Strategy and Research Literacy

Course aims
Faced with unknown changes, such as population decline and COVID-19, it is important to grasp our circumstances accurately and analyze and solve
problems strategically. As for strategy literacy, students will learn to think critically and use logic models to formulate strategies and organize causal
relationships between things. In terms of research literacy, students will learn how to grasp and describe objective phenomena, define indicators to
measure changes, and analyze them based on social research methods, experimental design methods, and basic statistical concepts. Through these
activities, students will learn to decompose and organize unknown and complex problems, grasp their structure, design hypotheses and verification
processes for issues to be addressed, and develop the ability to present their ideas based on data.
Course outline
Although this course unfolds through lectures, these lectures are not knowledge-oriented classroom lectures; instead, they emphasize the necessity of
knowledge and experiences of utilizing knowledge through real practice in the field (therefore, we will engage in action learning and project-based
learning, which are forms of active learning). Therefore, the course will be held in cooperation with companies and local governments. By exploring
the causes of various regional, social, and economic problems and structurally organizing them, we aim to acquire empirical and practical knowledge
for defining appropriate issues (hypothesis setting), problem solving, and disseminating information to society.
Potential partners: Major telecommunications company, local governments
This course is conducted with (1) the faculty member in charge (who has entrepreneurial experience / corporate work experience) and (2) an external
lecturer (practitioner).

Logic model, EBPM (evidence based policy making), critical thinking, data science, social research, statistics, experiment design, research literacy, psychology, kansei informatics, marketing and branding, regional orientation, regional issues, regional revival, regional revitalization, regional creation, Regional Revitalization, Ministry of Education, Culture, Sports, Science, and Technology (MEXT) Project for Universities as Drivers of Regional Revitalization through New Human Resources Education Programs (COC+R), ENGINE program-certified subject, group work, fieldwork, essay feedback, work experience

Class 1: Guidance (*deciding on participants), research field presentation (collaborators)
Class 2: Basics of strategy literacy 1
Class 3: Basics of strategy literacy 2
Class 4:: Basics of research literacy 1
Class 5: Basics of research literacy 2
Class 6: Problem discovery and defining issues (logic model setting/verification)
Class 7: Problem discovery and defining issues (logic model validation)
Class 8: Logic model evaluation (indicator setting)
Class 9: Research design for logic model verification
Class 10: Refining the research plan (sampling and implementation coordination)
Class 11: Research, practice, and feedback
Class 12: Research, practice, and feedback
Class 13: Progress report on data analysis results, etc.
Class 14: Proposal to revise the logic model (strategy/policy/tactics/measures)
Class 15: Course summary, checking the direction of the proposal, course survey
◎ The contents and schedule are subject to change depending on the progress of the course and the circumstances of the partner companies.
◎ A course survey will be conducted on the last day of class.

Syllabus (Japanese site only)