Skip to main content

Learning From Japan Improving Knowledge of Japanese Technology Management Practices (1994) / Chapter Skim
Currently Skimming:

Creating an Academic Specialization
Pages 27-30

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 27...
... Creating an academic specialization would provide much-needed focus for a wide range of activities, expertise, and resources now scattered among academic departments such as Asian Studies, Management, Engineering, and Humanities. Building a multidisciplinary J/TIM specialization would provide a coherent framework for research, curriculum development, faculty development, and continuing education and outreach activities.
Read the entire page →
From page 28...
... The curriculum should contain the fundamental, core body of knowledge that the graduating student is expected to know, and which will differentiate the J/TIM student from the more traditional graduates in business and engineering. Examples of specifics that would be expected in such a curriculum would be technology management courses that expose students to Japanese accounting practices, research practices, personnel practices, university-government-industry relationships, contractual and legal practices (e.g., positions on intellectual property rights)
Read the entire page →
From page 29...
... Typically, academic personnel committees and administrators have little patience with the difficult job of sorting out who did what, and assigning appropriate credit, yet this is essential if J/TIM programs are to gain academic credibility in the university community. This is a well-known problem in other multidisciplinary centers, such as the engineering research centers and science and technology centers funded by the National Science Foundation, but it has been dealt with effectively in most of those centers.
Read the entire page →
From page 30...
... If a viable academic specialization is to emerge from the AFOSR programs, curriculum and faculty development and organizational issues of how J/TIM fits in the university structure must be addressed directly. Otherwise, these programs are likely to continue to be primarily Japanese language training for engineering and management students and intern placement activities, an outcome that falls short of the objectives of the Congress in creating the program.
Read the entire page →

Key Terms

  • curriculum development
  • technology management
  • university structure
  • faculty development
  • organizational issues

  • language training
  • typical university
  • program faculty
  • successful program
  • schools funded

  • university administrative
  • faculty probably
  • existing university
  • viable academic
  • university organizational

  • japanese culture
  • concerning university
  • overall program
  • academic culture
  • technology centers

  • university community
  • university education
  • technical japanese
  • floor management
  • management courses

  • preexisting research
  • include language
  • gain academic
  • research practices
  • university organization


    • This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
    More information on Chapter Skim is available.