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
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