Courses for masters programKMD fosters creative leaders who both contributes to the creative society and academic field through practical activities.
All new students at KMD participate in the “Crash Course”, a program at which students work to eliminate preconceived ideas and begin to absorb the culture of KMD. Practical, wide-ranging lectures provide students with the basic skills they need as media innovators. This training utilizes KMD’s original educational approach. The key emphasis at KMD is on “Real Projects”. They involve participants from industry, governmeant, and academia who collaborate to achieve results beyond the capacity of any one individual. Through their deep commitment to these Real Projects, students improve their skills and capabilities as media innovators.
For Master’s students enrolling in KMD in April, the required subjects are offered in Japanese. For Master’s students enrolling in September, the required subjects are offered in English. As all students are expected to fully participate in discussions and projects, each student’s language abilities must be carefully assessed to ensure placement in the most appropriate semester of enrollment.
* Introductory subjects are offered in English in the Fall semester and Japanese in the Spring Semester.
Crash Course is an introductory intensive camp for all new intake students that is offered in the Spring and Fall Semesters. Considered to be a highlight of the KMD experience, Crash Course helps new students to discard their preconceived notions and begin to see the new world they will help to create.
Students present their project process and results in plenary meetings held each semester. These meetings provide an opportunity for the students to formally present their work, a valuable experience in itself. Plenary meetings play an important role at KMD for intellectual discussion and sharing. Presentations are made in English or Japanese. Simultaneous translation is provided to students who cannot understand Japanese.
Students make Public Presentations as part of their Master’s program require- ments. Because KMD accepts reports on Real Projects, including hypotheses as theses, it is also important for students to provide detailed reports on the know- how they obtained through participation in KMD Real Projects.
Learning “survival” literacies at KMD from lectures. Mastering practical skills in workshops and creating innovative prototype throughout team collaboration.
Media Design Research
Studens receive thesis guidance to facilitate the academic contribution by summarizing the content of their activities in Real Projects into Master's thesis .
Theory/ Strategy Subjects
Courses relating to leading research. A variety of courses combined lecture,discussion, and workshops.
|Introductory Subjects||INNOVATION PIPELINE 1A|
|INNOVATION PIPELINE 1B|
|INNOVATION PIPELINE 1C|
|INNOVATION PIPELINE 2|
|Theory/Strategy subjects||DESIGN Track||ENTERTAINMENT THEORY AND CREATIVE STRATEGY|
|DESIGN THINKING AND BUSINESS STRATEGY|
|CREATIVE CONCEPTION FOR TRANSMEDIA|
|BRAND-DRIVEN DESIGN PROCESS|
|DESIGN FOR EMPOWERMENT AND SOCIAL CHANGE|
|ADVANCED SERVICE DESIGN|
|TECHNOLOGY Track||COMPUTING SYSTEM ARCHITECTURE|
|DIGITAL MEDIA INNOVATION|
|COMPUTATIONAL SERVICE ARCHITECTURE|
|INFORMATION SECURITY TECHNOLOGY|
|PERCEPTION AWARE COMPUTING|
|MANAGEMENT Track||INNOVATION & TURN-AROUND|
|THEORY OF BUSINESS MEDIA|
|GLOBAL BUSINESS STRATEGY AND RESPONSIBLE LEADERSHIP|
|VENTURE FUNDAMENTALS / VENTURE LAUNCH|
|POLICY Track||MEDIA POLICY|
|INTELLECTUAL PROPERTY TACTICS|
|GLOBAL Track||OTAKU CULTURE|
|CONTENTS CREATIVITY AND ECONOMICAL IMPACT OF OTAKU CULTURE|
|GID THEORY/STRATEGY 1, 2|
|CEMS THEORY/STRATEGY 1, 2|
|Project subjects||(Requisite)||INTRODUCTORY PROJECT|
|(Elective)||GID INTERNATIONAL PROJECT 1|
|GID INTERNATIONAL PROJECT 2|
|CEMS BUSINESS PROJECT|
|Independent Research for Master in Media Design||MEDIA DESIGN RESEARCH 1|
|MEDIA DESIGN RESEARCH 2|
|MEDIA DESIGN RESEARCH 3|
|Optional subjects||KMD ENGLISH 1-4|
|PRESENTATION SKILLS 1-4|
INNOVATION PIPELINE 1
Students learn in detail essential skills for the fields of design, economics, policy, and IT. All students gain experience in basic IT including programming and server construction, as well as working with electronics.
INNOVATION PIPELINE 2
Besides holding hands-on workshops on business modeling, video production, prototyping, presentations, and "design thinking", students form small teams engaged in creating innovation and prototypes that consider commercial feasibility and business models.
ENTERTAINMENT THEORY AND CREATIVE STRATEGY
This course explores the core mechanism of "fun", and explores how the mechanisms apply to expression techniques for entertainment design using state-of-the art technologies. Students will gain a basic understand of Funology and theories for play, as well as learn both techniques and technologies for innovative expressions. The goal of this course is to provide theoretical basis for "entertaining" experience design. The course also aims to train students for creative idea generation.
DESIGN THINKING AND BUSINESS STRATEGY
Discuss and practice the process of design-driven innovation through learning the essence of Design Thinking.
Embodied interaction aims to design new experiences based on the human ability to recognize the world in bodily action. With understanding the human model of cognition and action, learning technologies to manipulate our visual or haptic perceptions, each student group will required create their own embodied interaction experience beyond virtual reality, augmented reality or tangible user interfaces.
CREATIVE CONCEPTION FOR TRANSMEDIA
Media are not fixed to the device anymore - we need new creative approach for transmedia. In order to design future media, how should we have the creative approach? Media are like a mirror of human wants, needs, and instincts. We have been externalizing such desires including dreams through our human bodies and senses, whenever we are making any products, media design and contents. In this course, we foresee the future creation of transmedia from the view of synesthesia and media aesthetics.
BRAND-DRIVEN DESIGN PROCESS
Design is problem solving, but for practical purposes of learning design skills, design is language. visual language when applied to graphic design and visual communications, and form language when applied to product and industrial design. Differences in design language can be attributed to access to local culture, resources, community size, prior developments, and individual inspiration. Our premise for this class is that the language of design is universal, and, when used correctly, able to communicate ideas and values across cultures from every part of the globe. With the premise that communication is the successful transmission of ideas, language is a tool. When we decouple language from culture, we can explore and create more powerful universal communication.
DESIGN FOR EMPOWERMENT AND SOCIAL CHANGE
This course is designed for students interested in exploring the potential of design to promote social transformation and empowerment and, sometimes, save lives. We will look at several initiatives where design (e.g. graphic design, product design, etc) plays a major role in changing behavior and raising awareness of those issues, and see the different formats it may have. Students will develop a visual communication strategy plan and prototype media channels, following the steps of design thinking. During the course, we will explore a variety of social issues in Japan and students will be encouraged to choose a cause they empathize with. They will investigate and analyze best practices, participate in discussions to find core problems, segment targets and define goals. Through this experience, students are expected to gain an understanding of communication design for social change and empowerment, basics of visual communication design in hands-on workshops, start the formation of a critical eye towards visual communication projects, and get more confidence when producing visual communication content.
ADVANCED SERVICE DESIGN
This course provides a set of introductory talks for you to design service that provides well-being. Realizing a well-being world requires innovation; not just the goods but as service. Throughout our three years of research with the METI grant, we have identified the following 6 abilities as service design components: Design Thinking, Service Engineering, Innovation Marketing, Well-being Philosophy, Management Control, and Information Architecture Design. This class will have guest speakers as an omnibus style sharing insights on their professions on such abilities or their service practice.
COMPUTING SYSTEM ARCHITECTURE
In real project, everybody should build complex systems. To establish this purpose, you should learn modeling method of complex information systems, architecture of computers, and design method of information systems. In this class, you will understand modeling and design method of information systems learning with computer architecture, operating system, system structure, and protocol stacks.
This lecture will be given in English in Academic Year 2015. As most of the class material is written in Japanese and English, and as you can answer in Japanese in the examination, you may take the class even if your English skill is not perfect. The Internet is now a global common digital infrastructure to exchange various kind of digital information of huge volume. When we are to investigate new services, most of them are disconnected to the Internet in some degree. This suggests us that just an Internet user is not sufficient skill as a KMD student, but required to understand how the Internet works even briefly. In this class, various notions related to the Internet is given, several of important communication protocols are discussed to obtain brief overview of the Internet architecture. But due to time constraint, only DNS is covered in this class as all application layer protocols because DNS is an infrastructure service.
DIGITAL MEDIA INNOVATION
We learn digital technologies for the advancement of media such as motion pictures and sound. We also learn practical issues in the actual media applications through the usage of advanced digital media systems. In addition, we challenge to create high-quality motion picture contents such as 4K or 3D cinema.
COMPUTATIONAL SERVICE ARCHITECTURE
This course is focusing on computational services which are used in the Internet. Services and application used network, have designs and implementation to withstand scalability and performance. Such designs include client-server, or peer-to-peer mechanisms, application protocol structure, definition method in data structure, operating system structural design, and user interface. This course will be using some typical distributed operating system with some services application to understand the mechanism of computational services used inside the Internet.
INFORMATION SECURITY TECHNOLOGY
In this lecture, we explain security related topics such as internet, cipher, policy, management, etc.
PERCEPTION AWARE COMPUTING
In this course, we discuss the basics of human cognition/activities and how to capture/detect physical and cognitive activities using sensors. The majority of the course will be about explorative data analysis and visualizations using sensor data with a focus on application cases from Perception Aware Computing. Perception Aware Computing is computing that understands how we humans perceive our environment. With computers being more and more integrated into our surrounding, the limiting factor is no longer memory, battery power or processing speed, but human attention. For Computing to become useful in everyday situations, the interface needs to vanish as much as possible. Computing needs to become pro-active. Computing that deals with recognizing the users cognitive states can be called perception aware. We discuss the basics of human perception and how to recognize specific cognitive states using sensors. The sensing modalities covered include inertial motion sensors (found in most smart phones), computer vision, optical eye tracking as well as electrooculography etc. We explore basic research methodology related to experimental setups, giving the students a check list what to take care of when they design experiments or user studies, limiting biases and unwanted effects on the collected data. The students will learn to apply filtering and frequency analysis related to the sensing modalities. They will perform simple data analyses on sample projects and explore visualizations based on time series data. The machine learning part covers feature extraction and some common machine learning models used to understand human behavior (e.g. Hidden Markov Models, Support Vector Machines). In the last part, we will discuss how to induce long term behavior change utilizing perception-aware computing principles and work on a final project. The project can include an experimental setup related to reading detection using smart glasses, a data visualization on smart phone data, the concept for a mobile app related to concentration etc. depending on the students interests and ideas.
INNOVATION & TURN-AROUND
Learn basics of turnaround and discuss about how to strategically revive media/content companies. Plans to teach basic knowledge of several subjects (business strategy, behavioral economics and so on), which is necessary for understanding how to turnaround companies. Students are expected to apply those knowledge to actual analysis and discussions.
This class is designed for the understanding of global society and its possibilities/problems and provided as a sequence of workshops of analysis and discussions. We analyze the dynamic changes that was brought by the globalization of society that is based on the boarder-less communication platform in the several fields of culture, technology, education, economics, policy, governance, journalism and so on. After these analysis, we discuss about the problems and the future possibilities of each field based on the results of our analysis. Final challenge is to develop a new service concept based on the discussions. The goal of this course is providing the deep understanding on the current situation of global society and developing the insight about it.
THEORY OF BUSINESS MEDIA
This course will cover the Analysis and the Attributes of each Media such as Movie, Music, Publication, Paper, Animation, Game and the Internet. The current Issue and the Problem will be shape out and the future direction and the business opportunity will be discussed.
Learning about the general project construction. The theme ranges from economy to cultural activities for encouraging creativity and self-expression. Lectures on general theories about building content, public service, business, NPO, consortia, organizations and other projects. In particular, presenting models for planning and providing workshops, production of content and management of public consortia, NPO and companies.
GLOBAL BUSINESS STRATEGY AND RESPONSIBLE LEADERSHIP
In this course, we discuss how large corporations provide value to modern-day society, and how social innovation can be a change maker for the society. The goal of this course is to understand the methodology of large global corporations for creating value for society, and also to consider how social innovation can change the course of society.
The sessions are aimed to help prepare the student for developing IDEAS in the Design and Media sectors. The objective of the 7 sessions is to develop the IDEA to the point that it can be validated with potential customers. The approach and material covered reflects current strategies at some of the world’s leading Start-Up Incubators in Design Schools with special emphasis on projects that have a design component.
The sessions are aimed to help prepare the student for the start-up creation and launch process. Once the Validation with customers has been achieved then we go through the main building blocks of developing real startup. Students will be asked to develop marketing strategies, operations strategies and a financial plan for their startup Ideas as well as an overall investor pitch which they will present to a group of investors on the final day. There will also be exposure to the area of Corporate Innovation and in particular how Innovation today has changed from the past. Special emphasis is placed on how BIG DATA is affecting innovation strategies.
In the past, industries have been categorized in terms of information format and transmission medium, but the spread of broadband telecommunications networks and the increasingly interactive nature of broadcasting networks have rendered these distinctions meaningless. Where broadcasting and communications used to be different sectors, digitalization, IP technology, and networking have combined with increasingly diverse demand to create sustainable momentum towards the convergence of industrial structures and legal frameworks. In this class, we investigate media convergence policy and how it attempts to deal with paradigm shifts created by changes in media sector technology, industrial structures, service formats, and consumption formats.
INTELLECTUAL PROPERTY TACTICS
Countries find it increasingly important to take a strategic approach to intellectual property in order to adapt to the increasingly fierce global competition in this area. In this class, we review the directions for Japanese intellectual property policy, analyze present case studies and compare intellectual property policies in other countries. Our focus is on intellectual property policy in the area of digital media and content, and more specifically on questions of copy right policy, patent and trademark policy, unfair competition prevention policy, and international standardization policy.
"Anime", "Game", "Comic", and "Cosplay" are some of the aggressive and innovative forms of pop culture found in Japan. These so called "Otaku" cultures are now focused throughout the globe and giving Japan an important role to enhance innovative creativity. It also delivers a new sense of atmosphere in terms of "Kawaii", and "Moe". These delivered contents and subcultures distributed from Japan have created trans-national cultural boom referred to as "Japan Cool" or "Cool Japan" and now creating an inevitable cultural influence.Furthermore, political strategy suggests favorable international competitiveness to claim these cultural deliverables as the seeds of creativity influencing its national branding.Objective of this course is to understand how the roots of these otaku cultural activities in Japan have expanded internationally as one of Simulacra with creators, and activists of the fields: How the technology has been created, and knowing its real motivation to drive these sub-cultural activities. This course will first address the backgrounds and characteristics as well as its innovative expansion of "Otaku" culture recognized internationally, that were once born in the age of competing creativity that comes from Social Darwinism inherent during the phase of its economic growth and development of Japan. Target of this workshop is for whom wishes to know further on Japanese Otaku Culture in General.
CONTENTS CREATIVITY AND ECONOMICAL IMPACT OF OTAKU CULTURE
This Course will be held in English and with Japanese Terms, and for Japanese, only speakers, translation will be followed if requested. "Comic", "Anime", "Game", "Idol", and "jpop Songs" are some of the aggressive and innovative forms of pop culture found in Japan started and accelerated from the middle 1960s The contents originated from books and magazines transformed and recreated to comics, novels, game and many other forms of medium and contents, thus creating media mix as example, Televi-Manga(TV Anime) spreading throughout houses and families. These contents are inspired to secondary creativity by the fans: amateur creators. Community events, in 1962, Japan SF Convention starts, and the seeds of World''''s Largest Doujin publishing convention "Comic Market" starts on 1975. These Otaku cultural convention and meetings up-rises and evolves to create cultural forms on Otaku community, and now spreading throughout the world. In this Future Direction Chair-ship Lecture, we focus on the spiral of contents creation and contents consumption. Lecture will provide a knowledge to understand the protocols of creativity inspired by consuming of the contents(Secondary creativity, thirdly creativity).
There is no class in AY2018.
Introductory Project is a learning platform by engaging in team-based projects to tackle on real world problems and strategies. Student may take maximum of 2 projects, and decide on 1 project before end of the term.
In Real Projects, students examine current issues confronting society in the area of media design and practice problem solving as compound, practical research encompassing the four creative skills of design, technology, management and policy. Students collaborate with faculty members on research and work proactively with society at large as they develop and master the five skills (fieldwork, strategy, creative thinking, prototyping, execution and verification) necessary for project implementation. Students are required to demonstrate a creative approach to their research and to the roles they play on their teams.
INDEPENDENT RESEARCH FOR MASTER IN MEDIA DESIGN
MEDIA DESIGN RESEARCH
Students enrolled in this class formulate their own individual research plans based on the practical results they have achieved in Real Projects and the compound perspectives they have gained in their study of the design skills, technology skills, management skills, and policy skills required for media design. Guidance focuses on the approaches and techniques required to identify research themes related to issues currently confronting society, and propose and verify original, creative solutions. Students are required to provide their advisors with regular reports on their progress and receive advice and guidance on the writing of academic papers from both their advisor and other faculty members.
Security Personnel Training Course (SecCap)
This course provides training in the security field as part of the“Education Network for Practical Information Technologies (enPiT)”program, which had been granted by the Ministry of Education, Culture, Sports, Science, and Technology for the “Project for Establishing a Nationwide Practical Education Network for IT Human Resources Development.” Students collaborate with counterparts at more than twenty Japanese universities, including the Institute of Information Security, to study technology, law, management, policy, and ethics as they master incident response skills. Maintaining security has become one of the pressing issues today as the role of the internet continues to expand. Students at KMD are able to master crucial knowledge and skills in the Real Projects.
Service Design Course
This course aims to nurture people who can design and implement high-quality service in high-profit markets. It was adopted from “Service Management Talent Development Program through Business-Academia
Collaboration” grant of the Ministry of Economy, Trade and Industry. Students design service providing people a sense of well-being in a mature society by learning both firsthand technology utilization and
strategic planning. Specifically, students acquire the following six skills; design thinking, service design engineering, innovation marketing, well-being philosophy, information infrastructure design, and management accounting.
The Global Innovation Design (GID) ProgramThe Global Innovation Design (GID) Programーhad been supported as a "Re-Inventing Japan Project" by a grant from the Ministry of Education, Culture, Sports, Science and Technology of Japanーis unparalleled in the world. It offers a trans-national design education that bridges three major centers of design, culture and industry: the Graduate School of Media Design, Keio University in Tokyo/Yokohama, Pratt Institute in New York, and Imperial College and the Royal College of Art, both in London. These educational institutions are international leaders in creativity and innovation, with complementary expertise in art, design, engineering, technology, and business. A select group of GID students will study at all three program centers to earn their Master's degree. This is not just a study-abroad experience, but a multi-institution model for higher education in the 21st century. Students gain a unique perspective by living and studying on three different continents, immersed in three different cultures, in three of the largest economies in the world. GID Program educates global design leaders who become "ceative catalysts" for positive change in a globalized society.
Pratt InstituteThe Graduate Program in Industrial Design is one of the most intense programs at Pratt, bringing the Institute’s heritage of aesthetic sensibility and individual expression to the common pursuit of creativity. On projects large and small, students translate ideas into a wide variety of forms, systems and structures. The sensibility of each emerging designer flourishes through individual thesis projects and contact with the design scene of New York, with its own broad scope of dynamism and heterogeneity.
Royal College of Art / Imperial College LondonLondon is home to both the RCA and Imperial. Their joint masters program in Innovation Design Engineering combines the creativity of an art and design college with the technical rigour of a world leading science based institution. The teaching philosophy is self-directed study and project-based learning. Students work on a diverse projects exploring many facets of innovation and technology including different approaches to innovation design, from fundamental experimentation to disruptive market focus, engineering skills and technologies, and sustainability.
CEMS offers CEMS MIM (CEMS Master’s in International Management), which is a double degree master’s programme in international management. Students who complete this programme receive a master’s degree both from their home institution and from CEMS. Constantly ranked in the top 10 in the Financial Times Global Master’s in Management Ranking, CEMS MIM is now recognized as a world-leading programme in the field of international management.
Only one institution from each country is able to join CEMS, and Keio University is the one from Japan.
Keio CEMS MIM Programme
Supported by a network of CEMS Corporate Partners, the CEMS MIM programme offers courses which have both strong theoretical and practical elements. While maintaining the high quality common to all members of the CEMS alliance, each CEMS school offers a distinctive curriculum exhibiting its unique strengths. At Keio University, the Graduate School of Economics, the Graduate School of Business and Commerce, Keio Business School, and the Graduate School of Media Design offer a wide variety of CEMS MIM courses.
Students who take part in the CEMS MIM programme (hereafter referred to as “CEMS students”) will take CEMS courses and participate in business projects for two terms (Term 1 and Term 2). They will also gain practical experience through eight consecutive weeks of internship in a global company. CEMS students must spend two of the three terms (Term 1, Term 2, and Term 3 [International Internship]) outside of the country where the student’s home institution is located. In addition, CEMS students are not able to spend both Term 1 and Term 2 at the same CEMS school. They are also required to acquire two languages (including their mother tongue) besides English.
At Keio University, students of the Graduate School of Economics, the Graduate School of Business and Commerce, and the Graduate School of Media Design are eligible to apply for the CEMS MIM programme.
As many as around 50 percent of CEMS alumni have experience working at one of the CEMS Corporate Partners (including internships). Throughout the CEMS MIM year, there are many opportunities for CEMS students to make meaningful connections with various corporations including CEMS Corporate Partners. Every year around November, the CEMS Career Forum, the biggest CEMS career support event, is held. Here, CEMS students and alumni have an opportunity to talk directly with company representatives at their company booths, and those interested may also be given job interviews.
for more information about CEMS.
Completion Model of Doctoral Program
|Step 1||Selecting advisors|
|Step 2||Writing a “doctoral dissertation proposal” and midterm presentation *|
|Step 3||Doctoral dissertation proposal defense|
|Step 4||Research review and writing dissertation|
|Step 5||Forming a doctoral dissertation review committee|
|Step 6||Submitting the doctoral dissertation (for final assessment)|
|Step 7||Public doctoral dissertation defense and final assessment|
|Step 8||Submitting the doctoral dissertation (final and approved)|
|Step 9||Award of the doctoral degree|
*The doctoral dissertation proposal is a plan describing the specific subject matter to be researched that also serves as a blueprint for the doctoral dissertation. Individuals successfully passing the doctoral dissertation proposal and oral examination phases become Doctoral candidates
Please refer to "Withdrawal from the Doctoral Program after Completion of Course Requirements".
For Applicants to the doctoral program are encouraged to contact faculty members prior to their application.
KMD Doctoral students must register the subject named "Advanced Rearch" offered by their Main Supervisor every semester.
ContactOffice of Student Services, Keio University Graduate School of Media Design (Hiyoshi Campus)
Phone : +81-(0)45-564-2517
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