This report introduces educational practices that promote mutual cooperation between data science education and intellectual property (creation) education on the premise that data science education will become widespread in university education. Specifically, the development of human resources to realize value design is the 4 of "Social Information Theory I", "Social Information Theory II", "Law I", and "Law II", which are common educational subjects offered at Teikyo University Hachioji Campus. This is a report of the results of practice using the subjects.

In order to promote intellectual property education at a junior college of arts, in this paper, we investigated the educational effect of the intellectual property courses offered at Yamaguchi College of Arts in 2020. The students got high scores in copyright, design right, trademark right. They were interested in those subjects because they often design trademarks and advertisement posters and also play music. On the other hand, they got low scores in patent right because they are not familiar with them. In addition, this study suggests the possibility for non-experts to conduct an effective intellectual property education with a help from Yamaguchi University (certified by MEXT as a Joint Usage Center of IP education).

In this paper, based on the history of IP creation education and the case of Chugoku region we will attempt to sort out the ideal way and the main points of the "regional consortium".

Thanks to the participation of various members such as the government, schools, companies and social education officials IP creation education practices as well as latent resources were visualized and shared. The activities of the regional consortium have produced results, and at the same time, new potential issues have become apparent one after another. Therefore, in the self-propelled regional consortium, the activities have not been reduced according to the small budget, but the members are requiring further opportunities and support for intellectual property creation education, and it is necessary to build a stronger promotion system.

In order to realize that how the Patent Contest/Design Patent Contest conducted by the INPIT have an impact on young people, we used the co-occurrence network and analyzed. As a result of the analysis, we found that it was possible to overcome the difficulties when creating ideas/designs with the advice of surrounding collaborators, and to lead to a sense of accomplishment and self-confidence by evaluation from others through challenges and achieves an award of the contest.

In recent years, career education has taken a step forward from the previous "education aimed at fostering a view of work and profession" and is deepening into "education aimed at fostering abilities and attitudes that are necessary for social and vocational independence". In order to achieve this, more active involvement of local community in school education is becoming necessary.

In this paper, based on the expertise gained from our education support business, we will attempt to organize the main points of the methods that are adopted by local communities and companies when they are involved in school education with the aim of career education. We showed how to provide guidance and support, that is deeper than the previous guidance and support such as one-off seminars and on-site lessons, for year-round PBL aimed at finding solutions to regional challenges. In addition, showing the educational effect and the possibility of using this method in education aimed at fostering intellectual property creation, we also clarified that they will be returned back to the local community and companies.

The Collaboration of Universities and Industries (CUI) activities in Japan have been increasing, especially since the enactment of the Basic Act on Science and Technology (1995). However, CUI was evaluated negatively in the 5th Science and Technology Basic Plan (2016), because it was judged to have not produced sufficient innovation in Japan. The report suggests that this was the result of insufficient utilization of the results of collaborative research between universities and industries in Japan. It appears that the traditional Japanese practice of forming agreements for collaborative research contributes to this problem. The purpose of the present study was to understand why results of collaborative research are little-used, with consideration of the "dead storage" of joint patenting. Therefore, after confirming the status of the patenting act in Japanese universities from a statistical perspective, I conducted a questionnaire survey concerning the occurrence of dead storage of joint patenting with respect to the CUI activities against the CUI section of Japanese universities. The results confirmed the existence of such dead storage, and revealed that there are different types of dead storage.

As the environment surrounding universities is changing drastically, there is an increasing need for universities to build a university brand. Trademarks are the basis of a brand strategy, so they can be used to strengthen or protect a brand.

In order to acquire a trademark right, it is necessary to determine not only the trademark but also the designated goods or the designated services. However, because university business is stipulated by law, universities cannot perform non-university business. Therefore, we attempted to analyze the purpose of acquiring the university trademark and the tendency of its utilization when the designated goods and the designated services are university business and non-university business.

Osaka Prefectural Nougei High School, as an SPH designated school of the Ministry of Education, Culture, Sports, Science and Technology, worked on human resource development and development of curriculum open to society using educational resources of schools and communities from 2018 to 2020. As a result, the unique business of the school produced results that involved social implementation, and the students' career consciousness improved. On the other hand, it was difficult to draw a line, between how far a project involving social implementation should be carried out as an educational activity, and from what point it should be separated from school or the community.