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メディア授業とは，メディアを利用して遠隔方式により実施する授業の授業時数が，総授業時数の半数を超える授業をいいます。
メディア授業により取得した単位は，卒業要件として修得すべき単位のうち60単位を超えないものとされています。
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This seminar introduces the foundations of academic research in related to public policy. The purpose is to help students transition from their professional background in government work to the academic style of research. Students will learn how academic research differs from government or policy reports, how to identify and refine research questions, and how to evaluate “what makes research interesting.”
Throughout the course, students will read and discuss a textbook and selected journal articles. In parallel, they will develop their own research topic and research questions, which will serve as the foundation for their master’s thesis to be completed in two years. By the end of the course, each student will produce a preliminary research proposal.
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1. Understand the difference between academic research and policy/government reports.
2. Learn how to identify and frame a research question that is “interesting” and relevant.
3. Build skills to read and critically discuss academic journal articles.
4. Develop an individual research topic and formulate a research question.
5. Produce a draft research proposal as a basis for the master’s thesis.
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We will read a textbook (to be announced) together; students will prepare an outline and discussion points for each class.
We will also read selected journal articles in related fields to learn what makes research “interesting” and how it is structured.
In the second half of the semester, students will gradually develop their own research topic, research question, and a short research proposal.
In the final weeks, students will present their preliminary research proposal and receive feedback.
This syllabus provides a general plan for the semester. However, the course will remain flexible, and the specific readings, topics, and pace may be modified to best support students’ progress and research development.
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第1回
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Orientation
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Course overview; difference between academic research and policy/government reports.
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第2回
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Purpose of Research
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Why academic research matters in public policy.
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第3回
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What Makes Research Interesting
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Identifying good research questions.
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第4回
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Textbook Reading I
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Structure of an academic paper (introduction, methods, results, discussion).
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第5回
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Reading a Journal Article I
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Example from public policy research; discussion.
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第6回
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Exploring Research Topics I
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Students identify and share areas of personal interest.
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第7回
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Textbook Reading II
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Literature review and identifying research gaps.
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第8回
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Reading a Journal Article II
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Deep reading; how to frame research questions.
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第9回
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Introduction to Research Methods
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Overview of qualitative and quantitative approaches.
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第10回
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Exploring Research Topics II
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Students refine their potential research themes (short presentations).
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第11回
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Research Methods I
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Qualitative research (case studies, interviews, document analysis).
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第12回
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Research Methods II
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Quantitative research (statistics, data analysis basics).
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第13回
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Developing a Research Proposal I
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Formulating research questions and clarifying scope.
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第14回
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Developing a Research Proposal II
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Literature review direction and methodological approach.Student Presentations I – Preliminary research proposal presentations and feedback
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第15回
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Student Presentations I
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Preliminary research proposal presentations and feedback.
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第16回
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Student Presentations II & Wrap-
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Final presentations and course summary; next steps toward thesis research.
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※AL（アクティブ・ラーニング）欄に関する注
・授業全体で、AL（アクティブ・ラーニング）が占める時間の割合を、それぞれの項目ごとに示しています。
・A〜Dのアルファベットは、以下の学修形態を指しています。
【A：グループワーク】、【B：ディスカッション・ディベート】、【C：フィールドワーク（実験・実習、演習を含む）】、【D：プレゼンテーション】
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A: --% B: 40% C: 20% D: 40%
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-Class Participation & Discussion (30%)
Active and thoughtful participation is essential in a seminar. Students are expected to complete the readings, prepare outlines, and contribute to class discussions.
-Reading Assignments & Outlines (20%)
Students will prepare short written outlines and discussion points for assigned readings. These will not be graded for “right or wrong,” but for effort, clarity, and engagement.
Progress on Research Topic Development (20%)
Students will gradually refine their research interests and research question. Credit will be given for steady progress and responsiveness to feedback.
-Final Research Proposal & Presentation (30%)
At the end of the semester, students will present and submit a short research proposal (5–7 pages). This proposal should include:
A clear research topic and question
A brief review of related literature
A proposed methodology
A discussion of why the research is interesting and relevant
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備考
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The textbook and reading materials will be announced and provided in class as needed.
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This seminar is designed to be an open, supportive, and intellectually stimulating environment. Because we are a small group, each student’s active participation is essential to the success of the course. I encourage you to bring your experiences, questions, and ideas into our discussions.
To ensure that the seminar is a productive and respectful space for everyone, please keep in mind the following:
Respect for all members: Treat classmates with courtesy and respect at all times.
Constructive criticism: We aim to be critical of ideas, not of individuals. Personal attacks are not acceptable.
Academic integrity: Students are expected to do their own work and follow academic standards of honesty.
Professional conduct: Any form of discrimination, harassment, or sexual misconduct will not be tolerated.
Inclusive dialogue: Diverse perspectives and backgrounds are valued. Please contribute thoughtfully and listen actively.
I look forward to working with you as you begin developing your own research and preparing for your master’s thesis journey.
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I do not hold fixed office hours, but I am very happy to meet with you. Please email me in advance to schedule an appointment at a convenient time.
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