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

The Department of Policy Informatics aims to nurture individuals with the capacity to consider various issues in society and work toward specific solutions.

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 have a desire to identify real-world problems and acquire the sense of duty and morals needed to actively contribute to their resolution in an independent manner. 
  3. Students who can adapt to real-world changes and who have a desire to acquire comprehensive knowledge and communication skills to cultivate the rich humanity needed to cooperate with diverse individuals. 
  4. Students who have a desire to acquire practical and advanced specialist abilities to identify and resolve real-world problems.
  5. Students who have a desire for interdisciplinary learning in various fields, including Law, Public Administration, Public Policy, Economics, and Sociology.
  6. Students who have a desire to engage in co-creation with diverse individuals that form society by independently participating in local community activities based on the study of public policy and urban planning.
  7. Students who have a desire to resolve issues by utilizing digital media technology; master media expression techniques that resonate with people; and use these techniques in public policy, urban planning, and business. 

Basic Policy for the Selection of Incoming Students

The interviews will focus on whether the candidates have a clear idea of what they want to learn at university and their future plans. Through the interviews, candidates’ ability to understand the questions posed by the panel will be assessed, along with their ability to express their ideas in their own words. 
Documents such as school records and study plans will be assessed. The evaluation of these documents will consider the results of learning and activities up through high school, the specifics and feasibility of their university study plans, and the results of activities such as creative works and qualifications acquired in high school. 
To assess whether the students have accurately understood what they learned up to 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.

  1. Selection by School Recommendation
    Admission will be determined through a comprehensive assessment of interviews, formal recommendations from school principals, school records, study plans, and essays. 
    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
    Admission will be determined through a comprehensive assessment of interviews, school records, study plans, and essays.
    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 expression ability" based on an understanding of various social issues, the presentation of unique solutions based on research and analysis, clarity of expression, ingenuity in presentation, 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] 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
    Admission will be determined through a comprehensive examination of documents such as a scholastic aptitude test, a comprehensive written test, the results of the Common Test for University Admissions, and school records.
    Candidates with particularly outstanding results will be selected for a scholarship. In the Independence Assessment Category, independence will be assessed on the basis of the process of participation in high school learning and the desire to study at university. Knowledge and skills will be given greater consideration for the Individual Examination Category and the Common Test for University Admissions Category.
    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 acceptance or rejection. JLPT scores will be used to assess whether applicants have sufficient ability to communicate effectively in Japanese at a university level, while the interview will emphasize and evaluate "proactiveness, diversity, and collaboration."
    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.
return