Diploma Policy
Faculty of Service Innovation recognizes students who have acquired a certain level of ethics, specialized knowledge and skills, and culture related to services, as well as the required number of credits, as their graduation 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, enriching 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
- A desire to create services, coupled with knowledge about service creation, and the creativity, management skills, marketing skills, accounting skills, and information science skills required to create services.
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)
In order to achieve its diploma policy, Faculty of Service Innovation will have students acquire fundamental knowledge and develop skills through the CUC Foundational Education Subjects Group, which is a common curriculum for all faculties. The Faculty will also systematically organize and implement the following curriculum, which is centered on the "three learnings" of "learning from academia," "learning from companies," and "learning from activities."
First-year education
In order to allow a diverse range of students to adapt to the independent learning at Faculty of Service Innovation, acquire the foundations of learning throughout the four years, and introduce them to specialized research, we will implement small-group first-year seminars. In the first-year seminars, we will incorporate multifaceted educational methods such as lectures, assignment exercises, and group work to provide students with the opportunity to learn the study attitude and communication skills (reading, writing, listening, speaking) necessary for university students, as well as to think about their future university life and career paths.
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 (Service, Business Administration, Marketing, Accounting, Information, and Economics). After acquiring the basic knowledge and theories required for the minimum academic field in introductory courses (in the information field, students will acquire them through CUC's Foundational Education Courses), students will undergo advanced specialized education to acquire more advanced and applied knowledge and theories. In addition, by acquiring project-related courses placed in the first year, students will cultivate the knowledge and skills necessary to smoothly carry out project activities that they will undertake from their second year onwards.
In order to allow students 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 conducted as necessary.
Seminar education
In order to acquire advanced specialized knowledge and skills, students will take seminar courses from their second year onwards. These courses are a place where the "three learnings" of Faculty of Service Innovation- "learning from academia," "learning from companies," and "learning from activities" - are comprehensively applied, and students will mobilize all the knowledge they have gained through these learnings to delve deeper into their research themes through communication with their professors and fellow students, group work, and presentations, with the aim of completing their graduation research as a culmination of their efforts in their fourth year.
Furthermore, in Faculty of Service Innovation, the syllabus will specify the achievement goals and evaluation methods for each subject, and students' learning outcomes will be evaluated based on these. The achievement goals and evaluation methods will also be explained to students during the first class for each subject, allowing them to plan their studies.
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 we will strive to improve the effectiveness of education by setting a limit on the number of students who can enroll in classes that mainly involve active learning, such as discussions and exercises.
Admission Policy
Faculty of Service Innovation aims to develop the service creation talent that society will need in the future. To that end, we study through a curriculum centered on the "three learnings" of "learning from academia," "learning from companies," and "learning from activities," and welcome students who are motivated to actively take advantage of these learning opportunities and grow together with others, with the cooperation of many official supporting companies.
Desired student profile
- Vision and passion
Students who have a strong social interest in service creation, clearly set their own future goals and learning objectives, and are motivated to continue learning about service creation. - Basic academic ability
Students who have acquired the basic knowledge, thinking skills, and expression skills necessary for learning service creation through high school education or higher. - Cooperation and social etiquette
Students who have the ability to work responsibly with others and the dignity to interact with a diverse range of people both inside and outside the university. - Ability to execute
Students who can accurately identify what is necessary to achieve their goals and see them through to the end.
Basic policy for student selection
School recommendation type selection and comprehensive type selection
1. Admissions will be determined based on a comprehensive assessment of the following four points through document screening and interviews: "Vision (future plans) and passion (enthusiasm)," "Basic academic ability," "Cooperativeness and social manners," and "Ability to execute." When applying, applicants are encouraged to understand the faculty curriculum, which is centered on the "three learnings" of "learning from academics," "learning from companies," and "learning from activities," to determine specific learning goals after enrollment, and to be prepared to explain in detail the efforts they have made during their time at high school.
- Comprehensive Selection
- 1-1 General Comprehensive Selection
- Aptitude test type: Emphasis is placed on the results of aptitude tests.
- Certification and qualification evaluation type: Emphasis is placed on results in qualifications and examinations.
- Activity evaluation type: Emphasis is placed on the results of extracurricular activities such as club activities.
- 1-2 Comprehensive scholarship selection
Students who are judged to have particularly outstanding academic performance and the ability to play a leading role in various learning settings will be awarded scholarships.- Presentation type: Emphasis is placed on presentation evaluation.
- Certification and qualification evaluation type: Emphasis is placed on results in qualifications and examinations.
- Collaboration with graduated faculty: Places emphasis on character evaluation reports written by faculty who graduated from our university.
- Inquiry-based assessment: Emphasis on inquiry-based reports and oral examinations.
- 1-3 Comprehensive selection for cultural and sports achievements
The award recognizes outstanding achievements in extracurricular activities, such as cultural and athletic clubs.
- 1-1 General Comprehensive Selection
- School recommendation selection
- 2-1 Designated school system, school recommendation selection
Essays and letters of recommendation from Principal are given great importance. - 2-2 Open School Recommendation Selection
- Academic evaluation type: Emphasis is placed on essays and letters of recommendation from Principal.
- Certification evaluation type: Emphasis is placed on achievement in qualifications and examinations and letters of recommendation from Principal.
- 2-1 Designated school system, school recommendation selection
General Selection Individual Examination Type, General Selection Common Test Type
The pass/fail decision will be made based on whether or not the applicants have the basic academic ability required to study service creation through an academic ability test and a document review of school records, etc. The academic ability test will include questions on a wide range of topics that correspond to high school classes, to check the applicants' understanding of what they have learned up to high school.