Rikkyo University
Basic Policy on University
Management
All Rikkyo | Approaching our 150th Anniversary(FY2021 to FY2024)

July 1, 2021

Renta Nishihara, University President

Contents
I.

POSITIONING OF OUR BASIC POLICY ON UNIVERSITY MANAGEMENT ················· 3

II. PHILOSOPHY AND OBJECTIVE OF OUR BASIC POLICY ON UNIVERSITY MANAGEMENT 4
1. Our founder Channing Moore Williams and our Founding Spirit ················································· 4
2. PRO DEO ET PATRIA | Reconfirming our Education Philosophy ·············································· 5
3. Liberal Arts as defined by Rikkyo University ················································································· 6
4. A proactive new university model in a post-COVID-19 world ······················································ 6
5. Becoming a campus that attracts diverse perspectives – A qualitative advance towards diversity
inclusion ············································································································································· 7
6. The Rikkyo University Human Dignity Declaration and its meaning ············································ 8
7. Governance reforms focused on the balance between “completely optimal” and “partially optimal”························································································································································· 10
8. All Rikkyo | Approaching our 150th anniversary ········································································· 11III. CORE POLICIES ·································································································· 12
1. Developing the RIKKYO Learning Style ····················································································· 12
2. New education concepts ·············································································································· 13
IV. EDUCATION DEVELOPMENT ··············································································· 14
1. Developments in undergraduate education – State of classes held amid new norms ··················· 14
2. Developments in graduate school education ················································································ 15
3. Providing a global liberal arts program (GLAP) ·········································································· 15
4. Enhancing uniform education ······································································································ 16
5. Enhancing university collaboration ······························································································ 16
6. Enhancing and expanding education support functions ······························································ 17(1) Promoting FD & SD······························································································· 17(2) Enhancing library functions ····················································································· 17
7. Other initiatives ··························································································································· 18(1) Evaluating our assessment methods for academic results ················································ 18(2) Developing the Rikkyo Second Stage College (RSSC) ···················································· 18(3) Responding to accreditation programs ········································································ 18

V. STIMULATING RESEARCH ACTIVITIES ··································································· 19

11. Qualitative improvements and enhancements to all academic research activities ······················· 19
2. Expanding research support systems ··························································································· 19
3. Promoting industry-academic-government collaboration ···························································· 20
VI. STUDENT SUPPORT ···························································································· 21
1. Direction of student support ········································································································ 21
2. Expanding scholarships ················································································································ 21
3. Developing student support structure ························································································· 21(1) Promoting peer support ·························································································· 21(2) Expanding support for students with disabilities ··························································· 22(3) Creating a healthy campus ······················································································· 22
4. Expanding career support ············································································································ 23
5. Expanding support for extra-curricular activities ········································································· 24
VII. SOCIAL COLLABORATION & SOCIAL CONTRIBUTIONS ·········································· 24
1. Direction of social collaboration and social contributions ··························································· 24
2. Enhancing SDG collaboration ····································································································· 25
VIII. INTERNATIONALISM | DEVELOPMENT OF INTERNATIONALISM PROJECTS ············ 26
IX. ENTRANCE EXAMS | CONTINUOUSLY REVIEWING OUR ADMISSIONS SYSTEM ··········· 27
X. PUBLIC RELATIONS & BRANDING | ENHANCING OUR PR ········································· 27
XI. DEVELOPING OUR UNIVERSITY GOVERNANCE PLATFORM ····································· 28
1. Strengthening governance & enhancing our risk management structure ···································· 28
2. Developing our education management and support structure ··················································· 29
3. Financial management ················································································································· 30
4. Campus enhancement and development ····················································································· 31
5. Promoting our information strategy ···························································································· 31
6. Promoting our 150th Anniversary Project and contributing to charitable activities ···················· 32

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I.

Positioning of our Basic Policy on University Management
This document is our Basic Policy on University Management for the four-year period of

the university president's term in office (April 2021 to March 2025). This document clarifies
the principles and objectives of this Basic Policy, indicates core policies related to thedevelopment of university education, and indicates policies for each domain (education
development, research activities, student support, social collaboration & social contributions,internationalism, admission exams, public relations & branding, and the university
management platform). This document is created with consideration given to declaring ourbasic stance on assuring external society of the quality of our university and our commitment
to meeting the demands of society. Accordingly, this document also covers accreditation andthe content of the Governance Code for Private Universities and Colleges.
By December 2021, we will organize the five-year plans for each program and project basedon these policies into a medium-term plan based on deliberations with relevant departments.
The medium-term plan outlines medium-term goals and identifies the core projects to which
we will engage in strategic budget allocation. To ensure the implementation of this mediumterm plan, we will also establish budgets and annual business plans. Each business and projectwill be subject to regular assessments to confirm said objectives, results, and issues. As seen
here, the Basic Policy on University Management assumes a centralized management structure
implemented in combination with the medium-term plan and annual business plans.
The Basic Policy on University Management encompasses the basic principles outlined in
RIKKYO VISION 2024 | Lead the Way, which was drafted in FY2015 to promote connecting
people and ideas to create a prosperous future and to create human resources capable ofleading the way on a new path. Projects implemented based on the Basic Concept on
Comprehensive Development for 2018 to 2024, drafted in FY2018, will be continued. These
projects will be subject to reviews to confirm details of progress and results and will bereassessed and addressed in the medium-term plan as necessary. Furthermore, in the event ofa significant issue related to plan implementation resulting in the need for a fundamental
review of development plans, we will engage in information sharing at management meetingsand conduct deliberations to assess the appropriateness of continuing said projects.

3II. Philosophy and objective of our Basic Policy on University Management
1. Our founder Channing Moore Williams and our Founding Spirit
What was the mission of Episcopal/Anglican Church missionary Channing Moore
Williams? In 1859 when Williams arrived in Nagasaki, there were still "No Christians" signs
posted. The Anti-Christianity Ordinance was abolished in 1873, the year prior to the foundingof Rikkyo. When Williams started his activities in Japan, Japan had none of the fundamental
requirements for education that he hoped to instill.
When developing a school, educators of the time subscribed to a process of first researchingmarket demands and then work to procure the educators and facilities to support thosedemands. This is considered the standard and unquestioned practice of today. However,history teaches us that school education begins with a person who has something to share withyoung people, and who believes that their mission is to teach others. In truth, Williams spentnearly seven years in Nagasaki living amid uncertainty and from there fought for years towards
his mission. And without his struggles, Rikkyo University would not exist as it does today. And
in 1874, Williams finally gained the support of the US Episcopal Church to establish the Rikkyo
School (St. Paul's School) for teaching bible studies and English at the foreign settlement inTsukiji. At the beginning, the school only attracted a few students.
At a time when it is common to consider even education from the perspective of market
principles, perhaps people cannot understand Bishop Williams' unique way of thinking. Today,
we live in an age when no one questions what educators are truly trying to teach. According tomarket principles, no one would make the choice to open a Christian school in a country thatstrictly outlawed Christianity. If Bishop Williams approached education from the perspectiveof modern market principles, our Rikko University would not exist today.
The Anglican Church traditionally viewed education as not only a tool for evangelism, but
as a mission to be undertaken for the sake of society. This principle lies in answering the callingof God by building a place of learning and standing at the platform; a service that cannot easily
be asked of others. Our mission at Rikkyo University is to inherit and pass on this duty ofanswering this calling in a way that best fits the current times. The continuous search for aplace where we can most clearly and intimately hear the voice that called out to our founder
Channing Moore Williams with as little ambient noise as possible. In the unique times of eachgeneration, committing our hearts and souls to the struggle to reach that place. This journey
sometimes causes conflicts with social norms and government. However, there is no change inthe mission we embrace at Rikkyo University.

42. PRO DEO ET PATRIA | Reconfirming our Education Philosophy
In FY2016, Rikkyo launched the RIKKYO Learning Style (RLS), a new undergraduate
education scheme. Discussions concerning reforming our undergraduate education program
began with Article 1, Paragraph 1 of the Rikkyo Graduate School Bylaws to reaffirm theuniversity's basic mission as the "formation of human character and contributions to thedevelopment of culture based on Christian principles." We then identified the philosophy of
our undergraduate education as "To apply our founding spirit, PRO DEO ET PATRIA,
towards developing expert educations capable of working towards the quest for universal truth(PRO DEO) and creating tangible connections with the world, society, and our neighbors(PRO PATRIA)." Rikkyo University has long valued the phrase PRO DEO ET PATRIA as an
expression of our founding spirit, and these words are engraved in our university crest. Directlytranslated from Latin, this means "for God (DEO) and country (PATRIA). However, sinceafter the war when Rikkyo resumed academic activities, we began to not only interpret this as
meaning for God and country, but also to understand that these words represented the quest
for universal truth (PRO DEO) and connections with the world, society, and our neighbors(PRO PATRIA).
This educational philosophy can only be realized through the collaborative efforts ofuniversity faculty, students, and staff. We use the term "college" in the English name of eachfaculty department. The "college" is derived from monasteries in the 12th or 13th century andrefers to spaces where faculty and students prayed, lived, and studied together. University of
Oxford and the University of Cambridge have their origins in colleges. Today, our university
unfortunately does not have dormitories on campus but we still value the original philosophyof the college, and we strive to provide students with endless journeys in their pursuit of truth.
Rikkyo University exists as a place that fosters people with a keen interest in the system ofknowledge that humankind has developed and who can apply that knowledge in the real world
and throughout society. Our mission at Rikkyo University is the formation of a sound universal
perspective, human values, and perspectives by helping students understand the fundamentals
of and links between the organic knowledge that has existed since ancient times to the present,from the present to the future. We help students identify that meaning within themselves bylinking that knowledge to one's life and experiences, and then internalize that knowledge foruse in the real world. While reconfirming this founding spirit, we also reinforce ourcommitment to future generations to being a university that transcends time and space to linkpeople and the world.

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3. Liberal Arts as defined by Rikkyo University
Channing Moore Williams was a graduate of The College of William & Mary, the second
oldest university in America after Harvard. Like Oxford and Cambridge, William & Mary wasan Anglican college that was rooted in the fundamentals of English liberal arts education. This
is why is traditional English liberal arts education is at the Rikkyo University. During its growth
period when Rikkyo relocated from Tsukiji to Ikebukuro, an English liberal arts education
remained at the core of the school’s education policy. This was even wonderfully expressed in
the design of the Ikebukuro campus, which features red brick construction that extends fromthe main gate.
The original purpose and goal of education rooted in liberal arts is for students to gain theability to observe and understand the world through that education and to obtain the power tochange the world. Rikkyo's commitment to this core understanding remains unchanged.
However, various types of universities and colleges have begun to aggressively use the term
"liberal arts", creating a need for us to clarify, both internally and externally, how Rikkyo
University defines liberal arts and how we adapt this to current society. Even at Rikkyo, theterm "liberal arts" has begun to take on a life of its own. It would not be an exaggeration to saythat the term has evolved into an ambiguous slogan with no clear consensus on its meaning.
Liberal arts education does not simply refer to first-year education that is separated from
specialized fields. We as a university must reach a common awareness of how we define liberal
arts, which is so directly linked to our mission. We will discuss this topic in detail in III.1 of thisBasic Policy.

4. A proactive new university model in a post-COVID-19 world
COVID-19 is a worldwide pandemic that has caused a paradigm shift. In other words, theframework of social consciousness itself has shifted. Amid such a shift, universities in both
Japan and around the world must adopt dramatic shifts in the very state of what we know as auniversity. Our initiatives thus far included a nearly forced shift to online classes. However,once we begin to realize the potential of those initiatives, we can imagine an environment
where we no longer need traditional components, the tangible constructs rooted in space andtime such as the university campus, classrooms, and course times. The pursuit of online
possibilities simultaneously requires the clear confirmation of the value and meaning incampus-based academics and life. Rikkyo does not view the topic of online versus onsite as asingle choice between two options. We will focus on the enriched development of higher
education that organically combines online and on-site functions.
As society questions the so-called building-centered university education, at Rikkyo

6

University our mission is proactively present a new university model and new framework foruniversity education in a post-COVID-19 world. COVID-19 required the world to rapidly
prepare infrastructure that uses online tools to enable a diverse range of students to receive
higher education in diverse formats regardless of time or place. We must reevaluate existing
academic policies and conceive a new university structure post-COVID-19 world.
The ongoing COVID-19 pandemic will have a significant impact on increasing the numberof students sent overseas and increasing the number of foreign students who come to Japan,
the two core policies in Rikkyo's globalism strategy. As such, we must widely review our existing
globalism strategy. Assuming a hybrid of virtual and real-time components, we will establish aframework for expanding both students send abroad and foreign students accepted. Throughthe aggressive use of online tools, we will create a domestic framework that promotes acquiring
skills and knowledge that can be applied globally. Following a clear globalization strategy, we
will strive to create a campus environment that cultivates a global atmosphere. Through suchdiverse programs, Rikkyo will lead the way towards conceiving and proposing a new global
design for the COVID-19 age.

5. Becoming a campus that attracts diverse perspectives – A qualitative advance towards
diversity inclusion
Today, society needs universities to disengage from the conventional model that assumes
mainly accepting Japanese students who enter college at age 18 and to create systems andenvironments that proactively accept people with diverse attributes and of various backgrounds,
including adult learners, foreign students, and students with disabilities to promote liberallearning. Efforts to create a diverse environment encompassing a diverse range of members are
now being recognized as a critical issue for not only Rikkyo, but at numerous universities.
Maximizing the potential of each individual and developing the capabilities needed to thrive ina global age requires diverging from the perspective of providing standardized educational
curriculum and to serve as an institution of higher learning where diverse people with diverse
values gather to create new values. Rikkyo will also reevaluate all existing systems, including
governance, towards rapidly enabling the program restructuring to ensure we can provide thediverse and flexible education programs that will enhance the unique characteristics of each
student and help foster new literacy on a campus that welcomes diverse perspectives.
Rikkyo will embrace diversity as a default stance while further advancing towards the nextstage of inclusion. Inclusion means ensuring diverse groups of people are able to interact
equally to form a single, organic communion. The World Education Forum held in 20157

adopted a new 2030 education development vision that outlines the goal of achieving inclusion
by providing inclusive environments for all people and promoting fair and high-quality
education and life learning. Advancing the transition from diversity to inclusion requires thatRikkyo take on a leading role in society on this front. We will continue to embrace inclusion as
one of the key points of our constructive reforms.

6. The Rikkyo University Human Dignity Declaration and its meaning
When Channing Moore Williams founded Rikkyo University (as the Rikkyo School) in the
Tsukiji area of Tokyo in 1874, he positioned Rikkyo as a place for true humanities education
rooted in Christianity. This was clear separation from the prevalent trends in Japanese society
at the time, which favored utilitarianism and the use of knowledge and skills as tools forachieving material prosperity and social position. Since then, Rikkyo has continued toemphasize respecting the dignity of each individual and the development of people keenly
capable of empathizing with the pain of others as the backbone of our founding spirit.
In 2005, former University President Teruo Oshimi presented the Rikkyo Human
Collaboration Declaration as representing the core of our founding spirit. This Declarationstresses the importance of ensuring that education is not an insular experience that begins andends within the university, but is something that leads to proactive engagement in society andthat promote collaborations with a variety of people. Furthermore, this Declaration promotes
engaging with socially marginalized people, including the sick, disabled, disaster survivors, andothers facing difficulties in life to ensure we do not hurt others and that we strive for theformation of a society that enables all persons to coexist.
It has been 16 years since making the Rikkyo Human Collaboration Declaration. Over thattime, Rikkyo has advanced and enhanced activities related to these human collaborations.
Rikkyo initiatives have included establishing Student Counseling Center, a University
Chaplain's Office, a Human Rights and Harassment Response Center, a Volunteer Center, anda gender forum as well as a Support Center for Students with Disabilities, the Rikkyo Service
Learning Center, the Research Center for Cooperative Civil Societies, and engaged in activities
supporting Tohoku Earthquake revitalization.
In 2008, Rikkyo outlined the Campus Harassment Prevention Declaration, through which
the university declared its stance against discrimination and harassment related to the unique
attributes or character of an individual. This includes speech or behavior that serves to harm
others, acts that disadvantage or cause damage to or infringes on the human rights of others,
and any other forms of campus harassment between all members of the university, which iscomprised of students, faculty, and staff. These individual attributes include gender, gender8

identification, sexual orientation, age, capabilities, physical condition, birthplace, family
relations, religion, nationality, ethnicity, race, occupation, or any attributes related to social
standing. Campus harassment refers to the significant interference with the learning or
workplace environment during university educational, research, or work-related activities, orthe use of the power dynamic related to academics or occupation, to engage in speech or
behavior that goes against the will of the other person to cause that person disadvantage or
discomfort. Typical examples of this include sexual harassment, academic harassment, andpower harassment.
Striving to achieve the UN Sustainable Development Goals (SDGs), which aims to achievea world in which no one is left behind, Rikkyo University must also contribute to work thatvalues dignity, particularly in a world facing the COVID-19 pandemic. The word "dignity"
comes from the Latin word dignitas, which means for something to have value in its existence.
There is value in the existence of all living things, and we must never work to harm that value.
This is very much the core principle of Christianity that Rikkyo University has embraced since
its founding.
Based on the two declarations mentioned above, in April of this year the university released
the Rikkyo University Human Dignity Declaration. This Basic Policy reaffirms this Declarationand it is our hope that this Declaration will serve as ongoing guidelines for all conduct andbehavior by the students, faculty, and staff who comprise the Rikkyo community, and as a pointof reference when implementing new reforms and programs in the future.
It is important to note that the concept of value in all living things also applies to nature,
plants and animals, and the global environment. Rikkyo University will continue to promote
initiatives related to the SDGs and initiatives to become carbon neutral. These topics will betouch on again later in this document.

Rikkyo University Human Dignity Declaration[1] Grounded in Christian principles, Rikkyo University fosters character and teaches respect for the dignityof others.
Rikkyo University strives to be a place of liberal learning and education in an environment that respects the
dignity each individual and allows each person to fulfill their maximum potential. We pursue proper
education and extra-curricular activities that promote human rights awareness and respect for theperspective of others.

[2] Rikkyo University fosters the development of people who convey their academic discoveries and9experiences to others and who have the sensitivity and intelligence to coexist with others.
We foster the development of open-minded intellectuals, members of society who are able to accurately
convey their discoveries and experience to individuals, but also to the greater society. We strive to provide a
campus where people inspire and interact with others, a campus that supports coexistence with others,
including the less fortunate.

[3] Rikkyo University takes a firm stance against campus harassment and works to prevent and eliminate allforms of harassment.
Campus harassment is the act of harming the dignity of other individuals and infringing on the human rights
of others. Campus harassment also harms the environment that supports university education and research.
Rikkyo University stands firm against such acts and will work to maintain an environment that is free ofharassment.

7. Governance reforms focused on the balance between “completely optimal” and “partially
optimal”
Universities are expected to go beyond simply maintaining and enhancing their current
strengths. Universities are expected to engage in widespread reforms towards continuously
developing new strengths while also continuously creating new value that contributes to futuresocieties. To achieve this, absolutely required of universities is the creation of a structure thattranscends the organizational borders existing between each college and graduate program toenable rapid and flexible program creation based on the changing times. Further required is agovernance structure that ensures transparency and accountability. The university must also
reevaluate the strengths and unique traits of each college and graduate program. Unlike thetime when we had five colleges, today Rikkyo University is a comprehensive university
consisting of ten colleges with preparations to further expand our new colleges. To further
enhance the strengths and superiority of each college and graduate program, we must abandon
conventional parallel structures for a shift to a broad and flexible governance structure that
vastly increases the freedom of each colleges. At the same time, it is critical that each college
not only act autonomously, but also share a clear mission and vision as a single academic
institution.
Moving forward, we will establish flexible yet sturdy university management by achieving
a balance between "total optimization" and "partial optimization". Where we must achieve total
optimization is in the creation of a comprehensive scenario design for adherence to our10

founding spirit and the realization of our mission and vision. Conversely, where we will takeadvantage of partial optimization is in the detailed policies related to curriculum, humanresources, budget management, and other areas that differ between each department andgraduate program. In these areas, we will work to maintain as much flexibility as possible. We
will strive for stable governance by achieving the appropriate balance of this "total
optimization" and "partial optimization".

8. All Rikkyo | Approaching our 150th anniversary
Achieving our vision of fostering the development of people capable of engaging to the
pursuit of universal truth and contributing to an ever-evolving world and society requires weengage in constructive reforms. While reconfirming this founding spirit, we at Rikkyo
University boldly declare our commitment to being a university that remains rooted in the now
while also transcending time and space to link people and the world. Let's create a university
in which all involved, faculty, students, and the staff who help maintain the campus
environment, can be proud. And, let's reform into a university that is chosen by all. Such auniversity is a source of pride not only for university employees and students, but also foralumni, the local community, and the wide range of stakeholders associated with the university.
As a university that is chosen by all is one that is chosen not only by prospective students inJapan and overseas, but is also chosen as a partner institution by the world's researchers,
communities, and corporations.
In dramatically changing times, those associated with the university, including our pastpresidents, have engaged in various reforms amid the turbulent times, and some of thosereforms have produced results. This is seen in the recognition Rikkyo University has gained asa Metropolitan private comprehensive university as well as in our reviews and recruitment
figures for Rikkyo students. On the other hand, we also must recognize the risk of not fully
embracing our uniqueness and not working to distinguish ourselves from other universities.
What makes Rikkyo unique and what are our strengths? These are questions we must answer
by making new discoveries through the reevaluation of the events of our past. This will enable
us to implement reforms that are truly representative of Rikkyo.
What Rikkyo must pursue is to become a university that is "profoundly unique". Achieving
this requires that each college not only maximize their respective advantages, but that all ourcolleges collaborate to form a unified university. While affirming our founding spirit, we also
work to create a university that provides tremendous value to the world. We will undertake themissions that other universities will not. Even amid the COVID-19 pandemic, we will create a11new Rikkyo model to present to the world.
Our mission will be to foster future generations and link those minds with Rikkyo values.
With an ALL RIKKYO mindset, we head towards our 150th anniversary with a unified
commitment to creating a Rikkyo that serves as a place for all to pursue their dreams and ideals.

III. Core policies
1. Developing the RIKKYO Learning Style
Liberal arts education at Rikkyo aims to develop cultured individuals with expertise andpromote character education that strives for intellectual, sensitivity, and physical balance.
Through this type of liberal arts education, we are confident that students will be able toacquire the ability and strength to listen to, understand, and change the world. Over the next
four years, we will proactively promote a liberal arts education experience that is unique to
Rikkyo University (see II.2 and II.3).
The framework for promoting this liberal arts education is called the RIKKYO Learning Style(RLS). Launched in FY2016, RLS is both pioneering and revolutionary as a tool forundergraduate education in Japan for its comprehensive approach to academic and extracurricular education. As RLS heads into its sixth year, we will advance initiatives towards thecompletion of the RLS system. This means we must reconfirm our approach to RLS
fundamentals and ensure system understanding and sharing by the University FacultyCommittee and the University Curriculum Committee. Furthermore, we must also reassess themeaning of RLS in terms of both academic and extra-curricular activity results. Additionally,
we must fully take advantage of the functions provided by the University Education andSupport Center to engage in continuous educational skills development. We will also evaluate
expanding Media Center functions towards further pursing the possibilities of a mixed classstructure that combines in-person classes with the online classes launched provisionally inresponse to COVID-19. For example, gaining proactive involvement in these initiatives from
instructors is likely to increase the potential for creating a platform for adopting and promoting
mathematics, data sciences, and AI education through curriculum created for all students inboth humanities and the sciences. Of course, we will also consider alliances and collaboration
between existing organizations. This type of education is certain to result in helping learners,
teachers, and supporters all maximize their skills and potential. This system will be validated
by providing society talented human resources who are able to pioneer new fields.
To ensure the development of RLS, we must consider the permeation education that enables
everyone to exert their own form of leadership, one of the goals we aspire to here at Rikkyo

12University. Our approach to this type of education can also be seen through the Leadership
Program launched by the School of Business Management and in the career support programs
developed and offered by our Career Center. We will learn from these creative initiatives toevaluate which schemes will we adopt school-wide. Through the gradual adoption of these
programs, we will make substantive improvements to our liberal arts education. To takeadvantage of exiting RLS initiatives and progress, we will further enhance the Rikkyo Global
Minor Program (for example, increase disciplines) and increase the number of alumni, expand
on introductory education such as the Rikkyo First Term Program, and take advantage of social
service education and experiential learning programs such as Rikkyo Service Learning (RSL)
to further develop the RLS.
Rikkyo must also broadly disseminate information regarding these initiatives, both internallyand externally, to fulfill our accountability and also to continuously receive feedback fromsociety. This will enable us to proactively fulfill our social responsibilities related education,
research, and social contributions.

2. New education concepts
Achieving the sustainable development of people capable of pioneering a new age requiresthat we realize a new college and graduate school concept. Fostering such minds is the role of
Rikkyo University, and we believe our constant evolution is critical to fulfilling this role.
Specifically, we will use university's history of education and research as a foundation for thecreate of new colleges on our Ikebukuro and Niiza campuses. On the Ikebukuro campus, wewill create a new college for fostering the development of people able to contribute to evidencebased social reforms by providing a comprehensive education that combines both science andthe humanities. At the Niiza campus, we will establish a new college for developing people able
to contribute to the realization of a wellness-based society. This is an expansion of our ongoingeducation and research conducted through the Faculty of Sports Wellness in the College ofCommunity and Human Services, and will be restructured into the College of Community
Welfare. The creation of these new colleges represents the core of initiatives that will drive us
towards our 150th anniversary.
Developing people capable of acquiring specialized skills and applying those skills in society
will require that we further expand the collaboration between colleges and graduate school. In
particular, we will constantly review curriculum, including evaluating the need for graduate
school restructuring, to create a better visual representation of the educational effect of ourschools. This will enable us to further elevate the educational potential of our graduate schools.
We will also expand on graduate school content for adult learners. As is evident from the13attention being given to the importance of recurrent education, it is important that we provide
opportunities for continuing education after graduation from university. This is why theimportance of graduate schools for working adults is likely to increase moving forward.
However, continuing education for adults at the graduate school level must not simply be an
extension of college education. This education must be aligned with the skills and capabilities
of working adults, and also be aligned with the needs of society. As such, we will not only
consider curriculum, but also ensure the appropriateness and efficacy of our administrative
systems.

IV. Education development
1. Developments in undergraduate education – State of classes held amid new norms
Outlining a new, proactive university model in a post-COVID-19 age is a common issue forall higher learning institutions. The initiatives in which we will aggressively engage to achieve
such a model for Rikkyo are as discussed in II.4 and III.1. In light of the university's overall
experience with online education and the results of the report from the "1st Working Groupfor Evaluating Remote Learning" (5th Education Reform Promotion Committee (FY2020)),
we recognize the need to confirm the value and meaning of on-campus learning amid the newnormal created as a result of COVID-19. We will engage in deliberations evaluating the futurestate of university courses.
As a new format for university education, we will broadly explore the possibilities of a mixed
class structure that effectively combines in-person classes with online classes. We will also
validate various types of course formats as well as evaluate and prepare the necessary systems(including infrastructure). We are striving to create a framework that contributes to a greater
selection of options for students while also increasing the educational impact of teachers andimproving education quality provided by university staff. Amid these initiatives, it is also
important that we substantiate credit certification based on a unit system. We must also
confirm the adequacy of course work volume as we move forward with the adoption of online
classes. Similarly, we must also evaluate the ability of students to secure adequate study time,
both on campus and away from campus. We will focus on ensuring consistency between thesethree policies and continue evaluating the appropriate measurement benchmarks formeasuring the efficacy of our undergraduate education programs.

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2. Developments in graduate school education
Critical to enhancing graduate school education is a platform for forming a researcher
community within the university as a connected entity for the developmental learning ofundergraduate education. We will revalidate the graduate school and minor studies programsof our university graduate school to fully ascertain the vectors for each entity and support
efforts to further distinguish and invigorate each program.
To promote graduate school education and research, we will evaluate flexible limits on
academic program length (early graduation program, establishing a 5-year combined
bachelor's and master's program and combined bachelor's through doctoral program, a twoyear or shorter pre-doctoral program for working adults, and long-term refresher programs forrecurrent education), participating in fellowships for doctoral program students, and evaluate
similar frameworks for student support. We will also evaluate policies concerning accepting
graduate school students and measures to mitigate teacher and graduate school workload. We
will also highlight graduate school matriculation options when introducing our campus toundergraduate students as well as disseminate information on our graduate student career
education programs, engage in graduate school recruitment, and promote the appeal of our
graduate school to the world.
We are also entering a period in which we must evaluate the consolidation andreorganization of similar and overlapping departments and academic minors. By moreorganically aligning and stimulating the superior expertise of our researchers and the humanand intellectual resources spread out between the various graduate departments, we can expect
to engage in collaborative research that better enables us to respond to the needs of society.
Stimulating graduate school will involve pursuing qualitative enhancements. Beyond simply
increasing enrollment and improving our financial status, we will outline a medium-term planthat enables us to increase Rikkyo's research capabilities and our recognition as a research
institution. This will improve the overall appeal of Rikkyo and solidify Rikkyo's position as achosen university, which will in turn further our ability to enhance the graduate school
experience we provide.

3. Providing a global liberal arts program (GLAP)
The Global Liberal Arts Program we launched in FY2017 was completed in FY2020 to send
off the first graduates of the program. This program allows students to graduate based oncoursework provided only in English. This program is one of the core elements of the Top
Global University Development Support Program (TGU) introduced later in this document15

(see VIII for details).
We will look back on the four years leading up to the completion of the GLAP to identify
matters that need evaluation, including admissions, curriculum, career support, and humansource and organizational structure. Based on the approach to liberal arts education outlinedin II.3, we will in our medium-term plan we will include concrete proposals concerning theabove matters for evaluation. This will enable us to present, both internally and externally, asingle model for the future of liberal arts education at Rikkyo University.

4. Enhancing uniform education
In February 1998, the Rikkyo Educational Corporation Goals and Concepts for Consistentand Collaborative Education were released. This represented a shift from the term "consistenteducation" to "consistent and collaborative education". Since releasing this statement, theRikkyo Educational Corporation Goals and Concepts for Consistent and Collaborative
Education have served as our core principle for consistent and collaborative education.
However, over 20 years have passed since releasing this statement and now is the time when
we must assess these goals and concepts to ensure the direction of our path moving forward.
One of the key issues here is ensuring that consistent and cooperative education continues tobe a significant strength for the university. We will engage in meaningful deliberations with
the Ikebukuro Junior and Senior High School, the Niiza Junior and Senior High School, and
the Primary School to evaluate a framework for better promoting a consistent and cooperativeeducation experience that is unique to Rikkyo schools.

5. Enhancing university collaboration
Over the years, Rikkyo University has participated in alliances with numerous local national
universities. This includes alliances with Fukushima University (2011, concluded in 2014),
Yokohama National University (2016), Iwate University (2016), Tokyo Gakugei University(2018), and Kanazawa University (2021), among many others. These alliances with otheruniversities have been individual agreements based on the specific needs addressed at the time.
However, if we can apply the educational and research resources of these collaboration partners
towards furthering our educational goals, then we can create opportunities for learning andresearch activities that Rikkyo University might otherwise not be able to provide on its own.
We will examine our relationships with the various universities with which we have formed
alliances to reevaluate the types of educational and research resources we can mutually provide
with our collaboration partners. At the same time, we will evaluate specifically how we candistribute those resources to our students, faculty, and staff [see II.4 and II.5 for details].

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6. Enhancing and expanding education support functions(1) Promoting FD & SD
Rikkyo University applies best practices to a diverse range of numerical benchmarks. To
share these best practices throughout the university and promote an organizational approachto achievement, we also prioritize our faculty development (FD) and staff development (SD)functions. We will evaluate budget measures and other support for the unique initiatives ofeach college related to FD/SD workshops, exchange courses, and new operating methods.
These simple efforts related to sharing are critical to the development of new educational
methods.
In recent years, Rikkyo University has been advancing the development of English language
courses and we are expanding the courses that will enable students to obtain theirundergraduate degree solely through English language courses. The world is also examining
the possibilities of new course formats for language education in standard curriculum. It is also
expected that schools will adopt required literacy as a part of college curriculum for bothscience and humanities students based on the Mathematics, Data Sciences, and AI Smart
Higher Education Programs Certification System (Literacy Level) created by the Ministry of
Education, Culture, Sports, Science and Technology (MEXT). Amid such budding initiatives,
we will apply our FD/SD programs to promote initiatives related to education technology andresearch activities that enables Rikkyo University to establish a position as an internationallyrecognized leader in higher education.
(2) Enhancing library functions
A future issue of importance will be the enhancement of university library functions, whatsome would consider the heart of education and research. We will alter the content and qualityof library holdings based on societal changes and the needs of the times to ensure we maintaina structure that supports required functions. As a part of this movement, in FY2020 the Rikkyo
University library outlined its basic policy based on the university's mission and is engaged insustainable and developmental activities in various domains. In response to those activities, wewill gather opinions from a wide range of college and graduate school faculty and staff
concerning new model for our library.

177. Other initiatives(1) Evaluating our assessment methods for academic results
Ensuring there is meaning in the pursuit of Rikkyo's concept of liberal arts education, notonly requires that teachers and supporters collaborate towards providing high-quality
education, this also requires the broad-based three-way cooperation that includes the learners
themselves. Rikkyo has numerous issues we must resolve through cooperation andcollaboration. In addition to course evaluation surveys and an e-portfolio top create a visual
representation of academic performance, we must also confirm the results of off-time study
and extracurricular activities, confirm career formation to support the development of talented
people, and to pursue the possibilities for post-graduation current education. Understanding
how Rikkyo students go on to form their careers is important to for performing long-term
evaluations of learning outcomes, and is something society expects of our university. We will
evaluate information gathering and evaluation methods.
(2) Developing the Rikkyo Second Stage College (RSSC)The Rikkyo Second Stage College (RSSC) will continue to promote lifelong learning in thisage of 100-year lifespans. With the future goal of developing recurrent education that responds
to the demands and needs of our university communities and all of Japan, we will continue toengage in curriculum development and create a sustainable operating structure.
(3) Responding to accreditation programs
With the increase focus on internal quality assurance ahead of inspections for our next
accreditation evaluation are scheduled for FY2024, we must engage in university-wide
validation work to substantiate the efficacy of the degree programs and credit systems adopted
by each college department and major.
In the four years that have passed since our previous accreditation evaluation, each college
has established new courses to reflect the shift towards globalization, and we have evaluatedthe creation of new colleges. As a result, our university environment has changed dramaticallysince our last accreditation evaluation in FY2017. We will continue to assess changes in social
situations and initiatives undertaken at other universities as we conduct sweeping validation
work for all systems related to university education.

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V. Stimulating research activities
1. Qualitative improvements and enhancements to all academic research activities
It goes without saying that it is critical that we reflect and incorporate the knowledge
accumulated by our university instructors, and their expertise rooted in a diverse range of
curiosities and problem awareness, into our educational activities. In other words, the pursuitof educational curriculum and methods that produce a synergetic effect between education andresearch results in qualitative improvements in overall academic and research activities.
To promote research at Rikkyo, we will continue to develop the environments required tosupport the creative research activities of individual researchers while also establishing coreresearch domains and engaging in the school-wide commitment to academic study in flagshipresearch domains and creative academic research. To address the balance between researchand education, we will promote autonomy for teachers and the faculty of each college andgraduate school when setting academic themes. We will also work to reduce workloads to help
teachers focus on educational and academic activities. We will engage in creative activities topublicize and commercialize research results, as well as aggressively support joint research withexternal research institutions and private companies. In our medium-term plan, we will outline
the following points as reforms related to the abovementioned research promotion.
(1) Create a support structure for increasing applications and securing grants that can beapplied towards research and education(2) Create a framework for applying a portion of indirect expenses (education and researchpromotion capital) as a strategic fund by designating as special-purpose assets(3) Create a framework for aggressively supporting budding internal research andsupporting the creation of a positive spiral that leads to the (re-)stimulation of research labs
and research centers, and helps improve the education environment.

2. Expanding research support systems
We will enhance systems for supporting creative research activities by researchers in orderto promote research that creates new value aligned with the Rikkyo spirit, to aggressively
promote research-based educational and social collaboration, and to reflect research-backed

19specialized knowledge in education to generate a synergetic effect.
In light of the fact that only science and technology related to the humanities was added tofunding eligibility for the 6th Basic Plan for Science & Technology Innovation (2021), we will
support the creation of academic knowledge centered on the humanities and sociology, areasin which Rikkyo is particularly strong.
We will also further enhance support for the application processes for scientific research
grants and other competitive funding. We will create a framework for supporting research
activities by aggressively soliciting and supporting research themes from our colleges andgraduate school programs, including as academic research combining humanities, sociology,
and natural sciences, research related to creative budding domains, and cross-domain research.

3. Promoting industry-academic-government collaboration
The fundamental roles of a university are education, research, social cooperation, and social
contributions. In a society rooted in knowledge, the creation of "knowledge" and a framework
for the use of that knowledge have great value. And today, the trend of collaborations between
industry, academia, and government are increasing. Industry-academic-government
collaborations help stimulate universities and help develop the educational environment. As aresult, universities today not only serve as a source of workers, but also have come to berecognized as an outsourcing option for corporations for R&D as well as workforce
development. Research has become more convenient thanks to creation of laws enabling joint
research based on industry-academic-government collaborations. In addition to conventional
academic research, we are seeing social collaboration aimed at resolving social issues and theapplication of research results. In light of this trend, Rikkyo will also develop an environment
to serve as a platform for such collaborations. With a focus on the following points, we will
promote research based on industry-academic-government collaborations [see II.5 for details].
(1) Broad-based social cooperation including external capital procurement throughcollaborations with corporations.
(2) Investment and PR for the standardization of industry-academic-government
collaborations, including charity-based research products, specified donations, charitable seminars.
(3) Creation of framework for supporting equipment and digital infrastructure aimed at
fostering of internal incubation and the visualization of human and intellectual resources.

20VI. Student support
1. Direction of student support
As described in III.1, the RIKKYO Learning Style (RLS) represents our concept of what
learning should be that takes into account both academic pursuits and extra-curricular learning.
Rikkyo student support must be the support of autonomous student learning based on this RLS.
We must also embrace a universal effort within the university to adopt and apply this content.
Looking specifically at the details of this support, there will be times when students requireassistance related to their academic pursuits and times when support is needed in addition toacademics. The former includes activities such as support to help students face the individual
problems they encounter, specifically scholarship support and support for students withdisabilities through the Student Counseling Center. The latter may include activities such as
career support, support for sports activities, and support for official and unofficial club
activities.
Over the next four years, amid this new environment brought about by COVID-19, we will
make sure that this support is appropriately reaching students, create plans for building a wellbalanced support structure, as well as enhance and increase the support we already provide.

2. Expanding scholarships
Rikkyo University has established a scholarship framework that includes scholarship economic
support-based scholarships, scholarships to support study abroad, and scholarships to support
graduate school student research activities. However, the impact of COVID-19 and manylarge-scale disasters have created an environment in which economic and societal conditions
can change rapidly. This means we must ensure flexibility in our scholarship framework. And
with the advance of internationalism, we may see the need for new types of scholarships.
We will continue to evaluate the direction of how we enhance our scholarship framework byconfirming whether or not we have established the scholarships our students need.

3. Developing student support structure(1) Promoting peer support
In this "new normal," it is important that students regularly support each other to promotea mutually creative and enriched campus life. We will look to establish a peer learning bank, aframework for consolidating the university's existing efforts to promote mutual cooperation

21

and help students find learning partners.
We have also received broad-based recognition in society for our unique student support
efforts, which include our Student Counseling Center, Support Center for Students with
Disabilities, Human Rights and Harassment Prevention Center, and a gender forum. The roleof these organizations towards helping enhance student lifestyles will continue to grow. We
will evaluate the necessary frameworks for cooperation between these organizations towards
promoting mental and physical health, and providing a motivating and connected environmentthat helps individuals find their own value.
(2) Expanding support for students with disabilities
In recent years, support for students with disabilities has advanced, both in terms of type of
support available and the range of students eligible for support. Learning from the teachingsof neuro diversity, which works towards education and lifestyle support that respects diversity
in cerebral and cognitive function, we will continue with university-wide efforts towards
developing a universal design that extra-curricular activities, and campaigns that promotesocial inclusion [see II.5 for details on inclusion].
It is important to note that the neuro diversity approach is something that applies not only
to students, but is also widely applied to faculty and staff.
(3) Creating a healthy campus
Rikkyo University provide a clinic (medical institution) and a health office that work toensure the mental and physical health of our students, faculty, and staff. It is impossible forstudents, faculty, and staff to enhance university education and research activities without theirhealth. As such, increasing well-being (being in a physically, mentally, and socially positive
state) and quality of life (QOL) are essential and a value that should be equally pursued by all.
While enhancing the facilities needed to provide well-being and QOL, also incredibly
important are the policies that promote well-being and QOL. Rikkyo is already engaged ininitiatives to increase wellness, promotes stress reduction, and has the research seeds topromote increased health. Through these measures and initiatives, we work to ensure not only
physical health, but also mental health and a healthy social environment (providing security
and a feeling of prosperity through human connections). We will apply these new initiatives
and existing research seeds towards the evaluation of model projects that can be applied
universally across campus as a health promotion program.

22

4. Expanding career support
Rikkyo University has outlined a policy on student support that focuses not on the ability ofstudents to get hired, but on supporting student career formation. We develop and implement
various programs based on the three phases outlined in the RLS, the introductory phase, theformation phase, and the completion phase. COVID-19 has brought about many significant
changes. We have entered into a seller's market, are seeing an increase in online recruitment
and internships, and there is a shift towards job-specific and full-year hiring. To enable flexible
responses to such environmental changes, we will continue to enhance existing programs andpromote new program development to achieve innovation in our career support. These
initiatives have gained recognition in recent years, and have helped gain Rikkyo a reputation
as a university for careers. We will continue to promote this brand image by broadly
disseminating information to a wide range of stakeholders.
Based on the above, we will focus on the following three key points during the evaluationand development of career support policy. The first is increasing collaboration with college
education. Specialized education and career support at our colleges is designed not as
independent functions, but as an interactive framework that works together to contribute tostudent growth. At the same time, career outlooks and desired career support will varydepending on the college. As such, we will strengthen collaborations between colleges toprovide career support suited to the characteristics of each college.
The second is a focus on detailed support that matches the profiles of each student.
Something that immediately comes to mind is support for foreign students. Rikkyo has always
proactively engaged in support for foreign students. Moving forward, we will expand on this
support and also provide English-based support as necessary based on student needs and theenvironments in which the students are studying. Another area is the expansion of job searchand career support for graduate school students. While we current offer job search support for
graduate school students, we will expand on this support by advocating for employment for
graduate students as well while also expanding career support for graduate students. We will
collaborate with graduate school departments, whose students include working adults, toprovide support students seeking new employment options after the completion of theirgraduate research. We will also collaborate with relevant departments to expand existing career
support for students with disabilities.
The third area is fact-based support. Our career center evaluates individual programs andascertains student behavior patterns to evaluate optimal program paths for students. We will
work to enhance this support by developing evaluation benchmarks that can be applied towards
career support and job search support.

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5. Expanding support for extra-curricular activities
We will implement measures to further invigorate our sports activities in a way that isrepresentative of Rikkyo University values. Specifically, we will make further improvements toour admissions program for student athletes. We will evaluate the functions achieved throughour existing admissions program for student athletes to identify latent issues and implement
improvements to improve efficacy.
We will also improve our sports activities promotion fund and the special visiting instructor
system. These programs have thus far served an important role in supporting sports activities.
However, today the needs of each club are more diverse than ever. We will evaluate
improvements to create a system capable of responding to the detailed and diverse needs ofvarious sports clubs.
We will also establish a structure for supporting sports. We will continue to value our past
while establishing a highly transparent support structure to provide support for a wide rangeof student athletic activities. As part of those efforts, we will evaluate establishing a system thattakes advantage of the strengths of consistent and collaborative education.
Additionally, we will work to invigorate extra-curricular activities outside of sports. We will
identify issues related to supporting the activities that fulfill important roles in student growth
to provide the support that is suited for this new age. In particular, we will evaluate support
policies that enable detailed responses to the needs and activity conditions of each group.

VII. Social collaboration & social contributions
1. Direction of social collaboration and social contributions
Historically, the role of the university has been the advancement of education and research.
However, over the past 20 years, even the Central Council for Education has emphasized thatthe social contributions of universities should include broad-based contributions to societal
development, including local society, the economy, and international society. Additionally,
recent years have seen the threat of critical climate change lead to an increased awareness ofenvironmental contributions as not only an aspect of social contribution, but also a part ofsocial responsibility.
Rikkyo University is expected to fulfill a mission that responds to these changing times [seeII.1]. And it goes without saying that, now more than ever, we must embrace our mission of
fostering the development of people capable of engaging to the pursuit of universal truth and24

contributing to an ever-evolving world and society. Beyond only education and research, wemust sincerely recognize that social collaboration and social contributions are also roles to be
fulfilled by the university. We must proactively engage in related initiatives and also widely
disseminate information on those activities via the internet and other means to promote further
collaborations.
Here, "social collaboration" refers to collaboration and cooperation with external individuals,organizations, and communities towards promoting our primary mission, which is education
and research. "Social contribution" refers to using Rikkyo education, research, and ourorganizations to make multilayered contributions to the community, society, Japan, theinternational society, and the Earth. To fulfill our mission, we will engage in multi-faceted
collaborations with various stakeholders, including local municipalities, national government,
the United Nations, economic and industrial organizations, other universities and educational
institutions, and NGOs and NPOs.
Specific details on social collaboration and social contributions will be outlined in our
medium-term plan. As an example of local collaboration, we will work to further strengthen
relations with Toshima Ward and Niiza City, where our Ikebukuro and Niiza campuses arelocated. At the same time, we will explore collaborations with the municipalities, universities,
and organizations in Tokyo, Saitama Prefecture, and regions outside Tokyo Metropolitan area.
These collaborations will include evaluating support for Tohoku Earthquake Restoration
efforts, future initiatives for the disaster response and support headquarters, the effective
utilization of the Rikuzen Takada global campus at the Rikuzen Takada Satellite Office, andthe proactive solicitation of programs related to collaborations with overseas universities. We
will also try new collaboration styles such as local collaboration workshops lead by students toaddress local issues.

2. Enhancing SDGs collaboration
The Sustainable Development Goals (SDGs) [see II.6] represent initiatives that attach
contemporary meaning to the initiatives outlined above. The SDGs, which emphasize leaving
no one behind, are highly relatable to the Rikkyo founding spirit. We will establish an SDGs
promotion structure, including creating a university-wide network, to promote the 17 goals
outlined in the SDGs.
Understanding that contributing to the local environment is one of the duties of a university,
through RSL-based education and other initiatives we will foster the development of students
capable of making contributions to carbon neutral initiatives, which we believe leads tofostering positive members of society, while also promoting collaborative research with25

corporations.

VIII. Internationalism | Development of internationalism projects
As discussed in II.1, the history of Rikkyo University dates back to 1874 when American
Episcopal Church missionary Channing Moore Williams established the Rikkyo School (St.
Paul School) in Tsukiji. Taught at the school were Christian studies and English. As thissuggests, Rikkyo, its founder, and the education we provide have always had an element ofinternationalism. The focus on foreign language education has been a Rikkyo tradition since
our founding and the university's promotion of internationalism is equally a part of our
tradition. This more than anything represents our belief that the liberal arts education provided
by Rikkyo helps students acquire the ability and strength to read, understand, and change theworld [see II.3 and III.1].
In 2014, Rikkyo was selected to the TGU Program funded by the MEXT. Since then, throughthis TGU Program we have promoted initiatives related to internationalism. While Rikkyo has
engaged in numerous types of internationalism initiatives, our main focus has been on three
initiatives: 1) Send Rikkyo students to foreign countries to gain experience in foreign cultures,
2) Accept foreign students into Rikkyo to provide cultural exchange opportunities on campus
between Japanese students and foreign students, and 3) Significantly increase opportunities
for the above students to study in foreign languages at Rikkyo. Through this TGU environment,
we have aggressively pioneered collaborative relationships with other schools to secure study
abroad opportunities Rikkyo students. In addition to establishing an international exchange
dormitory, we have continued to develop the Rikkyo Study Project (RSP), a framework forforeign students to study at Rikkyo University. To increase opportunities for studies in foreign
languages, an addition to GLAP, we have also promoted initiatives such as increasing thenumber of classes offered in English. While we must remain mindful of the new environment
created by COVID-19, we will continue to advance initiatives related to internationalism [seeII.4 and III.1].
As part of internationalism initiatives, we will address the matters identified as core issuesin "Developing an Internationalism Strategy", the October 2019 report issued by the Rikkyo
Cross Functional Team (R-CFT). These four issues were: (1) Cultivating an awareness ofinternationalism through the RIKKYO Learning Style-Global (RLS-G), (2) Enhancing sharing
and implementation between internal organizations, (3) Human resource system fordeveloping and placing staff who contribute to internationalism, and (4) promotinginternational exchange that does not rely on study abroad.
An interim assessment was conducted for the TGU program in FY2020. From FY2021, we

26

must engage in initiatives to complete related projects by the final year of the program in
FY2023. We will confirm goals from initial plans that have not yet been achieved to create plansfor how we can work towards achievement of those goals by the final year of the program.
Additionally, from FY2024 onward, we will continue to evaluate the content of our mediumterm plan based on the state of Rikkyo internationalism after the end of the TGU program.

IX. Entrance exams | Continuously reviewing our admissions system
College entrance exams aim to acquire students who fit our Admissions Policy withconsideration given to three elements related to academic ability ((1) Knowledge and skills,(2) Intellect, judgment, expressiveness, and (3) Independence and cooperativeness). We willcontinue to our review entrance exam categories and methods to ensure our ability to respondto new learning guidance parameters set to start in FY2022 (applied from FY2025 entrance
exams). This will also ensure the appropriate evaluation of these three elements related toacademic ability when creating new colleges and when reorganizing colleges. Furthermore,plans concerning the reevaluation of student athlete admissions is as outlined in VI. 5.
In addition to promoting an integrated educational experience, we will also promotecollaborative education between high school and college for affiliate schools and partner
schools to enhance mutual understanding between high school and college. We will also
evaluate appropriate admissions systems for educational connections after admission. We
believe the importance of integrated high school and university education will increase moving
forward. We will carefully evaluate the appropriate admissions system for increasing the effectof our educational programs and then conduct a review of our existing systems.
We will also engage in continuous reviews of our graduate school admissions systems toincrease consistency with our Admissions Policy.

X. Public relations & branding | Enhancing our PR
Rikkyo will reevaluate its brand image based on the policies newly outlined in this document
and then work aggressively to promote this brand image in Japan and overseas. The Brand
Image Creation Report issued by the R-CFT in October 2019 involved the confirming andanalyzing Rikkyo's current brand image to identify the strengths and characteristics of ourbrand as leadership and liberal school governance, a combination of modern and traditional
concepts. We also have proposals from consulting firms that provide an external perspective.
We will evaluate these resources as we work to improve our brand image and recognition of
Rikkyo University by aggressively engaging in activities to disseminate our mission and vision.
Thus, we will proactively conduct public relations campaigns as we work to enhance our liberal27

arts education, global education, and leadership education [see II. 3, III. 1, and VII].
Specifically, each college and school will collaborate on PR activities. Of course, the Public
Relations office will take the leading role in PR activities. However, university departments will
also engage in information dissemination. While information dissemination by eachdepartment is important, there will be time when greater efficacy can be achieved throughcollaboration between departments. The cycle of awareness, sharing, and dissemination basedon internal branding outlined in the R-CFT Report mentioned earlier is particularly applicableto the brand permeation strategy and brand image sharing.
We will also work to build even more effective media relations. Positive media relations are
critical to conducting efficient PR activities. Proactively engaging in PR activities through themedia will help elevate the Rikkyo brand image.
We will also strengthen our risk response capabilities. In an age of increasing environmental
uncertainties, universities face a myriad of risks. The threat of these risks requires higher risk
response capabilities. Conducting appropriate PR responses when faced with risks willcontribute to improving our organizational risk response capabilities.
In response to COVID-19, we will include online options for admissions events whenengaged in admissions PR activities. Specifically, we will publicize our FY2022 admissions
program by planning and holding recruitment events for promising students in all regions of
the country. We also plan to conduct PR activities aimed at increasing Rikkyo's brand image
among high school teachers.
We will also engage in aggressive PR activities in overseas regions. Rikkyo will increase ourinternationalism projects to promote globalism at our university. This will require working toensure an appropriate understanding among people overseas of both our educational concepts
and research activities. As such, we will engage in aggressive PR activities overseas targeting
our core stakeholders.
We will also improve how we measure the efficacy of our PR activities. More precisely
measuring efficacy will enable us to strategically engage in cost effective PR activities.

XI. Developing our university governance platform
1. Strengthening governance & enhancing our risk management structureWith the spread of COVID-19, places of education have been forced to make dramaticchanges from conventional education and research activities. Also, industry structure reform
driven by innovative advancements in information technology have accelerate changes in thesocial environments impacting universities. Amid such change, the expectations placed on the28roles universities are expected to fulfill are greater than ever.
We must recognize all the roles we fulfill. This applies to all those involved in Rikkyo
University. From the students studying at Rikkyo to the faculty who use their advanced
research as the basis for teaching students, the staff who apply their diverse expertise to support
students and faculty, and the guarantors, alumni, and members of society who support Rikkyo.
To ensure our ability to fulfill the roles expected by stakeholders, we will continuously advanceeducation and research, and return those results in our community and society, it is criticalthat we strengthen the governance structure that ensures legal and appropriate university
management [see II. 7].
Serving as reference in this area is the Private University and College Governance Code(hereinafter, "Code") issued by the Japan Associate of Private Universities and Colleges. The
Code outlines that governance functions effectively through the implementation of four basic
principles: "Ensuring autonomy", "Ensuring publicity", "Ensuring reliability and transparency",
and "Ensuring continuity". In our university management, we will apply the core principles ofthis Code to clarify the roles of organizations involved in decision-making and creating an
operation structure. Beyond formulaically adhering to the Code, we will work to ensure
appropriate university management that advances education and research in grounded in our
founding spirit and enables us to make social contributions. During this process, we will utilize
self-checks to ensure effective and efficient evaluations. We will also proactively engage in
information disclosure to a diverse range of stakeholders to increase operational transparency.
Specifically, in addition to this policy we will draft a five-year medium-term plan and publish
the details of that plan both internally and externally. We will also create a progress
management structure and methods to promote steady advancement of this plan.
Additionally, in light of the increasing importance of organizational risk management
capabilities, we will improve our ability to respond to disaster risks and incidents with thepotential to harm our social position.

2. Developing our education management and support structure
The progressive establishment of an educational management and support structure,including administrative functions, is critical to ensuring steady academic development. With
this in mind, we will evaluate our management and support structure framework to achieveorganizational optimization through necessary restructuring and reorganization. At the sametime, we must create an organizational concept and plans that enable us to address the key
issue of academic expansion through the establishment of new colleges and graduate school
programs.
New program development and responses to COVID-19 create a significant increase in29

administrative work have resulted in qualitative changes, including an increase inadministrative tasks that are difficult to address through conventional approaches and methods,
and tasks requiring a high degree of expertise. The university must identify such organizational
issues and work with Rikkyo Educational Corporation towards specific response measures andevaluate the future of our administrative structure. We will also work with schools on thedevelopment of human resource and benefit structures, and develop a labor environment thatprovides motivation and self-fulfillment to all staff members charged with the critical role ofschool administration.

3. Financial management
Building a financial foundation is critical to creating an energetic academic development.
Looking at FY2020 financial results, our operating activities to expenditures balance, which
has improved since FY2014, was 8.0%. In anticipation of future investment plans, we haveaccumulated 2.1 billion yen in facility-related designated assets and approximately 400 million
yen in other designated assets. We must engage in strategic and systematic financial
management to secure the investment capital required for new academic concepts. We alsoneed to address social uncertainties such as the increasing importance of accountability fortuition fees in the social context of COVID-19. Without limiting ourselves to conventional
practices, we will deliberate with Rikkyo Educational Corporation to confirm our basic
approach to financial management and to validate our institutional structure.
As an urgent issue, we must secure the investment capital that will enable Rikkyo to pursue
our academic development concept and plans (academic plans), including establishing newcolleges and graduate schools, and our facility development concept and plans (infrastructureplans). Last year, we verified and evaluated the cost-effectiveness of priority projects andcreated a framework for reflecting those results in the budget but we will develop further
measures to secure the necessary investment capital. Specifically, we will work in collaboration
with Rikkyo Educational Corporation to secure financial capital by (1) linking operating plans
and budgets, (2) setting target values for major financial ratios, (3) evaluating subsidies,
contracted business revenues, cooperation in profitable businesses, and other measures toincrease non-tuition revenues, (4) securing funding for strategic projects. We will clarify
operating priorities, engage in selection and concentration, and scrap and build to ensurestable financial management.

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4. Campus enhancement and development
Rikkyo has improved the attractiveness of our campuses while continuing to value tradition
by preserving historic buildings and promoting redevelopment plans. We have promoted
facility maintenance for the Ikebukuro Campus, Niiza Campus, and the Fujimi General
Ground based on the Ikebukuro Campus Redevelopment Plan Phase 1 and the Rikkyo
University Comprehensive Development Plan created in the latter half of the 1990s, as well as
the Basic Concept for Campus Development implemented in the 2010s. In the 2020s, newfaculties and graduate schools are planned for the Niiza and Ikebukuro campuses. The
challenge will be to formulate a concrete facility development plan as the scale of oureducational operations expands. We will also work towards the strategic and plan procurementof sufficient investment capital.
In light of the above issues, we will advance the infrastructure plan needed to achieve ouracademic plan based on the assumption that we will be operating in a new environment createdby COVID-19.
For the Ikebukuro Campus, we will start to solidify a maintenance plan through 2030 basedon the Basic Concept for Campus Development (2020) that outlines our concept through 2050
for improving campus value, including improving our environment for educational andresearch activities, improving student quality of life, stimulating social cooperation, andrenovating and renewing existing buildings.
For the Niiza Campus, we will formulate a basic concept through the Niiza Campus
Development Project. With the creation of the new Sports Wellness College (provisionalname) and the reorganization of the College of Community and Human Services, we will
evaluate new building development plans and plans for distributing educational and researchfacility functions until the completion of this new building. We will draft a development
concept that gives due consideration to the unique nature of the Niiza Campus, including its
active regional cooperation activities. We will also draft a development concept for the sports
facilities at the Niiza Campus and Fujimi General Ground from the perspective of necessityfrom an educational development standpoint and ensuring support for athletic club activities.

5. Promoting our information strategy
Amid dramatic innovation in information technology, we will promote information strategies
to enhance education, research, and organizational management. From a university-wide andmedium- to long-term perspective, we will improve the information infrastructure that is
indispensable to future generations, enhance our competitiveness as an educational institution,31

improve convenience for students, and promote work style reforms for faculty and staff. We
will continue to develop as an organization that achieves advance information use.
We launched "Information Strategy 1.0" in fiscal 2019 to create a foundation for information
utilization. This infrastructure development plans outlined in this initiative are scheduled forcompletion by the end of 2021. Specific infrastructure development initiatives include theconstruction of a data management system (DMS), the evaluation of our future ideal coresystem, and the establishment of an information strategy structure. In response to COVID-19,
we are also promoting the effective adoption of distance learning and developing an ICT
environment to promote work style reforms.
We have positioned the three years from 2022 to 2024 as "Information Strategy 2.0" and will
make full-scale efforts toward the full and creative use of information assets. Specific plans for"Information Strategy 2.0" will be drafted by the end of FY2021 after verifying the status of"Information Strategy 1.0" and taking into consideration changes in social conditions.
As part of this strategy, we will aim to achieve the benchmarks related to information strategy
promotion we set based on the DX (Digital Transformation: the concept that the permeationof IT will change people's lives for the better) promotion benchmarks published by the Ministryof Economy, Trade and Industry.

6. Promoting our 150th Anniversary Project and contributing to charitable activities
Rikkyo will celebrate the 150th anniversary of its founding in 2024. This represents a historic
milestone for Rikkyo University, and it will be a year in which we will be able to assess the longterm development of Rikkyo University. As an educational and research institute that embodies
the founding spirit of "PRO DEO ET PATRIA" (searching for universal truths and serving ourworld, society, and neighbors) [see II.2], we have positioned the 150th anniversarycommemorative project as an opportunity to reaffirm the role that Rikkyo has played and its
future mission. At the 996th Board of Trustees meeting held in 2019, we outlined the goal ofthis commemorative project as being to "create a Rikkyo that will lead the world's new era andvalues based on our 150 years of history and tradition." While collaborating with Rikkyo
Educational Corporation to promote commemorative projects, we will also carry out fundraising activities to achieve the commemorative fund-raising target of 5 billion yen.
Specifically, we evaluate operations through 2024, being constructing an operating system,
and formulating schedules. For projects that will be implemented mainly by the university, we
will collaborate by combining the wisdom of the colleges, graduate schools, and departments
in an ALL Rikkyo effort to promote these commemorative events [see II.8].

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