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
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