Diploma Policy
Based on the school's founding spirit, the educational philosophy is to foster "chidoka) as advocated by founder Endo Ryukichi through practical education. Furthermore, Department of Commerce values tradition and achievements, pursues the true joy and excitement of practical learning, and awards a bachelor's degree in commerce to students who have acquired the following high ethical standards, specialized knowledge and skills, and a wide range of culture, and who have earned the required number of credits. Practical learning is embodied in the fusion of classroom learning and practice. Department of Commerce strives to foster human resources who have the knowledge, skills, and problem-finding and problem-solving abilities necessary to live as members of society, as well as a wide range of specialized knowledge in commerce, and who will contribute to the development of the economic society.
High ethical standards
- A sense of mission and ethics required for making decisions and taking action independently in commercial situations
Wide-ranging education
- Universal knowledge and excellent communication skills based on three languages (natural language = foreign language, artificial language = computer, accounting language = bookkeeping and accounting)
Specialized knowledge and skills
- Useful and advanced knowledge and skills in commerce necessary to understand trends in business and the economic society and to solve problems
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)
The educational objective of Department of Commerce is to develop human resources with knowledge of commodity distribution, monetary distribution, and accounting, and in order to achieve the diploma policy, the following curriculum is systematically organized and implemented.
First-year education
In order to allow a diverse range of students to adapt to the independent learning in Department of Commerce, acquire the basics of study, and smoothly transition to seminar education, the Basic Research Course is conducted in small groups. In the Basic Research Course, activities are implemented to acquire the communication skills, literacy, and practical skills necessary for working with a diverse range of people. In addition, in order to acquire the basic knowledge and skills that are the foundation for various social activities, basic subjects related to commerce, economics, business administration, and bookkeeping are assigned.
Specialized Education
Department of Commerce offers the following courses, "Introduction to Commerce," "Introduction to Economics," "Introduction to Business Management," "Beginner's Bookkeeping I," and "Beginner's Bookkeeping II," which are compulsory subjects for all students in the first year. In addition, "Marketing I," "Introduction to Finance," "General Accounting I," and "General Accounting II" are offered, with students taking at least two of these as elective compulsory subjects. Department of Commerce has three major courses, "Marketing Course," "Finance Course," and "Accounting Course." Students are required to earn a designated number of credits from the subjects offered in each course.
Seminar education
In order to acquire advanced specialized knowledge and skills, seminar education is provided from the second year onwards. Research I is conducted in the second year, Research II in the third year and graduation research in the fourth year. Seminars are taught by faculty members from a wide range of fields. In seminar education, students deepen their specialized learning through an accumulation of research, surveys and presentations, and are required to write a graduation research thesis or production for their graduation research in the fourth year.
Teacher training education (teacher training course)
In the first year, students enrolled in teacher training courses are assigned subjects that allow them to acquire basic knowledge of the teaching profession and education, along with basic learning in their department. In the second year, they are assigned subjects that allow them to acquire basic knowledge and skills in subject instruction and student guidance, as well as the basics of understanding students, along with specialized learning in their department. In the third year, they are assigned subjects that allow them to acquire practical knowledge and skills in subject instruction and student guidance through active learning, including internships, along with more specialized learning in their department. In the fourth year, they are assigned subjects that allow them to mobilize all of the learning they have made over the past three years and acquire practical skills in subject instruction and student guidance through teaching practice and internships.
In Department of Commerce, the knowledge and skills acquired in each subject are listed in the syllabus, and the learning outcomes are evaluated according to the evaluation methods and standards listed in the syllabus. In addition, by introducing GPA, the learning situation of students is grasped and it is useful 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 Commerce values tradition and achievements, pursues the true joy and excitement of practical learning, and accepts students who have the knowledge and skills appropriate for the education of the university's bachelor's program, and who actively engage in the study of three languages (natural language = foreign language, artificial language = computer, accounting language = bookkeeping and accounting) and social sciences in general, including commerce, in order to achieve the diploma policy and curriculum policy. "Commerce" here refers to an academic field that studies marketing, finance, bookkeeping and accounting, and the educational objective of Department of Commerce is to train human resources with knowledge of product development and distribution, currency distribution, and accounting through these studies.
Desired student profile
- Students who are motivated to acquire knowledge and skills through specialized education to discover and solve real-world problems, and through a broad liberal arts education.
- Students who are motivated to acquire autonomy, collaboration, and fairness through collaboration with diverse people in the real world and active learning.
- Students who are motivated to acquire the ability to think, make decisions, express themselves, and have a sense of ethics through the above learning.
- Students who are actively engaged in studying business and other social sciences in general.
- Students who are motivated to acquire business skills through obtaining bookkeeping qualifications such as the Nissho Bookkeeping Examination, as well as qualifications in marketing and finance.
Basic policy for student selection
Students are assessed on the three elements of academic ability: knowledge and skills, ability to think, judge, and express themselves, and initiative, but which elements are evaluated more varies depending on the type of entrance exam.
- School recommendation selection
Applications are made based on the recommendation of Principal, and the possibility of embodying the "desired student type" is measured through application documents such as school reports and interviews. Since the purpose is to measure achievements during high school, more emphasis is placed on application documents such as school reports compared to interviews. Furthermore, designated school recommendation type selection and open school recommendation type selection (academic evaluation type) place more emphasis on "ability to think, judge, and express," while open school recommendation type selection (certification evaluation type) places more emphasis on "knowledge and skills." School reports and other application documents are checked to see the student's learning situation up to high school and records of extracurricular activities. Interviews are also conducted individually by multiple interviewers to ask about the student's reasons for applying, their academic goals at university, and their future goals. - Comprehensive Selection
The possibility of embodying the "desired student image" is measured through application documents such as school reports and interviews. Since the purpose is to measure the motivation after entering the university, more emphasis is placed on interviews than on application documents such as school reports. In addition, "knowledge and skills" are evaluated more in the general comprehensive selection (aptitude test type/certificate qualification evaluation type) and scholarship student comprehensive selection (certificate qualification evaluation type/graduated faculty collaboration type), "ability to think, judge, and express" are evaluated more in the scholarship student comprehensive selection (presentation type), and "initiative" is evaluated more in the general comprehensive selection (activity evaluation type), concurrent application comprehensive selection (activity evaluation type), and cultural and sports achievement comprehensive selection. In the scholarship student comprehensive selection (presentation type), a presentation on the assignment theme is required in addition to the interview, and evaluation is focused on points such as understanding of the assignment, clarity of expression, ingenuity of the presentation, accuracy of Q&A, and appropriateness of time allocation. - General Selection
Whether students have the knowledge and skills (comprehension, reading comprehension, language ability, mathematical ability, basic social knowledge) appropriate for an undergraduate education at our university is measured through an academic exam and a review of documents such as school reports. The academic exam questions content that corresponds to high school classes, and evaluates whether students have correctly understood what they have learned up to high school. Both the individual exam type and the common test type place emphasis on "knowledge and skills." In the individual exam type (scholarship selection), students with particularly excellent academic exam results are selected as scholarship students.