Toyohashi University of Technology 50th Anniversary Commemorative Publication
1 Toyohashi University of Technology celebrated its 50th anniversary in October 2026. The University’s halfcentury history has been built upon the tireless efforts of its successive presidents, beginning with the founding president, Dr. Yoneichiro Sakaki, and by its faculty and staff. Above all, I would like to express my deepest gratitude and respect to the members of the local community and to all related organizations for their tremendous support and cooperation in the University’s education, research, and student support activities. The University was founded as a unique “new-concept university and graduate school,” that primarily accepts graduates of Colleges of Technology as third-year undergraduate students. As an alternative to the conventional path from general high school to university, the University plays a vital role in Japan’s parallel-track engineering education system, specializing in technological fields, and is highly regarded by Japanese industry as an institution for cultivating highly skilled technical professionals. Today, graduates of Colleges of Technology account for about 10 percent of all university graduates in engineering and science in Japan and are highly valued in industrial settings. Each year, approximately 360 such graduates transfer into the third year at the University, where they study “technological science” through practical learning together with around 80 students who entered in the first year after graduating from general or technical high schools. Many of these students go on to graduate school, where they further refine their advanced expertise. This process has become a firm foundation for developing key professionals who support technological innovation in Japan. Today, we stand at a historic turning point, marked by the rapid evolution of artificial intelligence (AI) and a shrinking society caused by the declining birthrate. In such uncertain times, engineers and researchers must be able to make full use of AI and create new value to promote the well-being of human society and sustainable development. The University’s motto, “Master technology, and create technology,” does not simply mean learning existing technologies. The true essence of technological science lies in scientifically analyzing inventions arising from new concepts that cannot be explained by conventional theories and then developing new theories from those analyses to drive further innovation. During the decade since its 40th anniversary, the University has continued to pursue technological science and to strengthen its role as an institution for cultivating people who can contribute to innovation. It has accelerated its globalization, established international degree programs through initiatives such as practical training at overseas institutions and participation in the Erasmus Mundus Master’s Programme, and enhanced students’ global competencies. In research, with support from programs such as the National University Management Reform Promotion Project, the University has deepened collaboration with Nagaoka University of Technology and the National Institute of Technology, Japan. In 2023, it reorganized the Electronics-Inspired Interdisciplinary Research Institute and established a framework that consistently promotes activities spanning basic research on semiconductors and sensors through social implementation. This marked a major step forward in strengthening the University’s distinctive integrated prototyping and development environment for semiconductors and sensors, while advancing toward its goal of becoming a national hub for training next-generation semiconductor professionals across universities, Colleges of Technology, and industry, as well as a center for the development of AI chip design and manufacturing technologies. In addition, the agricultural-engineering collaboration that the University has pursued in response to regional needs has borne fruit in the formation of a regional co-creation research center led by young researchers, promoting the creation and social implementation of next-generation agritech that contribute to sustainable agriculture and regional development centered on people, in collaboration with diverse stakeholders. Looking ahead to the next 50 years, the University is determined to continue pursuing the essence of technological science and to meet society’s expectations by cultivating highly skilled professionals who can contribute to a value-creating society through the full use of advanced technologies, including AI. I sincerely request your continued guidance and support in the years to come. Commemorating the University’s 50th Anniversary – Pursuing the True Essence of Technological Science and Looking Ahead to the Next Half-Century – President Akihiro Wakahara
2 Table of Contents A 50-Year History of Toyohashi University of Technology 1. Activities Leading to the Founding of the University …………………………………… p. 3 2. 40 Years of Progress Since the University’s Founding …………………………………… p. 8 2. 1 A Decade of Growth: From the Founding to the 10th Anniversary ………………. p. 8 2. 2 A Decade of Advancement: From the 10th to the 20th Anniversary ………………. p. 11 2. 3 A Decade of Transformation: From the 20th to the 30th Anniversary ………………p. 13 2. 4 A Decade of Dynamism: From the 30th to the 40th Anniversary …………………. p. 16 3. A Decade of Reorientation: From the 40th to the 50th Anniversary ………………………. p. 20 3. 1 Education Strategy …………………………………………………………………. p. 20 3. 2 Research Strategy ………………………………………………………………….. p. 23 3. 3 International Strategy ………………………………………………………………. p. 26 3. 4 Student Support …………………………………………………………………….. p. 27 Appendix: University Profile ………………………………………………………………….. p. 30
3 A 50-Year History of Toyohashi University of Technology 1. Activities Leading to the Founding of the University 1.1 Establishment of Colleges of Technology (Kosen): From a Single-Track to a Multi-Track System The postwar educational reforms aimed to (1) unify the school system, (2) abolish gender discrimination, (3) extend the period of compulsory education, (4) ensure equal educational opportunity, and (5) expand to education, and they succeeded in dramatically raising the standard of national education. However, the function of training mid-level engineers, which had been carried out before the war by technical schools and higher schools, was lost, and Japan was no longer able to meet the growing social demand for engineers accompanying scientific and technological progress during the postwar reconstruction period and beyond. In 1958, a bill for specialized universities was submitted to the Diet, but coordination with the junior college system, which had only just begun to establish itself, proved impossible. Deliberations repeatedly ended inconclusively. Eventually, on the basis of (1) five-year continuous education after completion of compulsory education, (2) restriction to industrial fields, and (3) changing the purpose from the specialized university proposal’s “fostering abilities necessary for practical life” to “teaching specialized arts and sciences in depth and cultivating the abilities necessary for occupations” (Article 70-2 of the School Education Act), the Proposal to Partially Amend the School Education Act was enacted in June 1961 as Laws No. 144 and No. 145. As a result, the single-track 6-3-3-4 system was transformed into a multi-track one, in which, after the 6-3 compulsory education stage, a five-year College of Technology track was added. In April 1962, following a partial revision of the National School Establishment Act, the first 12 national Colleges of Technology were established. Thereafter, by FY 1974, a total of 54 national colleges, including maritime and radio technology colleges, had been founded. Later, in FY2002, Okinawa College of Technology opened, and following incorporation and the advanced reorganization of four colleges in FY 2009, the 51 national colleges on 55 campuses across the country were brought under the National Institute of Technology, Japan, an incorporated administrative agency. Together with three public and three private colleges, they continue to send many graduates into the workforce every year. By 1965, students in the first cohort of Colleges of Technology had reached the fourth year, and those in the second cohort had reached the third year, making the issue of further education increasingly urgent. Established in response to social needs, Colleges of Technology created a branch from the single-track educational system at age 15, after compulsory education, resembling a return to the prewar multi-track system. However, in terms of access to higher education, they faced the obstacle of reconnecting with the single-track route. At the same time, the issue of connection to the main educational track was inseparable from the very significance of Colleges of Technology as institutions of “complete education,” and turning them into a mere bypass to universities would undermine their raison d’être. What was needed at the time was a solution that would avoid making them just a bypass while also resolving the issue of advancement. Against this background, consideration began regarding the establishment of a new-concept graduate university to which only graduates of Colleges of Technology could be admitted. 1.2 Background to the Concept of the “Graduate School of Technological Science” (tentative name) The National Association of National Colleges of Technology established a Special Committee for the Promotion of a New-Concept University and deliberated repeatedly. At its extraordinary general meeting in March 1972, the Association resolved to submit to the Minister of Education the following petition. Because this was an important document in the founding of the University, and because it is the earliest use of the term “technological science,” the “petition” and the attached document (“On the Establishment of the Graduate School of Technological Science (tentative name)”) are quoted here from The Twenty-Year History of National Colleges of Technology.
4 On the Establishment of the Graduate School of Technological Science (tentative name) 1. Significance and Purpose As science and technology become more advanced, the role engineers play in social welfare is becoming increasingly important, and especially for those in leadership roles, advanced knowledge as well as moral and practical abilities are now required. Therefore, in order to train such leaders, it is necessary to establish a graduate-level institution of higher education that places emphasis on the practice of technology, teaches and studies theory and application relating to technology, fosters the intellectual, moral, and practical abilities indispensable to leaders, and contributes to the development of appropriate methods for technical education. 2. Admission Qualifications Formal academic credentials shall not be required. However, the regular program shall admit those who possess both academic ability equivalent to graduation from a university faculty and technical ability equivalent to graduation from a College of Technology. 3. Length of Study The regular course shall be designed to be completed in two years. In addition, for graduates of Colleges of Technology and others, an advancement course of about two years shall also be provided. 4. Faculty Organization Because character formation and technical practice are to be emphasized, the number of students per faculty member should be kept as small as possible, and sufficient educational and research assistants should be assigned. Faculty members should be recruited broadly from industry and academia, and, where appropriate, from abroad as well, with special attention given to these requirements. 5. Form of Establishment If established as a national institution, in addition to public funds, diverse public and private funding should be permitted, and after a certain period, consideration should also be given to establishing a corporation with a public character. 6. Administration and Management It is necessary to establish a flexible administrative and management system capable of consistently supporting the basic concept of education and research. To this end, the authority of the president, vice presidents, various committees, and other bodies should be clarified, and a board of directors should be established as the central administrative body within the institution, consisting of the president, vice presidents, representatives of the various committees and of each educational and research organization, and distinguished persons from outside the institution—such as representatives of Colleges of Technology presidents, representatives from industry, and academic experts. 7. Basic Concept of Education and Research (1) Emphasis shall be placed on practical inquiry, and thorough information-processing education shall be promoted. (2) In order to broaden perspectives, foster integration and creativity, and enhance intellectual, moral, and practical capabilities, a comprehensive experimental factory, computer center, language education center, library, and other facilities shall be established, and group-based training methods shall be utilized. (3) To study the content best suited to technical education, which requires integration of practical skills and theory, a Comprehensive Institute for Technical Education shall be established to explore the ideal form of technical education and to contribute to the training and development of technical educators. (4) The course-auditing system shall be expanded so that the institution may truly become an “open graduate school.” 8. Organization of Education and Research The organization of education and research should not merely follow existing academic systems but should be structured in a way that can respond flexibly to advances and developments in science and technology. For that purpose, it is desirable to separate the conventional departmental structure into educational organizations and research organizations.
5 1.3 The “Yellow Cover” and the “Blue Cover” In 1973, the Study Group on a New Higher Education Institution in the Field of Technological Science was established. After deliberations beginning in May, it submitted its report to the Director-General of the University and Science Bureau of the Ministry of Education in March 1974. Because its cover was yellow, it later came to be known as the “Yellow Cover,” in contrast to the later, blue-covered report. 1.3.1 The Graduate School of Technological Science: the so-called Yellow Cover From the perspective of Colleges of Technology, possible ways to break out of the “dead end” included: (a) opening university transfer pathways, and (b) establishing advanced courses and connecting them to graduate schools. The concept of the “Graduate School of Technological Science” (tentative name) thus emerged as an extension intended to solve both the “advanced course” issue and the “transfer admission” issue at the same time. The report entitled On a New Graduate School in the Field of Technological Science stated in its preface that “the concept described in this report will require further examination after clarifying the legal position of this higher education institution within the educational system.” The legal issue referred to here was the need to amend the School Education Act. Article 1 of the Act defines “school” as “elementary school, junior high school, high school, university, College of Technology, school for the blind, school for the deaf, school for children with disabilities, and kindergarten.” Therefore, this “new graduate school in the field of technological science,” which was intended to provide four years of integrated education for graduates of Colleges of Technology, did not belong to any of the categories of schools defined above. Just as “Colleges of Technology” had been newly added in 1961, this “new graduate school” would also need to be newly defined as a category of school. This became the greatest obstacle to establishing the institution as a “new-concept university.” 1.3.2 The Concept of the University of Technological Science: the so-called Blue Cover The new-concept university combining the third and fourth undergraduate years with the two-year master’s program did not correspond to any school category defined in the School Education Act, and legislative revision was therefore necessary. However, creating this “Graduate School of Technological Science” as a new category within the general national framework of schooling was considered extremely difficult, and amendment of the law was ultimately set aside. In August 1975, during budget planning, the Ministry of Education changed the name from “Graduate School of Technological Science” (tentative name) to “University of Technological Science” (tentative name). The concept, originally intended as an extension of the multi-track system, was thus required to join the main track of the university system. Since the basic policy of admitting graduates of Colleges of Technology by transfer remained unchanged, the number of first-year entrants was kept small, and, as stated in the “Blue Cover,” “as with Colleges of Technology, this university shall open a path of advancement to graduates of industrial high schools, where practical technical education is carried out at the uppersecondary level.” The concept of extending and further branching the Colleges of Technology, which had branched off in 1962, thus became, in FY1975, a return to the main track. By accepting students from high schools as well, it came to embody elements of a “general university”: in essence an extension of Colleges of Technology, but in form, a general university. This transformation can be seen in Chapter 1, “Basic Concept,” of the February 1976 report of the Study Committee on the Curriculum, Facilities, and Other Matters of the University of Technological Science, “ Organization, Curriculum, Facilities, etc. of the University of Technological Science—Summary” (the so-called “Blue Cover”). Part of that text is quoted below. The University of Technological Science shall have both a graduate school (master’s program) and an undergraduate faculty. The undergraduate faculty shall include substantial quota for transfer for thirdyear transfer. First-year entrants shall consist mainly of graduates of industrial high schools, while thirdyear transfers shall consist mainly of graduates of Colleges of Technology. The enrollment capacity of the
6 master’s program shall be the same as that of the fourth undergraduate year, and integrated education shall be provided across the undergraduate and graduate levels. In addition, consideration should be given in the future to the establishment of a doctoral program. The transformation from “Graduate School of Technological Science” to “University of Technological Science” was, on the surface, no more than the omission of the single character meaning “graduate school,” but in substance it involved major changes, including (1) the admission of first-year students, (2) the boundary between the undergraduate and master’s programs, and (3) the educational challenges arising from a mixed student body with different backgrounds. 1.4 Formation of the Basic Policy: The Basic Issues Examination Committee Once the FY1976 budget had been approved, the bill had been enacted, coordination had been completed with the Ministry of Education, Aichi Prefecture, and Toyohashi City, and consultations had been held with the Water Resources Development Public Corporation, landowners, and local residents, preparatory work for the founding of the University began in earnest. Unlike the case of the University of Tsukuba, the University would not be subject to the revised provisions of the Special Act for Educational Public Service Personnel. Therefore, as stated in the “Administration and Management” section of the Blue Cover, the administration of Toyohashi University of Technology was to be conducted “basically in the same manner as an ordinary national single-faculty university,” and “the university-wide formation of intentions on important matters concerning administration would be centered on the faculty council.” However, in the preparatory stage, before the faculty council that was to play the central role had been established, it was necessary to create a provisional body corresponding to it. This role was assumed by the Basic Issues Examination Committee. The matters it had to address were those stipulated in Article 59 of the School Education Act, Article 67 of the Enforcement Regulations of the School Education Act, Article 25 of the Special Act for Educational Public Service Personnel concerning university administrative bodies and their substitutes, and, where necessary, relevant provisions of the Rules Prescribing Temporary Measures Concerning the Councils of National Universities. Following the so-called Blue Cover, the broad framework of six programs was determined, each of which came to be called a “kei” (system or field). Educational organizations and research organizations were defined, and what were then termed the “key persons”—that is, the members of the Basic Issues Examination Committee, who after the University’s opening became the heads of the respective systems— gathered and selected candidates for appointment. In selecting faculty candidates, the president formulated the standards that later came to be known as the “Sakaki Doctrine.” 1.5 Educational Policy 1.5.1 Principles of the Curriculum The shift in concept from the “Graduate School of Technological Science” (Yellow Cover) to the “University of Technological Science” (Blue Cover) had a major impact on the curriculum. 1. With the admission of first-year students: a) it became necessary to require 40 compulsory credits in total in general education subjects, foreign language subjects, and health and physical education subjects as stipulated by the Standards for the Establishment of Universities; b) it became necessary to ensure curricular alignment for graduates of Colleges of Technology who would transfer into the third year. 2. A boundary emerged between undergraduate graduation and admission to the master’s program: a) practical training (equivalent to one term), which had originally been positioned as the midpoint of a four-year integrated program, would, according to the Blue Cover, be placed in the final term of the undergraduate program, immediately before graduation. If a student lacked credits, retaking the practical training in the following year would not be possible, and the student would have to repeat the year;
7 b) the undergraduate curriculum would become overcrowded; c) differences in foreign-language proficiency would have to be addressed in a short time. In educational terms, this transformation of the concept brought about challenges that were unprecedented or at least not comparable with those faced by conventional universities. In designing the curriculum, attention was paid to the following points: 1. Examination of the academic term system in response to increasing internationalization. 2. Consideration of class length per period—50, 75, or 100 minutes. 3. Methods for offering general education and integrating it with specialized subjects. 4. The number of credits and methods for foreign language education. 5. Devising measures for the first year, when the number of faculty members would still be small, especially for laboratory and practical subjects. After comparative examination, it was decided to adopt a three-term system with 75-minute classes. 1.5.2 Policy for Student Selection According to the Blue Cover, first-year entrants were to consist “mainly of graduates of industrial high schools,” but subsequent negotiations resulted in a policy under which fewer than 50 percent of the quota of 60 students would be admitted through recommendations from industrial high schools, while the remainder would be admitted through academic examinations. Subjects related to industry were included, and the way was opened both to students who are not nominated or did not apply through recommendations. For entrants from Colleges of Technology as well, half were to be admitted by recommendation. Thus, for both categories, selection came to consist of recommendation and academic examination, and eventually selection for the master’s program also took the form of recommendation for internal applicants and academic examinations for applicants from other universities. 1.6 Opening of the University After many twists and turns, the University held its entrance ceremony on April 24, 1978, welcoming a total of 292 new students—61 in the first year and 231 in the third year, including two women. Classes began the following day, April 25, and Toyohashi University of Technology officially commenced full operations. Entrance ceremony for the first cohort on April 24, 1978 Campus landscape in 1978
8 2. 40 Years of Progress Since the University’s Founding 2.1 A Decade of Growth: From the Founding to the 10th Anniversary 2.1.1 Initial Student Admissions and Entrance Examinations 2.1.1.1 Primarily Third-Year Transfer Admissions from Colleges of Technology The University began admitting students in FY1978. The annual enrollment quota for the entire University consisted of 240 third-year transfer students from Colleges of Technology and 60 first-year students from industrial high schools and general high schools. For students from Colleges of Technology, whose opportunities for university admission had previously been extremely limited, the establishment of Toyohashi University of Technology and Nagaoka University of Technology created excellent new opportunities for further study. As a result, many outstanding students from across Japan entered these two universities, and similarly, excellent students from industrial high schools were likewise admitted. Two years later, in FY1980, as the first student cohorts advanced, the University also began admitting students to the master’s program. By the 10th anniversary of the University, the admissions system centered on third-year transfer students from Colleges of Technology had become firmly established. Along with this, a system had been developed in which diverse students with different educational backgrounds entered the University and pursued education and research through the master’s level. Although the University had a relatively small student body, it consequently provided a well-developed environment in which students with a wide range of perspectives from all over Japan could gather, interact, and study together. This basic system continues to this day. Table 1 shows the undergraduate and master’s curricula and the respective admission quotas at the time of the University’s founding. Table 1. Undergraduate and Master’s Curricula at the Time of the University’s Founding Undergraduate Program Master’s Program Admission quota 1st year: 10 students in each program (5 from technical high schools, 5 from general high schools) 3rd year: 40 students in each program Admission quota 50 students in each program (Admissions began in FY1980 as the first student cohort advanced) Energy Engineering Energy Engineering Production Systems Engineering Production Systems Engineering Electrical and Electronic Engineering Electrical and Electronic Engineering Information and Computer Science Information and Computer Science Material Science Material Science Regional Planning Regional Planning 2.1.1.2 Recommendation-Based Admissions and Academic Examinations Of the quotas for the six undergraduate programs established at the time of the University’s founding, all first-year entrants from industrial high schools were admitted by recommendation, while half of the thirdyear entrants from Colleges of Technology—20 students in each program—were admitted by recommendation. Thus, an admissions system was adopted under which nearly half of the students entered through recommendation, making it an extremely distinctive admissions method for that time. In order for a new university to attract outstanding students on an equal footing with long-established universities that
9 already had well-developed systems in place, the admissions process was conducted under a clearly defined admissions policy, which was unusual at the time. One notable feature was that both recommendationbased admissions and academic entrance examinations included an essay and an interview. 2.1.1.3 Integrated Undergraduate and Graduate Education For progression to the master’s program, the University likewise advocated integrated undergraduate– master’s education and adopted an admissions system under which most students were admitted through internal recommendation-based selection from the undergraduate level. This remains one of the basic distinguishing features of the University today. 2.1.2 Curriculum and Corresponding Faculty Organization 2.1.2.1 Interdisciplinary Program Design and Faculty Organization The concept underlying the founding of the University is described in detail in the Report of the Study Group on a New Higher Education Institution in the Field of Technological Science (the so-called “Yellow Cover”). At both the undergraduate and master’s levels, the curricula were designed as interdisciplinary programs unconstrained by conventional academic fields. According to this report, the educational objectives included “the acquisition of advanced knowledge and skills capable of contributing to development in a new era,” “the cultivation of project management ability,” and “an emphasis on engineering fundamentals and information technology education.” Care was also taken to ensure flexibility in responding to new societal needs through such aims as “the training of leading practical engineers,” “creative technological development,” “the organization of education and research in a manner not bound by existing academic systems and capable of responding flexibly to developments in science and technology,” and “continuing education for working professionals and a research and training institution for teachers at Colleges of Technology and similar institutions.” Accordingly, the curriculum was organized on an interdisciplinary basis. To support this structure, the faculty organization was arranged into flexible research units called kei (divisions or fields), each consisting in principle of three professors, three associate professors, and three assistants or instructional staff members. 2.1.2.2 Academic Requirements The University adopted an academic calendar based on a three-term system (April to July, September to November, and December to March), with each class period lasting 75 minutes. One lecture credit consisted of ten 75-minute classes, while one credit in exercises and experiments required 30 hours and 45 hours, respectively. Although this system differed from the academic calendars of other universities, it was designed to encourage review and independent study during the summer break and to allow students to use that vacation period more independently. In 1978, other universities generally had students take liberal arts and general education subjects mainly in the first and second years, often through a liberal arts division or general education program, while specialized subjects were studied mainly in the third and fourth years. In contrast, although the University distinguished between the early and later stages of the undergraduate program, students mainly took general education subjects in the early stage while also beginning to study foundational specialized subjects from the first year. As they advanced, they continued to take general subjects while gradually shifting emphasis toward specialized subjects. This approach was known as the “wedge-shaped curriculum.” It reflected the belief that, in the field of technological science, broader social understanding and projectmanagement skills, including planning and administration, would become increasingly important. 2.1.2.3 Practical Training: Acquiring a Comprehensive Technological Sense One of the major distinguishing features of the curriculum of this University, founded as a new-concept university for engineering education, was practical training. According to records from the time, one of its purposes was “to cultivate the human qualities necessary for leading engineers, while enabling students to acquire a practical technological sense.” The training was conducted at companies, lasted approximately two months, and was offered as an 8-credit course (currently 6 credits). In addition to providing practical education for students, practical training also produced important
10 secondary effects. It quickly raised awareness of the University, which had only recently been established. Thanks in large part to the enthusiasm and efforts of the faculty at the time, job placement outcomes were remarkably successful despite the University’s recent founding, and much of this success was attributable to the practical training system. Young faculty members also gained insight into real-world technological needs through visits to the training sites, and in some cases, this led to opportunities for industry– academia collaboration. 2.1.2.4 Spiral Education: Integrated Undergraduate and Graduate Education For roughly the first decade after the University’s founding, transfer students from Colleges of Technology entered with broad foundational knowledge and skills covering their respective fields. By contrast, firstyear entrants, although they had studied foundational specialized subjects in their first and second years under the wedge-shaped curriculum, inevitably had covered only part of the field. To successfully integrate students with these different educational backgrounds in the later stage of the undergraduate program and achieve effective educational outcomes, the University adopted what was called a “spiral curriculum.” In this curriculum, students were given multiple opportunities to study basic subjects, and, through connections with experiments and practical exercises, they were guided to deepen their understanding with each repetition, gradually advancing in level so that they could naturally acquire more advanced knowledge. 2.1.3 Establishment of the Doctoral Program Four years after the establishment of the Committee for the Examination of a Doctoral Program in April 1982, the doctoral program was finally established. Since the establishment of the doctoral program was expected to complete the University’s integrated undergraduate-to-master’s education that characterized the University, there had been an implicit expectation among those within the University that the doctoral program would be established in FY1982 as the student cohorts advanced. However, the program was established, and the first doctoral students were admitted in April 1986, by which time four years had already passed since the first cohort of master’s graduates had graduated in March 1982. During the intervening period, students wishing to pursue doctoral study went on to doctoral programs at other universities under the guidance of faculty members at the time, while others first found employment in companies and later entered the University’s doctoral program to earn their doctoral degrees. 2.1.4 Establishment and Launch of Educational and Research Centers Following the admission of students in 1978, educational laboratories and educational and research facilities such as the library, language center, physical education and health center, technology development center, analysis and instrumentation center, computer center, and machine shop center were established and began operation. Campus landscape in 1985
11 2.2 A Decade of Advancement: From the 10th to the 20th Anniversary 2.2.1 Changes in the Relationship Between the University and Colleges of Technology The University, together with Nagaoka University of Technology, was established to provide further education for graduates of Colleges of Technology. Until around 1986, about 60 percent of graduates from Colleges of Technology who advanced to university transferred to either Toyohashi or Nagaoka University of Technology as transfer students. However, as more universities established transfer admission quotas for graduates of Colleges of Technology, the number of such students entering Toyohashi and Nagaoka University of Technology fell below the number entering other universities from 1991 onward. By 1996, the proportion of university-bound students from Colleges of Technology entering these two universities had dropped to about 30 percent. In addition, from 1992 onward, advanced courses were gradually established at individual Colleges of Technology. At the same time, the number of international students from Asian countries at this University was increasing rapidly, and the environment surrounding the University was changing significantly. Under these circumstances, it became strongly desirable, from a long-term perspective, to create a more attractive university. 2.2.2 Deregulation of the Undergraduate Curriculum The 1991 revision of the Standards for the Establishment of Universities (the so-called deregulation of the curriculum) provided a framework under which each university and faculty could independently develop distinctive education in a flexible manner, provided that students completed at least 124 credits during the four-year period of study. This reflected social demand for more advanced, higher-quality education and research in science and technology at universities. With this new flexibility, universities began comprehensive reviews of the nature of education and research and of the educational and research organizations that supported them. At the University, after about a year of deliberation by the Academic Affairs Committee under the direction of the General Affairs Council, it was decided to reduce the number of credits required for graduation over the four undergraduate years from 138 to 130. It was also decided, in principle, to abolish the required subjects that had been imposed separately by each division, except for experiments and practical exercises. This new curriculum was implemented in 1993. Reflecting the contemporary trend toward liberalization in education and emphasis on individuality, this reform aimed to minimize restrictions imposed by students’ home divisions and to provide an educational program in which students could independently pursue broad study and research according to their own interests, thereby fostering an environment in which they could enter society as independent, cooperative, practical, and creative engineers. However, because each educational program later underwent JABEE review, from around 2003 onward many subjects that each division had traditionally regarded as important were once again designated as required. 2.2.3 Greater Flexibility in the Graduate School System In response to the generalization of the curriculum and the recommendations of the Graduate School Subcommittee of the University Council, the University’s General Affairs Discussion Meeting and Academic Affairs Committee continued deliberations on greater flexibility in the graduate school system, and the graduate school system was revised. The purpose was to provide earlier graduate education to students of outstanding ability, allow earlier conferral of degrees, and expand graduate education to working professionals. This new system was implemented in 1992. 2.2.4 Educational Structure in the 20th Year After the Founding Table 2 shows the University’s educational structure in 1996. In addition to the six educational programs that existed at the time of the University’s founding—Mechanical Systems Engineering (the former Energy Engineering program, renamed in 1996), Production Systems Engineering, Electrical and Electronic Engineering, Information Engineering, Materials Science and Engineering, and Civil Engineering—two new programs were established: Knowledge-Based Information Engineering in 1988 and Ecology Engineering in 1993. In the master’s program, graduate majors with corresponding names were established
12 corresponding for each undergraduate program. The doctoral program had previously comprised three majors: Materials Systems Engineering, Systems Information Engineering, and Integrated Energy Engineering (established in 1987). In 1995, as shown in Table 2, it was reorganized into four majors: Mechanical and Structural Systems Engineering, Functional Materials Engineering, Electronics and Information Engineering, and Environmental and Life Engineering. In this way, organizational reform progressed in order to respond to the broadening and increasing sophistication of the fields of research. Table 2. Educational and Research Structure in the 20th Year After the Founding Faculty of Engineering Graduate School of Engineering Master’s Program Doctoral Program Mechanical Systems Engineering Mechanical Systems Engineering Mechanical and Structural Systems Engineering Functional Materials Engineering Electronics and Information Engineering Environmental and Life Engineering Production Systems Engineering Production Systems Engineering Electrical and Electronic Engineering Electrical and Electronic Engineering Information and Computer Science Information and Computer Science Materials Science and Engineering Materials Science and Engineering Civil Engineering Civil Engineering Knowledge-Based Information Engineering Knowledge-Based Information Engineering Ecology Engineering Ecology Engineering Campus landscape in 1997
13 2.3 A Decade of Transformation: From the 20th to the 30th Anniversary 2.3.1 Establishment of National University Corporation Toyohashi University of Technology Around the year 2000, when the 20th century gave way to the 21st, two major waves of reform struck national universities across Japan: the plan to corporatize national universities, and the issue of university mergers. In April 2004, National University Corporation Toyohashi University of Technology officially began operations. At the same time, the Board of Directors, Management Council, and Education and Research Council, which were new central bodies established under the National University Corporation Act, as well as the University Management Council, which was a distinctive management body of this University, also began functioning. As indicated in On the New Image of National University Corporations, which set out the basic policy of the new system, the major differences between a national university corporation and the former system of national universities can be summarized in three points: a management structure centered on the president (and deans), participation of external members in university management, and flexible organizational arrangements and activities that make use of each university’s distinctive character. The University launched a management system that drew on these three new principles while retaining the University’s distinctive character. 2.3.2 New Strategies and the Establishment of Offices To strengthen the system supporting the president, nine assistants to the president were appointed. Six of them concurrently served as directors of six offices staffed jointly by faculty and administrative personnel— the Office of Goals and Evaluation, Office of Planning and Public Relations, Office of Research Strategy, Office of International Exchange, Office of Regional Collaboration, and Office of Collaboration with Colleges of Technology—in order to undertake strategic tasks deemed necessary by the president. The remaining three assistants to the president were responsible for the University’s future planning, including reorganization and integration. The Office of Goals and Evaluation developed a database on faculty achievements and other information, thereby establishing a basis for organizational and individual self-evaluation. The Office of Planning and Public Relations developed systems for information disclosure and dissemination, including the renewal of the University’s website. Measures introduced by the Office of Research Strategy to obtain external funding quickly led to more applications and successful funding awards. The Office of International Exchange began developing exchange bases, including the placement of an international collaboration coordinator at Institut Teknologi Bandung. The Office of Regional Collaboration launched a number of collaborative initiatives, such as the Science Partnership Program with Jishukan High School, while the Office of Collaboration with Colleges of Technology also started multiple programs and projects, including exchange meetings with alumni serving as faculty members and collaborative research with Colleges of Technology. 2.3.3 Educational Structure in the 30th Year After the Founding Faculty members belonged to divisions corresponding to the undergraduate programs and master’s majors in Mechanical Systems Engineering, Production Systems Engineering, Electrical and Electronic Engineering, Information Engineering, Materials Science and Engineering, Civil Engineering, KnowledgeBased Information Engineering, and Ecology Engineering and are responsible for education without being constrained by the framework of traditional departments. In the doctoral program, faculty members belong to four majors—Mechanical and Structural Systems Engineering, Functional Materials Engineering, Electronics and Information Engineering, and Environmental and Life Engineering—and are responsible for doctoral education. Faculty members in the Division of Humanities and Social Engineering are responsible for liberal arts and humanities education throughout the University. In addition to the existing Academic Affairs Committee, which is responsible for implementing general educational matters such as curriculum and course registration, an Educational System Committee was established to plan and formulate policies related to the educational system. Furthermore, in order to improve the educational and research structure of the doctoral program, a Doctoral Program Committee and a Doctoral Major Management Committee were established.
14 To enrich the University’s practical and creative education, the Language Center, Library, Physical Education and Health Center, International Student Center, and Research Center for International Cooperation in Engineering Education, among others, were established. In addition, in 2004, to streamline administration, the Committee for the Education Support Organization was established to oversee the three educational centers related to language education, physical education and health, and international students. Moreover, in order to improve and enhance the quality of education, the University has undertaken efforts aimed at obtaining JABEE accreditation for all programs. 2.3.4 Research Structure in the 30th Year After the Founding Faculty members belong to one of the following divisions: Mechanical Systems Engineering, Production Systems Engineering, Electrical and Electronic Engineering, Information Engineering, Materials Science and Engineering, Civil Engineering, Knowledge-Based Information Engineering, Ecology Engineering, or Humanities and Social Engineering, and conduct research under a chair system. To support faculty research, promote research projects within the University, and strengthen collaboration with industry and the local community, various centers and facilities were established one after another, including the Center for Frontier Technology Research and the Venture Business Laboratory. The 21st Century COE Program launched by the Ministry of Education, Culture, Sports, Science and Technology in FY2002 attracted considerable attention nationwide, with 274 centers selected. Two centers at The University were selected: “ Intelligent Human Sensing” and “ Ecological Homeostasis Engineering for Future Society.” From FY2005 onward, the Committee for the Research Promotion Organization comprehensively reviewed important matters concerning research-related centers and worked to establish an efficient research structure. Existing centers’ operations and research equipment were consolidated, service contact points for local companies were unified in order to make effective use of research equipment, and reorganization and integration were carried out so that external services could be provided smoothly and efficiently. Through these institutional improvements, the University strengthened its contribution to engineer training. Furthermore, in order to build education and research organizations capable of responding to social demands, various research centers were established on a time-limited basis, and fixed terms were also introduced for some faculty positions, thereby enabling periodic review of education and research organizations. To promote advanced research, two core centers of the 21st Century COE Program—the EcoDesign Research Center for Future Environment and the Intelligent Sensing Systems Research Center— were established in FY2005 to further develop and sustain research activities in those fields. To strengthen collaboration among industry, academia, and government and to facilitate technology transfer, the University concluded basic agreements concerning collaboration with Toyohashi Campus Innovation Co., Ltd. (TCI), including arrangements for the transfer of University-held patents, thereby establishing the basic framework for promoting industry–academia–government collaboration. This in turn led to the start of technical consultation services and industry–academia–government technology exchange activities. To promote research contributing to the development of the local community, the Future Vehicle Research Center was established as a comprehensive technological research base to advance science and technology relating to new transportation systems for future society. In addition, the Community Collaboration Urban Development Research Center was established to promote collaborative work with the region. With the appointment of three intellectual property and collaboration managers responsible for industry– academia–government cooperation, systems were also established to formulate the regulations concerning intellectual property that became necessary with incorporation and for creating and utilizing intellectual property. The University’s original patent information system (PLIST) was made available on its website, and awareness-raising activities concerning intellectual property were also undertaken, including patent and intellectual property seminars and explanatory sessions in each division using the document “Handling of Intellectual Property.”
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