Three Policies

• 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.

Faculty of Service Innovation recognizes the graduation of students who have acquired a certain level of ethics, broad culture, and specialized knowledge and skills related to services, as well as the required credits, and awards them a Bachelor of Business Administration degree as service creation talent. Service creation talent is people who create value and utility by creating new services, and who enrich individuals, organizations, and society.

High ethical standards

• A service creation mindset that strives to provide better services and a sense of responsibility to adhere to ethical standards as a criterion for judgment when creating services.

Wide-ranging education

• A strong interest in people, organizations, and society, as well as the universal, broad-ranging insight and knowledge required to come up with ideas, make decisions, and take action in creating services, as well as a rich humanity.

Specialized knowledge and skills

• Knowledge about service creation, the creativity required to create services, and knowledge and skills in management, marketing, data science, accounting, etc.
   

We will develop and implement a curriculum to help students acquire the above abilities, and evaluate their learning outcomes based on the number of credits they have acquired. 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)

Faculty of Service Innovation values tradition and achievements, pursues the true fun and excitement of practical learning, and systematically organizes and implements the following curriculum in order to achieve its diploma policy.

In order to achieve the diploma policy, Faculty of Service Innovation aims to cultivate foundational knowledge and abilities for students of this university through the CUC Foundation Education Subject Group, which is a common curriculum for all faculties. It also systematically organizes and implements the following curriculum, which centers on "three types of learning": "learning from academics," "learning from companies," and "learning from activities."

Specialized Education

Through systematic study, students will gradually acquire specialized knowledge and skills to identify and solve real-world problems in six main academic fields (services, business administration, marketing, information, accounting, and economics). After acquiring the basic knowledge and theories required for the minimum academic requirement in introductory subjects, students will undergo advanced specialized education to acquire more advanced, applied knowledge and theories. In addition, by completing project-related subjects placed in the first year, students will cultivate the knowledge and abilities necessary to smoothly carry out project activities that they will undertake from their second year onwards. In order to systematically acquire a certain level of specialized knowledge, the teaching method will mainly be lecture-based, but lectures by guest speakers, group work, discussions, etc. will also be implemented as necessary.

Seminar education

To acquire advanced specialized knowledge and skills, seminar education is implemented from the third year onward. This education is a place where the "three learning methods" of Faculty of Service Innovation "learning from academics," "learning from companies," and "learning from activities"—are comprehensively utilized. Through this learning, students mobilize all the knowledge they have gained, and through communication with faculty members and fellow students, group work, and presentations, they delve into their research themes, aiming to complete their graduation research project as the culmination of their efforts in their fourth year.

Furthermore, in Faculty of Service Innovation, the syllabus will specify the goals and evaluation methods for each subject, and learning outcomes will be evaluated based on these. The goals and evaluation methods will be explained to students at the first class of each subject, allowing them to plan their studies. To enhance students' active learning, a maximum number of subjects will be set to increase the study time per subject, and a maximum number of students will be set for classes that mainly involve active learning, including discussions and exercises, in an effort to improve the effectiveness of education.

Admission Policy

The Faculty of Service Innovation aims to nurture individuals who can provide service innovation in response to the future needs of society. To that end, our curriculum is designed around three approaches to learning: “learning from study,” “learning from industry,” and “learning from activity.” We welcome candidates with a strong sense of ambition who aspire to grow together with others, making full use of these learning opportunities in collaboration with numerous official supporters in the business world. 

Fundamental Qualities Required of Prospective Students

1. Vision (future plan) and passion (enthusiasm)
   Students who have a strong social interest in service creation, who have clearly defined their future goals and learning objectives, and who are motivated to continue learning about service creation and to proactively engage in practical learning toward service creation.
2.  Basic academic skills
   Students who have acquired extensive basic knowledge and capacity for thinking and expression necessary for studying at the Faculty of Service Innovation in education courses prior to university and who have fully mastered this content.
3. Ability to work with others with good manners
   Students who are willing to cooperate with others responsibly and who have the grace and sociability to interact with various people both within and outside the university to achieve learning through cooperation.
4. Ability to take action
   Students who are able to accurately ascertain the actions needed to achieve their goals and proactively work toward accomplishing those goals.

Basic Policy for the Selection of Incoming Students

In the review of documents such as application forms and study plans, the evaluation will take into account not only the achievements of learning and activities up to high school, the specificity and feasibility of the study plan after entering university, but also certificates of qualifications obtained during high school and achievements such as creative works.
In the interview, we will assess whether applicants understand the faculty curriculum, which centers on "three types of learning": "learning from academics," "learning from companies," and "learning from activities," and whether they can clearly define their learning goals after enrollment, as well as whether they can explain in detail the efforts they made during their time in high school.
Academic achievement tests assess comprehension, mathematical ability, expression, and language skills based on content aligned with high school curriculum, in order to evaluate whether students have correctly understood what they have learned up to high school.

1. School Recommendation-Based Selection
   The following four points will be evaluated based on the interview, a letter of recommendation and transcript from Principal, a study plan, an essay, etc., and a comprehensive decision will be made regarding acceptance or rejection.
   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) 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
   The following four points will be evaluated based on interviews, application documents, study plans, essays, etc.: "Vision (future plans) and passion (enthusiasm)," "Basic academic ability," "Cooperativeness and social manners," and "Execution ability," and a comprehensive decision will be made regarding acceptance or rejection.
   1. (1) Scholarship recipient comprehensive selection
      Scholarship recipients will be selected if they demonstrate exceptional academic performance and are deemed capable of excelling as leaders in various learning environments.
      [Presentation Type] In presentations, we particularly emphasize and evaluate "thinking ability, judgment ability, and expression ability" based on understanding the issue, the ability to come up with ideas and logical arguments for solving the issue, clarity of expression, presentation ingenuity, and accuracy in answering questions.
      [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 on their "proactiveness, diversity, and collaboration" by considering their actions and efforts in inquiry-based learning, the logical organization and explanation of those actions and efforts, and the learning and motivation gained through their experiences.
   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] Students will be evaluated based on their outstanding efforts and achievements in extracurricular activities, emphasizing "proactiveness, diversity, and collaboration."
   3. (3) Comprehensive selection for applicants applying to multiple schools
      [Activity-Based Evaluation] Students will be evaluated based on their outstanding efforts and achievements in extracurricular activities, emphasizing "proactiveness, diversity, and collaboration."
      [Academic Ability Assessment] The assessment will focus on "knowledge and skills" based on the results of a basic academic ability test, to determine whether the student has a correct understanding of what they have learned up to high school. Furthermore, suitability for the student profile required for growth in Faculty of Service Innovation will be evaluated through an interview. 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 outstanding achievements in cultural clubs, sports clubs, etc., emphasizing "proactiveness, diversity, and collaboration."
3. General Selection
   Applicants will be assessed on whether they possess the fundamental academic abilities necessary for learning about service creation through academic achievement tests, comprehensive essay questions, scores on the Common University Entrance Examination, and document review such as application forms, and a comprehensive decision will be made regarding their acceptance or rejection. In this selection process, applicants will also be required to understand the importance of four points necessary for growth in Faculty of Service Innovation: "vision (future plans) and passion (enthusiasm)," "fundamental academic abilities," "cooperativeness and social manners," and "execution ability."
   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
   Applicants will be evaluated on four points—"vision (future plans) and passion (enthusiasm)," "basic academic ability," "cooperativeness and social manners," and "execution ability"—through interviews, study plans, essays, etc., and a comprehensive decision will be made regarding their acceptance or rejection.
   
   1. (1) Special selection for international students, special selection for students with foreign roots
      "Knowledge and skills" will be evaluated based on the results of the Japanese Language Proficiency Test, while "proactiveness, diversity, and collaboration" will be emphasized and evaluated during the interview examination.
   2. (2)Special Selection based on Recommendation by the National Association of Principals of Commercial High Schools 
      Scholarship students will be selected through a comprehensive assessment of knowledge and skills based on the acquisition of high-difficulty qualifications designated by the university.