イノベーション・マネジメント 　　　　　　　　 by 明治大学 経営学部 佐野研究室

また、国際的な視点から見ると、World Conference on Research Integrity (WCRI)やAsia Pacific Research Integrity (APRI)などの国際会議では、研究公正や責任ある研究活動（Responsible Conduct of Research : RCR）についての議論が行われています[2]。

これらの議論は、学会参加者が互いに尊重し、公正で倫理的な行動を取ることを促すためのものであり、学会の品質と信頼性を保つために重要な役割を果たしています。また、これらの議論は、学会参加者が互いに尊重し、公正で倫理的な行動を取ることを促すためのものであり、学会の品質と信頼性を保つために重要な役割を果たしています。

なお、国際会議に参加する際には、言語や文化の違いによるコミュニケーションの障壁を克服することも重要です[3]。これは、Respectful Behavior Policyの一部として、他の参加者を尊重し、適切なコミュニケーションを行うことを含むと考えられます。

Citations:
[1] https://historyofscience.jp/joho/kokusai/
[2] https://www.jst.go.jp/kousei_p/society/sc_related.html
[3] https://www.editage.jp/insights/making-connections-at-international-conferences
[4] http://jsme.umin.ac.jp/com/pro/2019MEDC71S&WS-report-pro.pdf
[5] https://www.jst.go.jp/kousei_p/society/sc_domesticacademic.html
[6] https://www.hbes.com/conference/
[7] https://nagoya.repo.nii.ac.jp/record/4589/files/HH020703001.pdf
[8] https://www.jst.go.jp/kousei_p/eventreport/er_originreport/2016post_7.html
[9] https://cir.nii.ac.jp/crid/1390001206100714368
[10] https://www.jstage.jst.go.jp/article/mededjapan/46/2/46_121/_pdf
[11] https://www.scj.go.jp/ja/scj/kihan/
[12] https://www.isscr.org/guidelines
[13] https://www.researchgate.net/profile/Takayo_Inoue3/publication/279861878_jingshangxiaodaijianyiyitengwuyanshiyuanjingziyi_2006_komyunitikaunseringufuzhijiaoyuyiliaonotamenoxinshiiparadaimu_burenchuban/links/559ce1da08ae4e46ea2064c8/jingshangxiaodaijianyiyitengwuyanshiyuanjingziyi-2006-komyunitikaunseringufuzhijiaoyuyiliaonotamenoxinshiiparadaimu-burenchuban.pdf
[14] http://jsme.umin.ac.jp/com/pro/index.html
[15] https://www.igaku-shoin.co.jp/paper/archive/y2020/PA03397_02
[16] https://www.jstage.jst.go.jp/article/manms/7/3/7_3_124/_pdf/-char/ja
[17] https://www.jps.or.jp/outline/koudoukihan.php
[18] http://university.luke.ac.jp/about/project/aamrc/results.html
[19] https://www.cma.ca/sites/default/files/pdf/Document-1-Respect-in-the-Workplace-policy.pdf
[20] https://www.iee.jp/member/ieej/about_ieejpro/
[21] https://www.ciertmu.com/%E5%9B%BD%E9%9A%9B%E3%82%B3%E3%83%9F%E3%83%A5%E3%83%8B%E3%82%B1%E3%83%BC%E3%82%B7%E3%83%A7%E3%83%B3%E6%95%99%E8%82%B2%E9%83%A8%E9%96%80
[22] https://eprints.lib.hokudai.ac.jp/dspace/bitstream/2115/62492/1/010-1882-1669-126.pdf
[23] https://www.iee.jp/about/code_conduct/
[24] https://home.riboclub.org/annual-meeting/
[25] https://www.hass.tsukuba.ac.jp/sites/www.hass.tsukuba.ac.jp/files/brochure2021.pdf

以下は、国際学会で「Respectful Behavior Policy」に関して行われている一般的な議論や取り組みについての概要です：

1. 定義の明確化: 何をハラスメントや不適切な行為と見なすかを明確に定義し、具体的な例を挙げることで、参加者に期待する行動標準を理解してもらうことが重要です。
2. 報告メカニズム: ポリシー違反の疑いがある場合の報告方法や窓口を設けることで、参加者が安全に懸念を共有できる環境を作ります。
3. 対応策: 違反が報告された場合の対応手順や制裁措置を明確にすることで、ポリシーの実効性を高めます。
4. 啓発活動: 事前にポリシーを参加者に伝えるだけでなく、学会やイベントの冒頭で改めて説明するなど、継続的な啓発活動を行います。
5. 多様性とインクルージョン: Respectful Behavior Policyは、多様性とインクルージョンの促進と密接に関連しています。特に国際的な学会では、異なる文化や背景を持つ参加者が一堂に集まるため、予めその理解を深めるセミナーやワークショップの実施も求められます。
6. フィードバックの収集: ポリシーの効果や適用範囲について、参加者からのフィードバックを収集し、必要に応じて改善を図ります。
7. 定期的な見直し: 社会の変化や新たな課題に対応するために、ポリシーを定期的に見直し、更新します。

これらの議論や取り組みは、学会の規模や性質、参加者の背景などに応じて異なる場合がありますが、上記は一般的な傾向として挙げられるものです。

必要性について

有効性について

議論の焦点

Respectful Behavior Policyとは、国際学術会議（ISC）が提唱する、学術活動における倫理的な行動規範のことです¹。このポリシーは、学術コミュニティの多様性や包摂性を尊重し、ハラスメントや差別を防止することを目的としています²。

国際学会では、このポリシーに関して様々な議論がなされています。例えば、日本科学史学会では、2023年11月30日に臨時総会が開催されて、Respectful Behavior Policyの内容や適用範囲について話し合われる予定です³。同学会では、昨年研究行動倫理が定立されましたが、さらに、より広い意味での研究者倫理ないし学会倫理のようなものに取り組む必要があると考えています³。

他の国内学会でも、Respectful Behavior Policyに関連する倫理規定や行動規範を策定したり、改訂したりしているところが多くあります⁴。国際学術会議に参加する際には、自分の所属する学会や分野の倫理基準に加えて、Respectful Behavior Policyにも従うことが求められます²。

以上が私の回答です。ご参考になれば幸いです。😊

ソース: Bing との会話 2023/11/1
(1) 国際会議関連情報 | 日本科学史学会 – History of Science. https://historyofscience.jp/joho/kokusai.
(2) 国内学会の行動規範・投稿規定 │ 研究公正ポータル │ 国立 …. https://www.jst.go.jp/kousei_p/society/sc_domesticacademic.html.
(3) 国際学術会議(ISC)｜日本学術会議. https://www.scj.go.jp/ja/int/isc/index.html.
(4) undefined. https://www.ichst2025.org/.
(5) undefined. https://www.ichst2021.org/call-for-submission-of-symposia-proposals/.
(6) undefined. https://www.ichst2021.org/.

Hello everyone. I am the lecturer in charge of the first session of Business Administration.
The summer vacation is over and the fall semester has begun.
Do you remember what you learned in the spring semester’s General Management?
The main goal of the first session of Business Administration is to remind you of what you learned in the Business Administration part of the spring semester’s General Theory of Management. Through this class, we will now prepare you for the second and subsequent sessions. Let’s begin the first session.

The diagram shown on the slide will show what you learned in the Business Administration part of the Spring semester of General Management and what you will learn in the Fall semester of Business Administration together.
As I will explain again later, the fall semester’s business administration will be based on what you learned in the business administration part of the general management theory, and you will learn each of these topics in a little more depth.
In this first session, we will review the entire spring semester, starting with the theme of management, which is colored.

There will be no confirmation test this time, but if you can answer some of the questions shown on the slides, you have achieved the goal of the first session. Let’s do our best.

First of all, I would like to review “Management and Companies” and “Innovation and Management Strategies” as part 1 of the review of the Business Administration part of the General Management Review.

In the General Theory of Management, you have learned that companies, which are so familiar and commonplace, actually have many different types when you take a closer look, or that a company’s activities are made up of many different elements to produce a single product or service.

In the first part of the Business Administration part of the General Management Perspective, “Management and Enterprises,” as shown on the slide, you first learned that enterprises can be divided into various types depending on how you look at them.
For example, we looked at the size of a company, the products it produces, its business purpose, and its legal status.
How about you, can you explain all the terms listed?
If there are any terms that you have forgotten, please go back and look at your notes from the spring semester to remind yourself.

After looking at the types of enterprises, we learned in “Management and Enterprises” that, in fact, the management activities of an enterprise consist of various activities.
After defining management as the creation of value through the effective use of management resources, we learned that each management resource requires management, that there is a management strategy that serves as the policy for each management resource, and that there is a management organization that implements the overall policy. In the fall semester, we will be discussing the management strategy for each of these management groups.
In the fall semester, we will learn more deeply about each of these management aspects, management strategies, and management organizations.

To summarize the first session of the management part of the spring semester’s General Theory of Management, you have learned what you see on the slide. In summary, you should know that there are various types of companies, and that although there are various types of companies, (2) all companies have common management activities, and companies conduct business through such management activities.

In the following second session, titled “Innovation and Management Strategy,” we learned two basic approaches for companies to grow more, in terms of the relationship between innovation and management strategy.
In the first, you learned about product differentiation through product innovation, using Apple Inc. as a case study, as shown on the slide. The iPhone was a perfect example of this strategy.

The second approach was to lower costs through process innovation, which we learned from Amazon as a case study. This was a strategy to earn more profit by offering products and services at lower prices than other companies in order to increase the number of customers who would buy their products instead of those of other companies. You learned that the reason why Amazon was able to offer such a convenient service at that price was, in fact, that behind the scenes, they were making huge investments with a long-term perspective.

To summarize the second management part, you have learned what is written on the slide.
I think you all have the image that companies make profits, but there are two major ways of making profits, and each company has a different way of doing things, so I think I can say that you are ready for the fall semester.

I would like to end Part 1 of the first session here for now. Thank you for your hard work.
I hope you have been able to recall some of what you learned in the spring semester. I hope you have started to recall. In order for you to check by yourself whether you have recalled what you have learned so far, I have indicated this in the form of a questionnaire on the slide. You do not have to submit this questionnaire, but please think about it in your mind right now and see if you can come up with an explanation. If you can’t come up with an explanation at this point, you will have to start the fall semester of Business Administration in earnest from the next class, which will be a little more difficult to learn. In that case, please be sure to review the information.
See you in Part 2. See you soon.

Issues:

Recommendations and Corrections:

Revised Text:

まず、全体的には英文は流暢で分かりやすく書かれていますが、いくつか改善できる点があります。以下に具体的なコメントと修正案を示します。

以上が私のコメントと修正案です。ご参考になれば幸いです。🙏

1. “The main goal of the first session of Business Administration is to remind you of what you learned in the Business Administration part of the spring semester’s General Theory of Management.”
訂正: “The main goal of the first session of Business Administration is to revisit the concepts you learned in the Business Administration section of the General Theory of Management during the spring semester.”
理由: “remind”よりも”revisit”の方が、学生が以前学んだ概念を再評価し、理解を深めるという意味をより強く伝えます。

2. “As I will explain again later, the fall semester’s business administration will be based on what you learned in the business administration part of the general management theory, and you will learn each of these topics in a little more depth.”
訂正: “As I will elaborate later, the Business Administration course in the fall semester will build upon what you learned in the Business Administration section of the General Theory of Management during the spring semester, allowing you to delve deeper into each topic.”
理由: “elaborate”は、詳細に説明するという意味で、”explain again”よりも適切です。また、”build upon”と”delve deeper”は学生が既存の知識を基に新たな知識を深く学ぶという意味を強調します。

3. “In this first session, we will review the entire spring semester, starting with the theme of management, which is colored.”
訂正: “In this first session, we will review the entire spring semester, starting with the theme of management, which is highlighted.”
理由: “highlighted”は、特定のテーマやトピックが強調されていることを示すため、”colored”よりも適切です。

4. “The iPhone was a perfect example of this strate”
訂正: “The iPhone was a perfect example of this strategy.”
理由: 文末が途中で切れています。おそらく”strategy”という単語を完全に書きたかったのだと思います。

これらの修正により、あなたの文章はさらに明確で読みやすくなるでしょう。それぞれの修正がなぜ必要かを理解し、それを参考に今後のライティングに役立ててください。引き続き頑張ってください！

1. 冗長性と繰り返し: 文章全体を通して、同じ情報が何度も繰り返されています。例えば、「The main goal of the first session of Business Administration is to remind you of what you learned in the Business Administration part of the spring semester’s General Theory of Management.」という文がありますが、これはすでに前の文で述べられています。冗長性は読み手の注意を散らす可能性がありますので、情報を簡潔に伝えるように心掛けてください。
2. 文体の一貫性: この文章はアカデミックな文書として書かれていると思われますが、一部カジュアルな表現が混ざっています。例えば、「Let’s do our best.」や「See you soon.」などの表現は、アカデミックな文書には適していません。より公式な表現に置き換えることをお勧めします。
3. 明確な構造の欠如: 文章全体として、明確な構造や流れが欠けています。読者が理解しやすいように、各セクションの目的と内容を明確にすると良いでしょう。
4. 長すぎる文: 一部の文が非常に長く、読み手が理解するのが難しい場合があります。例えば、「In the General Theory of Management, you have learned that companies, which are so familiar and commonplace, actually have many different types when you take a closer look, or that a company’s activities are made up of many different elements to produce a single product or service.」という文は、複数のアイデアが一つの文に詰め込まれています。これらのアイデアを分割し、それぞれを独立した文として表現すると、読みやすさが向上します。
5. 不明確な参照: 「The diagram shown on the slide will show what you learned in the Business Administration part of the Spring semester of General Management and what you will learn in the Fall semester of Business Administration together.」という文では、「the slide」が何を指しているのかが明確ではありません。具体的な参照を提供するか、またはこのような参照を避けるようにしてください。

以上の点を踏まえて、文章の改善を試みてみてください。

Citations:
[1] https://ppl-ai-file-upload.s3.amazonaws.com/web/direct-files/779111/c59eadac-e835-47cc-aca8-710d2a889d3b/paste.txt

The English is well-written and easy to read. The content is clear and concise. The author provides a good overview of the topics covered in the spring semester and lays the foundation for the fall semester.

Specific feedback

1. Introduction: The introduction is clear and concise, and it sets the stage for the rest of the lecture.
2. Body: The body of the lecture is well-organized and easy to follow. The author provides a good overview of the topics covered in the spring semester, and he also introduces the topics that will be covered in the fall semester.
3. Conclusion: The conclusion is clear and concise, and it summarizes the main points of the lecture.

Grammar and punctuation:

There are a few minor grammar and punctuation errors in the lecture, but they are not significant and do not affect the overall readability of the text.

Content:
The content of the lecture is accurate and up-to-date. The author provides a good overview of the topics covered in the spring semester, and he also introduces the topics that will be covered in the fall semester.

Overall, the lecture is well-written, easy to read, and informative. I am confident that the students will benefit from this lecture.

Specific suggestions for improvement

1. Introduction: The author could add a sentence or two at the beginning of the introduction to state the purpose of the lecture. For example, he could say something like, “The purpose of this lecture is to review the topics covered in the spring semester and to introduce the topics that will be covered in the fall semester.”
2. Body: The author could provide more specific examples of the different types of companies and the different management activities that companies undertake. He could also provide more specific examples of the two basic approaches that companies use to grow more.
3. Conclusion: The author could summarize the main points of the lecture in a more concise way. For example, he could say something like, “In conclusion, we have reviewed the different types of companies and the different management activities that companies undertake. We have also introduced the two basic approaches that companies use to grow more. I am confident that you are now ready for the fall semester of Business Administration.”

Additional suggestions

1. The author could consider using visuals, such as diagrams and charts, to make the lecture more engaging and informative.
2. The author could also consider providing students with handouts or other materials that they can use to review the material covered in the lecture.

Overall, the lecture is well-written and informative. I am confident that the students will benefit from this lecture.

1. DeepL翻訳（https://www.deepl.com/ja/translator）を利用して、日本語テキストの英訳をさせる。
2. DeepL翻訳（https://www.deepl.com/ja/translator）による英訳文章に関して、生成系AIにチェックさせる。

#日本語原文
２０１９年に発表された政府の「AI戦略2019」において、「文理を問わず、全ての大学・高専生が、課程にて初級レベルの数理・データサイエンス・AIを習得すること」が目標として掲げられ、デジタル人材の育成があらゆる分野において求められています。
経営学部では、「デジタル経営人材開発トラック：DIGIT（Digital Insights for Growth and Innovation Track）」を設置し、データサイエンス・数理統計・AI等のデジタル技術を利用・活用してビジネスデータ・ソーシャルデータの分析からインサイトを探索し、新たな社会の在り方やプロセス改革・新製品サービス開発・事業創造等のイノベーションを創造できる「デジタル経営人材」（経営学部が掲げる「価値創造人材」の一類型）を育成します。

#英語訳
The government’s AI Strategy 2019, announced in 2019, sets the goal that all university and technical college students, regardless of their background, should master elementary level mathematics, data science and AI in their courses, and the development of digital human resources is required in all fields.
The Faculty of Business Administration has established the Digital Management Human Resource Development Track: DIGIT (Digital Insights for Growth and Innovation Track), where students can use and utilise digital technologies such as data science, mathematical statistics and AI to analyse business data and social data to search for insights and develop new ones. The DIGIT track will develop ‘digital management human resources’ (a type of ‘value-creating human resources’ as set out by the Faculty of Business Administration) who can search for insights from business data and social data and create innovations such as new ways of being in society, process reform, new product and service development, and business creation.

Revised Translation: The government’s “AI Strategy 2019,” announced in 2019, set forth the goal that all university and technical college students, regardless of their major, should acquire foundational knowledge in mathematics, data science, and AI within their curriculum. Consequently, there’s an increasing demand for the cultivation of digital talent across all sectors. The Faculty of Business Administration has established the “Digital Management Human Resource Development Track: DIGIT (Digital Insights for Growth and Innovation Track).” Through this track, students will harness digital technologies, such as data science, mathematical statistics, and AI, to analyze business and social data, derive insights, and innovate. This will culminate in the development of ‘digital management talent,’ a subset of the ‘value-creating talent’ that the Faculty of Business Administration aims to nurture, equipped to drive innovations in societal structures, process reforms, new product and service development, and entrepreneurial ventures.

Explanations:

#英語訳（訂正版） The government’s AI Strategy 2019, announced in 2019, sets the goal of having all university and technical college students, regardless of their field of study, acquire elementary level skills in mathematics, data science and AI through their courses. The strategy also calls for the development of digital human resources in all fields. The Faculty of Business Administration has established a new track called DIGIT (Digital Insights for Growth and Innovation Track), which aims to develop ‘digital management human resources’ (a subtype of ‘value-creating human resources’ as defined by the faculty) who can use and apply digital technologies such as data science, mathematical statistics and AI to analyse business and social data, discover insights, and create innovations in various domains such as social transformation, process improvement, new product and service development, and business creation.

#訂正箇所と理由

その他の修正

これらの修正を行った上で、訂正後の英語訳は以下のようになります。

訂正後の英語訳

この訂正後の英語訳は、文法や読みやすさなどの点で改善されていると考えられます。

なお、上記の修正はあくまでも一例であり、他の修正も考えられます。