Department of Commerce

• Diploma Policy
• Curriculum Policy (Policy for organizing and implementing the curriculum)
• Admission Policy

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

Department of Commerce has the educational goal of nurturing talented individuals who have acquired broad, specialized knowledge about business, economics, and society, as well as the ability to identify and analyze problems, respect diverse opinions and ways of thinking, and contribute independently and organizationally to the development of society.
Specifically, the program aims to develop talented people who have knowledge of marketing, finance, and bookkeeping and accounting, and who can identify and resolve issues facing companies and society based on knowledge, data, and information technology related to the operation, management, maintenance, and development of economic activities.

Desired student profile

1. Students who have acquired a wide range of high school curriculum and have acquired the basic academic ability necessary for learning after enrollment.
2. Students who are motivated to acquire knowledge and skills through specialized education to discover and solve real-world problems, and through a broad liberal arts education.
3. Students who are motivated to acquire autonomy, diversity, and collaboration through collaboration with diverse people in the real world and active learning.
4. Students who are motivated to acquire thinking skills, judgment, expression, and a high sense of ethics through the above learning.
5. Students who are actively engaged in studying business and other social sciences in general.
6. Students who are motivated to acquire business skills through obtaining bookkeeping qualifications such as the Nissho Bookkeeping Examination, as well as qualifications in marketing and finance.

Basic policy for student selection

During the interview, we will confirm your reasons for applying, your motivation to study at university, and your future goals.
When reviewing documents such as school reports and study plans, the evaluation will take into account the results of learning and activities up to high school, the concreteness and feasibility of the study plan after entering university, as well as the results of activities such as certificates of qualifications obtained during high school and creative works.
Academic achievement tests assess whether students have correctly understood what they have learned up to high school by measuring their comprehension, mathematical ability, expression, and language ability using content that is based on high school classes.

1. School recommendation selection
   We will assess the possibility of embodying the "ideal student" through interviews, Principal 's recommendation letters, school records, study plans, short essays, etc., and make a comprehensive decision on whether or not to accept the applicant. In order to measure achievements during high school, we will place more importance on application documents such as school records compared to interviews.
   1. (1) Designated school system, school recommendation selection
      The essay content will be evaluated with emphasis on "thinking ability, judgment, and expression."
   2. (2) Public School Recommendation Selection
      [Academic evaluation type] Evaluation will focus on the essay's content, including "thinking ability, judgment, and expression."
      [Certification evaluation type] Evaluation focuses on "knowledge and skills" based on certification and qualification status.
2. Comprehensive Selection
   We will assess the possibility of embodying the "ideal student" through interviews, school reports, study plans, essays, etc., and make a comprehensive pass/fail decision. In order to gauge the student's motivation after entering the university, we will place more importance on interviews than on application documents such as school reports.
   1. (1) Comprehensive scholarship selection
      Students who demonstrate particularly outstanding academic performance will be selected as scholarship recipients.
      [Presentation type] In the presentation, emphasis will be placed on the ability to think, make judgments, and express oneself, and the evaluation will be based on such points as understanding of the topic, clarity of expression, ingenuity of the presentation, appropriateness of Q&A, and appropriate time allocation.
      [Certification evaluation type] Evaluation focuses on "knowledge and skills" based on certification and qualification status.
      [Collaboration with graduate teachers] Evaluation will focus on "ability to think, judge and express" based on the contents of character evaluation reports, school reports and essays.
      [Inquiry-based learning assessment type] Based on inquiry-based learning reports and oral examinations, students will be assessed with an emphasis on "initiative, diversity, and collaboration" based on their own actions during inquiry-based learning, logical organization and explanation of their efforts, learning and motivation gained through experience, and intellectual curiosity.
   2. (2) General Comprehensive Selection
      [Aptitude test type] Evaluation focuses on "knowledge and skills" based on the results of the aptitude test to see whether students have correctly understood what they learned up to high school.
      [Certification evaluation type] Evaluation focuses on "knowledge and skills" based on certification and qualification status.
      [Activity evaluation type] Evaluation focuses on "initiative, diversity, and collaboration" based on extracurricular activities.
   3. (3) Comprehensive Selection
      [Activity evaluation type] Evaluation focuses on "initiative, diversity, and collaboration" based on extracurricular activities.
      [Academic ability evaluation type] Students are evaluated based on their knowledge and skills through basic academic ability tests to determine whether they have an understanding of each subject and course they learned in high school. Students who achieve particularly excellent results are selected as scholarship recipients.
   4. (4) Comprehensive selection based on cultural and sports achievements
      [Special scholarship selection, general selection type] Evaluation will focus on "initiative, diversity, and collaborative spirit" based on the activity track record of cultural clubs, sports clubs, etc.
3. General Selection
   Applicants will be assessed on the knowledge and skills (comprehension, mathematical ability, expression, language ability) appropriate for the education in our bachelor's degree program based on academic aptitude tests, comprehensive written questions, scores on the Common University Entrance Examination, and a document review of school reports, etc., to determine whether they pass or fail overall.
   In the selection of scholarship students, those who have achieved particularly excellent results are selected as scholarship students. In the initiative assessment type, "initiative" is evaluated based on the process of studying in high school and the motivation to study after entering university. In both the individual examination type and the common test type, the evaluation places emphasis on "knowledge and skills."
   1. (1) Individual exam type
      The evaluation will focus on "knowledge and skills" based on the results of academic examinations. In addition, the evaluation will be based on "ability to think, judge and express" in comprehensive written questions, and the evaluation will be based on the results of learning up to high school, such as "initiative, diversity and collaboration" in extracurricular activities, and "knowledge and skills" in qualifications and tests.
   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 school report etc. will comprehensively evaluate the results of learning up to high school, such as extracurricular activities (initiative, diversity, and collaboration) and qualifications and tests (knowledge and skills).
4. Special Selection
   1. (1) Special Selection for International Students
      The admissions process will be based on a comprehensive assessment of the applicants' Japanese language proficiency test scores, including interviews, study plans, essays, and results from the Japanese Language Proficiency Test. The applicants' knowledge and skills will be assessed based on their Japanese language proficiency test scores, while the interviews will place emphasis on the applicants' initiative, diversity, and collaboration.
   2. (2) Special selection recommended by the National Association of Commercial High Principal
      The university will evaluate students based on their knowledge and skills, based on their record of obtaining difficult qualifications designated by the university, and select them as scholarship recipients.