Diploma Policy
Based on the founding spirit, the educational philosophy is to cultivate "chidoka" as advocated by the founder, Endo Ryukichi, through practical education. Furthermore, Faculty of Commerce and Business Administration values tradition and achievements, pursues the true joy and excitement of practical learning, and awards degrees 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 number of credits. Practical learning is embodied in the fusion of classroom learning and practice. Faculty of Commerce and Business Administration strives to cultivate 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, economics, and management, 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 business, economics, and management.
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, economics, and management required 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)
Faculty of Commerce and Business Administration values tradition and achievements, pursues the true joy and excitement of practical studies, and systematically organizes and implements the following curriculum in order to achieve the diploma policy.
The educational objective of Faculty of Commerce and Business Administration is to develop talented individuals who can play an active role in the real world, with a broad perspective and specialized knowledge of commerce, economics, and management, based on the acquisition of three languages (natural language = foreign language, artificial language = computer, accounting language = bookkeeping and accounting). In other words, we aim to develop talented individuals who have rich humanity and morality, broad culture and deep specialized knowledge, and can play a meaningful role in society. In order to achieve this educational objective, students will acquire basic knowledge and develop abilities as students of our university through the CUC Foundation Education Subjects Group, which is a common curriculum for all faculties. In the first year, students will focus on first-year education, and from the second year onwards, students will be assigned subjects to learn specialized knowledge and skills through specialized education, seminar education, and active learning.
First-year education
In order to allow a diverse range of students to adapt to the independent learning environment at Faculty of Commerce and Business Administration, acquire the basics of study, and transition smoothly to seminar education, the Basic Research Course will be conducted in small groups. In the Basic Research Course, activities will be carried out 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 participating in various social activities, basic subjects related to commerce, economics, business administration and bookkeeping are provided.
Specialized Education
In Faculty of Commerce and Business Administration, each department offers basic specialized subjects as compulsory or elective compulsory subjects in the first year. From the second year onwards, a system is established in which students can choose a major course and a minor course to allow them to acquire specialized knowledge from a wide range of angles. For their major course, students must select one of three courses in their department, and for their minor course, students must select one of a course in their department other than the course selected for their major course, a course in another department, or one of the three common minor courses (Language and Culture, Information, or Law).
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 Faculty of Commerce and Business Administration, 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. 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
Faculty of Commerce and Business Administration values tradition and achievements, pursues the true fun and excitement of practical learning, and, in order to achieve its diploma policy and curriculum policy, accepts students who have the knowledge and skills appropriate for the university's undergraduate education and are actively engaged in the study of three languages (natural language = foreign language, artificial language = computer, accounting language = bookkeeping and accounting) and social sciences in general, with a focus on commerce, economics, and business administration.
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 learning social sciences in general, with a focus on commerce, economics, and business administration.
- Students who are motivated to acquire business skills through obtaining various qualifications
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), "thinking ability, judgment, and expression" are evaluated more in the scholarship student comprehensive selection (presentation type), and "initiative" is evaluated more in the scholarship student comprehensive selection (inquiry learning evaluation type), 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. In the comprehensive scholarship selection process (inquiry-based learning assessment), in addition to interviews, students are assessed through inquiry-based learning reports and oral examinations, with an emphasis on the independent initiative, thinking ability, and intellectual curiosity demonstrated through inquiry-based learning. - 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.
Three policies of the department
Department of Commerce Department of Economics Department of Business Administration