On October 2003, JAIST (Japan Advanced Institute of Science and Technology) launched MOT course for working professionals in its Tokyo satellite campus. In 2009, MOS (Management of Service) course was created based on the experiences of MOT course operation. In 2011, these two courses were merged to establish iMOST (Innovation Management of Service and Technology) course. As on 31 March 2014, these three courses have produced around 160 graduates, who fulfilled the course concept of “developing managers who understand technology and technologists who understand management, resulting in nurturing human resources who can realize innovation”. This paper describes the history, present state and features of JAIST’s MOT, MOS and iMOST courses, and discusses future direction.

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TUS (TOKYO UNIVERSITY OF SCIENCE) MOT constantly attracted business persons to the management of technology course for 10years. It would be the time to promote more for the next ten years.

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On the occasion of the past 10 years of MOT education in Japan, we tried to point out key factors which shall be re-recognized by existing MOT schools, focusing on the human resources to be trained toward contributions on achievement of national objectives, based on the legal framework of MOT school. Also, it is necessary to listen to the industry’s voices again and define our objectives clearly, which shall be announced widely making commitment to educate MOT human resources for the growth of Japanese industry.

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Graduate School of Engineering Management, Shibaura Institute of Technology was established in 2003 as the first MOT degree course in Japan. Curriculum of Shibaura MOT is unique and effective for engineer and research scientist with the aim of becoming an innovator or entrepreneur. It is constituted from five study areas which are “Business Management”, “Engineering Management”, “Business Perspective”, “Practicum” and “Global Class”. Above all, “Business Perspective” is a unique lecture series of various industries. Participants will learn inexperienced business and technology field and find novel idea connecting unbound knowledge. Shibaura MOT has been trying many innovative challenges, including “Hybrid Class” and JMOOC (Japan MOOC). “Hybrid Class” is a unique blended learning system which allows part time student saving time and effort. These challenges will create values and lead MOT in Japan and Asia.

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This paper describes the importance of technology management in Japan and Ritsumeikan University’s management of technology (MOT) education program. Experts trained in MOT are expected to create innovations, and high-level educational institutions are needed to prepare professionals adequately for related careers. This paper explains why educational training in MOT is a prerequisite for Japanese innovations; further, it describes the characteristics of educational programs offered by the Graduate School of Technology Management, Ritsumeikan University, with which the author is affiliated. The graduate school, which is located in the Kansai region, offers both master’s and doctoral programs. A diverse range of students attend it from all over the world. In addition to traditional weekday classes, the school offers evening and weekend classes at the Biwako Kusatsu Campus and Osaka Campus for the convenience of mature students. Our aims are to develop talented leaders for professional and academic careers and to provide them with a foundation in the pillars of management and technology along with practical experience with leading Japanese enterprises.

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This paper proposes an importance of field studies for MOT programs. Japanese Government announced “Innovation Strategy 2014”, in which the innovation for Small and Medium-sized Enterprises (SMEs) were especially expected. Though business fields of SMEs are very harsh and it is not easy to support SMEs, MOT programs have some possibilities to support the SMEs’ innovation. Therefore MOT programs includes some kind of field studies for SMEs. The importance of field studies are shown in the results of field study of the Graduate School of Nagoya University of Commerce & Business, as well as other business schools.

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This paper describes the experiences and their evaluations so far, of MOT (Management of Technology) school named MMPS (Manufacturing Management Practice School), mainly targeting SME (Small and Medium-sized Enterprise) managers and executives during the past decade, and refers to the next development. This MMPS consists of about 30 students, is organized with one Saturday class per month during one year covering essential management subjects for busy SME executives.
Next development of this school shall be covered with the subjects of MOT and MBA (Management of Business Administration) in response to those who need, but cannot attend both of courses. This newly conceived school, named TMPS (Technology Management Practice School) has already launched by Tokyo Keizai University and Musashino Management School in 2014. The school is expected as next management school for SME executives.

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In Japan, there are not many starting business now and so the training of entrepreneurs is required for the activation of Japanese industry. The Nishikawa MOT private school was established for the purpose of training such young entrepreneurs who can create business models that making a significant social contribution. The school has mainly five features as follows; (1) to learn the results of the research of Japan-type management-of-technology; (2) to train practical and innovative thinking by student participation; (3) to apply such knowledge to a current individual business of the student while is working; (4) to train sincere young entrepreneurs for management-of-technology; (5) to train about ten selected students. The school is composed by three hierarchies of “Basic course”, “Leader course”, and “Instructor course”. Currently, “Basic course” is opened to learn the fundamental knowledge and the creativity for practical business. The lecture consists of five steps of (1) business models, (2) business plans, (3) basic concepts of strategy, (4) mid-term or long-term strategies, and (5) management strategies. And the program has enough time to exchange opinions among the students and lecturers.

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This research was done to show “establishing engineering brands requires engineers with “Senseware.” ” Production activities in “Senseware” focus on “development of human resources,” and particularly, developing individuals with intellectual productivity, experience and originality. A hypothesis, “Senseware” consists of 3 elements; sensibility, intelligence, and earnestness, was set, and the research proceeded with studying previous work case analysis.Although people often say sensibility is something congenital, it emerges its capabilities through experiences of learning. Intelligence comes from experiences of studying and practicing science and engineering. When intelligence merges with sensibility and earnestness, it earns customer’s trusts and develops innovation business.This paper discusses about “Senseware,” by defining and verifying three components; sensibility, intelligence, and earnestness.

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A new tool is produced every day, and same time there are large number tools which disappear calmly, in our surroundings.
I would like to consider production and consumption from use of habits of tools. I think that it must not miss in the spread of tools requires considerable time for completion of a tool for users. Although it is important to find those who adopt a tool in early stages, it is how to make people who resist existence of many people who are behind and participate, and acceptance persuade and receive.
If this anti-pressure is not exceeded, spread does not progress. Spread never progresses in a straight line, but many new tools and ideas are carrying out by disappearing like a bubble. And it improves and what also expanded the domain and remained continues as a standard tool.

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Attorney Shigeru Nakajima established his Business School with the idea of raising “future leaders” who are able to make quick and proper business “decisions”.
All classes in “Nakajima School” use the “actual case practice method”. “Defective Product Accident”, “Leak of Confidential Information Case”, “Discovery of Internal Improprieties”, etc., are all cases modeled on recent actual “corporate events”.
For each person involved in the case, the volume of information, character, and background information are specified depending on the position of the person involved. Just as the position and available information for an involved person are different in the real world, each case also is set up with different amounts of information available to each person.
“Nakajima School” also aims to have the students experience “meeting the press”. The reporters are played by Nakajima School graduates who are actually engaged in mass-communication positions, and the students are expected to respond as president or PR department head to realistic and severe questioning.

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This paper focuses on the skills that would be advantageous for business persons in order to grasp the unconscious requirements of individuals. Knowing such requirements is imperative because it would substantially influence the design of a product, a service, and an organization. However, ordinary techniques and methods such as interviews and questionnaires are not enough to understand the unconscious behavior, attitudes, and habits of people.
This paper introduces ethnographical ways of collecting and analyzing information in order to understand the nature of individuals. Combined with other techniques, ethnographical research would be a powerful tool to survive a competitive business world.

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