Three Policies

Diploma Policy

The Faculty of Policy and Information Studies aims to cultivate individuals who can make decisions and take action while adopting a broad perspective in solving various problems and individual issues in the real world, and who can contribute to creative activities to achieve this. Students who have acquired the following knowledge, techniques, thinking skills, and practical abilities and have earned the required number of credits will be certified as graduating and a degree will be awarded.

High ethical standards

  • A strong sense of responsibility and the ability to make judgments and take action in accordance with societal norms is required to discover and solve social issues through the collection, analysis, and utilization of information.
    — Assessment will be based on completion of the required course "Introduction to Policy Informatics."

Wide-ranging education

  • A broad and sufficient education that enables one to have a broad perspective, communicate with others, understand them, make judgments, and take action.
    — Evaluation is based on the completion of the required credits in liberal arts subjects.

Specialized knowledge and skills

  • Specialized knowledge and skills to support local communities, respond to real situations, and bring about agile change, as well as the professional ability to work with a variety of experts and fulfill one's responsibilities.
    — Evaluation is based on the acquisition of the required number of credits in specialized subjects.

Based on the above elements, students will also develop the ability to take the initiative and actively contribute to creative activities, and will be assessed based on the completion of the compulsory subject "Graduation Research."
The Faculty of Policy and Information Studies develops and implements a curriculum to help students acquire the above skills.

Curriculum Policy (Policy for organizing and implementing the curriculum)

The School of Policy and Information Studies aims to develop individuals who can produce creative results by exploring the forms of knowledge and action that can only be produced through the collaboration of multiple specialized fields, and who can think and act with a sense of responsibility and flexibility in the workplace of society where various problems and individual issues need to be solved. In order to achieve this educational goal, we have organized the following curriculum, which allows students to acquire basic knowledge and develop abilities through the CUC Foundational Education Subjects Group, a common curriculum for all faculties, while placing emphasis on contact with faculty with diverse specialized knowledge and taking advantage of small class sizes to work together with students and faculty to realize problem-solving solutions.

First-year education

The purpose of first-year education is to provide a smooth introduction to university studies. An "introductory seminar" is held as an introduction to specialized seminars, and an "Introduction to Policy Informatics" course is held with the aim of cultivating a sense of ethics and introducing students to policy informatics. By taking these courses, students will develop the basic knowledge and skills necessary to make their own study plans and select courses and seminars in their second year. In particular, the "introductory seminar" provides small-group seminar education so that students can acquire skills such as how to collect and organize information, how to make presentations, how to improve interpersonal relationships, and the communication skills required for working adults. Specifically, students will conduct research, study, and give presentations in order to improve their ability to actively identify and solve problems.

Specialized Education

From the second year onwards, students will be assigned to either the Regional Policy Course or the Media Information Course, and will study mainly "course-specific subjects" in the form of exercises or lectures to acquire the specialized knowledge they desire. In the Regional Policy Course, the main fields of study are "administration", "environment", "urban development", and "business". Through lectures and exercises in these fields, students will learn about urban development and business strategies from various perspectives, such as creating safe and comfortable towns, businesses that support people's lives, and environmental issues, and will develop knowledge and skills that will be useful in realizing a better local community. In the Media Information Course, the main fields of study are "IT", "art", "media", and "culture". Through lectures and exercises in these fields, students will develop knowledge and skills to enrich society, such as realizing a highly convenient society using IT and creating new culture through expressions such as video and animation. In addition, students will be able to take specialized subjects from other courses, allowing them to deepen their expertise from a broad perspective.

Seminar education

In the first year, students take part in an "introductory seminar," and in the second, third, and fourth years, students take part in "seminars," which are small-group seminars where students take the lead in their research and activities. Seminar education provides a place to hone basic and practical skills in order to think, debate, and act from multiple perspectives. In addition, in the fourth year seminar, students are required to complete a graduation research project (graduation thesis or graduation project) that will be the culmination of their four years at university.

The School of Policy and Information evaluates students' "degree of knowledge and skill acquisition" and "creative activity." The degree of "knowledge and skill acquisition" is assessed through exams and reports, while "creative activity" is assessed through seminars and graduation research. In addition, in order to respond to the rapidly changing social environment and problems, the school implements project-linked education with the aim of full-time faculty and students working together to solve problems. As an extension of career education, full-time faculty also provide extracurricular support for students to acquire various qualifications and pass the civil service exam.

Admission Policy

In the School of Policy and Information Studies, we engage with the local community through a thorough hands-on approach, and while learning about IT and media expression techniques, our faculty and students work together to provide an education that supports the challenges of our students. To achieve this, we have organized and implemented an educational curriculum that allows students to learn a wide range of academic fields in order to "discover and solve problems" through two courses, "Regional Policy" and "Media Information," and we welcome students who are motivated to boldly tackle problems in modern society, learn to act, and acquire the ability to solve them.

Desired student profile

  1. They sympathize with the educational philosophy of the Faculty of Policy and Information Studies, and have the basic academic ability necessary to actively tackle social issues, as well as a strong desire to learn broadly across fields.
  2. They have the enthusiasm to utilize media technology to create original activities and works with free and flexible thinking.
  3. They are eager to work together with teachers and other students to improve their expressive and communication skills and solve problems together.
  4. They have the drive and ability to take initiative and act with an inquisitive mind in order to bring about change that goes beyond existing values.
  5. He is eager to use the planning skills he developed during his student days to contribute to society after graduation.
  6. Students whose native language is not Japanese, such as international students, are expected to have sufficient ability to carry out basic communication in Japanese for everyday life and at university.

Basic policy for student selection

When selecting students for admission to the Faculty of Policy and Information, we assess their understanding of the philosophy of "problem discovery and problem solving" that the Faculty of Policy and Information aims for, and then pass or fail them based on a comprehensive assessment of their initiative, spirit of inquiry, ability to express themselves, and knowledge and skills to realize this in the local community and society.
In the interview, the applicant will be asked whether they have a concrete idea of what they want to learn after enrollment, the course they want to take, the classes they want to take, their future plans, etc. In addition, their conversation skills, communication skills, and ability to make an appeal will be checked. The applicant will be asked to respond flexibly to questions from the interviewer and to explain what they want to convey in their 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 plans the student wishes to achieve after entering university, and the results of activities such as certificates of qualifications obtained during high school and creative works.
Academic achievement tests and comprehensive written questions test reading comprehension, language ability, mathematical ability, and basic social knowledge in accordance with high school classes to assess whether students have correctly understood what they have learned up to high school.

  1. School recommendation selection
    1. 1-1 Designated school system School recommendation type selection / Open school recommendation type (Academic evaluation type)
      In this entrance examination category, in addition to interviews, school reports, and study plans, emphasis is placed on essays.
    2. 1-2 Open School Recommendation Selection (Qualification Assessment)
      In this entrance examination category, in addition to interviews, school reports, and study plans, emphasis is placed on qualifications and examinations.
  2. General Selection
    In the general selection process, students with particularly outstanding grades are selected as scholarship recipients.
    1. 2-1 Individual exam type
      In this entrance examination category, admission is judged comprehensively based on academic ability tests, comprehensive written questions, and document review such as school reports.
    2. 2-2 Common test type
      In this entrance examination category, admission will be judged comprehensively based on the results of the common test and a document review such as school reports.
  3. Comprehensive Selection
    1. 3-1 Comprehensive scholarship selection
      In the comprehensive selection process for scholarship students, students with particularly outstanding academic records are selected as scholarship students.
      • Presentation-type: In the presentations given in this entrance examination category, we will particularly value unique solutions based on research and analysis of problems facing the region or society of interest.
      • Certification and qualification evaluation type: In this entrance examination category, in addition to interviews and study plans, emphasis is placed on qualifications and certification as the outcome of learning and activities up to high school.
      • Collaboration with graduate teachers: In this type of entrance examination, in addition to interviews and study plans, emphasis is placed on school reports and essays.
      • Inquiry-based learning assessment type: In this entrance examination category, in addition to interviews and study plans, emphasis is placed on the process of engaging in inquiry-based learning through inquiry-based learning reports and oral examinations.
    2. 3-2 General Comprehensive Selection (Aptitude Test Type)
      The aptitude test administered in this entrance examination category assesses whether or not students have the basic academic ability necessary to proactively tackle social issues.
    3. 3-3 General Comprehensive Selection (Certification Assessment)
      In this entrance examination category, in addition to interviews and study plans, emphasis is placed on qualifications and examinations as the outcome of learning and activities up to high school.
    4. 3-4 General Comprehensive Selection (Activity Evaluation Type)
      In this entrance examination category, in addition to interviews and study plans, emphasis is placed on extracurricular activities. Extracurricular activities in this entrance examination category refers to the results of activities such as extracurricular activities and creative writing during high school, as well as qualifications and exams that are the result of learning up to high school.
    5. 3-5 Comprehensive Selection (Activity Evaluation Type)
      In this entrance examination category, in addition to school records, interviews, and study plans, extracurricular activities are evaluated comprehensively. In this entrance examination category, extracurricular activities refer to the results of activities such as extracurricular activities and creative works during high school, as well as qualifications and exams that are the result of learning up to high school.
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