annotated + abstract

(1.) Education and Research in Japan’s Construction Industry

Nanni, Antonio., Takeechi, Hikaru., Yahagi, Kazuhisa. J. Profl. Issues in Engineering Education and Practices. Volume 118, Issue 3, pp. 284-289. Jully 1992

This article discusses the different between engineering and architectural education at Japanese universities. In the U.S., the article explains, engineering and architecture are two completely different programs, there is a clear cut difference, each has its on college, curricula is different and each has its on profession. Where as in Japan, civil engineering and architecture or just two different programs in the college of engineering. So engineers and architectures backgrounds are very similar in Japan and therefore can potentially have a better relationship and better understanding of each other when it comes to real world jobs. Also noted, is the fact that undergraduate seniors do not do senior projects or final research papers. The article also provides great information on the breakdown of teams in contracting firms. It shows which duties are given to certain teams and how goals are met and accomplished. The article also mentions a handicap in global engineering as a whole. It explains how the Japanese are very knowledgeable about U.S. technology and scientific production but U.S. does not know much or Japan because we cannot read Japanese literature. This was a very interesting and informative article that did not have any shortcomings in my opinion.

(2.) Civil Engineering Undergraduate Education in Japan: System Overview

Tsuji, Masonari., Nanni, Antonio. J. Profl. Issues in Engineering Education and Practices. Volume 120, Issue 2, pps 135-144. April 1994

This article discusses the undergraduate education of civil engineers. It provides a short history of Japanese education and how the Ministry of Education supervises the education as a whole. This came to be by the Education at in 1947, which was designed after WWII and was purposely drafted to emulate U.S. systems (Tsuji). The article also ranks the top universities in Japan based on the difficulty of entrance exams. Later it goes on to discuss the faculty make-up. Similar to U.S. models of teaching, Japanese universities have professors, associate professors, and lectures. All promotions and rankings are based on age and time spent. The article also provides a sample of courses offered and universities and gives insight to jobs offered and accepted by graduate students. This was also a very informative article that gave very helpful knowledge but did not have any shortcomings as far as what I expected from it.

(3.) Biochemical Engineering Education in Japan: A Survey of the Status as it is

Unno, Hajimi . EUR. J. ENG. ED., 2000, VOL. 25, NO. 3, 197–206

This article provides a history of scientific universities in Japan. It provides us with a brief history and background of scientific education, beginning with teachings during WWII and how they have arrived at more recent practices since. It later goes on to discuss the significance of genetics education in Japan along with a history as well. The article provides examples of how biology is taught along with a list of undergraduate and graduate courses provided. The article also explains how biological engineering education has only a few experimental based classes but is mostly theoretical based. In another article I found while doing my research but did not include in this bibliography was one that noted how most Japanese education practices were much influenced by British practical based learning. It would be very interesting to see why biochemical engineering decided to go in the direction of a theoretical approach.

(4.) Japanese Education and Its Problems

Ushiogi, Morikazu. Higher Education, September 1997, Vol. 34 Issue: Number 2 p237-244, 8p;

This article discussed some of the problems that the Japanese education system as a whole has been dealing with. One major problem discussed was why the number of students in graduate education does not match in proportion to the number of undergraduate students. The article gives a few reasons for this. One was that graduate schools in Japan aim at training university professors and not at training business and or public service processionals. Secondly, it provided statistics of hired employees at a private manufacturing company. The data showed that 72% were high school graduates, 26% were college graduates, and 2.7 had a master or Ph. D degrees. These are great findings because why would someone attend another 4-5 years of education when they can acquire a position immediately out of high school at the same company. This was a very insightful article but lacked information on the process students went through to complete graduate school. It also failed to note the pay difference between high school and college graduates. How does higher education differ the employs starting position? Or does time spent on the job outweigh knowledge? Those are a few questions that would have been worth mentioning in the article.

(5.) Method and Effectiveness of an Individualized Exercise of Fundamental Mathematics

Yoshioka, Takayoshi; Nishizawa, Hitoshi; Tsukamoto, Takehiko. Community College Journal of Research and Practice, v. 25 no5/6 (June/July 2001) p. 373-8.

This article discusses the two paths high school grads can take to become engineers through higher education. Students may choose to attend 4-year universities or they can do a program called ‘Kosen’ which is a small university that provides learning in liberal arts studies, natural sciences and engineering. This private schooling program provides students with individualized learning based on each students needs. Challenged students can chose to do simple assignments while, more accomplished can work on more challenging problems. Statistics from the article show that students with lower grades improve the most from individualized exercises. Another very informative article but did not go into much detail about the experience of students at 4-year universities in comparison to those at ‘Kosen’. This article did a great job of highlighting the positive aspects of the individualized learning methods but did not spend any time noting the adverse effects.

Abstract

Education is different throughout the world. No one-way is the “right” but all have great qualities about them. Although Japanese education style has been know to be strict (and does so for a reason), new practices are beginning to emerge. Japan has implemented and individualized teaching style that has proven to improve students learning abilities. Struggling students can chose to do simple assignments while, more accomplished can work on more challenging problems. It has progressed as one of the world’s leaders in engineering and has produced some of the world’s greatest engineers. In this paper I will discuss some of Japans fine education practices, its dilemma in the number of graduates students, and areas in which its education system could improve. But in all, I hope to show that the Japanese’ advances in the engineering world are due to its outstanding practices of education and training.