Department of Commerce

Diploma Policy

Based on the founding spirit, the educational philosophy of the school is to cultivate "chidoka" as advocated by the founder, Takayoshi Endo, through practical education.

Department of Commerce pursues the true joy and excitement of practical learning through learning that responds flexibly to a rapidly changing society. Students who acquire a high sense of ethics, a broad education, and a wide range of specialized knowledge and skills based especially on commerce, and who earn the required number of credits, are awarded a bachelor's degree in commerce.

In Department of Commerce, we strive to develop talented individuals who will acquire the knowledge, skills, problem-finding and analytical abilities necessary for living as members of society, as well as a wide range of specialist knowledge about business, economics and society, respect diverse opinions and ways of thinking, and contribute independently and organizationally to the development of society.

High ethical standards

  • A sense of mission and ethics required for making decisions and acting independently and organizationally in commercial situations

Wide-ranging education

  • Based on a foundation of commerce and accounting, students will have a systematic and comprehensive understanding of specialized knowledge related to business administration and economics, and will have universal knowledge through interdisciplinary learning that is essential for realizing a sustainable society, as well as communication skills that enable them to respect diverse opinions and ways of thinking.

Specialized knowledge and skills

  • Useful and advanced knowledge and skills, primarily in commerce, that are necessary for understanding trends in business, the economy, and society and for solving problems. These knowledge and skills are based on commerce in particular, but are also cultivated through interdisciplinary fields such as business administration, economics, law, psychology, and information technology.

We will develop and implement a curriculum to help students acquire the above abilities, and evaluate their learning outcomes based on the acquisition of the required credits. For students who have not acquired enough credits, we will conduct interviews to understand their learning outcomes and help them improve.

Curriculum Policy (Policy for organizing and implementing the curriculum)

The educational goal of Department of Commerce is to develop talented individuals who are knowledgeable about commodity distribution, currency distribution, and accounting, and who can identify and solve problems in companies and society based on knowledge, data, and information technology related to the operation, management, maintenance, and development of economic activity. In order to achieve this diploma policy, the following curriculum is systematically organized and implemented.

Specialized Education

Department of Commerce offers "Introduction to Commerce", "Introduction to Business Management", "Beginner's Bookkeeping I" and "Beginner's Bookkeeping II" as compulsory subjects for all students in the first year. Department of Commerce has five courses: "Marketing Course", "Finance Course", "Accounting Course", "Accounting Professional Course" and "ICT Course". Students are required to earn a set number of credits from the subjects in each course.

Seminar education

In order to acquire advanced specialized knowledge and skills, seminar education is provided from the second year onwards. In the second year, Basic Seminar I and II are held, in the third year, Research Seminar I and II, and in the fourth year, Research Seminar III and IV. Seminars are taught by faculty members from a wide range of fields. In seminar education, students deepen their specialized learning through an accumulation of research, investigations, presentations, etc., and in the fourth year, Research Seminar III and IV, students are required to write a graduation research thesis or a production.

Teacher training education (teacher training course)

In the first year, students enrolled in the teacher training course are assigned subjects that allow them to acquire basic educational knowledge such as teaching profession and student guidance, along with basic learning in their faculty or department. In the second year, students are assigned subjects that allow them to acquire basic knowledge and skills in subject instruction and the basics of understanding students, along with specialized learning in their faculty or department. In the third year, students are assigned subjects that allow them to acquire practical knowledge and skills in subject instruction and student guidance through active learning, along with more specialized learning in their faculty or department. In the fourth year, students are assigned subjects that organically integrate the learning from the past three years and allow them to acquire practical skills in subject instruction and student guidance through teaching practice, etc. In addition, there are opportunities for internships as extracurricular activities for those in the third and fourth years who wish to do so.

In Department of Commerce, the knowledge and skills acquired in each subject are listed in the syllabus, and the learning outcomes are evaluated according to the evaluation methods and standards listed in the syllabus. In addition, by introducing GPA, the learning situation of students is grasped and it is useful for guidance.

Admission Policy

The goal of education in the Department of Commerce is to nurture individuals who can independently and systematically contribute to the development of society; who have acquired extensive specialist knowledge regarding business, economics, and society; and who can identify and analyze problems while respecting diverse opinions and approaches. 
Specifically, the Department of Commerce nurtures individuals equipped with the knowledge of marketing, finance, and accounting or bookkeeping, as well as those who can identify and resolve corporate and social issues based on their knowledge of the administration, management, maintenance, and development of economic activities, data, and IT.

Fundamental Qualities Required of Prospective Students

  1. Students who have acquired the basic academic skills necessary for university study through extensive learning in the high school education curriculum.
  2. Students who are eager to learn knowledge and skills through specialized education and broad general education aimed at identifying and solving various problems in the real world.
  3. Students who have a desire to acquire independence, diversity, and cooperation through active learning and collaboration with diverse individuals in the real world. 
  4. Students who have a desire to develop their capacity for thinking, making decisions, and expressing opinions, as well as upholding high ethical standards, by engaging in the learning described above. 
  5. Students who are willing to actively engage in the learning across the whole spectrum of social sciences, with a particular focus on commercial science.
  6. Students who have a desire to develop business skills by acquiring bookkeeping qualifications, such as the Official Business Skill Test in Bookkeeping, as well as qualifications in marketing and finance. 

Basic Policy for the Selection of Incoming Students

Interviews will be conducted to confirm the students' reason for applying, their motivation to study at the university, their future goals, and so on.
Documents such as school records and study plans will be assessed. The assessment of these documents will consider the results of learning and activities up through high school, the specifics and feasibility of university study plans, and the results of activities such as creative works and qualifications acquired in high school.
A scholastic aptitude test will be conducted to assess their general comprehension, mathematical ability, capacity for expression, and linguistic ability based on the content of high school classes to assess whether students have accurately understood what they learned up to high school. 

  1. Selection by School Recommendation
    Interviews, formal recommendations from school principals, school records, study plans, and essays will be used to comprehensively assess students' potential to fulfill the “Fundamental Qualities Required of  Prospective Students.” To assess a candidate’s performance in high school, documents such as school records will carry more weight than interviews.
    1. (1)Selection by School Recommendation Under the Designated School System
      Candidates will be assessed based on the content of the essays, with an emphasis on capacity for thinking, making decisions, and expressing opinions.
    2. (2) Selection by recommendation from designated schools (Selection for scholarship recipients in the Certified Public Accountant Program)
      We will evaluate candidates based on their "knowledge and skills" as assessed through their certifications and qualifications.
    3. (3) Publicly offered school recommendation-based selection
      [Academic Evaluation Type] The evaluation will focus on "thinking ability, judgment ability, and expression ability" based on the content of the essay.
      [Certification and Qualification Evaluation Type] This evaluation focuses on "knowledge and skills" based on the holder's certifications and qualifications.
  2. Comprehensive Selection
    Interviews, school records, study plans, and essays will be considered to comprehensively assess the students’ potential to fulfill the “Fundamental Qualities Required of Prospective Students.” To assess a candidate's motivation for studying at the university, interviews will be given greater consideration than school records and other documents.
    1. (1) Scholarship recipient comprehensive selection
      Those who achieve particularly outstanding results will be selected as scholarship recipients.
      [Presentation Type] In presentations, we particularly emphasize and evaluate "thinking ability, judgment ability, and expressive ability" in terms of understanding the issue, clarity of expression, presentation ingenuity, accuracy of Q&A, and appropriate time management.
      [Certification and Qualification Evaluation Type] This evaluation emphasizes "knowledge and skills" based on the holder's certifications and qualifications.
      [Collaborative program with graduating faculty] Evaluation will focus on "thinking ability, judgment, and expression skills" based on the content of character assessment reports, transcripts, and essays.
      [Inquiry-Based Learning Assessment] Based on inquiry-based learning reports and oral examinations, students will be evaluated with an emphasis on "proactiveness, diversity, and collaboration," considering aspects such as their actions and efforts in inquiry-based learning, the logical organization and explanation of those actions and efforts, the learning and motivation gained through experience, and their intellectual curiosity.
    2. (2) General comprehensive selection
      [Aptitude Test Type] This type of test emphasizes "knowledge and skills" to assess whether the student has a correct understanding of what they have learned up to high school.
      [Certification and Qualification Evaluation Type] This evaluation focuses on "knowledge and skills" based on the holder's certifications and qualifications.
      [Activity-based evaluation] Extracurricular activities are evaluated with an emphasis on "proactiveness, diversity, and collaboration."
    3. (3) Comprehensive selection for applicants applying to multiple schools
      [Activity-based evaluation] Extracurricular activities are evaluated with an emphasis on "proactiveness, diversity, and collaboration."
      [Academic Ability Assessment Type] This assessment focuses on "knowledge and skills" from a basic academic ability test to evaluate whether students have a good understanding of each subject and topic they studied in high school. Those who achieve particularly outstanding results will be selected as scholarship recipients.
    4. (4) Comprehensive selection based on cultural and sports achievements
      [Special Selection Type, General Selection Type] Applicants will be evaluated based on their achievements in cultural clubs, sports clubs, etc., emphasizing "proactiveness, diversity, and collaboration."
  3. General Selection
    Applicants will be evaluated based on their knowledge and skills (comprehension, mathematical ability, expression, and language ability) appropriate for the undergraduate education at this university, using academic achievement tests, comprehensive essay questions, scores from the Common University Entrance Examination, and document review such as application forms, and a comprehensive decision will be made regarding their admission.
    In the scholarship selection process, those who have achieved particularly outstanding results will be selected as scholarship recipients. In the proactiveness evaluation type, "proactiveness" will be assessed based on the process of engaging in learning in high school and the motivation for learning after entering university. In both the individual examination type and the common test type, "knowledge and skills" will be given emphasis in the evaluation.
    1. (1) Individual examination type
      The evaluation will primarily focus on "knowledge and skills" based on academic test scores. In addition, the essay-style comprehensive questions will assess "thinking ability, judgment, and expression," while the application documents will comprehensively evaluate achievements up to high school, including extracurricular activities such as "proactiveness, diversity, and collaboration" and qualifications/certifications such as "knowledge and skills."
    2. (2) Common Test Type
      The evaluation will focus on "knowledge and skills" based on the results of the Common University Entrance Examination. In addition, the academic transcript and other documents will comprehensively evaluate achievements in extracurricular activities ("proactiveness, diversity, and collaboration") and qualifications and certifications ("knowledge and skills") as part of the learning outcomes up to high school.
  4. Special Selection
    1. (1) Special selection for international students, special selection for students with foreign roots
      Applicants will be evaluated based on their interview, study plan, essay, and Japanese Language Proficiency Test (JLPT) scores, and a comprehensive decision will be made regarding their pass/fail status. "Knowledge and skills" will be assessed based on JLPT scores, while "proactiveness, diversity, and collaboration" will be emphasized and evaluated during the interview.
    2. (2)Special Selection based on Recommendation by the National Association of Principals of Commercial High Schools
      Admission will be determined through a comprehensive assessment of interviews, school records, and study plans. Scholarship students will be selected through a comprehensive assessment of knowledge and skills based on the acquisition of university-designated highly difficult qualifications.
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