Diploma Policy
Based on the founding spirit, the educational philosophy is to cultivate "chidoka" as advocated by founder Ryukichi Endo through practical education. Furthermore, Department of Economics values tradition and achievement, pursues the true joy and excitement of practical learning, and awards a Bachelor's degree in Economics to students who have acquired the following high ethical standards, specialized knowledge and skills, and a wide range of culture, and who have completed the required credits. Practical learning is embodied in the fusion of classroom learning and practice. Department of Economics strives to cultivate individuals who will contribute to the development of the economy and society by acquiring the knowledge, skills, and problem-finding and problem-solving abilities necessary for life as a member of society, as well as a wide range of specialized knowledge in economics.
High ethical standards
- A proactive sense of mission and ethics required to make decisions and take action independently in economic 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 economics necessary to understand business and economic society trends and 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 Economics is to cultivate individuals who can understand the mechanisms of the economy and the laws of the market economy. In order to achieve the diploma policy, the following curriculum is systematically organized and implemented.
First-year education
In order to enable diverse students to adapt to the independent learning environment of Department of Economics, acquire the fundamentals of learning, and smoothly transition to seminar education, the Basic Research Course will be conducted in small groups. In the Basic Research Course, activities will be conducted to equip students with the communication skills, literacy, and practical skills necessary for working with diverse people.
In addition, in order to acquire the fundamental knowledge and skills that are essential for participating in various social activities, basic subjects related to commerce, economics, business administration and bookkeeping are provided.
Specialized Education
Department of Economics offers "Introduction to Economics," "Introduction to Commerce," "Introduction to Business Administration," "Beginner's Bookkeeping I," and "Beginner's Bookkeeping II," which are compulsory subjects for all students in the Department of Economics offers three major courses: "International Economics," "Public Economics," and "Regional Economics." Students must earn a specified number of credits from the courses offered.
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.
In Department of Economics, the knowledge and skills acquired in each subject are listed in the syllabus, and learning outcomes are evaluated according to the evaluation methods and standards listed in the syllabus. Furthermore, by introducing GPA, the learning status of students is grasped and used for instruction.
Students will be awarded a degree as defined in the Diploma Policy by earning the number of credits set out in the above categories, and a total of 124 credits or more.
Faculty of Humanities and Social Sciences Admission Policy
Department of Economics values tradition and achievement, pursues the true enjoyment and fascination of practical learning, and, in order to achieve its diploma policy and curriculum policy, accepts students who possess the knowledge and skills appropriate for the university's undergraduate education 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 economics. "Economics" here refers to the academic field of study that covers theoretical fields such as microeconomics, macroeconomics, and political economy, policy fields such as finance and monetary theory, empirical fields such as statistics and econometrics, and historical fields such as economic history and the history of economic theories. The educational goal of Department of Economics is to cultivate individuals who can understand the mechanisms of the economy and the laws of a market economy through these studies.
Fundamental Qualities Required of Prospective Students
- Students who have a desire to develop expertise and wide-ranging knowledge and skills in liberal arts to identify and resolve real-world problems.
- 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 learning economics and other social sciences in general.
- Students who are motivated to learn practical economics and acquire business skills applicable to society at large.
Basic Policy for the Selection of Incoming Students
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
We assess the student's potential to embody the "desired student profile" through application documents such as school reports and interviews. Because the goal is to gauge their motivation after enrolling at university, we place more emphasis on interviews than application documents such as school reports. Furthermore, the General Comprehensive Selection (Aptitude Test Type/Certificate Qualification Evaluation Type) and the Scholarship Student Comprehensive Selection (Certificate Qualification Evaluation Type/Collaboration with Alumni Faculty Type) emphasize "knowledge and skills." The Scholarship Student Comprehensive Selection (Presentation Type) emphasizes "thinking ability, judgment, and expression." The General Comprehensive Selection (Activity Evaluation Type), Multiple Application Comprehensive Selection (Activity Evaluation Type), and Cultural and Sports Achievement Comprehensive Selection emphasize "initiative." The Scholarship Student Comprehensive Selection (Presentation Type) requires a presentation on a specific theme in addition to the interview, and evaluation focuses on factors such as understanding of the theme, clarity of expression, creative presentation, appropriateness of Q&A, and appropriate 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.