Department of Policy Informatics

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 Policy Informatics aims to cultivate talented individuals who are able to consider various social issues and come up with concrete solutions, and awards a Bachelor's degree in Policy Informatics to students who have acquired the following skills and earned the required number of credits.

High ethical standards

  • A sense of mission and ethics to identify real-world problems and proactively work to solve them

Wide-ranging education

  • Universal knowledge and communication skills to develop the rich humanity necessary to quickly respond to changes in the real world and collaborate with a diverse range of people

Specialized knowledge and skills

  • The ability to understand the various fields of law, public administration, public policy, economics, and sociology across the board, and to discover, examine, and derive concrete solutions to various social issues while working with experts in each field.

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)

In order to achieve its diploma policy, Department of Policy Informatics will organize and implement the following curriculum in collaboration with Department of Economics.

Specialized Education

In Department of Policy Informatics, all first-year students are required to take the courses "Introduction to Policy Informatics," "Introduction to Public Policy," "Introduction to Economics," and "Introduction to Modern Sociology" as a foundation for a cross-sectional understanding of the fields of law, public administration, public policy, economics, and sociology. In addition, the Department offers the courses "Regional Policy," "Regional Management," and "Policy Media" as elective courses from the second year onwards, and each course offers mandatory elective subjects within the academic field of that course.

Seminar education

In the second year, "Faculty Basic Seminar I" and "Faculty Basic Seminar II" are offered as a guide to specialized seminars from the third year onwards. In the third year, "Research Seminar I" and "Research Seminar II" are offered to acquire more specialized knowledge and skills in each specialized field and to develop research capabilities through an accumulation of surveys, team activities, presentations and so on.
In the fourth year, "Research Seminar III" and "Research Seminar IV" are established to provide guidance to individual students so that they can compile their graduation research as a culmination of their four years of study.

In Department of Policy Informatics, the knowledge and skills acquired in each course are listed in the syllabus, and the learning outcomes are evaluated according to the evaluation methods and standards listed in the syllabus. Furthermore, by introducing GPA, the learning situation of students can be grasped and used for guidance.
Students will be awarded a degree as stipulated in the Diploma Policy by acquiring the number of credits set out in the above categories, and by acquiring a total of 124 credits or more.

Admission Policy

Department of Policy Informatics aims to cultivate talented individuals who have the ability to consider various social issues and come up with concrete solutions.

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 discover real-world problems and acquire a sense of mission and morality to proactively and proactively tackle their solutions.
  3. Students who are motivated to acquire universal knowledge and communication skills to quickly respond to changes in the real world and develop the rich humanity necessary for collaboration with a diverse range of people.
  4. Students who are motivated to acquire useful and advanced specialized skills to identify and solve problems in the real world.
  5. Students who are eager to study law, public administration, public policy, economics, and sociology across the board.
  6. Students who have studied public policy and urban development and are eager to actively participate in local community activities and engage in collaborative activities with the diverse people who make up society.
  7. Students who are motivated to use digital media technology to solve problems, and who are also motivated to learn media expression techniques that resonate with people and apply them in public policy, urban development, and business.

Basic policy for student selection

In the interview, we ask about your motivation to study at university and whether you have a concrete idea of your future goals. We also check your ability to understand questions from the interviewer and your ability to express yourself in your own words.
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 measure comprehension, mathematical ability, expression, and language ability using content that is based on high school classes in order to evaluate whether students have correctly understood what they have learned up to high school.

  1. School recommendation selection
    Applicants will be evaluated using interviews, letters of recommendation and report from Principal, study plans, essays, etc., and a comprehensive pass/fail decision will be made.
    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
    Applicants will be evaluated using interviews, school reports, study plans, essays, etc., and a comprehensive pass/fail decision will be made.
    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, based on the understanding of various social issues, the presentation of unique solutions based on research and analysis, clarity of expression, ingenuity of the presentation, and appropriateness of question and answer sessions.
      [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] Students will be assessed based on their inquiry-based learning reports and oral examinations, with an emphasis on their "initiative, diversity, and collaboration" based on their own actions during the inquiry-based learning, the logical organization and explanation of their efforts, and the learning and motivation they have gained through their experiences.
    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
    The pass/fail decision will be made based on a comprehensive review of academic ability tests, comprehensive written questions, results from the University Entrance Examination, and documents such as school reports.
    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' interviews, study plans, essays, and Japanese Language Proficiency Test scores. The Japanese Language Proficiency Test scores will be used to assess whether the applicants have sufficient basic Japanese communication skills at university level, and the interviews will place emphasis on the applicants' independence, 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.
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