Three Policies

Diploma Policy

The Faculty of Faculty of Humanities and Social Sciences aims to train professionals with a wide range of skills who can use business methods to address local and social issues and support the society of the future. Students who meet the graduation requirements of the Faculty of Faculty of Humanities and Social Sciences and complete the educational curriculum are awarded a Bachelor's degree in Human and Social Sciences.

High ethical standards

  • By interacting with the local community and industry, we will understand the mechanisms, challenges, and possibilities of society and business, and have a strong sense of mission to solve social issues through business.
    — Evaluation will be based on the acquisition of the graduation requirements in the "Human Society Foundations" and "Human Society Practice" courses.

Wide-ranging education

  • To have the basic knowledge and academic ability to utilize specialized knowledge, and to develop the "ability to learn," "ability to take action," and "ability to improve oneself" to foster a desire to constantly learn and grow, and then to contribute to the development of the local community and industry.
    — Evaluation will be based on the acquisition of the graduation requirements in the "Human Society Foundations" and "Human Society Practice" courses.

Specialized knowledge and skills

  • The ability to learn about social structures, issues, and possibilities through "sociology and social welfare studies," and about business structures, issues, and possibilities through "economics, commerce, and business management," and to utilize this specialized knowledge to contribute to the development of local communities and industries.
    — Evaluation will be based on the acquisition of the graduation requirements in the "Humanity and Society Specialized Subject Group" and "Research Subject Group."

A curriculum will be created and implemented to help students acquire the above abilities, and learning outcomes will be evaluated based on the acquisition of the required credits. For students who have not acquired a certain level of credits, interviews will be held to understand and improve their learning outcomes. The Faculty of Faculty of Humanities and Social Sciences uses the Diploma Policy as the starting point for ensuring the quality of education, and strives to continually reform and improve education based on the school's founding spirit and the needs of society.

Curriculum Policy (Policy for organizing and implementing the curriculum)

In Faculty of Humanities and Social Sciences, students acquire basic knowledge and develop skills through the CUC Foundational Education Courses, which are a common curriculum for all faculties, and in order to train professionals with a wide range of skills who can use business methods to tackle local and social issues and support the human society of the future, the School of Human and Social Sciences systematically organizes and implements the following curriculum. The curriculum places emphasis on active learning and the development of practical skills in the workplace. In addition, the School of Faculty of Humanities and Social Sciences" to foster a desire to constantly learn and grow.
The "Six Skills of Faculty of Humanities and Social Sciences" refer to the "ability to learn" as "the ability to learn about the structure, challenges, and possibilities of society" and "the ability to learn about the structure, challenges, and possibilities of business," the "ability to take action" as "the ability to apply what has been learned to activities and experiences," the "ability to interact, cooperate, and communicate," and the "ability to improve oneself" as "the ability to design one's own career" and "the ability to improve one's career."

First-year education

The aim is to make a smooth transition from high school to university studies and to be able to make a study plan for one's future, so that after completing the course, students will be able to practice independent learning. Through group work in small classes, students will hone their communication skills, discussion skills, and presentation skills, and also learn the basics of specialized knowledge that will be necessary from the second year onwards.

Specialized Education

Students study "sociology and social welfare studies" to understand the structure of society and discover issues, and "economics, commerce, and business administration" as a means to solve these social issues from a business perspective. From the second year, students delve deeper into specialized content in order to gain employment in a variety of industries such as "tourism," "finance," "healthcare and welfare," and "distribution." The curriculum is designed to equip students with the ability to utilize their specialized knowledge to contribute to the development of the local community and industry. Additionally, the curriculum includes "Business Management I and II" as part of specialized education, providing students with the knowledge and practical skills necessary to forge a career, allowing them to think about their future from an early stage and develop the basic skills necessary as members of society.

Seminar education

All of the courses from "Research Basics A" to "Research IIIB" and "Graduation Research A & B" are compulsory subjects, and students learn specialized knowledge while engaging in two-way communication in small classes. In the second year, course content is developed with the aim of acquiring qualifications and active learning, and the curriculum is designed to encourage students to learn and practice independently. From the third year onwards, students deepen their knowledge in their specialized research field in small classes, and the curriculum is designed to help students develop communication skills, discussion skills, and presentation abilities through group work. In "Graduation Research A & B," students are also guided to compile their research results into a graduation thesis, which will be the culmination of their learning in the Faculty of Faculty of Humanities and Social Sciences.

In Faculty of Humanities and Social Sciences, the knowledge and skills to be acquired in each subject are listed in the syllabus. Learning outcomes are evaluated according to the evaluation methods and standards listed in the syllabus, and the relationships between subjects are made visible, enabling students to take and study in a systematic manner.
In order to enhance students' active learning, we will increase the amount of study time per subject by setting a limit on the number of subjects that can be registered, and for students who have not acquired a certain level of credits, we will understand and improve their learning outcomes through interviews, etc.

Faculty of Humanities and Social Sciences Admission Policy

The Faculty of Faculty of Humanities and Social Sciences aims to train professionals with a wide range of skills who can tackle local and social issues and support society in the future. We welcome highly motivated students who have the ability to learn about the structure, challenges, and possibilities of society through "sociology and social welfare studies," and the structure, challenges, and possibilities of business through "economics, commerce, and business administration," and who can utilize their specialized knowledge to contribute to the development of local communities and industry.

Fundamental Qualities Required of Prospective Students

  • Students who sympathize with the educational philosophy of Faculty of Humanities and Social Sciences and have the desire to contribute to the development of the local community and industry.
  • Students who are eager to actively interact with the local community and industry through active learning.
  • Students who are eager to take on new challenges by utilizing what they have learned in the classroom and in the real world.
  • Students who have the basic knowledge and academic ability to utilize specialized knowledge, and who have the ambition to continue learning and growing.
  • Students who have improved communication skills, are proactive, and have the desire to work together to achieve goals.

Basic Policy for the Selection of Incoming Students

  • For school recommendation and comprehensive selection, emphasis is placed on document review (letters of motivation, school reports, etc.) and interviews, and details are as follows.
    1. In the school recommendation type selection process, candidates are selected through a comprehensive evaluation that includes document review and interviews. In the document review, emphasis is placed on the letter of motivation, study plan, and school report. In the interview, academic performance, achievements in extracurricular activities, understanding of the educational philosophy of the Faculty of Faculty of Humanities and Social Sciences, and motivation to study are evaluated. It is important to have a concrete idea of your goals after graduating from university and a study plan for the independent study you will undertake after enrolling to achieve these goals. At the same time, you will be asked whether you have a wide range of knowledge about the systems, challenges, and possibilities in today's local community and industry, so it is important that you have a strong interest in them on a daily basis.
    2. In the comprehensive selection process, candidates are selected through a comprehensive evaluation including document review and interviews. In the document review, emphasis is placed on the letter of motivation, study plan, and school report. In the interview, emphasis is placed on academic performance, communication skills, and presentation skills. As with the school recommendation selection process, questions will be asked about understanding of the educational philosophy of the Faculty of Faculty of Humanities and Social Sciences, so it is important to have a strong interest in it on a daily basis.
      All comprehensive scholarship selection processes place emphasis on interviews, but the presentation process evaluates whether the candidate has more advanced presentation skills and broader and deeper knowledge, the certification assessment process evaluates the candidate's qualification activities to date and their resulting study plans at the faculty, primarily based on the letter of motivation, study plan, and school report, the alumni collaboration process evaluates whether the candidate's school report and essays match the candidate's studies at the faculty, and the inquiry-based learning assessment process evaluates the candidate's independent behavior and thinking ability during the inquiry-based learning process, as well as their desire to learn at a higher level and whether they can achieve it, based on the inquiry-based learning report and oral examination.
    3. The evaluations that are emphasized for each entrance examination category are as follows:
      1. School recommendation selection
        In general, emphasis is placed on the school report, letter of motivation, study plan, and especially the interview, but the items emphasized vary depending on the type of entrance exam as follows:
        1. i Designated school system, school recommendation selection
          Essays and letters of recommendation are emphasized, and students are evaluated for their strong motivation to study.
        2. ii. Public School Recommendation Selection
          • Academic evaluation type: Places emphasis on essays and letters of recommendation, and evaluates students for having a strong desire to study.
          • Certification evaluation type: Places emphasis on certification qualifications and letters of recommendation, and evaluates whether the student has a strong desire to learn, including obtaining qualifications.
      2. Comprehensive Selection
        In common, emphasis is placed on the school report, letter of motivation, study plan, and especially the interview, but the items evaluated depending on the type of entrance examination are as follows:
        1. i Comprehensive Scholarship Selection
          • Presentation-type: Emphasis is placed on presentations and essays, with particular emphasis on basic academic ability, thinking ability and expressiveness.
          • Examination and qualification evaluation type: Places emphasis on qualification examinations and essays, and evaluates whether the student has a strong desire to learn, including obtaining qualifications.
          • Collaboration with graduating faculty: Places emphasis on character evaluation forms and essays, and evaluates thinking ability and independent activity.
          • Inquiry-based assessment: Emphasis is placed on inquiry-based reports and oral examinations, and students are evaluated for their independent activities and strong motivation to learn.
        2. ii Comprehensive Selection
          • Activity evaluation type: Places emphasis on activity records and essays, and evaluates thinking ability and independent activity.
        3. iii. General Comprehensive Selection
          • Aptitude test type: Places emphasis on aptitude tests, and evaluates in particular basic academic ability and a strong desire to learn.
          • Certification evaluation type: Places emphasis on certification qualifications and evaluates students for having a strong desire to learn, including obtaining qualifications.
          • Activity evaluation type: Places emphasis on activity records and essays, and evaluates thinking ability and independent activity.
        4. iv Comprehensive selection for cultural and sports achievements
          Place emphasis on activity records and essays, and evaluate thinking ability and independent activity.
  • The general selection individual examination type and general selection common test type place emphasis on the evaluation of document review such as academic ability tests and school reports to see whether basic knowledge and academic ability have been properly acquired. It is important to acquire a wide range of knowledge and to cultivate high levels of thinking, judgment, and expression. In addition, the selection of scholarship students evaluates whether they have acquired even higher levels of basic knowledge and academic ability.
return