transplanting a different practice, or product across different cultures. | |
| SOCIAL AUTOMATA WAYS OF DESIGN(2) | ONE: DESIGN is central to management, competing with China, competing inside China, in engineering, in art, in urban living, in personal taste-style-choice. This course is where ART, artful design, engineering design, organization design, process and event design, and personal career-self design INTERSECT. This course makes these design dimensions intersect in a specific set of methods that you master in this course---social automata ways of doing design work. These methods deliberately weave and combine art with science, intuition with calculation, in design. TWO: This course also is "about" something more revolutionary---the missing micro-level of organization in work and life. We have detailed structures for organizations, processes, and events, but daily discussions and meetings are largely without structure, rather sloppy, and not very morale boosting or effective. Social automata ways of discussing, imagining, meeting, and designing supply FORM to this missing layer of structure in life and work---multiplying YOUR PERSONAL productivity by factors of 10 to 100 or more. Master the social automata work arrangements/processes of this course and you will be able to run meetings, discussions, web-asynch-processes dozens of times more productive than competitors and peers throughout your career. Specific cases and examples from the instructor's experience of this are furnished in this class. THREE: This course presents all the types and dimensions of design, expanding your imagination and stretching design viewing/doing habits from limitations of how you were educated and where you were raised. A number of Dimensions of Difference exercises in this course, get you expert at spotting unstated, unconscious limits to past design series, allowing you to go beyond them in many useful ways. You get a kind of mental training in spotting abstract unities and dimensions of difference among designs in various series and traditions in this course. You learn to extrapolate along, interpolate within, those dimensions AND to extrapolate entirely new dimensions in a series, and interpolate entirely new dimensions too. These exercises make you a radically innovative designer compared to usual artists or engineers. You apply this to info design, event design, video-game design, meeting design, discussion design, device design, interface design, social media design, website design, organization design, task design, graphic design, interior design, extended mind design, and other design genres. Particular attention to bio-design, bio-inspired-design, and design of evolution systems from which unplanned designs emerge is given. FOUR: What ARE Social Automata? These are meetings/discussings that use people as if computer processors in various array topologies, with functions assigned to each pair of persons in the array, and at fixed time intervals (every 3 minutes for example), each pair applies its assigned function to partial results handed from other pairs in the previous time interval. By changing the topology of what path intermediate results take through an array of people, by changing what functions each pair of persons applies to the intermediate products handed it by other pairs, by changing the time interval given for applying assigned functions to intermediate results, we can test and perfect infinitely many new ways to do design or calculation work. Imagine a social automata of 15 people that every 3 minutes, repeated 20 times = one hour, generates new website/bicycle/iphone6 designs, then as a whole group it arranges those 20 designs, categorizes them, spots dimensions of difference among them, extrapolate/interpolates those dimensions, and choose two competing overall BEST DESIGNS! This way of conducting meetings and discussions is amazingly more imaginative, more practical, more powerful than how we meet, design, discuss now. EMPOWER YOURSELF. Eventually, after repeated teachings, this course is intended to become the world's single most comprehensive-practical introduction to all the aspects of design in the world. |
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| COMPARATIVE POLITICAL INSTITUTIONS AND SYSTEMS THEORY(2) | This course intends to serve as a rigorous but accessible introduction to comparative political institutions with particular focus on system analysis, interaction, and design. The first section of the course will introduce the historical origins, evolution, and definitions of the analytical concepts and frameworks of institutions in the political science discipline. This will be followed by a general description and explication of the comparative method as a way of understanding and explaining disparate political phenomena. The theory, approach, epistemology, and goals of comparative political institutionalism will be put into the context of social science and systems theory in general. Two initial lectures will provide the springboard to explore eight key political institutions: electoral systems, legislatures, executives, political parties, the bureaucracy, the judiciary, local government, and the media (as an institutional player). Key concepts, comparative indicators, and theoretical developments and concerns in each of these areas will be explored through eight lectures. Throughout, the designs and features of Japan’s political institutions will be placed in a broader comparative perspective, while supposedly and actually unique cultural and institutional features of Japan’s political system and behaviour will also be discussed. Aside from these ten core lectures, the course puts aside four sessions to invite top practitioners and players in the field as guest lecturers to provide a hands-on view of Japanese political institutions in practice. Candidates for these guest lecturers include a current parliamentarian, central ministry bureaucrat, political journalist, advisor on electoral campaigns, and municipal mayor. (These guests will provide a 30 – 45 minute lecture, followed by Q and A and interactive discussion between guest, instructor, and students). |
credits shown in parentheses
