Kwansei Gakuin University
AY 2012

Self-Assessment Report

March 2013

Foreword
This series of documents has been compiled as the Self-assessment Report to be submitted for the purpose of
University Evaluation (Institutional Certified Evaluation and Accreditation: Universities) for the academic year of2013.
Kwansei Gakuin University (KGU) conducts self-assessment as an annual university-wide effort, with the aimsof enhancing its educational and research standards and attaining its goals and social missions. While involving
third-party evaluations, the self-assessment is carried out based on evaluation items broadly divided into 15
categories, comprising 10 designated by the Japan University Accreditation Association (JUAA) (University
Standards) and five originated by KGU. Since this assessment is conducted on an annual basis, theself-assessment intended for the said University Evaluation is conducted in the same manner as per our annual
assessment practice, without forming an ad-hoc arrangement; we conducted, and prepared this Self-assessment
Report with the initiatives taken by the University Self-assessment Committee, and specific self-assessment work
carried out by the self-assessment committees and the administrations of each school and other organizational
units. We recognize that the accumulation of these annual self-assessment efforts facilitates implementation ofself-assessment for the University Evaluation.
The Kwansei Gakuin Educational Foundation, which operates the University and other educationalorganizations, ranging from kindergarten to graduate school level, announced in the academic year of 2008 the“New Strategic Plan,” which incorporates six Visions to be achieved within 10 years from AY 2009. In addition,
to realize these Visions, Kwansei Gakuin (KG) formulated in March 2009 the “New Medium-term Plan
2009-2013” as strategic and specific mid-term measures to be implemented by the Educational Foundation within
five years from AY 2009. At present, the New Medium-term Plan contains approximately 70 measures, including
measures concerning internationalization and education, and many of the Plan’s measures are intended for the
University. The measures for internationalization, in particular, are expected to lead to “cultivation of creative andcapable world citizens who embody our school motto, ‘Mastery for Service’,” as set forth in our Mission
Statement. Efforts under such measures are producing positive effects, as evidenced by the designation of relevant
projects such as the Re-inventing Japan Project (2011) and the Project for Promotion of Global Human Resource
Development (Type: university-wide promotion) (2012) by the Ministry of Education, Culture, Sports, Scienceand Technology of Japan.
KGU is now making great strides toward its reform and enhancement, by combining efforts made in the
self-assessment, the New Strategic Plan, and the New Medium-term Plan.
With respect to the University Evaluation, it is expected of all KGU members to recognize this Evaluation as thefruit of the accumulation of their annual self-assessment efforts, and use it as an opportunity to reflect on their
daily activities and increase their efforts toward further enhancement of the quality of educational endeavor at
KGU. In this context, this report is significant and meaningful. We have made this report publicly available via
our official website. Through this disclosure, we hope to fulfill one of our responsibilities, as a university, ofreporting our activities to the general public.
Please note that in this report, statements concerning the University’s three professional graduate schools—the
Law School, and the Accounting School and the Business School of the Institute of Business and Accounting—are
only provided regarding Standards 1, 3 and 5 of JUAA’s University Standards; these schools are exempted fromproviding statements for Standard 4, since they underwent in AY 2008 or AY 2009 a Certified Evaluation andAccreditation for Professional Graduate Schools (by the Japan Law Foundation, the Japanese Institute ofInternational Accounting Education, and ABEST21 [The Alliance on Business Education and Scholarship for
Tomorrow, a 21st century organization], respectively). For these schools’ assessment results for Standard 4, pleaserefer to the self-assessment reports separately submitted for their respective Certified Evaluations andAccreditations for Professional Graduate Schools.
March 22, 2013
Takutoshi Inoue
President
Kwansei Gakuin University

Contents

Introduction ............................................................................................. 3
Chapter 1

Philosophy and Goals ........................................................... 10

Chapter 2

Educational and Research Organization ..................................... 66

Chapter 3

Faculty Members and Faculty Organization ........................... 72

Chapter 4

Educational Content, System and Outcomes

1. Educational Objectives, Diploma Policy and Curriculum Policy ....................... 129
2. Curriculum and Educational Content .............................................................. 189
3. Educational System ....................................................................................... 243
4. Outcomes ...................................................................................................... 328

Chapter 5

Student Admission .................................................................... 372

Chapter 6

Student Support ........................................................................ 446

Chapter 7

Educational and Research Environment .................................. 463

Chapter 8

Social Cooperation and Social Contribution ......................... 479

Chapter 9

Administration and Financial Affairs

1. Administration ................................................................................................. 487
2. Financial Affairs .............................................................................................. 496

Chapter 10

Internal Quality Assurance ...................................................... 505

Conclusion ..................................................................................................... 517

1

Introduction

Introduction

3

Introduction

Introduction

Kwansei Gakuin (KG), which will celebrate its 125th anniversary in 2014, was founded by the American
missionary W. R. Lambuth at Harada no Mori, Kobe in 1889, under a philosophy embracing education based on
Christian principles. In 2008, Kwansei Gakuin University (KGU) established the School of Human Welfare
Studies as its ninth school for undergraduate education. In 2009, upon its merger with Seiwa College, KGU
established the School of Education, and renamed the College’s junior college section “Seiwa Junior College.” In2010, KGU established its 11th undergraduate school, the School of International Studies, and merged with SenriInternational School, further enhancing the international nature of the University. Currently, KG operates as a“comprehensive and integrated educational institution” that operates campuses located in Nishinomiya, Sanda and
Takarazuka cities in Hyogo Prefecture, Mino City and Umeda in Osaka Prefecture, and Marunouchi in Tokyo,
with a student enrollment of some 27,000 at educational institutions ranging from kindergarten to graduate schoollevel. Of these, approximately 24,000 students study at the University and its graduate schools.
Kwansei Gakuin, as a learning community based on the principles of Christianity, inspires its members to seek
their life missions, and cultivates them to be creative and capable world citizens who embody its motto, “Masteryfor Service,” by transforming society with compassion and integrity.
“Mastery for Service,” the school motto of Kwansei Gakuin, reflects the ideal for all its members to master theirabundant God-given gifts to serve their neighbors, society and the world.
KG has conducted self-assessment at its university KGU (undergraduate and graduate schools) for decades. The
efforts commenced with implementation of the Kwansei Gakuin University Self-assessment Regulations in 1992.
Upon introduction of the New Self-assessment System in 2004, KG re-launched its self-assessment efforts at
KGU (undergraduate and graduate schools) under new regulations, the Kwansei Gakuin Self-assessment
Regulations. Currently, self-assessment is conducted at all educational institutions, ranging from kindergarten to
graduate school level.
Since 2004, KGU has conducted annual self-assessment incorporating third-party evaluations as a
University-wide effort, and has disclosed the assessment results via KG’s official website. Through these efforts,
KGU has enhanced its educational and research standards, and has fulfilled its accountability to the general public.
In 2006, KGU underwent its first University Evaluation (Institutional Certified Evaluation and Accreditation:
Universities) by the Japan University Accreditation Association (JUAA), and was accredited by the same
association. Regarding professional graduate schools, the Law School, as well as the Accounting School of theInstitute of Business and Accounting received a Certified Evaluation and Accreditation for Professional Graduate
Schools in 2008, which was conducted by the Japan Law Foundation and the Japanese Institute of International
Accounting Education, respectively. The Business School of the Institute of Business and Accounting received thesame evaluation by ABEST21 (The Alliance on Business Education and Scholarship for Tomorrow, a 21st century
organization) in 2009. All these professional graduate schools were successfully accredited by the respective
evaluation and accreditation organizations.
KGU attaches importance to the annual practice of self-assessment and disclosure of its results, as well as toenhancement of these annual efforts, and understands that the University Evaluation (Institutional Certified
Evaluation and Accreditation: Universities) is positioned as an extension of such annual efforts. The foundation of
the University Evaluation is formed by the annual practice of self-assessment. Based on this view, KGU did nottake any special measures particularly intended for the 2013 University Evaluation. The purposes and structure of
the evaluation were also the same as those for the annual assessment.
Details of the overview, policies, regulations, structure, systems, operation and other information regarding
KGU’s self-assessment are provided in Chapter 10 “Internal Quality Assurance.” While readers are asked to referto the chapter for details, the purposes and structure of the assessment are briefly outlined in this section.

5

Introduction

For what purposes was the self-assessment implemented?
The purposes of the self-assessment are, as set forth in Article 1 (Objectives) of Kwansei Gakuin
Self-assessment Regulations, to “check and evaluate, for itself (KG), the status of its educational and research
activities, administration and other operations, with the aims of enhancing its educational and research standards
and attaining its goals and social missions.”
Under what structure was the self-assessment conducted?
Self-assessment for the University Evaluation was implemented under the same structure as that adopted for theannual self-assessment. The abovementioned Kwansei Gakuin Self-assessment Regulations stipulate theimplementation structure for the assessment:
The Evaluation Promotion Committee oversees self-assessment work conducted by nine self-assessment
committees, including the University Self-assessment Committee and other committees at Seiwa Kindergarten
and other institutions. Self-assessment at KGU is primarily conducted by individual self-assessment committees
established at the University’s schools, graduate schools, centers, research institutes and other organizations; aswell as by the administration of each school, graduate school, center, research institute, etc., under the supervisionof the University Self-assessment Committee, chaired by the Vice-President of KGU.
The Evaluation Promotion Committee comprises KG’s executive officers, such as the Chancellor, Chair of theBoard of Trustees, KGU President, KG’s Managing Trustees, Administrative Trustees, the University’s School
Deans, other institutions’ Deans, Heads and Principals. As of 2012, the committee has 42 members. Committee
meetings are held monthly, in principle, with the Chair being the Chancellor, and the Vice-Chairs the Chair of
KG’s Board of Trustees and the KGU President. The composition of this committee, involving executive
members, as well as the frequency of its meetings, which are basically held monthly, represent KG’s earnest
attitude toward its self-assessment responsibilities.
In addition to the aforementioned committees, the Kwansei Gakuin Self-assessment Regulations also stipulate
the establishment of the Evaluation Expert Committee, which oversees the practical business of the Evaluation
Promotion Committee. The Expert Committee is in charge of internal third-party evaluations at the University. In
addition, the Regulations also stipulate the establishment of the Assessment Office as an organization providing
practical support. Currently, the Office comprises a Director, being the University’s Vice-President, and Deputy
Directors, being KG’s Administrative Trustees, and others, as well as several staff members for administrativework.
The self-assessment for the said University Evaluation (Institutional Certified Evaluation and Accreditation:
Universities) was conducted under the same structure as that for the annual self-assessment undertaken at the
University.
Specifically, the Evaluation Promotion Committee prepared the policies, general information and guidelines for
implementation of the 2012 assessment. Based on these policies etc., self-assessment work was carried out at eachschool and other organizational units by each unit’s individual self-assessment committee, which is a constituent
committee of the University Self-assessment Committee, as well as by the administration of each school led by its
Dean. After individual self-assessment reports were drafted, the University Administration led by the President
compiled them into the University’s self-assessment report.
Overview etc., of the improvement/reform efforts made in response to the results of the previous
University Evaluation and other Certified Evaluations and Accreditations conducted by other
Certified Evaluation and Accreditation Organizations
In its first University Evaluation (Institutional Certified Evaluation and Accreditation: Universities), while KGU
was accredited as an institution meeting the University Standards, KGU received eight items of advice as a result
6Introductionof the evaluation. Heeding this advice, KGU has verified related issues needing review, taking opportunity of its
annual practice of self-assessment, and has strived for improvement and reform, especially regarding the issues
pointed out in the advice. In July 2010, KGU submitted an Improvement Report to JUAA in response to theadvice, and received from JUAA an evaluation as described in the comment: “It can be confirmed that the
University seriously accepted the association’s advice and has been actively striving for improvement. The
outcomes of such efforts are satisfactory.” KGU was not required by JUAA to submit an additional improvement
report.
Regarding professional graduate schools, while all three of the aforementioned professional graduate schools
were accredited by their respective Certified Evaluation and Accreditation Organizations, these schools havefollowed the instructions from each Certified Evaluation and Accreditation Organization, and have made efforts
toward further improvement, by confirming the matters needing improvement, while using the process of annual
self-assessment. The second Certified Evaluation and Accreditation for Professional Graduate Schools isscheduled for 2013 for the Law School and the Accounting School of the Institute of Business and Accounting,and for 2014 for the Business School of the same Institute.
Other
In parallel with the self-assessment aimed at the improvement and reform of educational and research activities,
administration, and other operations at each organizational unit, the University and the entire Educational
Foundation of KG jointly launched, in 2008, the New Strategic Plan and the New Medium-term Plan, as a unitedeffort toward further enhancement and innovation at KG.
The New Strategic Plan incorporates six Visions to be achieved within ten years from 2009. The New
Medium-term Plan provides strategic and specific measures to be implemented by KG within five years from2009 in order to achieve the said Visions.
For details regarding the New Strategic Plan and the New Medium-term Plan, please refer to Chapter 9“Administration and Financial Affairs” and Chapter 10 “Internal Quality Assurance.”7

Main Chapters

Chapter 1

Chapter 1
Philosophy and Goals

10

Philosophy and Goals

Chapter 1

Contents

1. Current Status(1) Are the philosophies and goals of the University, its schools,
graduate schools and other organizational units defined appropriately?
Whole University ..................................................................................................................................... 16
Schools School of Theology
 School of Humanities
 School of Sociology
 School of Law and Politics21
 School of Economics
 School of Business Administration22
 School of Science and Technology23
 School of Policy Studies
 School of Human Welfare Studies24
 School of Education
 School of International Studies26

Graduate Schools
 Graduate School of Theology27
 Graduate School of Humanities28 Graduate School of Sociology29 Graduate School of Law and Politics29 Graduate School of Economics30
 Graduate School of Business Administration31
 Graduate School of Science and Technology31
 Graduate School of Policy Studies32 Graduate School of Language, Communication, and Culture33
 Graduate School of Human Welfare Studies33
 Graduate School of Education35
 Law School
 Institute of Business and Accounting37

(2) Are the philosophies and goals of the University, its schools, graduate schools and otherorganizational units familiar to members of the University (faculty, staff and students), and also
disclosed to the public?
Whole University .....................................................................................................................................39
Schools School of Theology
 School of Humanities
 School of Sociology
 School of Law and Politics41
 School of Economics
 School of Business Administration42
 School of Science and Technology42
 School of Policy Studies
 School of Human Welfare Studies43

11

Philosophy and Goals

 School of Education
 School of International Studies44

Graduate Schools
 Graduate School of Theology44
 Graduate School of Humanities44
 Graduate School of Sociology45
 Graduate School of Law and Politics45
 Graduate School of Economics45
 Graduate School of Business Administration45
 Graduate School of Science and Technology46 Graduate School of Policy Studies46 Graduate School of Language, Communication, and Culture46 Graduate School of Human Welfare Studies46 Graduate School of Education46
 Law School
 Institute of Business and Accounting47

(3) Are regular examinations conducted regarding the appropriateness of the philosophies and goalsof the University, its schools, graduate schools and other organizational units?
Whole University .....................................................................................................................................47
Schools School of Theology
 School of Humanities
 School of Sociology
 School of Law and Politics49
 School of Economics
 School of Business Administration49
 School of Science and Technology50
 School of Policy Studies
 School of Human Welfare Studies50
 School of Education
 School of International Studies51

Graduate Schools
 Graduate School of Theology51 Graduate School of Humanities51 Graduate School of Sociology52 Graduate School of Law and Politics52 Graduate School of Economics52 Graduate School of Business Administration52 Graduate School of Science and Technology53
 Graduate School of Policy Studies53
 Graduate School of Language, Communication, and Culture53
 Graduate School of Human Welfare Studies54
 Graduate School of Education54
 Law School
 Institute of Business and Accounting54

12

Philosophy and Goals

2. Check and Evaluation(1) Matters showing improvement
Whole University ..................................................................................................................................... 54
Schools School of Sociology
 School of Law and Politics55
 School of Science and Technology55
 School of Policy Studies
 School of Education

Graduate Schools
 Graduate School of Humanities56
 Graduate School of Law and Politics56
 Graduate School of Science and Technology56
 Graduate School of Language, Communication, and Culture56
 Graduate School of Education57

(2) Matters that need to be improved
Whole University ..................................................................................................................................... 57
Schools School of Theology
 School of Humanities
 School of Law and Politics57
 School of Economics
 School of Science and Technology58
 School of Policy Studies
 School of Education

Graduate Schools
 Graduate School of Humanities58
 Graduate School of Law and Politics58
 Graduate School of Science and Technology58
 Graduate School of Language, Communication, and Culture59
 Graduate School of Education59
 Institute of Business and Accounting59

3. Development Measures for the Future(1) Matters showing improvement
Whole University ..................................................................................................................................... 59
Schools School of Sociology
 School of Law and Politics60
 School of Science and Technology60
 School of Policy Studies
 School of Education

Graduate Schools
 Graduate School of Humanities60
 Graduate School of Law and Politics60
 Graduate School of Science and Technology60
 Graduate School of Language, Communication, and Culture61 Graduate School of Education61

13

Philosophy and Goals(2) Matters that need to be improved
Whole University ..................................................................................................................................... 61
Schools School of Theology
 School of Humanities
 School of Law and Politics62
 School of Economics
 School of Science and Technology62
 School of Policy Studies
 School of Education

Graduate Schools
 Graduate School of Humanities63
 Graduate School of Law and Politics63
 Graduate School of Science and Technology63
 Graduate School of Language, Communication, and Culture63
 Graduate School of Education63
 Institute of Business and Accounting63

14

Philosophy and Goals

Philosophy and Goals

1. Current Status(1) Are the philosophies and goals of the University, its schools, graduate schools andother organizational units defined appropriately?

Whole University

1-1-(1)

Kwansei Gakuin (KG), a “comprehensive and integrated educational institution” containing an array ofschools from kindergarten to graduate school level, has set a clearly defined “Mission Statement” and“Ideals for Graduates.” For Kwansei Gakuin University (KGU), in particular, KG’s “Ideals for the
University” and “Objectives concerning the fostering of human resources and other objectives of carryingout education and research” are defined.
The Mission Statement, KG’s Ideals for its Graduates, and its Ideals for the University are clearly statedon KG’s official website. The “Objectives concerning the fostering of human resources and otherobjectives of carrying out education and research” are stipulated in KGU’s school regulations.
The Mission Statement defines KG’s raison d’etre in society, along with its mission. KG’s Ideals for the
University articulate how the University aims to nurture individuals who embody KG’s “School Motto,”
which constitutes a guiding principle for action based on the principles of Christianity. In Japanese society,
it is extremely meaningful and distinctive that the University pursues an education whose primaryemphasis is placed on the principles of Christianity with a view to realizing a society without
discrimination.
<Mission Statement>1-1)
Kwansei Gakuin, as a learning community based on the principles of Christianity, inspires its members toseek their life missions, and cultivates them to be creative and capable world citizens who embody its
motto, “Mastery for Service,” by transforming society with compassion and integrity.
<School Motto>1-1)“Mastery for Service”“Mastery for Service,” the school motto of Kwansei Gakuin, reflects the ideal for all its members to mastertheir abundant God-given gifts to serve their neighbors, society and the world.
<KG’s Ideals for its Graduates>1-2)
World Citizens embodying the spirit of “Mastery for Service”
Kwansei Gakuin aims to produce graduates with a global perspective, and a commitment to socialtransformation and caring for others, who have both clear insight and a strong sense of ethics, enablingthem to go out into the world confident in their ability to achieve their high ideals.
<KG’s Ideals for the University>1-2)
The creation of a community without “fences” for learning and research
Kwansei Gakuin University aims to be a “learning community without fences” based on the principles ofChristianity, which, through education encompassing students’ total personality and creative cutting-edge
research, will send out into the world truly global citizens who are both capable and caring.

16

Philosophy and Goals

In 1929, C. J. L. Bates, the fourth Chancellor of Kwansei Gakuin, stood in the newly-establishedNishinomiya Uegahara Campus, and, while gazing over its open expanse spread out toward a number offruit orchards, remarked, “We have no fences.” Created on this campus was a community for learning andresearch, or a Learning Community, where members felt no “fences” between faculty and students, theUniversity and society, and even no borders between nations. The campus was overflowing with an
enthusiasm to create a new society.
The school motto, “Mastery for Service,” originally advocated by Bates, constitutes a guiding principle
for action that encapsulates the founding spirit of Kwansei Gakuin, and its meaning is interpreted as“Develop your abilities for the very sake of making a social contribution.” Kwansei Gakuin University
underlines the importance of using each individual’s intelligence and all their abundant gifts for the benefitof their neighbors. KGU also emphasizes the fostering of World Citizens who are equipped with a global
mindset and a sense of mission for contributing to society, and this has been emphasized since the outset ofits foundation.
In the area of education, KGU aims at equipping students with a well-rounded education and specialized
knowledge and skills, and broadly developing their creativity, the ability to discover and solve problems,
and the capability to put a plan into action. Regarding research, KGU aims to advance distinctive basic
research, develop and enhance activities in applied and advanced research, return the fruits of theirresearch activities to society, and thereby contribute to society in a meaningful way. 1-2)
Today, against the background of an increasingly globalized world and the rapid advancement in ICT(information and communications technology), people are becoming increasingly interdependent on a
global scale. Nevertheless, the “fences” that still exist between different races, cultures, religions, ethnic
groups and states cause the friction and conflicts that bedevil contemporary society.
It is against this background of contemporary society that KGU aims to nurture individuals who possessa high level of specialized ability and a profound understanding of human nature, and who have both thewill and the ability to contribute fully to the betterment of human society, while having a deep sympathy
for others. To this end, while embracing the principles of Christianity, KGU aims to realize a Learning
Community without “fences,” where all its members — students, faculty and staff — learn from one
another on their own initiative.
<Goals><Objectives concerning the Fostering of Human Resources and Other Objectives of Carrying out
Education and Research>
KGU’s goals and the said objectives are laid down, as described below, in the Kwansei Gakuin
University Regulations, the Kwansei Gakuin University Graduate School Regulations, and the Kwansei
Gakuin University Professional Graduate School Regulations:
Kwansei Gakuin University1-3) Article 1
The University aims to broadly bestow knowledge on students and thoroughly provide education andpromote research in specialized arts and sciences, pursuant to the provisions of the School Education Act
and the Basic Act on Education, and also to cultivate students’ character, based on the principles ofChristianity.
Kwansei Gakuin University Graduate School1-4) Article 3
The Graduate School aims to contribute to cultural advancement by providing education and promoting
research in a specialized field of study on the basis of the liberal and specialized education provided in the17

Philosophy and Goals

undergraduate program, and by ensuring that students acquire profound scholarship and a wide range of
research abilities, and further advance to acquiring the capability to instruct research, or developing the
profound scholarship and other outstanding skills necessary to pursue a profession requiring a high level ofexpertise, while developing their character based on the principles of Christianity.
<Master’s program>
The Master’s program aims to bestow on students detailed and profound scholarship from a broad
perspective, and to develop in students the research abilities necessary for their field of specialization, orthe advanced capabilities necessary for a specific profession or other career that requires a high level ofexpertise.
<Doctoral program (the first/second half of the doctoral program)>
The doctoral program aims to develop in students the advanced research abilities necessary to conduct
research activities in their specialty as an independent researcher, as well as a wealth of scholarshipforming the basis of the said abilities.
<Professional graduate school>
The professional graduate school is dedicated to developing in students the profound scholarship andoutstanding abilities necessary to pursue a profession requiring a high level of expertise.
Kwansei Gakuin University Professional Graduate School1-5) Article 2
The professional graduate school aims to provide education and promote research in academic theories
and their application, develop in students the profound scholarship and outstanding abilities necessary to
pursue a profession requiring a high level of expertise, while cultivating students’ character based on theprinciples of Christianity, thereby contributing to cultural advancement.
Based on the aforementioned goals, each school and graduate school stipulates their “objectives
concerning the fostering of human resources and other objectives of carrying out education and research”
in the Kwansei Gakuin University Regulations,1-3) Article 1 the Kwansei Gakuin University Graduate School
Regulations,1-4) Article 3 or the Kwansei Gakuin University Professional Graduate School Regulations1-5) Article2
as applicable.
In the academic year of 2008, KG announced the New Strategic Plan, which is to be implemented
during the ten-year period following AY 2009. To realize the Visions set forth in the New Strategic Plan,
KG also formulated in March 2009 the “New Medium-term Plan 2009-2013” as strategic and specificmeasures to be implemented within five years from 2009. The Mission Statement and the School Motto
were reaffirmed on the occasion of the formulation of these plans. 1-1),1-2)

Schools1-1-(1)

 School of Theology
The School of Theology provides education in both basic and specialized fields of Christian theology,
based on the philosophy, “the training of chosen young men for the Christian ministry” [Article 2 (Object)of KG’s Constitution established at the time of its foundation], while seeking to instill a broad
understanding of Christian cultures. The goal of the School’s education is to develop individuals who
consider human beings from the aspect of the relationship with nature and society, and are able to discover
the various problems lying therein, explore the significance of life and its norm in the present day in lightof the gospel of Christ, communicate these findings to others, and thus serve society in a meaningful way.
18

Philosophy and Goals

This School’s goal is specified in the Schedule to Chapter 1, Article 1, Paragraph 2 of the Kwansei
Gakuin University Regulations, “Objectives concerning the fostering of human resources and otherobjectives of carrying out education and research.” 1-6)
The fields of specialization in the School of Theology comprise those of traditional Christian theology,
as well as closely related interdisciplinary research fields. The School divides Christian theology into four
branches: Biblical studies (Old Testament studies, New Testament studies), historical theology, systematictheology (including the philosophy of religion) and practical theology. In AY 2004, with a view toexpanding the existing philosophy of the School and responding to social needs, the School introduced acurriculum dealing with Christian thought and Christian culture, as interdisciplinary research fields toexamine a range of thoughts and cultural assets that have been generated by Christianity throughout thehistory of humankind. While the goal for the School for the time being is the development of able humanresources in these new fields of study, the School also aims to pursue the educational objectives andpurposes of human resources development as described below:(1) Training in basic academic ability: Ensure that students acquire basic knowledge regarding
Christianity.
(2) Developing the ability to communicate with others, through education encompassing students’ total
personality: Help students learn the basics of academic research via small-group education, develop
good rapport with other class members, interact with their academic advisors on a personal level, andthus build their character.
(3) Fostering sound-minded, full-fledged members of society: Foster specialized professionals groundedin general, basic knowledge of Christianity who possess insight into contemporary society and humannature, a positive awareness of human rights, and flexible thinking. 1-7)
Since AY 2004, the School of Theology has provided two courses (the course system): the Christian
Theology and Missionary Work Course (presently, the Christian Missionary Work Course) and theChristian Thought and Culture Course. This and other significant measures are based on the philosophy
and goals as described in this section. While maintaining the founding spirit inherited since theestablishment of KG, the philosophy and goals of the School of Theology reflect changes of the times andthe new needs of today. In this context, the School’s philosophy and goals are defined appropriately.

 School of Humanities
The School of Humanities is a comprehensive school comprising three departments and 11 majors. The
central philosophy of the School’s educational and research activities can be summarized in two points:(1) education based on the principles of Christianity in line with the founding spirit of the University and(2) cultivation of students’ total personality through studying the humanities. Goals the School pursues
under this philosophy are as set forth in the Schedule to Chapter 1, Article 1, Paragraph 2 of the Kwansei
Gakuin University Regulations “Objectives concerning the fostering of human resources and otherobjectives of carrying out education and research,” 1-6) i.e., the School promotes education and research,placing emphasis on encouraging students to develop specialized abilities to elucidate the existence ofhuman beings and their activities through consideration of various perspectives, and also helping themdevelop a rich humanity, and acquire a wide range of knowledge and education in order to understandpresent-day society. Through this emphasis, the School aims to foster individuals who are equipped with awide-ranging, comprehensive education, and advanced, specialized knowledge, as well as profoundinsight. The goal of the School is to equip students with an extensive education in the humanities, byensuring that all departments and majors comprising the School promote advanced research activities intheir respective disciplines, and provide students with flexible and rich curriculums through cooperation
between the departments and majors. 1-9)

19

Philosophy and Goals

As described below, each department sets its own objectives, and several common objectives are also set
among the three departments. Efforts are made to ensure that all the faculty members and students are
well-informed of these objectives, by describing them at the beginning of the “School of Humanities
Course Guide”, which is distributed to all faculty members and students at the beginning of each academic
year. Specifically, each department conducts research activities with the following objectives: The
Department of Culture and History (comprising 6 majors) conducts research into the basic structure andhistory of human beings who have lived in space and time, while seeking the ideals of truth, goodness andbeauty; The Department of Integrated Psychological Sciences (a department with 1 major) conducts
research into the psychological aspects of human beings living in contemporary society, including theirideals and pathology, from cognitional, behavioral and developmental perspectives; The Department of
Literature and Linguistics (comprising 4 majors) conducts research into the activities of human beings
who have languages and form cultures, from both the aspects of literature and linguistics. Meanwhile, thethree departments’ common objectives are as follows: (1) Education and research aiming at developing
basic abilities in students and encouraging them to acquire a wide range of education, (2) Education andresearch that is highly interdisciplinary, (3) Education and research that emphasizes the fact that eachindividual is an existence in society, and (4) Education and research that develops an ability to think at ahigh level based on the acquisition of profound and specialized knowledge. Regarding Objective 3, theSchool aims at equipping each student with the capability to render a significant contribution as a good
resident or citizen, not only to his/her community and state but also to the international community. Thisobjective is in line with the nurturing of “World Citizens,” one of the key elements of KGU’s motto,
which has recently been disseminated as part of our strong message to the world. Objective 4 refers to thefostering of advanced specialists and researchers (graduate education), and is connected to the Graduate
School of Humanities’ philosophy and goals, and its ideal for students, which are described in a later
section. 1-8)

 School of Sociology
While embracing the phrase “The truth shall make you free” (John 8:32) as its basic spirit, the School ofSociology provides education centered on sociology, with the aim of developing individuals who arecapable of making a concrete contribution to present-day society. The Department of Sociology of the
School of Sociology has three major areas and seven fields of study: the major of Media and Social
Representation (comprising the fields of Media & Information and Social Representation), the major of
Aspects of Society (comprising the fields of Global Society, Contemporary Society and Social Networks),
and the major of Social Problems and Social Psychology (comprising the fields of Social Problems andSocial Psychology). This department structure enables an extensive and complex (multidisciplinary)learning environment by focusing on sociology and taking related disciplines into consideration, andproviding an environment that is able to accommodate the individuality and interests of each student.
Based on this arrangement, the School aims to develop individuals who have a flexible and well-balanced
ability to think, on the basis of extensive and interdisciplinary knowledge, who have an excellent ability tosolve problems, and who can fully display their abilities in the present-day, highly globalized society. This
School goal is specified in the Schedule to Chapter 1, Article 1, Paragraph 2 of the Kwansei Gakuin
University Regulations “Objectives concerning the fostering of human resources and other objectives ofcarrying out education and research,” and also on KG’s official website. 1-6),1-10)
In AY 2008, the former Department of Social Work became independent of the School of Sociology toform the School of Human Welfare Studies. This has resulted in an increase in the admission capacity of
the School of Sociology since AY 2009 (to 650 students per school year), as well as in the total revision of
its philosophy and goals, as described above.

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Philosophy and Goals

 School of Law and Politics
The School of Law and Politics has set “Social Approach” as its philosophy. 1-11)“Social Approach” is a term coined by H. F. Woodsworth, the first Dean of the former School of Law
and Literature. Its meaning can be described as three points: First is the pursuit of education and researchbased on the free spirit rooted in private sector entities, because at the time of his remark, law education in
Japan had assumed the objective of training bureaucrats; second is the pursuit of education and researchwith an emphasis on nurturing a broad and profound social perspective and education, without being
restricted to an education simply to prepare for qualification examinations, or to studies of legal
interpretation in a narrow sense; and third is the pursuit of education and research placing emphasis on
viewpoints that direct students’ attention to social contribution and the socially vulnerable, based on
KGU’s founding spirit. The abovementioned points can be summarized in three key phrases: “the spirit of
freedom among private sector entities,” “a broad and profound social perspective and education,” and “thespirit of social contribution (service).”
The School of Law and Politics defines its goal as nurturing Citizens embodying “Mastery for Service”
under the philosophy of Social Approach and an education based on Christian principles, by means ofdeveloping in students the ability to gain a deep insight into social phenomena by logically examining
issues from a broad social perspective, and on the basis of common sense. The goal of each department is
as follows:
Department of Law:
Aims to nurture capable and caring Citizens who value the liberty, human rights and justice that
underlie law and politics and who have a high motivation to render service to society, by means ofproviding research and education in the field of law that is firmly grounded on a broad, profoundsocial perspective and education.
Department of Political Science:
Aims to nurture capable and caring Citizens who value the liberty, human rights and justice that
underlie law and politics and who have a high motivation to render service to society, by means ofproviding research and education in the field of political science that is firmly grounded on a broad,profound social perspective and education.
The aforementioned goals are stipulated in the Schedule to Chapter 1, Article 1, Paragraph 2 of theKwansei Gakuin University Regulations. 1-6)
 School of Economics
Over many decades, the School of Economics has played an important role, while embodying the
educational philosophy of Kwansei Gakuin University, on the basis of two viewpoints, i.e., “emphasis onan all-round education based on Christian principles” and “acquisition of specialized knowledge of
economics.” The Schedule to Chapter 1, Article 1, Paragraph 2 of the Kwansei Gakuin University
Regulations stipulates the School’s “objective concerning the fostering of human resources and otherobjectives of carrying out education and research” as follows: The School aims to develop in students
specialized knowledge of economics, as well as the ability to analyze and assess real-world economic
activities on the basis of that specialized knowledge; it also aims to develop in students, while firmly
grounded in the University’s basic philosophy — education based on Christian principles — fair views onsociety, a sense of morality respecting themselves and others, and the understanding of people living indiverse regions around the world and their respective cultures; and thereby aims to develop individuals
who are capable of contributing to harmonious development in the world. 1-6)
With most students seeking employment in the private sector, the School of Economics develops
individuals who are equipped with practical skills backed by specialized knowledge of economics, skills
sought after by the business community, and who also have a fair sense of ethics relevant to present-day
21

Philosophy and Goals

society. The School also nurtures individuals who can contribute to society and better themselves, byensuring that they acquire specialized knowledge and an extensive education, including several foreign
languages, enabling them to better understand the diverse cultures and histories forming the backgroundof real-world society, as well as the ability to effectively communicate with others. Given theabovementioned career trends and other circumstances, the philosophy and goals set by the School areappropriate. 1-12),1-13)

 School of Business Administration
The School of Business Administration, whose predecessor, Kwansei Gakuin College’s Department ofCommerce, was founded in 1912, celebrates its centenary in 2012. The basic spirit of the School’s
education is grounded in “Mastery for Service,” a principle imparted to students in a lecture by Dr. C. J. L.
Bates, who then was Dean of the College’s Department of Commerce and later served as the fourth
Chancellor. This principle was later adopted as the School Motto of Kwansei Gakuin as a whole. The
School’s educational spirit is in line with the teachings of the Bible to the effect that a person who wishes
to be a master should be a servant of humanity. This is an idea that expects students to acquire knowledge
and use it to render service to society.
Commercial science is a field of study for systematically understanding and analyzing the roles playedby businesses and other similar entities in present-day society, the principles of their actions and theirmechanisms, the policies and management techniques employed by them, the impact caused by suchpolicies and management techniques, and the importance of corporate social responsibility and corporate
ethics. Commercial science thereby aims to explore how business activities should be pursued now andinto the future. Any and all economic activities must be conducted by people for the benefit of people. Dr.
Bates suggested, therefore, the importance of the recognition that economic activities should not be
simply perceived as activities involving individuals and businesses, but as activities entailing obligations
and responsibility to society.
To realize its philosophy and goals as stipulated in the Schedule to Chapter 1, Article 1, Paragraph 2 of
the Kwansei Gakuin University Regulations1-6), the School of Business Administration emphasizes thedevelopment in students of the ability to always ask the true nature of a problem, without being easily
influenced by rapid changes in society, and to make an appropriate decision based on logical thinking andmultifaceted viewpoints. As its educational philosophy, the School aims to develop individuals equippedwith the ability and independence to discover their own roles in a wide range of life activities andinteractions with their surroundings, while deepening understanding of the current realities and future
directions of all entities engaged in economic activities, whether for profit or for non-profit purposes; i.e.,
as its educational philosophy, the School aims at the development of businesspersons equipped withgenuine creativity. This educational philosophy was announced to School members after being fully
discussed by the Philosophy Committee established in the School, and serves as a guiding principle of the
School’s education, along with the School Motto.
Under this principle, the School has set specific educational objectives: the acquisition of advanced,
specialized knowledge and management techniques, as well as instillation of a general culture that is
indispensable to understanding the current, globally expanding economy and society; and the further
development of communication abilities in diverse fields ranging from language and information
technology to planning and proposal; and of the ability to make decisions. The School aims to produce
individuals who can effectively work at the forefront of business, as well as specialists in accounting, tax
affairs and other fields related to commercial science. To this end, the School designs its curriculum withthe emphasis on linkage between theory and practice, and continues to provide the latest and mostadvanced information, based on close cooperation with the business community. In AY 2012, the previous
curriculum was revised and re-launched as a new curriculum featuring a reorganized subject structure.
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Philosophy and Goals

Concerning research, the School promotes research activities that take into consideration the explorationof new fields of research, while firmly maintaining the School’s traditional research style, which respects
the independence and freedom of its members.
As indicated in the preceding paragraphs, the philosophy and goals of the School of Business
Administration are defined appropriately.

 School of Science and Technology
The philosophy and goals of the School of Science and Technology are defined as developing, via
education and research in the fields of natural science and science & technology, the Qualities Expected of
KG Graduates,1-14)p.3 which define the knowledge and abilities that students should acquire to become
World Citizens embodying the spirit of “Mastery for Service,” the School Motto of KGU.1-15) As the
School’s philosophy, the School of Science and Technology aims to conduct education and research on thebasic principles of natural science and their application, and ultimately contribute to the progress ofhumanity, while being firmly grounded in natural science, science and technology, as well as theprinciples of Christianity constituting KGU’s founding spirit. Under this philosophy, the School defines its
goals as follows (abridged content from the original goal description): Conducting a wide range ofadvanced research in natural science and science and technology, covering fields from basic researchthrough applied research; Developing individuals who are equipped with the ability to think flexibly, theability to identify and solve problems, and creativity; Developing individuals with extensive education,
sense of humanity and moral values that are cultivated on the basis of Christian principles; andDeveloping individuals who are capable of contributing to society by means of natural science and its
technical application.
Regarding “objectives concerning the fostering of human resources and other objectives of carrying out
education and research,” the whole School and each department have set their respective objectives,
which are specified in the Schedule to Chapter 1, Article 1, Paragraph 2 of the Kwansei Gakuin University
Regulations, “Objectives concerning the fostering of human resources and other objectives of carrying out
education and research.” 1-6)
In AY 2009, the School of Science and Technology established two departments — Mathematical
Sciences and Human System Interaction, and the School expanded and formed a new structure containing
six departments, together with the pre-existing Departments of Physics, Chemistry, Bioscience andInformatics. The new structure allows the School to engage in a broader scope of education and research.
1-16)
As a result of this expansion, the number of laboratories involved with engineering-related fields
increased, leading to an even closer relevance to society. In view of this situation, the School revised its
principles and goals to incorporate the explicit wording, “science and technology,” as indicated above.
This made the principles and goals more appropriate for the School of Science and Technology.
 School of Policy Studies
The School of Policy Studies defines its basic philosophy as “Coexistence between people and nature,coexistence among people.” 1-17)p.2 Regarding its “objective concerning the fostering of human resourcesand other objectives of carrying out education and research,” the School stipulates these in the Schedule toChapter 1, Article 1, Paragraph 2 of the Kwansei Gakuin University Regulations1-6) as the “developmentof individuals equipped with the abilities to identify and research issues and problems lying behind thecomplex and advanced society of today, and to find solutions and frame necessary policies for them.” Inachieving this philosophy and related goals, the School has set five principles: “thorough humanization,”“orientation toward practical studies,” “efforts toward generalization,” “complete informatization,” and“pursuit of internationalization.” From the viewpoint of “human ecology,” the School has designed acurriculum featuring a cross-disciplinary, multi-layered structure involving a wide variety of disciplines,
23

Philosophy and Goals

such as politics, economics, sociology, business administration, law, engineering, science, linguistics,
culture and thought. Based on this curriculum, the School conducts comprehensive and specialized
education and research, under the banner of “Think globally, act locally.”
In an effort to further develop the School after its establishment in 1995, the School added in AY 2009
two departments — the Department of Urban Studies and the Department of International Policy Studies— to especially examine the spate of global problems that still persist, or are being repeated, in the 21st
century (e.g., financial crises, terrorist attacks, enormous natural disasters, widening inequality). With theaddition of these two departments, the School developed into a structure comprising four departments,
together with the pre-existing Departments of Policy Studies and Applied Informatics. Each department
defines its “objective concerning the fostering of human resources and other objectives of carrying out
education and research” 1-6) as follows: (1) The Department of Policy Studies aims to develop individuals
who are equipped with a comprehensive vision, and problem-solving and policy-making abilities that are
adaptable to changes in the technological environment and macro changes in society, and who are capableof maintaining and developing the natural, cultural and social environment on a global scale, and thereby
contributing to the international community; (2) The Department of Applied Informatics aims to solve
problems regarding a variety of issues from a human-oriented perspective, by comprehending the essenceof information and communications technology and information media, which are ever progressing, inorder to achieve well-being in society on the basis of digital networks. The Department also aims todevelop individuals who are capable of disseminating information to the public by using diverse media,
including those featuring image expression; (3) The Department of Urban Studies aims to develop
individuals who are equipped with the techniques to control urban space and environments, as well as
knowledge of policies for social development and urban management, along with the relevant skills, and
who are thus capable of solving diverse urban problems. The Department conducts comprehensive andspecialized education and research, particularly regarding technologies for creating comfortable urban
spaces (urban design) and measures for sustainable urban management (urban management); and (4) The
Department of International Policy Studies aims to develop individuals who have the abilities to shape andformulate policies, from both comprehensive and specialized viewpoints, regarding peace-building,international development, human rights protection and other issues pursued by the United Nations, andwho have the ability to solve problems in a practical way. The Department conducts comprehensive andspecialized education and research from both theoretical and practical perspectives on a range of policy
issues, such as “peace-building in the international community,” “international development,” and“expansion and advocacy of the international human rights regime.”
As described above, the School of Policy Studies has set an appropriate philosophy and goals, at boththe school and department levels, in light of its traditions developed since its establishment.

 School of Human Welfare Studies
1) Philosophy
The School of Human Welfare Studies defines its philosophy (mission) as making a contribution toenhancing the quality of human life and establishing a society that facilitates it, by means of providing
solutions to issues and problems regarding humans, society and their “transactions,” on the basis of theprinciple of Christianity. This philosophy is intended to cultivate a “welfare-conscious” mind capable oftackling a range of life issues in the current super-aging society combined with a declining birthrate, as
well as problems of economic disparity and social isolation. Based on this philosophy, the School aims
to contribute to human well-being, by developing and implementing policies and approaches to reduceincompatibilities and incongruities in the dual structure of human relationships, with a particular focus
on the “transactions” between human beings as ordinary individuals leading their daily lives on one
hand, and society as a life environment on the other. To promote the establishment of a welfare society,24Philosophy and Goals

it is necessary that a wide range of citizens have opportunities, and make efforts, to participate in andcontribute to society; and importantly, the existence of individuals who can lead such efforts from a
specialist and professional standpoint is an integral part of this process.
As the basic philosophy in developing the said individuals, the School of Human Welfare Studies
emphasizes the acquisition of the three Cs, i.e., Compassion (generous understanding of others),
Comprehensiveness (holistic views) and Competence (advanced problem-solving skills), and promotes
them as the key concepts commonly applicable to all its departments. Since the School’s establishment,
as a “center of practical science,” the School of Human Welfare Studies has maintained theaforementioned philosophy, goals and “objective concerning the fostering of human resources and otherobjectives of carrying out education and research,” and stipulates them in the Schedule to Chapter 1,
Article 1, Paragraph 2 of the Kwansei Gakuin University Regulations. 1-6),1-18)
2) Goals and objectives
The School of Human Welfare Studies defines and pursues its specific goals and objectives as thedevelopment of individuals who possess specialized values, knowledge and skills regarding humanwelfare, and who can display them in practical fields or businesses related to social welfare, education,
health and international assistance; as well as individuals who aim to pursue research in the said
disciplines. Under these School goals and objectives, the departments define their respective goals andobjectives as described as follows: (1) The Department of Social Work encourages students to explore acareer path in a field related to social welfare, or to acquire a deep comprehension of the field of social
welfare; (2) The Department of Social Organization Development encourages students to increase theirinterest in social organization development and deepen their comprehension of this field, while
participating in social contribution activities in both domestic and international settings; (3) The
Department of Holistic Human Sciences encourages students to increase their interest in disciplines
dealing with spirituality, such as thanatology, bioethics and grief studies, or those dealing with physicalthemes (sports, health, etc.), and to explore a career path relating to any of these fields of study, or
acquire a deep comprehension of such fields.
In AY 2011, the year the School produced its first graduates, a remarkably high percentage of
job-seeking students in all departments successfully obtained employment after graduation. Regarding
students in the Department of Social Work, the percentage of students who obtained specialist jobs inhealthcare- and welfare-related fields generally increased, compared with when the Department
belonged to the School of Sociology. Most students in the Department of Social Organization
Development obtained employment in the private sector, and are assumed to effectively work as
welfare-minded individuals. Students in the Department of Holistic Human Sciences also achieved
notable job-hunting results, especially in the fields of teaching and civil service. 1-19)p.14

 School of Education
The School of Education, founded in April 2009, defines its philosophy, goals and educational
objectives as described below. 1-20)p.1-6,Fig.1,Fig.2
The School of Education defines its basic philosophy as “understanding of children,” while emphasizing
KGU’s philosophy, i.e., the cultivation of students’ character based on the principles of Christianity. To
examine the growth and development of children, it is necessary to first understand their development
during infancy, based on which further understanding should be accumulated regarding their childhoodand puberty. The School’s philosophy, “understanding of children” is an important and fundamental
concept in applied education, a field of study that focuses not only on infancy but also on the school
education period, from elementary school to high school, as well as on other educational activities andpractices conducted in society at large, while considering the necessary approaches to support theseeducational efforts. The School has also set three key educational concepts, i.e., “ability to execute,”
25

Philosophy and Goals“ability to educate” and “leadership”:
Ability to execute: the capability to practice educational activities in the extensive field of education,with a devoted attitude, affection for children and an excellent ability to teach
Ability to educate: the capability to educate and support children, with a high sense of mission andsubstantial knowledge and competence
Leadership: possession of comprehensive judgment, wider vision, thoughtfulness, rich humanity,
sensitive awareness of human rights, and great communication ability; and the capability to effectively
make use of these qualities in practical settings
The School’s educational and research goal is to equip students with these three “strengths” and develop
them into educators who can tackle the complex and challenging educational problems existing today,
while standing on the principle of “understanding of children.”
While the School has continued educational and research activities under the abovementioned
philosophy and goals, the School has reviewed its philosophy, goals and educational objectives inaccordance with its reorganization scheduled for AY 2013. The Department of Early Childhood andElementary Education and the Department of Applied Education, the two departments that had comprised
the School since its establishment, were decided to be reorganized into one department, the Department of
Education, in which the Educational Science Course was planned to be introduced. With respect to the
School’s philosophy and goals, the School added the following content to the pre-existing description of
its philosophy and goals: The School aims to foster educators who have a deeper understanding ofchildren, as well as a greater ability to execute and educate, and leadership, by enriching subjects in
educational science. This addition made the School’s philosophy and goals more definite. The School’s
goals are stipulated in the Schedule to Chapter 1, Article 1, Paragraph 2 of the Kwansei Gakuin University
Regulations. 1-6)

 School of International Studies
Upon its establishment in April 2010, the School of International Studies set its philosophy and goals,
which were stated in the “purpose of establishment” section in the notification of establishment submitted
to the Ministry of Education, Culture, Sports, Science and Technology (MEXT).1-21)p.2 The School’s“objective concerning the fostering of human resources and other objectives of carrying out education andresearch” are defined as described below, which are also stipulated in the Schedule to Chapter 1, Article 1,
Paragraph 2 of the Kwansei Gakuin University Regulations.
The School of International Studies has set “development of a global mindset” as its educational andresearch philosophy. To fulfill this philosophy, the School has set “the understanding and analysis of
issues regarding international affairs” as its educational and research goal. By achieving this goal, theSchool aims to foster individuals who can fully display their abilities in the international business arenaand in international civil society as World Citizens equipped with a global mindset (the ability to promote
global understanding and international understanding) and sense of humanity. The motto of the School is“Be a world citizen who renders service to humanity.”
The School’s educational and research goal, “the understanding and analysis of issues regarding
international affairs,” requires students to develop a high level of foreign language proficiency, as well as
the capability to understand and analyze each region around the world from diverse perspectives(especially from the viewpoints of the humanities and social sciences). The School is distinctive in that it
effectively uses the synergy between several disciplines in the “vertically” categorized academic fields(“Culture and Language” “Society and Governance” and “Economics and Management”), conducts
cross-disciplinary education and research in the “horizontally” categorized regional research courses(North American Studies and Asian Studies), and thereby helps students increase their “global
understanding” and “international understanding” from a flexible and broad perspective. The School has
26

Philosophy and Goals

positioned such an educational and research approach, as a whole, as international studies.
The School of International Studies aims to foster individuals capable of developing insights into global
situations from a broader perspective. In this respect, through deeply studying North America and Asia,with which Japan has pursued active exchanges in a variety of aspects, is especially meaningful for
acquiring the ability to comprehensively analyze situations occurring around the world. This is the reason
why the School comprises both the North American Studies Course and the Asian Studies Course. The
primary common feature of these courses is how they provide students with comprehensive learning
encompassing the fields of “Culture and Language,” “Society and Governance” and “Economics andManagement.” This enables students to acquire an ability to think flexibly, helping them analyze a given
issue from diverse viewpoints. Such a multifaceted view serves as an important weapon for surviving
times of rapid change. The School requires all students to study abroad, in principle. Interaction withnative (or quasi-native) speakers of foreign languages and their cultures is a great advantage in developinga global mindset. Globally-minded individuals will be able to obtain employment in an ever-expanding
range of fields where they will be able to fully display their abilities. The School’s philosophy,“development of a global mindset,” and the nurture of World Citizens based on this philosophy willcontinue to be an endeavor required by the times.

Graduate Schools

1-1-(1)

 Graduate School of Theology
As in the case of the School of Theology, the Graduate School of Theology aims, while maintaining thebasic philosophy inherited since KG’s foundation, to foster professionals with the advanced specialized
knowledge necessary for playing a leading role in various fields, such as the Christian church, school
education based on Christian principles, social welfare and social activities. The Graduate School also
aims to develop individuals who have a breadth of knowledge of Christianity, and who can, in thismulti-polar society, exercise their deep insight to identify, address and solve specific social and global
issues and problems. These goals are stipulated in the Schedule to Chapter 1, Article 3, Paragraph 3 of theKwansei Gakuin University Graduate School Regulations, “Objectives concerning the fostering of humanresources and other objectives of carrying out education and research.” 1-22)
The Graduate School of Theology provides learning opportunities in its single Graduate Department of
Theology, which are divided into four research fields (the biblical field, the historical and cultural field,
the systematic and thought field, and the practical field). The Graduate School conducts research andeducation in such a manner that students choose their own research theme, and then deepen that chosen
theme through academic and personal interaction with their academic advisors, in order to acquire an
academic degree (Master’s, Doctorate). During the first half of the doctoral program, students in theChristian Theology and Missionary Work Course study under a curriculum designed to develop practicalabilities for serving as leaders in the Christian community. Students in the Christian Thought and Culture
Course study a range of subjects aimed at deepening their specialized knowledge and thinking particularlyin the fields of Christian history, culture and thought. Meanwhile, the second half of the doctoral programis intended to foster researchers specializing in theology. The program helps students acquire a higher
level of knowledge necessary to carry on advanced research in theology, sufficient academic ability toauthor research papers and make presentations at academic conferences, and a good command of classicaland foreign languages necessary to read and comprehend relevant literature. By helping students
intensively work on research in their field of specialization over a period of three years, the program aims
at developing them into individuals capable of contributing to society and churches as specialists intheology. The educational objectives and the purposes of human resource development in the Graduate

27

Philosophy and Goals

School of Theology are as follows:(1) Promoting advanced research in Christian theology and in Christian thought and culture: The Graduate
School provides instruction for students so that they can deepen their specialized knowledge andthinking, building on the basic knowledge of theology, and conduct excellent and unique research intheir field of specialization.
(2) Fostering specialized professionals engaging in Christian missionary work (missionaries): The firsthalf of the doctoral program in the Christian Theology and Missionary Work Course is particularly
intended to develop individuals who are ready to serve in the field of missionary work, as instructors inchurch service, preachers and pastors. The Graduate School also aims to develop in students the ability
to theoretically reflect on experiences obtained in church-related activities, and effectively make use of
these experiences in future practice.
(3) Fostering full-fledged members of society equipped with comprehensive knowledge: The Graduate
School aims to develop in students a breadth of knowledge of Christianity, while encouraging them tolearn the essence of Christianity, and also to develop individuals who can, in this multi-polar society,exercise their deep insight to identify specific social and global issues and problems, and address andsolve them from a Christian standpoint. 1-23)
In response to the graduation of the first undergraduate students under the School of Theology’s course
system, in AY 2008, the Graduate School of Theology also launched, and aims to further development, acourse system that provides two courses: the Christian Theology and Missionary Work Course and theChristian Thought and Culture Course. This and other significant measures rest on the philosophy andgoals as described in this section. While maintaining the founding spirit inherited since the establishmentof KG, the philosophy and goals of the Graduate School of Theology reflect the changes of the times andthe new needs of today. In this context, the Graduate School’s philosophy and goals are defined
appropriately.

 Graduate School of Humanities
The philosophy and goals of the Graduate School of Humanities are the fostering of human beings
well-grounded in profound scholarship in the humanities, and making a contribution to society byconducting outstanding levels of academic research, as provided in the Schedule to Chapter 1, Article 3,
Paragraph 3 of the Kwansei Gakuin University Graduate School Regulations, “Objectives concerning thefostering of human resources and other objectives of carrying out education and research.” In pursuit of its
philosophy and goals, the Graduate School is expected to proceed with research activities relevant to thecurrent progress in advanced academic research in the humanities, cultivate students’ character, and returnthe fruits of such research activities to the academic and educational communities and the general public.
To be specific, the Graduate School attaches importance to the development of specialized researcherscapable of making a great contribution to their chosen discipline, the development of advanced specialized
professionals capable of applying their high levels of expertise and effectively working in various arenas
in real-world society, and the nurturing of human beings with sophistication and intelligence who can
support the knowledge-based society. 1-22),1-24)
The educational and research objectives of the three graduate departments in the Graduate School of
Humanities are as follows: The Graduate Department of Culture and History conducts advanced education
and research on the basic structure and history of human beings who have lived in space and time, while
seeking the ideals of truth, goodness and beauty; The Graduate Department of Integrated Psychological
Sciences conducts advanced education and research on the psychological aspects of human beings living
in contemporary society, including their ideals and pathology, from cognitional, behavioral anddevelopmental perspectives; The Graduate Department of Literature and Linguistics conducts advanced
education and research on the activities of human beings who have languages and form cultures, from the28

Philosophy and Goals

aspects of both literature and linguistics. In addition to these, the three graduate departments have set thefollowing common goals: The first half of the doctoral program, positioned at the first stage toward thefostering of researchers, conducts education and research linked to the second half of the said program,and develops human beings who can contribute to society with a high level of scholarship and creativity.
The second half of the doctoral program aims at developing excellent researchers with a doctorate degree
who are expected to inherit and promote advanced research. 1-22),1-25)

 Graduate School of Sociology
The Graduate School of Sociology strives to develop and enhance its activities in applied and advanced
research in the first half and the second half of its doctoral program, and makes efforts to foster advanced
specialized professionals who can contribute to society by returning the fruits of such research activities to
the general public. In the present-day world, people lead daily lives that involve increasingly complex andmultifaceted issues. In view of this situation, in parallel with the development of advanced specialized
professionals, the Graduate School also aims to respond to the needs of society by achieving further
advancement of research activities to provide specialized knowledge and the fostering of researchers withexcellent research competence.
By setting “social research” and “socio-literacy” as its key concepts, the Graduate School aims todevelop in students the ability to apply theoretical and empirical research to discover specific solutions toreal-world issues and problems. The first half of the doctoral program includes the Social ResearchSpecialist Course, with a view to responding to the specific needs of the business community seeking
specialists in social research, while placing emphasis on grounding students in sociology. The second halfof the doctoral program cooperates with the University’s Institute for Advanced Social Research to foster
young researchers who engage in unique research activities and who thereby play a leading role in theinternational academic community. These goals of the Graduate School are specified in the Schedule toChapter 1, Article 3, Paragraph 3 of the Kwansei Gakuin University Graduate School Regulations,“Objectives concerning the fostering of human resources and other objectives of carrying out education
and research,” and also on KG’s official website.1-22),1-26)
 Graduate School of Law and Politics
As in the case of the School of Law and Politics, the Graduate School of Law and Politics pursues thephilosophy “Social Approach,” the meaning of which is described in Section 1-(1) “School of Law and
Politics.”
Based on this philosophy and an education grounded on Christian principles, the Graduate School of
Law and Politics aims to develop capable individuals with advanced specialized abilities who value theliberty, human rights and justice that underlie law and politics, and who have a high motivation to renderservice to society, by means of conducting thorough research into law and politics that is firmly grounded
in a broad, profound social perspective and education. The Graduate School thereby aims to practice thefounding spirit of Kwansei Gakuin University, “Mastery for Service.” 1-27) Each graduate department anddoctoral course has set their respective goals as specified below:
Graduate Department of Law and Politics: aims to develop capable individuals with advanced specialized
abilities who value the liberty, human rights and justice that underlie law and politics, and who
have a high motivation to render service to society, by means of conducting thorough research
into law and politics that is firmly grounded in a broad, profound social perspective andeducation.
Graduate Department of Political Science: aims to equip students with advanced research abilities,
enabling them to independently pursue research activities in the field of politics and public law,imbued with a rich scholarship forming the basis of such research abilities, and also to help
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Philosophy and Goals

students acquire the capabilities to engage in highly specialized professions, while applying thesaid research abilities.
Graduate Department of Basic Studies of Law: aims to equip students with advanced research abilities
enabling them to independently pursue research activities in the field of basic law, imbued witha rich scholarship forming the basis of such research abilities, and also to help students acquire
the capabilities to engage in highly specialized professions, while applying the said researchabilities.
Graduate Department of Civil and Criminal Law: aims to equip students with advanced research abilities
enabling them to independently pursue research activities in the field of civil and criminal law,imbued with a rich scholarship forming the basis of such research abilities, and also to help
students acquire the capabilities to engage in highly specialized professions, while applying thesaid research abilities.
The first half of the doctoral program: aims to develop, on the basis of the philosophy “Social Approach,”capable individuals with advanced specialized abilities who value the liberty, human rights andjustice that underlie law and politics, and who have a high motivation to render service tosociety, by means of conducting thorough research into law and politics that is firmly grounded
in a broad, profound social perspective and education.
The second half of the doctoral program: aims to equip students, on the basis of the philosophy “Social
Approach,” with advanced research abilities enabling them to independently pursue research
activities, imbued with a rich scholarship forming the basis of such research abilities, and also tohelp students acquire the capabilities to engage in highly specialized professions, while applying
the said research abilities.
These goals are stipulated in the Schedule to Chapter 1, Article 3, Paragraph 3 of the Kwansei Gakuin
University Graduate School Regulations. 1-22)

 Graduate School of Economics
The Graduate School of Economics defines its basic educational philosophy as making a contribution to
the advancement of economics by fostering researchers as a higher education institution specializing ineconomics, and by researching theories and applications in economics as a research institution.
The Graduate School’s “objective concerning the fostering of human resources and other objectives ofcarrying out education and research” are stipulated, as described as follows, in the Schedule to Chapter 1,
Article 3, Paragraph 3 of the Kwansei Gakuin University Graduate School Regulations: “For students who
aspire to progress to a higher level of research, the Graduate School provides a wide range ofopportunities for specialized research in economics, helping them to acquire a multifaceted view and a
global outlook, as well as higher levels of analysis and application abilities regarding economic issues. For
mid-career professionals, the Graduate School helps them to integrate their professional experience andresearch ability in economics, thereby developing advanced professionals prominent in the ability to
discover problems and find realistic solutions to them.” 1-22) The Graduate School aims to fulfill theseobjectives by achieving the following educational objectives:(1) Establish a system enabling the Graduate School to incorporate new academic trends into its researchand educational activities even more promptly, in consideration of progress made within the economics
academic community.
(2) Design a diverse course menu aimed at integrating academicism and practical work, by promoting
cooperation with other Graduate Schools, with a view to nurturing specialists and advanced
professionals. 1-28)

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 Graduate School of Business Administration
The “objective concerning the fostering of human resources and other objectives of carrying out
education and research” of the Graduate School of Business Administration are defined, as described
below, in the Schedule to Chapter 1, Article 3, Paragraph 3 of the Kwansei Gakuin University Graduate
School Regulations:“The Graduate School of Business Administration produces ‘researchers and specialized professionals
with a high level of analytical skills and a deep insight into organizational operation,’ with the objective of
realizing the School Motto, ‘Mastery for Service,’ in the six fields of research: management, accounting,marketing, finance, business information, and international business. To this end, the Graduate School
aims to nurture human resources with advanced expertise, rich humanity and a theoretical knowledge base,
via its five-year integrated course, Research Course, and two-year Specialized Academic Course.” 1-22)
Based on the said objectives, the Graduate School’s educational philosophy is designed to embody theconcept of the School Motto, “Mastery for Service,” while aiming at the inheritance of traditions and thepioneering of new fields of research. The educational philosophy is explained in the following excerpt:“The Graduate School of Business Administration established its Master’s program in 1953, two years
after the foundation of the School of Business Administration in 1951, as well as a doctoral program in1961. The Graduate School has made efforts to introduce new approaches in the traditional areas ofresearch in the Graduate School’s six fields, i.e., management, accounting, marketing, finance, businessinformation, and international business, and to develop new research themes and solutions for them ininterdisciplinary fields. The Graduate School also identifies a range of issues and problems currently
facing the economy, society and individual businesses amid the rapidly changing business and economic
environment, and deals with the underlying theories and principles of such issues and problems as its
research and educational themes. At the Graduate School, individual researchers pursue such new research
themes, endeavor to inherit traditions of the School and pioneer new fields of research, and strive tocontinually advance their research efforts, while ensuring that their research outcomes help advance theGraduate School’s education. Through these efforts, the Graduate School of Business Administration aims,
as its educational philosophy, to produce ‘researchers and specialized professionals with a high level ofanalytical skills and a deep insight into organizational operation,’ while realizing the School Motto,‘Mastery for Service’.” 1-29),1-30)
 Graduate School of Science and Technology
The Graduate School of Science and Technology has set its philosophy and goals with the aim ofnurturing World Citizens through education and research in further advanced specialized fields, while
maintaining the concept of the philosophy and goals of the School of Science and Technology. 1-31) As the
Graduate School’s philosophy, the Graduate School of Science and Technology aims to conduct advanced
research on the basic principles of natural science and their application, and thereby aims to contribute to
the advancement of natural science and science and technology, and ultimately to the progress of humanity.
Under this philosophy, the Graduate School defines its goals as follows (abridged content from theoriginal goal description): Conducting a wide range of cutting-edge research in natural science andscience and technology covering fields from basic research through applied research; Developing
advanced specialized professionals and researchers who possess specialized knowledge and a high level ofresearch skills, and who can conduct research activities from a broader perspective; Actively accepting
researchers from private businesses and other organizations, as well as non-Japanese students andresearchers, while attaching importance to the return of research results to the public and cooperation with
the international community; and Cultivating the ability to discover and solve issues and problems, as wellas to conduct applied cutting-edge research and return the results of such research to society at large,
while emphasizing practical education in each laboratory.
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Philosophy and Goals

Regarding the Graduate School’s “objective concerning the fostering of human resources and otherobjectives of carrying out education and research,” the whole Graduate School and each graduate
department have their respective objectives, which are specified in the Schedule to Chapter 1, Article 3,
Paragraph 3 of the Kwansei Gakuin University Graduate School Regulations. 1-22)
The Graduate School of Science and Technology provides education with an emphasis on developing
research capabilities, aiming at producing scientists and engineers who can play a pivotal role in society.
1-32)p.25
As in the case of the School of Science and Technology, the philosophy and goals of the Graduate
School were also revised to incorporate the explicit wording, “science and technology.” This made thedescription of the Graduate School’s aim more definite. In response to the addition of departments in the
School of Science and Technology in AY 2009, the Graduate School also added new graduate departments,
conducting research activities in a wider range of fields, in line with the concepts expressed in its
philosophy and goals. Especially regarding the projects adopted in MEXT’s Private University Strategic
Research Foundation Support Program, cross-departmental cooperation is accelerated, providing a goodstimulus for students. 1-33)

 Graduate School of Policy Studies
The Graduate School of Policy Studies established its Master’s program in 1999 (later reorganized as
the first half of the doctoral program), and the second half of the doctoral program in 2001. Similar to the
School of Policy Studies, whose undergraduate education forms the basis of the Graduate School’s
education, the Graduate School of Policy Studies defines its basic philosophy as “Coexistence between
people and nature, coexistence among people.” 1-34)
As its “objective concerning the fostering of human resources and other objectives of carrying out
education and research,” the Graduate School aims to foster advanced specialized professionals capable ofplaying a leading role in multiple fields in society, as well as individuals with sufficient specialized
abilities to work as researchers, and to this end, the Graduate School strives to develop in students, via apractical approach, the advanced ability to discover problems, the ability to comprehensively understand,from diverse viewpoints, the various problems existing in present-day society, as well as to develop highlevel policy-making skills necessary to address such problems. This objective is specified in the Schedule
to Chapter 1, Article 3, Paragraph 3 of the Kwansei Gakuin University Graduate School Regulations,“Objectives concerning the fostering of human resources and other objectives of carrying out education
and research,” and also on KG’s official website. 1-22) Regarding these objectives, the Graduate School
recognizes the necessity to ensure “diversity of viewpoints” and “practicality and cooperation withreal-world society.” The Graduate School therefore places emphasis on three points: (1) providing diverse
viewpoints in research, (2) promoting practical research based on cooperation between industry,
government, academia and the public, and (3) accepting students with diverse backgrounds.
The first half of the doctoral program helps students deepen their theoretical understanding ofpolicy-making and evaluation in particular, and acquire multifaceted research techniques to discover andsolve problems. In parallel with this, each student engages in thematic research on a specific policy issue,
while receiving instruction from a number of faculty members with different backgrounds. Through thisapproach, the first half of the doctoral program aims to develop individuals with practical and advanced
policy-making skills. Meanwhile, the second half of the doctoral program aims at producing specialized
researchers capable of elucidating various issues/problems in present-day society and creating innovativeknowledge conducive to problem-solving, while building on the theoretical views, multifaceted researchtechniques and practical training that are provided during the first half of the program. To produce suchresearchers, the second half of the doctoral program provides effective research guidance to help students
prepare dissertations, together with a clear explanation of the process of acquiring a doctoral degree.
In an effort to attain the abovementioned philosophy and goals, the Graduate School of Policy Studies
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Philosophy and Goals

organizes the Research Consortium as an institution for research cooperation between industry,
government and academia, with the aim of promoting research cooperation and human resource exchangewith private businesses, research institutes, national/local government bodies and other organizations.
Comprising members from business and other organizations, as well as the Graduate School’s faculty andstudents, this consortium holds general meetings in May every year, as well as commemorative projects.
Through this and other efforts, the Graduate School strives to fulfill its philosophy and goals. 1-35)
As described above, the Graduate School of Policy Studies has set appropriate philosophy and goals, inlight of the tradition it has developed since its establishment.

 Graduate School of Language, Communication, and Culture
The Graduate School of Language, Communication, and Culture defines its philosophy as making acontribution to society by producing, under KGU’s basic philosophy, individuals with advanced language
communication skills who possess rich humanity and a global/cultural outlook based on the University’sfounding spirit, along with a high level of academic expertise.
To realize this philosophy, the first half of the doctoral program helps students develop advanced
language communication skills, based on which it promotes comprehensive research on language,
communication and culture by providing opportunities to conduct research in the following fields:
Linguistic Science, which investigates real situations regarding language and its usage; Cultural
Linguistics, which studies the deep relationship between language and culture; Linguistic Education,
which explores the methodology for effective education in language communication skills; andJapanese-language Education, which researches methods for instructing Japanese as a foreign language. In
the second half of the doctoral program, the breadth of knowledge and research abilities developed during
the first half of the program culminate in highly advanced research activities specializing in the theoreticalelucidation of language communication skills. While receiving guidance for preparation of doctoral
dissertations, students are encouraged to further deepen their research from a comprehensive andspecialized perspective, and thereby contribute to the development and deepening of the academic field of
language, communication and culture.
These goals are stipulated in the Schedule to Chapter 1, Article 3, Paragraph 3 of the Kwansei Gakuin
University Graduate School Regulations, “Objectives concerning the fostering of human resources andother objectives of carrying out education and research.” 1-22)
Based on the abovementioned philosophy and goals of the first and second half of the doctoral program,the Graduate School ensures that subjects for developing language communication skills are primarily
instructed by native speakers, and that class instruction is given in the target language, in principle.
Through this approach, the Graduate School aims to turn out students equipped with advanced language
communication skills befitting graduate students. The Graduate School also aims at fostering researcherswith excellent research abilities, by providing finely-tuned research guidance for each student. Regarding
the Japanese-language Education program, assuming that students will teach as Japanese language
instructors in due course, the Graduate School provides them with opportunities to observe actual
Japanese classes, with the aim of producing students with the practical ability to independently design
Japanese-class instruction plans and implement them.
 Graduate School of Human Welfare Studies
1) Philosophy
The philosophy and goals of the Graduate School of Human Welfare Studies are defined, as described
below, in the statement of purpose of its establishment, which was submitted to MEXT in 2007: With aview to addressing the increasingly complex social welfare-related issues and problems that arise in“transactions between humans and society (environment),” Kwansei Gakuin University has established33

Philosophy and Goals

the Graduate Department of Human Welfare Studies, in the Graduate School of Human Welfare Studies,
as a base of graduate education and research capable of addressing such issues and problems fromvarious aspects, such as a wider range of research and education, and thereby making a valuable
contribution to society. 1-36) In AY 2011, the Graduate School made public the basic philosophy behind
its curriculum via KG’s official website, after repeated discussions concerning the Graduate School’s
philosophy and goals at meetings of the Graduate School Committee for Deliberation of Issues, and the
Graduate Faculty Board. Specifically, while standing on the basis of KG’s founding spirit, i.e.,
education based on Christian principles, and of the School Motto, “Mastery for Service,” the Graduate
School aims to develop in students the ability to thoroughly analyze social, psychological, political andeconomic issues/problems that are becoming increasingly diverse, against the background of
ever-changing values amid rapid globalization and the rapid aging of society combined with a declining
birthrate. The Graduate School also develops in students high level practical and empirical researchskills conducive to solving various problems, by employing an interdisciplinary approach resting onsocial welfare studies. Through these efforts, the Graduate School aims to foster researchers and otherprofessionals capable of playing a leading role not only in the scope of conventional social welfare
studies but also in other related fields. This is what the Graduate Department of Human Welfare Studies
in the Graduate School of Human Welfare Studies pursues as its educational and research goals(mission). The first half of the doctoral program provides education in fields regarding human welfare,
while placing emphasis on the development of individuals who possess high levels of scholarship andadvanced specialized knowledge, as well as research, analysis and policy-making skills, and who cancontribute to society by employing their specialized abilities for a variety of purposes. The first half ofthe doctoral program also provides research guidance and education, in consideration of advancement
to the second half of the program.
2) Goals and objectives
The first half of the doctoral program defines its educational and research goals as the development of
individuals with high level specialized knowledge and problem-solving abilities, while the second halfof the program defines them as the development of individuals with advanced and creative researchabilities. As the basic philosophy of the Graduate School’s curriculum, eight specific items aredesignated for the first half of the program, and five for the second half of the program. 1-36) The
Graduate School’s objective concerning the fostering of human resources is specified in the Schedule toChapter 1, Article 3, Paragraph 3 of the Kwansei Gakuin University Graduate School Regulations:“The first half of the doctoral program provides education in fields regarding human welfare, aiming at
equipping students with high levels of scholarship and advanced specialized knowledge, as well as
research, analysis and policy-making skills, and thereby developing individuals who can contribute tosociety by employing their specialized abilities for a variety of purposes in society.” “The second halfof the doctoral program aims at developing individuals who are equipped with advanced researchabilities in the field of human welfare, and who can acquire a doctoral degree based on the inherited
knowledge of academic research and the students’ own original research.” 1-22)
3) Educational objectives
Specific educational objectives are as follows:[The first half of the doctoral program](1) Development of the ability to understand, and realize in practice, the values of KG’s founding
spirit — education based on Christian principles, and the philosophy of the School Motto, “Mastery for
Service”; (2) Acquisition of the values, ideas, theories and history that underlie human welfare, as wellas its academic methods; (3) Research in the field of social welfare studies regarding children, theelderly, the disabled and others; (4) An understanding of theories regarding social work, anddevelopment of the ability to analyze and develop methods for social work practice; (5) Acquisition of34

Philosophy and Goals

the ability to analyze and solve problems regarding social welfare policies, social security, social
welfare-related administration and public finance, and international welfare; (6) An understanding of,and development of practical abilities regarding essential issues concerning the life and death of humanbeings, as well as theories concerning health, sports and the human body; (7) Acquisition of researchtechniques and analytical and policy-making skills in fields regarding human welfare; and (8)Development of the ability to supervise relevant specialist workers.
[The second half of the doctoral program](1) Development of individuals who understand Christian principles and the philosophy of the School
Motto, “Mastery for Service,” as well as the values of social welfare, and who will be able to take aleadership role in contributing to academic advancement and the well-being of people living incontemporary society, by conducting research and educational activities regarding human welfare; (2)Acquisition of knowledge of scientific methodology regarding human welfare; (3) Cultivation of theability to analyze and conceptualize issues and problems regarding human welfare from a scientificviewpoint, by reading/authoring relevant papers, books and other materials available/publisheddomestically and internationally; (4) Development of individuals capable of practicing advanced
quantitative and qualitative research techniques in various fields; and (5) Fostering of researchers.
Since its establishment in April 2008, the Graduate School of Human Welfare Studies has conductededucational and research activities in accordance with the aforementioned philosophy and goals,
turning out quite a number of capable individuals with academic degrees (Master of Arts in Human
Welfare Studies: 29 students; Doctor of Philosophy in Human Welfare Studies: 11 students). 1-37) In thiscontext, the philosophy and goals of the Graduate School of Human Welfare Studies are appropriate.
These philosophy and goals are being constantly reviewed by the Graduate School Committee for
Deliberation of Issues and the Graduate Faculty Board, in an effort to accommodate changes in social
needs resulting from changes in social and other situations. Based on such review efforts, in AY 2012,
the Graduate School added new subjects and employed part-time instructors, etc., thereby enhancing
the quality of its curriculum in line with the Graduate School’s philosophy and goals. 1-38)
The basic philosophy of the Graduate School’s curriculum is made public via KG’s official
website. 1-39)

 Graduate School of Education
The Graduate School of Education, founded in April 2009, defines its philosophy, goals and educational
objectives as described below. 1-40)p1-3 Fig. 1
The Graduate School of Education defines its basic philosophy as “the understanding of children,”while emphasizing KGU’s philosophy, i.e., the cultivation of students’ character based on the principles ofChristianity. The Graduate School also sets three key educational concepts: “ability to execute,” “ability to
educate” and “leadership”:
Ability to execute: the capability to practice educational activities in the extensive field of education,with a devoted attitude, affection for children and an excellent ability to teach
Ability to educate: the capability to educate and support children, with a high sense of mission andsubstantial knowledge and competence
Leadership: possession of comprehensive judgment, wider vision, thoughtfulness, rich humanity,
sensitive awareness of human rights, and great communication ability; and the capability to effectively
make use of these qualities in practical settings
The Graduate School’s educational and research goal is to equip students with these three “strengths”
and develop them into educators (specialized educators) or researchers who can tackle the complex andchallenging educational problems of today, while standing on the basis of “the understanding of children,”
and who can take a leadership role based on a high level of expertise. This goal is stipulated in the
35

Philosophy and Goals

Schedule to Chapter 1, Article 3, Paragraph 3 of the Kwansei Gakuin University Graduate School
Regulations.
While the Graduate School has continued educational and research activities under the abovementioned
philosophy and goal, the Graduate School has reviewed its philosophy, goals and educational objectives inaccordance with its reorganization scheduled for AY 2013. The two-field structure, which consisted of the
fields of Early Childhood Pedagogy and Applied Pedagogy that had comprised the Graduate School since
its establishment, was decided to be reorganized into a three-course structure comprising the Early
Childhood Education Course, the Elementary and Secondary Education Course and the Applied Education
Course. Via this structure, the Graduate School aims to develop individuals who possess a highly
specialized knowledge and the ability to develop theories, with clear focus on education receivers and thelevel of content specialization, and who can provide specific support well-adapted to the realities of
education. This revision has made the Graduate School’s philosophy and goals more definite.

 Law School
The Law School lays down its philosophy and goals as described below, which is made public on KG’s
official website. 1-41) Its “objective concerning the fostering of human resources and other objectives ofcarrying out education and research” are stipulated in the Schedule to Chapter 1, Article 2, Paragraph 2 of
the Kwansei Gakuin University Professional Graduate School Regulations. 1-42)<Philosophy>
As a professional graduate school (graduate law school) specializing in fostering advanced specialized
professionals working in the “three legal professions” (judges, public prosecutors and lawyers), Kwansei
Gakuin University Law School pursues the philosophy of supporting the legal community of the 21st
century, by fostering legal professionals who can contribute to society. To this end, the Law School helps
students acquire specialized knowledge and cultivate their rich humanity, a sense of responsibility, and ahigh level of ethics.
<Legal professionals to be fostered>“Human rights-sensitive legal professionals supportive of ordinary citizens,” “Legal professionals withstrength in corporate legal affairs” and “Legal professionals who can effectively work in the international
arena”“Human rights-sensitive legal professionals supportive of ordinary citizens”:
Amid an increasingly complex and diverse society, there is a growing need for pro- citizen legal
professionals who can serve society from the standpoint of the socially vulnerable. Grounded in its over
100-year-old heritage of education based on Christian principles, Kwansei Gakuin fosters legal
professionals who possess not only a profound legal knowledge but also a firm sense of social
responsibility and ethics, and a great sensitivity to human rights, and who can thus contribute to the wellbeing of ordinary citizens.
“Legal professionals with strength in corporate legal affairs”:
Currently, legal matters related to business activities are becoming increasingly complex, highly
specialized and diverse. With this as a background, demand is rapidly increasing for legal professionals
equipped with profound legal expertise especially in business laws and corporate legal affairs. Given theneed from the viewpoint of corporate management, demand for corporate lawyers with such specialized
legal knowledge is expected to grow even further. As an academic institute that has produced a large
number of excellent human resources actively working in the business/industrial community, Kwansei
Gakuin University aims to develop legal professionals with a wider vision who are equipped with legal
knowledge, together with an understanding of business administration and economics, and who are
expected to work as indispensable specialists in the business/industrial world.

36

Philosophy and Goals“Legal professionals who can effectively work in the international arena”:
In today’s increasingly globalized society, global-minded legal professionals versed in foreign laws arehighly sought after, against the background of the increasing number of crimes and commercial disputes
involving an international aspect. The development of individuals who possess knowledge of foreign laws
and a global mindset is achievable by exploiting the features of Kwansei Gakuin, an academic institution
characterized by excellent language education and a highly international perspective. KG Law School not
only equips students with practical knowledge of Japanese laws; it also provides them with opportunities
to study abroad, and thus develops legal professionals who will be able to effectively work in theinternational arena, acting as a bridge between Japan and overseas countries and regions.
<Goal>The Law School aims to fully develop in students the basic abilities and qualifications generally
required of legal professionals for practical work in any of the three legal professions. In parallel with this,the Law School also aims to develop legal professionals who possess a reliable capability to addressincreasingly diverse, specialized and international legal issues, who can embody the School Motto,“Mastery for Service,” in various work situations and processes, and who can thus make a positive
contribution to society.
<Objectives concerning the fostering of human resources and other objectives of carrying out
education and research>
As a professional graduate school (graduate law school) specializing in fostering advanced specialized
professionals working in the three legal professions, the Law School aims to develop legal professionals
with advanced expertise and high ethical standards who can respond to diverse legal needs in present-day
society, performing “good work” befitting individuals with the title “legal professional,” as humanrights-sensitive, pro-citizen legal professionals embodying the spirit of “Mastery for Service.”<Educational objectives>(1) Equipping students with basic knowledge that enables them to address the extensive and increasingly
diverse field of law, as well as with advanced knowledge in highly specialized disciplines(2) Integrating “theory,” a capability to examine a given issue based on advanced legal analysis, and“practice,” a capability to take specific action and find a solution to the issue(3) Providing a learning system with high standards capable of responding to the diverse needs ofindividual students, in accordance with their specific objectives and fields of activity, by consistently
providing small-group education, a diverse array of subjects, lectures given in English, etc.

 Institute of Business and Accounting
The Institute of Business and Accounting operates as a professional graduate school comprising theBusiness School and the Accounting School, as well as the Graduate Department of Advanced
Management, which provides education for the second half of the doctoral program. Each school andprogram lays down their philosophies and goals, along with “objectives concerning the fostering of humanresources and other objectives of carrying out education and research.” These objectives are stipulated, forthe professional graduate school, in the Schedule to Chapter 1, Article 2, Paragraph 2 of the Kwansei
Gakuin University Professional Graduate School Regulations, 1-42) and for the Graduate Department’s
second half of the doctoral program, in the Schedule to Chapter 1, Article 3, Paragraph 3 of the Kwansei
Gakuin University Graduate School Regulations. 1-22)
Business School<Philosophy>
In Western and Asian countries and regions, a large number of business schools are operated to foster
individuals with the ability to engage in business administration as advanced specialists. In Japan, withincreased public expectations for Japanese–style business schools as a background, there was a growing
37

Philosophy and Goals

need for the establishment of additional graduate schools designed to research business issues from ascientific perspective and equip students with expertise in business administration. This need was also
shared by Japanese businesses, for which this was, and still is, one of the major concerns to beaddressed with high priority, in an effort to accommodate the globalized business environment in which
they find themselves. To respond to this need, the Business School was founded under the philosophy“integrating Japanese-style management and global visions, while achieving high levels of expertise.”<Goals>The Corporate Strategic Management Course, intended for mid-career professionals, aims at
developing advanced professionals adapted to the globalized business environment in which Japanesebusinesses operate, by providing opportunities for coursework and seminar subjects, such as theme
research, primarily on weekday evenings and weekends. The International Management Course,
intended for businesspersons seeking to expand their field of work outside of Japan, aims at not only
developing business expertise in students but also the capability to perform business activities in foreign
languages, especially in English. The Business School thus provides a world-class MBA education,
aiming at helping students cultivate their ability to handle a variety of situations in their businessactivities.
<Objectives concerning the fostering of human resources and other objectives of carrying out
education and research>
Advanced specialized professionals to be fostered in the Business School are “businesspersons whoembrace a high level of professional ethics based on KG’s founding spirit, and who are internationallycompetitive according to global standards.” The Business School comprises the Corporate Strategic
Management Course and the International Management Course. The Corporate Strategic Management
Course aims at developing advanced professionals adapted to the globalized business environment inwhich Japanese businesses operate. The International Management Course aims at not only developing
business expertise in students but also the capability to perform business activities in English.
Accounting School<Philosophy>
With economic activities becoming increasingly advanced, complex and global, the importance ofaccountancy is rising in society. Certified public accountants (CPAs) are playing a significant role asprofessionals assuming the task of audit certification, the operation of which needs further enhancement
both quantitatively and qualitatively; as well as the tasks of accounting and taxation, which arebecoming even more diversified. Expectations for accounting and audit responsibilities are growing, notonly in the private sector but also in the public sector, including the national and local governments, andaccordingly, the development of CPAs and professional accountants who can meet such expectations is
an issue of importance. The Accounting School aims to foster professional accountants who can meetsuch social expectations and needs, defining its philosophy as “practical education based on a global
outlook and advanced theories.”<Goals>Since the foundation of Kwansei Gakuin College’s Department of Commerce in 1912, accounting
education and research at Kwansei Gakuin University has consistently rested upon American-styleaccounting systems. The traditions and high standard of accounting education and research at KGU are
widely known both inside and outside the University. KGU’s educational and research efforts have been
carried out from a global perspective, and this University’s attitude has attracted much attention,
especially in recent years. The University has actually turned out a large number of outstanding
educators and researchers in the fields of financial accounting, international accounting, management
accounting, audit, environmental accounting and public-sector accounting. The Accounting School willcontinue to conduct educational activities in conformity with the International Education Standards
38

Philosophy and Goals(IES) provided by the International Federation of Accountants (IFAC), and will strive to foster CPAs
and other professional accountants who are equipped with a global outlook and capable of making a
positive contribution to the world. The goal of the Accounting School is to “foster certified public
accountants and other professional accountants who can contribute to the world according to global
standards,” based on the traditions and vision of KGU.
<Objectives concerning the fostering of human resources and other objectives of carrying out
education and research>
Advanced specialized professionals to be fostered in the Accounting School are “professional
accountants who embrace a high level of professional ethics based on KG’s founding spirit, and who
can make a positive contribution to the world, according to global standards.” The Accounting School
comprises two courses: the Corporate Accounting Course and the Local Government Accounting Course.
The Corporate Accounting Course is intended to foster certified public accountants, as well as
individuals who work for businesses as accounting and financial experts. The Local Government
Accounting Course is intended to foster accounting and administrative-management specialists for local
governments. Through educational activities in these courses, the Accounting School aims at developing
professional accountants with a high level of professional ethics, as well as a global outlook and insight.
Graduate Department of Advanced Management (The second half of the doctoral program)<Philosophy and goals>
The philosophy and goals of the Graduate Department of Advanced Management, which provides
education for the second half of the doctoral program, is to discover solutions to a range of issues andproblems in the advanced field of business, and to promote both theoretical research and appliedresearch in the said field.
<Objectives concerning the fostering of human resources and other objectives of carrying out
education and research>
The Graduate Department of Advanced Management (the second half of the doctoral program) aims at
promoting both theoretical research and practical, applied research, while placing emphasis on
discovering solutions to a range of issues and problems in the advanced field of business.
Students who have completed the Graduate Department’s program are assumed to primarily work as:(1) members of top management teams and executives in businesses; senior managers in local
governments and other administrative bodies(2) researchers in private and public research institutes, etc.
(3) specialists with high level consulting skills(4) “researcher faculty” members (academic staff with research experience) or “professional faculty”
members (academic staff with practical experience) who are involved in education at professional
graduate schools etc.

(2) Are the philosophies and goals of the University, its schools, graduate schools andother organizational units familiar to members of the University (faculty, staff andstudents), and also disclosed to the public?

Whole University

1-1-(2)The Mission Statement, KG’s Ideals for its Graduates, and its Ideals for the University are specified in
the brochure issued in April 2009, “Kwansei Gakuin New Strategic Plan 2009-2018,” as well as on the
University’s official website, 1-2) and thus are widely disseminated to the public. The contents of thisstatement and these ideals were reaffirmed not only within the University but also throughout the whole of39

Philosophy and Goals

KG, on the occasion of the ceremony commemorating KG’s foundation held September 2009. The said
contents are communicated to KGU members regularly in the Chapel Hour held by each School, in classesof the common University-wide subject “Kwan-Gaku studies,” and other occasions. In April 2010, a namecard-sized leaflet specifying the content of the Mission Statement “Mission & Ideals” was distributed to
students and other individuals concerned. 1-43)
In 2011, the brochure “The Spirit of Kwansei Gakuin” (Kagayaku jiyu: Kwansei Gakuin sono seishin toriso; literally, “Shining freedom: the spirit and ideals of Kwansei Gakuin”) was issued, with the objectiveof re-familiarizing University members with KG’s founding spirit. 1-44) This brochure contains information
regarding the history of Kwansei Gakuin, the Mission Statement, the worldwide missionary journeycarried out by the founder, Walter Russell Lambuth, the commentary on the School Motto, “Mastery for
Service,” explained by its original advocate, C. J. L. Bates, himself, an introduction to the leading figures
who formed Kwansei Gakuin, and the school symbol and emblem. The brochure provides a Japanesetranslation of the said commentary essay on the School Motto written by Bates, serving to clearly convey
and reconfirm the essential meaning of the School Motto to the University’s faculty and staff, as well as toother individuals concerned.
In the brochure, the section regarding the abovementioned important figures contains a brief
introduction to John Wesley (1703~1791), founder of the Methodist Movement; James W. Lambuth(1830~1892) and Mary I. Lambuth (1833~1904), parents of KG’s founder; Yoshikuni Yoshioka(1862~1948), the second Chancellor; and W. M. Vories, architect of the buildings on Nishinomiya
Uegahara Campus. This brochure serves as a medium readily available at hand for learning about thehistory of KG.
Meanwhile, “objectives concerning the fostering of human resources and other objectives of carryingout education and research” are laid down in the Schedule to each of the regulations of the University,
Graduate School and Professional Graduate School. 1-6),1-22),1-42)

Schools1-1-(2)

 School of Theology
The School of Theology regularly informs students of its philosophy and goals by providing relevant
links on the top page of the “General Course Information Website,” which is visited by students when they
develop a study plan for the semester. In AY 2010, the School developed the subject “Methodist Tradition
and the School of Theology” (required elective subject) intended for learning about the School’s
philosophy and goals. 1-45) While this subject has just begun to be provided in AY 2011, the School isconvinced that the subject effectively functions as a new opportunity for students to be exposed to the
School’s philosophy. For faculty and staff, the philosophy and goals are reconfirmed at meetings of the
Self-assessment Committee (School) and the School of Theology Undergraduate Faculty Board during theannual self-assessment process. 1-46) For the general public, including students preparing for the entrance
examination for the School, the philosophy and goals are disclosed via the School’s section on KG’s
official website.1-7) The philosophy and goals are also specified in the University Regulations. The text
describing the philosophy etc., is modified and listed in the Schedule to the Regulations, together withthose of other Schools. 1-6)
 School of Humanities
The philosophy and goals of the School of Humanities are made public via the School’s section on KG’s
official website, under the titles “Objectives concerning the fostering of human resources and otherobjectives of carrying out education and research” and “Philosophy, goals and educational objectives”. 1-9)40

Philosophy and Goals

Moreover, information regarding KGU’s philosophy and goals, the Qualities Expected of KG Graduates,
and the School’s objective of developing human resources is concisely explained at the beginning of theannually prepared “School of Humanities Course Guide,” in order to help students efficiently understandsuch information. For new entrants to the School, its philosophy and goals are communicated on theoccasion of the School of Humanities Guidance for New Entrants held soon after their entry to the
University. The philosophy etc., are conveyed by the Dean of the School in his/her greetings, and by the
School’s Associate Dean of Academic Affairs in his/her speech. 1-47)Beginning School of Sociology
The philosophy, goals and educational objectives of the School of Sociology (as well as its Diploma
Policy stipulating the abilities students are expected to acquire by the time they graduate) are disseminatedand made public both internally and externally (i.e., to University members and the general public) via the
Course Guide 1-48) and the School’s section on KG’s official website.1-10)
The School promotes dissemination and understanding of the School’s philosophy and goals, by taking
opportunity of the School’s orientation for new entrants, and of the School’s explanatory meetings held as
an open house event for those considering taking the entrance examination for the School. For students
currently attending the School, such promotion efforts are made by using the occasion of School Chapel(Tuesdays, Wednesdays and Thursdays; 9:35 a.m.~10:05 a.m.) and via course subjects (“basic seminar”“sociology relay lecture A/B”). For the guarantors of students, the School explains, and seeks theirunderstanding of, the philosophy and goals in the Education Meeting held annually.
In AY 2011, the School held a meeting inviting part-time instructors who teach in the School’s classes(the meeting for the “enhancement of educational quality at the School of Sociology”). This meetingprovides an opportunity for the said instructors to exchange views with full-time faculty members
concerning a variety of educational issues in the School, as well as to learn and understand the School’s
philosophy and goals. 1-49)
 School of Law and Politics
The philosophy and goals of the School of Law and Politics, which have been set with “Social
Approach” as their essence, are made public in the form of their original, full text, via KG’s official
website1-11) and the Course Guide.1-50)p.23-25 They are also introduced to University members and thegeneral public via brochures introducing the School1-51),1-52)p.65・66 and other various media, while their text
is adapted to each medium in an appropriate form. For students, the philosophy and goals are instilled
through the Dean’s greetings, orientation events, Chapel Hour, the start-up seminar and other occasions.
For those considering taking the entrance examination for the School, the philosophy and goals are
introduced at open house events, explanatory meetings and other occasions. The philosophy and goals arealso introduced in the “Fifty Years’ History of the School of Law and Politics, Kwansei Gakuin
University” 1-53) and other basic literature and documents, as well as in the School’s written introduction
sent to the Supporters’ Association. 1-54)
 School of Economics
The philosophy and goals of the School of Economics are specified in the Course Guide distributed to
students in all years of study in spring every year. They are communicated to students, together with theprocess, procedure and internal regulations regarding coursework, and other related information. (For the
Guide for AY 2012, the content was limited to the Diploma Policy, the curriculum structure and its
implementation policy.) 1-55)p.17

41

Philosophy and Goals

The philosophy and goals are also communicated to students in the Dean’s lecture delivered at the
School’s oath administration ceremony, which is held independently by the School upon the entrance of
new students. In Chapel Orientation (service), the Dean explains the School’s philosophy and educational
policy. In Chapel Hour, each academic staff member is given the opportunity to convey his/her stance andphilosophy on the education he/she provides.1-56) Basic seminar classes for first-year students are
conducted by each academic advisor as part of the first-year, introductory education for new students whoare setting out to study economics. These classes feature the advisor’s field of specialization and thecharacteristics of his/her education.
The School’s philosophy and goals are posted, and made accessible to the public, via KG’s official
website. For those considering taking the entrance examination for the School, the philosophy and goals
are explained in the School explanatory sessions held as open house events and the explanatory meetings
held at high schools. For faculty and staff, while the philosophy and goals are basically disseminated via
the website, they are also communicated in the Undergraduate Faculty Board and other committee
meetings if it is recognized as necessary by the Dean’s Office Committee.

 School of Business Administration
The philosophy and goals of the School of Business Administration are specified in, and disseminated to
University members and the general public via the sections “Philosophy, goals and educational
objectives” and “Educational philosophy” in the School’s section on KG’s official website1-57) and the
Course Guide,1-58)p.2 with almost the same content as that provided in Section 1-(1). Regarding the
School’s fundamental educational philosophy, “the development of businesspersons equipped withgenuine creativity,” the School recognizes that special efforts must be made to fully familiarize School
members (the faculty, staff and students) with this philosophy, without only relying on dissemination via
the website. In view of this need, the Dean usually provides instructions regarding the philosophy at theentrance ceremony and on other occasions where School members assemble in one place. The educational
philosophy is also disseminated to School members via the University’s brochure “Sora no Tsubasa”(literally, “Wings of the Sky”), 1-59)p.86 as well as the Curriculum Guide,1-60) a booklet that was prepared
upon revision of the curriculum in AY 2012 and which explains the philosophy on the cover page. The
said educational philosophy is also disseminated to those considering taking the entrance examination for
the School, especially high school students, as well as to the general public, by taking various
opportunities, such as Education Meetings held in many locations nationwide, the School’s explanatory
meetings held at partner schools etc., explanatory sessions provided as open house events, and meetings
during visits to designated schools. The School’s educational philosophy is disseminated repeatedly andcontinuously, resulting in gradual absorption as tacit knowledge, especially among School members.
 School of Science and Technology
The philosophy and goals of the School of Science and Technology are made public via the School’s
section on KG’s official website.1-15) Their contents are read out at the first Undergraduate Faculty Board
meeting in each academic year, so that the faculty are re-familiarized with them. On that occasion, theirappropriateness is also verified. For students, the School specifies its philosophy and goals and the“Qualities Expected of KG Graduates” in the Course Guide,1-14)p.3 which is distributed to students andused in the course guidance to communicate such information to new entrants to the University. In thefirst Chapel Hour in each semester, the Dean delivers a lecture to students on topics related to the School’s
educational policy. 1-61)

42

Philosophy and Goals

 School of Policy Studies
The philosophy and goals of the School of Policy Studies are stipulated in the Schedule to the Kwansei
Gakuin University Regulations.1-6) They are also disseminated in various forms to University members
and the general public, via brochures introducing the School,1-17)p.2 the School’s section on KG’s official
website1-62) and other media. Particularly for first-year students, the philosophy and goals are explained in
the orientation for new entrants, during Chapel Hour and on other occasions. In basic seminar classes,
specific handbooks and other media are employed to instill the philosophy and goals in new students.1-63)
For those considering taking the entrance examination for the School, the philosophy and goals are
explained at open house events. As part of the tangible effort to express the School’s philosophy and goals
to the general public, the School holds a Research Fair, which is open to the public, and where students
have the opportunity to present their research results. The School also publishes a variety of research
results produced at the School. The School thus strives to make its philosophy and goals widely
recognized. 1-64),1-65),1-66)
 School of Human Welfare Studies
The philosophy and goals of the School of Human Welfare Studies are made public via the School’s
section on KG's official website, 1-67) and by specifying them annually in the Course Guide,1-68)p.1-2 the
University brochure “Sora no Tsubasa” (literally, “Wings of the Sky”) 1-59)p.92-93 and other media.
While many of these media are intended for the faculty, staff, parents (guarantors), the Supporters’
Association and the Alumni Association, they are also used as public relations tools, aimed at those
preparing for the School’s entrance examination, as well as for new entrants to the University. The School
and its departments prepare their own brochures, leaflets and other media as part of their public relations
effort, and use them on every possible occasion to communicate their philosophies and goals to the
public.1-69) For potential test takers for the School’s entrance examination, the School frequently
communicates the philosophies and goals of the School and its departments by providing the
School’s/departments’ information magazines, and via oral explanations delivered at trial lectures andexplanatory meetings held at high schools, open house events, and the said lectures and meetings held on
campus for high school students. Students currently attending the School are familiarized with its
philosophy and goals via the School’s orientation for new entrants, Chapel Hour, and instructions to theintroductory subject class provided by each department.
 School of Education
The philosophy, goals and educational objectives of the School of Education are clearly explained in the“School of Education Course Guide” 1-70)p.16 which is distributed to students at the beginning of eachacademic year. The philosophy and other information are also provided in the School’s section on KG’s
official website.1-71) The School’s philosophy and goals are explained in public relations magazines
intended for those considering taking the entrance examination for the School.
For students currently attending the School, the philosophy and goals are communicated via the Dean’s
message delivered at the School’s entrance ceremony. In Chapel Hour, the School’s Chaplain, Dean,
faculty and other members communicate the philosophy and goals, while contextualizing them inaccordance with the themes of the lectures and messages delivered on the day. [Chapel Hour: Chapel Houris held for 30 minutes between the first period and the second period of the class schedule. The Chaplain
and chapel committee members of each school (except the School of Theology) play a leading role inoperating various programs independently organized by each school, such as lectures by the school’s
faculty/staff members, students, and guest speakers; “English Chapel” primarily led by Missionaries; “tourof praise” services by student music groups, such as chapel organists, choirs, hand bell groups, Baroque43

Philosophy and Goals

ensembles and gospel choirs. On Nishinomiya Seiwa Campus, Chapel Hour is held every day during thesemester.] In consideration of the characteristics of the School of Education, the School provides adetailed explanation regarding its philosophy and goals on occasions where guidance is given for various
practicums and job placement seminars.

 School of International Studies
The University Regulations stipulate the philosophies and goals of all Schools, which are disclosed on
KG’s official website. The philosophy and goals of the School of International Studies are also posted in
the School’s section on the same website. 1-73)
All students currently studying at the School of International Studies are given the Course Guide
distributed in April every year. The Guide explains to readers “the significance of learning at the School ofInternational Studies” and “the basic philosophy regarding the curriculum.” 1-72)p.1
The philosophy and goals of the School’s educational and research activities are specified in the
University brochure intended for those preparing for the entrance examination, so as to proactively
disseminate them before such prospective students enter the University. 1-74)p.90
For the convenience of English speakers who currently attend the School or who are considering taking
the entrance examination for the School, the abovementioned information is also provided on the School’s
English web pages, so that the same information is disseminated among English-speaking students etc.

Graduate Schools

1-1-(2)

 Graduate School of Theology
The Graduate School of Theology regularly informs students of its philosophy and goals by providing
relevant links on the top page of the “General Course Information Website (for Graduate Students),”
which is visited by students when they develop a study plan for the semester. For the faculty and staff ofthe Graduate School (and the School), the philosophy and goals are reconfirmed by members of the
Self-assessment Committee (Graduate School) and the Graduate School’s Graduate Faculty Board during
the annual self-assessment process. (Such reconfirmation is conducted jointly with the School of Theology
Undergraduate Faculty Board, in consideration of the relationship with the School regarding related
measures taken at the School.1-46)) For the general public, including students preparing for a Graduate
School’s entrance examination, the philosophy and goals are disclosed via the Graduate School’s section
on KG’s official website. 1-23) The philosophy and goals are also specified in the Graduate School
Regulations. The text describing the philosophy etc. is modified and listed in the Schedule to theRegulations, together with that of other Graduate Schools.1-22)
 Graduate School of Humanities
The philosophy and goals of the Graduate School of Humanities are made public via the
School’s/Graduate School’s section on KG’s official website, under the titles “Objectives concerning thefostering of human resources and other objectives of carrying out education and research” and“Philosophy, goals and educational objectives”.1-24) Moreover, the annually prepared Graduate School
Course Guide contains a page introducing the “General Course Information Website,” reminding students
to read through the descriptions of the philosophy and goals introduced on the website. 1-75)p.6
Since the Fall Semester of AY 2011, the Graduate School of Humanities has independently conducted aclass evaluation survey, “student evaluation of teaching,” distributed to its graduate students. The survey
contains questions such as: “Do you know the philosophy and goals of Kwansei Gakuin University?” and44Philosophy and Goals“Do you know the philosophy, goals and educational objectives of the Graduate School of Humanities?”
Using this survey, the Graduate School accumulates data concerning students’ awareness of thephilosophy and goals, etc., striving for further dissemination of such information among its members. 1-76)

 Graduate School of Sociology
The philosophy and goals of the Graduate School of Sociology are communicated to those consideringtaking the entrance examination for the Graduate School, via the brochure “Kwansei Gakuin University
Graduate School Guide,” 1-77)p.10 as well as in the explanatory meeting for prospective Graduate School
students. For students currently attending the Graduate School, the philosophy etc., are explained in the
Graduate School’s orientation events, as well as in its section on KG’s official website. 1-26) The Diploma
Policy is also made public via the same page on the official website. 1-78)
As a public relations activity focusing on student admission, the Graduate School holds an explanatory
meeting for prospective students in spring every year. On this occasion, the Graduate School introduces
itself and its philosophy and goals to the participants.
 Graduate School of Law and Politics
The philosophy and goals of the Graduate School of Law and Politics are made public in the form of
their original, full text to University members and the general public via the Graduate School’s section on
KG’s official website,1-27) the Graduate School Course Guide 1-79)p.8・9 and other media. They are also
introduced by a variety of media, while specific expressions are amended in accordance with the context
of each medium, on the basis of the essential content of the said original text. For instance, the philosophy
and goals are represented in the description of the Admission Policy, which is specified in the entrance
examination guide.1-80) For students, the philosophy and goals are communicated via the Dean’s greetings,
orientation events and other occasions. They are also introduced in the “Fifty Years’ History of the Schoolof Law and Politics, Kwansei Gakuin University” and other basic literature and documents. 1-53)
 Graduate School of Economics
The philosophy and goals of the Graduate School of Economics are specified in the Course Guide,
which is distributed to students in all years of study in spring every year. 1-81)p.3
As in the case of the School of Economics, the philosophy and goals of the Graduate School are posted,
and made accessible to the public, via KG’s official website.1-28) In addition to this, for those consideringtaking the entrance examination for the Graduate School, the philosophy and goals are explained in the
explanatory meeting for the entrance examination. For faculty and staff, the philosophy and goals are also
communicated at Graduate Faculty Board meetings, if recognized as necessary by the Graduate School
Administration.
 Graduate School of Business Administration
The educational philosophy of the Graduate School of Business Administration is made public anddisseminated both internally and externally via the Graduate School’s section on KG’s official website,1-82)
the entrance examination guide, 1-30) the Graduate School of Business Administration Course Guide 1-29)p.2
and other means. In Kwansei Gakuin University Graduate School Guide,1-77)p.16 the educational
philosophy is specified and disseminated to those preparing for the entrance examination for the Graduate
School, with slight variations in the wording. For instance, the educational philosophy is worded as “thedevelopment of researchers with a high level of insight and analytical skills” for the Research Course; andas the “development of individuals equipped with a knowledge base conducive to elucidating
phenomena/events observed in practical work” and the “development of professionals with specialist

45

Philosophy and Goals

knowledge who are able to assume a pivotal position in top management” for the Specialized Academic
Course. After the entrance of new students, the Graduate School explains and familiarizes them with theeducational philosophy, via the Dean’s greetings delivered at the entrance ceremony, as well as the course
guidance.

 Graduate School of Science and Technology
The philosophy and goals of the Graduate School of Science and Technology are made public via the
Graduate School’s section on KG’s official website.1-15) Their contents are read out in the first Graduate
Faculty Board meeting in each academic year, so that the faculty are re-familiarized with them. On thatoccasion, their appropriateness is also verified. For students, the School takes the opportunity afforded by
the orientation and course guidance held for new entrants to impart the philosophy and goals to the newstudents, and to prepare them for studying at the Graduate School. 1-83)
 Graduate School of Policy Studies
The philosophy and goals of the Graduate School of Policy Studies are made public via the Graduate
School’s section on KG’s official website.1-34) For students, the Graduate School communicates andinstills its philosophy and goals via the orientation for new students, Master Seminar classes and otheroccasions.
Efforts are also made to obtain wider understanding of the Graduate School’s philosophy and goals, aswell as of their underlying concept of “human ecology,” by means of general meetings andcommemorative projects organized by the Research Consortium, an institution for research cooperation
between industry, government and academia1-35); the academic journal “Journal of Policy Studies”; ande-mail newsletters.
 Graduate School of Language, Communication, and Culture
The philosophy and goals of the Graduate School of Language, Communication, and Culture areprovided in the Graduate School brochure1-85)p.1 and on KG’s official website,1-86) in order to make themwidely known to the faculty, staff and students, as well as to the general public, including potential test
takers for the Graduate School’s entrance examination. The Course Guide contains a page introducing“[Graduate School] General Course Information Website,” 1-87)p.2・9 so as to facilitate familiarization of the
Graduate School’s philosophy and goals by new entrants.
 Graduate School of Human Welfare Studies
Regarding the philosophy and goals of the Graduate School of Human Welfare Studies, detailed
information is provided for both internal and external entities, via the section “Entrance to the Graduate
School” provided in the Graduate School’s section on KG’s official website.1-88) The Graduate School’s
philosophy and goals are also introduced, along with its educational and research activities, in the Schoolbulletin “Human Welfare”1-89) and the academic journal “Japanese Journal of Human Welfare Studies,”1-90)
which the School of Human Welfare Studies has issued ever since its establishment, and which are
distributed to undergraduate and graduate students, University Libraries and external research institutes.
The Graduate School holds semiannual explanatory meetings for undergraduate students of the Schoolof Human Welfare Studies and KGU’s other Schools, providing detailed information regarding the
Graduate School’s philosophy and goals, as well as its entrance examination.
 Graduate School of Education
The philosophy, goals and educational objectives of the Graduate School of Education are disseminated46Philosophy and Goals

to students via the Graduate School’s section on KG’s official website.1-71) The Graduate School’s
philosophy and goals are also explained in documents intended for those considering taking the entrance
examination for the Graduate School.
For students currently attending the Graduate School, the philosophy and goals are communicated via
the Dean’s message delivered at the Graduate School’s entrance ceremony.

 Law School(1) Dissemination to students
The Law School specifies, in its section on KG’s official website, information regarding the Law
School’s philosophy, the type of legal professionals to be fostered, its goals, and educational
objectives.1-41) Such information is also communicated by the Dean to new students at the pre-entrance
guidance (held three times in AY 2012) 1-91) and the oath administration ceremony for new entrants,1-92) aswell as in the special course provided for new students.1-93) The Law School also gives special
consideration to ensuring that students are familiarized with such information via instructions and advice
given when they choose subjects to study and when they explore a career path, as well as via lecture
sessions.
(2) Dissemination to the faculty
Prior to the establishment of the Law School, many of the current faculty members (21 out of 30
full-time faculty members, including deemed full-time faculty members) participated in the preparatorycommittee and curriculum planning meetings for the establishment of the School. On such occasions, they
repeatedly discussed, and therefore became fully familiarized with the philosophy and educational content
of the School. For academic staff members who join the faculty now, after the establishment of the School,
the philosophy and other information regarding education are fully imparted during their employment
interview, and, after joining the faculty, via the orientation for new students, which they are requested toparticipate in and observe.
(3) Dissemination to the public, including applicants for admission to the Law School
Information regarding the Law School’s philosophy, the type of legal professionals to be fostered, its
goals, and educational objectives is disseminated to the public via the School’s section on KG’s official
website.1-41) The philosophy, the type of legal professionals to be fostered and other related information
are also communicated in explanatory meetings held inside and outside the University, helping to makesuch information widely known. 1-94)
 Institute of Business and Accounting
The philosophy and goals of the Institute of Business and Accounting are made public via KG’s official
website.1-95) In explanatory meetings regarding its entrance examination, the Institute uses the entrance
examination guide1-96),1-97) and other introductory brochures1-98) to communicate the philosophies andgoals of the University and the Institute to prospective test takers.

(3) Are regular examinations conducted regarding the appropriateness of thephilosophies and goals of the University, its schools, graduate schools and otherorganizational units?

Whole University

1-1-(3)The philosophies and goals are reviewed annually in the process of the University Self-assessment that47

Philosophy and Goals

is conducted at each school and other organizational unit under the initiative of the University
Self-assessment Committee. 1-99)
As described in Section 1-(1), the Mission Statement, KG’s Ideals for its Graduates, and its Ideals for
the University were clearly defined, upon formulation of the New Strategic Plan. They were drawn up
after adequate discussions, and accordingly, their examination is not necessary for the time being, while
the University will review them, as necessary, in accordance with any changes in the social situation
involving the University. In 2011, KG set up the Inclusive Community Promotion Committee, with theaim of establishing a “Learning Community” grounded in the diversity characterizing KG. 1-100)
With the establishment of this committee, a system was devised that enabled each organizational unit oneach campus to work on further development of the Mission. In AY 2012, the committee conducted a“survey concerning ‘Inclusiveness’,” which was distributed to approximately 400 KG members, including
students ranging from junior high school to graduate school students, as well as faculty and staff members.
1-101)

Schools1-1-(3)

 School of Theology
Upon development/review of the three policies (Diploma Policy, Curriculum Policy and Admission
Policy) and pertaining measures regarding the School of Theology’s undergraduate education, theSchool’s philosophy and goals are consistently referred to by the Curriculum Research Committee(School) led by the School’s Associate Dean of Academic Affairs (a faculty member in charge ofacademic affairs) and the Entrance Examination Review Committee (School). Through this process, theappropriateness of the philosophy and goals is reconfirmed. The said appropriateness is also examined in
the annual self-assessment process by the Self-assessment Committee (School) under the responsibility of
the Dean, along with examination of the progress in related measures. The results are verified by the
School’s Undergraduate Faculty Board, and then reported to the Internal Third-party Committee. 1-102)
 School of Humanities
The appropriateness of the philosophy and goals of the School of Humanities is examined annually by
the School of Humanities/Graduate School of Humanities Self-assessment Committee. 1-103) Regarding theideal operation of the School of Humanities, views are regularly exchanged in the School Committee,
which consists of School Committee members elected from among the Undergraduate Faculty Board
members (2 from the Department of Culture and History, 1 from the Department of Integrated
Psychological Sciences, and 2 from the Department of Literature and Linguistics; the term of office is two
years.), as well as School Administration members (Dean, Associate Dean of Academic Affairs, andAssociate Dean of Student Affairs). In the latest School Committee meeting, members reconfirmed theappropriateness of the School’s “objective concerning the fostering of human resources and otherobjectives of carrying out education and research” upon introduction of the TOEIC test in the School’s
program. 1-104) The School also conducts Faculty Development Workshops on a regular basis, expecting all
faculty members to participate in them. In the workshop held in March 2012, participants reconfirmed theappropriateness of the School’s philosophy and its “objective concerning the fostering of human resourcesand other objectives of carrying out education and research” during the discussion regarding “graduationtheses” as the common theme. 1-105)
 School of Sociology
The appropriateness of the philosophy and goals of the School of Sociology is examined annually by the48

Philosophy and Goals

School of Sociology/Graduate School of Sociology Self-assessment Committee (comprising the School
Administration, and Convener) 1-106), and the results are reported to the Undergraduate Faculty Board.
1-107),1-149)

Examination is also conducted at the School of Sociology Meeting that is held at the end of eachacademic year. The meeting discusses “Enhancing the quality of School education,” a common theme
adopted since AY 2009, a process in which the appropriateness of the Diploma Policy and Curriculum
Policy is also examined. 1-49)
In AY 2010, as part of the project commemorating the School’s 50th anniversary, a series of
symposiums was held under the common theme “Education at the School of Sociology,” examining the
School’s educational operation and objectives. 1-108)

 School of Law and Politics
Self-assessment at KGU employs the evaluation criteria/standards pursuant to the University Standards
set by the Japan University Accreditation Association (JUAA). At the School of Law and Politics, annual
self-assessment based on the said criteria/standards is performed by the School of Law and Politics
Self-assessment Committee, under the responsibility of the Dean, including consideration of theappropriateness of the philosophy and goals. Based on the need for improvement recognized in the annual
self-assessment process, the School has reviewed the descriptions of its philosophy, goals and the threepolicies (Diploma Policy, Curriculum Policy and Admission Policy), and has improved a range of
documents, including the Diploma Policy.1-109) Based on this review experience, in AY 2012, the School
set out to clarify the overall procedure of regular examination regarding such documents.1-110),1-111)
Meanwhile, in AY 2012, the School distributed to new students a survey that included questions asking
why they chose KGU’s School of Law and Politics in particular. Analysis of the answers to thesequestions is expected to provide a factual basis for evaluating the appropriateness of the School’s
philosophy and goals.
 School of Economics
As part of the University-wide effort of annual self-assessment, the School of Economics regularly
examines the appropriateness of its philosophy and goals, in the process of evaluating progress regarding
the range of objectives set for the assessment.1-112) In the examination procedure, including preparation ofprogress reports, the School of Economics/Graduate School of Economics Self-assessment Committee
first prepares a draft report, and then the School Administration (Dean’s Office Committee) evaluates the
progress.
The entity in charge of the examination process is the incumbent School Administration (Dean’s OfficeCommittee) for each academic year. The appropriateness of the philosophy and goals, and the correlation
between objectives and indicators are checked by the School Administration (Dean’s Office Committee),based on the draft evaluation compiled by the School of Economics/Graduate School of Economics
Self-assessment Committee. Any disagreement concerning examination is put on the agenda of an
Undergraduate Faculty Board meeting, as necessary.
 School of Business Administration
As described in the previous section, the educational philosophy of the School of Business
Administration was defined after repeated and thorough discussions by the Undergraduate Faculty Boardand other relevant committees. The School regularly examines not only the philosophy itself but also
whether and how the philosophy has been realized. The curriculum revision in AY 2012 was an outcomeof such examination efforts. Examination organizations include the Future Vision Committee, the49Philosophy and Goals

Curriculum Committee and the Faculty Development (FD) Committee.1-113) In the School, a system is inoperation by which the School’s basic operational affairs associated with the philosophy are examined andimproved by the relevant committees; for instance, issues regarding the entrance examination are handled
by the Entrance Examination Review Committee, and issues regarding faculty organization, which is
discussed in a later chapter, are handled by the Personnel Committee. For the purpose of examining classoperation, a “student evaluation of teaching” system has been established. Meanwhile, annual
self-assessment is conducted across the University, based on the criteria/standards pursuant to JUAA’s
University Standards. As part of this University-wide effort, annual self-assessment at the School ofBusiness Administration is conducted by the School Administration and the School of Business
Administration Self-assessment Committee, under the responsibility of the Dean, including considerationof the appropriateness of the School’s philosophy and goals. Based on the results, improvements are madetoward the assessment in the following year.

 School of Science and Technology
The appropriateness of the philosophy and goals of the School of Science and Technology is examinedin the process of self-assessment, which is annually conducted on the basis of the criteria/standards
pursuant to the JUAA’s University Standards.1-114) The said appropriateness is also examined in the firstmeetings of the Dean’s Office Committee and the Undergraduate Faculty Board in each academic
year.1-115) The consistency between the philosophy and goals and the “Qualities Expected of KG
Graduates,” which were defined by the University in June 2011, was examined as part of the process toformulate the Curriculum Policy and the Diploma Policy; these policies were shaped in a manner that isable to guarantee the said Qualities. As a consequence of these examination efforts, the School modified
the wording of its philosophy and goals by adding the expression “science and technology” so as to makethe philosophy and goals more appropriate and definite.
 School of Policy Studies
The School of Policy Studies conducts self-assessment annually based on the evaluation
criteria/standards pursuant to the JUAA’s University Standards.1-116) After its establishment, the School
was expanded by adding the Graduate School in 1999, the Department of Applied Informatics in 2002,
and the Departments of International Policy Studies and Urban Studies in 2009. Upon establishment ofeach of these organizational units, the School reexamined the appropriateness and effects of thephilosophy and goals. Especially after the introduction of the four-department structure in 2009, theSchool increased its efforts to constantly examine the appropriateness of the philosophy and goals adopted
by the School and each department, as well as to embody the examination results in curriculum revisionand other improvements, based on the School of Policy Studies’ Motto, “Think globally, act locally.” School of Human Welfare Studies
Due to the short lapse of time since its establishment, for the past three years, the School of Human
Welfare Studies managed to have opportunities (meetings) to exchange views on whether the School’s
initial philosophy and goals were being realized steadily toward its “completion,” the academic year inwhich the School was expected to produce its first graduates. Based on discussions at those meetings, in
AY 2010, each department initiated development of “model curriculums.” The School’s regularexamination efforts resulted in a new curriculum developed for AY 2012. Under the new curriculum, in
addition to the curriculum for specialized education subjects, the School provides several
broadly-categorized model curriculums for each department: the Department of Social Work provides fourmodels emphasizing “acquisition of qualifications for admission to the Certified Social Worker

50Philosophy and Goals

Examination,” “acquisition of qualifications for admission to the Psychiatric Social Worker/Certified
Social Worker Examinations,” “welfare society micro,” and “welfare society macro”; the Department ofSocial Organization Development provides four models emphasizing “social organization development,”“international contribution,” “social contribution,” and “community contribution”; and the Department ofHolistic Human Sciences provides three models emphasizing “mental and spiritual aspects,” “physicalaspects,” and “acquisition of a health and physical education license.”
Based on the new curriculum, each department sets learning objectives to be pursued and ideal
objectives to be achieved, while presenting students with model curriculums that lead to attaining suchobjectives. The School and each department have thus undertaken efforts to make their philosophies andgoals more thorough and concrete. 1-117)

 School of Education
In parallel with the planning for its reorganization scheduled for AY 2013, the School of Education
reviewed and re-defined its philosophy and goals.
The School examines the appropriateness of its philosophy and goals by conducting annual
self-assessment based on the evaluation criteria/standards pursuant to the JUAA’s University Standards.
 School of International Studies
The School of International Studies conducts self-assessment annually based on the evaluation
criteria/standards pursuant to the JUAA’s University Standards. The appropriateness of the School’s
philosophy and goals is discussed and reconfirmed at its Undergraduate Faculty Board meeting on anannual basis. To maintain the continuity of the discussion, the content is recorded for reference for the
meetings to be held in subsequent years. The latest such discussion was held at the Undergraduate Faculty
Board meeting on April 13, 2012. 1-118)

Graduate Schools

1-1-(3)

 Graduate School of Theology
The appropriateness of the philosophy and goals of the Graduate School of Theology was reviewed in
the process of formulating the Diploma Policy in AY 2010. The philosophy and goals were also
consistently referred to by the Curriculum Research Committee (Graduate School) led by the Graduate
School’s Associate Dean of Student and Academic Affairs (a faculty member in charge of academic
affairs), during the process of developing the Curriculum Policy (AY 2011), and upon development/review
of related measures. Through this process, the appropriateness of the philosophy and goals wasreconfirmed. The said appropriateness is also examined in the annual self-assessment process by the
Self-assessment Committee (Graduate School) under the responsibility of the Dean, along withexamination of the progress in related measures. The results are verified by members of the Graduate
School’s Graduate Faculty Board (such examination is conducted jointly with the School of Theology’s
Undergraduate Faculty Board, in consideration of the relationship with the School regarding related
measures taken at the School), and then reported to the Internal Third-party Committee. 1-119)
 Graduate School of Humanities
The appropriateness of the philosophy and goals of the Graduate School of Humanities is examinedannually by the School of Humanities/Graduate School of Humanities Self-assessment Committee.1-120)
The Graduate School’s Diploma Policy and other relevant issues are also examined regularly by the51

Philosophy and Goals

Graduate School Committee for Deliberation of Issues, which consists of members chosen from the three
Graduate Departments (2 from the Graduate Department of Culture and History, 1 from the Graduate
Department of Integrated Psychological Sciences, and 2 from the Graduate Department of Literature andLinguistics; subject to appointment by the Dean; the term of office is one year), as well as the Graduate
School Administration members (Dean, Associate Dean of Student and Academic Affairs, and Assistant
Dean of Student and Academic Affairs). 1-121)

 Graduate School of Sociology
The appropriateness of the philosophy and goals of the Graduate School of Sociology is examinedannually by the School of Sociology/Graduate School of Sociology Self-assessment Committee(comprising the Graduate School Administration, and Convener). The results are reported and verified at
the Graduate School’s Graduate Faculty Board meeting. 1-122)
 Graduate School of Law and Politics
Self-assessment at KGU employs the evaluation criteria/standards pursuant to the JUAA’s University
Standards. At the Graduate School of Law and Politics, annual self-assessment based on the said
criteria/standards is performed by the School of Law and Politics/Graduate School of Law and Politics
Self-assessment Committee, under the responsibility of the Dean, including consideration of theappropriateness of the philosophy and goals. Based on the need for improvement recognized in the
self-assessment process, in AY 2011, the Graduate School reviewed the descriptions of its philosophy,
goals and the three policies (Diploma Policy, Curriculum Policy and Admission Policy), and added
improvements to the Diploma Policy.1-123) Based on this review experience, in AY 2012, the Graduate
School renamed the Graduate School Committee for Deliberation of Issues as the “Graduate School
Operation Committee,” and established a system by which this new committee annually reviews theabovementioned documents as part of its agenda, and reports the results to the Graduate Faculty Board forregular examination. 1-110),1-111)
 Graduate School of Economics
Similar to the procedure in the School of Economics, the Graduate School of Economics regularly
examines the appropriateness of its philosophy and goals in the process of evaluating progress regarding
the range of objectives set for annual self-assessment. 1-112)
Specifically, upon evaluation of progress regarding the specific objectives, the School of
Economics/Graduate School of Economics Self-assessment Committee first prepares a draft progress
report, and then the Graduate School Administration evaluates the progress. The entity in charge of theexamination process is the Graduate School Administration led by the Dean of the Graduate School (being
the School’s Dean). The appropriateness of the philosophy and goals, and the correlation between
objectives and indicators are checked by the Graduate School Administration (Dean’s Office Committee),based on the draft evaluation compiled by the School of Economics/Graduate School of Economics
Self-assessment Committee. Any disagreement concerning examination is put on the agenda of a Graduate
Faculty Board meeting, as necessary.
 Graduate School of Business Administration
The purpose of the Graduate School of Business Administration Self-assessment Committee is to
examine the appropriateness of the Graduate School’s philosophy and goals on a regular basis, as part of
the University-wide effort of annual self-assessment.
In the process of reporting progress regarding the range of objectives set for the abovementioned

52

Philosophy and Goals

assessment, the Graduate School of Business Administration Self-assessment Committee prepares a draft
progress report for the relevant check and evaluation. The entities in charge of the examination process are
the Graduate School Administration led by the Dean of the Graduate School (being the School’s Dean), as
well as the Graduate School of Business Administration Self-assessment Committee. Issues regarding
examination are proposed and discussed at the Graduate School’s Graduate Faculty Board meeting, as
necessary. 1-113)

 Graduate School of Science and Technology
The appropriateness of the philosophy and goals of the Graduate School of Science and Technology is
examined in the process of self-assessment, which is annually conducted on the basis of thecriteria/standards pursuant to the JUAA’s University Standards. 1-114) The said appropriateness is also
examined in the first meetings of the Dean’s Office Committee and the Graduate Faculty Board in eachacademic year. 1-124) As in the case of the School of Science and Technology, the Graduate School’s
philosophy and goals were also revised to make them more appropriate and definite.
 Graduate School of Policy Studies
The Graduate School of Policy Studies conducts self-assessment annually based on the evaluation
criteria/standards pursuant to the JUAA’s University Standards. 1-125) As in the case of the School of Policy
Studies, since the establishment of the Graduate School’s Master’s program (the first half of the doctoral
program) in 1999, the Graduate School repeated the examination and review of its philosophy and goals
upon establishment of new departments at the School of Policy Studies (i.e., Departments of Applied
Informatics, International Policy Studies, and Urban Studies). 1-34)
In AY 2011, the Graduate School drastically revised its curriculum. The outcome of the revision iscurrently being examined primarily by the School’s Future Vision Planning Committee and other entities.
This examination effort has highlighted several issues to be considered henceforth, such as (1) review of
the Graduate School’s curriculum upon “completion” of the new undergraduate Departments ofInternational Policy Studies and Urban Studies (i.e., when these departments produce their first
graduates); (2) curriculum revision in accordance with changes in the circumstances surrounding the
University and the Graduate School; and (3) establishment of a joint research arrangement involving
industry, government, academia and the public, based on cooperation with external institutes. Whileaddressing these issues, the Graduate School will take every possible opportunity to continue to examine
its philosophy and goals.
 Graduate School of Language, Communication, and Culture
In connection with the University Evaluation, the Graduate School of Language, Communication, andCulture prepares a progress report on an annual basis. The Graduate School Administration Meeting takes
this opportunity to examine whether the Graduate School’s philosophy and goals are relevant to thecurrent situation.
One of the outcomes of this examination effort is the Japanese-language Education Program establishedin 2007. While this program did not exist at the time of the Graduate School’s establishment in 2001, theprogram was launched as a reform aiming at fostering teaching staff to promote Japanese-language
education, in an effort to respond to the gradual increase in demand for such education intended forforeigners.
Another outcome is the curriculum reform implemented in 2012 (this year) in the field (program) of
Linguistic Education. The Graduate School reviewed the names of all subjects in the field, renaming themin order to represent the class content more clearly, and also introduced additional subjects. 1-126),1-127)

53

Philosophy and Goals

 Graduate School of Human Welfare Studies
The appropriateness of the philosophy and goals of the Graduate School of Human Welfare Studies has
been examined regularly (approximately every two months) since its establishment by the Graduate
School Committee for Deliberation of Issues, which comprises six members. Issues discussed at thecommittee meetings are reported to, and discussed by the Graduate Faculty Board. As such, constantefforts have been made to examine the appropriateness of the philosophy and goals. At the Committee and
Board meetings the said appropriateness has been tirelessly examined, especially in light of the changes insocial needs resulting from changes in the social situation, and also from the perspectives of humanwelfare-related practice and research/academic activities. These efforts resulted in the addition of new
subjects in AY 2012.1-38) The Graduate School conducts self-assessment based on the evaluation
criteria/standards pursuant to the JUAA’s University Standards.
 Graduate School of Education
In parallel with the planning for the School of Education’s reorganization scheduled for AY 2013, theGraduate School of Education also reviewed its philosophy and goals, and adopted a new philosophy
regarding human resources development.
The Graduate School examines the appropriateness of its philosophy and goals by conducting annual
self-assessment based on the evaluation criteria/standards pursuant to the JUAA’s University Standards.
 Law School
As part of the University-wide effort of annual self-assessment, the appropriateness of the philosophy
and goals of the Law School is examined and evaluated by the Law School’s Administration and theCommittee for Self-assessment and Faculty Development, under the responsibility of the Dean. Based on
the results, improvements are made regarding the check and evaluation in the following year. 1-128) In AY
2011, the Law School introduced an external evaluation system, in which the School receives advice
regarding the ideal legal professionals required by society, and the challenges to be addressed by KGU.
1-129)

 Institute of Business and Accounting
KGU annually prepares a “self-assessment: progress report” in connection with the University
Evaluation.1-130) During this process, views are exchanged regarding the appropriateness of the philosophy
and goals at each School/Graduate Department of the Institute of Business and Accounting. The
Professional Graduate School Graduate Faculty Board 1-131) and the Graduate Faculty Board1-132) examine
whether the Institute’s philosophy and goals are relevant to the current situation.

2. Check and Evaluation(1) Matters showing improvement

Whole University

1-2-(1)

By providing information regarding the Mission Statement via KG’s official website, its content became
more readily accessible.
The name card-sized leaflet “Mission & Ideals” was distributed in April 2010. 1-43) Since this was very
54

Philosophy and Goals

well-received, the University subsequently reprinted it.
The brochure published in 2011, “The Spirit of Kwansei Gakuin” (Kagayaku jiyu: Kwansei Gakuinsono seishin to riso, literally “Shining freedom: the spirit and ideals of Kwansei Gakuin”) 1-44) is used, andwell-received, as a teaching material in the compulsory subject “Christian Studies” in each School. This
brochure is distributed not only to students, faculty and staff, but also to high school students and othervisitors to KGU. The University receives many positive comments about this brochure, including one that
expressed appreciation for its concise explanation of KG’s history and mission.

Schools1-2-(1)

 School of Sociology
The School of Sociology Meeting held at the end of each academic year produces positive outcomes.
1-49)

At the symposiums held in AY 2010 as part of the commemorative project for the School’s 50th
anniversary, as well as at the meetings to which part-time instructors were invited, the discussions werejoined by diverse participants, including not only full-time faculty members but also part-time instructors,
graduate students, and individuals engaged in sociology education at other universities. These discussions
provided a good opportunity for participants to share their knowledge regarding the starting point of the
School’s undergraduate education and the challenges faced in its current situation, as well as to examineand become more familiar with the School’s philosophy and goals. 1-108)

 School of Law and Politics
First, the School of Law and Politics has enhanced the consistency between its philosophy and goals,
educational objectives, Diploma Policy and other documents. (For example, in AY 2010, the previous
philosophy and goals, which had focused on implementation targets, were revised to more appropriately
describe the philosophy and goals of the School. In AY 2011, the School made improvements so that the
Diploma Policy and other policies were framed in line with the philosophy etc.)
Second, the School has improved and put into practice a system for regular examination of thephilosophy and goals, etc. 1-110),1-111)
 School of Science and Technology
The philosophy and goals of the School of Science and Technology are discussed annually at theUndergraduate Faculty Board meetings. This has resulted in the permeation of the philosophy and goals as
common knowledge even among a large number of new faculty members who were employed upon theestablishment of new departments in AY 2009. Consequently, this facilitated the revision of the School’s
philosophy in AY 2012; the revision was made so that the philosophy expresses more clearly the fact that
the School conducts a wide range of education and research, from basic research to applied research. 1-115)
 School of Policy Studies
Since its establishment, the School of Policy Studies has examined its philosophy and goals, as well as
their outcomes, and has striven to disseminate them to University members (faculty, staff, andundergraduate and graduate students), as well as to the general public, by employing a variety of means.
This effort has ultimately helped both undergraduate and graduate students to develop the diverse
knowledge and skills (in research, presentation, etc.) required for their careers after
graduation/completion.1-63) The said effort has also led to satisfactory results regarding students’
employment at businesses and other organizations.1-17)p.13-14,1-133) The permeation of the philosophy and55

Philosophy and Goals

goals among students is evidenced by the fact that many students engage in social contribution activities
while in school in quite a number of fields, such as community building, welfare activities and disasterassistance, as well as volunteering in developing nations, especially involving efforts to help alleviate
poverty. 1-134)

 School of Education
Upon the reorganization of the School of Education and the Graduate School of Education scheduled for
AY 2013, their philosophies and goals were reviewed and redefined more clearly.

Graduate Schools

1-2-(1)

 Graduate School of Humanities
The Graduate School of Humanities conducts the “student evaluation of teaching” survey. In the survey,
conducted in Fall Semester of AY 2011, the Graduate School first incorporated questions asking whether
respondents knew “KGU’s philosophy and goals” and “the Graduate School’s philosophy, goals andeducational objectives.” The results indicated that 65 percent of the responding graduate students knew
KGU’s philosophy and goals, and 50 percent knew the Graduate School’s philosophy, goals andeducational objectives. Presumably, the students voluntarily obtained information regarding thephilosophies, etc., by referring to KG’s official website and other media. It is understood that as a result of
making such information publicly available, the information is being instilled in students even further.
1-135)

 Graduate School of Law and Politics
In the Graduate School of Law and Politics, a range of efforts are being promoted in an integrated
manner with the School of Law and Politics.
 Graduate School of Science and Technology
The philosophy and goals of the Graduate School of Science and Technology are discussed annually at
the Graduate Faculty Board meetings subsequent to the Undergraduate Faculty Board meetings. This has
contributed to greater recognition regarding consistency in the philosophies and goals between the School
and the Graduate School. Consequently, as in the case of the School, the Graduate School’s philosophy
was revised in AY 2012 so that the philosophy expresses more clearly the fact that the Graduate School
provides education through advanced research activities, from basic research to applied research.
 Graduate School of Language, Communication, and Culture
The academic year of 2012 marks the 12th anniversary of the Graduate School of Language,
Communication, and Culture, since the establishment of the first half of the doctoral program in 2001. Asof the end of AY 2011, the total number of students who completed this stage of the program reached 254,
many of whom embarked on a career in teaching English at junior high schools, high schools, universities,
professional training colleges and other institutes; obtained employment at private businesses; or returnedto their previous workplace. Regarding the second half of the doctoral program, the year 2012 is the 10thyear since its establishment in 2003. Thus far, 10 students have acquired a doctoral degree (doctorate bycoursework) through this program. These results constitute one of the outcomes of the Graduate School’s
efforts, in which it has fully familiarized University members (faculty, staff and students) as well as thegeneral public with its philosophy and goals, while putting the philosophy and goals into practice in an
appropriate manner. 1-136)
56

Philosophy and Goals

 Graduate School of Education
Upon the reorganization of the School of Education and the Graduate School of Education scheduled for
AY 2013, their philosophies and goals were reviewed and redefined more clearly.

(2) Matters that need to be improved

Whole University

1-2-(2)

To determine the extent to which the Mission Statement, KG’s Ideals for its Graduates, and its Ideals for
the University were understood by students, faculty and staff, the University previously planned to
conduct a survey to measure the status of permeation and recognition of their contents, and to disclose theresults. However, during the planning process, the discussion concentrated on how the scope of
respondents should be determined and how the questions for each respondent group should be designed.
Eventually, the questionnaire could not be finalized, and the survey was not carried out.
Some point out the difficulty in browsing information provided on the website, such as the New
Medium-term Plan, the philosophy of the University, the Mission Statement and the School Motto.

Schools1-2-(2)

 School of Theology
While the philosophy and goals of the School of Theology contain descriptions regarding the four
branches (four areas) of the School’s specialized field of research,1-7) it is necessary to thoroughly review
the appropriateness of these branches, in light of the development of the new philosophy adapted to thecourse system, and of the relationship with the fields provided in the Graduate School of Theology.
 School of Humanities
In the School of Humanities, examination has not proceeded regarding how the philosophy and goals
are recognized by students. It is necessary to explore what specific measures can be taken.
 School of Law and Politics
In the School of Law and Politics, basic systems have already been introduced and established. The
School will accumulate experience so that the systematized mechanisms operate smoothly, while giving
further consideration to the consistency between, and the appropriateness of, the School’s various
documents, including the philosophy and goals. 1-111)
 School of Economics
While the School of Economics independently organizes the oath administration ceremony andorientation events for new entrants, these are conducted in a conventional manner, by giving one-way
instructions. It is desirable to conduct this ceremony and these events in a manner suited to recent entrants
who join the School via various forms of admission. At a time shortly after their entrance to the School,
opportunities must be provided for such entrants, faculty and other School members to jointly discuss andreconfirm the meaning and significance of the philosophy and goals and the Admission Policy. It is also
necessary to introduce a four-year educational guidance program, while taking into consideration the
difference in academic abilities and sense of purpose displayed by individual students.
57

Philosophy and Goals

 School of Science and Technology
The School of Science and Technology conducts education and research based on a philosophy thatemphasizes building upon a student’s studies in fields of basic research and connecting these to learning inapplied research fields. However, the School currently provides a greater proportion of its education inbasic research fields than in applied research fields, due to the background of the School’s establishment.
It is desirable that the School enhance its offerings in applied research fields.
 School of Policy Studies
As indicated in Section 2-(1), the philosophy and goals of the School of Policy Studies have thoroughly
been absorbed by the faculty, staff and other individuals directly related with the School, as well as byundergraduate and graduate students attending the School. However, the understanding and absorption of
its philosophy and goals by external entities have not reached a satisfactory level. This problem is notreadily solvable since it involves complex factors. The only solution is to devise and attempt new
approaches repeatedly, while reviewing past results and making modifications, as necessary, to factors thathave lost relevance in line with the changing needs of the times. Meanwhile, the circumstances
surrounding universities have significantly changed, such as the declining birthrate in Japan and thesituation whereby universities have more places for admission than applicants. Amid these circumstances,suburban campuses, including KGU’s Kobe-Sanda Campus, where the School of Policy Studies is located,
are increasingly faced with disadvantages in attracting new students. To cope with this situation, theSchool is required to make further improvements regarding its philosophy and goals, curriculums andother conditions, with an eye to achieving positive differentiation from other universities/schools. The
School is also required to make efforts to obtain wider recognition of its philosophy and goals by thoseoutside the University, and to actively promote social contribution activities. The School must improve its
educational and research system aimed at the development of advanced specialized professionals.
 School of Education
The School of Education needs to examine the relationship between its philosophy and goals and thoseof the Graduate School of Education, in consideration of future trends in teacher-training programs.

Graduate Schools

1-2-(2)

 Graduate School of Humanities
While the Graduate School of Humanities conducts the “student evaluation of teaching” survey every
semester in each academic year, submission rates remain at a low level — approximately 15 percent.
Measures must be devised to raise the submission rate.
 Graduate School of Law and Politics
At the Graduate School of Law and Politics, efforts concerning its philosophy and goals are made in an
integrated manner with the School of Law and Politics. As in the case of the School, the Graduate School
will continue its efforts to improve consistency between its documents, including the philosophy and goals,
and to ensure smooth operation of a range of systems that have already been introduced. 1-111)
 Graduate School of Science and Technology
The Graduate School of Science and Technology conducts education and research based on aphilosophy emphasizing cutting-edge research in various fields, from basic research to applied research.
58

Philosophy and Goals

However, the Graduate School currently provides a larger proportion of its education in basic research
fields than in applied research fields, due to the background of the Graduate School’s establishment.
Expansion and enhancement in the fields of applied research are expected. Moreover, while the Graduate
School aims to increase the number of students from overseas countries and regions, this has notproceeded as well as expected. 1-137)

 Graduate School of Language, Communication, and Culture
The day and evening course system, which is operated by the Graduate School of Language,
Communication, and Culture with the aim of providing a curriculum suitable for working adults, iswell-received by students. Meanwhile, the number of entrants to the Theme Research Course has recently
been on the decline (AY 2008: 3 entrants; AY 2009: 3 entrants; AY 2010: no entrants; AY 2011: 3 entrants;
and AY 2012: no entrants). The Graduate School will set out to conduct a specific examination, in order to
identify problems regarding this course, and formulate necessary measures for improvement.
The Graduate School also aims to make further improvements in its learning environment and learning
support system. In this respect, in September 2012, the Graduate School increased the number of“common laboratories for students” from one to two, and also made “common laboratories for faculty”(experimental laboratories) available to graduate students for whom the use of experimental facilities isrequired for their coursework. The Graduate School will monitor the consequences of such efforts for thetime being. 1-138)
 Graduate School of Education
The Graduate School of Education needs to examine the relationship between its philosophy and goals
and those of the School of Education, in consideration of future trends in teacher-training programs.
 Institute of Business and Accounting
Given the rapid changes in the present business environment and social systems, the relevance of theInstitute’s philosophy and goals to society must be examined more severely.

3. Development Measures for the Future(1) Matters showing improvement

Whole University

1-3-(1)

Via several media, including “Kwansei Gakuin New Strategic Plan 2009-2013 / Progress Report of the
New Medium-term Plan 2009-2013” 1-2) provided on KG’s official website, the educational philosophy of
the whole University has been reconfirmed and made familiar to University members repeatedly. The
University will increase its efforts so that faculty and staff can always refer to the University’s philosophy
via such media when they address specific issues.

Schools1-3-(1)

 School of Sociology
The School of Sociology will further develop the School of Sociology Meeting that is held at the end ofeach academic year, while maintaining “Enhancing the quality of School education” as the common
59

Philosophy and Goals

theme.

 School of Law and Politics
Regarding the integrated examination of the philosophy and goals, educational objectives, Diploma
Policy and other policies, as well as their dissemination and disclosure, the School of Law and Politics
will ensure that each committee in charge properly conducts regular examination and reconfirmation, as
stipulated in the relevant documents. 1-110)
 School of Science and Technology
The School of Science and Technology will continue its annual examination of its philosophy and goals
at the Undergraduate Faculty Board meetings, with a view to helping faculty members raise theirawareness of the philosophy and goals even further.
 School of Policy Studies
After its establishment, the School of Policy Studies added the Departments of Applied Informatics,
Urban Studies and International Policy Studies, which contributed to improving its educational system,
especially in terms of curriculum, allowing the School to deal with the diverse issues and problems inpresent-day society. The School made great strides toward the establishment of a system to nurture World
Citizens, in an effort to realize a society that enables “Coexistence between people and nature, coexistence
among people,” the School’s philosophy.
The School will continue its efforts to realize and review its philosophy and goals, by means of various
arrangements beyond the realm of conventional styles of education (e.g., promotion of fieldwork;
dissemination and exchange of research results and views at the Research Fair, the Research Consortiumand other occasions; promotion of volunteer activities). Regarding realization of its philosophy, the School
has made a remarkable improvement by establishing an educational system that encourages students toacquire an attitude of aiming for necessary reform, while fully recognizing reality and reflecting onthemselves. 1-134)
 School of Education
The School of Education will specifically review the newly established philosophy and goals by AY
2016, the academic year in which the School is to produce its first graduates under the new organization.

Graduate Schools

1-3-(1)

 Graduate School of Humanities
As pointed out in Section 2-(1), the Graduate School of Humanities incorporated questions regarding its
philosophy and goals in the “student evaluation of teaching” survey. This enabled the Graduate School tograsp the extent to which students recognize the philosophy and goals.
 Graduate School of Law and Politics
The Graduate School of Law and Politics will continue the integrated efforts with the School of Law
and Politics.
 Graduate School of Science and Technology
The Graduate School of Science and Technology will encourage its faculty and students to further
increase their awareness of the philosophy and goals. To this end, the Graduate School will ensure that60

Philosophy and Goals

each academic advisor explains the philosophy and goals in the first meeting of his/her laboratory’s
seminar class in each academic year.

 Graduate School of Language, Communication, and Culture
Among the efforts made by the Graduate School of Language, Communication, and Culture, thosealready showing positive effects include the renaming of its subjects and the introduction of new subjects,
which were implemented in the first phase of the curriculum reform in the Field of Linguistic Education.
The Field (Program) of Linguistic Education was established in 2001 concurrently with the foundationof the Graduate School. Since then, a large number of outstanding students have been passed through theprogram. However, after its establishment, similar graduate schools were founded at other universities one
after another, including one particular graduate school dealing with a similar field of research, and a
graduate school specializing in foreign language pedagogy. Consequently, the number of entrants to the
Linguistic Education program of the Graduate School of Language, Communication, and Culture has been
on a declining trend. In response to this situation, the “Curriculum Planning Committee for the Field ofLinguistic Education” was established under the Curriculum Committee in July 2011, and the newcommittee reviewed the names of all the pre-existing subjects, and also introduced new subjects, as thefirst-phase effort of a curriculum reform aiming at reinvigorating the program.
Moreover, as a measure to further enhance the Field of Cultural Linguistics, the “Curriculum Planning
Committee for the Field of Cultural Linguistics” was established in June 2012. As a result of the
discussions at this committee, it became possible to propose a drastic reform of the curriculum. 1-127),1-139)
 Graduate School of Education
The Graduate School of Education will examine the relationship between its philosophy and goals andthose of the School of Education by AY 2016 — the academic year in which the School is to produce its
first graduates under the new organization, while considering future trends in teacher-training programs
promoted by the national government.
(2) Matters that need to be improved

Whole University

1-3-(2)

KG’s official Web site provides information regarding the New Medium-term Plan, the philosophy of
the University, the Mission Statement, the School Motto and other related matters. The University will
make improvements so as to be able to determine the extent to which their contents and concepts arerecognized by KG members, and also to make necessary information more readily searchable on thewebsite.

Schools1-3-(2)

 School of Theology
Regarding the four branches (four areas) of the specialized field of research in the School of Theology,
the School will restructure them so that they will reflect the School’s current educational objectives andthe purpose of human resources development more clearly. (The School will restructure them by AY 2013,
in consideration of the philosophy of the course system, and consistency with the faculty organization, thefields provided in the Graduate School of Theology, and other factors.)

61

Philosophy and Goals

 School of Humanities
The School of Humanities conducts the “student evaluation of teaching” survey for its undergraduate
students every semester. The School plans to set additional questions to ask about the philosophy andgoals, or distribute a separate questionnaire.
 School of Law and Politics
To raise awareness of the philosophy and goals, the School of Law and Politics will explore andimplement necessary measures via the Public Relations Committee etc.; for instance, the School will
explore the possibility of using Chapel Hour and the lecture meetings at the Society of Law and Politics,
and will put into practice any measures possible.
The School aims at accumulating experience so as to ensure smooth operation of its systematizedmechanisms, while giving consideration to consistency between, and the appropriateness of, the School’svarious documents. To this end, the School will review relevant matters in the process of annual
self-assessment.
 School of Economics
To introduce a new orientation style unique to the School of Economics, the School will hold the current
meetings with entrants who join the School based on the admission method emphasizing students’characteristic abilities as a continuous series of meetings, not as a one-time meeting. Through suchmeetings and other opportunities, the School will collect necessary information for a new approach, andwill help faculty and staff raise their awareness of it. 1-140)
 School of Science and Technology
Based on the “measures to reinforce and enhance the field of science with a view to increasing thenumber of students” 1-141) specified in the New Medium-term Plan, the School of Science and Technology
will add new departments dealing with fields of applied research.
 School of Policy Studies
The School of Policy Studies will make improvements in the following matters:(1) The School will introduce measures for further permeation and dissemination of its philosophy andgoals to those outside the University, with a particular focus on the dissemination of information topotential test takers for the School’s entrance examination and their parents (general citizens) and toeducational institutions, in order to attract undergraduate and graduate students who agree with the
School’s philosophy and goals. To achieve this, the School will strengthen its information
dissemination efforts by employing a variety of events, publications, the website and other media, andwill also increase the number of relevant educational campaigns for the public, and strengthen the
School’s commitment to such efforts. The School will then establish a system to review thephilosophy and goals constantly, while monitoring reactions from those outside the University.
(2) To realize its philosophy and goals, the School will reinforce its educational and research structure,promoting the establishment of a joint research arrangement and network connecting industry,
government, academia and the public. In parallel with this, the School will strengthen the linkage
between its undergraduate education and graduate education, with a view to fostering advanced
specialized professionals via a consistent education continuing from undergraduate to graduate
programs. The School will also promote social contribution activities.

62

Philosophy and Goals

 School of Education
The School of Education will review its philosophy and goals so as to adapt them to the forthcoming
reform of the teacher-training system that is expected in the near future.

Graduate Schools

1-3-(2)

 Graduate School of Humanities
Regarding the “student evaluation of teaching” survey, the Graduate School of Humanities will involve
academic advisors in collecting survey sheets from their students. The Graduate School will thereby make
improvements to substantially accumulate response data regarding its philosophy and goals.
 Graduate School of Law and Politics
Regarding matters for improvement shared in common with the School of Law and Politics, theGraduate School of Law and Politics will examine relevant matters in the process of annual
self-assessment.
 Graduate School of Science and Technology
In response to the departmental increase planned in the School of Science and Technology, the Graduate
School of Science and Technology will also expand and enhance its fields of applied research. Regarding
the acceptance of non-Japanese students, the Graduate School launched, in the Fall Semester in AY 2012,
the International Master’s Program provided only in English (the Program of “Integrated Science andTechnology” for International Students), and will thus actively accept students from overseas countries
and regions. 1-142)
 Graduate School of Language, Communication, and Culture
Regarding the day and evening course system, the number of entrants to the Theme Research Course
has recently been on the decline. To make improvements in this area, the Graduate School of Language,
Communication, and Culture will consider the following points:(1) The biggest problem in the Theme Research Course lies in the difficulty in providing in-depth
research guidance under the framework of collective guidance by the Advisory Committee. The
Graduate School will first set out to enhance the research guidance for theme research students.
(2) Despite the effort described in the previous paragraph (1), it may be the case that the fundamental
necessity of the Theme Research Course has been decreasing. In this respect, the Graduate Schoolplans to hold a series of Faculty Development (FD) Seminars focusing on theme research.
Regarding improvement in the Graduate School’s learning environment and learning support system,
the Graduate School understands the importance of a follow-up review regarding the current use of“common laboratories for students.” The Graduate School will therefore implement such a review.
 Graduate School of Education
The Graduate School of Education will review its philosophy and goals so as to adapt them to theforthcoming reform of the teacher-training system that is expected in the near future.
 Institute of Business and Accounting
To carefully observe the rapid changes in the present business environment and social systems,
especially changes in social expectation for, and trends in, the development of business leaders andcertified public accountants, the Institute of Business and Accounting will use the Advisory Meeting63

Philosophy and Goals

established in AY 2012 to incorporate inputs from those who have completed programs at the Institute andothers outside the University into the examination process of the philosophy and goals.

64Philosophy and Goals

Chapter 2

Chapter 2
Educational and Research
Organization

66

Educational and Research Organization

Educational and Research Organization

1. Current Status(1) Are the educational and research organizations of the University's schools,
departments, graduate schools, graduate departments, attached research institutes
and centers, and other organizational units appropriate in light of their respective
philosophies and goals?
Kwansei Gakuin University (KGU) consists of 11 Schools and 13 Graduate Schools on four campuses:
Nishinomiya Uegahara, Nishinomiya Seiwa, Kobe-Sanda and Osaka Umeda. KGU has also establishedlibraries, research institutes and centers, and temporary “Research Centers for Specific Projects” asorganizations supporting its education and research.
KGU has adopted the following philosophy: “The University aims to broadly bestow knowledge on
students and thoroughly provide education and promote research in specialized arts and sciences, pursuant
to the provisions of the School Education Act and the Basic Act on Education, and also to cultivate
students’ character, based on the principles of Christianity.” Under this philosophy, KGU underlines theimportance of using each individual’s intelligence and all their abundant gifts for the benefit of theirneighbors. KGU also aims to foster World Citizens who are equipped with a global mindset and a sense of
mission for contributing to society, and this has been emphasized since its foundation. In consideration ofthis philosophy and these goals, KGU has built its educational and research organizations, while adapting
them to the cause of academic advancement and social needs.
The School of Theology has a long tradition from the time of Kwansei Gakuin’s foundation. The
Schools of Humanities, Law and Politics, Economics, and Business Administration are schools establishedas successors to the former School of Law and Literature and the School of Commerce and Economics,
which operated at the University under the prewar education system. KGU established the School of
Science in 1961, in accordance with a policy of the former Ministry of Education, Science and Culture that
promoted during the late 1950s and the early 1960s the expansion of university departments specializing inscience and engineering. In 1960, a department in the School of Humanities became independent andformed the School of Sociology, as the second of its kind in Japan. KGU newly constructed Kobe-Sanda
Campus in 1995, since the total area of the University’s school sites had been pointed out as being
insufficient by the Ministry of Education, Science and Culture. Established on this new campus
concurrently with its opening was the School of Policy Studies. The School of Science was relocated to
Kobe-Sanda Campus in 2001, and was reorganized as the School of Science and Technology in 2002. In
2008, KGU established the School of Human Welfare Studies, a school aiming at providing solutions
contributing to humans and society, and to enhancement of the quality of “transactions” between humans
and society, while responding to the specific needs in the current super-aging society combined with adeclining birthrate. In 2009, the University established the School of Education, which is intended to makea contribution to high-quality educational practices, while responding to the need for development ofeducators, along with community needs. The School of International Studies was established in 2010, forthe purpose of responding to the need to develop individuals who can fully display their abilities in theinternational arena in this increasingly globalized society.
Regarding graduate schools, the Ministry of Education, Science and Culture introduced a systemallowing for “independent graduate schools” in 1989. In response, KGU founded the Graduate School of
Language, Communication, and Culture in 2001, the parent body of which is the Language Center, with a68

Educational and Research Organization

view to providing graduate education that is widely open to working adults. Upon the introduction of theprofessional graduate school system by the Ministry of Education, Culture, Sports, Science andTechnology (MEXT), KGU established the Law School in 2004. The University also established theInstitute of Business and Accounting (comprising the Business School and the Accounting School) in 2005,
after amendment of the Certified Public Accountants Act and enactment of laws regarding accounting
schools.
On the basis of the philosophy of the University, each school and graduate school has defined theirrespective philosophies, based on which they have set their goals and educational objectives. Thesephilosophies, goals and educational objectives constitute the guiding principles of the educational andresearch activities at each school and graduate school.
KGU operates the University Library on Nishinomiya Uegahara Campus as well as its branch library,“Library and Media Center,” on Kobe-Sanda Campus, as facilities to collect, and offer for use, books andmaterials necessary for educational and research activities at schools and graduate schools.
The following research institutes and centers operate as organizations supporting the University’s
educational and research activities:
The Institute for Industrial Research (1932) is a research institute specializing in the field of social
science, founded to conduct studies and research concerning industry and economics. In addition to
conducting research activities, it also functions as a service center for providing information and relatedmaterials. The Research Center for Christianity and Culture (1997), a research institute unique to Kwansei
Gakuin espousing Christian principles, aims to analyze a variety of issues and problems facing present-day
society, from the viewpoint of Christianity. The Institute for the Research of Disaster Area Reconstruction(2005) is Japan’s first research institute to have adopted as its research theme restoration andreconstruction after natural disasters. The Institute for Advanced Social Research (2008) was established
for the purpose of maintaining and further developing research activities on the theme “Study of ‘Social
Research for the Enhancement of Human Well-being’ toward ‘Creating a Society that Values Cultural
Diversity’,” which came under the 21st Century Center of Excellence Program and subsidized by MEXT
for five years from 2003. The Language Center (1992) provides University-wide programs for education in
English and 10 elective foreign languages. The Center for Common Educational Programs (2010) provides
common University-wide educational subjects. The Institute for Human Rights Research and Education(1995) provides human rights education not only for students but also for faculty and staff members, in aneffort to promote human rights education as one of the major pillars of the University’s education. The
Research Center for Teacher Development (1999) is intended to enhance the University’s teacher-training
course and facilitate its smooth operation. The Center for Research into and Promotion of Higher
Education (2010) is in charge of the planning of necessary measures for promoting educational
advancement and ensuring quality assurance in education. The Center for International Education andCooperation (2005), an organization established to fulfill the objective of developing a global mindset instudents, is in charge of programs for international student exchange and international cooperation. The
Center for Japanese Language Education (2011) provides international students with Japanese-language
education from a University-wide perspective. The Student Support Center (2011) is an organization to
support students in their studies and life on campus, comprising the Support Office for Independent
Campus Life, which supports students with disabilities in studying in the same manner as other students,
and the Office for Student Support and Counseling, which provides students with counseling regarding
various problems and worries that they may experience during their campus life. The Center for Career69

Educational and Research Organization

Planning and Placement (2006) supports students in their job searches and provides career education.
Aside from the abovementioned permanent research institutes and centers, KGU has in place a system
to establish ad hoc “Research Centers for Specific Projects,” which are organized on a temporary basis tofacilitate cross-sectional academic research within the University. As of April 2012, 23 such centers werein operation.
Establishment and reorganization of all facilities and organizations to support the University’s education
and research are subject to deliberation by the University Senate and the Board of Trustees. The Senate
and the Board discuss the abovementioned issues from the viewpoints of whether the facility/organization
is in line with the University’s philosophy and goals, and whether the facility/organization takes into
account trends in the academic research community, as well as social needs. The said
facilities/organizations are operated in accordance with the regulations deliberated by the University
Senate and the Board of Trustees. 2-1),2-2)(2) Are regular examinations conducted regarding the appropriateness of theeducational and research organizations?
KGU has established the Kwansei Gakuin University Self-assessment Regulations2-3) and related
bylaws.2-4) Each organization is examined by means of self-assessment, which is conducted on an annual
basis.
If reorganization or abolishment of a given organization is necessary, appropriate deliberations anddecisions are made by the University Senate. Regarding the Center for Research into and Promotion ofHigher Education established in 2010, KGU established, in 2011, the “Review Committee Regarding theCenter for Research into and Promotion of Higher Education” under the University Senate, and reviewed
the Center’s organizational structure and regulations. The appropriateness of research institutes andresearch centers is evaluated by the Evaluation Committee involving external third-party entities, based on
activity reports of the research institutes etc. Regarding the Institute for Industrial Research and theInstitute for Advanced Social Research, their activities were evaluated in 2012 by the Council for
Organizations for Research and Social Collaboration Promotion, while taking their possible reorganization
into consideration. The University Senate reached a decision to have them make improvements in theiractivities, based on the evaluation results. Regarding Research Centers for Specific Projects, evaluations
are conducted by the Evaluation Committee not only in the final year but also at the midterm of thepredetermined period of their activities. If the performance of a given Center is not satisfactory, the Center
will be abolished subject to a decision by the President of the University.

2. Check and Evaluation(1) Matters showing improvement
Enhancement of the University’s undergraduate education through the establishment of the School of
Human Welfare Studies in 2008, the School of Education in 2009, and the School of International Studies
in 2010 is extremely significant and relevant to attaining the goal of “fostering World Citizens who are
equipped with a global mindset and a sense of mission for contributing to society.”70

Educational and Research Organization(2) Matters that need to be improved
Educational and research organizations in KGU are independent by function, and duties within eachorganization are subdivided automatically in accordance with their organizational structures. This system
has resulted in a situation where many centers are structured in juxtaposition immediately under the
President, and where departments responsible for information systems etc. are scattered throughout the
University. This situation does not necessarily contribute to the efficient operation of the University as awhole. Moreover, the independent operation of each organization has led to insufficient communication
between organizations, often hampering consistent implementation of various measures by the University.

3. Development Measures for the Future(1) Matters showing improvement
Setting its sights on acceleration of social contribution via research activities and development of humanresources in the field of science, the University will implement the “measures to reinforce and enhance thefield of science with a view to increasing the number of students,” as specified in the New Medium-term
Plan. A plan to add three new departments to the School of Science and Technology by 2015 was adopted
at the University Senate meeting held in October 2012. Specific planning is currently underway inpreparation for the application for the departments’ establishment to be submitted to MEXT.

(2) Matters that need to be improved
To increase efficiency in its organizational operation, KGU is currently preparing for a major
reorganization, by which KGU plans to place existing organizations with similar functions under four
Organizations (the Organization for Academic Affairs, the Organization for Student Activity Support, theOrganization for Information Environment, and the Organization for International Collaboration), each ofwhich has an integrated administrative structure covering a set of necessary functions — planning,
management and execution. The University aims to implement the abovementioned reorganization in April
2013.

71

Chapter 3

Chapter 3
Faculty Members and Faculty
Organization

72Faculty Members and Faculty Organization

Chapter 3 Contents

1. Current Status(1) Does the University clearly define its ideal requirements for faculty members, as well as policies
on the organization of its faculties?
Whole University .....................................................................................................................................77
Schools School of Theology
 School of Humanities
 School of Sociology
 School of Law and Politics
 School of Economics
 School of Business Administration
 School of Science and Technology
 School of Policy Studies
 School of Human Welfare Studies
 School of Education
 School of International Studies

Graduate Schools
 Graduate School of Theology
 Graduate School of Humanities
 Graduate School of Sociology
 Graduate School of Law and Politics
 Graduate School of Economics
 Graduate School of Business Administration
 Graduate School of Science and Technology
 Graduate School of Policy Studies
 Graduate School of Language, Communication, and Culture
 Graduate School of Human Welfare Studies
 Graduate School of Education
 Law School
 Institute of Business and Accounting

(2) Is faculty organization appropriate for the curriculums of each school, graduate school, etc.?
Whole University .....................................................................................................................................92
Schools School of Theology
 School of Humanities
 School of Sociology
 School of Law and Politics
 School of Economics
 School of Business Administration
 School of Science and Technology
 School of Policy Studies
 School of Human Welfare Studies
 School of Education

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Faculty Members and Faculty Organization

 School of International Studies

Graduate Schools
 Graduate School of Theology
 Graduate School of Humanities
 Graduate School of Sociology
 Graduate School of Law and Politics
 Graduate School of Economics
 Graduate School of Business Administration
 Graduate School of Science and Technology
 Graduate School of Policy Studies
 Graduate School of Language, Communication, and Culture
 Graduate School of Human Welfare Studies
 Graduate School of Education
 Law School
 Institute of Business and Accounting

(3) Are faculty members recruited, employed and promoted in an appropriate manner?
Whole University .................................................................................................................................. 103
Schools School of Theology
 School of Humanities
 School of Sociology
 School of Law and Politics
 School of Economics
 School of Business Administration
 School of Science and Technology
 School of Policy Studies
 School of Human Welfare Studies
 School of Education
 School of International Studies

Graduate Schools
 Graduate School of Theology
 Graduate School of Humanities
 Graduate School of Sociology
 Graduate School of Law and Politics
 Graduate School of Economics
 Graduate School of Business Administration
 Graduate School of Science and Technology
 Graduate School of Policy Studies
 Graduate School of Language, Communication, and Culture
 Graduate School of Human Welfare Studies
 Graduate School of Education
 Law School
 Institute of Business and Accounting

(4) Are necessary measures taken to enhance the quality of faculty?
Whole University ................................................................................................................................... 112
Schools School of Theology

74

Faculty Members and Faculty Organization

 School of Humanities
 School of Sociology
 School of Law and Politics
 School of Economics
 School of Business Administration
 School of Science and Technology
 School of Policy Studies
 School of Human Welfare Studies
 School of Education
 School of International Studies

Graduate Schools
 Graduate School of Theology
 Graduate School of Humanities
 Graduate School of Sociology
 Graduate School of Law and Politics
 Graduate School of Economics
 Graduate School of Business Administration
 Graduate School of Science and Technology
 Graduate School of Policy Studies
 Graduate School of Language, Communication, and Culture
 Graduate School of Human Welfare Studies
 Graduate School of Education
 Law School
 Institute of Business and Accounting

2. Check and Evaluation(1) Matters showing improvement
Schools School of Humanities
 School of Law and Politics
 School of Science and Technology
 School of Policy Studies
 School of Education

Graduate Schools
 Graduate School of Science and Technology
 Graduate School of Language, Communication, and Culture
 Graduate School of Education
 Law School

(2) Matters that need to be improved
Whole University .................................................................................................................................. 122
Schools School of Humanities
 School of Law and Politics
 School of Economics
 School of Science and Technology
 School of Policy Studies
 School of Education

75

Faculty Members and Faculty Organization

Graduate Schools
 Graduate School of Business Administration
 Graduate School of Science and Technology
 Graduate School of Language, Communication, and Culture
 Law School

3. Development Measures for the Future(1) Matters showing improvement
Schools School of Humanities
 School of Law and Politics
 School of Science and Technology
 School of Policy Studies
 School of Education

Graduate Schools
 Graduate School of Science and Technology
 Graduate School of Language, Communication, and Culture
 Graduate School of Education
 Law School

(2) Matters that need to be improved
Whole University .................................................................................................................................. 126
Schools School of Humanities
 School of Law and Politics
 School of Economics
 School of Science and Technology
 School of Policy Studies
 School of Education

Graduate Schools
 Graduate School of Business Administration
 Graduate School of Science and Technology
 Graduate School of Language, Communication, and Culture
 Law School

76

Faculty Members and Faculty Organization

1. Current Status(1) Does the University clearly define its ideal requirements for faculty members, as wellas policies on the organization of its faculties?

Whole University3-1-(1)The University’s ideal requirements for faculty members
Kwansei Gakuin University (KGU) has established “Regulations for the Appointment of Professors,
Associate Professors and Assistant Professors”3-1) and “Faculty Selection Criteria,”3-2) in which the
University clearly defines the abilities, qualifications and other standards it expects of its faculty members.
KGU thus recruits, employs and promotes its faculty members based on appropriate criteria, standards andprocedures.
For language education, on the basis of its “Understandings on personnel employment and promotion
concerning the University-wide system for language education,”3-3) KGU lays down “Regulations
Regarding Kwansei Gakuin University Associate Lecturers of English,”3-4) “Regulations Regarding
Special Contract Faculty for Language Education”3-5) and “Regulations Regarding Kwansei Gakuin
University Full-time Instructors for Language Education”3-6) and other regulations. KGU thereby clearly
defines the abilities, qualifications and other standards it expects of its academic staff engaged in language
education.
Regarding its graduate schools, KGU has set “Selection Criteria for Graduate Faculty and Graduate
Academic Advisors”3-7) and “Regulations for the Appointment of Faculty Members of Professional
Graduate Schools,”3-8) in which the University clearly defines the abilities, qualifications and otherstandards it expects of academic staff teaching at graduate schools.
The abilities, qualifications and other standards KGU expects of fixed-term academic staff in specificfields of study are clearly defined by “Regulations Regarding Special Fixed-term Professors,”3-9)“Regulations Regarding Special Contract Faculty,”3-10) “Regulations Regarding Kwansei Gakuin
University Full-time Faculty for Education in International Cooperation,”3-11) “Regulations Regarding
Fixed-term Professional Faculty of the Graduate Law School”3-12) and “Regulations Regarding Fixed-termProfessional Faculty of the Institute of Business and Accounting.” 3-13)
The abilities, qualifications and other standards the University expects of its faculty members are thus
clearly stipulated in the array of regulations. Meanwhile, the Chair of the Board of Trustees and thePresident of the University remarked on the “image of faculty members expected by the University” andthe “attitudes and social responsibility of researchers,” respectively, as described below:
Yoichi Morishita, Chair of the Board of Trustees(Excerpt from an address delivered at the inaugural ceremony for new faculty and staff members
held on April 1, 2011)(1) A faculty member who sincerely works at helping students realize their aims and dreams, who strives
for better education and research, and who teaches with pride and enthusiasm, while recognizing thedevelopment of students as his/her greatest joy(2) A faculty member who is highly appreciated by the academic community and the public for his/her
activities in the particular field of specialization, and accordingly, has firmly established his/her status
in that field, who makes a positive contribution to society, and who is respected by the public(3) A faculty member with personal attractiveness who is equipped not only with scholarship andintelligence but also with the confidence of others, as well as natural virtue

77Faculty Members and Faculty Organization(4) A faculty member who remains a role model for students for their lifetime, and continues to berespected and revered by them as their teacher for the rest of their lives
Takutoshi Inoue, President(Excerpt from an address delivered at the graduate school entrance ceremony on April 2, 2012)“Many of you have entered the first or second half of the doctoral program or professional degree
program with aspirations to become a researcher or a specialist. To achieve the aspiration, you are
beginning to learn specialized knowledge and skills in the discipline you have chosen.
“Some of you may aim to cause a paradigm shift. Others may not wish to go that far, but aim to pursue‘hard academism’ (the creation of new knowledge), or you may put greater emphasis on teaching thanresearch, or seek to make a positive contribution in a practical way. Whatever stance you may take,however, I have something that I would like all of you to keep in mind, and something I ask you to do,upon your entrance to graduate school or professional graduate school.
“As you may know, what supported the Industrial Revolution and industrialization, and thus enabledmodernization, was the ‘division of labor.’ Similarly, modern science has developed via the ‘division oflabor,’ or the deepening of specialization in study and research. This is deemed to be a consequence of theawareness that it is difficult or even impossible for a human being, as an imperfect existence, to acquirecomprehensive, multi-disciplinary knowledge. This awareness has led to a shift of emphasis from‘philosophy’ as taken in a broad sense to ‘sciences.’ With this as a background, it is increasingly the casetoday that whether a student studies for a Master’s degree or a doctoral degree, he/she cannot obtain asuccessful outcome unless he/she increases the level of specialization, in other words, narrowing the scopeof research and continuing his/her pursuits in that field without even studying related disciplines
satisfactorily.
“However, the deepening of specialization creates pitfalls. In ‘The Wealth of Nations,’ while Adam
Smith points out an advantage of the division of labor in that it increases productivity and efficiency, healso emphasizes that the division of labor may lead to a decline in intellectual ability, thereby impairing
humanity. To apply this point to the specialization of study and research, it is possible that the deepeningof specialization can result in closing, by yourselves, the path leading to comprehensive knowledge, orverity, though some may feel that this word is somewhat obsolete. Indeed, humankind may not be able toreach verity. However, even if this is impossible, is it truly desirable to be content with readily achievableoutcomes, without pursuing the path toward verity? The crescent, which we use as the school symbol ofKwansei Gakuin, always develops into a full moon. Importantly, however, even if something is supposed
not to develop into a ‘full moon,’ we must still appreciate the significance of endeavors made by humanbeings who steadily continue intellectual work to develop the ‘crescent’ into a ‘full moon.’ You must keep
it in mind that as in the case of the possible loss of humanity through the division of labor, excessive
specialization can lead to the loss of many things. There is a way to avoid this, however.
“That is to recognize that the more your research is specialized, the more you should be aware of what
the focus of your research is, and what fields the research makes you give up. We often conduct scientificresearch on the premise of ‘ceteris paribus,’ or ‘all other things being equal.’ We must know what the‘other things’ that are supposed to be equal are, and must always pay attention to possible changes in the‘other things.’ We are now gradually becoming aware that the culture and civilization that have been
elaborated by humankind have become too human-centric.
“After the Great East Japan Earthquake that struck the country last year, researchers stressed that manythings were ‘beyond expectations,’ in an attempt to evade their responsibility. The power of human beings
is extremely limited, and therefore, it is impossible to ‘expect’ all things ‘beyond expectations.’ However,
all the more because of this, we must be humble towards nature.
“Given the importance of such reflection, whether as researchers in the making or as full-fledged
researchers, we must face nature with a humble attitude, and also be attentive towards nature — the78

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attitude taken by past scientists about the time modern science originated. I am convinced that it is thishumility that will constitute our first step toward establishing a new science, as well as the culture andcivilization encompassing this new science. This means, as I mentioned before, that we must restore‘philosophy’ to the sciences.
“I have one more important point to add. That is the social responsibility to be fulfilled by researchers.
After the Great East Japan Earthquake of last year, the social responsibility of researchers was questioned
in connection with the range of problems ensuing from the earthquake. It was questioned whether thenational government, as well as researchers referred to as specialists in nuclear power, had reallycommunicated the truth to us. The fact that they did not necessarily seem to have communicated it is why
we came to distrust them. We must recognize that this is one of the reasons still making it difficult to solve
the range of problems that still exist following the earthquake. At KGU, we will continue to explore the‘truth’ and seek ‘verity’ even though these are often overlooked in present-day society, while always
giving full consideration to the social responsibility that accompanies our research outcomes.
“During such efforts, we must always remember the warning on the conceit of us human beings,
assuming that we can control and even dominate nature. We must always be respectful to nature, anddisplay a humble attitude toward nature. In terms of this necessity, we faculty members are learners just as
you are, and with this in mind, we will strive to continue our research efforts and embody their outcomesin the frontline of our education. In this context, we aim to maintain our education at KGU as‘research-based education.’ To fulfill this aim, we will uphold a ‘noble stubbornness,’ which is also themotto of KGU’s sports club association. We will strive, together with you, to return the results of ourendeavors to the general public, based on the spirit of KGU’s School Motto, ‘Mastery for Service’.”
Policies on the organization of faculty
Based on the University’s faculty system, full-time faculty members (for language education andspecialized education) belong to a school or graduate school, in principle. Full-time faculty members
engage in education and research, under the Dean of their school, professional graduate school or graduate
school, as members of their school’s/(professional) graduate school’s Undergraduate Faculty Board,
Professional Graduate School Graduate Faculty Board, or Graduate Faculty Board, in accordance with the“University Senate Regulations,”3-14) as well as with the “Undergraduate Faculty Board Regulations,”3-15)
the “Professional Graduate School Graduate Faculty Board Regulations”3-16) or the “Graduate School
Graduate Faculty Board Regulations.” 3-17) Faculty members who do not belong to any school or graduate
school (at KGU referred to as “faculty members reporting to the President”) engage in education andresearch as academic staff members who belong to a research institute. Assignment of faculty members toeach school, graduate school, etc., is reviewed by the University Senate annually.
The University’s “Office Organization” regulations 3-18) stipulate the positions of “Dean of Academic
Affairs” and “Associate Dean of Academic Affairs”; each school’s “Associate Dean of Academic Affairs”
and “Assistant Dean of Academic Affairs”; and each graduate school’s “Associate Dean of Student andAcademic Affairs” and “Assistant Dean of Student and Academic Affairs”. The University clearly
defines the division of roles and responsibilities necessary to provide education from a University-wide
perspective, in accordance with the “Academic Affairs Committee Regulations”3-19) for undergraduate
education, and the “Graduate School Student and Academic Affairs Committee Regulations”3-20) for
graduate education. The “Associate Dean of Academic Affairs” and the “Assistant Dean of Academic
Affairs” are assigned to each school, and the “Associate Dean of Student and Academic Affairs” and the“Assistant Dean of Student and Academic Affairs” are assigned to each graduate school. The division ofroles and responsibilities necessary to systematically provide education at each school and graduate school
is clearly defined by each Undergraduate Faculty Board, Professional Graduate School Graduate Faculty
Board, and Graduate Faculty Board.
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Schools3-1-(1)

 School of Theology
Regarding policies on faculty organization of the School of Theology, the following understandings areshared among members of the School’s Undergraduate Faculty Board:(1) The School assigns full-time faculty members to each of its fields, i.e., Biblical studies (Old Testamentstudies, New Testament studies), historical theology, systematic theology (including the philosophy of
religion) and practical theology. As far as possible, the School assigns to each of these fields faculty
members capable of teaching field-based seminars and special seminars.
(2) The School organizes its faculty by employing primarily Christian church ministers (whileemphasizing experience of evangelical church ministry and practical activities at Christian institutions,such as experience as a hospital chaplain) with a view to achieving one of the School’s founding
principles of its philosophy and goals — the development of missionaries. However, this does notprevent the School from employing non-ministerial Christians for faculty positions in consideration of
their fields of specialization, achievements, teaching experience, etc.
(3) Class instruction and educational activities are performed by all members of the School’s faculty, inboth the Christian Missionary Work Course and the Christian Thought and Culture Course.
The aforementioned shared understandings are approved by the School’s Undergraduate Faculty Boardin the annual self-assessment process,3-21) and some of them are stipulated in the “School of Theology
internal regulations regarding the Faculty Selection Criteria.” 3-22) However, not all such understandings
are necessarily presented in a standardized manner. It has been decided to present them, after
reorganizing them by the beginning of AY 2013, based on self-assessment and the School’s philosophy
and goals, in consideration of their relationship with the philosophy and goals and faculty organization
policies of the Graduate School of Theology. 3-23) Employment and assignment of the School’s faculty
members are deliberated at the Personnel Committee (School) and finalized by the School’s
Undergraduate Faculty Board.
 School of Humanities
The “School of Humanities personnel procedures”3-24) were approved at the School’s Undergraduate
Faculty Board meeting held on October 10, 2001. Five revisions (minor amendments) have since been
made to arrive at the current version of the Procedures, based on which the School implements promotion
and new appointment of faculty members. The School does not have “ideal requirements for faculty
members” stipulated in written form, since the School consists of three departments and 11 majors,
requiring an extremely broad faculty. The “School of Humanities personnel procedures” stipulate mattersregarding the structure and roles of the Personnel Committee, election of Personnel Committee members,
the structure and functions of the Personnel Screening Subcommittee, formation and functions of the
Screening Committee, and other personnel-related procedures. The Procedures have helped ensure thepermeation of transparency and rigor into the School’s personnel management system.
 School of Sociology
Upon faculty employment, the School of Sociology clearly defines, and provides in the application
guidelines, the field of specialization, research achievements, teaching experience and other standards
required for the position to be filled, while taking the philosophy and goals of the University and those of
the School into consideration. 3-25),3-26)
In accordance with the University’s regulations for faculty appointment, the School’s faculty is80

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categorized into Professors, Associate Professors, Assistant Professors and fixed-term faculty members.
The School’s faculty is organized with the policies of (1) enhancing the effect of education in accordancewith the curriculum and (2) efficiently carrying out the School’s operational functions.
With respect to Policy (1), the School’s curriculum is categorized into several subject groups. Instructors
in each subject group organize Subject Instructors Meetings, and conduct each group’s educational
activities in a responsible manner. The representative (“Convener”) of each Subject Instructors Meeting
also serves as a member of the Curriculum Planning Committee, one of the bodies involved in theoperation of the School, and who is responsible for the proper operation of educational activities
throughout the School. 3-1),3-27)
In AY 2012, a Foreign Language Education Committee was newly established within the “Group A”
Subject Instructors Meeting, involving all faculty members engaged in language education, regardless oflanguage type. 3-28)
With respect to Policy (2), various committees are in operation at the School, in accordance with therange of functions necessary for its operation, for instance regarding undergraduate education, student life,
admissions and public relations. These committees are supervised by the Dean and the School
Administration (comprising the Associate Dean of Academic Affairs, the Assistant Dean of Academic
Affairs, the Associate Dean of Student Affairs, the Assistant Dean of Student Affairs, etc.).
Upon organization of its faculty, the School reviews the composition of the faculty, and gives
consideration to ensuring a good balance in terms of age, gender, nationality and other factors. To give an
example, when the School employed more than 10 faculty members in accordance with the curriculum
reorganization implemented in AY 2009, the School Reorganization Preparation Committee developed apersonnel plan in consideration of the specific needs of the new curriculum. The abovementioned review
and consideration were undertaken by the Personnel Strategy Committee, which supervised, in across-sectional manner, the Personnel Selection Committees established for each of the positions to be
filled. 3-29),3-30)
Moreover, when the School employed several faculty members in AY 2011, working groups establishedunder the Dean also undertook the said review and consideration. Furthermore, the School’s Future Vision
Committee, launched in AY 2012, discusses the desirable faculty composition for the future. 3-31)

 School of Law and Politics
The School of Law and Politics does not have general criteria or standards stipulated in written form
regarding the School’s ideal requirements for faculty members. Concerning the abilities, qualifications
and other standards that the School expects of its faculty, the School has adopted a range of establishedcriteria and standards for faculty employment and promotion, which specifically embody the high levelsof research and educational abilities as described in the Standards for Establishment of Universities. Suchcriteria and standards are stipulated by the University’s “Regulations for the Appointment of Professors,
Associate Professors and Assistant Professors”3-1) and the “Faculty Selection Criteria,”3-2) as well as the
School’s “School of Law and Politics internal regulations regarding the Faculty Selection Criteria,”3-32) the“Rules regarding personnel procedures,”3-33) the “Agreements regarding the procedures of joint personnel
management in accordance with the establishment of the joint course between the School of Economics
and the School of Law and Politics”3-34) and the “Agreements regarding employment of part-time
instructors.” 3-35) These regulations, agreements, etc. stipulate, together with related procedures, thecriteria and standards regarding the research achievements and teaching experience that are required of
faculty members in order for them to be employed/promoted. The School’s ideal requirements for faculty
members are represented by these criteria and standards.
The School’s policies on the organization of its faculty are as follows: The School’s overall facultyorganization is supervised by the School’s Undergraduate Faculty Board. Regarding specialized fields,
81

Faculty Members and Faculty Organization

faculty organizations are structured for each of the Department of Law and the Department of Political
Science, as well as for each of the subdivided laboratories including those for language education. To
accommodate the course system for education, the School holds cross-laboratory “course meetings” toensure appropriate faculty management. The positions of Missionary and Chaplain are regarded as
Professor positions. Thus, the School achieves a staffing conducive to realizing the educational
philosophies of the University and the School.
Individual personnel procedures are examined by the Personnel Advisory Committee, from theviewpoint of the School as a whole. This committee reviews existing course offerings, and discusses
appropriate faculty composition, with age and other conditions factored in; the abilities required of faculty
members; and the recruitment methods to ensure appropriate faculty organization. Upon faculty
employment, the Personnel Selection Committee decides specific criteria, standards and policies for
employment, based on the views of the Personnel Advisory Committee.

 School of Economics
While the School of Economics does not define its ideal requirements for faculty members, it stands onthe fundamental premise that the School appoints to its faculty positions academic staff who understandand contribute to realizing the University’s philosophy and goals. Upon faculty employment, the School
clearly defines, and provides in the application guidelines, the field of specialization, researchachievements, teaching experience and other conditions required for the position to be filled. Regarding
policies on the organization of its faculty, the School always places great emphasis on smooth operation of
the existing curriculum. Accordingly, such policies are finalized by the Undergraduate Faculty Board,
based on the results of discussions by faculty groups formed for each field of study, while aiming atensuring smooth operation of the School’s curriculum.
The abilities expected of faculty members (appointment/promotion criteria) are stipulated in the“Faculty Selection Criteria” prescribed by the University and in the “School of Economics/Graduate
School of Economics internal regulations regarding faculty selection etc.” as described below:
1. Pursuant to Paragraph 2 of the Faculty Selection Criteria, the criteria for selecting Professors,
Associate Professors and Assistant Professors in the School of Economics shall be as follows:
Research achievements shall be calculated based on the following:● Publication of a book of outstanding research authored independently by the candidate: 5 points● Research paper published in a journal with a rigorous referee process: 3 points● Research paper published in a journal (including a bulletin) or an academic book: 1 point
If the research paper is jointly written with co-author(s), the points shall be divided by the number ofauthors.
Research achievements shall be taken into account for the selection process insofar as the relevantbooks/journals have already been published, in principle; provided, however, that such achievements
shall also be taken into account if the relevant books/journals are scheduled to be published by the endof the academic year, and if the completed manuscript, the publication certificate issued by the
publisher, and other related documents are submitted by the end of December in the same academicyear.
(1) Professor
Selection as Professor shall require outstanding teaching experience of at least five years as Associate
Professor, and the acquisition of at least eight points based on the aforementioned researchachievement points system after being promoted to Associate Professor. A doctorate is not a requisite
for the said selection.
(2) Associate Professor

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Selection as Associate Professor shall require outstanding teaching experience of at least three years as
Assistant Professor, and the acquisition of at least three points based on the aforementioned researchachievement points system after being promoted to Assistant Professor. A doctorate is not a requisite
for the said selection.
(3) Assistant Professor
As per the Faculty Selection Criteria

 School of Business Administration
In pursuit of realization of its educational philosophy, “The development of businesspersons equippedwith genuine creativity,”3-36) the School of Business Administration organizes its faculty through the
adoption of a policy of “securing the faculty members and organization necessary to realize the School’s
philosophy, based on specific personnel appointment regulations and the Faculty Selection Criteria, inclose cooperation with the Graduate School of Business Administration.” 3-37)
The Personnel Committee has been established as an organization to handle the School’s personnel
affairs. This committee comprises five faculty members chosen from among the Undergraduate Faculty
Board members via an open election annually. The Personnel Committee is an organization with a highlevel of independence and authority that is of equal status to the School Administration, facilitating
personnel management from a broader perspective overseeing the School as a whole. The Personnel
Committee also supervises the recruitment, employment and promotion of fixed-term faculty members,
pursuant to the “Regulations Regarding Faculty Members Appointed for a Fixed Term of Office”
prescribed by the University.3-38) Upon the employment of new faculty members, the committee
implements recruitment/employment procedures in line with the policies on the organization of the
School’s faculty. Regarding personnel management in the field of language education, necessary
procedures are implemented in cooperation between the Language Center and the Personnel Committee.
 School of Science and Technology
Regarding the ideal requirements for faculty members of the School of Science and Technology, all the
departments share an understanding that ideal faculty members are those who agree to the philosophy andgoals of the School, who have an understanding of education based on Christian principles, and who canchannel their efforts into both education and research in natural sciences in a well-balanced manner. This
shared understanding is not stipulated in written form. The achievements criteria/standards for evaluating
the qualifications and abilities required of each faculty position are stipulated in the “Agreed matters in
the School of Science and Technology” (Not for disclosure).
As its policies on the organization of faculty, the School aims to: fully meet the Standards for
Establishment of Universities; ensure that full-time faculty members teach core subjects in eachdepartment; maintain an appropriate balance in the faculty’s fields of research so as to provide a wide
range of education; assign assistant instructors for students’ experiments and seminars; and actively installnative English speakers as language instructors to help students develop their general English
communication skills. In addition to these, the School also aims to employ younger academic staff toinvigorate its education and research, and actively appoint female faculty members in order to promote
gender equality. 3-39)
The division of roles to ensure systematic education is supervised in a responsible manner by eachdepartment’s Department Meeting for specialized subjects, and by the English Education Committee forEnglish language education. Regarding common cross-departmental specialized subjects, such division ofroles is coordinated by the Curriculum Working Group. For faculty employment and promotion, a
Personnel Committee is convened subject to the approval of the Undergraduate Faculty Board, and under
the responsibility of the Dean, based on the result of discussions by the relevant Department Meeting83Faculty Members and Faculty Organization

regarding to which field a new faculty member should be added.

 School of Policy Studies
In the School of Policy Studies, under its basic philosophy “Coexistence between people and nature,coexistence among people,”3-40) the School’s departments pursue educational and research activities in linewith their respective themes: [1] New frontier of policy studies (the Department of Policy Studies), [2]Synergy between information media and policies (the Department of Applied Informatics), [3] Remedies
for urban renewal (the Department of Urban Studies), and [4] Achievement of Millennium Development
Goals (the Department of International Policy Studies). 3-41)p.112～113 As is evident from this array of
departments and themes, the School comprises diverse departments beyond the scope of a single
discipline and ensures a curriculum design integrating the humanities and sciences, thereby aiming tofoster students who possess knowledge in complex fields of study, along with a broader outlook, and who
can fully express themselves in both Japanese and English. Accordingly, as the School’s ideal
requirements for faculty members and policies on faculty organization, the School primarily emphasizes
development of a curriculum featuring diverse fields of specialization, underpinned by a facultycomposition encompassing diverse disciplines, nationalities and cultures. As of April 2012, approximately
30 percent of the full-time faculty members and Associate Lecturers of English of the faculty were foreign
nationals.
Upon faculty selection, the School employs the “Faculty Selection Criteria” prescribed by the
University and the “School of Policy Studies/Graduate School of Policy Studies internal regulations
regarding faculty selection etc.” 3-42) Regarding employment and promotion, in an effort to ensure
foresighted personnel planning with a long-term perspective, the School has established theSupplementary Personnel Appointment Selection Committee, where fair and rigorous screening ofcandidates is conducted. To facilitate active employment of non-Japanese faculty members, the School
provides recruitment information in English via KG’s official website and other media, as necessary. 3-43)
 School of Human Welfare Studies
1) Ideal requirements for faculty members
The School of Human Welfare Studies defines its ideal faculty as (1) teaching staff in conformity
with the educational objectives of each department, (2) foreign language instructors helping students todevelop a wider vision and cultivate a global mindset, (3) teaching staff with practical experience whoare capable of preparing students to take the “Certified Social Worker” or “Psychiatric Social Worker”
national examinations, (4) teaching staff for spiritual education, and (5) teaching staff with expertise inhelping elderly and other individuals fully/effectively use their bodily functions.
2) Policies on organization of faculty
The School specifies its policies on the organization of its faculty in the section “Purpose of
establishment and the reason for the necessity of establishment” in the document “Notification of theestablishment of the School of Human Welfare Studies,” which is disclosed on KG’s official
website.3-44) Common policies for faculty organization include provisions that (1) fundamental subjects
be taught by full-time faculty members, and that (2) practicum, fieldwork and internship programs beprovided by teamed faculty members, including full-time faculty members and Field Work
Coordinators in Human Welfare who are installed to support practical education.
This teaming of faculty members has enabled the School to operate its practical education(practicum) in a unified manner, integrate information concerning practicum, eliminate deviations from
instruction policies, and prevent a situation in which a faculty member may feel overburdened with all
the problems/difficulties of teaching by himself/herself.
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Faculty Members and Faculty Organization

The School’s ideal requirements for faculty members and issues concerning faculty organization
have been discussed and clearly defined by the Undergraduate Faculty Board. Discussions are also
conducted, as necessary, regarding not only the organization of full-time faculty but also theassignment of part-time instructors, issues concerning Teaching Assistants conducive to enhancementof the educational and research support system in the School, and issues concerning Field Work
Coordinators in Human Welfare who support practical education.

 School of Education
Regarding its faculty organization, upon its establishment in 2009, the School of Education decided thatin consideration of the features of its two departments and the number of students to be admitted, theSchool should appoint 42 full-time faculty members, which well surpassed the requirement stipulated in
the “Standards for Establishment of Universities.” The School categorized its faculty into members whoteach in a single specified department and instructors for language education subjects, as well as a
Chaplain who teaches Christian subjects and conducts Chapel Hour, aimed at realizing the University’s
philosophy featuring education based on Christian principles as the founding spirit. Thus, the School
assigned appropriate faculty members to each field of study.3-45)p.18 V. In view of its philosophy and goals,
the School also assigned faculty members with rich, practical experience in the fields of education andchildcare. These policies have also been included in the plan of the School reorganization to be
implemented in AY 2013.
The School’s ideal faculty members are those who engage in research activities, while making the mostof their expertise, who are dedicated to education for students, and who have a breadth of knowledge
regarding education and educational facilities relevant to present-day society.
 School of International Studies
The School of International Studies has adopted the following policies on faculty organization:
The School appoints a Chaplain as a full-time faculty position to provide education in Christian subjects,
which are aimed at cultivating students’ humanity and thereby developing individuals with high ethicalvalues.
The School positions, as compulsory subjects, English, Chinese, Korean and Japanese (for non-Japanese
students), which are aimed at building practical language skills with an emphasis on equipping students
with the skills to effectively communicate their views to others in their chosen language. Full-time faculty
members are assigned to these language education subjects. Korean is also provided by a full-time faculty
member who is assigned to the field of Culture and Language.
The field of Culture and Language provides education and research centered on cultural studies,linguistics, and religious studies. Full-time faculty members primarily teach the subjects of “globalizationand language,” “North American language and culture,” “intercultural understanding,” “Japan-U.S.
comparative culture,” “Asian language and culture A,” “Asian language and culture B,” “globalizationand culture,” “religion and state in East Asia” and “Christianity and the world.”
The field of Society and Governance provides education and research centered on synousiacs, politics
and diplomacy, international relations, and international law. Full-time faculty members primarily teachthe subjects of “Chinese politics and diplomacy,” “Oceanian politics and diplomacy,” “Korean politics anddiplomacy,” “Canadian society,” “Canadian politics and diplomacy,” “international political economy,”“contemporary international law,” “contemporary Japan-U.S. relations” and “introduction to theinternational community.”
The field of Economics and Management provides education and research centered on economics,
business administration, and accounting. Full-time faculty members primarily teach the subjects of “Asian
economy A,” “Chinese economy,” “North American economy,” “introduction to Japanese economy,”85

Faculty Members and Faculty Organization“international accounting,” “Chinese corporate management,” “international accounting” (provided in
English), “international corporate management” and “business administration A.” 3-46)
The School’s ideal requirements for faculty members are stipulated in the section “Purpose of
establishment” in the “Notification of establishment” submitted to MEXT. 3-47)p.1･9
The School has established, and is currently operating, various committees and subcommittees
concerning faculty affairs. 3-48)

Graduate Schools

3-1-(1)

 Graduate School of Theology
Regarding policies on faculty organization of the Graduate School of Theology, there are sharedunderstandings among members of the Graduate School’s Graduate Faculty Board, as listed below.
Faculty appointment is implemented under close coordination with the faculty organization of the Schoolof Theology.
(1) In consideration of the personnel assignment at the School, the Graduate School appoints and assigns
full-time faculty members to each of its fields, i.e., the biblical field, the historical and cultural field,
the systematic and thought field, and the practical field.
(2) The Graduate School organizes its faculty so that primarily comprises Christian church ministers, witha view to achieving, in cooperation with the School, one of the Graduate School’s philosophy and goals— the development of missionaries. However, this does not prevent the Graduate School from
employing non-ministerial Christians for faculty positions, in consideration of their fields ofspecialization, achievements, teaching experience, etc.
(3) Class instruction and educational activities are performed by all members of the Graduate School’s
faculty, in both the Christian Theology and Missionary Work Course and the Christian Thought andCulture Course.
While the aforementioned shared understandings are approved by the Graduate School’s Graduate
Faculty Board in the annual self-assessment process 3-49) (such approval is given jointly with the School’s
Undergraduate Faculty Board, in consideration of the relationship with the School regarding related
measures taken at the School), these understandings are not necessarily presented in a standardized
manner. The Graduate School plans to present the shared understandings by AY 2013, after reorganizingthem based on similar understandings to be presented by the School. Employment and assignment of the
Graduate School’s faculty members are deliberated at the Graduate School of Theology’s Academic
Advisors Committee for the first/second half of the doctoral program, 3-17) and are finalized by the
Graduate School’s Graduate Faculty Board. In the first half of the doctoral program, in AY 2012, theGraduate School appointed one Associate Professor aｓ academic advisor (assigned to the practical field:
practical theology, clinical pastoral education), based on approval by the Graduate Faculty Board in AY
2011. The Graduate School of Theology thus accommodates an increasingly diverse range of research
themes studied by students.
 Graduate School of Humanities
The faculty of the Graduate School of Humanities has a shared understanding regarding the image of an
ideal faculty member: a specialist in the humanities who possesses profound sensitivity and a breadth ofknowledge sufficient to realize the Graduate School’s Admission Policy,3-50) who has the competence topioneer new horizons in the discipline he/she is engaged in, and who is capable of using theabovementioned abilities for providing students with instructions and guidance, especially for dissertation
preparation. In line with this shared understanding, the Graduate School has adopted a personnel policy

86Faculty Members and Faculty Organization

intended for the appointment of: academic advisors who teach in the first half of the doctoral program,which is positioned as the first stage of researcher development; and academic advisors for the second halfof the doctoral program who are capable of displaying more extensive, higher-level expertise and teachingskills required for the guidance of students in their doctoral dissertation preparation, while taking into
consideration the continuity in their studies from the first half of the doctoral program. The Graduate
School proactively appoints to its academic advisor positions Associate Professors in the faculty who arerecognized to have outstanding expertise and teaching ability. The abovementioned understanding andpolicies are not stipulated in written form.

 Graduate School of Sociology
Recruitment and appointment of academic advisors at the Graduate School of Sociology are conductedon the basis of the “Basic ideas regarding persons qualified for appointment as graduate academic
advisors, and regarding members of the Graduate Faculty Board,” which were formulated by the Graduate
School of Sociology based on the “Selection Criteria for Graduate Faculty and Graduate Academic
Advisors.” 3-7),3-51)
As its policy, the Graduate School aims at forming a faculty organization that enables achievement of
one of the principles of the philosophy and goals of the Graduate School, i.e., implementation of
educational and research activities in three majors: “theory/model,” “field/method” and“research/data/presentation,” with the aim of developing “socioliteracy” in students.
The Graduate School provides research guidance by arranging multiple advisors, including an academic
advisor and sub-academic advisor(s). 3-52)
 Graduate School of Law and Politics
As in the case of the School of Law and Politics, the Graduate School of Law and Politics has not put its
ideal requirements for faculty members in written form. However, several regulations provide the criteria
and standards for the research achievements and teaching experience required for faculty appointment,along with related procedures. Such regulations include the “Regulations for the Appointment ofProfessors, Associate Professors and Assistant Professors,”3-1) the “Faculty Selection Criteria,”3-2) the“School of Law and Politics internal regulations regarding Faculty Selection Criteria,”3-32) the “Rules
regarding personnel procedures”3-33) and the “Agreements regarding employment of part-time
instructors,”3-34),3-35) as well as the Graduate School’s document “Regarding the Appointment Criteria for
Graduate Faculty and Graduate Academic Advisors.” 3-53) Upon faculty employment, certain consideration
is given to appropriate composition of the faculty, similar to the case with the School.
The faculty for the first half of the doctoral program is unified as a single organization, the Graduate
Department of Law and Politics. For the second half of the doctoral program the faculty is structured into
its three graduate departments. Meanwhile, some faculty members of the Law School join the Graduate
School’s Graduate Faculty Board for the second half of the doctoral program. Thus, an organic
relationship in terms of faculty organization has been established between the Graduate School and the
Law School. The Graduate Faculty Board supervises the overall faculty organization of the Graduate
School. The Associate Dean of Student and Academic Affairs of the Graduate School and other members
manage the Graduate School Operation Committee. Actual day-to-day operation of the faculty is carriedout by the laboratories in each specialized field.
 Graduate School of Economics
While the Graduate School of Economics does not define its ideal requirements for faculty members, it
expects them to be equipped with a higher level of ability as members of a graduate faculty, so that they87Faculty Members and Faculty Organization

can continue to provide a wider range of specialized research opportunities in economics for students
aspiring to pursue high level research, as well as fostering the advanced professionals required by society.
As such, the Graduate School clearly provides, in the application guidelines, the field of specialization,
research achievements, teaching experience and other conditions required for faculty positions to be filled.
To conduct education in a systematic manner, the Graduate School forms subject groups so as toappropriately assign full-time faculty members to subjects corresponding to their fields of specialization.
Each subject group appoints a representative faculty member who organizes the allotment of subjects
within the group. Concerning faculty organization, the Graduate School Administration Meeting manages
the overall course offerings, and then the representative faculty members of each field of study coordinate
and organize the allotment of subjects among faculty members.

 Graduate School of Business Administration
The Graduate School of Business Administration aims, as its educational goal, to produce “researchersand specialized professionals with a high level of analytical skills and a deep insight into organizational
operation,” with the objective of realizing the School Motto, “Mastery for Service,” in the six fields ofresearch: management, accounting, marketing, finance, business information, and international business.
3-54)

To achieve this goal, the Graduate School of Business Administration has adopted a policy of “securing
faculty members and the organization necessary to realize the Graduate School’s philosophy, based on
specific personnel appointment regulations and the Graduate Faculty Selection Criteria, in close
cooperation with the School of Business Administration.” 3-55)
Instructors qualified to teach subjects of the Graduate School’s curriculum are appointed in an
appropriate manner by the Graduate School’s Graduate Faculty Board, in accordance with the “Selection
Criteria for Graduate Faculty and Graduate Academic Advisors” prescribed by the University,3-7) while
taking the abilities and qualifications required for graduate education into consideration. Researchadvisors in the second half of the doctoral program are also appointed by the same Graduate Faculty
Board, pursuant to the “Selection Criteria for Graduate Faculty and Graduate Academic Advisors.” Forguidance for preparation of doctoral dissertations, several academic advisors organize a GuidanceCommittee, providing each student with the necessary guidance on a regular basis.

 Graduate School of Science and Technology
Faculty members of the School of Science and Technology and of the Graduate School of Science andTechnology overlap, and accordingly, the Graduate School’s ideal requirements for faculty members andpolicies on its faculty organization are basically the same as those of the School. A policy unique to the
Graduate School is the employment of fixed-term Assistant Professors in response to the introduction of
the International Master’s Program provided only in English (the Program of “Integrated Science andTechnology” for International Students).3-56) This policy is intended to accommodate the need for further
internationalization in the Graduate School, which is an especially important issue for a graduate coursethat places particular emphasis on research efforts.
 Graduate School of Policy Studies
The Graduate School of Policy Studies aims at fostering advanced specialized professionals capable ofplaying a leading role in multiple fields in society, as well as individuals with sufficient specialized ability
to work as researchers. To this end, the Graduate School strives to develop in students an advanced ability
to discover problems, which is required to identify a variety of problems in present-day society, as well as
to develop a high level of policy-making skills necessary to address such problems.3-57) Moreover, the88Faculty Members and Faculty Organization

Graduate School provides educational programs based on a day and evening course system and a satellite
class arrangement, in order to accept working adults seeking to receive a graduate education. The
Graduate School also provides the Course of International Studies and Development, in which students
work on their coursework and thesis writing only in English. In the first half of the doctoral program, theGraduate School provides six specialized research fields, including Public Policy Studies andEnvironmental Policy Studies, allowing students to work on policy issues and research themes that areconnected to real-world society. In view of this educational content, as its basic policy on facultyorganization, the Graduate School of Policy Studies ensures diversity in the composition of the faculty,
enabling course offerings that incorporate practicum, fieldwork, workshops and other activities, andinvolving research presentation and exchange activities at an “institution for research cooperation between
industry, government and academia” (Research Consortium), which is operated in collaboration withprivate businesses and the national and local governments.
Upon faculty selection, the Graduate School employs the “Faculty Selection Criteria” prescribed by the
University and the “Graduate School of Policy Studies internal regulations regarding faculty selection
etc.”3-42) Regarding employment and promotion, in an effort to ensure foresighted personnel planning witha long-term perspective, the Graduate School organizes the Supplementary Personnel Appointment
Selection Committee, where fair and rigorous screening of candidates is conducted.

 Graduate School of Language, Communication, and Culture
The Graduate School of Language, Communication, and Culture does not define its ideal requirements
for faculty members. This is because it is impossible, or in fact not necessarily relevant, to come up with adefinition of the ideal faculty member that applies to all four fields of research: Linguistic Science,
Cultural Linguistics, Linguistic Education and Japanese-language Education. However, when the faculty
employment/appointment procedures are applied, the Graduate School ensures a rigorous screening
process by convening the necessary committees to determine whether the candidate is qualified as a class
instructor, dissertation/thesis advisor, etc. of the Graduate School, pursuant to the Faculty Selection
Criteria. 3-7)
The faculty organization of the Graduate School of Language, Communication, and Culture is basicallycomposed of subject instructors in the first half of the doctoral program, academic advisors in the first halfof the doctoral program, class instructors in the second half of the doctoral program, and academic
advisors in the second half of the doctoral program. As of April 2012, the Graduate School’s faculty
comprises 41 members engaged in language education each of whom belong to one of the schools (i.e.,
the Schools of Sociology, Law and Politics, Economics, Business Administration, Human Welfare Studies,International Studies, Science and Technology, and Policy Studies) and the Research Center for Teacher
Development. All the members meet the requirements examined in the abovementioned screening process,and engage themselves in up to three of the said research fields (Linguistic Science, Cultural Linguistics,
Linguistic Education and Japanese-language Education). The faculty members are also extremely active in
conducting research activities, such as the authoring of books and papers, and delivering presentations at
academic conferences. 3-58),3-59)
 Graduate School of Human Welfare Studies
1) Ideal requirements for faculty members
The ideal requirements for faculty members defined by the Graduate School of Human Welfare
Studies, as well as the policies on the organization of the faculty, are specified in the document“Purpose, and the reason for the necessity of establishment of the Graduate Department of Human
Welfare Studies in the Graduate School of Human Welfare Studies, Kwansei Gakuin University,”
which was submitted to, and approved by the Ministry of Education, Culture, Sports, Science and89

Faculty Members and Faculty Organization

Technology (MEXT), upon application for establishment of the Graduate School made in 2007. As
described in the said document, “the full-time faculty of the Graduate School of Human Welfare
Studies comprises academic staff members who hold the positions of Professor, Associate Professorand Assistant Professor of the School of Human Welfare Studies, and whom the Graduate School of
Human Welfare Studies recognizes as graduate faculty members for its graduate program. The
Graduate School’s faculty members engage in research and education in their fields of specialization.
Almost all subjects are primarily taught by the full-time faculty of the Graduate School.” Thedocument also explains that the appropriate assignment of academic advisors is done in both the firstand second half of the doctoral program, allocating instructors in a range of subjects, which areprovided in line with the basic philosophies and goals of each stage of the doctoral program. 3-60)
2) Policies on organization of faculty
Regarding policies on the organization of the Graduate School’s faculty, the Graduate School has inplace the “Agreements regarding the system for full-time faculty employment” and the “Personnel
Planning Committee,” both of which are intended for effective implementation of appropriate faculty
assignment as mentioned above. The Graduate School has also established detailed regulations
regarding faculty employment, as well as regulations regarding faculty promotion. Through theseregulations and other arrangements, the Graduate School clearly defines its ideal requirements forfaculty members and policies on the organization of its faculty. 3-61),3-62),3-63)

 Graduate School of Education
At the time of its establishment in 2009, the Graduate School of Education made the following decision
regarding its faculty organization: “The full-time faculty to teach in the first half of the doctoral programof the Graduate Department of Education in the Graduate School of Education shall comprise 15
academic staff members who are full-time faculty members of the School of Education, and whom the
Graduate School recognizes as academic advisors for its first half of the doctoral program, and as graduate
faculty members for its graduate program. (The Graduate School’s full-time faculty) is a group of
researchers with substantial achievements in their respective fields of research.” 3-169) For academic
advisors in the second half of the doctoral program, the Graduate School appointed seven full-time faculty
members of the School.
In preparation for the Graduate School’s reorganization scheduled for AY 2013, the Graduate School
appointed new graduate faculty members in AY 2012. The appointment was made from among the
School’s full-time faculty members who are qualified to be graduate academic advisors, in light of theplanned content of the reorganization.
The Graduate School deploys its faculty members so as to accommodate the diverse fields of researchcontained in the discipline of education/pedagogy.
The Graduate School’s image of the ideal faculty member is one who has firm views on the significanceof study and research and the ideals of the University, who is interested in advancement of pedagogy, and
who is expert in developing the abilities of graduate students.
 Law School
The University’s ideal requirements for faculty members, as well as policies on the organization of its
faculty, are as described in the “Whole University” section. Various regulations are in place to clearly
define the abilities, qualifications and other relevant standards the University expects of individual faculty
members.
The Law School, a professional graduate school, clearly defines the abilities, qualifications and otherstandards it expects of its faculty members by establishing the “Regulations for the Appointment of
Faculty Members of Professional Graduate Schools” 3-8) and the “Regulations Regarding Fixed-term
90

Faculty Members and Faculty Organization

Professional Faculty of the Graduate Law School.” 3-12)
Concerning faculty organization policies at graduate law schools, strict standards for curriculum design
and faculty organization are required by the “Standards for Establishment of Professional Graduate
Schools” and other government regulations. In this respect, the Law School is particularly distinctive inthat it appoints “professional faculty” and “researcher faculty” in the same proportion, with a view to
explicitly embodying the integration of theory and practice, as one of the educational objectives of the
Law School. 3-64)
Regarding division of roles, Article 66-2 of the “Office Organization” regulations provides that the Deanof the professional graduate school serve as the representative of the same school, and specifies the duties
and responsibilities to be fulfilled by the Dean. The regulations also provide that the Dean convene andpreside over the Professional Graduate School Graduate Faculty Board. 3-18) The Professional Graduate
School Graduate Faculty Board is regulated by the “Professional Graduate School Graduate Faculty Board
Regulations,” 3-16) which also require the establishment of a Curriculum Committee, the members of which
include fixed-term professional faculty. In addition to the abovementioned arrangements, the Law School
has also established various committees to handle its operation. 3-65)

 Institute of Business and Accounting
The Institute of Business and Accounting operates with a faculty organization necessary to develop“businesspersons who embrace a high level of professional ethics based on KG’s founding spirit, and whoare internationally competitive according to global standards” and “professional accountants who embracea high level of professional ethics based on KG’s founding spirit, and who can make a positive
contribution to the world, according to global standards.”
The Institute carries out the faculty appointment and promotion procedures based on the “Regulations
for the Appointment of Faculty Members of Professional Graduate Schools” prescribed by the University,
3-8)
which define the qualifications, abilities and qualities required of academic staff for professional
degree programs, in terms of possession of academic degrees, publication of papers, teaching experience,research achievements, professional achievements related to the field in which the candidate holds anacademic degree, and other factors. For the employment, promotion and extension of term of professional
faculty members installed for a fixed term, procedures are implemented pursuant to the “Regulations
Regarding Fixed-term Professional Faculty of the Institute of Business and Accounting.” 3-13)
Concerning the Institute’s professional degree programs, one “Associate Dean of Student and Academic
Affairs” and one “Assistant Dean of Student and Academic Affairs” are appointed for each of the Business
School and the Accounting School. These Associate/Assistant Deans, responsible to the Dean of theInstitute, are in charge of the educational activities in each School. Educational and academic issues are
systematically addressed by the Administration Meeting, comprising the Dean and the said
Associate/Assistant Deans, as well as by the Dean’s Office Committee, the members of which include theabovementioned Deans and representatives of each School. In the second half of the doctoral program,one Doctoral Program Commissioner is appointed to serve an officer in charge of educational andacademic affairs. The commissioner addresses educational and academic issues systematically through the
Graduate Faculty Board, in cooperation with the Dean. Full-time faculty other than the Dean and the
Associate/Assistant Deans of Student and Academic Affairs also assume a range of roles as members ofvarious committees, and thus participate in the operation of the Institute. 3-66)(2) Is faculty organization appropriate for the curriculums of each school, graduate
school, etc.?

91Faculty Members and Faculty Organization

Whole University3-1-(2)

The faculty organizations of each School, Graduate School and Professional Graduate School satisfy therequired number of full-time faculty members stipulated in their relevant Establishment Standards. 3-67)
Since KGU embraces the principles of Christianity as its founding philosophy, each school, except the
School of Theology, appoints a Chaplain as a full-time faculty position. Chaplains assume theresponsibility of teaching Christian subjects, and play a leading role in the operation of Chapel Hour andother Christian activities at each school.3-68) The University has established the University Chaplains
Meeting3-69) to facilitate University-wide liaison and coordination regarding Christian education.
Appropriate subject instructors for the curriculum of each school, professional graduate school, andgraduate school are appointed by the relevant Undergraduate Faculty Board, Professional Graduate School
Graduate Faculty Board, and Graduate Faculty Board, pursuant to the “Undergraduate Faculty Board
Regulations,”3-15) the “Professional Graduate School Graduate Faculty Board Regulations”3-16) and the“Graduate School Graduate Faculty Board Regulations,” 3-17) respectively. It has been decided that core
subjects in each curriculum shall be taught by full-time faculty members.
As a language education curriculum for all schools, the Language Center3-70) provides the Intensive
English Program and the Intensive French/German Program, 3-71) as substitutes for the compulsory
language education subjects provided by each school. The Center has established a faculty organization
intended for these programs, which are all instructed by native speakers of the respective target languages.
Research advisors are appointed by each “Graduate Faculty Board” and “Professional Graduate School
Graduate Faculty Board,” pursuant to the “Selection Criteria for Graduate Faculty and Graduate Academic
Advisors” 3-7) and the “Regulations for the Appointment of Faculty Members of Professional Graduate
Schools,”3-8) respectively.
The number of enrolled students per full-time faculty member at each school ranges between 13.3 and57.6.3-67) The age structure of the full-time faculty is as follows: Age 31–35: 17 members (3.0%); Age
36–40: 53 members (9.3%); Age 41–45: 82 members (14.4%); Age 46–50: 84 members (14.7%); Age
51–55: 101 members (17.7%); Age 56–60: 87 members (15.3%); Age 61–65: 115 members (20.2%); andAge 66 and over: 31 members (5.4%).3-72)
Of 570 full-time faculty members, 41 (7.2%) are non-Japanese, 94 (16.5%) are female, and 143 (25.1%)
are members who passed through KGU.3-73)

Schools3-1-(2)

 School of Theology
The School of Theology formulated the Diploma Policy, Curriculum Policy and Curriculum Map in AY
2010. During this process, a working group for each field, positioned under the Curriculum ResearchCommittee (School), primarily examined the appropriateness of the School’s course offerings and the
instructors organized for them. This examination was conducted from the following aspects: the School’s
full-time faculty organization; faculty members primarily based in other organizational units within the
University (e.g., Chaplain [full-time faculty] of each school); and the assignment of class instructors
including part-time instructors. As a result, it was determined that the School’s full-time facultyorganization is generally appropriate for its curriculum. As of AY 2012, the School’s full-time faculty
comprises 10 members (including seven Professors), satisfying the required number of full-time faculty
members stipulated in the Establishment Standards, i.e., eight members (including four Professors). The
School’s faculty also includes two female members (20.0%), one non-Japanese member (10.0%), six
members with a pastor’s license (minister’s license from the United Church of Christ in Japan) (60.0%),92Faculty Members and Faculty Organizationand one member with a missionary license (overseas) (10.0%). The ST ratio (student–teacher ratio; thenumber of students per faculty member) stands at 13.3. 3-67) The faculty’s age structure by age range is asfollows: 3-72)
Age 61–65: 20.0%; Age 56–60: 10.0%; Age 51–55: 20.0%; Age 46–50: 30.0%; Age 41–45: 0.0%; Age
36–40: 10.0%; and Age 31–35: 10.0%.

 School of Humanities
There are 72 faculty members of the School of Humanities (vacancy: one Chaplain position),comprising 27 for the Department of Culture and History (including one University-wide position:
Chinese language instructor), 14 for the Department of Integrated Psychological Sciences, and 31 for the
Department of Literature and Linguistics (including one missionary). Among the six majors of the
Department of Culture and History, the majors of “Philosophy and Ethics,” “Aesthetics and Art Studies”
and “Asian History” (including one University-wide position) are assigned five faculty members each.
The majors of “Geography and Area Studies,” “Japanese History” and “European and American History”
are assigned four faculty members each. The Department of Integrated Psychological Sciences, consistingof one major (Psychological Sciences), has a faculty of fourteen members. The faculty for the Departmentof Literature and Linguistics includes seven members for the major of Japanese Literature and Linguistics,
12 for the major of English Literature and Linguistics, six for the major of French Literature andLinguistics, and six for the major of German Literature and Linguistics (including one missionary). Whileachieving improvements in education and research in each major under the conventional laboratory-based
operational framework, the School has also organized a faculty adaptable to the minor (sub-major) systemand other cross-departmental/cross-major systems for the research and education characteristic of the
School. Regarding the age structure, faculty members aged 56 and over account for 45.9 percent of theentire faculty. Meanwhile, the age group 36 to 45 accounts for 19.4 percent, and there are no members
aged 35 years or younger. Given these figures, it is undeniable that the School’s faculty shows an aging
trend. The ST ratio (the number of students per faculty member) stands at 44 in both the Department ofCulture and History and the Department of Literature and Linguistics, and 52 in the Department ofIntegrated Psychological Sciences. Both figures are lower than those of other schools specializing in arts.
3-74),3-72),3-67)

 School of Sociology
At the School of Sociology, based on the drastically realigned curriculum introduced in AY 2009,
instructors in each subject category have established the Subject Instructors Meeting. Subjects under the
new curriculum are categorized into: Group A subjects (compulsory subjects), Group B subjects (required
elective subjects) and Group C subjects (free elective subjects); “research reading subjects” positioned ina sub-category under Group B; and subjects for the School’s seven fields (Social Representation, Mediaand Information, Global Society, Contemporary Society, Social Networks, Social Problems, and Social
Psychology). Subject instructors in each group provide educational activities in a responsible manner. The
representative (“Convener”) of each Subject Instructors Meeting also serves as a member of theCurriculum Planning Committee, one of the bodies involved in the operation of the School, and istherefore partly responsible for the proper educational operation of the whole School. In AY 2012, theForeign Language Education Committee was newly established as part of the “Group A” Subject
Instructors Meeting, involving faculty members engaged in language education, regardless of language
type.
Regarding the ratio of full-time faculty for “Group A” subjects (and for its sub-category) as of AY 2012,
while such ratio for language education subjects is relatively low, the ratio is high, standing at 82.6
percent, for the key subjects in the School’s undergraduate education, such as Academic Preparation
93Faculty Members and Faculty Organization

Subjects, Intermediate Studies Subjects and Advanced Research Subjects. Regarding Research Seminar(an Advanced Research Subject), which is compulsory for junior and senior students and is one of themost important subjects in the School’s undergraduate education, the ratio of full-time faculty stands at
100 percent. As such, key subjects underpinning the School’s undergraduate education are taught by
full-time faculty. 3-75)
In response to the significant increase in the School’s admission capacity in AY 2009 (from 475 students
to 650 students per year of study), the number of faculty members was also increased, exceeding therequired number of full-time faculty members stipulated in the Establishment Standards. 3-67),3-72)

 School of Law and Politics
The number of faculty members of the School of Law and Politics meets the Standards for
Establishment of Universities. Meanwhile, in terms of the appropriate faculty organization for the
School’s curriculum, some objectives remain to be achieved, such as reduction in the number of subjects
provided in large groups, an increase in the number of subjects provided in small groups, and sustained
improvement in the teacher-student ratio. 3-67) The School, as a whole, has made various efforts to enhance
its specialized education, such as the smooth operation of the procedure for faculty employment,3-170)
curriculum reform and the enhancement of courses commonly provided in the Department of Law and theDepartment of Political Science,3-76) and participation by faculty members involved in foreign language
education in specialized education.3-171) In the School, the percentage of subjects taught by full-time
faculty has stayed at a relatively high level, as compared with levels throughout the University as a whole.
3-67)

New subjects that the School has provided since AY 2003 are the type of subjects that should desirably
be taught by external professional faculty. As an example, fixed-term faculty members assigned fromnational government agencies have provided lectures, for two consecutive terms, in the joint course
between the School of Economics and the School of Law and Politics. Negotiations for the invitation ofan endowed course is currently underway, and such a course is expected to be realized by AY 2013. A
guest speaker system and a visiting faculty system are also in place. The School’s educational activities
involve inviting a number of guest speakers from the legal community and the media, and faculty fromoverseas universities. 3-77),3-78),3-79)
While the possibility of employing contract faculty for English education is being explored, primarily
by foreign language laboratories, such employment has thus far not been determined to be desirable, due
to a number of concerns, such as whether appropriate human resources are available, and whether the
School can handle personnel employment formalities that would be expected to take place frequently.
Concerning personnel employment, the School takes various personnel policies into consideration, suchas the achievement of a proper teacher-student ratio,3-67) a well-balanced age structure for its faculty,3-72)
an increase in the percentage of female faculty members, 3-80) and the employment of faculty members
capable of providing lectures in English. Currently, the policies to be emphasized in cases whereindividual positions need to be filled are deliberated by the Personnel Advisory Committee, inconsideration of the guidelines for self-assessment, the Dean’s suggestions, and the nature of the vacant
position to be filled. The result of the deliberation is approved by the Personnel Selection Committee.
Regarding cooperation with the Law School, 14 faculty members of the School of Law and Politics
have conducted lectures at the Law School continuously since AY 2009. Likewise, a substantial number oflectures have been provided at the School of Law and Politics by faculty members from the Law School.
3-81)
Commencement of the course of “Law for Legal Profession” is slated for AY 2013, and this is
expected to further promote personnel exchange between the Schools.

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Faculty Members and Faculty Organization

 School of Economics
The faculty organization of the School of Economics satisfies the required number of full-time faculty
members stipulated in the Establishment Standards. 3-67) To organize an appropriate faculty for its
curriculum, the School has formed faculty groups for each field of study so as to constantly examine
whether the faculty composition of each group is appropriate for operation of the School’s curriculum.
Upon curriculum revision, the School thoroughly examines whether the existing faculty grouping andcomposition is applicable to the new curriculum. If the existing grouping/composition is recognized as
needing revision, the necessary personnel procedures are followed, subject to deliberation by the
Undergraduate Faculty Board.
Since AY 2012, the School has provided five courses: Public Finance, Money and Credit in the Japanese
Economy (including the groups of money and credit, theory, public finance, and statistics); Firms andHouseholds in Japan (including the groups of economic policy, social policy, statistics, and theory);
History, Thoughts and Culture in World Economy (including the groups of history of economics, andhistory of the economy); Global Economy, Environment and Resources (including the group ofinternational economy); and Regional Policy (including the group of regional policy: a joint course
between the School of Economics and the School of Law and Politics). Subjects are provided by each of
the abovementioned groups, while achieving a well-balanced curriculum/faculty organization. To fulfill
the University’s founding philosophy grounded in education based on Christian principles, the School
appoints one Chaplain and one Missionary as full-time faculty positions. The School also appoints faculty
members who teach compulsory language education subjects; specifically, five members for English
education, two for Chinese, and one each for French, German, Korean and Japanese. The School’s facultyorganization is appropriate for its curriculum.
 School of Business Administration
The faculty organization of the School of Business Administration satisfies the required number offull-time faculty members stipulated in the Establishment Standards. The School’s curriculum comprises
six courses: Management, Accounting, Marketing, Finance, Business Information and International
Business.3-82) Faculty members with appropriate expertise are assigned to each of these courses. Currently,
the number of faculty members assigned to each course is: eight to Management, 10 to Accounting, five toMarketing, four to Finance, seven to Business Information, and three to International Business. The
faculty is also organized in consideration of achieving an age balance within each course.
To fulfill the University’s founding philosophy grounded in education based on Christian principles, theSchool appoints one Chaplain as a full-time faculty position. The School also appoints faculty members toteach compulsory language education subjects; specifically, five members for English education, two for
French, and one each for German, Chinese and Spanish. The School’s faculty organization is appropriate
for its curriculum. 3-83)
The number of enrolled students per full-time faculty member currently stands at 57.6 in the School,
while the number has seen a slight rise in recent years. 3-67) To examine the full-time faculty’s age structure
for every five-year range, the age group of 31–35 years consists of 1 member (2.1%), the group 36–40 of
8 members (16.7%), the group 41–45 of 8 members (16.7%), the group 46–50 of 5 members (10.4%), thegroup 51–55 of 8 members (16.7%), the group 56–60 of 6 members (12.5%), the group 61–65 of 9
members (18.1%), and the group 66 years and over consists of 3 members (6.3%); the distribution peaks
around the early forties and early sixties. However, if ages are regrouped by 10 years, while the thirties
age group accounts for a relatively modest percentage, at 18.8%, the forties age group accounts for 27.1%,
the fifties, 29.2%, and the sixties, 25.0%, showing an ideal, extremely well-balanced structure with respect
to mid- to late-career faculty. Among full-time faculty, the number of female members stands at six(12.5%), and there is one non-Japanese member. 3-72),3-84)
95

Faculty Members and Faculty Organization

 School of Science and Technology
In the School of Science and Technology, the number of full-time faculty in each department, as of April
2012, fully meets the number required by the Standards for Establishment of Universities as indicated by
the following figures (number required in parentheses): Department of Mathematical Sciences: 11 (8)members; Department of Physics: 12 (8) members; Department of Chemistry: 12 (8) members;
Department of Bioscience: 11 (8) members [one position vacant.]; Department of Informatics: 11 (8)members; and Department of Human System Interaction: 11 (8) members. Regarding the faculty’s age
structure, there is no noticeable imbalance in the School’s faculty as a whole. Members aged 61 years andover account for 20.5 percent as of April 2012, being a reasonable percentage of the entire faculty.
Meanwhile, the percentage of the faculty in their early career years is slightly lower than that of othermembers.3-72) Given the future outlook, it is a significant issue for the School to secure effective younger
faculty members so as to further promote cutting-edge research efforts. Regarding female faculty
employment, a variety of measures have been taken to support female researchers, in connection with thedesignation in AY 2010 of KGU’s project, “Support for female researchers based on ‘Mastery for
Service,’” as a program under the “Establishment of support model for female researchers” project
operated by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). The said
support measures include introduction of a system to support female faculty who are raising children (thePinch-hitter System), preparation of a nap room for female members, and the holding of forums and othereducational programs for gender equality.3-85) However, these measures have not thus far led to an increasein the number of female faculty. (As of April 2012, the percentage of female members out of the School’s
entire full-time faculty members stands at 6.8 percent — a lower level than that of other schools.)
The number of enrolled students per full-time faculty member stands at 24.5, as of April of AY 2012, in
which the School’s new departments established in AY 2009 are expected to produce their first graduates.
The ratio of students to faculty is maintained at a proper level. 3-72)
Regarding the appropriateness of the faculty organization for its curriculum, the School’s personnel
assignment is appropriate in that the main subjects in the curriculum are taught by full-time faculty
members. 3-86)
One of the features of the School’s faculty organization is the active employment of native English
speakers as “Instructors of English as a Foreign Language (IEFLs),” for the purpose of providing practicalEnglish education specifically for science students. (As of April 2012, there are eight native
English-speaking faculty compared to three Japanese members.)
 School of Policy Studies
The School of Policy Studies has composed a faculty organization appropriate to its diverse curriculum,by employing members with diverse backgrounds in terms of discipline, specialization, nationality andculture. The faculty’s fields of specialization range extremely widely, covering politics, law, economics,
business management, sociology, informatics, engineering, architecture, science, pharmacy, linguistics,
philosophy and thought, theology, and other fields.
As of April 2012, the number of the School’s full-time faculty stands at 60. Combined with the 10
Associate Lecturers of English (ALEs), the number of full-time faculty at the School totals 70. The
number of faculty members primarily based in other organizational units within the University stands at
13, and the number of faculty members primarily based in external organizations (part-time instructors)
amounts to 142. Of the combined number of full-time faculty members and ALEs, 20 members (28.6%)
are foreign nationals. The number of subject classes taught by full-time faculty is 542, out of a total of
about 1,000 classes (approximately 54.2%).
The number of full-time faculty by department is as follows: 26 members for the Department of Policy
96

Faculty Members and Faculty Organization

Studies, 11 members for the Department of Applied Informatics, 12 members for the Department of Urban
Studies, and 12 members for the Department of International Policy Studies. In all departments, thenumber of full-time faculty exceeds the required number of faculty members stipulated in the Standards
for Establishment of Universities. The number of enrolled students per full-time faculty member stands at
35.9. 3-67) The full-time faculty’s age structure is as follows: Age 31–40: 5 members (8.3%); Age 41–50:
14 members (23.3%); Age 51–60: 21 members (35.0%); and Age 61–67: 20 members (33.3%); thisindicates that the distribution is larger in the higher age ranges. 3-72) In this respect, the School intends
henceforth to make adjustments in the process of future supplementary employment of faculty to address
this situation.

 School of Human Welfare Studies
Currently, the Department of Social Work in the School of Human Welfare Studies appoints 16 full-time
faculty members (including two fixed-term members) for every 130 new students it admits (admission
capacity: 520 students). Full-time faculty are deployed with an eye to effectively providing basic andspecialized education in social welfare and social work. The Department also assigns faculty memberswith practical experience who are capable of preparing students to take the “Certified Social Worker” or“Psychiatric Social Worker” national examinations. The Department of Social Organization Development
appoints nine full-time faculty members (including one fixed-term member) for every 70 new students it
admits (admission capacity: 280 students). The Department appropriately assigns full-time faculty who
conform to the educational philosophy of the Department. The Department of Holistic Human Sciences
appoints 12 full-time faculty members (including one fixed-term member) for every 100 new students it
admits (admission capacity: 400 students). One of the Department’s full-time faculty members is
appointed Chaplain, who is responsible for promoting education based on Christian principles throughout
the whole School. The Department appropriately assigns full-time faculty who can make the most of the
Department’s features. To help students develop a wider vision and cultivate in them a global mindset, theSchool of Human Welfare Studies provides them with language education, placing primary emphasis on
English as a language of international currency. For the School’s language education, four English
instructors (including two fixed-term faculty members) are appointed, along with one instructor for eachof the other languages studied as a second foreign language. One of the said English instructors is a native
speaker of English. The faculty organization is disclosed on KG’s official website.3-87) The School also
secures appropriate levels of quality and quantity regarding its faculty, pursuant to the Standards for
Establishment of Universities laid down by MEXT (the number of faculty members as of April 2012 is asfollows: Department of Social Work: 16 members; Department of Social Organization Development: 9
members; Department of Holistic Human Sciences: 12 members; cross-departmental faculty: 5 members).
As of 2012, the number of enrolled students per full-time faculty member stands at 33.1. The faculty’s age
structure is: Age 61–65: 19.4%; Age 56–60: 13.9%; Age 51–55: 19.4%; Age 46–50: 22.2%; Age 41–45:
11.1%; Age 36–40: 11.1%; and Age 31–35: 2.8%. 3-67),3-72)
 School of Education
Since its establishment, the School of Education has achieved an appropriate faculty organization for its
curriculum, which the School has developed with a view to realizing its philosophy and goals. The
School’s faculty contains 30 members for the Department of Early Childhood and Elementary Education,eight members for the Department of Applied Education, and three members for liberal arts and othereducation. Each department appoints a representative who presides over issues concerning the whole ofthe department.
In preparation for the School’s reorganization scheduled for AY 2013, the School has composed afaculty organization necessary to embody the reorganization plan.
97

Faculty Members and Faculty Organization

As of AY 2012, the School’s full-time faculty comprises 41 members (27 Professors, 13 Associate
Professors, and one Assistant Professor). Its age structure is as follows:
Age 36–40: 1 member (2.4%)
Age 41–45: 3 members (7.3%)
Age 46–50: 5 members(12.1%)
Age 51–55: 9 members (22.0%) Age 56–60: 10 members (24.4%) Age 61–65: 9 members(22.0%)
Age 66–68: 4 members (9.8%)
The number of enrolled students per full-time faculty member stands at 35.2. 3-67),3-72)

 School of International Studies
In accordance with its faculty organization policy, the School of International Studies appoints one
Chaplain as a full-time faculty position to provide education in Christian subjects.
As full-time faculty for language education, eight members are assigned to English classes, twomembers to Chinese classes, and two members to Japanese classes. Korean language subjects are also
provided by one full-time faculty member assigned to the field of Culture and Language.
In the field of Culture and Language, nine full-time faculty members are appointed to provide education
and research centered on cultural studies, linguistics, and religious studies. In the field of Society andGovernance, nine full-time faculty members are appointed to provide education and research centered onsynousiacs, politics and diplomacy, international relations, and international law. In the field of Economics
and Management, nine full-time faculty members are appointed to provide education and research
centered on economics, business administration, and accounting.
In the School, the number of enrolled students per full-time faculty member currently stands at 22.7. To
examine the full-time faculty’s age structure for every five-year range, the 31–35 age group consists of 2
members (7.1%), the 36–40 age group 4 members (14.3%), the 41–45 age group 4 members (14.3%), the46–50 age group 2 members (7.1%), the 51–55 age group 8 members (28.6%), the 56–60 age group 3
members (10.7%), and the 61–65 age group 5 members (17.9%). The distribution peaks in the early fifties.
3-67),3-72)

Graduate Schools

3-1-(2)

 Graduate School of Theology
The Graduate School of Theology formulated its Diploma Policy in AY 2010. During this process, theCurriculum Research Committee (Graduate School) led by the Associate Dean of Student and Academic
Affairs (faculty in charge of academic affairs) examined the appropriateness of the Graduate School’s
faculty organization. Similar examinations are conducted every time its Curriculum Policy and“curriculum map” are developed. As of AY 2012, of the Graduate School’s 10 full-time faculty members(including one female member and one non-Japanese member), the number of research advisors stands atnine for the first half of the doctoral program, and four for the second half of the doctoral program(including eight and four Professors, respectively), and the number of assistant research advisors is one
and six, respectively. As such, the Graduate School satisfies the required number of full-time faculty
members stipulated in the Establishment Standards. 3-67) Meanwhile, the number of faculty members witha doctoral degree totals six for the first half of the doctoral program, and four for the second half of thedoctoral program. The faculty also contains seven members with a pastor’s license (minister’s licensefrom the United Church of Christ in Japan) (63.6%), and one member with a missionary license (overseas)(9.1%). The Graduate School’s full-time faculty organization is thus appropriate for its curriculum, in lightof its fields of research (the biblical, historical and cultural, systematic and thought, and practical fields).

98Faculty Members and Faculty Organization

 Graduate School of Humanities
The faculty of the Graduate School of Humanities consists of 77 members (as of April 2012; comprising
74 Professors and three Associate Professors). The age structure shows a well-balanced distribution
ranging from the thirties to the sixties. A total of 76 faculty members are allotted for instruction in the firsthalf of the doctoral program, which is positioned as the first stage of researcher development, and 67
members are allotted for instruction in the second half of that program, which requires higher levels of
specialized knowledge and teaching skills. 3-74)
 Graduate School of Sociology
In response to the revision of the “Appointment Criteria for Graduate Academic Advisors,” the Graduate
School of Sociology increased the numbers of academic advisors in both the first and second half of thedoctoral program in AY 2009. As of AY 2012, the number of graduate faculty members stands at 35 forthe first half of the doctoral program, and 18 for the second half of the same program. The fields ofspecialization pursued by the Graduate School’s faculty as a whole range broadly, centered on sociology,
while also covering fields closely related to sociology. 3-67)
 Graduate School of Law and Politics
The number of faculty members of the Graduate School of Law and Politics properly meets theStandards for Establishment of Graduate Schools, for both the first and second half of its doctoral program.
3-67)
In AY 2012, the Graduate School provides “special lectures on public policy” in the Public Policy
Program, as joint lectures with the Graduate School of Economics. The Graduate School of Law and
Politics has also installed many part-time instructors with diverse backgrounds, with expertise in suchareas as business and registration laws. The Graduate School provides lectures taught by other faculty
members invited from the Institute of Business and Accounting, the School of International Studies, the
Law School, etc.
The Graduate School recognizes that while taking future trends in the number of graduate students into
consideration, it is desirable to make improvements in terms of further cooperation with the faculty of
Law School, which is closely connected with the Graduate School in the aspects of education andresearch; the employment of external professional faculty other than lawyers and Judicial Scriveners(licensed legal documentation specialists); and inviting non-Japanese visiting faculty.
While the age range of the graduate faculty necessarily tends to be higher than that of the undergraduate
faculty, the Personnel Selection Committee etc. gives consideration to the age structure of the Graduate
School’s faculty in the process of graduate faculty employment, similar to the situation in the School of
Law and Politics.
 Graduate School of Economics
The Graduate School of Economics designs its course offerings in line with the Curriculum Policy
established by the Graduate School. Instructors are allocated by choosing appropriate faculty members
from among the field-based faculty groups in the School of Economics.
Specifically, the Graduate School’s faculty, as of AY 2012, comprises 42 graduate faculty members, ofwhich 39 serve as academic advisors for the first half of the doctoral program, and 34 for the second halfof the same program. The age structure is well-balanced, ranging from the thirties to the sixties. 3-67)
 Graduate School of Business Administration
Regarding the faculty organization of the Graduate School of Business Administration, all 33 full-time99

Faculty Members and Faculty Organization

faculty members, who are engaged in specialized education in the School of Business Administration,
meet the standards for teaching in the first half of the doctoral program (or Master’s program). Amongthese members, 25 members meet the standards for teaching in the second half of the doctoral program (orDoctoral program). The Graduate School’s faculty thus meets the required number of full-time faculty
members stipulated in the Standards for Establishment of Graduate Schools.3-67) The Graduate School’s
curriculum comprises six fields: Management, Accounting, Marketing, Finance, Business Information andInternational Business. Faculty members with appropriate expertise in these disciplines are appointed andassigned to each respective field, by the Graduate Faculty Board. 3-54)
Specifically, regarding the first half of the doctoral program, the number of faculty members assigned toeach field is: eight to the field of Management, seven to Accounting, five to Marketing, four to Finance,six to Business information, and three to International business. The faculty is also organized inconsideration of the age balance within each field. Regarding the second half of the doctoral program, thenumber of faculty members assigned to each field is: eight to Management, seven to Accounting, two toMarketing, two to Finance, four to Business information, and two to International business. There are two
female advisors for the first half of the doctoral program, and one for the second half of the same program.
To examine the faculty’s age structure for each ten-year range, while the thirties age group contains a
relatively modest number of faculty, standing at three members (9.1%), the forties age group contains 10
members (30.3%), the fifties age group contains 10 members (30.3%), and the sixties age group contains
10 members (30.3%), showing an extremely well-balanced, ideal structure, with respect to those faculty intheir mid- and later career years. Among the full-time faculty, the number of female members stands at
two (6.1%), and there are no non-Japanese members. 3-84)

 Graduate School of Science and Technology
In the Graduate School of Science and Technology, the number of full-time faculty in each graduate
department, as of April 2012, fully meets the number required by the Standards for Establishment ofGraduate Schools as indicated by the following figures (number required in parentheses): Graduate
Department of Mathematical Sciences: 11 (7) members; Graduate Department of Physics: 12 (7)members; Graduate Department of Chemistry: 12 (7) members; Graduate Department of Bioscience: 11(7) members [one position vacant]; and Graduate Department of Informatics: 22 (9) members. The
number of faculty members for the Graduate Department of Informatics is considerably larger than therequired number. This is because the figure includes the faculty members of the undergraduate
Department of Human System Interaction who also teach in the Graduate Department of Informatics atpresent (as the graduate department for the discipline of Human System Interaction has yet to open).
However, the Graduate Department of Human System Interaction is scheduled to commence in AY 2013,
and accordingly, the current faculty of the Graduate Department of Informatics will be divided to form aseparate faculty for the new graduate department. The number of graduate students per full-time faculty
member is maintained at approximately five, achieving small-group education.3-88) The Graduate School
has maintained its research activities, a key component of its education, at an advanced standard, as
evident in the status of research activities adopted for Grants-in-Aid for Scientific Research, and the statusof other external funding secured for its research activities.3-89) 31p.18～25 The Graduate School’s facultycomposition is appropriate to implement its advanced curriculum.
As part of new efforts towards internationalization, the Graduate School employed two non-Japanesefaculty members as instructors for specialized classes provided in English, in the International Master’s
Program provided only in English (the Program of “Integrated Science and Technology” for International
Students), which was launched in September 2012, with the aim of furthering the internationalization ofthe (Graduate) School of Science and Technology.

100Faculty Members and Faculty Organization

 Graduate School of Policy Studies
Setting its sights on the development of individuals capable of contributing to the discovery and solutionof problems that arise on a global scale, the Graduate School of Policy Studies forms a facultyorganization that covers a wide range of fields, such as politics, economics, law, business management,sociology, science, and engineering, ensuring a comprehensive and interdisciplinary approach toeducation and research. As of AY 2012, the number of faculty members in the first half of the doctoral
program stands at 56 (academic advisors: 53), and in the second half of the doctoral program at 56(academic advisors: 25), securing a sufficient number of faculty members in light of the student admission
capacity (first stage of the program: 100 students; second stage: 15 students).
As its basic policy regarding faculty organization, the Graduate School aims to achieve a well-balanced
assignment of human resources including professional faculty and non-Japanese faculty, while taking into
account the overall age structure and the members’ suitability in terms of the curriculum. In organizing thefaculty, the Graduate School gives consideration to achieving a balance in the faculty’s fields ofspecialization, so as to ensure both comprehensiveness and specialized excellence in the faculty as awhole. 3-67)
 Graduate School of Language, Communication, and Culture
The faculty of the Graduate School of Language, Communication, and Culture comprises 41 members
engaged in language education each of whom belong to one of the schools (i.e., the Schools of Sociology,
Law and Politics, Economics, Business Administration, Human Welfare Studies, International Studies,
Science and Technology, and Policy Studies) or the Research Center for Teacher Development. The
faculty members of the Graduate School teach in their respective schools or the Center, in addition toteaching at the Graduate School.
Of the 41 faculty members of the Graduate School, 22 are academic advisors for the second half of thedoctoral program. The 41 full-time faculty members’ fields of specialization are Linguistic Science (16members), Cultural Linguistics (20 members), Linguistic Education (15 members) and Japanese-language
Education (14 members). The total of the figures in parentheses exceeds 41, since some members teach inmore than one field.
While the size of the Graduate School’s current faculty organization is considerable, as described above,
the number of faculty is proper for a graduate school providing four fields of specialization, i.e.,
Linguistic Science, Cultural Linguistics, Linguistic Education and Japanese-language Education. As such,the faculty organization of the Graduate School is appropriate. 3-58),3-67)
Regarding the faculty’s age structure, the distribution ranges from the thirties to the sixties. The
Graduate School gives consideration to preventing excessive concentration in a specific age range. 3-90)
 Graduate School of Human Welfare Studies
The Graduate School of Human Welfare Studies clearly defines its Diploma Policy and Curriculum
Policy with a view to realizing its philosophy and goals, and also makes public the specific curriculums ofboth the first and second half of the doctoral program.3-91) An appropriate faculty organization for thesecurriculums is achieved via a screening process in which the Graduate School’s Graduate Faculty Boardand the Academic Advisors Committee for the second half of the doctoral program duly examine eachcandidate’s achievements in teaching, research and social contribution, and approve his/her appointment.
3-63)
The Graduate School also secures academic advisors appropriate for each of the first and second halfof the doctoral program, in terms of both quality and quantity, pursuant to the Standards for Establishmentof Graduate Schools laid down by MEXT (the number of academic advisors as of April 2012: first half ofthe doctoral program: 25 members; second half of the doctoral program: 7 members). The Graduate

101

Faculty Members and Faculty Organization

School has thus achieved an appropriate faculty deployment for its curriculum. 3-67)

 Graduate School of Education
Since its establishment, the Graduate School of Education has achieved an appropriate facultyorganization for its curriculum, which the Graduate School has developed with a view to realizing its
philosophy and goals. The Graduate School’s faculty contains 18 members for the first half of the doctoral
program, and 11 members for the second half of the doctoral program. 3-67)
In preparation for the Graduate School’s reorganization scheduled for AY 2013, the Graduate School hascomposed a faculty organization necessary to embody the reorganization plan.
 Law School
The Law School fully satisfies the required number of full-time faculty, with the School’s full-timemembers standing at 30, as of May 1, 2012, while the statutory requirement is 22 members.
The Law School’s full-time faculty consists of 15 “researcher faculty” members and 15 “professional
faculty” members; or otherwise counted, 27 Professors and 3 Associate Professors.3-64) The number ofenrolled students per full-time faculty member stands at 6.2.
Composition of the researcher faculty by research field is: two members in the field of constitutional law,
two members in administrative law, four members in civil law, two members in criminal law, one member
in commercial law, one member in the code of civil procedure, two members in the code of criminal
procedure, and one member in Anglo-American law. The Law School, which admits 100 new students
each academic year, is in conformity with the standard: “One full-time faculty member is appropriately
assigned to each of the basic subjects of law (except for faculty members exclusively teaching practicalaspects of the subject).” 3-92)p.31～32
In the Law School, the percentage of professional faculty is equal to that of researcher faculty. The
professional faculty contains one judge who is on assignment to the School, as well as 14 lawyers(including two former judges). 3-92)
The age structure of the School’s full-time faculty is as follows: faculty in their sixties: 13 members(43.3%), fifties: 11 members (36.7%), forties: 4 members (13.3%), below 40: 2 members (6.7%). Among
researcher faculty, the proportion in their sixties is notably high, accounting for 10 out of 15 members(66.7%). Among the full-time faculty, the number of female members stands at two, equivalent to 6.7
percent. 3-67)
At the Law School, the appropriateness of its faculty organization is examined as part of the annual
self-assessment process. In addition, the School will also examine such appropriateness in the process ofthe mid- and long-term planning of personnel management for its faculty, by establishing the “Future
Vision Committee” within the School, while taking into consideration the faculty’s age structure, gendercomposition, allotment to fields of specialization, and assignment of fixed-term professional faculty
members. 3-93)
 Institute of Business and Accounting
The Standards for Establishment of Professional Graduate Schools stipulate the minimum requirement
for the number of faculty members to be installed in a professional degree program. According to the said
standards, in relation to the number of places for students, the Institute of Business and Accounting isrequired to install at least 14 full-time faculty members for the Business School, and at least 14 faculty
members for the Accounting School.
As indicated in the Basic Institutional Data,3-67) the total number of faculty of the Business School, as of
May 1, 2012, stands at 20, including 15 full-time/fixed-term faculty members (eight Professors, six

102Faculty Members and Faculty Organization

Associate Professors and one Assistant Professor) and five fixed-term professional faculty members. The
faculty of the Accounting School totals 23 members, including 11 full-time members (10 Professors andone Associate Professor) and 12 fixed-term professional faculty members. Both Schools meet theirminimum requirement for the number of faculty members stipulated in the Standards for Establishment ofProfessional Graduate Schools.
The percentage of professional faculty members out of the combined number of full-time faculty,
fixed-term faculty and fixed-term professional faculty stands at 57.1% in the Business School, and 78.3%
in the Accounting School. The Institute thus secures the necessary number of professional faculty for“practical business education” for the “development of advanced specialized professionals in businessadministration and accounting” 3-94) as specified in the Institute’s educational objectives.
Regarding the second half of the doctoral program, which the Institute also provides in its Graduate
Department, it is required to install at least five research advisors (including four Professors) and four
assistant research advisors, as the minimum requirement for the number of faculty members based on theStandards for Establishment of Graduate Schools.
As indicated in the Basic Institutional Data,3-67) the number of faculty of the Graduate Department ofAdvanced Management, as of May 1, 2012, totals 21 members, including 11 research advisors (including
11 Professors) and 10 assistant research advisors, meeting the said minimum requirement stipulated in theStandards for Establishment of Graduate Schools.
The age structure of the Institute’s full-time faculty is as follows: Age 36–40: 1 member (4.0%); Age
41–45: 3 members (12.0%); Age 46–50: 8 members (32.0%); Age 51–55: 7 members (28.0%); Age
56–60: 4 members (16.0%); Age 61–65: 1 member (4.0%); and Age 66 and over: 1 member (4.0%). The
distribution peaks around the late forties and early fifties. 3-72)(3) Are faculty members recruited, employed and promoted in an appropriate manner?

Whole University3-1-(3)

Procedures for faculty recruitment are left to the discretion of each Undergraduate Faculty Board andProfessional Graduate School Graduate Faculty Board. Some Boards basically adopt the principle ofemploying faculty members via open recruitment. The procedures of faculty employment and promotion
are implemented pursuant to the provisions of the “Regulations for the Appointment of Professors,
Associate Professors and Assistant Professors,” 3-1) the “Faculty Selection Criteria” 3-2) and the“Regulations for the Appointment of Faculty Members of Professional Graduate Schools.” 3-8) In
accordance with these regulations, each Undergraduate Faculty Board and Professional Graduate School
Graduate Faculty Board organizes a screening committee, conducts screening and decides theapproval/disapproval of the candidate based on the specific conditions set for each case, recommends
him/her at the Board of Trustees via the President, and obtains final approval for the proposed
employment/promotion. Regarding faculty members who do not belong to any schools but to research
institutes etc. (“faculty members reporting to the President”), the University Senate assumes the role of theUndergraduate Faculty Board in carrying out the abovementioned employment/promotion procedure.
Appointment of graduate faculty and graduate academic advisors is carried out by each Graduate Faculty
Board and Professional Graduate School Graduate Faculty Board, pursuant to the “Selection Criteria for
Graduate Faculty and Graduate Academic Advisors.” 3-7)
The procedures of employment and extension of term of office of fixed-term faculty members are
implemented by the University Senate, as well as by the relevant Undergraduate Faculty Board, theProfessional Graduate School Graduate Faculty Board and the Language Center Council, in accordance103Faculty Members and Faculty Organization

with the “Regulations Regarding Faculty Members Appointed for a Fixed Term of Office,” 3-38) the“Regulations Regarding Special Fixed-term Professors,” 3-9) the “Regulations Regarding Kwansei Gakuin
University Associate Lecturers of English,” 3-4) the “Regulations Regarding Special Contract Faculty for
Language Education,” 3-5) the “Regulations Regarding Full-time Instructors for Language Education,” 3-6)
the “Regulations Regarding Special Contract Faculty,” 3-10) the “Regulations Regarding Kwansei Gakuin
University Full-time Faculty for Education in International Cooperation,” 3-11) the “Regulations Regarding
Fixed-term Professional Faculty of the Graduate Law School” 3-12) and the “Regulations Regarding
Fixed-term Professional Faculty of the Institute of Business and Accounting.” 3-13)
Regarding the aforementioned procedures for faculty employment, promotion and extension of term ofoffice, decisions are made by the agreement of at least two-thirds of the attendees to the Undergraduate
Faculty Board or other meeting, the quorum of which is two-thirds of its constituent members, inaccordance with the provisions of the “University Senate Regulations,” 3-14) the “Undergraduate Faculty
Board Regulations,” 3-15) the “Professional Graduate School Graduate Faculty Board Regulations,” 3-16) the“Graduate School Graduate Faculty Board Regulations” 3-17) and the “Language Center Regulations.” 3-70)
Upon employment of part-time instructors, screening is conducted based on the candidate’s academic
and other relevant background and achievements. His/her employment is approved by the Undergraduate
Faculty Board or the Professional Graduate School Graduate Faculty Board of the relevant
School/(Professional) Graduate School if the vacant position is intended for a subject provided by the
School/(Professional) Graduate School; or is approved by the Academic Affairs Committee3-19) if thevacant position is intended for a common University-wide subject provided under the undergraduate
program.

Schools3-1-(3)

 School of Theology
The School of Theology normally fills vacant faculty positions via open recruitment. Employment
information is provided to relevant institutions both internally and externally by sending notifications, andvia the website (including the personnel information database). The roles the prospective faculty member
is to assume in the faculty organization are carefully deliberated by the School’s Undergraduate Faculty
Board, and are detailed in the application guidelines. Upon application, the School requires applicants tosubmit a syllabus designed for a subject the applicant is expected to teach after employment, and a written
explanation of his/her aspiration for education at the School, together with other documents describing
his/her research and teaching experience and achievements, and other information. During the screening
process, the School carefully examines these documents, and holds an interview to examine the aptitudeand fitness of the applicant. Meanwhile, the procedure of faculty promotion is implemented in accordancewith the University-wide regulations, the “Regulations for the Appointment of Professors, Associate
Professors and Assistant Professors” and the “Faculty Selection Criteria,” as well as the School’s internal
regulations, the “School of Theology internal regulations regarding the Faculty Selection Criteria.” 3-22)
 School of Humanities
The School of Humanities has established the Personnel Committee, a body of eight members
comprising five faculty members who are elected from among the School’s faculty (Election quota: twofrom the Department of Culture and History, one from the Department of Integrated Psychological
Sciences, and two from the Department of Literature and Linguistics; five members in total; term ofoffice: two years), and the Dean, the Associate Dean of Academic Affairs, and the Associate Dean ofStudent Affairs of the School. The Personnel Committee handles the procedures regarding faculty104Faculty Members and Faculty Organization

promotion, appointment of Professors Emeritus, and appointment of new faculty members. Upon faculty
promotion or the appointment of a Professor Emeritus, the committee nominates a candidate, organizes
the Screening Subcommittee for Personnel Promotion or the Screening Subcommittee for Appointment ofProfessors Emeritus, as applicable, and proposes the planned promotion/appointment to theUndergraduate Faculty Board. Regarding the appointment of a new faculty member, the committee
proposes the appointment of the candidate, and organizes the Screening Subcommittee for New Faculty
Appointment. The composition of the Personnel Committee members is regulated to maintain an
appropriate balance between departments. Consideration is thus given to ensuring a rigorous screening
process.
Regarding the appointment of new faculty members, the “School of Humanities personnel procedures”
detail specific procedures for both types of employment, i.e., open recruitment and non-open recruitment.
The “School of Humanities Bylaws Regarding Research Achievement Evaluation Standards,” 3-95) whichhave been established separately, are referred to for the screening of the candidate’s achievements. Basedon these bylaws, appointment is proposed based on the total of the evaluation points for each of thecandidate’s research achievements. As described above, the procedures and standards for faculty
recruitment, employment and promotion are clearly stipulated.

 School of Sociology
The School of Sociology conducts faculty employment by open recruitment, in principle. In somespecial cases (e.g., a specific individual with an outstanding record of achievement whose employment isof the absolute necessity), the vacant posts are filled by other means, subject to the approval of theUndergraduate Faculty Board.
Faculty employment and promotion is implemented appropriately pursuant to the University-wide
regulations “Regulations for the Appointment of Professors, Associate Professors and AssistantProfessors” 3-1) and the “Faculty Selection Criteria,” 3-2) and the School’s internal regulations “Regarding
the appointment of Professors, Associate Professors and Assistant Professors,” 3-96) as well as the“Agreements regarding ‘teaching experience’ in the ‘Faculty Selection Criteria’,” 3-97) and the“Supplementary items regarding the screening and evaluation of qualification for faculty employment andappointment.” 3-98)
In all cases of faculty recruitment, employment and promotion, the School organizes the Personnel
Selection Committee and the Screening Committee of Qualification for Appointment. Each case is
carefully examined by both committees, based on which the Undergraduate Faculty Board undertakes
further examination and discussion, and votes on the approval/disapproval of the proposed
employment/promotion. (The agreement of at least two-thirds of the attendees is a requisite for approval.)
 School of Law and Politics
Upon employment and promotion, the School of Law and Politics aims to maintain the high level ofability and qualifications of its faculty, by implementing employment/promotion procedures based on thespecific standards independently formulated by the School for evaluating candidates’ past achievements
and teaching experience. To ensure high level ability and qualifications among the faculty, employment
applications are open to the public nationwide, in principle. The screening process includes, as necessary,
examination by external researchers of the candidate’s research ability, based on his/her researchachievements. Moreover, to examine the candidate’s teaching ability, he/she is also required to conduct a
trial class.
Standards for employment of part-time instructors are stipulated in the “Agreements regarding
employment of part-time instructors” (revised AY 2010), 3-35) which are revised as necessary to ensure
appropriate employment of such instructors.
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Faculty Members and Faculty Organization

 School of Economics
In the School of Economics, personnel procedures for faculty are implemented after the establishmentof a School Personnel Committee comprising elected members. Faculty employment is conducted basedon the specific procedures stipulated in the School’s internal regulations “Regarding employment
procedures for full-time faculty.” The School Personnel Committee decides the employment policy (open
recruitment, in principle), based on which specific employment activities are carried out by a group of
approximately five members, referred to as the Individual Personnel Committee. A Job Seminar, open to
the public, is held for intended faculty employment. The employment of candidates is approved subject toagreement by two-thirds of the attendees of the Undergraduate Faculty Board meeting.
Faculty promotion is conducted based on the “School of Economics/Graduate School of Economics
internal regulations regarding faculty selection etc.” A Personnel Committee is established after the
candidate’s qualifications are examined by faculty members in related fields. Candidates are promoted via
unbiased screening, subject to the agreement of two-thirds of the attendees of the meeting comprising
members who are in a higher position than the candidate’s (the “Individual Undergraduate Faculty
Board”). 3-99)
 School of Business Administration
Faculty recruitment, employment and promotion at the School of Business Administration aresupervised by the Personnel Committee established within the School. The committee, comprising fiveelected faculty members, appropriately manages the processes of recruitment, employment and promotion
from a comprehensive perspective, in accordance with the University’s “Regulations for the Appointmentof Professors, Associate Professors and Assistant Professors” 3-1) and the “Faculty Selection Criteria,” 3-2)
as well as the School’s internal regulations, “School of Business Administration internal regulations
regarding the Faculty Selection Criteria.” 3-100)
Regarding recruitment methods, the School appropriately chooses between open recruitment andinternal recommendation, in accordance with the characteristics of the course subject to be taught, theexpected age range of the prospective member to fill the position, and other conditions. Employment andpromotion of faculty members for specialized education are first proposed by the Personnel Committee atan Undergraduate Faculty Board meeting, and are approved after three stages of voting: deciding the
subject title, approval/disapproval of the establishment of a Screening Committee, andapproval/disapproval of the final screening result. Employment and promotion of faculty members forlanguage education are implemented by the same procedure as that for the faculty of specialized education,with cooperation between the Personnel Committee and the Language Center.
 School of Science and Technology
The School of Science and Technology recruits, employs and promotes full-time faculty in accordancewith the procedures stipulated in the regulations prescribed by the University3-1) and the agreed matterswithin the School of Science and Technology.3-101) The Personnel Employment Committee discusses
necessary matters based on the result of deliberations made at the relevant Department Meeting regarding
the research field the prospective faculty member is expected to engage in. The Dean proposes theplanned employment at an Undergraduate Faculty Board meeting, and obtains approval. A fair assessmentof this proposal is ensured by incorporating the opinions given at a Dean’s Office Committee meeting. To
take the perspective of the whole School into consideration during personnel procedures, the Personnel
Committee involves faculty members from departments other than that related to the position to be filled.
After an explanation is given at an Undergraduate Faculty Board meeting regarding the candidate106Faculty Members and Faculty Organization

proposed by the committee, a public session is held to have the candidate deliver a lecture. This processprovides an opportunity for faculty members who are not committee members to evaluate the candidate
before they vote at the subsequent Undergraduate Faculty Board meeting. Appropriate personnel
procedures are thus achieved by adopting a fair and transparent approach. Faculty promotion is
implemented pursuant to the criteria and standards stipulated in the said “agreed matters in the School of
Science and Technology.” While taking into consideration the agreement of the candidate’s department
and the opinions of the Dean’s Office Committee, a Personnel Committee is organized under the
responsibility of the Dean, via which the approval or otherwise of the planned promotion is determined
after deliberation at two Undergraduate Faculty Board meetings. Appropriateness in faculty promotion isthus maintained.

 School of Policy Studies
In an effort to achieve appointment of personnel covering the diverse fields of study provided under the
four-department arrangement and accommodating various conditions, the School of Policy Studies carries
out faculty employment by convening the Supplementary Personnel Appointment Selection Committee
comprising 10 faculty members, including five faculty members related to the candidate/position underconsideration and five other faculty members elected from among Undergraduate Faculty Board members.
Via this committee, the School implements faculty employment from a long-term perspective. For faculty
promotion, screening is conducted by the Personnel Advisory Committee established within the said
Supplementary Personnel Appointment Selection Committee. In the case of employment via open
recruitment, the School gives consideration to ensuring an appropriate employment procedure, eliminating
any possible disadvantages due to nationality and gender. As part of this effort, the School publicly
provides an English version of the application guidelines via the website and other means. Meanwhile, acertain number of years has lapsed since the establishment of the School and its departments, necessarily
leading to the aging of its faculty. To adjust this situation, the School intends to employ younger faculty
members in the ongoing employment procedure for AY 2013. The School aims to ensure rigorous andappropriate operation of its recruitment, employment and promotion procedures, by introducing internal
regulations particularly designed for the School, in addition to the Faculty Selection Criteria applied to thewhole of the University. 3-42)
 School of Human Welfare Studies
In addition to the University’s regulations regarding employment and promotion procedures, the Schoolof Human Welfare Studies has in place its own strict regulations for personnel employment and promotion,
which contain further detailed provisions on the research achievements and teaching experience expected
at each position level (Professor, Associate Professor and Assistant Professor). 3-61),3-62) Concerning
employment, the Personnel Planning Committee has been established by the Dean in order to determine
relevant personnel policies (including recruitment methods). The committee reviews the subject allotment
to faculty members, in consideration of the School’s educational and research philosophies, curriculum
and faculty assignment, and discusses and formulates a personnel policy for specific employment. The
Dean proposes, and obtains approval for, this policy at the Undergraduate Faculty Board, and establishes a
Personnel Employment Committee. This committee conducts screening of documents, interviews, andother examination processes, and proposes a draft plan of the specific employment case to the Dean. The
Undergraduate Faculty Board deliberates on the plan, and approves/disapproves the proposed employment.
For promotion, the Dean establishes a Personnel Promotion Screening Committee, which reports the resultof the rigorous screening, based on which the Undergraduate Faculty Board discusses and determines theapproval/disapproval of the proposed promotion. The School thus implements faculty recruitment,
employment and promotion in an extremely appropriate manner.
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Faculty Members and Faculty Organization

 School of Education
The School of Education implements faculty employment in accordance with the “Regulations for the
Appointment of Professors, Associate Professors and Assistant Professors” and the “Faculty Selection
Criteria,” which have been prescribed by the University, as well as the “School of Education internal
regulations regarding the Faculty Selection Criteria” laid down by the School. 3-102) Employment is
implemented via open recruitment, by establishing a Personnel Screening Committee within the
Undergraduate Faculty Board. In AY 2011, the School newly employed nine faculty members, in line with
the School’s reorganization plan. In AY 2012, upon application for a government approval of its newteacher-training course, the School newly employed two fixed-term faculty members. Faculty promotion
is also conducted pursuant to the aforementioned Regulations, Criteria, and Internal Regulations. There
were two cases of promotion in AY 2011.
 School of International Studies
The School of International Studies convenes the Personnel Committee, comprising its faculty members,
on an annual basis. 3-103) Faculty recruitment, employment and promotion are deliberated at this committee,
and are referred to the Undergraduate Faculty Board for final deliberation. Necessary matters regarding
faculty recruitment, employment and promotion are clearly stipulated in the “School of International
Studies internal regulations regarding personnel procedures for faculty,” based on which the School
implements faculty employment etc. in an appropriate manner. 3-104)

Graduate Schools

3-1-(3)

 Graduate School of Theology
The Graduate School of Theology recruits, employs and promotes its faculty members using the sameprocedure as that used in the School of Theology. The appointment of graduate faculty and graduate
academic advisors is conducted appropriately, pursuant to the University-wide regulations “Selection
Criteria for Graduate Faculty and Graduate Academic Advisors” and the “Graduate School Graduate
Faculty Board Regulations,” as well as the Graduate School’s internal regulations “Graduate School of
Theology internal regulations regarding Graduate Faculty Board.” 3-105)
 Graduate School of Humanities
In the Graduate School of Humanities, faculty recruitment, employment and promotion are implemented
under the following process: The candidate’s teaching experience, research achievements, the period of
his/her office and other conditions are considered by the Graduate School Personnel Committee; Afterconfirming the agreement of the relevant graduate department Field to recommend the candidate for
employment/promotion, the committee establishes a screening subcommittee; A report prepared by thesubcommittee regarding the screening results is submitted to the Graduate Faculty Board for deliberation.
The Graduate School conducts faculty appointment in a fair and deliberate manner, while recognizing thata high level of expertise and teaching ability is demanded in either stage of the first or second half of thedoctoral program.
 Graduate School of Sociology
The Graduate School of Sociology adopts a system enabling multilayered examination involving the
Personnel Appointment Committee, the Graduate Faculty Board and other entities. The Graduate School
also conducts recruitment, employment and promotion appropriately, in accordance with the provisions of108

Faculty Members and Faculty Organization

the “Regulations for the Appointment of Professors, Associate Professors and Assistant Professors” andthe “Selection Criteria for Graduate Faculty and Graduate Academic Advisors,” as well as with the “Basicideas regarding persons qualified for appointment as graduate academic advisors, and regarding membersof the Graduate Faculty Board.” 3-51)

 Graduate School of Law and Politics
The Graduate School of Law and Politics employs and promotes its faculty members based on basicallythe same procedures as those adopted by the School of Law and Politics. A range of screening forProfessors who are (prospective) graduate faculty members or (prospective) academic advisors for the
first/second half of the doctoral program is conducted in accordance with relevant procedures by the
Graduate Faculty Board, comprising faculty members who are in a higher position than that of thecandidate. 3-53)
 Graduate School of Economics
The Graduate School of Economics selects graduate faculty members by applying the “AssistantProfessor Selection Criteria.” Selection of academic advisors for the first half of the doctoral program andthe second half of the same program is conducted by applying the “Associate Professor Selection Criteria”
and the “Professor Selection Criteria,” respectively. Academic advisors for the first/second half of thedoctoral program are appointed via unbiased screening, subject to the agreement of two-thirds of theattendees of the relevant Graduate/Undergraduate Faculty Board meeting. 3-106)
 Graduate School of Business Administration
Graduate faculty members and graduate academic advisors of the Graduate School of Business
Administration are appropriately selected from among the faculty of the School of Business
Administration, pursuant to the University’s “Selection Criteria for Graduate Faculty and Graduate
Academic Advisors” 3-7) and the School’s “Agreements regarding the appointment of graduate faculty
and graduate academic advisors.” 3-107) These selection criteria/standards are observed rigorously, and noother factors are taken into account independently by the Graduate School. Candidates selected throughthis procedure are finally approved by the Graduate School’s Graduate Faculty Board.
As described in the previous paragraph, graduate faculty members are selected from among the School’s
faculty. Therefore, in the screening process for employment at the School, consideration is given towhether the candidate is qualified not only as a faculty member for undergraduate education but also as a
subject instructor for graduate education and as an academic advisor at the Graduate School.
 Graduate School of Science and Technology
Regarding recruitment and employment at the Graduate School of Science and Technology, full-time
faculty members are basically employed to assume the position of faculty member of the School of
Science and Technology, except for fixed-term Assistant Professors installed for the International Master’s
Program provided only in English (the Program of “Integrated Science and Technology” for International
Students). Upon employment, candidates are examined for qualification for appointment as a graduate
academic advisor, in accordance with the provisions stipulated in the “agreed matters in the School of
Science and Technology.” 3-101) Faculty promotion is also implemented pursuant to the criteria andstandards stipulated in the said “agreed matters in the School of Science and Technology” (which also
apply to the Graduate School). While taking into consideration the agreement of the candidate’s graduate
department and the opinions of the Dean’s Office Committee, a Personnel Committee is organized under
the responsibility of the Dean, via which the approval/disapproval of the planned promotion is determined109

Faculty Members and Faculty Organization

after deliberation at two Graduate Faculty Board meetings. Appropriateness in faculty promotion is thus
maintained.

 Graduate School of Policy Studies
In the Graduate School of Policy Studies, the academic staff provide instruction in the first half of thedoctoral program and the second half of the same program, as “graduate faculty members” and “graduate
academic advisors,” respectively. Upon their appointment, rigorous screening is conducted by the
Supplementary Personnel Appointment Selection Committee and the Personnel Advisory Committee, anorganization established under the said selection committee. The appointment criteria and standards aredisclosed to the faculty. 3-42)
The Graduate School aims to ensure appropriateness in the overall faculty organization, while taking thefaculty’s diverse fields of specialization into consideration. In this respect, as in the case of the School of
Policy Studies, the Graduate School aims at (1) restricting the percentage of faculty in each age bracket tounder 30 percent, (2) further increasing the ratio of female faculty, and (3) maintaining the ratio of
non-Japanese faculty at the current or a higher level. The Graduate School also plans to determine theappropriate ratio of professional faculty to the entire faculty by the end of AY 2012. While some of theabovementioned objectives have thus far not been achieved, the Graduate School will make improvements,
henceforth, in the process of supplementary appointment of faculty and via other measures.
 Graduate School of Language, Communication, and Culture
In the Graduate School of Language, Communication, and Culture, the Graduate Faculty Board appoints
faculty members who are qualified to teach subjects provided by the Graduate School, in accordance withthe following procedure:
Based on the “Selection procedure and criteria for graduate faculty and graduate academic advisors(Agreed matters),” graduate faculty candidates are selected at the Appointment Screening Committee,
proposed at the Graduate Faculty Board, and screened by three examiners. The screening result is reported
to the Graduate Faculty Board, where the proposed appointment is approved by vote. Regarding graduate
academic advisors, candidates are selected at the Appointment Screening Committee, proposed at the
Academic Advisors Meeting, and screened by three examiners. The screening result is reported to the
Academic Advisors Meeting, where the proposed appointment is approved by vote. 3-108),3-109)
To be appointed as either a graduate faculty member or graduate academic advisor, the candidate is
expected to be able to conduct classes of necessary subjects, regardless of his/her status or position.
Accordingly, candidates are screened in consideration of their fitness for the intended subject(s), thenumber of research achievements in their field(s) of specialization and other factors. Meanwhile, to beappointed as an academic advisor, two years’ or more experience as a graduate faculty member at theGraduate School of Language, Communication, and Culture is a requisite.
 Graduate School of Human Welfare Studies
In addition to the University’s regulations regarding employment and promotion procedures, theGraduate School of Human Welfare Studies has in place its own strict regulations for personnel
employment and promotion, which contain further detailed provisions on the research achievements andteaching experience expected of each level of position (Professor, Associate Professor and AssistantProfessor). 3-61),3-62),3-63) For examination and employment of candidates, the Dean of the Graduate School
establishes a Personnel Committee, which determines relevant personnel policies (including recruitment
methods), as well as a Personnel Screening Committee, which carries out a close and rigorous screening
regarding the experience and achievements of candidates, based on the determined personnel policies. The

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Personnel Screening Committee conducts screening in a rigorous manner, and submits a report to theDean, based on which the Graduate Faculty Board discusses and determines approval/disapproval of the
proposed employment. For promotion, the Dean establishes a Personnel Promotion Screening Committee,
from which the result of the rigorously conducted screening is reported, based on which the Graduate
Faculty Board and the Academic Advisors Committee for the second half of the doctoral program discussand determine approval/disapproval of the proposed promotion. The Graduate School thus implements
faculty recruitment, employment and promotion in an extremely appropriate manner.

 Graduate School of Education
The Graduate School of Education appoints its faculty members in accordance with the “Selection
Criteria for Graduate Faculty and Graduate Academic Advisors” prescribed by the University. Upon
appointment, a Personnel Screening Committee is organized within the Graduate Faculty Board. In AY
2012, in preparation for the reorganization of the Graduate School scheduled for AY 2013, the Graduate
School appointed 16 members to its faculty from among the full-time faculty of the School of Educationand the School’s prospective faculty members to be employed to teach from AY 2013.
 Law School
The Law School conducts faculty employment and promotion pursuant to the regulations provided in
Section 1-(1). Upon employment, a Screening Committee organized within the Professional Graduate
School Graduate Faculty Board carries out a screening and passes a resolution to approve the candidate’s
employment. Based on the resolution, the President nominates the candidate at the Board of Trustees. For
faculty promotion, a Screening Committee is also organized within the Professional Graduate School
Graduate Faculty Board. The committee implements necessary procedures under the responsibility of theBoard, while taking specific conditions into consideration.
 Institute of Business and Accounting
In the Institute of Business and Accounting, faculty recruitment, employment and promotion are
implemented appropriately, in accordance with the “Regulations for the Appointment of Faculty Membersof Professional Graduate Schools” 3-8) and the “Regulations Regarding Fixed-term Professional Faculty of
the Institute of Business and Accounting,” 3-13) which are prescribed by the University, as well as theInstitute’s internal regulations, the “Employment and promotion procedures for faculty of the Institute ofBusiness and Accounting (Internal regulations).” 3-110)
Regarding faculty appointment in the professional degree program, screening is carried out at the
School Meeting of each school and at a Personnel Committee established in the Institute. Subsequently,
the Professional Graduate School Graduate Faculty Board discusses the proposed appointment in twostages: deliberation on the establishment of a Screening Committee, and deliberation for approval of
employment/promotion based on the screening result reported by the Screening Committee. If thecandidate’s employment/promotion is approved, the President reports his/her appointment to the Board ofTrustees.
In the second half of the doctoral program provided by the Institute, faculty recruitment, employment
and promotion are implemented appropriately, in accordance with the “Institute of Business andAccounting recommendation criteria for the positions of academic advisor and assistant academic advisor
in the second half of the doctoral program” 3-112) and the “Appointment procedure for the positions ofacademic advisor and assistant academic advisor in the second half of the doctoral program.” 3-111)
Regarding faculty appointment in the second half of the doctoral program, screening is carried out by the
Doctoral Program Personnel Committee. Subsequently, the Graduate Faculty Board or the Doctoral

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Program Committee examines the proposed appointment. If the candidate’s employment/promotion isapproved, the President reports his/her appointment to the Board of Trustees.

(4) Are necessary measures taken to enhance the quality of faculty?

Whole University3-1-(4)

At KGU, each school and graduate school defines its (1) policy on student admissions (Admission
Policy), (2) policy on curriculum design and implementation (Curriculum Policy), and (3) policy on
degree conferment (Diploma Policy), based on which each school and graduate school proceeds witheducational reform. To enhance the quality of faculty, KGU has implemented the following measuresacross the University:
The Center for Research into and Promotion of Higher Education was established in April 2010, as anorganization to reinforce the educational abilities of KGU faculty, enhance educational quality, andpromote faculty development (FD) as a University-wide effort. 3-113) The center provides a variety of
programs aimed at enhancing the quality of KGU faculty. 3-114)
University-wide programs include the “new faculty training program” for newly employed academic
staff, the “Basics of basic teaching method” workshop for less experienced academic staff, and the“student evaluation of teaching” survey for all classes of subjects. 3-115)
FD activities are implemented at each school, such as class observation, report sessions regarding class
improvements, and related workshops and training. Information regarding these FD efforts is exchanged
at the Special Subcommittee on Faculty Development (FD) established in the Center for Research into andPromotion of Higher Education, and is also provided via the center’s newsletter and KG’s official website.
The University thus strives for enlightenment and information sharing regarding faculty development.
3-114)In addition to the abovementioned programs, the University provides workshops on how to operate theLearning Management System (LMS) 3-114) installed across the University (how to give teaching materials,
assignments and exams/quizzes online), promoting effective use of the system as a communication tool
between faculty and students. The University also provides lecture sessions on FD for the entire faculty, as
well as lecture sessions on staff development (SD) for the entire faculty and staff on an annual basis, withthe aim of providing information regarding trends in higher education. 3-114)
As a managing university of the Kansai Faculty Development Association and the Japan Private
Universities FD Coalition Forum (JPFF), KGU promotes FD activities in cooperation with national,
prefectural, municipal and private universities based in the Kansai region, as well as with private
universities across the country.
Educational and research activities performed by faculty members are evaluated by each member’s
relevant Undergraduate Faculty Board, Professional Graduate School Graduate Faculty Board, orGraduate Faculty Board. For faculty members who are not under the supervision of schools or graduate
schools, such evaluation is conducted by the council or a similar body of the research institute etc. towhich the member belongs.
KGU provides the Kwansei Gakuin University Research Achievement Database 3-59) on KG’s official
website, enabling real-time disclosure of the faculty’s research achievements immediately after being
input by each faculty member online. The update status of each faculty member’s research achievementson the database is reported semiannually at the Committee of Deans. This ensures that if a member fails to
update such achievements, his/her superior reminds him/her to do so. KGU has also developed theKwansei Gakuin University Repository,3-116) helping to invigorate educational and research activities at112

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the University.

Schools3-1-(4)

 School of Theology
One of the organizational training opportunities at the School of Theology is the FD Workshop (School),which is held three times a year by the FD Committee (School) organized under the Curriculum ResearchCommittee. (One of the three workshop sessions is intended for part-time instructors. For specificworkshop themes, see Section 4.3-1-(4).) As an opportunity to engage in practical social activities, theSchool’s faculty members preach at churches located across the country. While much of this is conductedin the private capacity of the respective members, these activities constitute an opportunity for them toreflect on their own biblical interpretation; this is meaningful for faculty members, who are sometimes
sent by the School’s Undergraduate Faculty Board to an installation ceremony of church minister topreach. 3-117) Moreover, the School’s faculty members are sent as lecturers to the “theology course” held
twice a year. This serves as an opportunity for them to have a dialog with pastors and parishioners atchurches in the vicinity of the course’s venue. 3-118)
 School of Humanities
At the School of Humanities, the Lecture Meeting on Human Rights Issues is held once each semester(spring/fall semester), serving as an indispensable opportunity for faculty to learn about human rights
issues so as to properly fulfill their managerial responsibilities. In AY 2011, such meetings were held
under the unifying themes of “issues on media literacy and privacy” and “issues on poverty.” The School
also provides a Faculty Development Workshop for the entire faculty on an annual basis. Regarding theseminar subject “the humanities seminar” provided for all first-year students, the Humanities Seminar
Instructors Meeting is organized every semester, where members discuss how to improve their teaching
methods, confirm educational content, and exchange information regarding the positioning of the subject
in the curriculum as a whole. 3-119)
 School of Sociology
The primary efforts made at the School of Sociology to enhance the quality of its faculty include (1)regular meetings of the School’s Study Group, (2) the School of Sociology Meeting, and (3) the Workshop
on Human Rights Issues.
(1) Regular meetings of the School’s Study Group are held by the School of Sociology Study Group,
which issues the School of Sociology Journal to disseminate information regarding educational andresearch activities of School members both internally and externally. The meetings aim at mutual
stimulation among School members to further invigorate their educational and research activities. Ninesuch meetings were held in AY 2009, and four meetings each in AY 2010 and AY 2011. With participation
by approximately half the number of full-time faculty members on average, the meeting contributes toenhancing the abilities of individual faculty members through active exchange of views. 3-120)(2) The School of Sociology Meeting is held at the end of each academic year (early March). Since AY
2009, with “Enhancing the quality of education at the School of Sociology” as the common theme, themeeting has discussed a range of issues concerning the School’s undergraduate education, and has
introduced a number of relevant initiatives, thereby contributing to enhancing the quality of undergraduate
education at the School and the abilities of individual faculty members. 3-121)(3) The Workshop on Human Rights Issues is primarily intended for education in human rights issues.
In recent years, the workshop has frequently adopted themes regarding “harassment issues,” “treatment of113

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students with developmental disabilities” and “career support.” Learning about these issues is conducive
to enhancing the quality of faculty, in terms of fulfillment of educational responsibilities in a broad sense,
as well as of student support. 3-122)

 School of Law and Politics
Measures taken at the School of Law and Politics for enhancing the quality of its faculty are basically inline with the University-wide efforts of “student evaluation of teaching” survey and improvement in the
FD promotion system. The School’s independent efforts include the annual FD Seminar organized by the
FD Activities Planning Committee established within the School. 3-124) Study meetings for human rights
education are also held regularly. The student union conducts an annual survey, and has a meeting with the
School Administration to make requests regarding the School’s undergraduate education. 3-125)
Evaluation of faculty research activities is implemented in the following forms: (1) Upon
employment/promotion, the Undergraduate Faculty Board makes a final screening regarding their research
activities, based on the quantitative standards for research achievements, as well as on the qualitative
examination by the Screening Committee; (2) Individual research achievements are disclosed on thewebsite via the research achievement database.
Improvements in the educational and research environments are essential to enhance the overall abilitiesof the faculty. In this respect, the following efforts are being made at the School: First, the educational
environment is improved by securing the necessary number of faculty members by filling vacancies, ifany; by establishing academic assistant systems (the Teaching Assistant (TA) system and the Learning
Assistant (LA) system); and by operating a guest speaker system. Second, regarding the research
environment, amid little expectation for additional allocation of research budget to individual researchers,
the School manages to ensure efficient execution of the budget, while basically maintaining the current
budget level. Specifically, constant improvements are being made by the Library Committee, especiallyregarding the book budget. In AY 2012, the School introduced a system for purchase of a new database. A
range of necessary information providing comparisons with other Schools is shared, for instance regarding
the School’s overall percentage of the projects adopted for the Grants-in-Aid for Scientific Research
program. An overseas research system and the “special research period” system are in place, which areapplied in accordance with the University-wide standards as systems to allow all faculty members toconcentrate on their research activities; under the former system faculty members are afforded periodic
opportunities to conduct research in an overseas country/region for more than one year, and under thelatter system, to dedicate themselves to conduct research without the responsibility of giving lectures inclass.
 School of Economics
To secure opportunities for faculty members to present their research, and to encourage them tounderstand what research is being conducted by other members, the School of Economics actively holds
School of Economics Study Group meetings, the Economics Seminar and the Language and Culture
Seminar. In AY 2011, the Study Group held four meetings. The Economics Seminar and the Language andCulture Seminar had six sessions each in the same year. 3-126)
 School of Business Administration
As part of the University-wide effort to enhance the quality of faculty, the School of Business
Administration has its new faculty members participate in the University-wide program “New faculty
training program for newly employed academic staff,” and also has its less experienced academic staff
participate in the “Basics of basic teaching method” workshop. 3-124) The School also promotes

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participation in lecture sessions on FD, which are open to all faculty members. Moreover, the School
implements the “student evaluation of teaching” survey regarding all classes of subjects, encouraging all
faculty members to improve their teaching and class operation based on the survey results.
Aside from the aforementioned active participation in University-wide activities, the School has
established the FD Committee within its Undergraduate Faculty Board. Through this committee, theSchool independently organizes and provides FD programs for Board members, striving for enlightenment
and information sharing regarding faculty development. The content of FD programs is designed tointerest many faculty members, dealing with issues regarding instructions in the “commercial scienceseminar,” a subject for first-year students, and issues regarding students’ job hunting. 3-124) Some FD
programs are delivered by lecturers invited from outside groups, as necessary.
As in the case of the Graduate School of Business Administration, research activities by faculty
members are evaluated based on their research achievements published in the “Shogaku Ronkyu (Journalof Business Administration)” 3-128) and the “International Review of Business,” 3-129) as well as suchachievements disclosed and disseminated via the research achievement database.
Meanwhile, faculty members of the School serve as Dean of Academic Affairs and Associate Dean ofStudent Affairs of the University Administration for AY 2012. Administrative responsibilities in the
Executive Subcommittee for Entrance Examination and other committees in the School are also fulfilled
by many faculty members. Among such programs, the Eco-campus Committee promotes social
contribution activities by cooperating with student groups in implementation of the “eco-cap campaign,”
in order to collect caps of PET plastic bottles and send vaccines to children around the world who are inneed of them. 3-162)

 School of Science and Technology
The School of Science and Technology holds an FD-related seminar annually in order to enlighten its
faculty members regarding faculty development, and encourages them to realize positive outcomes intheir teaching in class. 3-130) As part of the process to evaluate the educational and research activities
pursued by faculty members, since AY 2010, the School has been requiring members who receive a
research budget allocation from the University to report the outcomes of their educational and research
activities on an annual basis. Based on this report, the School examines the appropriateness of suchactivities from a broader perspective than examining the relevant research achievements disclosed on
KG’s official website. The contents of the reports are compiled into a book and disseminated to faculty
members. 3-131)
 School of Policy Studies
In line with the University-wide efforts of “student evaluation of teaching” survey and improvement in
the FD promotion system, the School of Policy Studies takes a variety of measures for enhancing thequality of its faculty, such as implementation of the Faculty Development (FD) Workshop; the School’s
Study Group meetings including research presentation sessions with new faculty members as presenters;
and study meetings to promote sharing and use of supplementary materials for “basic seminar.” 3-124)
Faculty members’ research activities are evaluated upon their employment/promotion. Individual researchachievements are disclosed on the website via the research achievement database.
For the class of basic seminar, which forms the core of the first-year education, the School has prepared
the supplementary reading material “Basic Seminar Handbook,” promoting its standardized use in theseminar class. 3-132) “Commonly assigned books” are also designated for basic seminar at the School. 3-133)
The School holds presentation sessions regarding various research outcomes, with the aim of helping
junior/senior students improve their presentation skills, and facilitating mutual understanding andstandardization of educational content between faculty members in different fields of specialization. The
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School thus aims to standardize its educational content. 3-134)

 School of Human Welfare Studies
The School of Human Welfare Studies specifies measures to enhance the quality of its faculty in thesection “Purpose of establishment and the reason for the necessity of establishment” in the document“Notification of the establishment of the School of Human Welfare Studies,” which is disclosed on KG’s
official website. 3-44) Based on the specified content, the School held four study meetings primarily led byfaculty members in AY 2011. In each meeting, two members presented their research achievements andcontent, and exchanged views with other participants. Through such meetings, the School aims to further
enhance the quality of its faculty. The Workshop on Human Rights Issues3-135) and the FD Workshop3-136)
were also held, contributing to enhancement of the quality of the faculty. Educational and research
activities by faculty members are evaluated through their research achievements disclosed on KG’s
official website, 3-59) and such achievements published in the School’s journal “Human Welfare.” 3-137)
Moreover, as part of its FD effort, the School is currently producing a DVD that shows groups of two
faculty members from different departments discussing each member’s research field and future directionsin their research.
 School of Education
Since AY 2009, the School of Education has held FD Seminars twice a year. The two such seminars in
AY 2011 discussed the following themes: “The ideal liberal education for the School of Education,”“Practice of participatory learning in class” and “How to operate practical seminars for teacher training.”
Faculty members’ research and educational activities undergo evaluation on various occasions, such asactive discussions regarding education and research at a research presentation session held annually by the
Academic Society of Education, in which all faculty members participate. Faculty members’ research andeducational achievements/outcomes are also published in “Kyoikugaku Ronkyu” (literally “ThoroughDiscussion of Pedagogy”), the School’s journal issued annually. These discussions and publication ofresearch stimulate healthy rivalry between faculty members.

 School of International Studies
To implement self-assessment regarding educational and research matters in the School of International
Studies, the School established the Self-assessment Committee and held meetings.
The School also held Professors Study Group meetings, in which research achievements/outcomesproduced by the School’s full-time faculty members were presented. Active exchange of views
contributed to enhancement of the quality of its faculty.
The “student evaluation of teaching” survey is implemented under the University-wide system. Faculty
members’ research activities undergo evaluation based on their research achievements that are disclosed
on the website via the research achievement database.

Graduate Schools

3-1-(4)

 Graduate School of Theology
At the Graduate School of Theology, the FD Workshop (Graduate School) is held three times a year by
the FD Committee (Graduate School) organized under the Curriculum Research Committee. (One of thethree workshop sessions is intended for part-time instructors. For specific workshop themes, see Section
4.3-1-(4).) Social activities carried out by faculty members are as described in the “School of Theology”
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section in this document.

 Graduate School of Humanities
Educational and research activities conducted by faculty of the Graduate School of Humanities undergo
evaluation based on their educational/research achievements provided on the Kwansei Gakuin University
Research Achievement Database. 3-59) Related data is updated annually, enabling faculty members to share
relevant new information. As an FD program, a workshop is co-organized with the School of Humanities
annually.
 Graduate School of Sociology
In the Graduate School of Sociology, faculty members exchange and share leading-edge knowledge intheir fields of research at the Study Group’s regular meetings and on other occasions. Information
regarding the research achievements of each member is disseminated via the minutes of the School’s
Undergraduate Faculty Board meetings, and by publishing it in the School of Sociology Journal and othermedia. Through mutual learning promoted by these efforts, the Graduate School aims at enhancing thequality of educational and research activities performed by the faculty. 3-139)
The Workshop on Human Rights Issues is a joint activity with the School of Sociology aimed at helping
enhance the quality of faculty. 3-122)
 Graduate School of Law and Politics
To evaluate the educational activities of full-time faculty, the Graduate School of Law and Politics
conducts the “student evaluation of teaching” survey, which is distributed to graduate students once persemester. Issues concerning various systems operated in the Graduate School are presented at theGraduate School Operation Committee and other meetings, facilitating improvement efforts based on ashared understanding. The Graduate School Operation Committee established the FD Activities Planning
Committee in AY 2012, with an eye to exploring specific approaches to faculty development.3-140) The
Sub-Academic Advisor System has been introduced, and is being operated smoothly, in the Graduate
School. 3-141)p.22,23,40
Evaluation of research activities is conducted in the same manner as in the School of Law and Politics.
 Graduate School of Economics
In the Graduate School of Economics, as in the case of the School of Economics, a range of activities by
the School of Economics Study Group, the Economics Seminar, and the Language and Culture Seminar
have contributed to facilitating personal exchange/interaction in educational and research activities
conducted by graduate faculty members.
 Graduate School of Business Administration
Since the faculty of the Graduate School of Business Administration overlaps with the undergraduate
faculty, measures for enhancing the quality of faculty are not taken independently by the Graduate School,
but in cooperation with the School of Business Administration, such as the FD Seminar jointly held by the
School and the Graduate School on a regular basis. Almost all faculty members participate in the FD
Seminar, sharing relevant information with one another, with a view to enhancing their educational quality.
Faculty members’ research activities are examined based on their research achievements published in the“Shogaku Ronkyu (Journal of Business Administration)” 3-128) and the “International Review of Business,”
3-129)
as well as on such achievements disclosed and disseminated via the research achievement database.
The Professors Study Group meetings are held regularly in a united effort by the School and the Graduate
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School. At these meetings, full-time faculty members report and discuss the outcomes of their day-to-day
research efforts, stimulating one another to encourage further efforts in their research activities.
In recent years, faculty has been experiencing changes in graduate education, such as an increasing
number of students from overseas countries/regions. The Graduate School takes the opportunity afforded
by various meetings to provide and exchange information regarding new situations for graduate education,
as necessary, promoting further information sharing among faculty. 3-162)

 Graduate School of Science and Technology
Since the faculty of the Graduate School of Science and Technology basically overlaps with that of the
School of Science and Technology, the Graduate School takes common measures with the School
regarding enhancement of the abilities of its faculty members and evaluation of their educational andresearch activities. In an effort to facilitate research activities, the School holds explanatory meetings to
obtain Grants-in-Aid for Scientific Research, helping faculty members obtain the necessary knowledge tosecure external funds.
 Graduate School of Policy Studies
The faculty of the Graduate School of Policy Studies overlaps with that of the School of Policy Studies.
Accordingly, measures for enhancing the quality of faculty are taken in cooperation with the School, suchas the FD Workshop and various meetings of the School’s Study Group, in line with the University-wide
efforts of “student evaluation of teaching” survey and improvement in the FD promotion system. 3-124) The
Graduate School promotes mutual encouragement between faculty members for further enhancement of
their abilities, especially by facilitating joint research activities between members in different fields ofspecialization. Primary measures include a research project involving graduate students and several
faculty members; policy workshops for graduate students; promotion of mutual understanding of researchand educational content by disclosing research outcomes; and information exchange regarding educational
skills, tools and the like. Faculty members’ research activities are examined upon theiremployment/promotion. Individual research achievements are disclosed on the website via the researchachievement database.
 Graduate School of Language, Communication, and Culture
The Graduate School of Language, Communication, and Culture currently takes the following threemeasures:(1) Faculty development (FD) for graduate program:
The Graduate School held the FD Workshop for faculty and graduate students on December 14, 2011,
inviting executive members of the Graduate Students’ Association. Discussions took place undervarious themes regarding teaching methods, omnibus subjects, study meetings, the Forum of the
Academic Society of Language, Communication and Culture; requests to the Graduate School etc. 3-143)(2) Survey for improvement in teaching:
The Graduate School conducts the student survey for improvement in teaching on a semiannual basis,i.e., at the end of the spring semester and the fall semester. Feedback on the survey results is provided
to each faculty member, whether it concerns classes of specific subjects or seminars. 3-144)(3) Disclosure of research achievements lists and research outcomes:
Regarding research activities, each faculty member updates his/her research achievement
information in the research achievement database by a designated date, disclosing it to the generalpublic. 3-59)
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full-time faculty members to present their educational and research achievements. 3-145)
Faculty members’ research activities are evaluated upon their new appointment to graduate faculty, andupon promotion, in the relevant screening by the Graduate Faculty Board, which is conducted based on
the result of the examination carried out by the Screening Committee regarding the members’ researchachievements.

 Graduate School of Human Welfare Studies
Measures taken by the Graduate School of Human Welfare Studies to enhance the quality of its faculty
are specified in the “statement of the purpose of establishment.” Through these measures, the Graduate
School makes great efforts so that the School (1) ensures constant disclosure of the faculty’s latest
research achievements so as to help maintain and enhance their research standards, (2) holds study
meetings to examine internal and external education approaches and related issues, with a view toapplying new insights in the latest research to education at the University, and (3) continues its efforts toenhance its research activities by actively using internal and external research funds, including those
provided by the Ministry of Education, Culture, Sports, Science and Technology and the Ministry of
Health, Labour and Welfare. The FD Committee has been in operation since the establishment of the
School of Human Welfare Studies, and has held four study meetings annually as part of the faculty
development effort, involving faculty members of the School and the Graduate School. Such meetings
provide an opportunity for faculty members to have active discussions based on each member’s
presentation regarding their latest research activities, contributing to enhancement of the quality of thefaculty. 3-135),3-136) Regarding the Grants-in-Aid for Scientific Research program operated by the Japan
Society for the Promotion of Science (JSPS), the Graduate School, since its establishment, has remainedat the top level among KGU’s undergraduate and graduate schools specializing in the fields of arts, interms of the number of applicants for, and recipients of the grants. This has contributed to enhancing boththe abilities of faculty members and the quality of education provided at the Graduate School. With
respect to the evaluation of specific educational and research activities conducted by faculty members,
their research achievements and outcomes are made public via the Kwansei Gakuin University Research
Achievement Database, and in the journal “Human Welfare” issued by the School of Human Welfare
Studies Study Group. Views and opinions are exchanged regarding those research achievements etc.
 Graduate School of Education
The Graduate School of Education has held FD Seminars once a year since AY 2009. In AY 2011, theseminar discussed the Graduate School’s teaching system and methods to be implemented in and after AY
2013.
As in the case of the School of Education, faculty members’ educational and research activities undergo
evaluation on various occasions, such as a research presentation session held by the Academic Society of
Education, and the publication of the (Graduate) School’s journal “Kyoikugaku Ronkyu” (literally“Thorough Discussion of Pedagogy”).
 Law School
In the Law School, the Committee for Self-assessment and Faculty Development comprising five
faculty members operates as a body in charge of the efforts to enhance the educational abilities of thefaculty. Due to its nature as a professional graduate school (graduate law school) specializing in fostering
advanced specialized professionals working as legal professionals, the Law School places emphasis on theenhancement of the faculty’s abilities, particularly regarding better instruction and teaching in class. 3-146)
As the main activities for this end, the Law School: (1) provides feedback to each faculty member

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regarding the results of the “student evaluation of teaching” survey conducted every semester, as well as
comments from students; (2) selects highly evaluated classes of subjects as a reference for better teachingin class, arranges mutual class observations between faculty members, and holds a meeting for them toexchange views; and (3) holds the FD Workshop annually, with the aim of helping faculty members
enhance their educational abilities. 3-147)
As part of the effort to enhance members’ abilities as researchers, the Law School holds study meetings
for legal precedent research approximately four times a year, which provides an opportunity for faculty
members to present their research activities. 3-148)

 Institute of Business and Accounting
With the aim of enhancing the quality of its faculty, the Institute of Business and Accounting holds the
FD Workshop regularly, in which faculty members make presentations, and exchange views regarding
their teaching methods and approaches and related matters. 3-149)
The “student evaluation of teaching” survey is conducted every school term. The data of the survey
results is analyzed every term, and all faculty members of the Institute receive feedback so that they canuse it for enhancement of their educational abilities and better class operation. 3-150),3-151)
As an effort to enhance and invigorate research activities pursued by faculty members, the Instituteencourages them to publish their research in the study group journal “Business & Accounting Review”
issued by the Institute. The research achievements of faculty members are made public on KG’s official
website via the University’s research achievement database. 3-59)

2. Check and Evaluation(1) Matters showing improvement

Schools3-2-(1)

 School of Humanities
In the School of Humanities, in AY 2011, two cases of new faculty appointment were proposed. Bothcases were based on open recruitment. Candidates were screened via rigorous examination by the
Screening Subcommittee for New Faculty Appointment, based on their CVs and written statements ofachievements. The subcommittee closely examined the candidates’ achievements, while inviting
separately-appointed special experts, and finally selected one candidate. As a result of an interview, thecandidate was recommended at a Personnel Committee meeting. After obtaining the committee’s approval,
appointment of the candidate was proposed at the Undergraduate Faculty Board, where the installment of
the candidate was approved by vote. Through this process, the School has secured a new faculty member
who is excellent in both research/academic achievements and personality-wise, including impeccablequalifications and aptitude as an educator.
For the purpose of enhancing the quality of its faculty, the School holds the Humanities Seminar
Instructors Meetings in both the spring and fall semesters. The humanities seminar is a subject to groundthe School’s students in basic “literacy” (e.g., extensive reading, the ethics of citation, presentation skills,
report preparation). The instructors have been able to improve their teaching methods and approaches
concerning the humanities seminar, through information exchange at the meeting. 3-152)

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Faculty Members and Faculty Organization

 School of Law and Politics
The School of Law and Politics has made efforts in various aspects, such as introduction of external
lecturers by inviting guest speakers and cooperating with other organizations; cooperation with the Law
School in faculty deployment; and an attempt to establish endowed courses. To promote its
internationalization, in AY 2012, the School implemented faculty appointment in the field of international
politics, setting its sights on an increase in the number of subjects provided in English. 3-153)
 School of Science and Technology
At the School of Science and Technology, the number of full-time faculty members increased from 57 to
71, in accordance with the establishment of two new departments and the expansion of the Department of
Bioscience in AY 2009. Through this increase, the School has proceeded with one of its policies on facultyorganization, i.e., the securing of a faculty that covers wider fields of natural sciences and science andtechnology.
 School of Policy Studies
In accordance with the establishment of new departments and the expansion of curriculum content, theSchool of Policy Studies has promoted discussion at the Supplementary Personnel Appointment Selection
Committee, and has improved the employment/promotion procedures, in order to accommodate the needsof employment/promotion of professional faculty, non-Japanese faculty and other faculty members.
Consequently, the School has successfully formed an ideal faculty organization in terms of the balance
between the faculty of science and the faculty of arts, researcher faculty and professional faculty, Japanesefaculty and non-Japanese faculty, etc. 3-67) This faculty organization has enabled the School’s diverse
curriculum structure, generating significant positive impacts on its education and research.
Procedures of faculty employment and promotion have constantly been reviewed and improved since
the establishment of the School. In consequence, the School currently ensures that the Supplementary
Personnel Appointment Selection Committee carries out rigorous employment/promotion procedures froma long-term perspective. There are no identified problems with these procedures. 3-42)
 School of Education
Regarding faculty organization, the School of Education smoothly proceeded with new faculty
employment in preparation for its reorganization. In faculty employment, the School pays special attention
to preventing an imbalance in the faculty’s age structure, gender, field of specialization, and other factors.
In AY 2013, a total of 44 full-time faculty members will be assigned to each position.

Graduate Schools

3-2-(1)

 Graduate School of Science and Technology
Internationalization has advanced in the Graduate School of Science and Technology, due to theemployment of non-Japanese faculty members assigned to specialized subjects in the International
Master’s Program provided only in English (the Program of “Integrated Science and Technology” forInternational Students).
 Graduate School of Language, Communication, and Culture(1) Implementation of the FD Workshop, (2) student survey for improvement in teaching, and (3)disclosure of research achievement lists and research outcomes are measures that have been implemented
since the establishment of the Graduate School of Language, Communication, and Culture. These
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Faculty Members and Faculty Organization

measures have already been generating positive effects on the improvement of teaching in class andresearch guidance.
In particular, the workshop specified in Item (1) was jointly held by the Graduate School Administrationand executive members of the Graduate Students’ Association, as an opportunity for them to frankly
exchange views on various issues, such as the properness of the instructions in each class, mattersregarding “omnibus subjects” taught by several instructors, study groups organized by graduate students
on their own initiative, and the status of attendance at the Forum of the Academic Society of Language,
Communication and Culture. 3-143)

 Graduate School of Education
New faculty members were employed at the School of Education in preparation for its reorganization.
Through this employment, the Graduate School of Education was also able to appoint and assign a
number of new graduate academic advisors, including incumbent faculty members.
 Law School
In the Law School, the number of enrolled students per full-time faculty member stands at 6.2, enablinga finely tuned education provided in small groups.
(2) Matters that need to be improved

Whole University3-2-(2)

Among faculty members who do not belong to any schools or graduate schools (i.e., faculty members
reporting to the President) and Chaplains of each school, some members have not been appointed as
graduate faculty members to a graduate school suited to their field of specialization.

Schools3-2-(2)

 School of Humanities
Among the faculty of the School of Humanities, understanding has not been fully shared in some
aspects concerning the issues of: sharing academic “literacy” with novice learners, provision ofknowledge for such learners, and character building, which is to be achieved through small-group
education. The School must address these issues urgently.
 School of Law and Politics
In AY 2009, the School of Law and Politics identified issues to be improved, 3-154) and accordingly, hastaken necessary measures to address them.
Age structure: The low percentage of faculty less than 40 years of age is problematic. 3-67)
Acceleration of research exchange with overseas research institutes: Not sufficient. 3-155)
Ratio of female faculty: The ratio of female faculty declined temporarily in AY 2011. 3-80) Consensus has
thus far not been reached regarding whether affirmative action should be taken. The current policy is that itis desirable to take this criterion (improvement in the ratio of female faculty) into consideration, insofar asa male candidate and a female candidate have a comparable level of ability.
While the teacher-student ratio at the School meets the Standards for Establishment of Universities andother related regulations, the number of “teachers” for this purport includes the number of “faculty
members reporting to the President” and those engaged in foreign language education. Improvement is122Faculty Members and Faculty Organizationneeded regarding the excessively high ratio of students to faculty members who are engaged in the
School’s specialized education. 3-67)

 School of Economics
As of May 2012, the number of students per full-time faculty member at the School of Economics
stands at 54.7. (The calculation excludes “Instructors of English as a Foreign Language”.) This is notnecessarily a desirable figure, exceeding 44.5, the average of the entire University. 3-156)
 School of Science and Technology
Installation of younger faculty and female faculty has not fully proceeded, while the School of Scienceand Technology has aimed to achieve this as one of the goals regarding faculty composition.
 School of Policy Studies
Regarding faculty organization in the School of Policy Studies, two issues have been recognized as
needing improvement, as of 2012. One is the recent decline in the ratio of female faculty to a level far
below the School’s target, 20 percent. 3-67) The other issue is the lopsided age structure. 3-72) This is
attributed to the structural problem that among faculty members employed at the time of the School’s
establishment and several subsequent additions/expansions of departments, a significant number of suchmembers are approaching their retirement age, resulting in the aging of the faculty. These imbalances in
the age structure and gender ratio must be corrected.
The School will continue its efforts to enhance the quality of its faculty primarily via the FD Committee,
with a view to further diversifying its curriculum and promoting mutual understanding, among faculty, of
lecture content, teaching skills, teaching materials and other related matters.
 School of Education
Due to the many uncertainties associated with the planned amendment of the teacher-training system,
the School of Education could not fully proceed with the organization of faculty to accommodate the said
amendment. The School could not hold an adequate number of study meetings and information exchange
sessions intended to strengthen cooperation with the frontline teaching staff.

Graduate Schools

3-2-(2)

 Graduate School of Business Administration
The priority issue to be addressed in the Graduate School of Business Administration is the developmentof FD programs particularly designed for the Graduate School. It is essential for faculty members tofurther promote information sharing and mutually enhance their teaching abilities, while taking the recent
situational changes into consideration, such as the increase in the number of Japanese graduate students
who do not seek careers as researchers (i.e., students in the Specialized Academic Course) and the rapid
increase in the number of students from overseas countries and regions.
 Graduate School of Science and Technology
In the Graduate School of Science and Technology, as in the case of the School of Science andTechnology, installation of younger faculty and female faculty has not fully proceeded. To continue
cutting-edge research efforts, it is necessary to revitalize research activities especially by installing faculty
members in their early career years.

123Faculty Members and Faculty Organization

 Graduate School of Language, Communication, and Culture
Regarding the “student survey for improvement in teaching,” in AY 2012, the Graduate School of
Language, Communication, and Culture added two new questions asking whether the class had been
operated as laid out in the syllabus, and whether the content of the syllabus was explained in the first classmeeting. 3-144)
In every academic year, the Graduate School invites several academic staff members from otheruniversities’ graduate schools to teach in its classes at KGU, and accordingly, the Graduate School’s
faculty has opportunities to interact with both internal and external members. However, such interaction is
not sufficient. It is necessary for faculty members to engage in further communication beyond the scope ofclass topics, as well as to closer interaction by taking opportunity of workshops etc. This is also necessary
in terms of improving evaluation of faculty members’ research activities.
 Law School
Among the researcher faculty of the Law School, the percentage of members in their sixties is high(accounting for 66.7%; 10 out of 15 members).
The percentage of female members among the full-time faculty is low (accounting for 6.7%; 2 out of 30
members).3-72)

3. Development Measures for the Future(1) Matters showing improvement

Schools3-3-（1）

 School of Humanities
Under the current personnel procedures, the School of Humanities has secured academic staff who are
excellent in both academic/research achievements and personality-wise. Transparency and rigor in theseprocedures are also guaranteed at a certain sufficient level. The Personnel Committee and theUndergraduate Faculty Board function organically. No major problems are likely to be seen in theforeseeable future.
 School of Law and Politics
To facilitate cooperation with the Law School in faculty deployment, the School of Law and Politics
will establish the “Academic Affairs Liaison Office for the School of Law and Politics and the Law
School.” For further internationalization of the School, in AY 2013, the School will continue its current
efforts for additional appointment of faculty members who can conduct classes of specialized subjects in
English.
 School of Science and Technology
In preparation for the establishment of new departments planned in accordance with the New
Medium-term Plan, the School of Science and Technology will form a well-balanced faculty organization
covering basic to applied research fields, by adding new faculty members who are engaged in appliedresearch.

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Faculty Members and Faculty Organization

 School of Policy Studies
Since its establishment, the School of Policy Studies has formed an extremely unique facultyorganization, in terms of its diversity in the fields to be handled, combination of basic education,
specialized education and practical education, integration of arts education and science education, andmaintaining the ratio of non-Japanese faculty. Countries/regions of origin of non-Japanese faculty are notconcentrated in the West; the School’s faculty organization has been formed on the foundation of true
globalism. 3-40)
The faculty with the abovementioned features has enabled the integration of liberal arts education andspecialized education that befits the School’s Japanese name “Sogo Seisaku” (literally, “comprehensive
policy studies”), producing a great and positive effect on students’ learning. Most faculty members teachbasic education for first- and second-year students and specialized education for third- and fourth-year
students, as well as in graduate education. This faculty assignment has enabled a six-year integrated
education incorporating undergraduate and graduate education, characterizing the School’s approach as an
educational institution. The School will maintain and further promote the abovementioned approaches.
3-41)

 School of Education
Regarding faculty organization, the School of Education will develop personnel plans to realize afaculty deployment well-adapted to the educational and research content to be implemented henceforth in
the School and the Graduate School of Education. The School will design future personnel plans, based on
its image of an ideal School for the future, which was discussed on the occasion of the new faculty
employment to accommodate the School’s reorganization.

Graduate Schools

3-3-(1)

 Graduate School of Science and Technology
To further advance its internationalization, the Graduate School of Science and Technology will employ
additional fixed-term non-Japanese faculty members. The Graduate School will also increase the numberof non-Japanese researchers visiting from overseas countries/regions, by concluding new agreements withoverseas universities.
 Graduate School of Language, Communication, and Culture
Regarding the (1) implementation of the FD Workshop, (2) student survey for improvement in teaching,and (3) disclosure of research achievements lists and research outcomes, the Graduate School of Language,
Communication, and Culture will continue these measures, since they have been generating positiveeffects on the improvement of teaching in class and research guidance. With respect to Item (1) FD
Workshop, the Graduate School will thoroughly review its content, and will further expand and deepen thethemes and content that were discussed in the previous workshops. The Graduate School will also
continue the measures of survey [Item (2)] and disclosure [Item (3)].
 Graduate School of Education
Regarding faculty organization, the Graduate School of Education will develop personnel plans torealize a faculty deployment well-adapted to the educational and research content to be implemented
henceforth in the School and the Graduate School of Education. The Graduate School will design future
personnel plans, based on the image of an ideal School for the future, which was discussed on the125Faculty Members and Faculty Organizationoccasion of the new faculty employment to accommodate the School’s reorganization

 Law School
To maintain the current student-teacher ratio, the Law School will secure a sufficient number of faculty
members.

(2) Matters that need to be improved

Whole University3-3-(2)

Regarding faculty members who have not been appointed as graduate faculty members, the University
will formulate specific plans to appoint the said members to graduate faculty at a graduate school suited totheir field of specialization, in cooperation with the Deans of the relevant Graduate Faculty Boards.

Schools3-3-(2)

 School of Humanities
In addition to the Lecture Meeting on Human Rights Issues, the FD Committee and the Humanities
Seminar Instructors Meeting, the School of Humanities will newly organize a specialized committee forenhancement of the quality of faculty. With this specialized committee as a core organization, the School
will enhance the faculty development system for all its members.
 School of Law and Politics
In AY 2009, the School of Law and Politics identified issues to be improved, 3-154) and accordingly, hastaken necessary measures to address them. Regarding these issues, data to clarify specific situations have
gradually been sorted out. The School will further proceed with improvements while monitoring suchdata.
Regarding the age structure and the ratio of female faculty, the School will promote planning ofnecessary measures at the Personnel Advisory Committee. For acceleration of research exchange withoverseas research institutes, the School will promote joint activities with such institutes, while ensuringpersonnel exchange. Regarding the issue of the possible involvement of current and former students of the
Law School, the School of Law and Politics will shape a specific system, in parallel with theestablishment of the course of Law for Legal Profession.
The improvement in the overall ratio of students to teachers is less achievable, at least for the time being.
In AY 2012, while the School attained a positive result in that it installed an increased number of academic
assistants (Teaching Assistants (TA) and Learning Assistants (LA)), 3-157) the School aims to further
develop the overall ability of its faculty by employing capable part-time instructors.
Regarding faculty development (FD), for the purpose of grasping the status of students’ learning, theSchool will obtain, regularly and systematically, the results of institutional research (IR), which iscurrently in a trial phase. The School aims at effectively using such research to enhance its education, forinstance by providing relevant advice to students and parents based on the specific data obtained from thesaid research, at meetings with students with poor academic performance, and at meetings with parents on
the occasion of the Education Meeting. 3-158)

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Faculty Members and Faculty Organization

 School of Economics
English is a compulsory subject, the classes of which should desirably be provided in small groups. In
the School of Economics, the size of the English classes has improved slightly, ever since the School
independently commenced to employ Instructors of English as a Foreign Language (IEFLs) in AY 2005.
Currently, one English class can accommodate approximately 35 students, in principle. Likewise, forclasses of basic seminar and other practical subjects that need small-group education, the School will plana new system to provide students with assistance both in and outside of class, by employing graduate
students as Teaching Assistants, and undergraduate students as Learning Assistants. 3-159),3-160）
 School of Science and Technology
Upon establishment of new departments planned in accordance with the New Medium-term Plan, theSchool of Science and Technology will employ fixed-term Assistant Professors, especially in their early
career years. Regarding employment of female faculty, it was agreed at the Undergraduate Faculty Board
that the School will ensure the assignment of at least one female member to each department. 3-161)
 School of Policy Studies
Regarding its faculty organization, the School of Policy Studies will make improvements in terms of thefollowing issues:(1) The School will correct the imbalances in the faculty’s age structure and gender ratio in the process offilling vacancies to take place after the prospective retirees leave the faculty.3-67),3-72）(2) Upon faculty employment and promotion, the School will promote rigorous evaluation of members’achievements and performance, for the purpose of enhancing the quality of its faculty even further. 3-42)
The School will also promote disclosure of the faculty’s research achievements via the researchachievement database and other means.
To enhance the quality of its faculty, the School will also activate the FD Workshop and other related
functions, accelerating the wider use of specific teaching materials, teaching skills, tools etc. 3-114) The
School will also make efforts with particular emphasis on the enhancement of skills in fundamental
fields, such as foreign languages, statistics, research methods, etc., as well as on the establishment of asystem to connect basic liberal arts education and specialized education.
(3) To achieve an integrated education of undergraduate and graduate programs, the School will organize
a faculty capable of accommodating diverse curriculum, via future supplementary appointment offaculty members. Given the increasingly globalized society, the School must achieve a facultyorganization enabling exchange between members engaged in English education and those in
specialized education.
 School of Education
The School of Education will realize faculty assignment that can accommodate the amendedteacher-training system, via future personnel planning. The School will also organize study meetings andinformation exchange sessions in order to strengthen cooperation with the frontline teaching staff.

Graduate Schools

3-3-(2)

 Graduate School of Business Administration
Thus far, the Graduate School of Business Administration has conducted FD activities jointly with the
School of Business Administration. However, in response to the need for further development of FD
programs particularly designed for the Graduate School, the Graduate School has established the Graduate
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Faculty Members and Faculty Organization

School FD Committee in AY 2012. The new committee will deal with research guidance and othergraduate school-specific issues, providing opportunities to enhance educational quality at the Graduate
School. 3-162)

 Graduate School of Science and Technology
Upon establishment of new departments planned in accordance with the New Medium-term Plan, theGraduate School of Science and Technology will employ fixed-term Assistant Professors in their early
career years. The Graduate School will develop a structure enabling the said younger faculty members toprovide instructions for graduate students, revitalizing cutting-edge research efforts at the Graduate
School.
 Graduate School of Language, Communication, and Culture
The Graduate School of Language, Communication, and Culture will enhance the “student survey for
improvement in teaching,” by developing a survey system using the Internet that will allow respondents tofill out the questionnaire online, in addition to the conventional paper-based questionnaire.
The Graduate School will also promote the interaction of faculty with academic staff from othergraduate schools of both KGU and other universities. Efforts will be increased to organize academic
conferences, workshops, seminars, etc., more frequently, with a view to improving the evaluation offaculty members in their research activities.
 Law School
In consideration of the issues of age structure and gender composition, the Law School will formulate
mid- and long-term personnel plans for its faculty, through the Future Vision Committee as described in
Section 1-(2). 3-93)

128Chapter 4
1. Educational Objectives, Diploma Policy and Curriculum Policy

Chapter 4
Educational Content,
System and Outcomes
1. 教
育目
標、
学位
授与
方針、教育課程の編成・実施方針

1. Educational Objectives, Diploma
Policy and Curriculum Policy

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Educational Content,
System and Outcomes
1. Educational Objectives, Diploma Policy and Curriculum Policy

Chapter 4 Contents
1. Educational Objectives, Diploma Policy and Curriculum Policy

1. Current Status(1) Is a Diploma Policy clearly specified, based on the educational objectives?
Whole University
Undergraduate CourseGraduate Course

SchoolsSchool of Theology
School of Humanities
School of Sociology
School of Law and Politics
School of Economics
School of Business Administration
School of Science and Technology
School of Policy Studies
School of Human Welfare Studies
School of Education
School of International Studies

Graduate Schools
Graduate School of TheologyGraduate School of HumanitiesGraduate School of SociologyGraduate School of Law and PoliticsGraduate School of EconomicsGraduate School of Business AdministrationGraduate School of Science and TechnologyGraduate School of Policy StudiesGraduate School of Language, Communication, and CultureGraduate School of Human Welfare StudiesGraduate School of Education
Institute of Business and Accounting

(2) Is a Curriculum Policy clearly specified, based on the educational objectives?
Whole University
Undergraduate CourseGraduate Course

SchoolsSchool of Theology
School of Humanities
School of Sociology
School of Law and Politics
School of Economics
School of Business Administration
School of Science and Technology
School of Policy Studies

130

Educational Content,
System and Outcomes
1. Educational Objectives, Diploma Policy and Curriculum Policy
School of Human Welfare Studies
School of Education
School of International Studies

Graduate Schools
Graduate School of TheologyGraduate School of HumanitiesGraduate School of SociologyGraduate School of Law and PoliticsGraduate School of EconomicsGraduate School of Business AdministrationGraduate School of Science and TechnologyGraduate School of Policy StudiesGraduate School of Language, Communication, and CultureGraduate School of Human Welfare StudiesGraduate School of Education
Institute of Business and Accounting

(3) Are the educational objectives, the Diploma Policy and the Curriculum Policy familiar to membersof the University (faculty, staff, students, etc.), and also disclosed to the public?
Whole University
Undergraduate CourseGraduate Course

SchoolsSchool of Theology
School of Humanities
School of Sociology
School of Law and Politics
School of Economics
School of Business Administration
School of Science and Technology
School of Policy Studies
School of Human Welfare Studies
School of Education
School of International Studies

Graduate Schools
Graduate School of TheologyGraduate School of HumanitiesGraduate School of SociologyGraduate School of Law and PoliticsGraduate School of EconomicsGraduate School of Business AdministrationGraduate School of Science and TechnologyGraduate School of Policy StudiesGraduate School of Language, Communication, and CultureGraduate School of Human Welfare StudiesGraduate School of Education
Institute of Business and Accounting

(4) Are regular examinations conducted regarding the appropriateness of the educational objectives,
131

Educational Content,
System and Outcomes
1. Educational Objectives, Diploma Policy and Curriculum Policy

the Diploma Policy and the Curriculum Policy?
Whole University
Undergraduate CourseGraduate Course

SchoolsSchool of Theology
School of Humanities
School of Sociology
School of Law and Politics
School of Economics
School of Business Administration
School of Science and Technology
School of Policy Studies
School of Human Welfare Studies
School of Education
School of International Studies

Graduate Schools
Graduate School of TheologyGraduate School of HumanitiesGraduate School of SociologyGraduate School of Law and PoliticsGraduate School of EconomicsGraduate School of Business AdministrationGraduate School of Science and TechnologyGraduate School of Policy StudiesGraduate School of Language, Communication, and CultureGraduate School of Human Welfare StudiesGraduate School of Education
Institute of Business and Accounting

2. Check and Evaluation(1) Matters showing improvement
Whole University
Undergraduate CourseGraduate Course

SchoolsSchool of Theology
School of Humanities
School of Policy Studies
School of Education

Graduate Schools
Graduate School of Law and PoliticsGraduate School of EconomicsGraduate School of Science and TechnologyGraduate School of Policy StudiesGraduate School of Language, Communication, and CultureGraduate School of Education

(2) Matters that need to be improved132

Educational Content,
System and Outcomes
1. Educational Objectives, Diploma Policy and Curriculum Policy
Whole University
Undergraduate CourseGraduate Course

SchoolsSchool of Theology
School of Humanities
School of Policy Studies
School of Education

Graduate Schools
Graduate School of HumanitiesGraduate School of EconomicsGraduate School of Policy StudiesGraduate School of Education

3. Development Measures for the Future(1) Matters showing improvement
Whole University
Undergraduate CourseGraduate Course

SchoolsSchool of Theology
School of Humanities
School of Policy Studies
School of Education

Graduate Schools
Graduate School of Law and PoliticsGraduate School of EconomicsGraduate School of Science and TechnologyGraduate School of Policy StudiesGraduate School of Language, Communication, and CultureGraduate School of Education

(2) Matters that need to be improved
Whole University
Undergraduate CourseGraduate Course

SchoolsSchool of Theology
School of Humanities
School of Policy Studies
School of Education

Graduate Schools
Graduate School of HumanitiesGraduate School of EconomicsGraduate School of Policy StudiesGraduate School of Education
* Chapter 4 does not contain reports of the Law School, the Business School or the Accounting School of the Institute of Businessand Accounting, since these schools have received a Certified Evaluation and Accreditation for professional graduate schools within
the past five years.

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1. Current Status(1) Is a Diploma Policy clearly specified, based on the educational objectives?

Whole University

4.1-1-(1) Undergraduate Course
Kwansei Gakuin (KG) defines its Ideals for its Graduates as “World Citizens embodying the spirit of‘Mastery for Service’”; specifically as “Graduates with a global perspective, care for others and acommitment to social transformation, who have both clear insight and a strong sense of ethics, enablingthem to go out into the world confident in their ability to achieve their high ideals.” 4.1-1) Kwansei Gakuin
University (KGU) has identified the knowledge and abilities that undergraduate students in all schools
should commonly acquire by graduation in order to become “World Citizens embodying the spirit of‘Mastery for Service,’” and has organized them as the “Qualities Expected of KG Graduates.” 4.1-2) The
Qualities comprise four viewpoints: (1) [Interest/Motivation/Attitude] Self-disciplined attitude and the
motivation to contribute to society; (2) [Knowledge/Understanding] Extensive knowledge and deep
expertise; (3) [Skills/Expression] Practical learning skills and communication ability; and (4)[Thinking/Judgment] Comprehensive ability to think and judge for problem-solving. The abovementioned
knowledge and abilities are anticipated to be developed via the undergraduate education KGU provides
based on the principles of Christianity, as well as via “University-wide subjects” supplementing sucheducation. The said knowledge and abilities are also anticipated to be further deepened and reinforced by
the efforts made by students themselves throughout their campus life (extracurricular education andactivities, etc.). The knowledge and abilities identified as the Qualities Expected of KG Graduates thus
constitute the University-wide policy for human resources development, as well as the University’s
educational objectives.
In AY 2011, while taking into consideration the specific elements of the Qualities Expected of KG
Graduates, each school established its own Diploma Policies, in accordance with the “objectives
concerning the fostering of human resources and other objectives of carrying out education and research”
4.1-3)
that each school stipulates in the Schedule to the University Regulations. These Policies also reflect
the specialization and characteristics of disciplines that are studied and researched at each school. The
Diploma Policies have been widely disseminated both inside and outside the University, via the Course
Guide, KG’s official website and other media. 4.1-4),4.1-5)
 Graduate Course
Regarding the educational objectives of Kwansei Gakuin University Graduate School, the generalprovisions of the Graduate School Regulations provide as follows: “The Graduate School aims tocontribute to cultural advancement, by providing education and promoting research in a specialized fieldof study on the basis of the liberal and specialized education provided in the undergraduate program, andby ensuring that students acquire profound scholarship and a wide range of research abilities, and further
advance to acquiring the capability to instruct research, or developing the profound scholarship and otheroutstanding skills necessary to pursue a profession requiring a high level of expertise, while developing
their character based on the principles of Christianity.” Regarding the Graduate School’s professional
degree programs, the Regulations provide that “The professional graduate school is dedicated todeveloping in students the profound scholarship and outstanding abilities necessary to pursue a profession
requiring a high level of expertise.” 4.1-6) Article 1

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Based on these educational objectives of the whole Graduate School, the University has stipulated
specific rules for degree conferment in the Academic Degree Regulations, which contain detailed
regulations for conferment of Bachelor’s, Master’s, Doctoral and professional degrees. 4.1-7)
In parallel with these regulations, each school has set its own educational objectives, and disseminated via
KG’s official website, Graduate School application guidelines, the Course Guide distributed to students,and other media. 4.1-4) The explanations provided in such media are intermingled, broadly covering
educational objectives, the Admission Policy, the Curriculum Policy and the Diploma Policy, anddescriptions regarding degree conferment have also been contained in these explanations.
Following the specification of the Admission Policy, in 2011, each graduate school also specified its
own Curriculum Policy and Diploma Policy. These policies were framed in reference to the Mission
Statement and the KG’s Ideals for the University, 4.1-8) which were defined in AY 2009. This has ensured
that all Diploma Policies formulated by each graduate school maintain consistency across the University,
while respecting features attributed to the fields of research pursued by each graduate school. 4.1-5)

Schools

4.1-1-(1) School of Theology
The School of Theology defines its educational objective as the “development of individuals who
consider human beings from the aspect of their relationship with nature, society, thought and culture; andwho are able to discover the various problems lying therein, explore the significance of life and the normsof living in the present day, and broadly communicate these findings to others based on the gospel of
Christ; and thus serve society in a meaningful way.” To specifically express this educational objective
based on KG’s educational objective, i.e., the development of “World Citizens embodying the spirit of‘Mastery for Service,’” the School formulated the Diploma Policy, in AY 2010, as described
below.4.1-9),4.1-10)p.18～20<Diploma Policy of the School of Theology>
Students who:・ have acquired the basic ability to study theology
・ have acquired basic abilities befitting university students
・ have acquired basic knowledge of the Old and New Testaments, and that of the history, dogma/thought
and practice of Christianity
・ have acquired basic knowledge of Christian culture and other religions
・ are able to communicate with others in a manner that befits university students
・ for the Missionary Work Course, have acquired the knowledge necessary to work as Christian
missionaries
・ for the Missionary Work Course, have the skills befitting Christian missionaries
・ for the Missionary Work Course, have a sense of curiosity befitting Christian missionaries
・ have acquired advanced knowledge in any of the fields of the Old or New Testament, the history,
dogma/thought, practice or culture of Christianity, or that of other religions
・ are able to author essays or papers regarding Christian theology
・ have interest in, and awareness of contextualizing Christianity within a wide range of diverse issues
・ have generic knowledge, skills and interest beyond the realm of theology; and・ are able to think about Christianity on their own initiative in the context of contemporary society, basedon their own specialized knowledge, while employing the necessary skills.

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 School of Humanities
With the aim of fostering students with the “Qualities Expected of KG Graduates,” which form the basis
of KG’s educational goal — the development of “World Citizens embodying the spirit of ‘Mastery for
Service,’” the School of Humanities formulated and approved the School’s Diploma Policy at a regularmeeting of the Undergraduate Faculty Board held in July 2011. 4.1-11) This Diploma Policy is madepublic via KG’s official website. 4.1-12) Regarding the award of academic degrees, the Policy lays down abasic policy shared in common by the School’s three departments, which provides that students who
receive a degree must be equipped with the self-directed ability to set a research theme and find solutions,based on a fundamental knowledge of the humanities, and must also acquire the ability to think flexibly
by experiencing diverse disciplines relating to the humanities. In addition, the Diploma Policy provides asa requisite for awarding Bachelor’s degrees that students study subjects based on their own self-directedinterest, in accordance with a coursework system necessary to acquire expertise in each field ofspecialization; and that students obtain a minimum number of credits in any of the School’s departments
and majors, i.e., six majors in the Department of Culture and History (Philosophy and Ethics; Aesthetics
and Art Studies; Geography and Area Studies; Japanese History; Asian History; and European andAmerican History); the Department of Integrated Psychological Sciences; and four majors in the
Department of Literature and Linguistics (Japanese Literature and Linguistics; English Literature andLinguistics; French Literature and Linguistics; and German Literature and Linguistics). The Diploma
Policy also requires students to prepare graduation theses as a culmination of their undergraduate studies.
Through thesis preparation, students are expected to develop a good grounding in the humanities, via theprocess of discovering a problem on their own initiative and conducting in-depth and specialized researchfrom a comprehensive perspective. Nurturing in individual students a comprehensive strength as
independent human beings constituting society, through the abovementioned approach, is expected tofacilitate development of World Citizens.
 School of Sociology
While embracing the phrase “The truth shall make you free” as its basic spirit, the School of Sociology
aims to develop individuals capable of making a concrete contribution to present-day society, byconducting research into contemporary society from a scientific perspective, with sociology as thecentral standpoint of that research. To realize this aim, the School has specified in its Diploma Policy thefollowing objectives for developing students’ intelligence and personality 4.1-13),4.1-14)p.31:
1. [Attitude/Interest] Attitude based on the founding spirit; Interest in society, culture and humanbeings: DP 1
Students who:
(1) are equipped with a strong, self-disciplined mind as an independent individual, based on which they
develop a basic attitude aiming to contribute to establishing a better relationship with others, and abetter society in cooperation with others (an attitude symbolizing the School Motto, “Mastery for
Service”).
(2) have a deep interest in contemporary society and the people living within it, as well as incross-cultural and multi-cultural issues, and have a strong motivation for lifelong learning andconsideration regarding such matters.
2. [Knowledge/Thinking] Extensive, interdisciplinary knowledge centered on sociology; Sociologicalthinking: DP 2
Students who:
(1) have acquired extensive and interdisciplinary knowledge centered on sociology; understand the
problems confronting contemporary society and the people living within it, together with a practical
approach to solving them; and have acquired knowledge of a range of social phenomena, issues and136

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problems attributable to globalization.
(2) are equipped with a sociological viewpoint and thinking (sociological imagination), as well as thecapability to think and judge logically and empirically.
(3) understand the significance of social research from a practical perspective, and are equipped withbasic knowledge of social research.
3. [Skills/Expression] Practical generic skills: DP 3
Students who:
(1) are equipped with the skills necessary to pursue lifelong learning (the ability to collect, analyze andevaluate information by using ICT (information and communication technologies), the ability tothink logically and critically, quantitative skills, expression and communication ability, etc.).
(2) are equipped with communication skills in Japanese and at least one foreign language, with
sufficient proficiency to accurately understand (read and listening) and clearly express themselves(writing and speaking).
(3) are equipped with basic skills concerning social research.
4. [Integrated ability] Problem-solving ability achieved as an overall learning outcome: DP 4
Students who are equipped with the ability to discover problems on their own initiative, and to analyze
and solve them from a sociological standpoint, while exploiting the comprehensive learning outcomes
described in Items 1 through 3, or socioliteracy.

 School of Law and Politics
Educational objectives: The School of Law and Politics has set five educational objectives: (1)acquisition of scientific thinking, (2) acquisition of extensive knowledge and social perspectives, (3)cultivation of righteous values and rich humanity, (4) development of sensitivity to human rights, and (5)equipment of international and global perspectives. 4.1-15),4.1-16),4.1-17)p.23～25
Diploma Policy: Based on the aforementioned educational objectives, in AY 2010, the School set out to
discuss the necessary issues for curriculum revision to be implemented in AY 2012. 4.1-18) While preparing
for implementation of this new curriculum, the School also formulated the Diploma Policy in AY 2011, on
the basis of the discussions developed regarding the curriculum revision. The School aims to develop
individuals capable of contributing to society at large, by providing education in the field of law andpolitics, based on the “social approach” philosophy. Based on this aim, Kwansei Gakuin University
School of Law and Politics awards Bachelor’s degrees to students who have attended the School for a
specified number of years, have completed a minimum number of credits, and are recognized as having
acquired the knowledge, abilities and skills consisting of the following:<Interest/Motivation> Students who understand the spirit of freedom in civil society and the importanceof basic human rights from the viewpoint of law and politics, and who have interest in, and motivation formaking a social contribution<Knowledge/Understanding> Students who are equipped with a broad social perspective and education,
and who have acquired specialized knowledge in the field of law or politics<Skills/Expression> Students who have practical learning abilities and skills, as well as the required
communication abilities for an increasingly globalized civic life
<Thinking/Judgment> Students who are equipped with the comprehensive ability to think and judge inorder to discover and solve problems, and who have developed legal thinking (legal mind) for students inthe Department of Law, and civil society-oriented thinking (civic mind), for those in the Department of
Political Science.
 School of Economics
As the principle of its educational philosophy and objectives, the School of Economics aims to develop
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individuals who possess interest in a variety of social issues and events from a global viewpoint, and thinkon their own initiative based on their specialized knowledge of economics. Based on this principle, theSchool developed and specified its Diploma Policy in AY 2011, defining the character personality the
School expects of graduates awarded the degree “Bachelor (Economics)” after receiving education at the
School, as well as the abilities the School expects them to possess. The said character and abilities aredescribed from the aspects of “Interest/Motivation” “Knowledge/Understanding” “Skills/Expression” and“Judgment/Problem-solving abilities,” as described below 4.1-19) :[Interest/Motivation]
Students who have:- the ability to empathize with people and cultures from various regions of the world- the motivation to cooperate with others and contribute to society on their own volition[Knowledge/Understanding]Students who have acquired:- knowledge of fundamental economic concepts and a logical/historical mindset in the field of
economics- fundamental knowledge of the economic situation, history, language and culture, and religion ofJapan and other countries around the world[Skills/Expression]
Students who are equipped with:- the ability to analyze economic data based on fundamental information processing skills- communication skills based on Japanese and the learning of one or more foreign languages[Judgment/Problem-solving abilities]
Students who are equipped with:- good judgment regarding today’s socioeconomic phenomena based on an economics mindset- the ability to identify and solve problems in today’s society/economy

 School of Business Administration
KG defines its ultimate goal as the development of “World Citizens embodying the spirit of ‘Masteryfor Service.’” To clarify specific elements to develop in students in order to achieve this goal, KG has
formed the concept of “Qualities Expected of KG Graduates” ((1) Interest/Motivation/Attitude, (2)Knowledge/Understanding, (3) Skills/Expression, and (4) Thinking/Judgment). 4.1-20)p.3 Taking into
consideration these elements of the Qualities, the School of Business Administration has defined its“objective concerning the fostering of human resources and other objectives of carrying out education andresearch” as follows: “While emphasizing the connection between theory and practice, the School aims to
examine, from the viewpoint of commercial science, in a multifaceted manner, diverse and dynamic
activities performed by businesses and individuals as entities supporting economic activities. The School
also aims to develop businesspersons capable of exploring a creative approach to promoting symbiosis
with many other entities, regardless of differences in function and interests, amid today’s society
containing a number of complex factors.” 4.1-21)p.2
Based on the aforementioned objective, in AY 2011, the School formulated its Diploma Policy reflecting
the specialization and characteristics of disciplines studied in the School. 4.1-21)p.3 Specifically, the Policy
aims at development in students of “basic awareness and attitude,” “basic thinking and judgment” andrelevant “knowledge and skills,” under the School’s educational philosophy, the “development ofbusinesspersons equipped with genuine creativity.” For the purpose of the Diploma Policy, the School
defines the “basic awareness and attitude” as “the motivation to acquire knowledge, as well as theawareness and positive attitude to utilize that knowledge to serve society.” The “basic thinking andjudgment” is defined as “the ability to systematically understand, analyze and comprehend the roles
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played by businesses and other economic entities in present-day society, the principles of their actions andtheir mechanisms, the policies and management techniques employed by them, the impact the said
policies and management techniques have on society, and the importance of social responsibility andethics assumed by economic entities”; and as “the ability to discover problems, ask the true nature ofthose problems, make an appropriate judgment on social phenomena based on logical thinking andmultifaceted, comprehensive viewpoints, and take action based on that judgment.” The “knowledge andskills” comprises “basic and specialized knowledge of commercial science, a well-rounded education, anda high level of communication ability, as well as the awareness and a positive attitude to promoteharmonious co-existence with many other entities in a multi-polarized society, regardless of theirfunctional and cultural differences.” 4.1-21)p.3
The School has in place the abovementioned Diploma Policy based on its educational philosophy andobjectives.

 School of Science and Technology
The School of Science and Technology pursues its goals under the following philosophy: “The Schoolof Science and Technology aims to conduct education and research on the basic principles of naturalscience and their application, and ultimately contribute to the progress of humanity, while being firmly
grounded in natural science, science and technology, as well as the principles of Christianity constituting
KGU’s founding spirit.” 4.1-22)p.20 To realize this philosophy, the School has set four educational objectives.
The main elements are as follows: 4.1-22)p.20
The School:(I) encourages students to acquire and apply basic knowledge of a broad range of natural sciences,
cultivates students’ character and broadens their horizons via diverse liberal education, and thereby
develops individuals capable of effectively working in society(II) emphasizes experiment-based subjects, seminar subjects and graduation research, in order todevelop in students the ability to make practical use of their knowledge of natural sciences and thecapability to apply such knowledge in society(III) attaches importance to English education, with a view to developing individuals with a scientificbackground who also are strong in English; and(IV) maintains small group-based instruction, which has characterized the School’s education since theestablishment of its predecessor, the School of Science, with a view to providing a finely tuned
education.
The Diploma Policy of the School of Science and Technology contains the following four viewpoints
based on the School’s philosophy and goals 4.1-22)p.21:(i) Interest/Motivation/AttitudeStudents who are:(1) equipped with a strong, self-disciplined mind, as well as the basic attitude necessary to establish
better human relationships within society in cooperation with others(2) deeply interested in the relationship of natural sciences with society, culture and human beings,
and are motivated to contribute to progress in society, culture and human beings through theadvancement of natural sciences(ii) Knowledge/Understanding
Students who:
(1) are equipped with extensive knowledge and a multifaceted perspective regarding society, culture,human beings and natural sciences(2) have a systematic and structural understanding of the basic knowledge in their major field(3) have acquired basic skills in their major field
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1. Educational Objectives, Diploma Policy and Curriculum Policy(4) have knowledge and flexible thinking regarding methodology in order to develop the knowledge
and skills specified in Items (2) and (3) to the level of application(5) understand the significance of the academic and technological advancement in their field ofspecialization, in light of diverse contexts, such as society, culture and human beings(iii) Expression/Skills
Students who are:(1) equipped with the ability to effectively communicate with others in Japanese and English(2) equipped with logical thinking, the ability to collect information and analyze data, and the skills toutilize computers and networks(iv) Thinking/Judgment
Students who are equipped with the ability to identify problems, think creatively and solve problems,
which is necessary to address problems in contemporary society
Consistency between the educational objectives ((I) through (IV)) and the Diploma Policy ((i) through(iv)) is ensured in that each objective interrelates with specific item(s) of the Diploma Policy, i.e.,
Objective (I) interrelates with Policy items (i) and (ii), Objective (II) with Policy items (ii) and (iv),
Objective (III) with Policy item (iii), and Objective (IV) with Policy items (ii) and (iv).

 School of Policy Studies<Educational philosophy and Diploma Policy>
As its educational philosophy, the School of Policy Studies aims to develop individuals capable ofcontributing to the sustained development of society, from the viewpoint of “Coexistence between people
and nature, coexistence among people.” Based on this philosophy, the School established its Diploma
Policy in AY 2011. 4.1-23)p.10 The School’s Diploma Policy requires that students be equipped with
policy-making and implementation skills, while understanding the correlations between policies and othermatters, from multifaceted perspectives, such as the environment, public affairs, language and culture,applied informatics, urban affairs, and international affairs.
<Consistency between educational objectives and Diploma Policy>
The Diploma Policy specifies four learning outcomes that students should seek to achieve: (1) theability to discover specific problems based on the philosophy of the School, and formulate and implement
feasible measures; (2) general ability encompassing natural science and social science; (3) practicallearning experience and practical ability to interact with real-world society via fieldwork; and (4) thecommunication and presentation abilities necessary to understand, and interact with, diverse cultures andvalues, in the process of realizing policies. As specified in the School’s educational objectives, the School
aims to foster World Citizens. 4.1-24) To achieve this objective, the School aims to develop individuals withthe comprehensive and specialized abilities necessary to devise and implement specific measures, from a
global perspective, to overcome a variety of problems arising in the world, and to advance and perpetuate“Coexistence between people and nature, coexistence among people.” Items (1) through (4) of the
Diploma Policy specifically represent the abovementioned objective of the School’s undergraduate
education.
<Specification of learning outcomes to be achieved>
The School has specified knowledge and abilities that students should acquire by graduation as Items(1) through (4) in the Diploma Policy. Keywords of each item are (1) general ability, (2) problem-solving
ability, (3) practical ability, and (4) presentation and communication abilities.
 School of Human Welfare Studies
As a school embodying KGU’s School Motto “Mastery for Service,” the School of Human Welfare
Studies provides a new approach to learning by integrating a variety of disciplines, such as health, sports,
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1. Educational Objectives, Diploma Policy and Curriculum Policysocial organization development, while inheriting the history and tradition of social welfare education
pursued by the University. The School’s Diploma Policy is specified via its Course Guide and KG’s
official website. 4.1-25)p.1～2,4.1-26)<Specific content of Diploma Policy >Revision of the Diploma Policy was completed in AY 2012, after repeated and thorough discussions by
the Undergraduate Faculty Board and the Curriculum Committee, based on the basic philosophy of the
School’s curriculum, in consideration of the previous education and instruction guidelines. The Policy
specifically provides the following six pillars:
The School ensures that students:(1) acquire basic abilities befitting university students(2) acquire basic knowledge regarding humans, society and their “transactions”(3) develop an empathic understanding of daily life issues and problems experienced by human beings,
and devise practical solutions from a wider perspective(4) for students in the Department of Social Work, acquire specialized knowledge of social welfare
studies, and pursue learning to become able to participate in, and contribute to, solving problems
regarding social welfare(5) for students in the Department of Social Organization Development, acquire specialized knowledgeof social organization development, and pursue learning to become able to participate in, andcontribute to, establishing a global civil society; and(6) for students in the Department of Holistic Human Sciences, acquire specialized knowledge of humanscience, and pursue learning to become able to contribute to realizing a higher quality of life insociety.
Regarding academic degrees conferred by the School, students who have completed the prescribed
content of each department’s curriculum are awarded “Bachelor of Social Work” for those in the
Department of Social Work, “Bachelor of Social Organization Development” for those in the Department
of Social Organization Development, and “Bachelor of Holistic Human Science” for those in the
Department of Holistic Human Sciences. The School has in place the aforementioned Diploma Policy, andmakes it public.

 School of Education
The School of Education’s section on KG’s official website 4.1-27) and the annually issued School of
Education Course Guide 4.1-28) provide the following information: the philosophy, goals and educational
objectives of the whole of the School; the respective educational goals of the Department of Early
Childhood and Elementary Education and the Department of Applied Education; how the philosophy of
the whole School relates to each department’s educational goals and objectives; and requirements forgraduation. Moreover, from AY 2012, the abovementioned media also describe the School’s Diploma
Policy in easy-to-understand language for students.
The School’s “objective concerning the fostering of human resources and other objectives of carrying out
education and research” contain three key concepts: “ability to execute,” “ability to educate” and“leadership.” The School’s educational and research goal is to equip students with these three “strengths”
and develop them into educators who can tackle the complex and challenging educational problems
existing today, while standing on the principle of having a deep “understanding of children.” Based on thisobjective/goal, the Diploma Policy specifically defines the meaning of (1) having a deep “understanding ofchildren,” (2) being equipped with the “ability to execute,” (3) being equipped with the “ability to educate”
and (4) being equipped with “leadership.” The Diploma Policy also specifically describes the learning
outcomes that students are expected to acquire by graduation in each department (the Department of Early
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Childhood and Elementary Education, and the Department of Applied Education).

 School of International Studies
The School of International Studies designs and implements its curriculum by setting its sights on theachievement of its “objective concerning the fostering of human resources and other objectives ofcarrying out education and research” as stipulated in the Kwansei Gakuin University Regulations. The
School’s Diploma Policy has been formulated in consideration of the abovementioned objective andcurriculum, and has been designed to award students with the academic degree “Bachelor (International
Studies),” by evaluating the following qualities/abilities, which students are expected to have acquired
after attending the School for a specified number of years and completing the necessary subjects provided
in the curriculum 4.1-83):(1) The ability to understand and analyze issues/problems regarding international affairs:
Being able to understand and analyze each region in the world from the various viewpoints of thehumanities and social sciences(2) The ability to discover and solve problems:
Being able to discover problems on the student’s own initiative, and solve them by employing anappropriate means/approach(3) The abilities of cross-cultural understanding and multi-cultural coexistence:
Being sensitive to different cultures, and being able to harmoniously coexist with diverse cultures(4) Ethical values:
Possessing ethical values developed through liberal education, which is provided as “humaneducation” grounded in the principles of Christianity(5) Language communication skills:
Being able to effectively use foreign language skills and actively communicate information to others

Graduate Schools

4.1-1-(1) Graduate School of Theology
Based on its philosophy and goals, the Graduate School of Theology specifies its Diploma Policy as
follows:<Diploma Policy for the first half of the doctoral program>
The Graduate School confers Master’s degrees upon students who have attended the first half of thedoctoral program for at least two years (four semesters), have completed a specified number of credits,have received the necessary research guidance, have submitted a Master’s thesis, and have passed thethesis examination and other designated examinations, while acquiring the following abilities based on the
educational objectives of the said stage of the doctoral program:Students who:
(1) have acquired the abilities to deepen their specialized knowledge and thinking, building on the basic
knowledge of theology; and to conduct excellent and unique research in their field of specialization(2) for the Christian Theology and Missionary Work Course, have the ready ability to serve in the field of
missionary work, as instructors in church services, preachers and pastors; and have acquired the ability
to theoretically reflect on their experiences obtained in church-related activities, and effectively makeuse of these experiences in future practice; and(3) have developed a breadth of knowledge of Christianity, while learning the essence of Christianity; aswell as the competence to exercise their deep insight in this multi-polar society in order to identify
specific social and global issues and problems and address and solve them from a Christian standpoint.

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1. Educational Objectives, Diploma Policy and Curriculum Policy<Diploma Policy for the second half of the doctoral program>
The Graduate School confers doctoral degrees (doctorate by coursework) upon students who haveattended the second half of the doctoral program for at least three years (six semesters), have received thenecessary research guidance, have submitted a doctoral dissertation, and have passed the dissertation
examination and other designated examination, while acquiring the following abilities based on the
educational objectives of the said stage of the doctoral program:Students who have acquired a higher level of knowledge necessary to carry out advanced research intheology, sufficient academic ability to author research papers and make presentations at academic
conferences, and a good command of classical and foreign languages necessary to read and comprehend
relevant literature; who have intensively worked on research in their field of specialization over a periodof three years; and who have acquired the ability to contribute to society and churches as specialists intheology. 4.1-29),4.1-30)P.9～15

 Graduate School of Humanities
In consideration of the educational objectives stipulated in the general provision of the Graduate School
Regulations, the Graduate School of Humanities, as its Diploma Policy, aims to develop researchers andadvanced specialized professionals in both the basic fields and applied/practical fields of the humanities,
as well as develop individuals with sophistication and intelligence who can support today’s
knowledge-based society. To achieve these goals, the Graduate School adopts a basic policy that requires
students in the first half of the doctoral program to acquire a high level of specialized knowledge, theability to think flexibly, and excellent skills; and that also requires those in the second half of the doctoral
program to acquire the ability to further proceed with research activities relevant to t the current state ofadvanced academic research, and disseminate the fruits of such research to the general public. The
Diploma Policy specifies the requirements for awarding Master’s and doctoral degrees as follows:
Students must engage in study and research in accordance with the coursework system necessary toacquire expertise in their field of specialization, i.e., the Graduate Department of Culture and History, theGraduate Department of Integrated Psychological Sciences, or the Graduate Department of Literature andLinguistics; and must, for the first half of the doctoral program, obtain at least 32 credits of required
subjects and pass the examination of the Master’s thesis; and for the second half of the same program,must attend the Graduate School for a certain specified number of years, obtain at least 12 credits ofcompulsory subjects, receive the necessary research guidance, and pass the examination of the doctoral
dissertation. The aforementioned information is publicly provided via KG’s official
website. 4.1-31),4.1-32),4.1-6)Article19,4.1-7)Article4・Article5
 Graduate School of Sociology
The Graduate School of Sociology specifies its Diploma Policy as follows:
Regarding the first half of the doctoral program (Master’s program), the Policy sets four requirements
for awarding of academic degrees: Students must be equipped with (1) the basic and fundamental
knowledge and practical skills necessary to analyze real-world society based on sociological andsocio-psychological thinking; (2) the basic and fundamental knowledge and practical skills necessary tocorrelate individual pieces of advanced, highly specialized knowledge; (3) the basic and fundamental
knowledge and practical skills necessary to make a social contribution based on their expertise; and (4)the ability to specifically describe and analyze society, and organize such analysis into a Master’s thesis,
while using the abovementioned knowledge and practical skills. Regarding the second half of the doctoral
program, the Diploma Policy provides that students be equipped with the knowledge and ability necessary,as researchers, to independently pursue research in the field of sociology or socio-psychology.
4.1-33)p.29,4.1-34),4.1-35)

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The Graduate School has also specified requirements for official qualification of “Doctoral Candidate,”
as described below, clarifying the requisites for awarding doctoral degrees.
Qualification requirements: At least two presentations at academic conferences; Preparation of at least
two papers [single-authored paper(s) or co-authored paper(s) (prepared with the student as the firstauthor)] [Among these papers, at least one paper must have been submitted to, and accepted by, a journal
with a referee system]; and submission of a “structural outline of the doctoral dissertation.” A student isqualified as a “Doctoral Candidate” if his/her doctoral dissertation is expected to be submitted by the endof the academic year subsequent to the academic year containing the date of the prospective qualification.
4.1-36)

 Graduate School of Law and Politics
Educational objective: Based on its philosophy of “social approach,” the Graduate School of Law and
Politics aims, as its educational objective, to put into practice KG’s founding spirit, “Mastery for Service,”by developing capable individuals with advanced specialized abilities who value the liberty, human rights
and justice that underlie law and politics, and who have a high motivation to render service to society, bymeans of conducting thorough research into law and politics that is firmly grounded in a broad, profoundsocial perspective and education. 4.1-15),4.1-37),4.1-38)p.8・9
Diploma Policy: Based on the abovementioned educational objective, the Graduate School stipulates its
Diploma Policy as follows: 4.1-39)
The Graduate School of Law and Politics confers academic degrees upon students who are recognized
as having acquired the following abilities in the field of law and politics, based on the Graduate School’s
philosophy of “social approach,” which emphasizes viewpoints resting on broad and profound social
perspectives and education and the spirit of social contribution (service), in line with the spirit of freedom
in civil society:<Master’s degree>
Master’s degrees are awarded to students who have attended the Graduate School for a specified
number of years, have completed a minimum number of credits, and are recognized as having acquired
profound scholarship and the ability to conduct profound research in the disciplines of law and politics
from a broad perspective.
<Doctoral degree>
Doctoral degrees are awarded to students who have attended the Graduate School for a specified
number of years, have produced original research achievements, and are recognized as having acquired
advanced research abilities, enabling them, as researchers, to independently pursue research activities in
the field of law and politics, as well as a rich scholarship forming the basis of such research abilities.
4.1-5)

 Graduate School of Economics
On the basis of its educational objectives, the Graduate School of Economics developed and specified
its Diploma Policy in AY 2011, as described below: 4.1-40)[The first half of the doctoral program]
As requirements for acquisition of an academic degree, students in the first half of the doctoral
program must complete a minimum number of credits, be certified for a certain level of foreign
language ability, submit a Master’s thesis or a theme research paper, pass the examination of the said
thesis/paper, and complete the course study. To submit a Master’s thesis, students must report the thesis
content at the “Master’s theses interim report meeting” held in their second year of study, and mustreceive the necessary guidance and advice from faculty member(s) other than their academic advisor. In
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whether the thesis shows originality, while resting on the student’s extensive and high level specialized
knowledge in their field of specialization, as well as on outstanding analysis techniques shown by thestudent.
[The second half of the doctoral program]
For a student to be allowed to prepare and submit a doctoral dissertation in the second half of thedoctoral program, he/she must: complete a specified number of credits of the relevant seminar programand of specific subjects designated by his/her academic advisor; be certified for a certain level of foreign
language ability; conduct at least two report presentations in academic conferences held either inside oroutside of Japan; prepare at least two papers, including single-authored or co-authored papers, among
which at least one paper must be submitted to and accepted (approved for publication) by apeer-reviewed journal; and report on his/her research at the Economics Workshop.
In the examination of the doctoral dissertation, assessment of the approval/disapproval for degree
conferment is made primarily on the basis of whether the dissertation has been developed by employing
the latest knowledge in the student’s field of specialization, an original viewpoint, advanced analysis
techniques and an excellent ability to consider relevant issues; and whether the dissertation is expected
to make a great intellectual contribution to domestic and international academic circles and society atlarge.

 Graduate School of Business Administration
The Graduate School of Business Administration specifies its educational objective in the Graduate
School Course Guide, as described below: 4.1-41)p.2“As its educational objective, the Graduate School of Business Administration aims to produce‘researchers and specialized professionals with a high level of analytical skills and a deep insight into
organizational operation,’ with the objective of realizing the School Motto, ‘Mastery for Service,’ in thesix fields of research: management, accounting, marketing, finance, business information, andinternational business. To achieve this objective, the Graduate School aims to nurture human resources
with advanced expertise, rich humanity and a theoretical knowledge base, via its five-year integrated
course, Research Course, and two-year Specialized Academic Course.”
Based on this educational objective, the School also lays out its Diploma Policy in the Graduate
School Course Guide, as described below: 4.1-41)p.2“The Research Course focuses on consolidating the foundation of the students’ research ability
necessary to develop doctoral dissertations. The course positions the Master’s thesis as a partial andinterim product of the doctoral dissertation. Therefore, the Graduate School encourages students to workon a wider scope of study including necessary fields outside their primary field of research, rather thansimply concentrating on specialized research in that primary field. The Graduate School thus aims at
developing in students a broad capacity for research in commercial science, and awards the academic
degree ‘Master (Commercial Science)’ to students who have met this aim. Building on theabovementioned studies, students in the second half of the doctoral program engage in original andtheoretical research, and submit doctoral dissertations. The Graduate School confers the academic
degree ‘Doctor (Commercial Science)’ upon them.”“The Specialized Academic Course is aimed at developing in students necessary expertise within thefirst half of the doctoral program. Accordingly, the course is focused on completing the whole process todevelop the ability of theoretical thinking and analysis within the two-year course period, by
encouraging students to concentrate on studies in their primary field of research. The Master’s thesis ispositioned as a culmination of such academic research. The Graduate School awards students anacademic degree with the title of their primary specialized field of research, i.e., Master (Management),
Master (Accounting), Master (Marketing), Master (Finance), Master (Business Information) or Master145

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1. Educational Objectives, Diploma Policy and Curriculum Policy(International Business).”

 Graduate School of Science and Technology
The Graduate School of Science and Technology has clearly defined its Diploma Policy for awarding
Master’s and doctoral degrees, as well as the standard process for obtaining these degrees. The Diploma
Policy provides that the Graduate School confer a Master’s degree upon a student in the first half of thedoctoral program who has acquired profound knowledge and research abilities in his/her major field.
Regarding the second half of the doctoral program, the Policy requires students to acquire extensive
knowledge beyond the scope of their fields of specialization, as well as the ability to independently
conduct research from a wider perspective. The Policy provides that the Graduate School confer adoctoral degree upon a student who has acquired the ability to return the fruits of his/her research toacademic society, industry and the general public at large. Aside from the Diploma Policy for the
Graduate School as a whole, each graduate department also specifies their “learning objectives to beachieved” both the first half of the doctoral program (for Master’s degrees) and the second half of thesame program (for doctoral degrees). 4.1-42)
 Graduate School of Policy Studies
Academic dissertations/theses that students submit to the Graduate School of Policy Studies are
expected to deal with interdisciplinary and comprehensive research into real-world social issues. As thebasic requirements for degree conferment, Master’s theses must include political recommendations andproposals. Regarding doctoral dissertations, in addition to the abovementioned recommendations andproposals, the research must achieve theoretical advancement in the relevant field of specialization.
Master’s degrees are awarded to students who have satisfied all requirements for course completion,and have passed the examination of the Master’s thesis. 4.1-43)p.8～11 To satisfy the course completion
requirements, students must attend the Graduate School for more than a specified number of years,
complete a specified number of credits, make presentations at the Research Consortium and the
Research Fair, and be certified for a certain level of foreign language (English) ability.
To receive a doctoral degree, students must be recognized as an independent researcher or a
specialized professional capable of effectively working in the international arena, who possesses theability to identify a research theme in an integrated field covering multiple policies, as well as to planand proceed with research on that theme. To be recognized as such a researcher/professional, it mustfirst be confirmed that the student has prepared survey paper(s), has reported his/her research at an
academic conference or the like, has published peer-reviewed academic paper(s) (or equivalent book(s)),
and has passed the examination of the abstract of his/her dissertation. Then, a public presentation and an
examination committee meeting are held regarding the doctoral dissertation authored by the student aftersatisfying the abovementioned requirements. 4.1-43)p.32～33
 Graduate School of Language, Communication, and Culture
Primary learning outcomes to be achieved in the Graduate School of Language, Communication, andCulture are as follows:(1) Advanced language communication skills(2) A high level of research ability(3) Practical ability in language education
To achieve these intended outcomes ((1) through (3)), the Graduate School has set the Diploma Policy
as described below:
The Graduate School of Language, Communication, and Culture defines its philosophy as making a

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contribution to society by developing, under KGU’s basic philosophy, individuals with advanced
language communication skills who possess rich humanity and a global/cultural outlook based on the
University’s founding spirit, along with a high level of academic expertise. The first half of the doctoral
program is aimed at helping students conduct comprehensive research on language, communication andculture, and to this end, the Graduate School develops in students advanced language communication
skills, based on which it promotes their research activities in the fields of Linguistic Science, Cultural
Linguistics, Linguistic Education, and Japanese-language Education. In the second half of the doctoral
program, the Graduate School aims to ensure that the extensive knowledge and research abilities
developed during the first half of the same program culminate in highly advanced research activities
specializing in the theoretical elucidation of language communication skills. While receiving guidancefor preparation of doctoral dissertations, students are encouraged to further deepen their research from acomprehensive and specialized perspective, and thereby contribute to further development anddeepening of the academic field of language, communication and culture.
Regarding the first half of the doctoral program, the respective objectives to be pursued in the fields ofLinguistic Science, Cultural Linguistics, Linguistic Education, and Japanese-language Education are as
follows:
Linguistic Science: aims at developing in students the extensive knowledge necessary to investigate
real situations regarding language and its usage, and elucidate the mechanism of language.
Cultural Linguistics: aims at developing in students the extensive knowledge necessary to conduct
cultural research regarding the English-, French- and German-speaking worlds, as well as
countries/regions where East Asian languages are used; to conduct research into cross-cultural
understanding; and to elucidate related mechanisms.
Linguistic Education: aims at developing in students the extensive knowledge necessary to explore
methodologies for effective education in language communication skills, and to elucidate themechanism of second-language acquisition, along with the development of relevant teaching materials
and teaching methods.
Japanese-language Education: aims at developing in students the extensive knowledge necessary to
explore methodologies for effective Japanese-language education for non-native speakers of theJapanese language, and to elucidate the mechanism regarding Japanese-language acquisition, including
research into Japanese language and its acquisition, teaching materials, teaching methods, and therelationships between language and culture. 4.1-5)

 Graduate School of Human Welfare Studies
The Diploma Policy of the Graduate School of Human Welfare Studies was formulated via repeated
and thorough discussions by the Graduate Faculty Board and the Graduate School Committee for
Deliberation of Issues, based on the basic philosophy of the Graduate School’s curriculum, inconsideration of the previous guidelines for education and instruction. The Diploma Policy is provided
on KG’s official website. 4.1-44) Information corresponding to the content of the Policy is also provided in
the Graduate School Guide and the entrance examination guide for the Graduate School, while it is not
specifically titled “Diploma Policy.” The specific content of the Policy is as follows:[The first half of the doctoral program]
The Graduate School provides students with education on the thought, theory and history that form
the basis of human welfare research, as well as on disciplines related to social science and humanscience that can facilitate development and application of human welfare research; and thereby
develops individuals with knowledge and skills conducive to the maintenance and further developmentof a welfare society. The Graduate School also develops not only frontline welfare practitioners but
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specialization, and those who seek careers as social entrepreneurs. Students are expected to acquire
both advanced knowledge and practical techniques in their field of specialization. Students must
utilize such knowledge and techniques to develop their research, and prepare and submit a Master’s
thesis. Students who have passed the thesis examination are awarded the academic degree “Master ofArts in Human Welfare Studies.”[The second half of the doctoral program]In this stage of the doctoral program, students receive research guidance primarily from theiracademic advisors (professors), in order to proceed with their research on the basis of the specialized
knowledge and practical techniques acquired in the first half of the doctoral program. Students are
expected to use original data obtained from a high level of research activities, and conduct research,based on original views that provide a new theoretical framework to the relevant field of specialization.
Students must organize the results of such research into a doctoral dissertation, and submit it to the
Graduate School. Students who have passed the dissertation examination are awarded the academic
degree “Doctor of Philosophy in Human Welfare Studies.”
As stated above, information corresponding to the content of the Diploma Policy is also provided in
the Graduate School Guide and the entrance examination guide for the Graduate School, although it is
not specifically titled “Diploma Policy.”

 Graduate School of Education
The philosophy, goals and educational objectives of the Graduate School of Education are provided on
its official website 4.1-27) and in the Graduate School Guide.4.1-45)p.28 ～ 29 The Graduate School of
Education Course Guide 4.1-46) explains the requirements for course completion for both the first andsecond half of the doctoral program. The same Guide also details submission guidelines for both
doctoral dissertations and Master’s theses, together with the respective requirements of eligibility forsubmission.
In AY 2011, the Graduate Faculty Board discussed and formulated the Graduate School’s Diploma
Policy for both the first and second half of the doctoral program, and specified it in easy-to-understandlanguage for students, as provided below:<The first half of the doctoral program>Students who are able to:(1) deepen their “understanding of children” based on extensive, specialized knowledge of pedagogy;
and practically address the current diverse issues and problems regarding education (the ability to
execute; knowledge; attitude)(2) understand the philosophy of KG’s founding spirit, i.e., education based on Christian principles;learn the values, thought, theory and history that form the foundation of education, as well as
relevant academic approaches; and conduct research and educational activities, while taking social
needs into consideration (the ability to educate; skills; attitude)(3) communicate with others with a deep understanding of human nature and a keen sensitivity tohuman rights; and devote themselves to working with educatees, as well as to educational andresearch activities (leadership; the ability to execute; the ability to educate; attitude)<The second half of the doctoral program>Students who are able to:(1) connect a high level of specialized knowledge with practice in the specialized field of pedagogy; andconduct educational and research activities conducive to solving the current diverse issues andproblems regarding education (the ability to execute; knowledge)(2) understand the philosophy of KG’s founding spirit, i.e., education based on Christian principles; anddisplay a research ability that enables analysis and conceptualization of issues, while employing high148Educational Content,
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level specialized skills supported by a firm sense of mission and ethics, and adopting a global andscientific perspective (the ability to educate; skills)(3) communicate with others with deep understanding of human nature and a keen sensitivity to humanrights; devote themselves to working with educatees, as well as to educational and research
activities; and play a leading role in relevant fields (leadership; the ability to execute; the ability to
educate; attitude)
In an effort to realize its philosophy and goals, the Graduate School provides two fields ofspecialization, i.e., the Field of Early Childhood Pedagogy and the Field of Applied Pedagogy, clarifying
the content of its specialized study and research. By organically linking these two disciplines, theGraduate School aims to develop educators (specialized educators) with the “ability to execute,” the“ability to educate” and “leadership” who can tackle the complex and challenging educational problemsof today, based on “the understanding of children,” and who can take a leadership role based on a highlevel of expertise; and also aims to develop researchers with rich and profound research ability andscholarship. In view of this, the Graduate School’s Diploma Policy specifically defines achievement
goals, regarding the “ability to execute,” the “ability to educate” and “leadership” that students in eachof the first and second half of the doctoral program should acquire by completion of their course.
Students are deemed to have completely acquired these abilities when they have obtained a prescribed
number of credits based on the Graduate School’s curriculum, and have passed the examination of theirdissertation/thesis. Students who are recognized as having acquired the said abilities are awarded a
Master’s degree for those in the first half of the doctoral program, and a doctoral degree for those in thesecond half of the same program.

 Institute of Business and Accounting
The educational objectives of the second half of the doctoral program provided in the Institute ofBusiness and Accounting are described in the following excerpt from the Graduate School Regulations
4.1-47)Article 3:
The Institute of Business and Accounting provides professional degree programs in its Business School
intended for MBA education, as well as the Accounting School intended for the development ofprofessional accountants. By providing practical professional education in these two schools, the Instituteaims to foster advanced specialized professionals in the fields of business management and accounting.
While being independent as separate units, the two schools complement one another within the Institute,aiming at providing students with excellent educational outcomes that are uniquely achievable under thecooperation between these two schools. Meanwhile, the Institute also provides a doctoral program via its
Graduate Department of Advanced Management, with the aim of promoting theoretical research andpractical, applied research in the fields of business management and accounting, as well as developing
researchers and specialists who pursue research in such fields.
The second half of the doctoral program is aimed at promoting both theoretical research and practical,
applied research, while placing emphasis on discovering solutions to a range of issues and problems in theadvanced field of business.
The Institute’s Diploma Policy is specified as follows:
The Graduate Department of Advanced Management aims to develop individuals capable of working as:
・ members of top management teams and business executives; senior managers in local governments
and other administrative bodies
・ researchers in private and public research institutes etc.
・ specialists with high level consulting skills
・ “researcher faculty” members or “professional faculty” members who are involved in education at
professional graduate schools etc.
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The Institute’s Graduate Department confers the academic degree “Ph.D. (Management)” upon students
who have acquired the ability to promote both academic research and practical, applied research aimed atsolving problems regarding business, and who have produced excellent achievements in such research
activities.

(2) Is a Curriculum Policy clearly specified, based on the educational objectives?

Whole University

4.1-1-(2) Undergraduate Course
At KGU, each school has in place its own Curriculum Policy in order to present, in a clear, specific andeasy-to-understand manner, how the curriculum design reflects its respective Diploma Policies, whichhave been specified by featuring the specialized content and characteristics of the school’s disciplines.
4.1-4),4.1-5)

Before formulating its Curriculum Policy, each school simply presented specific information regarding
the curriculum (e.g., allotment of subjects; distinction between compulsory and elective subjects; theearliest year of study in which students are allowed to register for a specific subject; the number of credits
required for graduation). 4.1-48) Establishment of the Curriculum Policy has ensured consistency between
the curriculum provided by each school and its Diploma Policy, facilitating deeper understanding of thesignificance of each curriculum among school members.
Moreover, at KGU, each school develops “curriculum maps,” 4.1-49) as a tool to visualize what subjects
are specifically provided in each school in accordance with its Curriculum Policy. Each school alsopresents “course registration models” for each of its courses or themes, 4.1-50) with a view to facilitating
systematic and step-by-step learning of an array of subjects provided in each school. These maps andmodels serve as effective educational tools not only for students to attain individual goals and objectives intheir studies, but also for each school to achieve their educational objectives.

 Graduate Course
Regarding specification of Curriculum Policy, the University respects the individuality of each graduate
school. The Policy is formulated on the basis of each graduate school’s educational objectives andpurposes of human resources development, which derive from the University’s educational objectives.
Each graduate school has formed its Curriculum Policy as an independent policy by separating it fromeducational objectives and similar documents, while the policy of curriculum design and implementation
was previously incorporated into the description of educational objectives etc. This independent formation
process has ensured a clear and easy-to-understand presentation of the Policy, even for those outside theUniversity. 4.1-5)
Some graduate schools have developed Curriculum Policies for each of their graduate departments(Graduate School of Science and Technology; Institute of Business and Accounting). In other graduate
schools that are not divided into several graduate departments, Policies have been formed for each course
according to their unique specialization (Graduate School of Theology; Graduate School of Sociology). In
some other graduate schools, the Curriculum Policy of the whole graduate school is positioned as thefoundation of the education provided at the graduate school, and based on the Policy, individual faculty
members develop their course syllabuses (Graduate School of Humanities; Graduate School of Law and
Politics; Graduate School of Economics; Graduate School of Business Administration; Graduate School of
Policy Studies; Graduate School of Human Welfare Studies; Graduate School of Language,

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Communication, and Culture; Law School). 4.1-5)
While each graduate school has formed its Curriculum Policy with a certain level of individuality by
featuring the characteristics of its fields of education and research, the Policies essentially maintain astandardized quality and character. This is because KGU, as a private university, operates on the basis of aclearly defined founding spirit and school motto, and that the objectives of undergraduate/graduate
education that derive from such spirit and motto accordingly have a clear focus.

Schools

4.1-1-(2) School of Theology
The School of Theology specified the Curriculum Policy in AY 2010,as described below, as a means to
explain the Diploma Policy at a more specific level, and indicate how the Diploma Policy is realized in the
School’s curriculum design. 4.1-9),4.1-10)p.18～20<Curriculum Policy of the School of Theology>(1) Acquisition of basic abilities befitting university students (Christian education subject group;
language education subject group; basic education subject group)(2) Development of basic knowledge, skills and interest in Christian theology (specialized basic subject
group)(3) Acquisition of the basic ability necessary as Christian missionaries (Christian Missionary Work
Course)(4) Acquisition of advanced knowledge, skills and interest in Christian theology (specialized major
subject group)(5) Development of generic knowledge, skills and interest beyond the realm of theology (freeregistration subject group) School of Humanities
To implement education based on the School of Humanities’ Diploma Policy, which was approved at aregular Undergraduate Faculty Board meeting in July 2011, the School formulated the Curriculum Policy
and approved it at a special Undergraduate Faculty Board meeting held in September 2011. 4.1-51) In thisCurriculum Policy, the School identifies four viewpoints as the basic policy of curriculum design: First,
the curriculum provides basic academic education, via which students develop their ability to identify andsolve problems on their own initiative; and provides all-round education for the nurturing of individuals
equipped with intelligence and dignity; Second, the curriculum provides a diverse learning experience
regarding the disciplines of the School’s three departments, helping students cultivate well-balanced
flexible thinking, acquire practical methodology based on a broader perspective, and develop the ability ofproblem-solving; Third, the curriculum helps students to equip themselves with a rich education and thecapability to contribute to society in various forms as good citizens; Fourth, the curriculum is designedwith graduate education in mind, thereby encouraging students to acquire specialized knowledge and skills,
and develop the capability to contribute to society from an academic standpoint. Based on theabovementioned Curriculum Policy, the School has set philosophies for each of its three departments, aswell as curriculum philosophies for each year of study. 4.1-52)
The School also designed and prepared “curriculum maps” at a regular Undergraduate Faculty Board
meeting held in March 2012, and made them public via KG’s official website, as clear guidelines forstudents to make an informed choice of subjects to study while fully understanding the Curriculum Policy,
thereby enabling them to properly obtain the number of credits required for graduation. 4.1-53),4.1-54) The
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December 2011, in order to help students choose subjects in a manner that ensures systematic andstep-by-step learning when they make self-directed choices of subjects. 4.1-55)

 School of Sociology
In accordance with its Diploma Policy (DP), the School of Sociology has established and specified theCurriculum Policy and curriculum maps. 4.1-56)
Subjects assigned as “Group A: compulsory subjects” include: “Christian subjects,” in which students
develop basic attitudes based on KG’s founding spirit (the said subjects are attributed to DP 1-(1). The
same applies hereinafter in this section.); “language education subjects” intended for students to acquirecommunication skills in foreign languages (DP 3-(2)); “academic preparation subjects” intended to provide
introductory education, promote students’ interest in society, culture and human beings, motivate them forlifelong learning, and equip them with generic skills for lifelong learning (DP 1-(2), DP 3-(1));“intermediate studies subjects” intended to develop in students sociological viewpoints and thinking, andlink students’ learning to further advanced education and research (DP 2-(2)); and “advanced researchsubjects,” in which students acquire, as a culmination of their undergraduate education, the ability to
discover problems on their own initiative, and analyze and solve them from a sociological standpoint (DP4).
Subjects assigned as “Group B: required elective subjects” include: “subjects for the School’s threemajors and seven fields,” which are intended for students to acquire extensive and interdisciplinary
knowledge and understanding centered on sociology, knowledge and understanding of social issues andproblems, and knowledge and understanding of a range of issues and problems attributable to globalization(DP 2-(1)); and “research and reading subjects” intended for students to understand the significance ofsocial research from a practical perspective, and acquire the basic knowledge and skills of social research(DP 2-(3), DP 3-(3)).
“Group C: free elective subjects” include a broad range of subjects for which students register based on
their free choice in accordance with their needs and interests, and which are intended for students to
supplement and expand their learning outcomes, such as language education subjects, sports science/healthscience subjects, information science subjects, interdisciplinary/cross-school subjects, and teacher training
course-related subjects.
 School of Law and Politics
The School of Law and Politics worked on implementation of a new curriculum that had been scheduled
for AY 2012. In parallel with the preparation for this curriculum revision, the School formulated, in AY
2011, the Curriculum Policy as described below, based on its educational objectives, and on thediscussions developed by faculty members regarding the said curriculum revision:
To achieve its objectives of human resource development as stipulated in the Diploma Policy, theSchool of Law and Politics designs and implements a curriculum that incorporates the following points ofemphasis:(1) Subjects enabling students to deeply understand, based on self-motivation, the spirit of freedom incivil society and the importance of human rights and social contribution, and to develop a broad,interdisciplinary and global perspective(2) Subjects helping students to systematically acquire specialized knowledge in each course(3) Subjects enabling acquisition of communication skills in several languages, and for promotion ofmulti-cultural understanding(4) Subjects enabling acquisition of basic learning skills(5) Seminar subjects primarily based on small-group, interactive education, in which students work on
identification of problems, and then examine and discuss solutions to them, while employing the152Educational Content,
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knowledge and abilities acquired through the abovementioned subjects
With these five points as pillars, the School designs and implements its curriculum. 4.1-17)p.23 ～25,4.1-57),4.1-58)

 School of Economics
The School of Economics formulated the Curriculum Policy in AY 2011, setting its sights on thedevelopment of human resources in line with the School’s Diploma Policy, under the educational
objectives of the School. The Curriculum Policy is provided in the Course Guide and on the School’s
official website. 4.1-59)[Interest/Motivation]
In relation to these elements, the School provides “introductory education subjects” intended for asmooth transition from secondary education experienced in and before high school to higher education
at university; and “language education subjects,” which are provided to help students develop a sound
mind, and learn about and generate empathy towards peoples and cultures in various regions of theworld. The School also provides “general education subjects” consisting of: “Christian subjects,” which
form the foundation of KGU’s Christian principles; “interdisciplinary/cross-school subjects”; and“specialized education subjects offered by other schools” that teach the fundamentals of various
non-economic disciplines.
[Knowledge/Understanding]
In relation to these elements, the School provides: “language education subjects” intended forstudents to acquire a fundamental knowledge of the economic situations, histories, languages, culturesand religions of Japan and countries/regions around the world; “Christian subjects,” which form thefoundation of KGU’s Christian principles; “interdisciplinary/cross-school subjects”; and “specialized
education subjects offered by other schools.” To build upon this broad academic foundation, the School
provides “specialized basic subjects,” which are provided for understanding of fundamental concepts ineconomics and historical viewpoints regarding the economy and society, as well as for acquisition of
economic thinking. “Specialized basic subjects” comprise basic subjects, introductory subjects, andsubjects on various analytical tools, all of which are systematically assigned for developmental learningand exploration in various economic fields, ranging from basic-level learning to standard- andapplication-level learning. These “specialized basic subjects” are followed by “specialized subjects,”
which comprise “course standard subjects” assumed to be studied by many students, and “course
application subjects” aimed at further advanced learning. “Course related subjects” are intended tofacilitate mutual correlation between the various pieces of knowledge learned in course study. The
School provides course registration models to encourage systematic learning by students.
[Skills/Expression]
In relation to these elements, the School provides: “information science subjects” and “subjects onanalytical tools,” which are intended to develop skills regarding economic statistics and data analysis on
the basis of information processing; “language education subjects” to foster communication skills inJapanese and foreign languages; “introductory education subjects” for smooth transition from secondary
education to higher education at university; and “course related subjects” containing “research seminar
subjects” based on small-group education.
[Judgment/Problem-solving abilities]
In relation to these elements, the School provides “life design subjects,” which are aimed at helping
students understand today’s complex socioeconomic phenomena, fostering the ability to discover andsolve problems with good judgment, and providing opportunities for students to think about theirlifestyle and careers. The School also provides “specialized subjects” comprising “course standard
subjects” and “course application subjects”; and small-group-based “research seminar subjects” aimed
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at cultivating the ability to mutually correlate pieces of specialized knowledge/understanding of
economics acquired through the abovementioned subjects. 4.1-48),4.1-60)

 School of Business Administration
The School of Business Administration has set the Curriculum Policy in order to present, in a clear,
specific and easy-to-understand manner, how the School’s Diploma Policy is reflected in its curriculum
design. 4.1-20) Specifically, the School defines the pillars of its curriculum design as (1) acquisition ofgeneral education as businesspersons, (2) acquisition of minimum competence as businesspersons, (3)acquisition of a high level of specialized knowledge as businesspersons, (4) acquisition of communication
abilities as businesspersons and (5) acquisition of foreign language ability as businesspersons.
The School has also developed a “curriculum map” as a tool to visualize what specific subjects areincorporated in the School’s course offerings, based on its Curriculum Policy. 4.1-61) Moreover, the Schoolpresents “course registration models” for each of the six courses, i.e., Management, Accounting,Marketing, Finance, Business Information and International Business, in order to facilitate students’systematic and step-by-step learning of an array of subjects provided in each course.
The School of Business Administration specifies the Curriculum Policy as indicated above, based on its
educational objectives. 4.1-20)p.5
 School of Science and Technology
The School of Science and Technology specifies the Curriculum Policy as described below:
Subjects provided in the School of Science and Technology are broadly categorized into “general
education subjects” and “specialized education subjects.” “General education subjects” comprise Christiansubjects, language education subjects and free elective subjects. “Specialized education subjects” comprisebasic subjects, advanced subjects, experiment/seminar subjects, graduation research subjects (“special
seminar” for the Department of Mathematical Sciences; hereinafter inclusively referred to as “graduation
research subjects”) and free elective subjects, which are established by each department. These subjects
constitute the whole of the School’s curriculum. 4.1-22)p.22 Each subject is provided in line with the School’s
educational objectives and the Diploma Policy (consisting of Viewpoints (i) (ii) (iii) and (iv) specified in
Section 4-1-(1)). Each subject is attributed to the Diploma Policy as follows: Regarding “general education
subjects,” Christian subjects are attributed to Viewpoint (i), language education subjects to Viewpoint (iii),
and free elective subjects to Viewpoint (ii); Regarding “specialized education subjects,” basic subjects are
attributed to Viewpoint (ii), advanced subjects to Viewpoint (ii), experiment/seminar subjects to
Viewpoints (ii) and (iii), graduation research subjects to Viewpoints (i) (ii) and (iv), and free elective
subjects to Viewpoint (ii). The “subject category” for each subject, distinction between compulsory andelective subjects in each department, the number of credits, and other details are provided in the Course
Guide. 4.1-22)p.65～70
 School of Policy Studies
The School of Policy Studies specifies the Curriculum Policy as described below:
As a basic policy, the curriculum emphasizes (1) cultivation of humanity through understanding ofChristianity, (2) the School’s philosophy as the starting point for learning, (3) general ability, (4) practicallearning experience and practical ability, (5) the ability to discover and solve problems, and (6)communication and presentation abilities. Subjects provided in the School are broadly categorized into
“Christian subjects,” “specialized basic subjects” and “major subjects.” The specialized basic subjects
comprise [Category 1] “language subjects,” [Category 2] “basic study subjects” covering natural sciences,
social sciences and the humanities, and [Category 3] “introductory subjects,” and “method subjects”

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covering computer science and mathematical statistics. The major subjects comprise “specialized
subjects,” “interdisciplinary subjects” and “policy issue subjects,” which are established by eachdepartment. In addition, the School also provides “seminar subjects,” and “subjects regarding theregistered architect qualification” and “subjects regarding teacher certification.” These subjects constitutethe whole of the School’s curriculum. 4.1-23)p.18 ～19 Subjects are provided in accordance with policyemphases (1) through (6). Specifically, Christian subjects are provided to achieve Emphasis (1).
Introductory subjects are intended for learning based on the School’s philosophy, as stated in Emphasis (2).
Category 2 subjects and interdisciplinary subjects are intended for the development of general ability
specified as Emphasis (3). Subjects aimed at developing practical ability, Emphasis (4), include major
subjects, policy issue subjects, and seminar subjects that involve diverse fieldwork. To develop the
problem-solving ability specified in Emphasis (5), the School provides Category 3 subjects, as well as the
major subjects and policy issue subjects that are established by each department. Category 1 subjects andseminar subjects are intended for the development of communication and presentation abilities specified as
Emphasis (6). The “subject category” for each subject, distinction between compulsory and elective
subjects in each department, the number of credits, and other details are provided in the Course Guide.
4.1-23)p.12～29

 School of Human Welfare Studies
The School of Human Welfare Studies has formed the Curriculum Policy based on its educational
objectives and Diploma Policy, and disseminates it via the Course Guide and KG’s official website. 4.1-25)p.1～2,4.1-26)

The School formulated the Curriculum Policy in AY 2011 after repeated and thorough discussions by
the Undergraduate Faculty Board and the Curriculum Committee. In accordance with the Policy, theSchool provides Christian subjects, language education subjects and liberal education subjects, with theaim of equipping students with basic abilities befitting university students. Each of the School’s three
departments has set and made public its respective policies regarding students’ acquisition of specialized
knowledge, skills and appropriate attitudes.
1) The Curriculum Policy of the Department of Social WorkThe Department of Social Work has established specialized education subjects to equip students withspecialized knowledge, skills and appropriate attitudes in the field of social work studies. The
department specifies in the Policy that through these subjects, it aims to help students acquire
fundamental knowledge of humans, society and their “transactions,” and the ability to solve related
problems; learn the histories and philosophies of social welfare in Japan and other countries/regions in
the world; gain general knowledge of social welfare and social security; and acquire basic knowledge,
skills and attitudes regarding the theories and practice of social work.
2) The Curriculum Policy of the Department of Social Organization Development
The Department of Social Organization Development has established specialized education subjects
to equip students with specialized knowledge, skills and appropriate attitudes in the field of socialorganization development. The department specifies in the Policy that through these subjects, it aims tohelp students acquire basic knowledge of the philosophy of social organization development, andacquire the specialized knowledge, skills, experience and appropriate attitudes necessary to practicesocial organization development.
3) The Curriculum Policy of the Department of Holistic Human Sciences
The Department of Holistic Human Sciences has established specialized education subjects to equip
students with specialized knowledge, skills and appropriate attitudes in the field of human sciences. The
department specifies in the Policy that through these subjects, it aims to help students acquire theattitude to understand humans from both mental (spiritual) and physical aspects, and the specialized155

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knowledge necessary to acquire such attitude; understand the issues, problems and theories regarding
each stage of human life, from both mental (spiritual) and physical aspects; and acquire specialized
knowledge of the way of life of humans and human life, together with relevant assistance skills.
In addition, each of the three departments provides the subjects of “research seminar” and “graduation
research,” with an eye to developing the ability of students to conduct research activities regarding
department-specific research themes. Departments also provide free elective subjects intended for students
to acquire advanced knowledge, skills and attitudes regarding disciplines relating to the content of eachdepartment’s specialization. The School has established, and made public, the abovementioned Curriculum
Policy based on its educational objectives.

 School of Education
With the aim of helping students achieve the learning outcomes expected of them, the School of
Education has set the Curriculum Policy, which explains the basic ideas regarding the School’s educational
content, educational system and other related matters. The Policy has been made public via the School’s
official website and the “School of Education Course Guide.”
The curriculum of the School is broadly divided into “general education subjects” and “specialized
education subjects.” Both subject groups feature high-quality curriculum design aimed at realization of the
School’s philosophy and goals. The “general education subjects” comprise Christian subjects, language
education subjects, information science subjects and liberal education subjects. The “specialized education
subjects” contain “common school-wide specialized education subjects”; “specialized education subjects
for the Department of Early Childhood and Elementary Education,” which comprise “common
department-wide specialized education subjects,” “specialized education subjects for the Early Childhood
Education Course” and “specialized education subjects for the Elementary Education Course”; and“specialized education subjects for the Department of Applied Education,” which comprise “applied
pedagogy core subjects” and “teacher training-related subjects.”
Regarding the School’s curriculum, specific implementation policies are defined from seven aspects: (1)an understanding of children, (2) the ability to execute, (3) the ability to educate, (4) leadership, (5) global
outlook, (6) the curriculum of the Department of Early Childhood and Elementary Education, and (7) the
curriculum of the Department of Applied Education. 4.1-28)p.17
 School of International Studies
The School of International Studies has set the Curriculum Policy while emphasizing the following five
points: 4.1-83)(1) The School provides Christian subjects and other subjects regarding religion, philosophy, thought,
human rights, etc. By providing liberal education as “human education” grounded in the principles
of Christianity, the School aims to develop “ethical values” in students.
(2) The School aims to help students develop their “language communication skills” by providing acurriculum allowing them to study foreign languages, while placing emphasis on a single specificlanguage throughout the four years, along with a wide variety of opportunities to study other foreign
languages. The School provides specific subjects, the instructions of which are delivered in English,
under the categories of “basic international subjects” and “specialized international subjects.”(3) By providing programs for studying abroad, the School aims to help students cultivate their“abilities of cross-cultural understanding and multi-cultural coexistence,” as well as “language
communication skills.” The School’s study-abroad programs include a short-term program(approximately one month), a mid-term program (from three months to one semester), a long-term
program (from one semester to one year), and other related study-abroad programs.
(4) The School ensures that all full-time faculty members teaching “specialized international subjects”
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also teach “research seminar subjects,” in addition to subjects regarding their specialized fields ofresearch, in principle. The School aims to help students develop their “ability to discover and solve
problems,” by providing interdisciplinary learning opportunities covering the fields of “Culture andLanguage,” “Society and Governance” and “Economics and Management,” as well as throughsmall-group education.
(5) The School aims to develop in students the “ability to understand and analyze issues/problems
regarding international affairs.” To this end, the School helps students become able to understandand analyze each region in the world from various viewpoints of the humanities and social sciences,by providing both basic subjects and international subjects regarding the fields of “Culture andLanguage,” “Society and Governance” and “Economics and Management.”

Graduate Schools

4.1-1-(2) Graduate School of Theology
The Graduate School of Theology provides learning opportunities in its single Graduate Department of
Theology, which is divided into four research fields (the biblical field; the historical and cultural field; thesystematic and thought field; and the practical field). The Graduate School conducts research andeducation in such a manner that students choose their own research theme, and then deepen that chosen
theme through academic and personal interaction with their academic advisors, in order to acquire an
academic degree (Master’s, Doctorate). The Curriculum Policy of the Graduate School of Theology is
specified, as described below, based on its educational objectives:<Curriculum Policy for the first half of the doctoral program>(1) The Christian Theology and Missionary Work Course aims to develop in students practical abilities forserving as leaders in the Christian community. The Christian Thought and Culture Course aims todevelop individuals with specialized knowledge and deep thinking, particularly in the fields ofChristian history, culture and thought.
(2) To achieve these aims, the Graduate School provides, in the first half of its doctoral program,compulsory subjects and required elective subjects for each of the two courses and four fields. For
course completion, students are required to obtain 32 credits including those from the subject “researchseminar.” To accommodate diverse research themes, the Graduate School allows students to designate
sub-academic advisor(s), in addition to their academic advisor.
(3) To obtain a Master’s degree, students are encouraged to proceed with research and thesis preparation ina well-planned manner, by following a process comprising research planning, annual reporting,notification of the Master’s thesis title, interim presentation, Master’s thesis preparation and oralpresentation.
<Curriculum Policy for the second half of the doctoral program>(1) The second half of the doctoral program is intended to foster researchers specializing in theology. This
stage of the doctoral program helps students acquire a higher level of knowledge necessary to carry on
advanced research in theology, sufficient academic ability to author research papers and makepresentations at academic conferences, and a good command of classical and foreign languages
necessary to read and comprehend relevant literature. By helping students intensively work on researchin their field of specialization over a period of three years, the program aims at developing them into
individuals capable of contributing to society and churches as specialists in theology.
(2) To obtain a doctoral degree, students are encouraged to proceed with research and dissertation
preparation in a well-planned manner, by following a process comprising research planning,presentation at an academic conference, annual reporting, annual planning, paper preparation,

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notification of the doctoral dissertation title, doctoral dissertation preparation and public oral
examination. 4.1-29),4.1-30)p.9～15

 Graduate School of Humanities
In the first half of its doctoral program, the Graduate School of Humanities provides education indiverse disciplines via three graduate departments and 12 fields of specialization, with the aim of helping
students acquire a high level of specialized knowledge, flexible thinking and excellent skills. The Graduate
School provides “research seminar” as a compulsory subject in each field of specialization, as well as
elective subjects featuring the characteristics of each graduate department and field of specialization, suchas “special lecture,” “material research,” “special experiment,” “applied practice” and “literature research.”
The curriculum is designed for students to study these subjects in a systematic and cross-disciplinarymanner. 4.1-62)p.29～30 Meanwhile, the second half of the doctoral program is aimed at helping students
acquire the ability to conduct self-directed and creative research activities, while building on the abilities
acquired in the first half of the same program. To this end, under the structure comprising three graduate
departments and 11 fields of specialization, the Graduate School provides curriculums for each field that
require students to first study “research seminar” and “doctoral dissertation preparation seminar,” and thenultimately submit doctoral dissertations. 4.1-62)p.31
 Graduate School of Sociology
The Graduate School of Sociology has established and specified the Curriculum Policy as described
below:
With the aim of helping students acquire socioliteracy, the Graduate School provides three majors:“theory/model” (lectures on sociological theories, social psychology, etc.); “field/method” (studies onsocio-cultural resources, social history, etc.); and “research/data/presentation” (data studies, social
statistics, etc.). Students are expected to acquire extensive knowledge in these three majors, while
following an upward spiral of learning from basic knowledge up to advanced knowledge; as well as toacquire a high level of ability to further develop the abovementioned knowledge to the level of application,by studying in the “sociology research seminar” they belong to. The Graduate School of Sociology also
features optional programs in which students can participate in accordance with their particularmotivations.
These optional programs specifically include the Socioliteracy Basics Program, which is intended forstudents in the first half of the doctoral program, featuring lectures aimed at development of ideas,
knowledge and skills regarding theories and models, fieldwork, and statistical and data analysis; and theSocioliteracy Advanced Program intended for students in the second half of the doctoral program, which isdesigned to help students develop highly specialized original viewpoints, while supplementing the lectures
provided in “quantitative research/qualitative research subjects,” “dissertation preparation support class”
and “English presentation class.” 4.1-63)
The Graduate School also provides subjects encompassing the three majors underpinning“socioliteracy,” with the aim of helping students develop comprehensive viewpoints, i.e., subjects of“advanced sociology lecture/research A” (for the first half of the doctoral program), and “advanced
sociology lecture/research B” (for the second half of the doctoral program). These two subjects facilitate
integration and linkage between the three majors.
Information regarding the number of credits allotted to each subject, the distinction between compulsory
and elective subjects, and other related matters are specified in the Course Guide. Students are encouraged
to study the said “advanced sociology lecture/research” subjects in their first year of each stage of thedoctoral program, in order to ensure step-by-step acquisition of knowledge.

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1. Educational Objectives, Diploma Policy and Curriculum Policy Graduate School of Law and Politics
The Graduate School of Law and Politics has defined its Curriculum Policy, as described below, in the
Graduate School Operation Committee:
To help students acquire research abilities as stipulated in the Diploma Policy, the Graduate School of
Law and Politics designs and implements a curriculum that incorporates the following points of emphasis:<The first half of the doctoral program>a) Subjects intended for students to systematically acquire highly advanced knowledge in the fields oflaw and politics in each programb) Subjects intended for research on literature written in foreign languages that is necessary for the
students’ research activitiesc) Seminar subjects in which students identify problems and consider solutions to them by employing
the knowledge and abilities acquired through the abovementioned subjects, and in which students
receive guidance for Master’s thesis preparation, such as theme setting, thesis structure and otherrelated matters<The second half of the doctoral program>a) Subjects intended for students to systematically acquire specialized knowledge, as well as scholarshipforming the basis of such knowledge, which are necessary to conduct advanced research in law andpoliticsb) Subjects intended for research on literature written in foreign languages that is necessary in thestudents’ research activitiesc) Seminar subjects in which students organize their original research achievements into doctoral
dissertations by employing the knowledge and abilities acquired through the abovementioned subjects,
and in which students receive advice and guidance to equip themselves with the high level of researchability necessary to independently pursue research activities 4.1-38)p.8・9,4.1-5)
The Graduate School provides model processes for obtaining academic degree in each of the first andsecond half of the doctoral program, as a reference to help students understand what process they must
follow to obtain a degree. 4.1-38)p.22・23,4.1-64)
 Graduate School of Economics
The Graduate School of Economics established the Curriculum Policy in AY 2011 based on its
philosophy and objectives. 4.1-65)
In the first half of the doctoral program, the Graduate School provides “research core subjects” forstudents aspiring to be researchers, as the subjects for cross-disciplinary learning that such students are
expected to study in order to acquire high level qualifications and abilities. The students are required to
study all or part of this subject group. For students who seek careers as specialists, advanced professionals,
civil servants or employees at private businesses, the Graduate School provides “standard core subjects”
intended to equip these students with a wide range of advanced education in economics. The students are
required to study all or part of this subject group. With the said core subjects as a basis, the Graduate
School devises a curriculum structure appropriate for the research goals and abilities of individual
students.
In the second half of the doctoral program, students pursue research under the guidance of theiracademic advisor, while aiming to achieve the goals of preparing a doctoral dissertation of a sufficiently
high quality to survive an evaluation at the international level, as well as of obtaining a doctoral degree.
Students also receive advice from their academic advisor regarding the subjects they should study, andrelated matters. The Graduate School provides a joint seminar arrangement, if necessary, in which
guidance regarding preparation of a doctoral dissertation and other research papers is provided for a single
student, by a research guidance group led by his/her academic advisor.
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1. Educational Objectives, Diploma Policy and Curriculum Policy[The first half of the doctoral program]In the first half of the doctoral program, students are expected to further develop their knowledge of
economics acquired in the undergraduate program, and acquire a higher level of specialized knowledge
and analytical ability, setting their sights on preparation of a high-quality Master’s thesis and obtaining
an academic degree.
For students who seek a career as a researcher at a university, research institute or other entity, theprogram provides “research core subjects” for cross-disciplinary learning that such students are
expected to study in order to acquire the high level qualifications and abilities necessary to effectively
work as researchers. The students are required to study all or part of this subject group. Meanwhile,some students may aim to effectively work, after course completion, as specialists, advanced
professionals, employees at private businesses or civil service workers at national and local government
bodies, while utilizing the specialized knowledge acquired in the first half of the doctoral program. For
these students, the program provides “standard core subjects” intended to equip them with a wide rangeof advanced education in economics. The students are required to study all or part of this subject group.
Whether students seek a career in research or another profession, they are expected to study theabovementioned core subjects as the common foundation for studies in the first half of the doctoral
program. They are also expected to acquire the academic grounding befitting a graduate student
specialized in economics, and study specialized subjects in accordance with their research themes.
Regarding specialized subjects, the Graduate School ensures an extensive and systematic offering of
subjects ranging from cutting-edge fields to traditional fields in economics, with a view to satisfying thediverse and sophisticated academic appetite of graduate students, and to accommodating increasingly
complex economic issues. Regular revisions of how such specialized subjects should be provided forstudents are done, and any necessary improvements are made.
Individual students receive guidance from their academic advisor regarding which core and othersubjects they should study, in consideration of their objectives and needs in studying at graduate school,
future goals, aptitudes, abilities and other factors.
In the process of Master’s thesis preparation, students are required to make a relevant report at the“Master’s theses interim report meeting” (public meeting) held in their second year of study. On thisoccasion, students can receive guidance and advice for an enhanced level of thesis preparation, fromfaculty members in diverse disciplines, aside from their academic advisor.
[The second half of the doctoral program]In the second half of the doctoral program, students pursue the goals of preparing a doctoral
dissertation of sufficiently high quality to survive an evaluation at the international level, as well as ofobtaining a doctoral degree (doctorate by coursework).
To achieve these goals, students conduct research activities under the guidance of their academic
advisor, and also receive advice from the advisor regarding the subjects they should study, and related
matters. The Graduate School provides, if necessary, an arrangement in which guidance regarding
preparation of a doctoral dissertation and other research papers is provided, for a single student, by aresearch guidance group led by his/her academic advisor.
The Graduate School issues guidelines for the process to obtain a doctoral degree, including
information regarding research reports, and preparation and presentation of research papers, which
students should submit in each of their first three years of study. Research and educational guidance isprovided in a systematic manner, in line with these guidelines.
All graduate students are required to report their research at an Economics Workshop, which is heldwith the participation of external researchers. This report is one of the requirements for submission of
the dissertation/thesis for an academic degree.

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1. Educational Objectives, Diploma Policy and Curriculum Policy Graduate School of Business Administration
Based on its educational objectives, the Graduate School of Business Administration specifies the
Curriculum Policy, as described below, in the Graduate School Course Guide. 4.1-41)p.２
In their first year of study in the first half of the doctoral program, students in both the Research Course
and the Specialized Academic Course designate their academic advisor’s field of specialization as thestudent’s own primary field, which is any one of the Graduate School’s six fields, i.e., management,
accounting, marketing, finance, business information, and international business. In the first half of thedoctoral program, students study small-group, lecture-based subjects provided by graduate faculty
members, and prepare their Master’s theses. In the Research Course, students work on Master’s thesis
preparation, while receiving guidance from the Doctoral Dissertation Guidance Committee, as well as
seminar instruction from their academic advisor. The Master’s thesis is positioned as an interim producttoward the ultimate preparation of a doctoral dissertation. Meanwhile, students in the Specialized
Academic Course receive seminar instruction from their academic advisor, and prepare Master’s theses as
the culmination of their two-year academic pursuit.
In the second half of the doctoral program, students continue their research to complete the doctoral
dissertation preparation that has been continuing from the first half of the same program. While receiving
guidance from the Doctoral Dissertation Guidance Committee led by their academic advisor, students aim
to obtain a doctoral degree within the three-year course period, or, at latest, within five years from theirentrance to the second half of the doctoral program.
 Graduate School of Science and Technology
The Curriculum Policy of the Graduate School of Science and Technology is disclosed via the official
website. 4.1-42) In the first half of the doctoral program, the Graduate School provides subjects comprisingcompulsory and elective subjects which are aimed at helping students acquire extensive knowledge,
insight and abilities enabling them to contribute to the advancement of natural science and science andtechnology, and ultimately to the progress of humanity; as well as at developing them into engineers,
researchers and other highly specialized professionals. To develop in students logical thinking andpractical research abilities, the Graduate School requires students to work on, as compulsory subjects,“special experiment” and “seminar” worth 12 credits, as well as “literature seminar” worth 4 credits. In thesecond half of the doctoral program, the Graduate School provides “special research” subjects toencourage student to conduct advanced research in natural science and its application, and thereby
develops individuals capable of effectively working as highly specialized professionals. Each graduate
department specifies its policy concerning “special research.”
 Graduate School of Policy Studies
Based on its philosophy “human ecology,” the first half of the doctoral program in the Graduate Schoolof Policy Studies is aimed at fostering specialists who are equipped with the specialized knowledge andskills of problem analysis and policy proposal, and who are capable of effectively working in theinternational community. To this end, the Graduate School has established subjects for providing specificknowledge necessary to acquire the skills of problem analysis and policy proposal (“policy science
research method” as a “policy basics subject”; and subjects regarding policy analysis techniques, as“policy research subjects”), as well as “field research subjects” aimed at deepening individual specialized
knowledge (subjects for the six fields based on the Graduate School’s philosophy; and common subjects).
These subjects are provided in the form of lectures and seminars. The Graduate School also provides“research projects,” which are jointly instructed and operated by several faculty members specializing indifferent fields of research. The said projects are intended to provide students with opportunities for161

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self-directed and interdisciplinary research activities, in which students examine a single theme fromvarious perspectives, and attempt to organize and integrate relevant policies. With a view to developing
students’ presentation and discussion abilities, the Graduate School requires students to make presentations
at the Research Consortium, a joint research body involving external institutes and other organizations, aswell as at the Research Fair, which is co-organized with the School of Policy Studies. In the Field of Urban
Studies, for students seeking eligibility to take the examination for first-class registered architects, theGraduate School provides lectures recognized as equivalent to two years of practical experience, as well as
relevant “seminar subjects” and “internship subjects.” 4.1-43)p.27 Meanwhile, the second half of the doctoral
program aims to develop researchers, educators and specialized professionals who are equipped with ahigh level of expertise and rich creativity, and who are capable of effectively working in the international
community. Research guidance and dissertation guidance, which are centered around the “dissertation
seminar” instructed by academic advisors, form the foundation of the curriculum. The Graduate School
proactively encourages students to participate in academic conferences and make research presentations
while they are at university. The Graduate School also aims to help students develop their researchplanning skills and general ability that enable them to develop research themes on their own initiative andact as a leader of research team, without just passively studying research themes given by others. 4.1-43)p.6～8

 Graduate School of Language, Communication, and Culture
Based on its educational objectives, the Graduate School of Language, Communication, and Culture has
set the Curriculum Policy, as described below:
While requiring students to choose one field of specialization from among the Graduate School’s four
fields, i.e., Linguistic Science, Cultural Linguistics, Linguistic Education, and Japanese-language
Education, the Graduate School has achieved a flexibly designed curriculum that allows students an option
to study subjects in other fields. The Graduate School ensures that subjects for developing language
communication skills are primarily instructed by native speakers, and that class instruction is given in thetarget language, in principle. Through this approach, the Graduate School aims to equip students withadvanced language communication skills. Regarding the Japanese-language Education Program, theGraduate School provides students with “practicum subjects,” so as to help them develop practical skills.
The Graduate School’s curriculum design is intended to facilitate comprehensive research in the field of
language, communication and culture, with the emphasis on the development of advanced language
communication skills through the abovementioned learning and instruction.
The second half of the doctoral program provides students with guidance for doctoral dissertation
preparation, in the form of individual guidance (Independent Study) and group guidance (the Language,
Communication and Culture Seminar), with the aim of fostering researchers capable of conducting
independent research.
The Graduate School provides its curriculum in accordance with the aforementioned policies. 4.1-5)
 Graduate School of Human Welfare Studies
The Graduate School of Human Welfare Studies has set its policy on the design and implementation of
its curriculum as the Curriculum Policy, based on the School’s educational objectives and Diploma Policy,
and has made it public via KG’s official website. 4.1-44) The Curriculum Policy was formulated in AY 2011,
after repeated and thorough discussions by the Graduate School Committee for Deliberation of Issues andthe Graduate Faculty Board.
1) Curriculum Policy of the first half of the doctoral program
Subjects provided in the first half of the doctoral program are divided into four subject groups: the“group of transactions between humans and society (the environment)” dealing with various disciplines
regarding social welfare; the “society group” dealing with the structure of the state and society that162

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supports the welfare society; the “human group” dealing with issues and problems regarding the mind
(spirituality) and body of humans; and “common subjects” dealing with the specific content to becommonly studied throughout the Graduate School. The Graduate School aims to help students acquire
advanced knowledge and specialized techniques via these subjects, and provides thesis guidance to help
them organize the result of their learning outcomes into Master’s theses.
2) Curriculum Policy of the second half of the doctoral program
The curriculum of the second half of the doctoral program is designed for students to designate theiracademic advisor (professor) in accordance with their research theme, and work on preparation of a
doctoral dissertation under the guidance of the said advisor. As its Curriculum Policy, the Graduate
School expects students in this stage of the doctoral program not only to deepen their research by
studying domestic and foreign literature and undertaking qualitative and quantitative research, but also
to test the results of their research in the broader society, by presenting reports at academic conferences
and submitting and publishing research papers in academic journals. The Graduate School provides
dissertation guidance to help students organize the results of such research and complete their doctoral
dissertations. In the second half of the doctoral program, the Graduate School adopts the Doctoral
Candidate System, in which a student who is recognized by the Graduate School as being able to submit
a doctoral dissertation within one year is qualified as a Candidate, for whom guidance is provided on
submitting a dissertation.

 Graduate School of Education
With the aim of helping students achieve learning outcomes expected of them, the Graduate School of
Education discussed and formulated the Curriculum Policy in AY 2011. The Policy specifies, as described
below, the basic ideas regarding the Graduate School’s educational content, educational system and otherrelated matters, for each of the Graduate School’s first and second half of the doctoral program.
<The first half of the doctoral program>
Course offerings in the first half of the doctoral program are divided into “subjects for the Field ofEarly Childhood Pedagogy,” “subjects for the Field of Applied Pedagogy” and “research subjects.”
Research subjects contain the “early childhood pedagogy research seminar” and the “applied pedagogy
research seminar.” The range of subjects for both Fields is systematically designed on the basis of theconcept “understanding of children,” with emphasis on practical perspectives.
All subjects are elective, except for the “early childhood pedagogy research seminar” and the“applied pedagogy research seminar” provided as research subjects. Students are thus allowed to study awide range of subjects concerning both Fields, while receiving integrated research guidance.
The “early childhood pedagogy research seminar” and the “applied pedagogy research seminar” arecompulsory subjects in both Fields, and are intended to provide students with advanced academic
knowledge, in accordance with the research areas and approaches relevant to each respective Field; aswell as to provide research guidance to help students prepare Master’s theses, the submission of whichis required of all students.
To complete the first half of the doctoral program, students must:(1) attend the first half of the doctoral program for at least two years (excluding any period of absencefrom school)(2) obtain at least 32 credits, in total, including 24 credits from subjects provided in either of the two
Fields (elective subjects) and 8 credits from the research subject (compulsory subject) (* Of the 24
credits for elective subjects, up to 12 credits may be from subjects provided in the Field other than
the student’s field); and(3) pass the Master’s thesis examination.

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1. Educational Objectives, Diploma Policy and Curriculum Policy<The second half of the doctoral program>
The second half of the doctoral program provides “research seminar” (compulsory subject) as its solesubject. This research seminar is primarily intended to help students prepare doctoral dissertations under
the guidance of their academic advisor, who is designated at the time of the student’s entrance to thesecond half of the doctoral program.
To complete the second half of the doctoral program, students must:(1) attend the second half of the doctoral program for at least three years (excluding any periods ofabsence from school)(2) obtain 12 credits of the research seminar, and(3) pass the doctoral dissertation examination.
The abovementioned curriculum design is detailed in the tables titled “Subjects for the first half of thedoctoral program” and “Subjects for the second half of the doctoral program,” which are provided in the
Graduate School of Education Course Guide. 4.1-46)p.9

 Institute of Business and Accounting
In the Curriculum Policy for the second half of its doctoral program, the Institute of Business andAccounting stipulates the requirements for course completion, requiring students to attend the program forat least three years, receive necessary research guidance, and pass the doctoral dissertation examinationand the general academic ability examination. 4.1-66),4.1-67)p.2 The Policy also provides that students study the
subject “advanced management special research,” in accordance with their research plan, if recognized asnecessary by their research advisor.
As part of the process of education and research guidance, students are expected to complete thefollowing process in each year of study: In the first year of study, students are expected to prepare a“preparation plan for doctoral dissertation research,” investigate basic literature in both relevant andrelated fields, and plan appropriate research methods for their research theme; In the second year of study,
students are expected to fix research objectives, subjects and methods in preparation for the doctoral
dissertation, engage in theoretical research, comprehend related business trends, submit an “interim reportof the doctoral dissertation research,” and take a “general academic ability examination” at the end of thesecond year; In the third year of study, students are expected to complete the whole process of research,
including verification of the demonstrativeness of the research and examination of the research results,
prepare the doctoral dissertation, report the final results via public presentation, and submit the dissertation.
4.1-67)p.2(3) Are the educational objectives, the Diploma Policy and the Curriculum Policy
familiar to members of the University (faculty, staff, students, etc.), and also
disclosed to the public?

Whole University

4.1-1-(3) Undergraduate Course
The Diploma Policy and the Curriculum Policy of each school were formulated after a series ofthorough discussions over two years from AY 2010 by the Undergraduate Faculty Board of each school,
the University-wide Academic Affairs Committee 4.1-68) and other bodies, on the basis of each school’s“objective concerning the fostering of human resources and other objectives of carrying out education andresearch.” These Policies are made publicly available on KG’s official website. 4.1-5) “Course registration
models” are also provided on the official website in a unified manner. 4.1-50)

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In the schools’ section on KG’s official website, each school provides independently designed content
explaining the education it provides, including “curriculum maps” and “course registration models,” in
addition to the Diploma Policies and Curriculum Policies. 4.1-4) The Course Guide and other media
provided by each school also specify its Diploma Policy and Curriculum Policy, facilitating thefamiliarization of students and faculty and staff members with the Policies and related information. For
new students, the Policies and related information are explained to them through orientation regarding
course registration and studies.

 Graduate Course
The Diploma Policies and Curriculum Policies of graduate schools are assembled and made public via a
web page titled “Information Disclosure” on KG’s official website, together with their Admission Policies.
4.1-69)By visiting this one-stop information disclosure page, students and other individuals inside andoutside the University can readily access and browse the three policies of all graduate schools (i.e., theDiploma Policy, the Curriculum Policy and the Admission Policy).
Of the 13 graduate schools, eight graduate schools provide their Diploma Policies and Curriculum
Policies in their own sections on KG’s official website, and six graduate schools specify them in their
Course Guide. Aside from these media, graduate schools also use other media, as necessary, so as todisseminate relevant information regarding their Policies in an appropriate manner. The Institute ofBusiness and Accounting discloses its Curriculum Policy only. 4.1-4)

Schools

4.1-1-(3) School of Theology
The educational objectives, Diploma Policy and Curriculum Policy of the School of Theology are madepublic on the University’s/School’s official website. 4.1-70),4.1-9) These Policies are also specified in the
Course Guide, which is distributed to students at the beginning of each academic year. The School
provides explanations of these Policies as part of the course guidance, encouraging students to check thecontent and progress of their studies and learning in light of these Policies. Particularly for new students,
the School takes the opportunity afforded by the course guidance and the overnight orientation, which areheld immediately after their entrance to the School, to encourage them to understand the four-year processof their study and research, and set their learning goals. Explanations are provided to students while giving
special consideration to clarifying the relationship between the Policies. 4.1-10)p.18 ～20 To present theinterrelationship between the Curriculum Policy and each subject in a systematic and structural manner,
the School has prepared curriculum maps, as well as course registration models for each of the School’s
courses. These maps and models are made public on the School’s website. 4.1-71),4.1-9) The course
registration models are also contained in the Course Guide. 4.1-10)
For class instructors, the Policies are explained on various occasions, such as the FD Workshop (School),which is held for full-time faculty and part-time instructors separately. In development of syllabuses,
faculty members and instructors are expected to describe their syllabuses so that the Curriculum Policy isembodied in elements of the achievement goals in each subject. 4.1-72)p.34～37
 School of Humanities
Since AY 2010, the School of Humanities has frequently discussed and considered the Diploma Policy
and Curriculum Policy by convening a School Committee, a Curriculum Committee and other meetings,
on the basis of the School’s “objective concerning the fostering of human resources and other objectives ofcarrying out education and research.” At Undergraduate Faculty Board meetings, in expectation that165

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understanding of the Policies among all faculty members would be further deepened via the process of
discussion, meeting participants had informal discussions about these Policies as a foundation for theformal deliberation at the Board meeting. This helped to make members more familiar with the Policies.
4.1-73)For students, the Diploma Policy and Curriculum Policy are provided via the School’s section on KG’s
official website, and in the Course Guide. Curriculum maps4.1-54) and course registration models4.1-55) arealso provided in the School’s section on KG’s official website, promoting familiarization of students withsuch information.
All information (the Policies, maps and models) is made public via the “Academic Web Service(educational information disclosure website),” providing wider access to the information regarding the
School’s curriculum for students and other entities inside and outside the University.
As indicated above, information relating to the School’s curriculum is made accessible to the generalpublic.

 School of Sociology
The educational objectives, Diploma Policy and Curriculum Policy of the School of Sociology arereconfirmed among the School’s faculty members annually, via a report made at an Undergraduate Faculty
Board meeting concerning these objectives, Policies and other related matters as part of theself-assessment. 4.1-74)
For students, these objectives and Policies are communicated by specifying them in the Course Guide.
The School also provides information regarding the Policies, etc. in the School’s section on KG’s official
website, as well as at open house events, in an effort to disseminate such information to the general public,
including those considering taking the entrance examination for the School. 4.1-14)p.29～32,4.1-75)
 School of Law and Politics<Educational objectives>
The educational objective of the School of Law and Politics are specified, together with its philosophy
and goals, in the Course Guide, 4.1-17)p.23～25 as well as on the School’s website, 4.1-16) which is accessible via
KG’s official website. 4.1-15)<Diploma Policy and Curriculum Policy>
In parallel with the curriculum revision, the School formulated and finalized the Diploma Policy and theCurriculum Policy after due consideration at Undergraduate Faculty Board meetings held in AY 2011, on
the basis of draft policies developed by the Dean’s Office Committee. 4.1-76) The Diploma Policy and theCurriculum Policy are provided in the Course Guide, as well as on the official websites of the School andthe Academic Affairs Department, to make them available for both University members and the generalpublic. 4.1-17)p.23～25,4.1-57),4.1-58)
 School of Economics
The Diploma Policy and the Curriculum Policy of the School of Economics are communicated to
students by specifying them in the Course Guide distributed to students, and by providing explanations ofsuch information at course guidance meetings for new entrants to the School. These Policies are also
provided on the official website so as to make them widely accessible for parents, potential test-takers for
the School’s entrance examination, University members and the general public. For high school students
who are considering taking the entrance examination for the School, the School’s educational philosophy
and related information are introduced at entrance examination explanatory meetings held at partner
schools and associated schools, as well as at open house events. While using the official website as a166

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presentation tool, the School explains such information not only to the high school students but also totheir parents and the faculty and staff of the high schools. 4.1-59)
The School provides the web pages “Warera Kwan-Gaku Keizaijin” (literally, “We are KG businessleaders.”) which carry messages from the School’s graduates working at the forefront of society,encouraging students to envision their future careers; as well as the web pages “Mezase Kwan-Gaku
Keizaijin” (literally, “Aiming for KG business leaders”) which are intended to help students develop
roadmaps for their specific goals for the future. 4.1-77),4.1-78) With an eye to increasing the effectiveness of its
website, the School employs the School’s official Facebook page to conduct specific educational activities
based on its educational objectives, Diploma Policy and Curriculum Policy. 4.1-79) Understanding of theeducational objectives, Diploma Policy and Curriculum Policy is shared among the School’s faculty andstaff, since these objectives and Policies were discussed during the process of their formulation andapproval by the Undergraduate Faculty Board.

 School of Business Administration
The School of Business Administration uses the Course Guide 4.1-20)p.5～8 and the School’s official
website 4.1-61) to publicly provide information regarding its Diploma Policy, Curriculum Policy, curriculum
maps and course registration models, which have been developed on the basis of the School’s “objective
concerning the fostering of human resources and other objectives of carrying out education and research.”
Such information is also communicated in the oath administration ceremony and orientation events for
new students. Aside from new students, the School re-familiarizes current students and faculty and staff
members with such information by distributing the Course Guide, and by explaining it at the researchseminar guidance meeting intended for students in their second year of study. For the general public,
including those considering taking the entrance examination for the School, information regarding the
Policies, etc. is disseminated via the official website, the Curriculum Guide 4.1-80) and the School Book.
4.1-81)The Education Meeting and other occasions are also used to introduce the said information toguarantors of students. 4.1-21)p.3～5
 School of Science and Technology
The School of Science and Technology familiarizes University members (faculty and staff members,
students, etc.) with its educational objectives, Diploma Policy and Curriculum Policy by specifying themin the Course Guide. These educational objectives and Policies are also communicated to faculty members
at Undergraduate Faculty Board meetings, and to students in course guidance intended for new students.
For the general public, the two Policies (the Diploma Policy and the Curriculum Policy) are disclosed via
the official websites of both the University and the School, while the educational objectives are madepublic on the School’s website. 4.1-42)
 School of Policy Studies
The School of Policy Studies re-familiarizes students and faculty and staff members with information
regarding its philosophy, Diploma Policy, Curriculum Policy, curriculum map and course registration
models, annually, by specifying it in the School’s course guide “Study Information 2012.” 4.1-23)p.10～11 The
said information is also provided in a unified manner in the School’s section on KG’s official website. The
School’s web page, titled “About policy studies,” provides the School’s departmental structure,
educational objectives, Diploma Policy and Curriculum Policy. 4.1-24)
 School of Human Welfare Studies
The Diploma Policy and Curriculum Policy of the School of Human Welfare Studies are communicated167Educational Content,
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to faculty/staff members and students, and are disclosed to the general public, via the School’s Course
Guide and KG’s official website. 4.1-25)p.1～2,4.1-26)
These Policies are also specified in the School’s entrance examination guide, with an eye to impartingthem to those preparing for the entrance examination for the School, and the academic and administrative
staff of the schools of such prospective test-takers. The Course Guide, which is independently prepared by
the School, provides overall information regarding its curriculum. This Guide is distributed to students andother School members in each academic year, facilitating wider understanding of the curriculum.
As described above, efforts are being made to familiarize faculty/staff members, students and other
University members with information regarding the School’s Diploma Policy and Curriculum Policy, as
well as to disseminate such information widely to the general public, by employing various media.

 School of Education
The School of Education employs a variety of media to provide information regarding its philosophy,
goals, educational objectives, Diploma Policy and Curriculum Policy for students and faculty and staff
members, as well as for the general public, including potential test-takers for the School’s entrance
examination. The philosophy, goals and educational objectives are disseminated via the School’s section
on KG’s official website, the “School of Education Course Guide,” brochures for prospective test-takers
and other media. The Diploma Policy and the Curriculum Policy are specified in the School’s section on
KG’s official website and the School’s Course Guide. 4.1-27),4.1-28)p.16
Course guidance is provided to students by using the Course Guide, with an emphasis on instillation of
the School’s educational objectives, Diploma Policy and Curriculum Policy in students. New students
receive a general course orientation provided by the School, along with specific orientations given by eachdepartment. To explore effective approaches to familiarizing students with the educational objectives,
Policies and other information, the School discusses improvement measures and shares relevant
information at monthly meetings of the Curriculum Committee.
 School of International Studies
The educational objectives of the School of International Studies have been fully absorbed by faculty
and staff members via the discussions and other meeting opportunities held in the process of developing
these objectives. For students, the educational objectives are communicated by specifying them in the
Course Guide, 4.1-82) which is distributed to all students attending the School. As in the case of theeducational objectives, the School’s Diploma Policy and Curriculum Policy have been absorbed by thefaculty and staff members via the discussions and other meeting opportunities held in the process ofdeveloping the Policies. Students are encouraged to deepen their understanding of these Policies via the
Course Guide. The Diploma Policy and the Curriculum Policy are also disclosed in the School’s section on
KG’s official website,4.1-83) providing access for faculty and staff members, students, potential test-takers
for the School’s entrance examination, as well as for the general public at large.

Graduate Schools

4.1-1-(3) Graduate School of Theology
The educational objectives, Diploma Policy and Curriculum Policy of the Graduate School of Theology
are made public on the University’s/the Graduate School’s section on KG’s official website, together with“course registration models” for each of the Graduate School’s courses and fields of research.
4.1-84),4.1-29),4.1-85)
The Policies and course registration models are also specified in the Course Guide, which
is distributed to students at the beginning of each academic year. 4.1-30)p.9～15 In course guidance, the168

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Graduate School encourages both new and current students to refer to these Policies and models as areference for developing study plans.
For class instructors, the Policies are explained in the FD Workshop (Graduate School) and on various
other occasions.

 Graduate School of Humanities
The Graduate School of Humanities has set the Diploma Policy and the Curriculum Policy based on its“objective concerning the fostering of human resources and other objectives of carrying out education andresearch,” and has provided them in the Graduate School’s section on KG’s official website. 4.1-31) The
Graduate School surveyed the level of recognition of its educational policy among students, byincorporating related questions in the “student evaluation of teaching” survey, the questionnaire of which
was independently prepared by the Graduate School. Since the survey was distributed in July 2012, theanswers are currently being analyzed. Meanwhile, the Graduate School has not thus far devised systematic
measures for disseminating its educational policy to the general public.
 Graduate School of Sociology
The Graduate School of Sociology provides information regarding its Diploma Policy and Curriculum
Policy in the Course Guide and on KG’s official website, disclosing the information not only to students
but also to the general public. 4.1-33),4.1-34),4.1-35)
The Graduate School also specifies “the process for obtaining a doctorate in the second half of thedoctoral program in the Graduate School of Sociology” in the Graduate School Course Guide/Curriculum.
Information regarding the abovementioned Policies and the process for obtaining academic degrees iscommunicated on various occasions, such as at Graduate School Operation Committee meetings for
University members, and at explanatory meetings on the entrance examination for the Graduate School for
those seeking to enter the Graduate School. 4.1-36)
 Graduate School of Law and Politics
The Graduate School of Law and Politics specifies and makes public its educational objectives in the
Graduate School’s section on KG’s official website. The Diploma Policy and the Curriculum Policy werediscussed by the Graduate School Committee for Deliberation of Issues and its successor committee“Graduate School Operation Committee,” and were established by the Graduate School’s Graduate Faculty
Board, after due deliberation involving all Board members. 4.1-86)
The Diploma Policy and the Curriculum Policy are specified in the Graduate School’s Course Guide ineach academic year, and also made public on KG’s official website, to make them available for both
University members and the general public. 4.1-38)p.8・9,4.1-5),4.1-64)
 Graduate School of Economics
As in the case of the School of Economics, the faculty and staff of the Graduate School of Economics
have a shared understanding of the educational objectives, Diploma Policy and Curriculum Policy of the
Graduate School, since these objectives and Policies were formulated after due deliberation and approvalof the Graduate School’s Graduate Faculty Board. These objectives and Policies are also disseminated to
University members via the Course Guide and the Graduate School’s section on KG’s official website.
4.1-87)p.3・8・9

For students, information regarding the abovementioned objectives and Policies is provided, together
with information on the process for acquiring academic degrees, via the Course Guide and the official
website, as well as via the explanation delivered by the Associate Dean of Student and Academic Affairs at

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the annual course orientation. 4.1-88)
While provision of information for the general public basically relies on the website, the Graduate
School introduces the Policies, etc. to those seeking to enter the Graduate School, in particular, at theentrance examination explanatory meetings, by distributing the Course Guide to them.

 Graduate School of Business Administration
The Graduate School of Business Administration holds the course guidance meeting for new entrants to
the Graduate School in early April each year. In accordance with the Graduate School Course Guide, an
explanation is provided regarding the Graduate School’s educational objectives, curriculum content,
course offerings, course registration procedure, Diploma Policy, the process for obtaining academic
degrees, and other relevant information. The Graduate School Course Guide is also distributed to all
faculty members. Academic advisors have a meeting with individual students and provide individual
course guidance prior to the course registration by students. The educational objectives of the Graduate
School are widely disseminated to the general public via the Graduate School Guide, the entrance
examination guide, and the Graduate School’s section on KG’s official website. 4.1-89),4.1-90),4.1-91)
Information regarding the Diploma Policy and a diagram illustrating the process for obtaining academic
degrees are made public via the Graduate School Course Guide and the Graduate School’s section on KG’s
official website. 4.1-91),4.1-41)p.13
 Graduate School of Science and Technology
The educational objectives, Diploma Policy and Curriculum Policy of the Graduate School of Scienceand Technology are made public on KG’s official website, 4.1-42) providing access for students and thegeneral public. For both of the first half of the doctoral program (Master’s degree program) and the second
half of the doctoral program (doctoral degree program), each graduate department has set its own policies,
since different graduate departments expect students to develop different abilities and skills. These policies
are (re)familiarized to graduate faculty members at the Graduate School’s first Graduate Faculty Board
meeting in each academic year, as well as to students in the course guidance for new entrants to the
Graduate School.
 Graduate School of Policy Studies
The Graduate School of Policy Studies has specified information regarding its philosophy, Diploma
Policy, curriculum and other matters regarding its courses and studies in the Graduate School’s course
guide “Study Information 2012.” 4.1-43)p.3～23
In the preparatory process for the curriculum revision implemented in 2011, the Graduate Schoolorganized a working team involving faculty and staff members, in which the Graduate School’s
educational objectives, Diploma Policy and Curriculum Policy were thoroughly reviewed and discussed.
This discussion process has been shared by all faculty members. An increasing number of faculty members
participate in the Research Consortium and related workshops, as well as in the Policy Workshop and the“Doughnut Hour,” facilitating their deeper understanding of the said objectives and Policies. In preparation
for the Graduate School’s website, brochures and other public relations materials, staff members are
deeply involved in the preparation work from the planning phase. Through this process, they have become
fully familiar with the Graduate School’s Policies, etc.
In an effort to disseminate the Policies and other information to the general public including thoseseeking to enter the Graduate School, various public relations tools and opportunities are employed, suchas KG’s official website, the guide to admission (brochure) and the entrance examination explanatory
meeting. 4.1-89)p.22～23

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For undergraduate students, the Policies of the Graduate School are imparted by taking advantage ofpre-admission counseling sessions and other occasions. The Graduate School also encourages
undergraduate students to participate in the Doughnut Hour and other workshops, so as to promote deeper
understanding of the Policies. It is expected that in AY 2013, the Graduate School will accept graduatesfrom the School of Policy Studies, who will complete their undergraduate program under the School’s
four-department structure, which was introduced in 2009. Efforts are also being made to instill the
Graduate School’s philosophy, Policies, etc. in these prospective graduate students.

 Graduate School of Language, Communication, and Culture
The Graduate School of Language, Communication, and Culture provides information regarding its
educational objectives, Diploma Policy and Curriculum Policy on the official website and other media, andcommunicates it in a specific manner to faculty and staff members and students. Specifically:(1) The Graduate School’s philosophy, goals and educational objectives are specified in the Graduate
School’s section on KG’s official website, 4.1-92) as well as in the brochure introducing the Graduate School.
(2) The Diploma Policy and the Curriculum Policy are made public via KG’s official website. 4.1-5)
 Graduate School of Human Welfare Studies
The Diploma Policy and the Curriculum Policy of the Graduate School of Human Welfare Studies arecommunicated to faculty/staff members and students, and are disclosed to the general public, via the
Graduate School’s section on KG’s official website. 4.1-44) These Policies are also outlined briefly in the
Graduate School’s entrance examination guide, with an eye to imparting them to those preparing for theentrance examination for the Graduate School, as well as the faculty and staff of the educational
institutions of such prospective test-takers. The Course Guide, which is independently prepared by the
Graduate School, provides overall information regarding its curriculum. This Guide is distributed to
students and other Graduate School members in each academic year, facilitating wider understanding of
the curriculum. As described above, efforts are being made to familiarize faculty/staff members, students
and other University members with information regarding the Graduate School’s Diploma Policy andCurriculum Policy, as well as to disseminate such information widely to the general public, by employing
various media.
 Graduate School of Education
The Graduate School of Education employs a variety of media to provide information regarding its
philosophy, goals, educational objectives, Diploma Policy and Curriculum Policy for students, faculty andstaff members, as well as for the general public, including potential test-takers for the Graduate School’s
entrance examination. The philosophy, goals and educational objectives are disseminated via the Graduate
School’s section on KG’s official website, the “Graduate School of Education Course Guide,” theGraduate School Guide, and other media. The Diploma Policy and the Curriculum Policy are specified on
KG’s official website. In addition, the Graduate School’s section on KG’s official website also provides
course registration models for both the Field of Early Childhood Pedagogy and the Field of Applied
Pedagogy. 4.1-27)
 Institute of Business and Accounting
The educational objectives, Diploma Policy and Curriculum Policy of the Institute of Business andAccounting are disseminated to University members and the general public, by providing them on KG’s
official website. 4.1-47),4.1-66)

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1. Educational Objectives, Diploma Policy and Curriculum Policy(4) Are regular examinations conducted regarding the appropriateness of theeducational objectives, the Diploma Policy and the Curriculum Policy?

Whole University

4.1-1-(4) Undergraduate Course
At KGU, each school completed the establishment of its respective Diploma Policies and Curriculum
Policies by the end of the spring semester of AY 2011. Schools are scheduled to enter an examination
process, starting from AY 2012, regarding the appropriateness and consistency of their educational
objectives, Diploma Policies and Curriculum Policies.
At the end of AY 2011, KGU’s Academic Affairs Committee developed the “Basic policy for promotionof University-wide initiatives for improvement and enrichment of education,” 4.1-93) in consideration of thenecessity of periodical examination cycles. Concerning the examination of the appropriateness of each
Policy, the said Basic policy stipulates three points as described below, in the section titled “3.
Establishment of a system for regular examination and disclosure of educational and learning objectives
and goals, the three Policies etc.”:(1) Each school shall annually examine the individual contents of, and interrelationships between, its
philosophy, goals, educational objectives, objective concerning the fostering of human resources,
Admission Policy, Curriculum Policy and Diploma Policy.
(2) In accordance with its educational improvements and curriculum redesign, each school shall
examine the appropriateness and consistency, and make revisions, if necessary, regarding its
educational and learning objectives and goals, the three Policies and other related matters.
(3) The established educational and learning objectives and goals, the three Policies and other related
matters shall be widely disseminated not only to students and faculty and staff members but also to
the general public via the University’s official website and other means.
This evaluation item (i.e., whether regular examinations are conducted regarding the appropriateness ofthe educational objectives and the Diploma and Curriculum Policies) is a compulsory evaluation item in
the annual self-assessment. Improvements regarding the said appropriateness are made, as necessary, in theprocess of periodical examination and revision of curriculums, etc. at each school.
 Graduate Course
Graduate schools basically adopt the standpoint that their Diploma Policies and Curriculum Policies,
which have derived from KGU’s founding spirit, School Motto and the University’s educational objectives,
should not be easily swayed by changes in the social situation. At the same time, however, it is also thecase that graduate education itself is confronted with the need for continual reform amid drastic changes inthe social situation, as pointed out in the document “Graduate education in the globalized society,” a reportpresented in January 2011 by the Central Council for Education, the Ministry of Education, Culture, Sports,
Science and Technology (MEXT).
At KGU, each graduate school has established its own planning/review teams for educational reformand other related bodies, such as the Graduate School FD Committee. In meetings of these teams etc.,
examination is conducted regarding the Admission Policy, course registration models, model processes for
obtaining academic degrees, and other related matters.
As a body to overlook the abovementioned examination efforts, the Graduate School FD Subcommittee
has been established within the Graduate School Student and Academic Affairs Committee. Chaired by the
Dean of Academic Affairs, this subcommittee strives for improvement in graduate education.

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Schools

4.1-1-(4) School of Theology
While the School of Theology had already formed and made public certain “course registration models”
for each field (Old Testament studies, New Testament studies, historical theology, systematic theology, thephilosophy of religion, and practical theology), the School re-developed its course registration models foreach of the School’s Courses, in consideration of the establishment of the Diploma Policy, Curriculum
Policy, etc. In this re-development process, the appropriateness of the Policies, etc. was examined (AY2011). The re-developed course registration models are made public in the School’s section on KG’s
official website. 4.1-71) Henceforth, the School plans to modify the models to a content that is easier tounderstand for students, taking into consideration the results of the “student evaluation of teaching” survey.
As a system for regular examination, the Self-assessment Committee (School) checks and examines theappropriateness of the Policies, etc. under the responsibility of the Dean, in the annual self-assessment
process. The check and examination of the said appropriateness is conducted in terms of its relationshipwith related measures, along with examination of the progress in such related measures. The results areverified by the School’s Undergraduate Faculty Board, and then reported to the Internal Third-party
Committee. 4.1-94)
 School of Humanities
The School of Humanities established the Diploma Policy, the Curriculum Policy and other related
policies in AY 2011, further clarifying the previous educational objectives, diploma policy and curriculum
policy. Accordingly, the Policies, etc. are deemed appropriate at this point in time, and it is not necessary to
examine and review them for the time being. However, in accordance with the “Basic policy for promotionof University-wide initiatives for improvement and enrichment of education” adopted by the Academic
Affairs Committee at the end of AY 2011, the School intends, henceforth, to review its course offeringsand overall curriculum as necessary, taking changes in the social situation into consideration, while
maintaining the philosophy of the School. To this end, the School has established not only the FD
Committee but also the Humanities Seminar Instructors Meeting and other bodies, as part of the
independent efforts of the School. The School also independently provides other relevant opportunities
conducive to better education at the School.
 School of Sociology
At the School of Sociology, the appropriateness of its educational objectives, Diploma Policy andCurriculum Policy is examined by the School of Sociology Self-assessment Committee, and the results arereported to the Undergraduate Faculty Board. The said appropriateness is also examined by threecommittees, the meetings of which are held regularly (i.e., the Future Vision Committee, the Curriculum
Planning Committee and the Learning and Education Support Planning Working Group). 4.1-95)
The Future Vision Committee, which was established at the School in AY 2012, discusses fundamental
issues concerning the organizational structure and philosophy of the School as a whole, involving
discussion on the educational objectives and the Diploma Policy. Regarding the Curriculum Policy, theCurriculum Planning Committee makes constant efforts to explore possible approaches to better
undergraduate education at the School.
Efforts are also being made to devise “organic” measures to achieve the abovementioned objectives andPolicies at a higher level. To increase the effectiveness of the Policies, etc., the Learning and Education
Support Planning Working Group engages in intensive discussion regarding the School’s organizational
initiatives for any necessary improvements, taking into consideration the cultivation of students’ character
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from a comprehensive perspective.

 School of Law and Politics
At the School of Law and Politics, a system is in place whereby the appropriateness of the School’s
Diploma Policy, Curriculum Policy and curriculum map is examined periodically by the School of Law
and Politics FD Activities Planning Committee, the Convener of which is the School’s Associate Dean of
Academic Affairs.
For AY 2012, the said appropriateness was examined at the first meeting of the FD Activities Planning
Committee held in May, and the result was reported to the Undergraduate Faculty Board meeting held inJune. 4.1-96),4.1-97)
 School of Economics
The School of Economics established the Diploma Policy and the Curriculum Policy in AY 2011, on thebasis of its educational objectives. Since the Policies have just been formed, the School’s administration
intends to implement periodical examination of the appropriateness of these Policies in the future, as
necessary, along with the appropriateness of the educational objectives. Specifically, the examination is tobe conducted by the School of Economics/Graduate School of Economics Self-assessment Committee,
upon preparation of progress reports as part of the annual self-assessment process conducted across the
University. The examination result is to be verified by the School’s administration. If a specific issue needs
consideration as a result of examination, it will be discussed by the Specialized Education Committee or
the Basic Education Committee, depending on the type of curriculum content involved. 4.1-98),4.1-99)
 School of Business Administration
The School of Business Administration completed the establishment of its educational objectives,
Diploma Policy and Curriculum Policy in the spring semester of AY 2011. The School has alsocommenced application of a revised curriculum in AY 2012. The School will examine the appropriatenessand consistency of these educational objectives etc. in the future in various committees and other bodies,such as the FD Committee and the Future Vision Committee. 4.1-100) The School fully recognizes that it isimportant to embody the educational objectives in the curriculum so as to specifically connect theeducational objectives with the educational content provided for students; examine the appropriateness andeffectiveness of such objectives; and use the examination feedback for future improvements in education.
 School of Science and Technology
The appropriateness of the philosophy, educational goals (including educational objectives) and the
Diploma Policy of the School of Science and Technology is examined at the first meeting of theUndergraduate Faculty Board in each academic year. 4.1-101) The appropriateness of the “School’s
Curriculum Policy and the School of Science and Technology Curriculum Map [Overview]” (a relational
table between each item of the Diploma Policy and the primary policies for each subject group listed in the
Curriculum Policy) is examined at the first meeting of the Dean’s Office Committee in each academic
year. 4.1-102)
 School of Policy Studies
The School of Policy Studies recognizes that the Diploma Policy, the Curriculum Policy, the curriculum
map and course registration models are deeply intertwined. Any need for change in the Policies etc. is
discussed in a relevant committee, and is further deliberated by the Dean’s Office Committee and theUndergraduate Faculty Board, in accordance with the procedure established at the University. The School
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has established and implemented an internal system in which the School distributes documents indicating
its Diploma Policy, Curriculum Policy, curriculum map and course registration models to all faculty
members, as a material for the Undergraduate Faculty Board meeting held at the end of each academic
year, with the aims of ensuring re-familiarization of faculty members with the Policies etc., and examining
and evaluating their appropriateness. 4.1-103),4.1-24)

 School of Human Welfare Studies
At the School of Human Welfare Studies, the periodical examination of the appropriateness of its
educational objectives, Diploma Policy and Curriculum Policy is conducted by the Undergraduate Faculty
Board, which is represented by the Dean, the meetings of which are held monthly with participation by all
faculty members of the School; and the Curriculum Committee, the meetings of which are held
approximately monthly to discuss a variety of issues regarding the educational objectives, the Diploma
Policy and the Curriculum Policy, with participation by several representatives from each department. The
said appropriateness and related issues have thus far been discussed in detail at these meetings. 4.1-104)
In AY 2011, the School revised its curriculum, based on the need for a revision identified as a result of
detailed examination of the appropriateness of the Curriculum Policy. The School will continue its
examination efforts, while recognizing the necessity for systematic examination of the appropriateness of
its educational objectives, Diploma Policy and Curriculum Policy on a regular basis.
 School of Education
At the School of Education, in an effort to examine, and identify problems regarding the appropriatenessof its educational objectives, Diploma Policy and Curriculum Policy, relevant discussions are made by the
Curriculum Committee, the meetings of which are held monthly to discuss issues regarding thecurriculum; and the “Instructors’ Meeting of the Kindergarten Teacher- and Nursery Teacher-Training
Course” and the “Instructors’ Meeting of the Elementary School Teacher Training Course,” which are held
approximately once every two months. These meetings promote discussions aimed at achieving
improvements in the educational objectives and the Policies by the academic year in which the School is
expected to produce its first graduates since its establishment. Based on the results of the discussions atthese meetings, the Future Vision Committee designed a new curriculum in preparation for the School’s
reorganization scheduled for AY 2013. This new curriculum was specified in the “notification of theestablishment of the Department of Education of the School of Education” submitted to MEXT in April
2012. The School of Education Faculty Meetings were held at the end of the spring semester of AY 2010
and AY 2012. The meeting in AY 2010 discussed the School’s philosophy, goals, curriculum, future visions
and other related issues. The meeting in AY 2012 discussed the School’s philosophy and goals
incorporated in the School’s reorganization plan, the status of discussions proceeding at the Central
Council for Education of MEXT, and the relationship between students’ future career paths and the
School’s philosophy and goals. 4.1-105)p.13～18,4.1-106)
 School of International Studies
At the School of International Studies, the appropriateness of its educational objectives, Diploma Policy
and Curriculum Policy is examined annually, as part of the agenda of the Undergraduate Faculty Board.
4.1-107)

At the Board meeting, which is held with participation by all full-time faculty members of the School,
the said appropriateness and related issues are discussed, with the distribution to all participants of aphotocopy of the “notification of the establishment of the School of International Studies,” as well as
specific documents indicating the School’s Diploma Policy and Curriculum Policy. Discussions on the175Educational Content,
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educational objectives and Policies are made at the first Board meeting in each academic year. This
provides an opportunity for all faculty members engaged in undergraduate education at the School toreconfirm, examine and exchange views on the School’s educational objectives, Diploma Policy andCurriculum Policy at the beginning of each academic year. Via this opportunity, the School expects faculty
members to have a shared recognition and understanding of related issues and problems, in an effort toachieve more appropriate operation of its educational activities. Such discussion efforts have enabled the
School to operate and carry out its activities, while maintaining the appropriateness of its educational
objectives, Diploma Policy and Curriculum Policy.

Graduate Schools

4.1-1-(4) Graduate School of Theology
In response to the establishment of the three Policies (the Diploma Policy, the Curriculum Policy andthe Admission Policy), the Graduate School of Theology is now proceeding to a specific planning phasefor clear specification of the standards regarding degree conferment and course completion approval inaccordance with the Policies. It has been decided that in AY 2012 the Graduate School will set to work on
a clear definition of the examination standards of Master’s theses and doctoral theses, and relevant
planning is currently underway. 4.1-108) In this planning process, the appropriateness of the educational
objectives, the Diploma Policy and the Curriculum Policy is to be examined. Meanwhile, for the first halfof the doctoral program, the Policies etc. undergo a basic examination of appropriateness primarily
conducted by the Graduate School’s Associate Dean of Student and Academic Affairs (a faculty member incharge of academic affairs), during the process of planning and disclosure of course registration models.
Specifically, it is confirmed whether a given course registration model meets the Graduate School’s
requirements for course completion, when the model is developed by incorporating the Graduate School’s
offerings (compulsory and elective subjects) designed based on its Curriculum Policy, under theframework comprising two courses (the Christian Theology and Missionary Work Course and theChristian Thought and Culture Course) and four fields (the biblical, historical and cultural, systematic andthought, and practical fields).
As a system for regular examination, the Self-assessment Committee (Graduate School) checks andexamines the appropriateness of the Policies etc. under the responsibility of the Dean, in the annual
self-assessment process. The check and examination of the said appropriateness is conducted in terms of
its relationship with related measures, along with examination of the progress of such related measures.
The results are verified by the Graduate School’s Graduate Faculty Board (such verification is conductedjointly with the School of Theology’s Undergraduate Faculty Board, in consideration of the relationshipwith the related measures taken at the School), and then reported to the Internal Third-party Committee.
4.1-109)

 Graduate School of Humanities
At the Graduate School of Humanities, the appropriateness of the educational objectives, the Diploma
Policy and the Curriculum Policy is examined at regular Graduate School Administration Meetings (heldat least semimonthly) and meetings of the Graduate School Committee for Deliberation of Issues
comprising members commissioned by the Dean. In AY 2011, the Graduate School not only worked on
specification of its Diploma Policy and Curriculum Policy 4.1-110) but also examined the appropriateness of
the Curriculum Policy in terms of its practical application; for instance, its appropriateness was examinedin relation to the submission of “preliminary doctoral dissertations,” as well as the notification by new
graduate students of their academic advisors and sub-academic advisors. 4.1-111)

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1. Educational Objectives, Diploma Policy and Curriculum Policy Graduate School of Sociology
At the Graduate School of Sociology, the appropriateness of its educational objectives, Diploma Policy
and Curriculum Policy is examined and discussed annually by the Graduate School of Sociology
Self-assessment Committee (comprising the Graduate School Administration and the Convener in charge).
In AY 2011, the said appropriateness was also examined and discussed by the Graduate School Liaison
Committee and the Post-GP Operation Committee, in consideration of the outcomes achieved via projects
implemented under the Program for Enhancing Systematic Education in Graduate Schools (2008~2010).
 Graduate School of Law and Politics
At the Graduate School of Law and Politics, since the Graduate School Committee for Deliberation ofIssues was reorganized as the Graduate School Operation Committee, committee meetings have been held
on a regular basis, with the Convener being the Associate Dean of Student and Academic Affairs. The
appropriateness of the educational objectives, the Diploma Policy and the Curriculum Policy is examinedat the first Graduate School Operation Committee meeting held at the beginning of each academic year.
Thus, a system for periodical examination has been established. For AY 2012, the first Graduate School
Operation Committee meeting was held in April, and the second meeting in May. The results of the
discussions were reported at the Graduate Faculty Board meetings held in April and May. 4.1-39),4.1-112),4.1-97)
 Graduate School of Economics
The Graduate School of Economics established the Diploma Policy and the Curriculum Policy in AY
2011, on the basis of its educational objectives. Since these Policies have just been formed, theappropriateness of these Policies will be examined in the future, as necessary, by the Graduate School
Administration. As in the case of the School of Economics, the said examination is to be conducted upon
preparation of progress reports as part of the annual self-assessment process.
 Graduate School of Business Administration
While the Graduate School of Business Administration had already disclosed its Diploma Policy in the
Graduate School Course Guide and the Graduate School’s section on KG’s official website, the Graduate
School created a diagram illustrating the process for acquiring academic degrees, and made it public in theabovementioned Guide and on the website, based on the discussions at the Graduate Faculty Board
meetings in AY 2011, with the aim of helping students more readily understand the process.
The diagram has enabled both students and faculty members to more readily understand the timeframein which students can obtain an academic degree. Meanwhile, the Doctoral Program Guidance Committee
submits guidance-related reports to the Graduate Faculty Board, and this encourages students and theiracademic advisors to set clear and specific goals at each given point after the student’s entrance to the
Graduate School. The appropriateness of the curriculum content and related matters is annually examined,
in parallel with the process for deciding specific subjects and their instructors for a subsequent academic
year for each of the Graduate School’s research fields (Management, Accounting, Marketing, Finance,
Business Information and International Business). As a result of the examination, if any need for drastic
curriculum reorganization is identified, the possibility of reorganization is discussed by the Graduate
School’s Administration Meeting, the Graduate School Committee for Deliberation of Issues, and the
Graduate Faculty Board. 4.1-41)p.13
 Graduate School of Science and Technology
At the Graduate School of Science and Technology, the appropriateness of its educational objectives,
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Diploma Policy and Curriculum Policy is thoroughly discussed in each graduate department at the end ofeach academic year, and verified by the Graduate School Committee, the Dean’s Office Committee and the
Graduate Faculty Board of the Graduate School of Science and Technology. The objectives and Policies
currently publicly available are those verified at the end of AY 2011. 4.1-42)

 Graduate School of Policy Studies
At the Graduate School of Policy Studies, the examination system established upon the curriculum
revision in 2011 is currently valid, serving as a system for periodical examination of the appropriateness of
its educational objectives, Diploma Policy and Curriculum Policy. Maintenance/review of this examination
system requires coordination with the School of Policy Studies. In view of this, the Graduate School andthe School jointly convene the Future Vision Planning Committee and its subcommittees on a periodicalbasis. 4.1-113) The Graduate School has established an internal system in which the results of the discussions
in the abovementioned committees etc. are further deliberated by the Dean’s Office Committee and the
Graduate Faculty Board.
The Graduate School will continue necessary discussions to maintain an appropriate examination
system of educational objectives and the Policies, while taking into consideration inputs from external
entities and changes in the social situation, and collecting information regarding graduate schools of otheruniversities that provide education in policy studies.
 Graduate School of Language, Communication, and Culture
At the Graduate School of Language, Communication, and Culture, the appropriateness of its
educational objectives, Diploma Policy and Curriculum Policy is examined as part of the annual
self-assessment. The said appropriateness is also examined at monthly meetings of the Graduate School
Administration Meeting, the Graduate Faculty Board, the Second Half of the Doctoral Program Academic
Advisors Meeting, the Curriculum Committee and the International Exchange Committee, as well as atworking groups established under the Curriculum Committee for each research field of the Graduate
School. 4.1-114)
As a result of the abovementioned examination efforts, the Graduate School established and reformed its
programs etc. during the six years from the previous Certified Evaluation and Accreditation. Major
establishment and reforms include:(1) establishment of the Japanese-language Education program 4.1-115)(2) reorganization of the Cultural Linguistics program by language type 4.1-116)(3) reform of the examination method of doctoral dissertations 4.1-117)p.168・174・178(To increase objectivity in dissertation examination, the Graduate School invited external examiners
from outside the Graduate School’s faculty, in accordance with its internal regulations, in principle.);and(4) renaming and establishment of subjects in the Linguistic Education program. 4.1-118)
 Graduate School of Human Welfare Studies
At the Graduate School of Human Welfare Studies, the examination of the appropriateness of its
educational objectives, Diploma Policy and Curriculum Policy is conducted by the Graduate Faculty
Board, which is represented by the Dean, the meetings of which are held monthly with participation by all
faculty members teaching at the Graduate School; and the Graduate School Committee for Deliberation ofIssues, the meetings of which are held approximately monthly to discuss a variety of issues and problems
regarding the first and second half of the doctoral program, with participation by several members of the
Graduate School. The said appropriateness has thus far been examined on an ad hoc basis at these178

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meetings. 4.1-119) In AY 2011, the Graduate School held several meetings to examine the appropriateness of
its Curriculum Policy. Based on the need for curriculum revision recognized as a result of such meetings,
the Graduate School has revised its curriculum in AY 2012. 4.1-120)p.5～7

 Graduate School of Education
At the Graduate School of Education, the Graduate School Committee for Deliberation of Issues
discusses necessary issues to improve the appropriateness of the Graduate School’s educational objectives,
Diploma Policy and Curriculum Policy. Setting its sights on its reorganization scheduled for AY 2013, theGraduate School will complete by the end of AY 2012 the review of its educational objectives, Diploma
Policy and Curriculum Policy, on the basis of the existing AY 2012 versions of the objectives and Policies.
4.1-121)

 Institute of Business and Accounting
As part of the University-wide effort of annual self-assessment, the Institute of Business and Accounting
prepares the “self-assessment: progress report” on an annual basis, regarding the second half of its doctoral
program. The evaluation items include one regarding the appropriateness of the educational objectives, theDiploma Policy and the Curriculum Policy. At the Institute, this appropriateness is examined by the
Graduate Faculty Board, a decision-making body for issues concerning the second half of the doctoral
program. 4.1-122),4.1-123)

2. Check and Evaluation(1) Matters showing improvement

Whole University

4.1-2-(1) Undergraduate Course
Concerning the “Qualities Expected of KG Graduates,” the Diploma Policy and the Curriculum Policy,
due consideration and deliberation have been undertaken not only by the Undergraduate Faculty Boards ofeach school and the University-wide Academic Affairs Committee but also by the University Senate,resulting in establishment of a framework that enables each school to examine its curriculum while taking
into consideration both its educational objectives and those of the University as a whole. In addition todefining the aforementioned Qualities and Policies, the University and schools have made these Qualities
and Policies publicly available via the Course Guide, KG’s official website and other media, contributing
not only to communicating them to students and the general public but also to increasing awareness ofthem among faculty and staff.
Other efforts that have proven effective for the enhancement and guarantee of the educational quality
provided at KGU include: the development of curriculum maps, which are also useful for examining
consistency between the curriculum and the Diploma Policy; and the formulation of course registration
models, which visualize a step-by-step, sequential learning process in the undergraduate course.
 Graduate Course
The University has made public the Admission Policy, the Diploma Policy, the Curriculum Policy andother educational information by assembling them in the “Information Disclosure” section on KG’s official
website. This has facilitated information dissemination to those both inside and outside the University, as
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well as internal information sharing concerning the status of each graduate school.

Schools

4.1-2-(1) School of Theology
The School of Theology reviewed its education and clearly specified a range of policies, providing
School members with an opportunity to objectively reconfirm the whole of the School’s educational
objectives and curriculum. This effort has helped each instructor to have a clear awareness of the role andposition of the subject taught by himself/herself in the whole curriculum, and has also provided students
with an opportunity to have an overview the whole of their learning activities at the University, reflect on
their own activities and set clear goals for better learning. The said effort has also allowed faculty members
and students to share definite information regarding the Diploma Policy and the Curriculum Policy. Thishas produced positive effects in terms of the enhancement and guarantee of the quality of education at the
School, by facilitating consistent planning and guidance based on the clearly defined qualifications
required of graduates of the School, and the curriculum enabling students to acquire such qualifications.
The newly established Curriculum Policy, curriculum map and course registration models have allowed
students to develop a study plan incorporating a wide variety of subjects, helping them to set appropriate
learning objectives for their individual goals. In this respect, some students actively seek consultation
regarding their study plans.
 School of Humanities
The School of Humanities has continued due consideration and deliberation regarding its educational
objectives, Diploma Policy and Curriculum Policy through its various bodies, such as the School’s
Undergraduate Faculty Board, the Administration Meeting, the School Committee, the Dean’s Office
Meeting and the Curriculum Committee. Through this consideration and deliberation, the School has
explored its ideal educational objectives and Policies, based on the discussions made by all schools in the
Academic Affairs Committee, while following the policy of the whole University embodied in the“Qualities Expected of KG Graduates,” which form the basis of the University’s ideals for its graduates,i.e., “World Citizens embodying the spirit of ‘Mastery for Service.’” Through thisconsideration/deliberation process, knowledge of the School’s educational objectives has been fully sharedby faculty and staff members, contributing to increasing their awareness of the objectives.
Students register for subjects and engage in their coursework based on the School’s policy for effective
learning, which is clearly represented by the curriculum map and course registration models. This hashelped students pursue more focused learning activities, and has also led to an enhanced and guaranteed
quality of education at the School.
 School of Policy Studies
Objectives of the School of Policy Studies that have been achieved at a satisfactory level include:
education and guidance in line with the philosophy and principles specified in the School’s Curriculum
Policy; development of human resources with knowledge in complex fields of study and a wider outlook;provision of programs conducive to developing a practical command of foreign languages and promoting
cross-cultural understanding; and finely tuned education for students from overseas countries and regions.
 School of Education
In AY 2011, the School of Education reviewed and reorganized the descriptions of its Diploma Policy
and Curriculum Policy through the Curriculum Committee, in order to communicate them to students in an
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easy-to-understand manner. The revised Policies were proposed to and approved by the Undergraduate
Faculty Board. These new Policies were disclosed in AY 2012 in the School’s section on KG’s official
website, and have also been specified in the AY 2012 School of Education Course Guide.

Graduate Schools

4.1-2-(1) Graduate School of Law and Politics
Upon completion of the establishment of the Curriculum Policy and the Diploma Policy in AY 2011, theGraduate School of Law and Politics also formulated and made public course registration models for boththe first and second half of the doctoral program. A process is currently underway to incorporate thecontent of the course registration models in relevant internal regulations. 4.1-38)p.22･23
 Graduate School of Economics
As a requirement for obtaining an academic degree stipulated in the Diploma Policy, since AY 2011, theGraduate School of Economics has required students in the first half of the doctoral program to make areport presentation at the “Master’s theses interim report meeting,” and has also required students in thesecond half of the doctoral program to make a report presentation at the Economics Workshop. Nearly two
years has passed since this requirement was introduced. This requirement has been fully observed, and has
contributed to enhancing the quality of theses and dissertations, by allowing students to obtain advice froma larger number of faculty members, including not only their academic advisors but also other faculty
members in diverse fields of specialization. Particularly in the “Master’s theses interim report meeting”
held this year (AY 2012), approximately 10 faculty members and more than 10 graduate students
participated (the number counted by the Associate Dean of Student and Academic Affairs), and an active
exchange of views took place. The meeting was joined not only by second-year students but also by
first-year students who are slated to author theses in the subsequent academic year, providing a great
stimulus for these students.
 Graduate School of Science and Technology
The Graduate School of Science and Technology has specified a standard process for obtaining
academic degrees, clarifying a timeline along which students are expected to complete specifictasks/objectives.
 Graduate School of Policy Studies
The Graduate School of Policy Studies encouraged students to actively participate in the ResearchConsortium, the Doughnut Hour and other events, helping students to deepen their understanding of theeducational and research philosophy pursued by the Graduate School. The Research Consortium has
contributed to increasing recognition of the Graduate School in society. Through public presentation
sessions of Master’s theses, a better understanding of thesis preparation is also gradually spreading among
undergraduate students. 4.1-43)p.24
 Graduate School of Language, Communication, and Culture
In the Graduate School of Language, Communication, and Culture, positive effects have been achieved
in its Diploma Policy, as listed below, in relation to its educational objectives and curriculum:(1) With respect to Master’s degree conferment, each Master’s thesis/theme research paper submitted by astudent is read carefully by three readers in accordance with the Academic Degree Regulations, and isalso closely examined by conducting an oral examination. This examination process ensures the181Educational Content,
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authoring of high-quality Master’s theses and theme research papers that deserve the award of a
Master’s degree.
(2) With respect to doctoral degree conferment, since 2006, when the Graduate School’s first students
completed its second half of the doctoral program, the Graduate School has provided finely tuned
research guidance for students to prepare doctoral dissertations. A guidance system is in place thatenables students to obtain a doctoral degree within a specified period of time after they submit theirdoctoral dissertations.
(3) Internal regulations clearly stipulate the requirements for qualification as doctoral candidates, as well
as for submission of doctoral dissertations, securing transparency for students. 4.1-7),4.1-124)

 Graduate School of Education
At the Graduate School of Education, drafts of the Diploma Policy and the Curriculum Policy that had
been proposed by the Graduate School Committee for Deliberation of Issues to the Graduate Faculty
Board in AY 2011 were approved. 4.1-121)(2) Matters that need to be improved

Whole University

4.1-2-(2) Undergraduate Course
A range of policies and course registration models that have been formulated by the University andschools are disclosed on KG’s official website in a unified manner. 4.1-5) However, regarding the schools’
own websites, Course Guides and other media provided by each school, efforts in disclosing suchinformation are not necessarily made in a unified manner.
 Graduate Course
While the Admission Policy is properly specified in application guidelines, the three primary Policies, asa whole, are not necessarily disclosed in a standardized manner in the graduate schools’ sections on KG’s
official website, the graduate schools’ own websites, Course Guides and other media. This is also the casewith a variety of publications independently prepared by each graduate school, as well as with the
Graduate School Guide.

Schools

4.1-2-(2) School of Theology
While recognizing the diverse needs, interests and goal setting of individual students, the School of
Theology must develop a system to periodically examine whether the existing descriptions of its Diploma
Policy and Curriculum Policy can accommodate such diversity, and whether the Policies respect the
freedom of learning within a certain specified scope of study.
 School of Humanities
The School of Humanities has disclosed information regarding its educational objectives, Diploma
Policy and Curriculum Policy in various forms via KG’s official website, Course Guide and other media.
To ensure further instillation of these objectives and Policies in students, the School must take measures
for more finely tuned explanation, for instance via individual course guidance in “the humanities seminar”
class for first-year students, and in seminar classes for third- and fourth-year students, rather than relying
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on information disclosure via the Internet.

 School of Policy Studies
To promote deeper understanding of its educational policy by students, the School of Policy Studies
must take measures to instill its educational policy in students via practical learning activities. To this end,
the School will obtain feedback from students regarding their understanding of the School’s educational
policy, and will also further enhance the existing systems that have enabled upper-year students to actively
participate in the learning experience of lower-year students.
 School of Education
Regarding the new curriculum to be introduced in AY 2013, the School of Education must achieve a
consistent Curriculum Policy, by comparing the design/implementation policies for the new curriculum tothe policies of the existing curriculum.

Graduate Schools

4.1-2-(2) Graduate School of Humanities
The Graduate School of Humanities has a system in place that allows students to submit doctoral
dissertations within six years after their entrance to the second half of the doctoral program, and that insuch case, students must submit the doctoral dissertation while attending the University. This system iscurrently applied to students who have returned to the second half of the doctoral program after
withdrawing from the same program without completing it. This eventually makes it difficult for such
students to submit a doctoral dissertation. However, this problem has not been fully addressed. In addition,
the appropriateness of the requirement for doctoral dissertation submission under this system (the numberof pages of the dissertation) has not thus far been fully examined.
 Graduate School of Economics
The Diploma Policy and the Curriculum Policy of the Graduate School of Economics have beenformulated in AY 2011, in line with its educational objectives. The content of the Policies is determined tobe appropriate at this point in time. However, the Graduate School has not implemented a system for
examination to ensure appropriateness in the application of these Policies, or a system for revision of the
Policies in response to such examination. Given the introduction of a new curriculum scheduled for AY
2013, the Graduate School must urgently implement the examination/review systems, in parallel with theimplementation of the new curriculum.
 Graduate School of Policy Studies
To further promote entrance to the Graduate School of Policy Studies, the Graduate School must review
the effectiveness of public relations and communication means. The Graduate School must efficiently holdexplanatory meetings on the entrance examination for the Graduate School, and must also promote joint
public relations efforts with the School of Policy Studies in a unified and coordinated manner. While
students who have entered the Graduate School are familiar with its educational and research philosophy,
this philosophy is not fully understand by undergraduate students at KGU and students from otheruniversities who are currently at the stage of considering advancing to the Graduate School. The Graduate
School must also devise necessary measures for closer relationships and possible cooperation between thefields of research conducted at the Graduate School.

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1. Educational Objectives, Diploma Policy and Curriculum Policy Graduate School of Education
Regarding the new curriculum to be introduced in AY 2013, the Graduate School of Education mustachieve a consistent Curriculum Policy, by comparing the design/implementation policies for the new
curriculum to the policies of the existing curriculum.
While the Graduate School’s section on KG’s official website currently provides information on its
philosophy, goals and educational objectives, it is necessary to add information regarding its objective
concerning the fostering of human resources, Admission Policy, Diploma Policy and Curriculum Policy.
The Graduate School also plans to specify the same information in the Course Guide.

3. Development Measures for the Future(1) Matters showing improvement

Whole University

4.1-3-(1) Undergraduate Course
As described in Section 1-(4), the University adopted the “Basic policy for promotion of
University-wide initiatives for improvement and enrichment of education” in AY 2011. Regarding a rangeof policies already established at each school, specific examination and improvement efforts will be
conducted henceforth by the FD Committee and other bodies in each school.
To prevent the formulated University-wide promotion policy from becoming a mere formality, theAcademic Affairs Committee, which handles academic affairs for the whole University, will make aconcerted effort with each school for periodical examination and improvements, by providing an
opportunity to share reports from each school and exchange views regarding related issues at least
annually.
 Graduate Course
The University will publicize the guaranteed quality of its graduate education through various public
relations efforts, such as translation of the existing “Information Disclosure” section on KG’s official
website into several languages.

Schools

4.1-3-(1) School of Theology
The School of Theology conducts the FD Workshop (School) twice a year, with participation by faculty
members of the School, in order to reconfirm its Diploma Policy and Curriculum Policy, and discuss therelationship of these Policies with syllabuses developed by each faculty member. In addition to this effort,
the School will further improve the examination system employed by the Self-assessment Committee(School), and will develop a system for facilitating flexible revision of its curriculum maps and course
registration models in accordance with the optimally designed curriculums.
 School of Humanities
At the School of Humanities, regular meetings are held by the Curriculum Committee, the FD
Committee, the Humanities Seminar Instructors Meeting and other bodies, in which participants conduct
specific examination of improvements that can be made in the School’s education, and review the content
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1. Educational Objectives, Diploma Policy and Curriculum Policyof course offerings, allocation of subjects to each year in the four-year course of study, and other related
matters. In the School, a system is in place for periodically conducting such examination and review.

 School of Policy Studies
The School of Policy Studies has maintained a range of systems to encourage upper-year students tovoluntarily assist lower-year students in their learning activities, as an effort symbolizing the key conceptof the School’s basic philosophy “Coexistence.” These systems include: the Support Assistant (SA)
System for computer seminar classes, which has continued since the establishment of the School; theassistance system by upper-year student volunteers in “basic seminar” classes; and the Learning Assistant(LA) System, which was introduced in the fall semester of AY 2011 for English education programs
provided as basic education for the first- and second-year students. The School will instill its educational
policy in its members by maintaining a system whereby students voluntarily participate in the learning
experience of other students and interact with one another, regardless of their year of study. 4.1-125)
 School of Education
In line with the new curriculum to be implemented in AY 2013, the School of Education will convene
the Curriculum Committee to review the Diploma Policy and the Curriculum Policy. Regarding thereviewed Policies, the School will proceed with necessary procedures to obtain approval from theUndergraduate Faculty Board by the end of AY 2012, disclose the new Policies via the School’s section on
KG’s official website and the School of Education Course Guide in AY 2013, and familiarize School
members, etc. with the new Policies.

Graduate Schools

4.1-3-(1) Graduate School of Law and Politics
The Graduate School of Law and Politics will ensure deeper understanding of course registration
models by its members, for instance by familiarizing new students with the models by taking theopportunity afforded by the course guidance meeting held after the entrance ceremony. The Graduate
School will also re-familiarize academic advisors with the models at Graduate Faculty Board meetings, asnecessary.
 Graduate School of Economics
The Graduate School of Economics aims to enhance the “Master’s theses interim report meeting”
intended for students in the first half of the doctoral program, as well as the Economics Workshop held forstudents in the second half of the doctoral program. To this aim, the Graduate School will increase its
efforts to communicate the objectives of the meeting and the workshop and provide related information
more frequently at Graduate Faculty Board meetings and other occasions, in order to encourage faculty
members who are not serving as “academic advisors” of specific students to participate in the said meeting
and workshop. The Graduate School will thus ensure an enhanced system whereby the development ofstudents’ abilities is promoted as a Graduate School-wide effort.
 Graduate School of Science and Technology
The Graduate School of Science and Technology will establish and disclose examination standards for
Master’s theses and doctoral dissertations for each of its graduate departments.

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1. Educational Objectives, Diploma Policy and Curriculum Policy Graduate School of Policy Studies
The Graduate School of Policy Studies will increase its efforts to invigorate activities by graduate
students at the Doughnut Hour, the Research Consortium and the Research Fair. The Graduate School will
also encourage undergraduate students to participate in public presentation sessions of Master’s theses,
increasing their motivation to advance to the graduate course.
 Graduate School of Language, Communication, and Culture
At the Graduate School of Language, Communication, and Culture, research guidance systems forthesis/dissertation preparation are functioning at a satisfactory level in both the Master’s Thesis Course
and the second half of the doctoral program. These systems must be maintained properly. The Graduate
School will continue its efforts regarding the Academic Society of Language, Communication and Culture,
which comprises students and faculty members of the Graduate School, and which conducts academic
research activities regarding language, communication and culture, promoting academic development
among its members. Specifically, the Graduate School will ensure that the Society will continue to holdsemiannual forums and annual lecture sessions, and to publish bulletins. Regarding the Theme Research
program, the Graduate School will maintain the day and evening course system to support working adults
who seek to study, by providing evening programs at Osaka Umeda Campus for those who cannot attend
day-time programs on weekdays.
 Graduate School of Education
In line with the new curriculum to be implemented in AY 2013, the Graduate School of Education will
convene the Curriculum Committee to review the Diploma Policy and the Curriculum Policy that havebeen adopted in AY 2012. Regarding the reviewed Policies, the Graduate School will proceed with thenecessary procedures to obtain approval from the Undergraduate Faculty Board (Graduate Faculty Board)by the end of AY 2012 and familiarize Graduate School members, etc. with the new Policies. In AY 2013,
the Graduate School will publicly provide information regarding its philosophy, goals, educational
objectives, objective concerning the fostering of human resources, Admission Policy, Curriculum Policy
and Diploma Policy, via both the Graduate School’s section on KG’s official website and the Graduate
School of Education Course Guide, with a view to widely disseminating such information.
(2) Matters that need to be improved

Whole University

4.1-3-(2) Undergraduate Course
Concerning the lack of unity in the system of information disclosure regarding the websites, Course
Guides and other media provided by each school, the University will share recognition with each schooland provide them with necessary information at Academic Affairs Committee meetings, in order to make
improvements for better information disclosure in AY 2013. 4.1-126)
Regarding the curriculum maps developed in AY 2011, the style of development varies between schools.
Some schools have developed detailed maps specific to the level of subjects. Maps developed by otherschools indicate the content more broadly based on subject categories. The University will promote
discussion regarding this issue by taking opportunity of related examination/reviews at each school, andsharing information at Academic Affairs Committee meetings. As a specific measure, the University will
ensure that the Faculty Development Subcommittee, established within the Academic Affairs Committee,
4.1-68)will promote enhancement of curriculum maps, in parallel with consideration of the introduction of a186

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subject numbering system. 4.1-127)

 Graduate Course
The University will ensure that full text of the three primary Policies will be specified, by the end of AY
2012, on the graduate schools’ own websites and Course Guides distributed to students. For other media,
the University will ensure that information disclosure by each graduate school will be made in a mannerthat appropriately represents the three Policies and the image of the ideal human resources to be fostered.

Schools

4.1-3-(2) School of Theology
In consideration of the diverse needs and interests of individual students, instructors in the School of
Theology review their syllabuses each academic year. In this process, instructors must always keep inmind the Diploma Policy and the Curriculum Policy. The School will more clearly communicate to
instructors the points to note in development of syllabuses. The School will also establish a system toconfirm that the content of syllabuses is properly practiced in class instruction, while using the “student
evaluation of teaching” survey and other means.
 School of Humanities
Based on the University-wide discussions in the Academic Affairs Committee, the School of Humanities
has established the Diploma Policy, the Curriculum Policy and other related policies, and is also currently
developing a system to examine these Policies etc. The School will henceforth implement and operate the
new Policies and related systems, while reviewing the frequency and content of the FD Workshop andother related meetings, so as to further increase the effectiveness of the Policies etc.
 School of Policy Studies
The School of Policy Studies will further enhance its educational programs, with a view to ensuring
deeper permeation in the School of the culture of “active learning,” in which upper-year students actively
participate in the learning experience of lower-year students.
 School of Education
The School of Education will specify its course registration models not only in the School’s section on
KG’s official website but also in the School’s Course Guide. Regarding the new curriculum to be
introduced in AY 2013, the School will provide as many opportunities as possible for all faculty and staff
members to discuss the policies regarding the design and implementation of the new curriculum.

Graduate Schools

4.1-3-(2) Graduate School of Humanities
Regarding the appropriateness of the requirement for doctoral dissertation submission (the number ofpages of the dissertation), the administration of the Graduate School of Humanities will sort out the
problems, and will propose this as an issue for consideration by each Field.
 Graduate School of Economics
Regarding the periodical examination of the appropriateness of the Diploma Policy and the Curriculum
Policy, the Graduate School of Economics will ensure that the examination will be carried out by the187

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Self-assessment Committee, by taking advantage of the preparation of progress reports as part of theannual self-assessment process, and that the examination results will be verified by the Administration of
the Graduate School of Economics. Concerning the process for obtaining a doctoral degree in the second
half of the doctoral program, the periodical examination of its appropriateness is to be conducted by the
Graduate Education Committee in and after AY 2013. The Graduate School plans to establish the FD
Committee by the end of AY 2012. The abovementioned examination work will be carried out, based on
the sharing of necessary information and cooperation with the FD Committee.

 Graduate School of Policy Studies
To ensure that its appeal and unique features will attract publicity, the Graduate School of Policy Studies
will further enhance not only its research and educational programs but also the quality of students’campus life as a whole. For working adults who are considering studying at the Graduate School, theGraduate School will review and sort out the issues to be considered in attracting students who are to study
at Kobe-Sanda Campus, and will take appropriate measures, so as to increase the number of applicants for
the Graduate School. By achieving closer cooperation between its fields of research, the Graduate School
will facilitate cross-disciplinary, profound research endeavors in policy issues. The Graduate School willstrongly emphasize and communicate its uniqueness to undergraduate students and the general public, andwill also widely disseminate the outcomes of its unique research efforts, especially at explanation seminars
for prospective Graduate School students and via other activities to attract students.
 Graduate School of Education
The Graduate School of Education will ensure that issues regarding evaluation standards for Master’stheses and doctoral dissertations will be discussed by the Graduate School Committee for Deliberation ofIssues, and that the result of the discussions will be proposed to, and deliberated and finalized at theGraduate School’s Graduate Faculty Board. The Graduate School will disclose these evaluation standards
separately for each of the first and second half of the doctoral program via the Graduate School’s section
on KG’s official website by the end of AY 2012, as well as in the Graduate School of Education Course
Guide for AY 2013 and onward.
Regarding the new curriculum to be introduced in AY 2013, the Graduate School will provide as many
opportunities as possible for all faculty and staff members to discuss the policies regarding the design andimplementation of the new curriculum.

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Chapter 4
Educational Content,
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2. Curriculum and
Educational Content

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Chapter 4 Contents
2. Curriculum and Educational Content

1. Current Status(1) Does the University appropriately provide course offerings andsystematically design its curriculum in accordance with the Curriculum Policy?
Whole University
 Undergraduate Course
 Graduate Course

Schools School of Theology
 School of Humanities
 School of Sociology
 School of Law and Politics
 School of Economics
 School of Business Administration
 School of Science and Technology
 School of Policy Studies
 School of Human Welfare Studies
 School of Education
 School of International Studies

Graduate Schools
 Graduate School of Theology
 Graduate School of Humanities
 Graduate School of Sociology
 Graduate School of Law and Politics
 Graduate School of Economics
 Graduate School of Business Administration
 Graduate School of Science and Technology
 Graduate School of Policy Studies
 Graduate School of Language, Communication, and Culture
 Graduate School of Human Welfare Studies
 Graduate School of Education
 Institute of Business and Accounting

(2) Does the University provide an educational content appropriate
for each program, in accordance with the Curriculum Policy?
Whole University
 Undergraduate Course
 Graduate Course

Schools School of Theology
 School of Humanities
 School of Sociology
 School of Law and Politics
 School of Economics
 School of Business Administration

190

Educational Content,
System and Outcomes 2. Curriculum and Educational Content
 School of Science and Technology
 School of Policy Studies
 School of Human Welfare Studies
 School of Education
 School of International Studies

Graduate Schools
 Graduate School of Theology
 Graduate School of Humanities
 Graduate School of Sociology
 Graduate School of Law and Politics
 Graduate School of Economics
 Graduate School of Business Administration
 Graduate School of Science and Technology
 Graduate School of Policy Studies
 Graduate School of Language, Communication, and Culture
 Graduate School of Human Welfare Studies
 Graduate School of Education
 Institute of Business and Accounting

2. Check and Evaluation(1) Matters showing improvement
Whole University
 Undergraduate Course
 Graduate Course

Schools School of Theology
 School of Humanities
 School of Law and Politics
 School of Policy Studies
 School of Education
 School of International Studies

Graduate Schools
 Graduate School of Humanities
 Graduate School of Law and Politics
 Graduate School of Economics
 Graduate School of Policy Studies
 Graduate School of Language, Communication, and Culture
 Graduate School of Human Welfare Studies

(2) Matters that need to be improved
Whole University
 Undergraduate Course
 Graduate Course

Schools School of Humanities
 School of Law and Politics
 School of Science and Technology
 School of Policy Studies

191

Educational Content,
System and Outcomes 2. Curriculum and Educational Content
 School of Education

Graduate Schools
 Graduate School of Economics
 Graduate School of Policy Studies
 Graduate School of Language, Communication, and Culture
 Graduate School of Human Welfare Studies

3. Development Measures for the Future(1) Matters showing improvemen
Whole University
 Undergraduate Course
 Graduate Course

Schools School of Theology
 School of Humanities
 School of Law and Politics
 School of Policy Studies
 School of Education
 School of International Studies

Graduate Schools
 Graduate School of Humanities
 Graduate School of Law and Politics
 Graduate School of Economics
 Graduate School of Policy Studies
 Graduate School of Language, Communication, and Culture
 Graduate School of Human Welfare Studies

(2) Matters that need to be improved
Whole University
 Undergraduate Course
 Graduate Course

Schools School of Humanities
 School of Law and Politics
 School of Science and Technology
 School of Policy Studies
 School of Education

Graduate Schools
 Graduate School of Economics
 Graduate School of Policy Studies
 Graduate School of Language, Communication, and Culture
 Graduate School of Human Welfare Studies

* Chapter 4 does not contain reports of the Law School, the Business School or the Accounting School of the Institute of Businessand Accounting, since these schools have received a Certified Evaluation and Accreditation for professional graduate schools within
the past five years.

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Educational Content,
System and Outcomes 2. Curriculum and Educational Content

1. Current Status(1) Does the University appropriately provide course offerings and systematicallydesign its curriculum in accordance with the Curriculum Policy?
Whole University
4.2-1-(1) Undergraduate Course
Kwansei Gakuin University (KGU) has traditionally designed its curriculum while giving consideration
to ensuring a sequential and systematic education from the basics to a specialized level, or fromintroduction to application. The curriculums of all schools are generally structured by two types ofsubjects: “general education subjects” and “specialized education subjects.” “Specialized education
subjects” are further divided into several categories in accordance with the content of specialization ofeach school and department. The number of credits required for graduation is specified for each category.
4.2-1)In an effort to further promote sequential and systematic curriculum design, the University has recently
been taking a range of measures, such as the development and disclosure of curriculum maps 4.2-2) andcourse registration models, 4.2-3) as well as planning for the introduction of a subject numberingsystem. 4.2-4)
Curriculum maps are a tool to indicate how subjects (or subject groups) specifically embody theeducational elements to be pursued in undergraduate education as specified in the Diploma Policy and theCurriculum Policy. Curriculum maps were formulated by each school in AY 2011. Some maps, forinstance maps of the School of Theology and the School of Human Welfare Studies, are described in detail,referring to all subjects provided by the school, while other maps are described simply, indicating acurriculum structure at the subject group level, as typified by maps of the School of Economics and the
School of Law and Politics. Recognizing that curriculum maps also serve as a relational table between the
Diploma Policy and the achievement goals in each subject, a concerted University-wide effort must be
made to further enhance curriculum maps in the process of examining the consistency between the said
Policy and achievement goals.
Course registration models are aimed at helping students acquire comprehensive knowledge and deepen
their learning, by encouraging sequential and systematic study of subjects in line with their learning
objectives and themes. Course registration models have already been developed at each school. It is
henceforth necessary to further make improvements and devise appropriate measures in accordance with
the increasingly diverse interests of students, such as the development of a “coursework model” featuring
the connection to graduate education.
The numbering of subjects is intended to numerically indicate the level of difficulty of subjects and theirstep-by-step structure. At KGU, the School of Economics has pioneered the use of a numbering system,
which was introduced in AY 2012. 4.2-5) The introduction of the system is recognized as a critical issue forfurther enhancing the international acceptability of the University’s curriculum, amid the increasingly
globalized university education provided by the University. Since the fall semester of AY 2012, theUniversity has discussed related issues in the Faculty Development Subcommittee established under the
Academic Affairs Committee.
Curriculum trees are a tool to illustrate the step-by-step advancement of, and interrelations between
subjects. Since AY 2010, the University has considered how to develop curriculum trees for“University-wide subjects.” While curriculum trees have already been prepared as a trial in the “United
Nations subject group,” “international subject group” and “life design subject group,” 4.2-6) tree

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development is difficult in some subject groups due to their nature. The University will promote
discussion on the possibility of standardized development of curriculum trees for “University-wide
subjects.”
KGU has taken the abovementioned measures to ensure systematicness in its curriculum, while
promoting development of the Diploma Policy and Curriculum Policy. Recognizing the need to establish aprocess of periodical and organizational examination regarding these measures, the Academic Affairs
Committee formulated, in a meeting held in February 2012, the “Basic policy for promotion of
University-wide initiatives for improvement and enrichment of education.” 4.2-7) Needless to say, foreffective examination of the appropriateness and consistency of these measures, continuous reevaluation
efforts are a requisite, including redefinition of the ideal curriculum for the University, while ensuringorganizational arrangements enabling such continuous efforts.

 Graduate Course
The Graduate School Regulations provide that “The Graduate School aims to contribute to culturaladvancement by providing education and promoting research in a specialized field of study on the basis of
the liberal and specialized education provided in the undergraduate program, and by ensuring that students
acquire profound scholarship and a wide range of research abilities, and further advance to acquiring thecapability to instruct research, or developing the profound scholarship and other outstanding skills
necessary to pursue a profession requiring a high level of expertise, while developing their character basedon the principles of Christianity,” and that “Among the University’s graduate schools, schools dedicated todeveloping in students the profound scholarship and outstanding abilities necessary to pursue a profession
requiring a high level of expertise shall be categorized as professional graduate schools.” 4.2-8)Article 1 Basedon these provisions of the Graduate School Regulations, each graduate school has defined its own“objective concerning the fostering of human resources,” as well as its Diploma Policy and Curriculum
Policy, while maintaining its own characteristics. Curriculums have been designed systematically, in
accordance with the Diploma Policy and Curriculum Policy of each graduate school. 4.2-9) Graduate
schools, in general, are required to provide education based on an appropriate balance between
coursework (lecture-based subjects) and research work (seminar and practicum subjects). In this respect,
graduate schools at KGU have generally achieved a good balance between coursework and research workin their course offerings, while the level of such achievement shows slight variations reflecting the
educational characteristics of each graduate school. 4.2-10)
In 2009, KGU formulated the New Strategic Plan 2009-2018 and the New Medium-term Plan
2009-2013, defining its “Ideals for its Graduates” and “Ideals for the University.” The course offerings ofeach graduate school are structured systematically in consideration of the principles defined in these Plans
and Ideals. The Graduate School Student and Academic Affairs Committee, a body dealing with issues
concerning all graduate schools, serves as a coordinator of the graduate schools’ course offerings.
Curriculum Policies of each graduate school are made public on KG’s official website. 4.2-11),4.2-9) The same
website also provides course registration models of the Graduate School of Theology and professional
graduate schools.

Schools

4.2-1-(1) School of Theology
Regarding the relationship between its Curriculum Policy and each subject, in AY 2010, the School of
Theology formulated and made public a curriculum map and a relational diagram incorporating its
Diploma Policy. 4.2-12),4.2-13)p18～20 As a result of curriculum examination conducted during the process to

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formulate the map etc., the School confirmed that its course offerings were generally appropriate, and thatits curriculum had been designed systematically.
Specifically, based on the School’s Curriculum Policy, the curriculum for first- and second-year students
is designed with the aim of helping (1) acquisition of basic abilities befitting university students.
Particularly in “basic seminar A/C,” compulsory subjects for first- and second-year students, the School
incorporates programs anticipating students’ future career design, as well as programs aimed at helping
students discover their own identity and potential, in cooperation with the University’s Center for Career
Planning and Placement and the Student Support Center (the Office for Student Support and Counseling).
The School also cooperates with the University Libraries in introducing students to how to search forbooks, journals and other materials at libraries and via the Internet at an early stage in their undergraduate
program, as an indispensable skill necessary for their study and research at the university.
An integral part of the four years of learning at the School of Theology is (2) the development of basic
knowledge, skills and interest in Christian theology. Subjects intended for this objective are also
incorporated in the curriculum for first- and second-year students as compulsory subjects and required
elective subjects, with an eye to consolidating the students’ foundation in Christian theology before theylearn more advanced knowledge.
The curriculum for third- and fourth-year students contains an adequate number of subjects emphasizing(3) acquisition of the basic abilities necessary to become Christian missionaries, and (4) acquisition ofadvanced knowledge, skills and interest in Christian theology. This curriculum design allows students todeepen their interest within the scope of specialized fields of theology.
The School also encourages students to (5) develop generic knowledge, skills and interest beyond therealm of theology, so that they can not only study subjects on Christian theology itself but also expand
their exposure to other fields of study and deepen their knowledge in those fields, while building on thebase of their theological knowledge. In this respect, the School has adopted a system allowing students toinclude up to a specified number of credits acquired from subjects provided by other schools, as well asfrom “University-wide subjects,” in the number of credits required for graduation under the “freeregistration subject group” category. 4.2-13) This system is expected to serve as an approach to realizing
KG’s Ideals for the University, i.e., a Learning Community without “fences.” Under the Multidisciplinary
Studies Program (MDS Program), in which students systematically study subjects of other schools, 22
theology majors are, or were enrolled in a certain program provided by other schools during the period
from AY 2006 through AY 2012. (Out of nine students who already graduated from the University, six
completed the program.) Among these Program registrants, two students used the University’s Joint
Degree System and obtained academic degrees from both the School of Theology and the other school.
4.2-14)

 School of Humanities
Curriculums provided at KGU feature a sequential and systematic design emphasizing learning from thebasics to a specialized level, or from introduction to application, with the aim of ensuring development of
the Qualities Expected of KG Graduates as a common University-wide goal. The curriculums of eachschool generally comprise two types of subjects: “general education subjects” and “specialized education
subjects.” In line with this curriculum structure, the School of Humanities has systematically designed its
curriculum, which is broadly categorized into “common subjects” and “department subjects,” as well as“free registration subjects” intended to provide education from a broad perspective. The number of credits
required for graduation is specified for each category. “Common subjects” are further divided into
sub-categories — Christian subjects, language education subjects, information processing subjects, thehumanities seminar, and general subjects/introductory subjects, contributing to enriching the basic
education of the School. This rich array of basic education guides students to the learning of specialized196

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System and Outcomes 2. Curriculum and Educational Content

knowledge in a step-by-step manner. Specialized education subjects comprise “seminar subjects” and“department subjects.” “Department subjects” are further divided into specialized lecture-based subjects,
special lecture subjects, research subjects, experiment/practicum subjects, specialized language subject,and other subjects, ensuring sequentiality and systematicness in the School’s education. All students are
required to prepare graduation theses as a culmination of their overall undergraduate study. The School
has thus established a system to guarantee the quality of students’ learning outcomes.
Based on the abovementioned systematic framework, the School provides specialized education in a
unified manner, while covering diverse disciplines comprising three departments and 11 majors. At thesame time, the School provides students with opportunities to learn advanced knowledge in parallel with abreadth of general knowledge; for instance, by commencing to offer specialized lecture-based subjects inthe second year of the undergraduate program while emphasizing the special features of each major.
The design of the School’s curriculum is significantly complex, containing subjects ranging from thehumanities seminar and other basic subjects provided for all students, regardless of their department andmajor, to major-specific subjects intended for specialized education. In view of this complexity, theSchool prepared curriculum maps 4.2-15) and course registration models 4.2-16) in AY 2011, so as to clarify
the curriculum structure and reinforce its sequentiality and systematicness.
The curriculum maps illustrate curriculums for each of the School’s three departments, i.e., theDepartment of Culture and History, the Department of Integrated Psychological Sciences and theDepartment of Literature and Linguistics, in a specific manner to the level of individual subjects, in linewith the School’s Diploma Policy 4.2-17) and Curriculum Policy. 4.2-18) These maps clearly indicate therelationship between the Diploma Policy and the achievement goals of each subject.
The course registration models clearly show sequentiality and systematicness in the curriculums foreach of the 11 majors constituting the abovementioned three departments. Reference to these models helps
students design the content of their learning in the undergraduate program, based on their self-directedchoice from both subjects providing a broad range of general knowledge and subjects providing
specialized knowledge.
The development of the Diploma Policy, Curriculum Policy, curriculum maps and course registration
models has helped clarify the relationship between the School’s educational policies and course offerings,
while demonstrating systematicness in its curriculum design.

 School of Sociology
Course offerings of the School of Sociology are broadly divided into three groups: Group A(compulsory subjects), Group B (required elective subjects) and Group C (free elective subjects). 4.2-19)“Group A: compulsory subjects” contain five categories: Christian subjects, language education subjects,
academic preparation subjects, intermediate studies subjects, and advanced research subjects.
“Christian subjects” comprising “Christian studies A/B” are primarily intended to help students develop
basic attitudes based on KG’s founding spirit. “Language education subjects” are primarily aimed to equip
students with communication skills in foreign languages.
“Academic preparation subjects,” a category for the first-year education, consist of “basic seminar” and“sociology relay lecture A/B.” This relay lecture is an omnibus-style subject, the lecturers of whichchange weekly, and each lecturer imparts to students basic and application-level knowledge in his/herfield of specialization. The relay lecture is aimed at encouraging novice students to grasp an outline of theextensive field of sociology, while providing them with an opportunity to feel closer to, and developinterest in more than 50 full-time faculty members and their fields of research. The relay lecture requires
students to submit an essay in each class session, helping them develop academic writing skills.
“Intermediate studies subjects,” seminar subjects to be studied after the “basic seminar subjects,” areprimarily intended to equip students with sociological viewpoints and thinking (“sociological197

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imagination”), and link the students’ learning to further advanced education and research.
“Advanced research subjects” comprise subjects of “research seminar I/II” and “graduation theses.”
These subjects are aimed at helping students acquire, as a culmination of their undergraduate education,
the ability to discover problems on their own initiative, and analyze and solve them from a sociologicalstandpoint. 4.2-20)“Group B: required elective subjects” have been structured based on two fundamental ideas, i.e., diverse
scope of learning and free choice of subjects, with an eye to accommodating the great intellectual
curiosity held by students. As an example, regarding “subjects for the School’s three majors and sevenfields,” the School has adopted the following operational approaches: (i) Specialized subjects areorganized into modules in seven fields (Media and Information, Social Representation, Global Society,
Contemporary Society, Social Networks, Social Problems, and Social Psychology) in order to enable
students to systematically study the extensive field of sociology; (ii) While specifying a group of subjects
recommended to be studied during the first two years of study, the School does not place restrictions on
the year of study in which students register for such subjects; and (iii) While specifying recommended
course registration models in the form of diverse “research stories,” the School does not place restrictions
on how each student designs the set of subjects he/she enrolls in. These operational approaches haveenabled flexible learning in accordance with the interests and intellectual development of individual
students. 4.2-21)“Group C: free elective subjects” comprise language education subjects, sports science/health science
subjects, information science subjects, interdisciplinary/cross-school subjects, teacher-training
course-related subjects, etc. This subject group allows students to deepen their general knowledge, obtainthe necessary credits for acquisition of a teacher’s license, enroll in subjects based on their free choice inaccordance with their own needs and interests, and supplement and expand their learning outcomes.
By combining the abovementioned three groups of subjects, the School endeavors to develop in students
a flexible and well-balanced way of thinking, the ability to take action to solve questions on their own
initiative, and sharp observation skills, thereby developing them into individuals capable of returning theirlearning to the general public.

 School of Law and Politics<Curriculum revision>
The School of Law and Politics has revised its curriculum, with the new curriculum being implemented
since AY 2012. The School’s Curriculum Policy and Diploma Policy were formulated on the basis of
discussions among faculty members regarding the School’s ideal education during the process for
preparing the said curriculum revision. Accordingly, the new curriculum embodies the principles behind
the two Policies. The focus of the curriculum is explained by the following three points:
Course realignment: First, the School realigned its courses so as to help students systematically acquire
specialized knowledge, in accordance with their interests and future career plans. Specifically, the School
introduced six courses: (1) Law for the Legal Profession, (2) Legal Theory, (3) Business Law, (4)International Law and Politics, (5) Public Policy and (6) Political Systems. Among these courses, students
in the Department of Law are allowed to choose from Courses (1) (2) (3) (4) and (5), and those in the
Department of Political Science are allowed to choose from Courses (4) (5) and (6). Course (5), Public
Policy, which is available for students in both departments, is jointly provided with the School of
Economics. Consideration is thus given to enabling students to study a wide range of subjects, including
offerings by the School of Economics. Students choose a course in line with their future career direction,and commence relevant studies from the fall semester of the second year of their studies. Course (1), Law
for the Legal Profession, is a newly established course in the revised curriculum. This course, intended forstudents aspiring to enter the legal profession, admits a limited number of selected students, and198

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commences earlier than other courses — in the spring semester of the students’ second year. This
arrangement has enabled students to intensively study from an early stage of their undergraduate program,
graduate earlier than other undergraduate students to advance to the Law School, and take the National
Bar Examination as early as five years after their entrance to the University.
A wider variety of seminar subjects: Second, the School broadened the variety of its seminar subjects.
Aside from “start-up seminar” provided as a compulsory subject in the first year, which is studied fromthe spring semester of the students’ first year of study, the School provides diverse seminar subjects under
the category of “School of Law and Politics seminar subjects.” These subjects include: “fundamental
seminar,” which is studied by first-year students in the fall semester; “law and politics general seminar,”which is intended to provide second-year students with a wide range of learning experiences; and “mootcourt seminar,” in which second-year students experience mock trials. Seminars intended for third- andfourth-year students in order to deepen their expertise consist of “law research seminar I/II,” “politicalscience research seminar I/II” and “law and political culture general seminar I/II.” Each course provides
seminar subjects as follows: In the abovementioned specialized Courses (2) through (6), “course
introductory seminar” is provided for second-year students, and “practical seminar A/B,” instructed byprofessional faculty members, is provided for third- and fourth-year students. In Course (1) Law for the
Legal Profession, the School provides second-year students with “developmental seminars” in the fields
of constitutional law, civil law, criminal law, and code of civil procedure, as well as “practical seminar A”
instructed by professional faculty members. For third- and fourth-year students in Course (1), “practicalseminars B/C/D,” “case method civil law seminar” and “writing seminar” are provided. Students are
expected to study subjects equivalent to at least two credits by choosing from among the abovementioned“School of Law and Politics seminar subjects.”
Allocation of subjects in consideration of the students’ year of study: Third, as in the case of theprevious curriculum, the School provides subjects while assigning each subject to an appropriate year of
the undergraduate program, so that students can study specialized subjects from introductory content tohighly specialized content in a step-by-step manner. Among specialized subjects intended for first- andsecond-year students, subjects constituting “specialized introductory subjects” and “key specialized
subjects,” which form the basis of specialized education, are provided in fixed slots on the schedule, inorder to prevent their schedule from overlapping with that of compulsory “language subjects.”
4.2-22),4.2-1),4.2-23)

 School of Economics
In line with its Curriculum Policy, the School of Economics has developed a new systematic curriculum
to apply to new students who entered, or will enter the School in or after AY 2012. In the new curriculum,
the School has adopted a subject numbering system, whereby specialized education subjects are structured
in accordance with the level of difficulty in learning (“numbering of specialized subjects”). By clarifying
the objectives, content and the level of difficulty of each subject, this system is aimed at averting thepossibility of students signing up for specialized subjects that significantly deviate from their individual
goals and future directions, as well as to help them identify and choose subjects suited to their individual
aims, such as advancement to graduate school in pursuit of a higher level of learning. As the basic
education necessary for studying the abovementioned specialized education subjects, the School provides
an array of “specialized basic subjects,” achieving a systematic, step-by-step allocation of subjects to eachyear from the first year of the undergraduate program.
Specifically, the School aims to achieve “Interest/Motivation” and “Knowledge/Understanding,” asspecified in the Curriculum Policy, by providing “general education subjects,” which comprise Christiansubjects, language education subjects, specialized language subjects, introductory education subjects,
sports science/health science subjects, information science subjects, interdisciplinary/cross-school subjects,
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and life design subjects. On the basis of these subjects, the School positions “specialized basic subjects,”
which deal with the basic content that all students are expected to study, as the basis for specialized
learning. These “specialized basic subjects” comprise “basic subjects,” “introductory subjects” and“subjects on analytical tools,” which are numbered in the 100s. Through these subjects, the School aims at
helping students understand fundamental concepts in economics and historical viewpoints regarding the
economy and society, as well as acquire an “economic” way of thinking. To build upon this basic-level
learning, the School provides “course standard subjects” numbered in the 200s, encouraging all students
to enroll in these subjects as the main part of their study plans. For students who seek to move up to thenext level in their learning, the School provides “course application subjects” numbered in the 300s.
Subjects numbered in the 350s are also provided for these students, dealing with even higher levels of
education in economics, accommodating students aspiring to enter graduate school or seeking careers asadvanced professionals. The School also provides “research seminar subjects” under the category of“course related subjects.” “Research seminar subjects” are intended to help students correlate eachlearning experience obtained in the undergraduate course, and develop their “Judgment/Problem-solving
abilities” as stipulated in the Curriculum Policy, i.e., good judgment regarding today’s socioeconomic
phenomena based on an economics mindset, and the ability to identify and solve problems in today’ssociety/economy. 4.2-1),4.2-24)

 School of Business Administration
Among its basic subjects, the School of Business Administration designates “basic bookkeeping” and“basic economics” as compulsory subjects for first-year students. These subjects are provided based on
the School’s educational principle of regarding knowledge of bookkeeping and economics as an integral
part of the “minimum competence” (minimum fundamental knowledge) with which graduates of the
School of Business Administration must be equipped. In AY 2011 and AY 2012, the School expanded its
employment of fixed-term faculty members, with an eye to providing more in-depth instruction in “basic
bookkeeping” and “basic economics” in small-sized classes, thereby helping students further deepen theircomprehension of these subjects. The School has also allocated the subjects of “basic businessadministration,” “basic mathematics,” “basic statistics,” “introduction to marketing,” “introduction tofinance,” “introduction to international business” and “introduction to business English reading,” asrequired elective subjects among the group of “basic subjects,” which are available for all students,
including first-year students. This allocation of subjects helps students enhance their motivation to study
six types of “course specialized subjects” available from their second year of study, and accelerates theircomprehension of these specialized subjects. 4.2-1)
As described above, the School allows first-year students to commence studying “basic subjects,” andsecond-year students “course specialized subjects,” helping students determine and choose the course topursue in their third and higher years of study, by the end of their second-year program.
Previously, the School provided “course specialized subjects” as subjects equivalent to four credits each,in general. However, the School redesigned all specialized subjects to grant two credits for each subject,and has implemented this arrangement since AY 2012. This is one of the most important points of reformin the AY 2012 curriculum. This two credit-based system is intended to increase opportunities for students
to study subjects that they regard as necessary for their undergraduate studies and activities after
graduation, even if such subjects are not in their major field. In other words, the curriculum is designed toafford students free choice, with a view to encouraging them to acquire a breadth of knowledge in thefield of business by studying subjects regarding overall business administration, while pursuing systematiclearning within the scope of the specific “course specialized subjects” that are necessary for preparation of
their graduation theses, as well as for career development as specialists after graduation. In this respect,
the School gives consideration to preventing students from registering in a haphazard way, by distributing
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to them at the beginning of each academic year the “Course Guide (Course registration),” which contains
course registration models for each of the six courses in the School. 4.2-25)p.6～8 Moreover, in order to avoid
a considerable evaluation gap between subjects, the School communicates to subject instructors theintended range of average points in the performance evaluation for each subject. 4.2-26)p.8
Regarding seminar subjects, the School ensures small-group education, attaching high priority to theenhancement of educational effects. Regarding “commercial science seminar” for first-year students, theSchool sets the maximum number of students to be admitted to each class by dividing the number of new
entrants in the academic year by the number of faculty members available to teach this seminar subject. At
the School, which normally attracts a sufficient number of new students to fill the places for admission, aclass of “commercial science seminar” is normally formed with up to 25 or 28 students, achieving a highlevel of education in relatively small groups. The high educational value of “commercial science seminar”
is well known among new students, and almost 100 percent of them are enrolled in this subject.
As in the case of the previous curriculum, “research seminar” for third- and fourth-year students is
positioned as an elective subject, and the upper limit of the number of students in each class is maintained
at 20. Consequently, the rate of enrollees in the research seminar subject among these students stands as
low as around 70 percent. In the research seminar, students can pursue their own specialized research until
the fall semester of the year of graduation.
While subjects instructed by full-time faculty members, in general, tend to place emphasis on theories,
the School’s course offerings also contain many “common advanced lecture subjects” instructed bybusiness executives, including endowed courses by private businesses etc. These subjects attract a large
number of students, since they accommodate the students’ need for practice-oriented learning. 4.2-27)
For decades, the School has continued efforts to enhance education in foreign language subjects. In
cooperation with other schools etc., the School has provided opportunities for language education,
covering a wide variety of languages and proficiency levels.
As described above, the School clearly indicates the earliest year of study in which students are allowed
to register for each subject; appropriately guides students from basic-level learning to advanced andspecialized learning; and provides educational content accommodating a variety of needs of students. The
School thus provides appropriate course offerings, and systematically designs a curriculum in accordancewith its Curriculum Policy.

 School of Science and Technology
In its Curriculum Policy, the School of Science and Technology outlines its course offerings as follows:“Subjects provided in the School of Science and Technology are broadly categorized into ‘general
education subjects’ and ‘specialized education subjects.’ ‘General education subjects’ comprise Christiansubjects, language education subjects and free elective subjects. ‘Specialized education subjects’ compriseeach department’s basic subjects, advanced subjects, experiment/seminar subjects, graduation researchsubjects and free elective subjects. Each group of subjects is implemented in line with the Diploma Policyof the School of Science and Technology.” The School revised its curriculum in parallel with theintroduction of a six-department structure in AY 2009. For graduation, students are required to obtain 128
credits (32 credits from general education subjects and 96 credits from specialized education subjects).
The number of credits required for graduation in each department and the list of the School’s course
offerings, both of which are based on the School’s Curriculum Policy, are made public in the Course
Guide. 4.2-28)p.24～36･61～64
Regarding allocation of subjects, general education subjects are commonly provided for lower-year
students in all six departments. Specialized education subjects are systematically assigned so that thestudents’ learning is connected in a step-by-step manner, from basic subjects for first-year students, which
provide department-specific specialized education, to advanced subjects and experiment/seminar subjects,
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and ultimately to graduation research subjects as the final goal of the undergraduate education. The School
has formulated a curriculum map (overview), as well as curriculum trees, which illustrate theinterrelations between subjects in each department, in order to use them in the examination ofsequentiality and systematicness in its course offerings. To help students specifically grasp thesequentiality and systematicness of the School’s course offerings, the School has also developed course
registration models for each department, making them public in the School’s section on KG’s official
website. 4.2-29)
Specialized education and liberal education are positioned in the whole curriculum as follows: Liberal
education is provided through “general education subjects,” which are commonly offered for lower-year
students in all six departments. By requiring students to obtain one fourth of the total number of credits
required for graduation from “general education subjects,” the School aims to foster individuals capable ofresponding to diverse needs in society. Among such credits from the general education subjects, theSchool has designated, as compulsory, four credits obtained from “Christian studies,” which are essential
to realize KG’s founding spirit, as well as 12 credits obtained from “English education subjects,” which
are intended to develop a global mindset in students. Meanwhile, specialized education is provided while
ensuring step-by-step advancement from each department’s basic subjects, which are available from thefirst-year program, to advanced subjects, experiment/seminar subjects, and ultimately to graduation
research subjects. The curriculum for specialized education thus emphasizes basic education, whileachieving an appropriate balance with advanced/applied education. With a view to helping students
develop their ability to identify and solve problems through “graduation research,” which is conducted as
the final goal of their undergraduate education, the School ensures that graduation research is conductedbased on small-group education, which respects the characteristics of individual students, while providingthem with an opportunity to experience the research activities pursued by each laboratory.

 School of Policy Studies
Based on its Curriculum Policy, the School of Policy Studies has designed and implemented its
curriculum as described below:<Curriculum implementation in line with the principle of the Curriculum Policy>
Firmly grounded in education based on Christian principles, the School has designated “Christianstudies” as compulsory subjects. To facilitate understanding of the School’s basic philosophy,“Coexistence between people and nature, coexistence among people,” the School provides the subjects of“discrimination and human rights,” “introduction to ethics,” “environmental ethics,” “scientific ethics”
and other relevant subjects, and has also designated “introduction to policy studies” and “introduction tohuman ecology” as compulsory subjects. To realize another principle and the School’s motto, “Think
globally, act locally,” the School emphasizes the development in students of the ability to communicate
globally, as well as the ability to discover problems and the policy-making skills necessary in local
community settings. To help develop these abilities and skills, the School provides “English
communication” as a compulsory subject for first- and second-year students. Category 2 subjects include
basic subjects in the fields of social sciences, natural sciences and the humanities, and Category 3 subjects
include statistics and mathematical subjects. This curriculum allows students to combine and study avariety of disciplines based on their free choice, helping them develop the ability to approach problems
from a complex viewpoint, as set forth in the Curriculum Policy.
<Offering necessary subjects>
The list of the School’s course offerings based on the Curriculum Policy is made public in the Course
Guide “Study Information 2012,” which also systematically explains how to obtain the 124 credits
required for graduation. 4.2-30)p.12～29<Systematic allocation of a sequential array of subjects>
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New entrants to the School do not belong to any specific department at the outset. Students choose theirdepartment before proceeding to the second year of study. In view of this system, the School allocates four
introductory subjects, including “introduction to policy studies,” as part of the first-year education, so thatnew students can study these subjects as a common foundation for their undergraduate learning, and canmake an informed choice as to their major, based on a broad knowledge of the educational content
provided by each department. In an effort to ensure systematic learning, the School sets “basic seminar,”“English communication” and “computer seminar” as three pillars of its first-year education, designatingthem as compulsory subjects. For the second- and higher-year education, the School assigns specificsubjects intended to help students obtain practical learning experience and practical ability, continuingfrom the first-year education. These subjects include: seminar subjects, diverse practicum subjects,“English communication” subjects, which are aimed at developing practical English skills enabling
students to effectively communicate their views to others; and subjects regarding information science,
which are aimed at developing information literacy in students.
<Positions of specialized education and liberal education>
The School positions the first two years of the undergraduate program as a period of liberal education
with primary emphasis on comprehensive learning. The School requires third- and higher-year students tostudy, as compulsory subjects, “main major subjects” of their department and “major subjects” provided
by other departments, as well as “research seminar I/II” (Department of Policy Studies, Department of
Urban Studies, and Department of International Policy Studies) and “media workshop I/II” (Department
of Applied Informatics). In the “research seminar” and “media workshop,” students engage in their studies
through seminar-based small-group education, and prepare papers (promotion papers, graduation theses)on their research themes, under instruction by full-time faculty members. Among “major subjects” studied
by third- and fourth-year students, the minimum requirement regarding the number of credits students
must obtain from the subjects in their department and their main major field is kept at 24 credits, out of 40
credits required for the said major subjects as a whole. In consideration of the need for comprehensive
learning, the School allows students a certain level of discretion in choosing major subjects.

 School of Human Welfare Studies
The status of course offerings based on the Curriculum Policy of the School of Human Welfare Studies,
as well as the systematic design of its curriculum, are as described below:
The number of credits required for graduation is 124. In the case of students who entered the School in
AY 2012, the 124 credits must comprise (1) 24 credits of “general education subjects” (of which six
credits must be from Christian subjects, 16 credits from language education subjects, and two credits fromliberal education subjects); (2) 70 credits of “specialized education subjects,” of which 12 credits are from“research seminar” and “graduation research,” and 58 credits from “department specialized subjects”; and(3) 30 credits of “free elective subjects.”“General education subjects” consist of “Christian subjects,” “language education subjects” and “liberal
education subjects.” Christian subjects are aimed at helping students develop their humanity and a senseof solidarity by teaching the Christian spirit underlying KG’s founding spirit. Students must complete atleast six credits, including those from compulsory subjects, i.e., “Christian studies A” and “Christianstudies B” (two subjects; four credits). Language education subjects provide students with opportunities tolearn various languages to help them to cope with diversity in the world, including the Japanese Sign
Language, while placing primary emphasis on English as an indispensable language for citizens capableof effectively working in an international setting. Liberal education subjects are intended to develop in
students a broad and rich education to consolidate the foundation of their humanity, in line with thephilosophy of liberal arts (general education). All subjects are elective, except for “basic seminar,” acompulsory subject equivalent to two credits.
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Regarding “research seminar” and “graduation research,” which are categorized into “specialized
education subjects,” the School provides “research seminar I” and “research seminar II” to help students
deepen their specialized research through small-group seminar-style education. “Department specialized
subjects” are aimed at equipping students with a high level of expertise conducive to realizing a higher
quality of life in society from a specialist standpoint, as well as a broader outlook and high-levelproblem-solving skills, enabling them to fulfill their responsibility as citizens contributing to society.
Specialized subjects in each of the School’s three departments are to be studied as described below:[Specialized subjects for the Department of Social Work] Students in this department are required toobtain a total of 58 credits, including the compulsory subjects “introduction to social work” (two credits)and “social work seminar I” (two credits), as well as the required elective subject “social work seminar II”(two credits) or “welfare society seminar” (two credits); [Specialized subjects for the Department ofSocial Organization Development] Students in this department are required to obtain a total of 58 credits,
including the compulsory subjects “introduction to social organization development” (two credits),“multicultural coexistence studies I” (two credits), “general theories of social organization development”(two credits) and “social issues seminar” (two credits); [Specialized subjects for the Department ofHolistic Human Sciences] Students in this department are required to obtain a total of 58 credits, including
the compulsory subjects “introduction to holistic human sciences” (two credits) and “introduction topracticum in holistic human sciences” (two credits).
Regarding “free elective subjects,” students are allowed to count the credits obtained from the following
subjects in the number of credits for “free elective subjects”: credits of “general education subjects”(Christian subjects, language education subjects and liberal education subjects) obtained in excess of theminimum requirement for graduation; credits of University-wide subjects; credits from subjects of theirdepartment which are obtained in excess of the minimum requirement for graduation; credits fromsubjects of other departments; and credits from subjects of other schools. 4.2-31)
Likewise, students who entered the School in or before AY 2011 are also required to complete 124
credits for graduation. These 124 credits must comprise 36 credits of “general education subjects” (ofwhich six credits must be from Christian subjects, 16 credits from language education subjects, twocredits from liberal education subjects, and 12 credits from other elective subjects); 80 credits of“specialized education subjects,” of which 12 credits are from “research seminar” and “graduation
research,” 20 credits from “specialized common subjects,” and 48 credits from “department specialized
subjects”; and eight credits of “related common subjects” (subjects provided by otherschools/departments). 4.2-32)
As described above, the School has achieved appropriate course offerings and systematic curriculum
design, in accordance with its Curriculum Policy.

 School of Education
The curriculum of the School of Education is structured into “general education subjects” (Christiansubjects, language education subjects, information science subjects and liberal education subjects) and“specialized education subjects” (“common school-wide specialized education subjects,” “specialized
education subjects for the Department of Early Childhood and Elementary Education” and “specialized
education subjects for the Department of Applied Education”). “Specialized education subjects for the
Department of Early Childhood and Elementary Education” are subdivided into “common
department-wide specialized education subjects,” “specialized education subjects for the Early Childhood
Education Course” and “specialized education subjects for the Elementary Education Course.”“Specialized education subjects for the Department of Applied Education” are subdivided into “applied
pedagogy core subjects” and “teacher training-related subjects.” Students who enter the School in a given
academic year study in conformity with the structure of subjects as specified in the University Regulations
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laid down for the same academic year. 4.2-33)[School of Education subject structure] General education subjects- Christian subjects- Language education subjects- Information science subjects- Liberal education subjects

 Specialized education- Common school-wide specialized education
subjects- Specialized education subjects for the Departmentof Early Childhood and Elementary Education- Applied pedagogy core subjects- Teacher training-related subjects- Specialized education subjects for the Department
of Applied Education

subjects- Commondepartment-wide
specialized education subjects- Specialized education subjects
for
the
Early
Childhood
Education Course- Specialized education subjects
for the Elementary Education
Course“General education subjects” are aimed at helping students learn the philosophy of education based on
Christian principles as KG’s founding spirit, as well as broad ideas regarding how human beings should
live; develop the extensive education and rich humanity that they require as “educators”; and acquirecommunication skills in foreign languages and computer literacy. All “general education subjects” arebasically intended for first- and second-year students.
Among the specialized education subjects, “common school-wide specialized education subjects” areprovided for the primary purpose of encouraging “understanding of children,” which constitutes theprinciple of the educational philosophy and objectives pursued by the whole School. “Basic seminar,” acompulsory subject for first-year students, provides students with an opportunity to acquire the basics forstudying at university, together with methods of discussion/debate and techniques for collecting necessary
materials and data. All “specialized education subjects” except “basic seminar” are provided in a lecture
style, and are intended to form a foundation for the learning of specialized education.
“Specialized education subjects for the Department of Early Childhood and Elementary Education”
include compulsory “seminar subjects,” which are aimed at providing students with step-by-step learningfrom the first through fourth year of their undergraduate program, with a view to systematically guidingthem from acquisition of methods of study and research, to the setting of research themes, and ultimately
to the preparation/implementation of “graduation research.”
Likewise, “specialized education subjects for the Department of Applied Education” include
seminar-style, compulsory “seminar subjects,” which form part of the first-year program, so that thestudents’ four years of study through the fall semester of their fourth year proceed in a systematic andstep-by-step manner. To encourage acquisition of basic knowledge of applied pedagogy, the School
provides “introduction to applied pedagogy A” and “introduction to applied pedagogy B” as compulsory
subjects for first-year students.
“Specialized education subjects” for both departments are structured in consideration of the level ofdifficulty of each subject. The School allocates, to an appropriate year of study, an array of subjects
ranging from basic level subjects for the first year to specialized subjects accommodating preparation of
graduation theses. This has enabled the School to provide students with finely tuned study guidance.

 School of International Studies
The School of International Studies appropriately provides course offerings and systematically designs acurriculum in accordance with its Curriculum Policy, as described below: 4.2-34)(1) The School provides Christian subjects, with a view to fostering individuals with ethical values
developed through liberal education, which is provided as “human education” grounded in the205

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principles of Christianity.
(2) The School provides language education subjects with an emphasis on developing a good commandof foreign languages (practical oral communication skills, reading comprehension and writing skills).
Language education subjects are categorized into “primary foreign language [introductory]” (forfirst- and second-year students), “primary foreign language [intermediate]” (for third-year students),“primary foreign language [advanced]” (for fourth-year students), “second foreign language[introductory]” (for first-year students) and “second foreign language [intermediate]” (forsecond-year students). Students choose one primary foreign language from among English, Chineseand Korean, as well as Japanese (available for international students from overseas
countries/regions). As the second foreign language, students choose one language, other than theirprimary foreign language, from among English, Chinese, Korean, German, French and Spanish. The
School also provides “study abroad subjects” primarily for second-year students, under the categoryof “language education subjects,” with the aim of helping students develop a good command of
English, Chinese or Korean (practical oral communication skills, reading comprehension andwriting skills), and deepen their sensitivity to, and understanding of different cultures. In “study
abroad subjects,” students stay in a country/region where their primary foreign language is spoken,
in principle. The “study abroad subjects” are divided into two types: “short-term study abroad
subject,” in which students participate in a short-term program of approximately one month; and“mid-term study abroad subject,” in which students participate in a mid-term program ofapproximately four months. Through these subjects, students can obtain the credits for “primaryforeign language [introductory].”(3) In “basic international subjects,” students deepen their comprehension of “international studies” asdefined by the School, through studying disciplines contained in fields of study provided by the
School (“Culture and Language,” “Society and Governance” and “Economics and Management”).
In these subjects, students receive education related to possible future career directions, exploring
the fields in which they may be able to succeed. By taking opportunity of such exploration, students
are expected to acquire basic knowledge of various disciplines, and determine their future career
direction. “Basic international subjects” provide students with an opportunity to consider how theyshould study specific subjects in and after their second year of study, i.e., subjects examining issues
from a “regional” aspect (North America/Asia), and subjects regarding various disciplines studied
from an “international” aspect; as well as how students should deepen their learning in their field ofspecialization, through “research seminar subjects,” which they begin to study from the third year of
the undergraduate program.
(4) “Specialized international subjects”: After studying “basic international subjects” in their first yearof study, students are expected to determine their future career direction. To facilitate this effort,
students choose either “North America” or “Asia” as their primary region to research, and thenproceed with a clear focus on the fields of “Culture and Language,” “Society and Governance” and“Economics and Management” in and after their second year of study. Students are expected to
study “common subjects” primarily in their second and third years of study, in order to learn basic
and practical theories, viewpoints and methodology in the fields of “Culture and Language,”“Society and Governance” and “Economics and Management,” based on which students are
expected to acquire a basic knowledge of specific topics relevant to the North American Studies
Course and the Asian Studies Course. In their third and fourth years of study, students are expected
to develop their ability to discover and solve problems on their own initiative, throughinterdisciplinary learning and small-group education provided in “research seminar subjects,” whilebuilding upon their learning in the “common subjects,” “North American Studies Course subjects”
and “Asian Studies Course subjects.” Regarding specific subjects provided in English, students are206

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allowed to commence their study of some of these subjects while in the first year of theirundergraduate program, with an eye to developing their English proficiency from an early stage inthe program.
The School provides “basic international subjects” and “specialized international subjects.”
Students can thereby learn various subjects, including subjects dealing with basic content andsubjects examining issues from an international aspect in each field of study. Via this approach tolearning, the School aims to equip students with the ability to understand and analyze each region in
the world from the various viewpoints of the humanities and social sciences, thus developing the“ability to understand and analyze issues/problems regarding international affairs” as stipulated in
the Diploma Policy.
(5) To develop language communication skills in students, the School provides a curriculum enablingthem to learn foreign languages while placing emphasis on one specific language throughout theirfour-year undergraduate program. In parallel with this curriculum, the School also provides themwith a wide range of opportunities to study other languages. To enhance education in English
linguistics and British and American literature provided in the field of Culture and Language, theSchool provides “field-related subjects” as subjects relating to the field of Culture and Language.

Graduate Schools

4.2-1-(1) Graduate School of Theology
In addition to the Diploma Policy and Curriculum Policy it has established and disclosed, 4.2-35),4.2-36)p.9～
15
the Graduate School of Theology conducts education and research in line with the “process for
obtaining academic degrees (Master’s, Doctorate)” defined in AY 2008 as a quasi policy. 4.2-37) This
process attaches importance to the setting of research themes by students through preparation of a“research plan” for the first/second half of the doctoral program as a whole, and an “annual report” foreach academic year; as well as to research guidance (thesis/dissertation guidance) based on the said planand report. The Graduate School has also implemented a multiple-advisor system and a system for changeof academic advisor. 4.2-38) The Graduate School has thus established an educational structure that does notexcessively concentrate on coursework.
In response to the disclosure of its Diploma Policy and Curriculum Policy, the Graduate School has set
out to formulate a curriculum map, which is expected to be completed by the end of AY 2012.
For those who do not have an academic background in theology and those who have returned to school
after a long period of time (e.g., graduates/transferees from courses of other disciplines, working adults),
the Graduate School provides “basic theology subjects,” giving consideration to helping them acquire thebasic academic ability necessary to undertake missionary work.
 Graduate School of Humanities
In the first half of its doctoral program, the Graduate School of Humanities provides “research seminar”
as a compulsory subject in all fields of specialization. The total number of faculty members teachingresearch seminar classes in the Graduate School stood at 76 as of the spring semester of AY 2012. 4.2-39)
Meanwhile, regarding elective subjects, the Graduate School provides subject groups of special lectures,
literature research, material research, special research (“tokushu kenkyu”), applied experiments, special
experiments, etc., while featuring the characteristics of each field in each graduate department. The
Graduate School has systematically designed its curriculum by allocating two to 11 types of subjects toeach field in a well-balanced manner. The Graduate School has also introduced a system that allows
students to register, as elective subjects, research seminar subjects other than the (compulsory) research

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seminar subject taught by their academic advisor; provided that among the credits obtained from such“elective” research seminar subjects, no more than eight credits shall be counted as credits required forcourse completion. This system allows students to receive guidance in research seminar subjects fromseveral faculty members. “Graduate School of Humanities special lecture” is provided as a common
subject in the Graduate School, serving as an opportunity for students in the first half of the doctoral
program to broaden the scope of their learning and research activities. Students are allowed to incorporate
up to four credits from the said special lecture subjects in the number of credits required for course
completion, under the category of elective subjects in their field of specialization. Meanwhile, the Kansai
Four Universities Credit Transfer System has been established with a similar purpose to that of theabovementioned “special lecture” subjects, allowing KGU graduate students to study subjects provided by
graduate schools at Kansai University, Doshisha University or Ritsumeikan University. Up to 10 credits
can be counted in each prescribed subject category. 4.2-40)p.9
Students in the second half of the doctoral program are expected to complete their doctoral dissertations
within a specified number of years. To support their dissertation preparation, the Graduate School
provides “research seminar” and “doctoral dissertation preparation seminar” as compulsory subjects in all
fields of specialization. These subjects are linked “sequentially” in that the “research seminar” leads to the“doctoral dissertation preparation seminar” after the student’s doctoral dissertation plan is submitted andapproved. Meanwhile, some arrangements in the curriculum design are also helpful for students, although
they do not directly concern the course completion requirements. Specifically, the curriculum of the
Graduate School is designed to allow students to study “special research (‘tokubetsu kenkyu’)” subjects, inwhich students receive guidance regarding presentations at academic conferences and submission ofresearch papers to journals/bulletins of academic societies, helping them acquire the ability to become
excellent researchers. The curriculum also allows students in this stage of the doctoral program to enroll inelective subjects provided in the first half of the same program, with the aim of consolidating theirknowledge base for the advanced research they seek to pursue.

 Graduate School of Sociology
With the aim of helping students develop socioliteracy, the Graduate School of Sociology provides threemajors: “theory/model” (lectures on sociological theories, social psychology, etc.); “field/method” (studies
on socio-cultural resources, social history, etc.); and “research/data/presentation” (data studies, social
statistics, etc.).
The concept of the development of socioliteracy was set forth in “Social research education conducive
to social well-being: Developing socioliteracy,” a program adopted in 2008 under the government
program “Support Program for Graduate Education Reform (Graduate School GP).” 4.2-41)
Recently, it has tended to be the case that graduate students specializing in sociology are not necessarily
equipped with “basic knowledge of sociology” to a sufficient level, due to their academic focus
excessively inclined towards a single major, such as theory, field research or statistical data analysis. Inview of this tendency, the aforementioned program was launched in 2008 as an educational program
aimed at helping students develop socioliteracy, based on which they acquire advanced specialized
knowledge.
Specifically, in this program, the Graduate School provides the subjects “advanced sociology lecture
A/B” (for the first half of the doctoral program) and “advanced sociological research A/B” (for the second
half of the doctoral program). These omnibus-style subjects are taught by several faculty members, whodeliver lectures on both basic and advanced knowledge relevant to each major field. In “advanced
sociology lecture A” and “advanced sociological research A,” one faculty member provides lectures inseveral sessions in the course, delving deeper into relevant topics in the major field, rather than simply
touching upon superficial content.
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Meanwhile, “advanced sociology lecture B” and “advanced sociological research B” are also provided
in an omnibus style, where each session is given by different lecturers. These subjects are aimed at
helping students acquire a wider range of knowledge, including knowledge in an applied, advanced or
adjacent field of research, beyond the scope of basic topics. These subjects adopt a step-by-step learningmodel, progressing from basic knowledge to advanced knowledge.
A faculty member who serves as a coordinator is assigned to each class of “advanced sociology lecture
A/B” and “advanced sociological research A/B.” Each coordinator gives an overview of the course in thefirst session, and summarizes all lectures in the final session of the course. Coordinators play a critical rolein ensuring that each course does not end with education in a limited range of partial, specialized
knowledge but instead provides education that helps students acquire the ability to apply an extensive
range knowledge while effectively linking the various pieces of that knowledge. Students are expected toacquire socioliteracy by relating the knowledge obtained from a series of lectures to their own research
themes via discussions in their thematic papers.
The Program for Enhancing Systematic Education in Graduate Schools, which ended in AY 2010,
produced two important outcomes, i.e., an increase in both the number of papers authored by students, andthe number of research report presentations conducted overseas. In an effort to maintain and further
promote these outcomes, the Graduate School provides students with optional lecture subjects intended tosupport their paper writing and provide training in English presentation skills.
Concerning the authoring of papers, the Graduate School launched the book review “KG Sociological
Review,” in cooperation with the Kwansei Gakuin University Institute for Advanced Social Research,with an eye to providing students, including those in the first half of the doctoral program, with
opportunities to actively author papers. The Graduate School has also established a system to provide
students with specific support from the aspect of lectures in effectively completing their papers. Regarding
English presentation skills, the Graduate School provides students with opportunities to report theirresearches in Australia and other countries and regions, in cooperation with the Institute for Advanced
Social Research. By providing students with relevant training, the Graduate School aims to equip themwith not only general English skills but also a proficient command of academic English.

 Graduate School of Law and Politics
Based on its Curriculum Policy, the Graduate School of Law and Politics provides, in the first half of thedoctoral program, the programs of Practical Law, International Relations, Business Law, Public Policy,
Political Science, and Independent Research, while establishing a system to help students study a range ofsubjects systematically. The Graduate School provides subjects intended to assist students study theliterature in foreign languages necessary for their research activities, as well as seminar subjects in which
students identify problems and consider solutions to them while applying the knowledge and skills they
have already acquired, and in which they receive guidance for Master’s thesis preparation regarding theme
setting, thesis structure and other related matters. In the second half of the doctoral program, the Graduate
School provides education through its three graduate departments: the Graduate Department of Political
Science, the Graduate Department of Basic Studies of Law, and the Graduate Department of Private Law(Civil and Criminal Law). Each graduate department provides subjects intended for students tosystematically acquire specialized knowledge, as well as the scholarship forming the basis of suchknowledge; subjects intended to assist students study the literature in foreign languages necessary in theirresearch activities; and seminar subjects in which students organize their original research achievements
into doctoral dissertations, while employing the knowledge and skills acquired through theabovementioned subjects, and in which students receive advice and guidance to equip themselves with thehigh level research skills necessary to independently pursue research activities. 4.2-42),4.2-43)p.25～37

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 Graduate School of Economics
The Graduate School of Economics will implement a new curriculum in AY 2013 in the first half of its
doctoral program. This new curriculum is aimed, as set forth in the Curriculum Policy, at helping students
acquire a higher level of specialized knowledge and analytical ability, crystallize such knowledge andability into preparation of a high-quality Master’s thesis, and obtain an academic degree. To provide
subjects appropriate to each student’s future career direction, the Graduate School has taken the following
measures regarding the new curriculum: In response to the reform of the curriculum in the School of Economics, the Graduate School has
designed a new curriculum (curriculum realignment) and will implement it in AY 2013, while
incorporating “combined subjects” with relevant undergraduate subjects.
 Regarding “core subjects,” which are studied in common by students in the Graduate School of
Economics as fundamental subjects, the Graduate School has realigned them into two structures:“research core subjects” for graduate students aspiring to become researchers, and “standard core
subjects” intended for those seeking careers in business or a specialist profession after completing
their graduate course. This realignment has been implemented in view of the existing diversity in thelevel of learning achievement that each student reaches during his/her undergraduate program, as wellas the diversity in the students’ objectives in advancing to the graduate course and their academic
ability.
 In “research core subjects,” the students’ performance is evaluated not by essays etc. but primarily byterm examinations, in consideration of the objectives of these subjects. To respond to the high-level
academic needs of students who seek to be researchers etc., the Graduate School provides thesesubjects in a rigorous manner, for instance by requiring students to submit pre-examination papers.
 Graduate School of Business Administration
The Graduate School of Business Administration provides education while appropriately combining
coursework and research work. As coursework in the first half of the doctoral program, the Graduate
School provides basic subjects in each field of specialization, such as “special lecture on businessadministration I/II,” “special lecture on accounting I/II,” “special lecture on financial theories I/II,”“special lecture on statistics I/II” and “special lecture on business and economics I/II” (“I” is provided in
the spring semester, and “II” in the fall semester). The Graduate School thereby aims to help students
acquire basic knowledge in a step-by-step manner. Regarding students from China, who account for the
majority of students in the first half of the Graduate School’s doctoral program, the Graduate School
encourages them to study the subjects of “Japanese (oral presentation)” and “Japanese (paper writing),”
which are aimed at supporting them in their presentation and paper writing in Japanese. Moreover, theGraduate School provides “basic statistics theory” and “behavioral science research method A~E” assubjects for students who are required to conduct quantitative analysis in their field of research. Students
also enroll in, and study basic subjects indispensable for their research, as well as subjects necessary for
their Master’s thesis preparation, based on consultation with their academic advisor, if in the Specialized
Academic Course; or based on the instruction from their academic advisor and the Doctoral Dissertation
Guidance Committee, if in the Research Course. Building on the abovementioned coursework, students
conduct research work via “research seminar I/II,” in which they prepare a Master’s thesis while receiving
advice from their academic advisor.
Likewise, in the second half of the doctoral program, students in the Research Course enroll in, andstudy necessary specialized subjects (coursework) based on instruction from their academic advisor andthe Doctoral Dissertation Guidance Committee, and prepare doctoral dissertations, while receiving advice
from their academic advisor and the said Committee through “research seminar” (research work). 4.2-44)

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 Graduate School of Science and Technology
In the Graduate School of Science and Technology, the curriculum for the first half of the doctoral
program is designed in line with the philosophy of the Graduate School, which aims at developing
individuals capable of making a positive contribution to society by promoting advanced research, while
being firmly grounded in basic principles. The primary subject to realize this philosophy is “special
experiment and seminar” (compulsory; 12 credits) in which students learn basic methodology for research
activities. This subject is instructed by three academic advisors, comprising a chief examiner andsub-examiners, who are designated upon the student’s entrance to the Graduate School. In addition to thecompulsory “special experiment and seminar,” students are also required to study “literature seminar”(four credits) as a compulsory subject. This subject is aimed at equipping students with insights into trends
in international research activities, primarily through the reading of literature in foreign languages. The
Graduate School also requires students to enroll in lecture-based subjects equivalent to 14 credits. The
curriculum is broadly structured into two types: “subjects concerning research” and “subjects intended for
acquisition of specialized knowledge.” The abovementioned “special experiment and seminar” and“literature seminar” come under the “subjects concerning research” (research work). “Lecture-based
subjects” (coursework) for acquisition of specialized knowledge include “cross-field subjects commonly
applicable to diverse fields of research,” as well as “subjects featuring specific topics,” both of whichbuild upon the basic education studied at the School of Science and Technology; Consideration is thus
given to helping students systematically broaden their knowledge. With an eye to helping students
efficiently proceed with the “special experiment and seminar” as research work, faculty members provide
them with course guidance, upon their entrance to the Graduate School, in order to help them choose andstudy appropriate lecture-based subjects. As such, coursework learning is effectively applied to researchwork. Regarding the abovementioned “cross-field subjects commonly applicable to diverse fields ofresearch,” subjects dealing with disciplines that full-time faculty members cannot cover are taught by
part-time instructors. Lectures incorporating the latest topics in each field of specialization provide a goodstimulus for individual students to work on their research activities. Students can register for subjects
provided by other graduate schools if approved by their academic advisor. In the second half of thedoctoral program, the Graduate School aims to equip students with profound scholarship and high-levelresearch skills in their field of specialization, by providing the subject of “special research.”
 Graduate School of Policy Studies
In the first half of its doctoral program, the Graduate School of Policy Studies has applied a revised
curriculum to students who entered, or will enter the Graduate School in or after AY 2011. In its daytime
and evening classes, the Graduate School primarily provides subjects in six policy fields, with a view toaddressing policy issues in present-day society, and accommodating the needs of students with diverse
backgrounds. 4.2-45)p.6～8 Course offerings by the Graduate School comprise “policy basics,” “policy
research,” “field research” and “Master seminar,” as well as “language communication” and “qualification
subjects,” both of which are studied in accordance with students’ needs. “Policy basics” subjects are
aimed at equipping students with the basic knowledge and methods of thinking that are necessary to
conduct policy research through an academic approach. Among these subjects, “policy science researchmethod” is designated as a compulsory subject. “Policy research” subjects are provided as “key subjects”
necessary in the phase before proceeding to further advanced policy research, enabling students to build
upon the basic knowledge and methods of thinking they have acquired via the “policy basics” subjects.
“Policy research” comprises subjects regarding methods and techniques for policy research, as well as
subjects regarding basic theories. “Field research” subjects consist of “major field subjects” relating tofurther advanced research on policy issues. These subjects are provided in six fields: Public Policy Studies,211

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Environmental Policy Studies, Language and Culture Policy Studies, Urban Studies, International Policy
Studies, and Applied Informatics. Students consult with their academic advisor and choose one primary
field of research from among these six fields. Aside from the subjects in the six fields, “field research”
subjects contain the common subjects “research project” and “policy research A/B/C.” In these subjects,
several faculty members set research themes, under which project-style joint research is conducted in apractical manner. “Master seminar” is a seminar intended for Master’s thesis preparation, instructed byacademic advisors. To confirm the progress of thesis preparation in each semester, students are required tomake a presentation at the Research Consortium and the Research Fair. There is a system in place
whereby during the process of authoring a Master’s thesis, the draft thesis is compiled into a book(“graduate student discussion paper”) and distributed to all individuals concerned, at a phase in which thethesis has taken shape to a certain extent. “Language communication” subjects are intended to provide
training in English communication and presentation skills, as well as reading comprehension of literature
written in foreign languages. The Graduate School separately provides an English course (“Course ofInternational Studies and Development”), through which students can complete the first half of thedoctoral program by studying a set of specific subjects provided only in English. “Qualification subjects”
are provided for students who have completed a specified number of credits from prescribed subjects
during their undergraduate program, and consist of subjects regarding architecture internship, which areintended to make the students eligible to take the examination for first-class registered architects.
The academic degree “Master (Policy Studies)” is awarded to students who have completed the required
studies and acquired credits in the abovementioned subjects, received certification of their foreign
language ability, and submitted a Master’s thesis. Students are allowed to register for, and obtain up to 10
credits for subjects provided by KGU’s other graduate schools and other universities’ graduate schools(Kansai University, Doshisha University and Ritsumeikan University), if recognized as necessary for theirresearch activities; provided, however, that the credits obtained in this system are not allowed to be
included in the number of credits required for completion of the Graduate School of Policy Studies.
In the second half of the doctoral program, in an effort to encourage further advanced research activities,
the Graduate School provides the subjects “dissertation seminar” and “research seminar,” thereby
establishing a guidance system effectively combining “vertical” learning and “horizontal” learning.
“Dissertation seminar” is a seminar intended for doctoral dissertation preparation, instructed byacademic advisors. Students develop a plan for their doctoral dissertation preparation, based on detailed
discussions with their academic advisor, and conduct in-depth study and research in their chosen
discipline. Students proceed with their dissertation preparation in a step-by-step process, including:development of a research program and a list of references, submission of a research plan, preparation of adissertation abstract, and submission of the doctoral dissertation. During this process, students are
required to publish a refereed paper or other equivalent research outcome.
In “research seminar,” several faculty members form a guidance team, led by the student’s academic
advisor, and conduct joint research regarding a specific theme. “Research seminar” is an advanced subject
building on the “research project” provided in the first half of the doctoral program, and imparts a variety
of knowledge to students, including how to organize and coordinate research projects.

 Graduate School of Language, Communication, and Culture
In the first half of its doctoral program, the Graduate School of Language, Communication, and Culture
provides two courses — the Master’s Thesis Course and the Theme Research Course — as well as sevenprograms/research fields, i.e., Linguistic Science, Cultural Linguistics (American & British studies),
Cultural Linguistics (French studies), Cultural Linguistics (German studies), Cultural Linguistics (East
Asian studies), Linguistic Education, and Japanese-language Education. Only the Master’s Thesis Course
is available in the programs of Cultural Linguistics (French studies), Cultural Linguistics (German
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studies), Cultural Linguistics (East Asian studies), and Japanese-language Education. In AY 2010 and AY
2011, new subjects were introduced to the Japanese-language Education program, which, in AY 2011, wassubdivided into two groups: Japanese-language Education (Professional), which requires compulsory
practicum, and Japanese-language Education (Academic), in which practicum is not compulsory.
Each of the seven programs contains “field research subjects,” which are interrelated. Students areallowed to study these subjects in a cross-sectional manner, regardless of their major program. To
complete the first half of the doctoral program, students are required to complete a minimum number ofcredits of these “field research subjects,” as specified in each course and program.
Offerings of practicum subjects include “Japanese-language education research (practice)” as acompulsory subject exclusively provided in the abovementioned Japanese-language Education(Professional) program. This subject is intended to provide students with classroom teaching practicewhile acquiring theoretical knowledge.
With the aim of developing high-level language proficiency, the Graduate School provides “subjects fordeveloping language communication skills,” as compulsory subjects, in the six programs/fields ofLinguistic Science, Cultural Linguistics (American & British studies), Cultural Linguistics (French
studies), Cultural Linguistics (German studies), Cultural Linguistics (East Asian studies), and Linguistic
Education. These subjects are categorized into two types: “basic subjects” aimed at helping students
acquire basic knowledge of language, communication and culture; and “proficiency training subjects.”
Regarding seminar subjects, the Graduate School provides students with research guidance in thesubject of “research seminar,” which is conducted weekly in the Master’s Thesis Course, and “theme
research,” which is conducted fortnightly in the Theme Research Course. 4.2-46)p.3
In the Master’s Thesis Course, students enroll in “research seminar” to receive research guidance fromtheir academic advisor (research seminar instructor), based on the research plan that each student submits
upon application to the course. Students develop their own research plan, proceed with research activities,
and accumulate research outcomes in a step-by-step manner, which are finally organized into a Master’s
thesis.
Meanwhile, in the Theme Research Course, an Advisory Committee is formed for each student, which isled by his/her academic advisor, after his/her entrance to the course. The student develops a research planon his/her own research theme, based on the individual guidance provided by the academic advisor, as
well as the result of semiannual consultation meetings with the Advisory Committee. The student thenworks on preparation of his/her theme research paper. 4.2-46)p.5
In the second half of the doctoral program, each student receives “individual guidance” provided weekly
by his/her academic advisor, as well as “group guidance” provided by three faculty members including thesaid academic advisor. 4.2-46)p.8

 Graduate School of Human Welfare Studies
The Graduate School of Human Welfare Studies provides appropriate course offerings, andsystematically designs a curriculum in accordance with its Curriculum Policy. The specific content of its
curriculum is made public via the Graduate School’s section on KG’s official website, Kwansei Gakuin
University Graduate School Guide, the Course Guide and other media. 4.2-47),4.2-48)p.26,4.2-49)p.5～7・25
The curriculum for the first half of the doctoral program comprises “specialized basic subjects”(compulsory subjects), “research seminar” (compulsory subjects), “specialized elective subjects” (elective
subjects), and “practicum/practical work subjects” (elective subjects). Students who entered the Graduate
School in or before AY 2011 are required to complete at least 34 credits, including 14 credits fromcompulsory subjects, and submit a Master’s thesis. The Graduate School provides two “specialized basic
subjects,” which constitute basic subjects commonly studied by all students in the Graduate School.
“Research seminar,” or a seminar class instructed by each faculty member, is intended to help students
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acquire advanced academic knowledge of specific disciplines and methods, and provide them withresearch guidance for Master’s thesis preparation. “Specialized elective subjects,” which are uniquely
designed for the Graduate School, are categorized into four subject groups. These four groups include
three main subject groups: “‘transactions’-related subjects,” which comprise subjects concerning
problem-solving from a specialist perspective regarding the “transactions” between humans and society(the environment) (e.g., “research on theories of social welfare studies,” “research on the history ofthought in social welfare” and “research on social work practice”); “society-related subjects,” which
comprise subjects concerning specialized understanding of welfare society (e.g., “research on welfare
administration and finance” and “research on welfare states”); and “human-related subjects,” which
comprise subjects concerning specialized understanding of human nature (from the mental/spiritual andphysical aspects) (e.g., “research on thanatology” and “research on health sciences”). The fourth of thesaid four subject groups is “common subjects,” comprising “quantitative research techniques” and“qualitative research techniques,” which are subjects aimed at imparting research techniques to students
so as to support their understanding of the abovementioned specialized subjects and facilitate specialized
research. As in the case of the School of Human Welfare Studies, the Graduate School provides “advanced
fieldwork” as a “practicum/practical work subject.” This subject features fieldwork in accordance witheach student’s field of specialization and content of research. In this fieldwork, students are afforded
opportunities to acquire advanced assistance skills etc., at social welfare facilities, public bodies, medical
institutions, NPOs, NGOs, sports science-related facilities, and other organizations, as well as to conduct
field surveys for necessary qualitative and quantitative research. As described above, in the first half of thedoctoral program, the Graduate School provides a systematically designed curriculum based on its
educational objectives. Course offerings are also appropriate. 4.2-49)p.5～7・25
The curriculum for the second half of the doctoral program is designed in line with the basic philosophy
and educational objectives defined for this stage of the doctoral program, with the preparation of doctoral
dissertations set as the primary goal. The curriculum consists of “research seminar” (compulsory subject)and “literature research” (compulsory subject). Students are required to obtain, in three years, a total of 14
credits comprising 12 credits from “research seminar” and two credits from “literature research.” In the“research seminar,” students acquire scientific methodology for research in their fields of specializationand prepare doctoral dissertations, while receiving guidance from their academic advisor. In “literature
research,” students conduct research into related academic papers and other materials publisheddomestically and internationally, developing the ability and skills necessary to prepare doctoral
dissertations. Basically, students must complete these subjects in three years, and the authoring of doctoral
dissertations in six years, which is the maximum period of attendance in the doctoral program.
Accordingly, students are to concentrate on preparing doctoral dissertations for the last three years,
without studying specific subjects in class. The Graduate School has adopted the “candidate system” inthe second half of the doctoral program. Details of the system are stipulated in the “Graduate School of
Human Welfare Studies internal regulations ‘IV. Internal regulations regarding doctoral dissertations [A](for doctorate by coursework).’” Doctoral candidates are students whom the Graduate School recognizes
as being able to submit doctoral dissertations within one year. For recognition as a candidate, the Graduate
School requires students to attain certain research achievements, such as making presentations at
academic conferences, and submitting academic papers (written by the student as the first author) for
publication in journals etc. and having them accepted by the publishers. As described above, the second
half of the doctoral program is provided based on a clearly defined curriculum system, i.e., a system
expecting students to attain certain research achievements under the guidance of their academic advisor,
receive designation as Candidates, and submit doctoral dissertations within one year. In this context, thecurriculum of the Graduate School is designed systematically and implemented appropriately. 4.2-49)p.5～7･25

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 Graduate School of Education
To effectively achieve its educational objectives, the Graduate School of Education has systematicallydesigned its curriculum in line with its Curriculum Policy, while appropriately combining coursework andresearch work.
In the curriculum for the first half of the doctoral program, subjects are categorized into “subjects for the
Field of Early Childhood Pedagogy,” “subjects for the Field of Applied Pedagogy” and “researchsubjects.” The research subjects comprise “early childhood pedagogy research seminar” and “applied
pedagogy research seminar.” 4.2-50)p.9～10
Subjects for the Field of Early Childhood Pedagogy are divided into three categories: “theory of earlychildhood education,” “educational theories and methods” and “practice of early childhood education.”
The curriculum is designed to facilitate research in both theories and practice regarding subjects in eachcategory. Subjects for the Field of Applied Pedagogy are divided into three categories: “pedagogy”(educational anthropology, educational methodology, and educational sociology), “educationalcounseling” and “special support education.” The curriculum is designed to facilitate research in boththeories and practice regarding subjects in each category.
The curriculum for the second half of the doctoral program comprises “research subject” (compulsory),in which students undertake study and research for the primary goal of preparing a doctoral dissertation,
under the guidance of their academic advisor, who is designated upon their entrance to the Graduate
School.
[Graduate School of Education subject structure] The first half ofthe doctoral program- Subjects for the Field of Early
Childhood Pedagogy (elective)- Theory of early childhood education- Educational theories and methods- Practice of early childhood education- Subjects for the Field of Applied
Pedagogy (elective)- Pedagogy- Educational methodology- Educational sociology- Research subjects (compulsory) The second half of the doctoral program  Research subject (compulsory)

 Institute of Business and Accounting
The Curriculum Policy for the second half of the doctoral program of the Institute of Business andAccounting stipulates that for course completion, students must attend the program for at least three years,
receive the necessary research guidance, and pass the doctoral dissertation examination and the generalacademic ability examination. The Policy also provides that research advisors encourage their students tostudy subjects of “advanced management special research,” in accordance with the research plansdeveloped by each student. 4.2-51)
In the Institute, academic advisors or assistant academic advisors design a research guidance policy anda curriculum for each student, in accordance with his/her specific research theme. If the student’s learning
in a given field of study is recognized as inadequate, relevant educational support is provided not only by
his/her academic advisor but also by his/her assistant academic advisor(s) and the faculty of the second
half of the doctoral program as a whole. This system has enabled students to acquire profound expertise,
together with extensive knowledge of related disciplines.

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System and Outcomes 2. Curriculum and Educational Content(2) Does the University provide an educational content appropriate for each program, in
accordance with the Curriculum Policy?

Whole University

4.2-1-(2) Undergraduate Course
KGU’s curriculum is broadly divided into subjects provided by each school (“school subjects”) andsubjects provided throughout the University (“University-wide subjects”). “School subjects” areappropriately provided under the curriculums each school has designed in conformity with its Diploma
Policy and Curriculum Policy. 4.2-9)
In examining the appropriateness of “University-wide subjects,” one of the criteria is their relevance to
KG’s Ideals for the University, a “learning community without fences,” which KGU has aimed toestablish. 4.2-52) This ideal is interpreted as the achievement of the University’s aim, “sending out into theworld truly global citizens who are both capable and caring ... through education encompassing students’total personality and creative cutting-edge research.” While “school subjects” are aimed at achieving
perfection in specialized education in each school, “University-wide subjects” are aimed at developing instudents an intellectual foundation and certain attitudes in the practical aspects that should be shared
among all KGU students.
“University-wide subjects” are broadly divided into four categories: language education subjects, sports
science/health science subjects, information science subjects and interdisciplinary/cross-school subjects.
The “interdisciplinary/cross-school subjects” are further categorized into five subject groups: United
Nations subject group, international subject group, life design subject group, interdisciplinary subject
group and cross-school subject group. 4.2-53)Article 24 While most of these subjects are positioned as subjects
for the first-year education, as well as for the basic education for interdisciplinary and liberal learning, theUniversity also provides some practical subjects in the framework of “University-wide subjects,” such as“community fieldwork” and “interdisciplinary seminar,” beyond the scope of the abovementioned
first-year and basic education.
“United Nations subject group” and “international subject group,” which are relevant to the University’s
aim of “sending out into the world truly global citizens,” contain “United Nations student volunteer
program,” “United Nations seminar,” “overseas internship” and other subjects emphasizing thedevelopment of practical skills for international settings. Different categories/subject groups of“University-wide subjects” have been introduced via different processes, with various organizations
providing these subjects, such as the Language Center, the Center for International Education andCooperation and the Center for Career Planning and Placement. In view of this, in AY 2010, theUniversity established a coordinator organization, the Center for Common Educational Programs, which
promotes overall coordination of the said subjects by convening the Common University-wide Education
Subcommittee. 4.2-54)Article 8
In pursuit of the ideal of a “learning community without fences,” KGU has allowed students to study
subjects provided at a school other than their own school, with few restrictions, and include up to a
specified number of credits obtained from such subjects in the number of credits required for graduation.
To make the most of this advantage of low “fences” between schools, the University introduced theMultidisciplinary Studies Program (MDS Program) in AY 1997. 4.2-55) This program has enabled students
to systematically study specialized subjects provided by a school other than their own school, as minor
subjects. As of AY 2012, approximately 300 students are enrolled in this program. The University has also
implemented the Joint Degree System, which enables students to obtain two academic degrees in four
years, at the shortest, by actively studying in the MDS Program. 4.2-56)

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To obtain two degrees in four years, students must achieve early graduation from their first school bysatisfying its graduation requirements in three years, and then “transfer” to a second school. Despite sucha demanding requirement, approximately 10 students successfully obtain two degrees under this systemevery year.

 Graduate Course
To support students in their smooth and systematic advancement from undergraduate education tograduate education, each graduate school has made efforts to link undergraduate and graduate education
under a unified curriculum. As an example, seven pairs of schools and graduate schools currently provide
57 “combined subjects” by uniting undergraduate and graduate subjects. 4.2-57) The Curriculum Committee
and other bodies established by each graduate school examine whether the graduate school provides
educational content in line with the Diploma Policy and Curriculum Policy that have been defined by eachgraduate school. There is a system in place whereby educational content is examined by the Graduate
School FD Subcommittee established within the Graduate School Student and Academic Affairs
Committee. 4.2-59)

Schools

4.2-1-(2) School of Theology
In the School of Theology, all faculty members participated in the process to develop its Diploma Policy
and Curriculum Policy. During this process, examination was conducted of each group in the School’s
major fields (i.e., Old Testament studies, New Testament studies, historical theology, systematic theology[including the philosophy of religion] and practical theology). This examination led to a systematic
clarification of the relationship between each subject and the Diploma/Curriculum Policy, and enabledfaculty members to review the position and role of the subject they teach in the whole curriculum of the
School. The relationships between each Policy and each subject currently offered in the School have beentabulated separately. 4.2-60)
Regarding the development of syllabuses for each class, efforts were made to describe the syllabuses insuch a manner that the Curriculum Policy was embodied in the “achievement goals” of each subject, withclear specification of the relationship between the Policy and the goals (AY 2011). 4.2-61) In view of theannual revision of class content, the School will establish a system for the periodic examination of
educational content through the Curriculum Research Committee (School) and other bodies.
 School of Humanities
The Curriculum Policy of the School of Humanities is aimed at developing in students the following
four abilities: the ability to identify and solve problems on their own initiative; flexible thinking developed
through learning experience in diverse disciplines; comprehensive strength as independent human beings
who are capable of making a positive contribution to society by using their rich education; and specialized
knowledge and skills. To steadily realize this Policy, the School has implemented a curriculum
incorporating Christian subjects, language education subjects, information processing subjects andgeneral/introductory subjects for the first-year education. The School also provides “the humanities
seminar,” which is studied in the spring and fall semesters of the first year of the undergraduate program,providing seminar-style education aimed at helping students acquire the basic knowledge and skills
necessary to pursue university studies. The School has designed its curriculum so that students cancommence studying specialized education in their second year of study, ensuring a step-by-step learningof advanced knowledge and skills through specialized lecture-based subjects, research subjects,
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experiment/practicum subjects and other subjects. Aside from the abovementioned subjects, the School
also provides third- and upper-year students with “special lecture subjects,” as well as “seminar subjects,”
which constitute the core of the undergraduate education. Guidance for preparation of graduation theses isprovided in the “seminar subjects.” As described above, the School provides an appropriate educational
content for its program, in line with the educational policy defined by the School. 4.2-16)

 School of Sociology
Regarding its “seminar subjects,” the School of Sociology has adopted a step-by-step learning system.
Subjects are structured in a manner that the level of educational content is gradually raised, in accordancewith the students’ learning achievement level. Specifically, “basic seminar” is provided for first-year
students, “intermediate seminar” for second- and upper-year students, and “research seminar” for thirdand fourth-year students. Faculty members share guidelines regarding the learning achievement level to be
aimed for at each seminar level. While raising their achievement goals in each year of study, students are
expected to gradually acquire the knowledge and skills necessary to author graduation theses by theirfourth year of study. 4.2-20)
Regarding lecture-based subjects, the School encourages first-year students to broadly understand theoutline of sociological studies through “relay lectures.” Following these “lectures,” the School offers“subjects for the School’s three majors and seven fields,” providing a well-balanced education byencouraging students to acquire extensive and interdisciplinary knowledge and understanding centered on
sociology, knowledge and understanding of social issues, and knowledge and understanding of a variety
of issues attributable to globalization in society. 4.2-62)
The School also provides “research and reading subjects,” which are intended to help students learn
methods of empirical social research aimed at solving a variety of social problems. This subject categorycontains the subjects of “social research studies B,” which deals with the most basic methodology ofsocial research; “social research studies A,” which deals with research design and implementation
methods; and “multivariate analysis,” which deals with methods of quantitative data analysis. By
completing a series of specified subjects, students can obtain the “social researcher” qualification, whichis accredited by a nationwide academic society. 4.2-19)
 School of Law and Politics
First-year education: In the previous curriculum applicable for students who entered the School in or
before AY 2011, the School of Law and Politics had already achieved education featuring small
group-based (20~25 students per class) interactive classes, by providing “basic seminar,” a one-year
compulsory subject equivalent to four credits intended for first-year students. 4.2-63) However, the content
of this seminar was left to the discretion of each instructor, with no system established for sharing
syllabuses between classes. The new curriculum for students who entered, or will enter the School in orafter AY 2012 has been designed to reinforce the first-year education in the School. Specifically, in thiscurriculum the School has introduced “start-up seminar,” a compulsory subject equivalent to two credits,
provided in the spring semester of the first-year program. This seminar is conducted in small-sized classes,
based on shared educational materials and syllabus, and is designed to serve as introductory education
effectively guiding new students who are setting out on their university studies. Faculty members author“Study Guide for Law and Political Science,” which explains the basic knowledge, approaches and otheressential information for studying specialized subjects of law and political science. In the first half of thespring semester, omnibus-style lectures are provided jointly by all classes of the School or eachdepartment, using this guidebook as a common text. In the second half of the spring semester, “start-up
seminar” primarily features seminar-style practical work, while all classes are divided into groups of twoclasses each, and use a standardized syllabus to help students develop their communication skills and218

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discussion skills. As a seminar corresponding to the “basic seminar” in the previous curriculum, theSchool provides “fundamental seminar” as an elective subject equivalent to two credits in the fall semesterof the first-year program. First-year students who have acquired basic knowledge and skills via “start-up
seminar” can enroll in this “fundamental seminar” on their own choice. 4.2-64),4.2-1),4.2-65)
Course offerings: Both the Department of Law and the Department of Political Science provide subjects
under the categories of “basic subject group,” “specialized subject group” and “teacher training-related
subjects.” Each department provides a rich variety of specialized subjects, while maintaining anappropriate balance with offerings in liberal education subjects. 4.2-66)

 School of Economics
The School of Economics has designed a new curriculum while taking into consideration the necessity
to accommodate the varied levels of basic academic ability among new entrants, which is attributable to a
decline in the 18-year-old population, an increase in the percentage of students seeking to advance touniversity, and the introduction of diverse forms of special admission of students. Recognizing the need todesign a curriculum ensuring the production of graduates who satisfy the Diploma Policy, while
addressing the abovementioned issue, the School has adopted a numbering system for specialized subjects
in the new curriculum. By clarifying the objectives, content and the level of difficulty of each subject, the
new system helps students to choose subjects suited to their learning levels, as well as subjects that do notsignificantly deviate from their individual goals and future career directions. The revised curriculum isdesigned effectively not only in terms of education for students with a standard academic level. In the new
curriculum, the School has structured specialized subjects in a manner that enables students to study an
advanced level of subjects, accommodating the needs of students who are highly motivated to study at anadvanced level of education, such as those planning to enter graduate school, and those using the Joint
Degree System, via which students aim to obtain two academic degrees in four years at the shortest.
In AY 2012, the School has begun offering a new type of subject, i.e., “career design subject group,”
which is placed under the category of “general education subjects” as introductory education for first-year
students. This subject group contains subjects provided by the Center for Career Planning and Placement,
as well as “life design subjects” unique to the School of Economics. The School’s “life design subjects”(“career design and work,” “career workshop,” “work and lifestyle” and “TOEIC course for careerdevelopment”) provide students with an opportunity to reflect on their future lifestyle, as well as thesignificance of working and becoming an independent member of society. The School attracts many
graduates etc. as instructors, by taking advantage of its more than 75 years’ history since its establishment.
Students can thus consider their own lifestyle and career after graduation, while learning from theexperience of working adults invited from outside the University.
As described above, the School gives due consideration to providing educational content appropriate forits program, in line with its Curriculum Policy. 4.2-1)
 School of Business Administration
In the School of Business Administration, it is ensured that first-year students commence the study of“basic subjects” and “introductory subjects” in specialized fields, so that they can develop a clear
awareness of the field of specialization in which they aim to deepen their learning. “Basic subjects” areintended to provide students with a basic grounding appropriate for business administration majors.
Lectures in these subjects are given in an easy-to-understand manner so that students can acquire thenecessary knowledge without excessive difficulty. “Introductory subjects” serve as introductory education
to several major fields constituting each course, by broadly covering the basic content of these fields
across the board. Most of these two types of subjects are designed to be studied during the first two yearsof the undergraduate program, helping students determine their major field and “research seminar” class.
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4.2-1)The performance of each student in “commercial science seminar” affects his/her choice of “researchseminar.” This is because “research seminar” is designed to provide an educational program based on
one-on-one instruction provided by class instructors, which can be implemented only in small-sizedclasses of up to 28 students. Students are provided with a variety of opportunities not only to acquire basic
knowledge of specialized fields but also to learn presentation skills, computer skills, data analysis andother knowledge. Students can acquire sufficient knowledge and skills to do well in their research andstudies, in whichever course they may belong to a “research seminar” in their third- and upper-year of
study. 4.2-67)p.3
In their third year of the undergraduate program, students who have decided to join a specific class of“research seminar” must belong to the same course of specialization as that of the instructor of the chosenseminar class. Students who do not belong to any “research seminar” class can belong to a course of
specialization of their own choosing. 4.2-25)p.28
Since AY 2012, the School has implemented a system that awards two credits each for all specialized
subjects. This system has increased the number of specialized subjects available for students who do notbelong to any “research seminar” class, helping them to acquire a wider and more profound specialized
knowledge. Many specialized subjects were renamed, in parallel with the introduction of this new system.
Cutting-edge academic content has since been provided, as represented by the new subject titles.
Specialized subjects under the new system provide students with substantial knowledge they caneffectively use after graduation.
As described above, the School provides appropriate educational content, in accordance with its
Curriculum Policy.

 School of Science and Technology
The School of Science and Technology defines appropriate educational content for its Bachelor’s
program as content that emphasizes development of students’ abilities in the following four aspects as
specified in its Diploma Policy: (1) self-motivated attitude, and a positive attitude toward making acontribution to society, (2) extensive knowledge and profound expertise, (3) communication ability andlearning skills, and (4) a comprehensive ability to think about and judge what is necessary to solve
problems. Educational content emphasizing these elements is provided via “general education subjects”
and “specialized education subjects” as described in Section (1). Among the abovementioned four aspects,
development of Item (4) has been set as the ultimate goal; the School ultimately aims at helping students
develop problem-solving skills relevant to present-day society, by providing them with an opportunity via“graduation research subjects” to actively work towards discovering solutions to specific issues/problems,
while employing the knowledge and skills they have developed throughout the undergraduate program.
For prospective students who do not undergo the general entrance examination, the School provides
pre-admission education to prepare them for its first-year education. To support new entrants whosemathematical ability is not sufficient, since AY 2010, the School has provided them, as a trial, with a“mathematics remedial program” based on the “basic math ability test.” In AY 2010, the program wasconducted in the three departments of Physics, Informatics, and Human System Interaction. In AY 2011,
after making improvements including expansion of the test coverage, the program was conducted in thefive departments of Physics, Chemistry, Bioscience, Informatics, and Human System Interaction.
4.2-68), 4.2-69)
Meanwhile, the Department of Mathematical Sciences and the Human System Interaction are
expected to produce their first graduates in AY 2012. Taking this opportunity of the “completion” of thesedepartments, since AY 2011, each department in the School has been reviewing its curriculum, which is tobe implemented in AY 2013. As “introductory subjects” to specialized education, each department
provides first-year students with “mathematics introductory seminar” (Department of Mathematical220

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Sciences), “introduction to physics” (Department of Physics), “basic chemistry A/B/C” (Department ofChemistry), “bioscience I/II” (Department of Bioscience), “introduction to informatics” (Department ofInformatics) and “introduction to human system engineering” (Department of Human System Interaction).
4.2-28)p.65～70

 School of Policy Studies
In the School of Policy Studies, students do not belong to any specific department during their first yearof study. The School provides first-year students with subjects dealing with cross-field content that would
be necessary to their learning in whichever department they may study in and after their second year of
study. Specifically, the School provides, as main subjects for the first-year education, “basic seminar,” inwhich students develop their academic skills in small-sized classes; “computer seminar,” aimed atdeveloping computer skills; and “English communication,” intended to help students acquire a goodcommand of a foreign language (English), as well as communication ability. As part of the educationalarrangements characteristic of the School, the School provides first-year students with “introduction topolicy studies” and “introduction to human ecology” as introductory subjects to form the foundation forstudies in several disciplines. The curriculum for the first-year education also contains introductory
subjects to policy studies, applied informatics, urban studies and international policy studies, helping
first-year students choose the department in which they will study in the subsequent years of theundergraduate program. The School does not categorize subjects, for instance, into “liberal subjects” or“specialized subjects,” since it emphasizes an interdisciplinary perspective covering diverse fields of study.
However, some subjects, such as economics and statistics, require learners to sequentially “accumulate”
knowledge in a step-by-step manner. Regarding such subjects, the School ensures that subject instructors
discuss the content of each subject and standardize the level of learning by determining what educational
content should have been taught before studying another given subject. Aside from “seminar subjects,” theSchool provides a number of general subjects that contain participatory class activities, encouraging
students to play an active role in class. These subjects feature group work, as well as an “active learning”
approach, in which students independently investigate specific themes and present the findings by using
audio-visual devices. 4.2-30)p.12～29<Educational content for students with disabilities; educational content in consideration of cooperation
between the University and high schools>
The School provides students of all abilities with education based on its philosophy “Coexistence
between people and nature, coexistence among people” as stipulated in its Curriculum Policy. Based on
this idea, for students with hearing impairments, the School endeavors to guarantee their right to education,for instance, by supporting note-taking, and adding subtitles to visual materials. Meanwhile, as part of the
University-high school cooperation, the School designates “English communication” and several
lecture-based subjects for first-year students as “University-high school joint subjects.” Regarding the“English communication” subject, high school students take the TOEFL test as taken by University
students, and learn in a class appropriate to their English proficiency. 4.2-70)
 School of Human Welfare Studies
The curriculum of the School of Human Welfare Studies is categorized into subjects for specialized
education commonly provided throughout the School and subjects for education featuring characteristics
of each of its three departments. These categories are referred to as “specialized common subjects” and“department specialized subjects,” respectively.
In AY 2011, when the School produced the first graduates after its establishment, the School revised its
curriculum for implementation in AY 2012, in a manner that allowed for diverse course registration
models while taking advantage of both a “university” providing comprehensive education and the School
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providing interdisciplinary education.
The curriculum revision for AY 2012 featured the establishment of a framework that enabled free choiceof subjects, allowing students to choose subjects equivalent to 30 credits from the course offerings in theirown department, or any other department in the School or other schools; provided that the 30 credits
comprises two credits of “introduction to human welfare studies,” 20 credits from “specialized common
subjects” and eight credits from “related common subjects.” This curriculum revision was aimed at
establishing a new curriculum that enables each department to formulate three or four various types ofcourse registration models within the said framework of 30 credits. 4.2-71)
The basic idea of this curriculum revision is to technically solve the imbalance seen in the status ofstudents’ course registration and the arrangement of the course schedule, while maintaining the basic
framework specified in the “statement of the purpose of establishment of the School.” The new curriculum
provides a variety of course registration models in consideration of the diverse interests of new students.
Specifically, in the new curriculum the School has abolished “specialized common subjects” as anindependent subject category. Instead, the School has introduced the subject group of “specialized basic
subjects” intended for first-year students under the category of “department specialized subjects,”
replacing the categorization of “specialized common subjects.” The School positions these “specialized
basic subjects” as the foundation for studying specialized subjects. The School thus provides common
educational content within the category of “department specialized subjects.”
Not all subjects for second- and third-year students have originated in the department currently
providing them. Specialized subjects provided by the Department of Social Organization Development
and the Department of Holistic Human Sciences include many subjects that were originally provided in
the former Department of Social Work under the School of Sociology, and that feature similar content tothat of subjects provided in this former department. In this regard, the School respects the “commonality”
between such specialized subjects currently provided in these two departments and the specialized
subjects provided by the current Department of Social Work. While emphasizing the idea of specialized
education covering several departments, the School pays attention to ensuring that the common or similar
specialized education among the three departments is provided, to the extent that such education does not
impair the uniqueness of the education in each department.
As described above, the School provides educational content appropriate for its program, in accordancewith its Curriculum Policy.

 School of Education
The curriculum of the School of Education is categorized into “general education subjects” and“specialized education subjects.” “General education subjects” are intended for the first- and second-year
education, providing students with an opportunity to consolidate their foundation in specialized education
at an early stage of their undergraduate education. “General education subjects” are also positioned asliberal education providing a wide range of learning experiences, as well as introductory subjects tospecialized education. Through these subjects, the School aims to develop “leadership” in students.
“General education subjects” comprise the following subjects: “Christian subjects,” which are intended
for students to learn the philosophy of education based on Christian principles as KG’s founding spirit, as
well as broad ideas regarding how human beings should live; “language education subjects,” which are
aimed at developing in students the basis for deepening cross-cultural understanding and proceeding withresearch from an international perspective; “information science subjects” aiming at equipping students
with the ability/skills of information collection, which are critical in conducting educational and research
activities; and “liberal education subjects,” which help students acquire a broad education forming thebasis for learning specialized education, as well as cultivate their comprehensive “leadership.” “General
education subjects” are provided as a common school-wide program, which is open to all School students
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regardless of their department, offering subjects constituting the identity of the School.
Regarding “specialized education subjects,” the School provides “common school-wide specialized
education subjects,” emphasizing the educational philosophy and goals of the whole School, such as“understanding of children,” international understanding, and cooperation with local communities. Amongthese subjects, “basic seminar” is a compulsory subject in the first-year education, providing students with
an opportunity to acquire the basics of studying at a university, together with methods of
discussion/debate and techniques for collecting necessary materials and data. With a view to conducting
specialized education in conformity with the philosophy and goals of each of the School’s two
departments, the School provides “specialized education subjects” that have been established for eachdepartment. The Department of Early Childhood and Elementary Education provides “common
department-wide specialized education subjects” aimed at forming a common basis for both earlychildhood education and elementary education. In parallel with these subjects, the Department also
provides subjects in line with the educational goals of each course, under the categories of “specialized
education subjects for the Early Childhood Education Course” and “specialized education subjects for the
Elementary Education Course.” The School’s curriculum also contains subjects intended for students toobtain the specific licenses and certificates necessary to contribute to society as educators or childcare
workers in the future. These subjects are primarily provided as part of the “common school-wide
specialized education subjects” and “specialized education subjects for the Department of Early
Childhood and Elementary Education.”
The Department of Applied Education provides “applied pedagogy core subjects,” as well as “teacher
training-related subjects,” which are necessary for obtaining a license to teach social studies in junior highschools and civics in high schools.
In an effort to ensure consistency between the educational policy and the actual curriculum design andimplementation, the School reviews the content of its specialized education and checks for any problems
regarding its curriculum by convening the Curriculum Committee, which is responsible for examining theoverall curriculum in the School; and the “Instructors’ Meeting of the Kindergarten Teacher- and Nursery
Teacher-Training Course” and the “Instructors’ Meeting of the Elementary School Teacher Training
Course,” both of which are responsible for considering problems regarding the curriculum and course
offerings intended for acquisition of relevant licenses and certificates. The abovementioned arrangement
for curriculum review has been established since most of the subjects for the School’s specialized
education comprise subjects concerning acquisition of the said teacher’s licenses/certificates. In addition
to the abovementioned review effort, the School has developed course registration models for each coursein the Department of Education (a new department scheduled to be established in AY 2013), while
incorporating the results of relevant previous discussions. These models have been formulated by the
Future Vision Committee, which is in charge of planning a new curriculum for implementation after the
School produces its first graduates after its establishment. 4.2-72)

 School of International Studies
In the School of International Studies, it is ensured that first-year students begin to study “introductory
subjects,” “basic subjects” and “basic seminar subjects” as “basic international subjects,” so that they candevelop a clear awareness of the course/field of specialization in which they aim to deepen their learning.
Among “basic international subjects,” a subject titled “introduction to the School of International Studies”
features omnibus-style lecture sessions provided by full-time faculty members of the School. Together
with the subject “introduction to international understanding of regions in the world,” this subject,“introduction to the School of International Studies,” enables students to become familiar with the
School’s faculty members and their fields of specialization at an early stage in the undergraduate program,functioning as an introductory subject to “specialized international subjects.” This also helps students
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make an informed choice as to their “research seminar” class. 4.2-34)
Generally, students commence studying “specialized international subjects” in their second year of study,
and deepen their expertise by studying relevant subjects while focusing on specific geographical regions
and academic fields. Students can connect this learning experience to their studies in “research seminar,”which they commence in their third year.
The School provides approximately 100 subjects delivered in English, contributing to enriching theenvironment for studying in English, not only for students from overseas but also for Japanese students.
The School, which provides a wide array of subjects given in English, is KGU’s sole school that operates
a program that allows students to obtain an academic degree by studying a set of specific subjects
provided only in English. This curriculum framework comprising subjects taught in English has been
established as the “School of International Studies English-based Degree Program (EDP).” 4.2-73)
As described above, the School provides appropriate educational content in accordance with its
Curriculum Policy.

Graduate Schools

4.2-1-(2) Graduate School of Theology
In the first half of its doctoral program, the Graduate School of Theology provides a range ofcompulsory subjects and required elective subjects, with an eye to enabling students of the Christian
Theology and Missionary Work Course and the Christian Thought and Culture Course to conductmultifaceted research activities in the Graduate School’s four fields of research (the biblical, historical andcultural, systematic and thought, and practical fields). Emphasizing on-site learning, the Graduate School
also provides practicum subjects (“church practicum,” “Christian social practicum” and “clinical pastoral
practicum”), in addition to lecture-based subjects and seminar subjects. In the context of its diverse course
offerings, the Graduate School has explored and formulated desirable course registration models for eachcourse and field of specialization, which have been made public via KG’s official website and the
Graduate School’s Course Guide. 4.2-37)
Following the formulation and disclosure of its Diploma Policy, the Graduate School has also developed,
specified in written form and disclosed its Curriculum Policy in AY 2011. The Graduate School willcontinue its efforts to ensure that the Curriculum Policy will be embodied in syllabuses as elements of theachievement goals in each subject.
 Graduate School of Humanities
In the first half of its doctoral program, the Graduate School of Humanities provides “research seminar”
as a compulsory subject in all fields of specialization, with a view to providing students with anopportunity to accumulate experience in investigation, research, report and discussion regarding theirresearch themes, thereby encouraging students’ self-motivation toward research and a self-directed
approach to research activities. The Graduate School also provides diverse elective subjects, including“special lecture,” “material research” and “literature research,” the educational content of which features
specialized knowledge adapted to the advancement of academic research in each field of specialization.
Among these subjects, the “Graduate School of Humanities special lecture” has been provided since AY2010 as a subject useful to appropriately contextualize a situation of interpenetration and interinfluence
between fields of research. In the second half of the doctoral program, the Graduate School aims todevelop researchers and advanced specialized professionals capable of, as doctoral degree holders,inheriting advanced research outcomes and further advancing them in a creative manner. In this context, in224

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the second half of the doctoral program, the Graduate School places emphasis on educational content
primarily featuring research activities, rather than lecture-style instruction. In this respect, the Graduate
School is making efforts to enhance the compulsory subjects “research seminar” and “doctoral dissertation
preparation seminar.” The Graduate School aims to facilitate this enhancement process in tie-ups with“special research,” a subject incorporating practical objectives, such as presentations at academic
conferences and submission of papers to academic journals for publication; as well as with a variety ofworkshops and other study activities that are actively conducted in each field of specialization beyond theframework of “subjects” provided within the regular curriculum. 4.2-74)

 Graduate School of Sociology
In the Academic Course in the first half of its doctoral program, the Graduate Department of Sociologyof the Graduate School of Sociology provides two groups of subjects: a group of subjects aimed at helping
students acquire a broad range of fundamental knowledge for sociological and socio-psychologicalthinking, without excessively focusing on specific fields or methods of research (e.g., sociological theory
lecture, social psychology lecture, literature reading, advanced sociology lecture); and a group of subjects
dealing with more specialized content (e.g., sociology special lecture, special lecture on the history ofsociological theories). In “sociology research seminar” taught by academic advisors and sub-academic
advisors, students aim to acquire methods and approaches suited to specific research themes and theirfields of research; as well as the skills necessary to organize the research outcomes into a Master’s thesis.
In the Social Research Specialist Course established in the first half of the doctoral program, theGraduate Department sequentially provides a range of subjects, which are categorized in a subject groupregarding social research (e.g., research planning seminar, fieldwork seminar) and a subject groupregarding analysis methods (e.g., research statistics seminar, statistical analysis seminar), with a view tohelping students acquire techniques and skills for social research and analysis. In “sociology researchseminar” taught by academic advisors, students acquire methods and approaches suited to specificresearch themes and their fields of research, along with the skills necessary to organize the researchoutcomes into a Master’s thesis.
In the Socioliteracy Advanced Program provided in the second half of the doctoral program, students
deepen their research in their fields of specialization, while acquiring the necessary knowledge to correlate
diverse fields of specialization. 4.2-41)
In “sociology research seminar,” students are encouraged to clearly recognize their purpose of acquiring
a doctoral degree, plan and implement relevant research activities on their own initiative, present the
research findings, and ultimately acquire the ability to author a doctoral dissertation.
In all programs and courses, the Graduate School provides optional classes, such as “thesis/dissertation
preparation support class” and “English presentation class,” with an eye to responding to students’
self-motivated needs in their research activities.
 Graduate School of Law and Politics
In each program of Practical Law, International Relations, Business Law and Public Policy, theGraduate School of Law and Politics provides special lectures, inviting practitioners and incumbent
officials of Hyogo prefectural government as instructors.
The Public Policy Program is a joint program with the Graduate School of Economics. Graduate
students specializing in law and politics study subjects provided in this program alongside economics
majors. Subjects instructed by faculty members of the Graduate School of Economics include “publicfinance studies,” “local finance theory,” “public financial analysis,” “regional and urban economic theory”
and “social security theory A/B.”
Regarding the Public Policy Program, an evening course is also provided for working adults who seek
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to study the necessary subjects and complete the course while in employment. Some classes are provided
on Osaka Umeda Campus, as well as at specific venues in the vicinity of Nishinomiya-Kitaguchi Stationon the Hankyu Line, as necessary.
Since AY 2008, fixed-term professional faculty members have been assigned to the Public Policy
Program from the Ministry of Internal Affairs and Communications, providing practical education basedon their professional work experience. 4.2-43)p.25～37,4.2-75)

 Graduate School of Economics
In the first half of its doctoral program, the Graduate School of Economics requires students to complete
eight credits from “core subjects” (eight subjects: core micro economics I/II, core macro economics I/II,
core econometrics I/II, core economic history, and core history of economic thought) as compulsory
subjects, in order to consolidate the foundation for study at graduate school. The Graduate School also
designates eight credits from “research seminar” (Master’s theses) as compulsory. A balance between
coursework and research work has thus been achieved. A new curriculum design slated for introduction in
AY 2013 is intended to ensure a curriculum content that is conducive to achieving one of the Graduate
School’s educational objectives, “Establish a system enabling the Graduate School to incorporate newacademic trends into its research and educational activities even more promptly, in consideration ofprogress made within the economics academic community.” 4.2-76)p.13
In the Economist Course provided for working adults, students can choose their program either fromthat based on “research seminar” (Master’s thesis guidance) or that based on “theme research” (paper
examination). While the enrollment is small, this course provides useful research opportunities forstudents who seek to organize their previous professional experiences from an academic viewpoint, andconsolidate the basis for advancement to in-depth research. 4.2-77)
All students planning to submit a Master’s thesis in a given academic year are required to present areport at the same year’s “Master’s theses interim report meeting,” which has been implemented since AY
2011. This meeting provides students with an opportunity to receive guidance and advice from faculty
members other than their academic advisor (faculty members appointed as sub-academic advisors, andother faculty members). The meeting is held in public, allowing access to other graduate students. The
meeting thus provides a mutual stimulus and learning between many participating students, achieving avaluable educational effect.
In the second half of the doctoral program, the Graduate School does not designate specific credit
requirements other than the requirement for the subject of “research seminar.” The Graduate School
provides each student with the necessary guidance, while incorporating a system of joint seminars, inwhich instruction is given to the student by faculty members other than his/her academic advisor,
regarding disciplines related to his/her field of research. Guidance is provided based on a “researchguidance plan,” which is designed for each student to achieve his/her objective of acquiring a doctorate inthree years after entrance to this stage of the doctoral program. 4.2-77)
Report presentation at the Economics Workshop, which is made by students as a requisite forsubmission of a doctoral dissertation, provides an opportunity for students to obtain guidance from faculty
members of the Graduate School other than their academic advisor, as well as from researchers
participating from outside the University. This presentation at the workshop significantly contributes tothe development of relevant research activities and enhancement of the quality of doctoral dissertations.
 Graduate School of Business Administration
In the first half of the doctoral program of the Graduate School of Business Administration, all subjects
except “research seminar” are equivalent to two credits each. To complete the course, students must
acquire at least 22 credits from these subjects. In each of the six fields — management, accounting,226

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marketing, finance, business information, and international business — the Graduate School provides two
to four basic subjects, in addition to eight to 10 specialized subjects. The Graduate School also provides“special lecture on theories of accounting disclosure,” “special lecture on business management
accounting” and other highly practical “combined subjects” established with the Institute of Business andAccounting; “Japanese (paper writing)” and “Japanese (oral presentation)” intended for students fromoverseas; special lectures on practical business operations and current topics; special lectures provided inendowed courses etc. In this academic year, the Graduate School has provided lecture sessions deliveredin English under the category of “commercial science special lectures,” as well as lecture sessions throughan endowed course under the category of “finance special lectures.” In the second half of the doctoral
program, the Graduate School provides three to eight subjects in each field of specialization. 4.2-44)p.11～12

 Graduate School of Science and Technology
In the Graduate School of Science and Technology, the subject forming the core of its curriculum for the
first half of the doctoral program is “special experiment and seminar” (compulsory; 12 credits), in which
students learn basic methodology for research. Along with “special experiment and seminar,” theGraduate School also provides “literature seminar” as a compulsory subject equivalent to four credits, inorder to develop in students the ability to closely analyze international trends in research activities,
primarily by reading literature in foreign languages. 4.2-8)Article 33 With a view to developing abusiness-oriented mindset in students specializing in science and engineering, the Graduate School
prepared for the introduction of MOT (Management of Technology) subjects, the necessity of which was
discussed in AY 2010. As a result, the subject “creation of research and development-oriented venturebusinesses” was jointly established with the Institute of Business and Accounting in AY 2011. This subject
is provided as an intensive subject held during the summer holidays for first-year students in the first halfof the doctoral program, in consideration of the current situation where many students seek employment
in private business after completing this stage of the doctoral program. In the second half of the doctoral
program, the Graduate School aims to help students develop profound scholarship and high level researchskills in their field of specialization through “special research” subjects, in which each research advisor
provides finely tuned guidance for individual students. However, the scope of instruction by the faculty isnecessarily limited, and it is impossible to cover all fields of research. To supplement the education
provided in necessary fields and enrich its specialized education, the Graduate School held 27 academic
seminar sessions by inviting lecturers from outside the University. Moreover, to revitalize research work,
the Graduate School has also arranged for “special experiment and seminar” to be conducted at external
partner research institutes and universities. In this arrangement, in AY 2011, one student was assigned to
RIKEN Center for Developmental Biology, eight students to SPring-8, a large synchrotron radiation
facility, and three students to the National Institute of Advanced Industrial Science and Technology(AIST). In a tie-up with Hyogo College of Medicine, one graduate student has been assigned to thecollege since AY 2011. These students participate in presentation sessions regarding their researchoutcomes (including an interim presentation session and a final examination), together with other students
who participate in “special experiment and seminar” at KGU. These sessions serve as an opportunity forstudents who conduct research at KGU and at the external organizations to provide a positive stimulus toone another.
 Graduate School of Policy Studies
The Graduate School of Policy Studies has revised its curriculum and applied it to students who entered,or will enter, the Graduate School in or after AY 2011, providing education and guidance based on thefollowing composition of subjects:
Subjects for the first half of the doctoral program comprise groups of “policy basics,” “policy research,”
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Educational Content,
System and Outcomes 2. Curriculum and Educational Content“field research,” “Master seminar,” “language communication” and “qualification subjects.”
In the group of “policy basics,” the subject “policy science research method” (two credits) is designatedas compulsory. “Policy research” includes 14 subjects (28 credits) regarding policy research techniques
and basic theories, of which six credits are granted via required elective subjects. Regarding “fieldresearch,” four subjects (eight credits) are provided in the field of Public Policy Studies, seven subjects(14 credits) in the field of Environmental Policy Studies, five subjects (10 credits) in the field of Language
and Culture Policy Studies, and nine subjects (18 credits) in the field of Urban Studies. The field of Urban
Studies also provides four “qualification subjects” (14 credits) intended to provide students with practicalexperience as architects. Ten “field research” subjects (20 credits) are also provided in the field ofInternational Policy Studies, and 11 such subjects (22 credits) in the field of Applied Informatics. The
common subjects “research project” and “policy research A/B/C” are implemented based on proposals by
faculty members. Accordingly, the number of classes for these common subjects varies, depending on theacademic year. 4.2-45)
To complete the course, students are required to obtain a minimum of 30 credits in total. These 30
credits must include at least 22 credits that comprise eight or more credits from “field research,” twocredits from the compulsory “policy basics,” six or more credits from “policy research,” and two credits
from “language communication.” In addition to these 22 credits, students must complete eight credits ofcompulsory “Master seminar” to satisfy the 30-credit requirement.
In the second half of the doctoral program, the core of its educational content is formed by “dissertation
seminar” and “research seminar,” which are conducted under close guidance by academic advisors. If
fieldwork and practicum are necessary in the process of research activities, the instructor of the “researchseminar” cooperates with the research advisor of the “dissertation seminar” in developing a program foreach student and implementing it.

 Graduate School of Language, Communication, and Culture
In its program of Linguistic Science, the Graduate School of Language, Communication, and Culture
provides educational content aimed at conducting research on vocabulary and sentence structure, as wellas on the relationship between language and cognition, and that between language and psychology. To
conduct universal and individual researches in the language as a communication system, the Graduate
School also provides educational content in the fields of phonetics, phonology, morphology, syntax andsemantics, as well as in the fields of language pragmatics, sociolinguistics and corpus linguistics.
In the four types of Cultural Linguistics programs, the Graduate School provides subjects intended forresearch focused on the regional, cultural and social aspects forming the background of each language.
The Linguistic Education program is primarily aimed at exploring interdisciplinary and empiricallanguage education methods, providing education to consider practical methods of language education.
The educational content provided in this program also emphasizes research into interdisciplinary language
education methods including related fields of research. To provide recurrent education for language
educators currently teaching in the classroom, the Graduate School provides program content regarding
language education methods that accommodate the specific needs of the classroom.
In the Japanese-language Education program, the Graduate School provides educational content for
those aiming to conduct comprehensive education in Japanese as a foreign language. 4.2-46)p.4
In the second half of the doctoral program, as described in the previous section, research guidance isprovided not only via individual guidance by academic advisors but also via group guidance involving
several faculty members in different fields of specialization. This is for the purpose of achieving
comprehensive and integrated guidance from a wider perspective, transcending the four fields ofLinguistic Science, Cultural Linguistics, Linguistic Education and Japanese-language Education. 4.2-46)p.8

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 Graduate School of Human Welfare Studies
In the Graduate School of Human Welfare Studies, educational content appropriate for the first half ofthe doctoral program has been achieved as explained below:
While the Graduate School consists of a single graduate department, the School of Human Welfare
Studies, which provides the undergraduate education forming the foundation of education at the Graduate
School, comprises three departments: the Department of Social Work, the Department of Social
Organization Development and the Department of Holistic Human Sciences. At the time of theestablishment of the Graduate School, the Graduate School provided a single curriculum design, as well as
specific subjects developed under this curriculum, in line with the simple viewpoint of “human welfare,”not from the viewpoints corresponding to those of the three undergraduate departments, which formed theeducational basis of the Graduate School. However, upon the “completion” of the School, i.e., theacademic year when the School was expected to produce its first graduates, it became necessary for the
Graduate School to redesign its curriculum and individual course offerings in a manner that
accommodated the three-department structure of the undergraduate course, so that the Graduate School
could provide appropriate education for prospective new students who would advance to the Graduate
School after graduating from the School. After due consideration, since AY 2012, the Graduate School has
provided “specialized elective subjects,” which form the core of the new curriculum, by categorizing theminto three subject groups: “‘transactions’-related subjects,” which comprise subjects concerning
problem-solving from a specialist perspective regarding “transactions” between humans and society (theenvironment) (in consideration of the educational content provided by the Department of Social Work; thesame applies hereinafter in this paragraph); “society-related subjects,” which comprise subjects
concerning specialized understanding of welfare society (Department of Social Organization
Development); and “human-related subjects,” which comprise subjects concerning specialized
understanding of human nature (in the mental/spiritual and physical aspects) (Department of Holistic
Human Sciences). Relevant subjects have been assigned under this subject categorization. As a result, theGraduate School has introduced nine “‘transactions’-related subjects,” eight “society-related subjects” andseven “human-related subjects, achieving an educational content more appropriate for the first half of thedoctoral program, compared with that before revision. 4.2-49)p.5～7・25
In the second half of the doctoral program, guidance is provided by seven academic advisors, including
four Social Work-related academic advisors, who provide research guidance regarding “transactions”
between humans and society (the environment); one Social Organization Development-related academic
advisor, who provides research guidance regarding social organization development and welfare society;and two Holistic Human Sciences-related academic advisors, who provide research guidance regarding
human nature from the mental/spiritual and physical aspects. As described above, the Graduate School
provides appropriate educational content by assigning academic advisors with relevant expertise to theeducational content in the field of human welfare studies.
 Graduate School of Education
In both the first and second half of its doctoral program, the Graduate School of Education provides
educational content adapted to the advancement of knowledge in specialized fields, in accordance with the
Curriculum Policy of the Graduate School. In the first half of the doctoral program, subjects are
categorized into “subjects for the Field of Early Childhood Pedagogy,” “subjects for the Field of Applied
Pedagogy” and “research subjects.” All subjects are elective, except for the research subjects “earlychildhood pedagogy research seminar” and “applied pedagogy research seminar.” The Graduate School
has thus achieved systematic course offerings with an emphasis on practical perspectives. The content of
the subjects in both fields has been designed to be grounded in the idea of “understanding of children.”
The Graduate School allows students to study a broad range of subjects provided in both fields. Research229

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guidance is provided in a unified manner.
In the Field of Early Childhood Pedagogy, as subjects under the category of “theory of early childhood
education,” the Graduate School provides “special lecture on theories of early childhood pedagogy A,”“special lecture on theories of early childhood pedagogy B,” “special lecture on early childhood
educational psychology A,” “special lecture on early childhood educational psychology B,” “special
lecture on the content of early childhood pedagogy A” and “special lecture on the content of earlychildhood pedagogy B.” As subjects regarding “educational theories and methods,” the Graduate School
provides “special lecture on educational psychology,” “special lecture on applied developmental studies
A,” “special lecture on applied developmental studies B,” “special lecture on pedagogy,” “research on thehistory of thought in early childhood education” and “educational statistics research method.” As subjects
regarding “practice of early childhood education,” the Graduate School provides “research on earlychildhood pedagogy (Japanese),” “research on early childhood pedagogy (arithmetic),” “research on earlychildhood pedagogy (life),” “research on early childhood pedagogy (play)” and “research on earlychildhood pedagogy (picture book theory).” The Graduate School also provides “special lecture on
Christian pedagogy” as subjects intended to study the history of, and contemporary issues/problems
regarding Christian education based on the understanding of human nature and children in Christianity.
Meanwhile, in the Field of Applied Pedagogy, as subjects under the category of “pedagogy,” theGraduate School provides “special lecture on educational anthropology A,” “special lecture on educational
anthropology B,” “special lecture on educational methodology A,” “special lecture on educational
methodology B,” “special lecture on educational sociology A” and “special lecture on educationalsociology B.” As subjects regarding “educational counseling” and “special support education,” theGraduate School provides “special lecture on applied pedagogy A,” “special lecture on applied pedagogy
B,” “special lecture on applied pedagogy C,” “special lecture on applied pedagogy D,” “special lecture on
applied pedagogy E,” “special lecture on applied pedagogy F,” “special lecture on applied pedagogy G”
and “special lecture on applied pedagogy H.” The Graduate School also provides students with anopportunity to study clinical psychology and other adjacent fields of research.
The research subjects “early childhood pedagogy research seminar” and “applied pedagogy researchseminar” are provided as required elective subjects in each respective field in the Graduate School. These
research subjects are intended to provide students with advanced academic knowledge in their field ofspecialization, advanced academic knowledge of relevant methods, and research guidance for preparationof a Master’s thesis.
Regarding the second half of the doctoral program, in both of the Graduate School’s two fields (theField of Early Childhood Pedagogy and the Field of Applied Pedagogy), the Graduate School aims at
developing in students the ability to analyze and conceptualize various issues from a scientific viewpoint,
while studying a variety of domestic and overseas literature and materials. The Graduate School also
provides research guidance primarily via “research seminar” in order to help students prepare their
Master’s theses. 4.2-50),4.2-62)
To review and consider the current status and problems regarding the instruction in “research seminar,”as well as regarding the instruction system and approach to be implemented in and after AY 2013, theGraduate School held FD Seminars in AY 2010 and AY 2011, promoting relevant discussion andinformation exchange among Graduate Faculty Board members. 4.2-78)

 Institute of Business and Accounting
In the second half of its doctoral program, the Institute of Business and Accounting conducts practicalprofessional education, by appropriately combining “research guidance” as a subject providing guidance
directly relating to dissertation preparation, with subjects under the framework of “advanced management
special research,” which are aimed at helping students acquire the necessary knowledge in receiving
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dissertation guidance. 4.2-79)p.2･10･11 For dissertation guidance, the Institute has adopted a multiple-advisor
system, whereby guidance is provided for a single student by an academic advisor and assistant academic
advisor(s). 4.2-80)
Since the establishment of the Graduate Department (for the second half of its doctoral program) in theInstitute in AY 2008, student enrollment has increased year by year, resulting in an expansion of thestudents’ fields of research. To accommodate this situation, the Institute has increased the number ofsubjects provided in the category of “advanced management special research”; Commencing with eightsubjects in AY 2008 and AY 2009, the Institute provided seven subjects in AY 2010, and increased this to
24 subjects in AY 2011, and to 40 subjects in AY 2012. 4.2-80),4.2-79)p.10･11 This increase in the number ofsubjects has enabled the Institute to provide education and research guidance that are more flexibly
adapted to the individual research content of each student.

2. Check and Evaluation(1) Matters showing improvement

Whole University

4.2-2-(1) Undergraduate Course
Regarding the first-year education, a variety of proactive efforts have been made while incorporating theidea of “active learning,” emphasizing enhancement of students’ motivation and attitude toward study andresearch. These efforts include the establishment of “study skill seminar” 4.2-81) as a “University-wide
subject” for helping students acquire basic skills for learning, as well as the revision of “start-up seminar”
4.2-82)at the School of Law and Politics.
Each school’s curriculum contains several courses accommodating the students’ diverse future career
visions and interests. By effectively using coursework conducted at each school, the University has
established the Multidisciplinary Studies Program (MDS Program), via which many courses and programs
are made available for all students. 4.2-55)
Coordination for optimization of the curriculum of “University-wide subjects” has been promoted
primarily by the Center for Common Educational Programs, for instance by clearly showing thesystematic curriculum structure of such subjects and preparing a booklet intended to help students choose
appropriate subjects suited to their learning goals. 4.2-84)
 Graduate Course
A Diploma Policy and Curriculum Policy were established at all graduate schools, while theestablishment of these Policies had been delayed. The Policies have been made public on KG’s official
website. 4.2-11) The Policies help define more clearly each graduate school’s “objectives concerning thefostering of human resources” stipulated in the Graduate School Regulations, 4.2-85) and provide students
with a wide range of information regarding the overall process for learning, including how to study
subjects provided at each graduate school.

Schools

4.2-2-(1) School of Theology
The School of Theology has adopted a seminar system comprising “basic seminar” (for first- and231

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second-year students) conducted as part of the School’s first-year education, “field-based seminar” (forthird-year students) and “special research seminar” (for fourth-year students). This system is distinctive inthat it is not based on the conventional style of “seminar” education which normally commences in thestudents’ third year of study, but provides several “field-based seminars” for third- and upper-year students,
the themes of which are set on the basis of the academic interests of each faculty member. (Seminars A
through D have been established in each of the fields of Old Testament studies, New Testament studies,
history of Christianity, systematic theology, practical theology, Christianity and thought, and Christianity
and culture.) 4.2-13) Students are allowed to study various themes in several seminars concurrently, andexplore and identify their own research theme, without being restricted to a specific theme instructed by aspecific faculty member. Most students well understand the aim of this seminar system, participating inseveral “field-based seminars” dealing with various themes. 4.2-86)
For students in other schools, the School provides “Minor program: Christian thought and culture” as a
Multidisciplinary Studies Program (MDS Program), 4.2-55)p.9 providing such students with access tolearning both basic and specialized subjects in Christianity. Learning and researching Christianity, whichis crucial for studies in world history, Japanese history, history of thought, and cultural history, essentiallyinvolves the possibility and necessity of interaction with other disciplines. One or two students annuallyenroll in this program from other schools. 4.2-87)

 School of Humanities
A sequential and systematic learning system has been established at the School of Humanities, enabling
students to adapt themselves to university education without difficulty, and make progress from diverse
liberal education to advanced specialized education in a step-by-step manner. This sequential andsystematic learning is illustrated by diagrams, which are used for introduction of the School and otherpurposes.
All students are required to submit a thesis for graduation. To help them prepare a thesis, the School
provides small group-based seminar education for third- and fourth-year students. (One class consists ofseveral students, up to 25 students.) Graduation thesis examination is conducted by a team consisting of achief examiner and sub-examiner(s), ensuring an objective and rigorous examination process. The“Qualities Expected of KG Graduates” are thus guaranteed. 4.2-88)
At the School, many lecture sessions are delivered in classes of a relatively modest size. Together withthe abovementioned learning systems, such class composition helps the School conduct diverse and highly
specialized education.
 School of Law and Politics
The School of Law and Politics has reinforced its first-year education, the approach to which had been
explored for years, by introducing “start-up seminar,” which is conducted for new entrants to the School,
using shared educational materials and syllabus. 4.2-65) A common textbook newly devised for this seminar,
the “Study Guide for Law and Political Science,” covers the content necessary for first-year students tostudy and conduct research as law/political science majors at the School. This guidebook provides useful
information, to which students can refer repeatedly even after they complete the seminar program. 4.2-64)
Meanwhile, for students who are highly interested in, and motivated for studying the law, the School has
introduced the “Law for Legal Profession” course in the new curriculum, as an initiative to provide more
intensive education aimed at supporting students in proceeding to the legal profession. According to asurvey that was distributed in AY 2012 to new students soon after their entrance to the School, the results
regarding the said course were promising, indicating that the respondents were highly interested in thecourse. 4.2-89)

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 School of Policy Studies
In the School of Policy Studies, cross-departmental interaction between students is actively promoted
via the Research Fair and off-campus volunteer activities, 4.2-90) while such interaction is limited to someextent in “research seminar” and “media workshop” for third- and fourth-year students, which areprovided within each department.
For English education, the School conducts the TOEFL test for new entrants as a placement test,
composing classes by their proficiency in English as indicated by the test. This English education programis highly effective especially for students with a limited command of English.
 School of Education
In preparation for the reorganization of the School of Education after its “completion” in AY 2012, when
the School is expected to produce the first graduates after its establishment, the School established the
Future Vision Committee. The committee reviewed the existing curriculum, which was developed on thebasis of the philosophy and goals of the School, and identified issues needing further improvement. These
identified issues were confirmed and examined at a meeting of faculty members (held on July 28, 2010),
and the result was further deliberated by the Undergraduate Faculty Board. The final result wasincorporated in a new curriculum in a manner that accommodates the School’s future vision defined forthe academic year of the “completion” and subsequent years. In the Department of Early Childhood andElementary Education, the curriculum structure and content of subjects in both the Early Childhood
Education Course and the Elementary Education Course are reviewed at the “Instructors’ Meeting of theKindergarten Teacher- and Nursery Teacher-Training Course” and the “Instructors’ Meeting of the
Elementary School Teacher Training Course,” respectively. These meetings, held once every month or twomonths, identify problems and discuss measures for improvement. These meetings have enabled the
School to eliminate duplication of educational content between subjects dealing with closely related
themes, as well as any omission of necessary elements in teacher training. 4.2-72)
 School of International Studies
The School of International Studies provides a program enabling students to acquire academic degrees
by completing a set of specific subjects, the instructions of which are delivered only in English. Bychoosing this program, students from overseas, as well as Japanese students with high English proficiency,
can obtain an academic degree and graduate from the School via coursework for which instruction isprovided only in English. 4.2-73)

Graduate Schools

4.2-2-(1) Graduate School of Humanities
In the Graduate School of Humanities, in AY 2011, the Graduate Department of Integrated
Psychological Sciences proceeded with planning to increase the number of classes for “special lecture on
psychological science,” in order to help students acquire the certificate of Clinical Developmental
Psychologist. The Graduate Department added two classes for the said lecture-based subject in AY 2012.
Due to the short lapse of time since the introduction of this class arrangement, some time is needed before
the Graduate Department can determine whether this addition will result in an increase in the number ofcertificate holders. Regarding “Graduate School of Humanities special lecture,” an increased number offaculty members teach this lecture-based subject. Interaction between their fields of specialization has
been contributing to imparting diverse knowledge to students. 4.2-91)
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 Graduate School of Law and Politics
The Graduate School of Law and Politics provides the Public Policy Program jointly with the Graduate
School of Economics. Via this program, student of both graduate schools have been provided with more
opportunities to interact with one another. Students of the Graduate School of Law and Politics also havean increased opportunity to interact with working adults, through evening classes, which have been
established to accept those seeking to study while in employment. Employment of fixed-term professional
faculty members has enabled the Graduate School to provide education and guidance from new points ofview. 4.2-92)
 Graduate School of Economics
In the first half of its doctoral program, the Graduate School of Economics has adopted a curriculum
design that positions “core subject group” as a basis for studying more advanced “specialized subjects.”
This curriculum design has contributed to the achievement of an appropriate balance between coursework
and research work, an educational effect exemplified by an increase in the quality of research activities
supported by extensive knowledge of economics, and enhancement of the quality of Master’s theses.
The joint seminar system introduced in the second half of the doctoral program provides students with
an opportunity to receive necessary advice and guidance from new points of view, provided by faculty
members other than their academic advisor. This system helps students to prepare a doctoral dissertation
dealing with highly advanced content.
 Graduate School of Policy Studies
Based on the curriculum, which was revised in AY 2011, the Graduate School of Policy Studies has
encouraged students to participate in the Research Consortium, the Research Fair, the Doughnut Hour and
the Policy Workshop. This has resulted in increased opportunities for students to publicly present theirresearch findings, as well as to interact not only with other students but also with faculty members. The
Graduate School has also introduced a system to partially support travel expenses paid by students, so as
to support their survey/research presentation activities. This system has facilitated off-campus activities by
students. 4.2-93)
The internship program to prepare students to take the national examination for the registered architect
certification is highly appreciated. Three additional students have been enrolled in the program in AY
2012. As described above, the new curriculum of the Graduate School has been successfully implemented,
producing positive outcomes.
 Graduate School of Language, Communication, and Culture
One of the features of the curriculum of the Graduate School of Language, Communication, and Cultureis that the curriculum allows students to pursue cross-sectional study and research, without being
restricted to a specific field of specialization. To enable such study and research, the curriculum has been
designed to contain a wide range of diverse subjects. In the field of Linguistic Education, the Graduate
School has decided to improve its curriculum, with a view to developing educators with a broader
perspective and rich academic knowledge, in an effort to more closely respond to the specific needs of theclassroom. 4.2-95)
 Graduate School of Human Welfare Studies
The Graduate School of Human Welfare Studies has revised its curriculum in AY 2012. The curriculum
was redesigned in a more systematic form, by abolishing some subjects and introducing new ones, thereby234

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accommodating the specific needs of students more closely. The revision has shown a positive effect inproviding educational content with greater appropriateness. 4.2-49)p.5～7･25(2) Matters that need to be improved

Whole University

4.2-2-(2) Undergraduate Course
In AY 2010, while the University discussed a proposed policy on the overall design of “University-wide
subjects” and possible reorganization of their subject groups, these did not come to fruition. Currently, theCenter for Common Educational Programs, which is supposed to function as an organizer regarding theoverall design and provision of “University-wide subjects,” is only playing the role of a coordinator. In
recent years, the importance of liberal education as the basis for various studies is widely recognized, andthere is great demand for globalization of universities. With this situation as a backdrop, the University
needs to review how it should provide “University-wide subjects” and redesign their subject groups.
 Graduate Course
Examination of the appropriateness of course offerings has been conducted in a rigorous manner, under
the responsibility of each graduate school. Examination of such appropriateness from a comprehensive
perspective covering all graduate schools has been assumed by the Graduate School Student andAcademic Affairs Committee and other bodies. However, such examination from a comprehensive
perspective has yet to reach the level of substantial examination of each graduate school’s course offerings,
partly due to the fact that not all graduate schools have developed course registration models as a tool tomore clearly present their coursework.

Schools

4.2-2-(2) School of Humanities
Since AY 2010, a series of policies has been formed primarily by the Academic Affairs Committee topromote specification and disclosure of curriculum. In response to these policies, the School of
Humanities specified its Diploma Policy, Curriculum Policy and other related policies. In a sense,
however, the process of specifying these Policies simply constituted confirmation of the existing
operations regarding degree conferment, curriculum design and implementation, etc. Amid the increasing
globalization of universities, the School must review its curriculum and realize specific reforms, while
exploring appropriate future directions for the School and identifying specific problems to be overcome inorder to make progress.
 School of Law and Politics
As described in Sections 1-(1), (2), the School of Law and Politics formulated the Curriculum Policy
and curriculum maps, in parallel with the revision of its curriculum. Importantly, however, the revised
curriculum would not function effectively unless the position/significance of each subject within thewhole curriculum as intended by the faculty is clearly communicated to students. It is therefore necessary
to take measures to clearly indicate the positioning of each subject in the curriculum, such as whether agiven subject is positioned as an introductory subject or an advanced subject. Meanwhile, a subject
numbering system is commonly employed in overseas universities. The School will consider introducing
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the numbering system, in view of the necessity of mutual accreditation of credits with overseas
universities, since such opportunities are expected to increase in parallel with the promotion of student
exchange programs aimed at development of individuals with a global mindset. 4.2-96)

 School of Science and Technology
The “mathematics remedial program” based on the “basic math ability test,” which is implemented at
the School of Science and Technology, shows a certain level of effectiveness. However, due to the shortlapse of time since its implementation, the School has not been able to analyze the effectiveness of the
program in detail.
 School of Policy Studies
In its English education, the School of Policy Studies has recognized a sluggish improvement in the
English ability of second-year students, as evidenced by their average TOEFL score. The School needs toidentify the cause and take necessary measures. 4.2-97)
 School of Education
In the School of Education, “basic seminar” provided as an introductory education subject is instructedby several faculty members. While instructors’ meetings are held at the beginning of each semester due tothe need to confirm and share the basic policies of the seminar class with them, it is currently difficult toensure the participation of all instructors in the meetings. Regarding “research seminar” for the third- andfourth-year education, students and faculty members have varied opinions regarding the procedure tochoose the class, the content of class instruction, etc. No specific standards have therefore been
established concerning these issues.

Graduate Schools

4.2-2-(2) Graduate School of Economics
In the first half of its doctoral program, the Graduate School of Economics provides the Economist
Course for working adults. This course is intended to provide useful opportunities for students who seek
to organize their previous professional experiences from an academic viewpoint, and consolidate the basis
for advancement to in-depth research. In reality, however, many students use this course as a means forbeing exempted from the national examination of Certified Public Tax Accountant. There is a widening
gap between the objectives set at the time of the establishment of the course and the current situation.
While the Graduate School never intends to reject students seeking a career as a Certified Public Tax
Accountant, it is necessary to recognize the imbalance between these prospective tax accountants andother general students, whose enrollment is declining.
 Graduate School of Policy Studies
The Graduate School of Policy Studies provides “field research,” which deals with diverse themes.
Political issues covering these themes are studied in a cross-sectional manner in “research project.” The
Graduate School must closely examine the content of “research project,” exploring effective approaches tolearning via this subject. Given the current situation where not all places for student admissions have been
filled, the Graduate School must devise additional measures to ensure diverse intellectual stimuli provided
between students of similar ages. While students actively participate in on-campus activities, such as the
Research Fair and the Research Consortium, the Graduate School recognizes the necessity to urge them toparticipate in external workshops, academic conferences and other off-campus activities more frequently.
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Especially for students in the second half of the doctoral program, the Graduate School must provide
support in obtaining opportunities to author refereed papers and make presentations at academic
conferences. 4.2-98)

 Graduate School of Language, Communication, and Culture
Among the seven fields comprising the Graduate School of Language, Communication, and Culture,
four fields come under the field of Cultural Linguistics. At the time of its establishment, the Graduate
School attracted a large number of students who sought to study in this field. However, the number ofapplicants has clearly shown a declining trend, especially in the past four years. The number of new
entrants for this academic year did not reach the number of places for admissions. The Graduate School
newly established the Cultural Linguistics (East Asian studies) program in AY 2011, introduced five new
subjects, and made other improvements in the curriculum content. In spite of these efforts, the overallsituation surrounding the field of Cultural Linguistics has not shown significant improvement.
“Matters that need to be improved” are as described above. 4.2-99)
 Graduate School of Human Welfare Studies
The Graduate School of Human Welfare Studies has revised its curriculum in AY 2012. The Graduate
School will henceforth have to develop course registration models for each of the majors of “Social
Work,” “Social Organization Development” and “Holistic Human Sciences.”

3. Development Measures for the Future(1) Matters showing improvement

Whole University

4.2-3-(1) Undergraduate Course
Efforts for enhancement of curriculums have been made, with particular emphasis on systematic
curriculum design, while taking the increasingly diverse learning needs of students into consideration.
These efforts have been made via curriculum revision at schools, reform of the first-year education, andintroduction of the Multidisciplinary Studies Program (MDS Program), which effectively uses coursework
conducted at each school and provides students with a broad learning experience, transcending the realmof studies available at the single department they belong to. Planning for University-wide introduction of
the subject numbering system is already underway. The University will promote relevant planning for anenhanced, systematic curriculum through the Academic Affairs Committee, which deals with
University-wide issues, and the Faculty Development Subcommittee established within the Committee, bymeans of introducing and sharing information regarding case examples of KGU’s schools and otheruniversities that have pioneered the introduction of subject numbering and other systems for systematic
curriculum design. 4.2-4)
 Graduate Course
Some graduate schools have formulated, or are formulating course registration models. The University
will promote wider dissemination to, and deeper understanding by students and faculty members of theestablished course registration models by publicly providing them via a variety of media.

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Schools

4.2-3-(1) School of Theology
In the structure of its seminar subjects, the School of Theology provides “field-based seminars” forthird-year students. While this arrangement provides students with wider choice in their research theme
setting, this may make the process (continuity) leading to the “special research seminar” (and the elective
subject “graduation thesis” to be introduced in AY 2013) for the fourth-year education unclear. The School
will ensure full understanding of such process by students, by providing them with course registration
models and guidance for their studies. For class instructors, it must be ensured that they recognize theprocess throughout all phases of seminar education more clearly, based on an increased awareness of theobjectives of, and the achievement goals regarding the necessary skills in seminar classes at each year of
study, which are to be clearly defined at meetings of the Curriculum Research Committee (School) andFD Workshops (School).
In view of this, the School will define screening criteria/standards regarding the elective subject“graduation thesis” slated for introduction in AY 2013, and will clearly indicate the sequence of steps
connecting “basic seminar” with “special research seminar” and “graduation thesis,” within the structureof the seminar subjects provided in the School’s curriculum.
Regarding the attraction of students from other schools in the Multidisciplinary Studies Program (MDS
Program), the School will first make efforts to increase the enrollment in the School’s subjects within theframework of the conventional system of accepting students from other schools. To achieve this, theSchool will explore a more appealing means of public relations, aiming at wider recognition of theeducation provided at the School.
 School of Humanities
The School of Humanities has made a concerted effort with the Academic Affairs Committee to clarify
the existing system for curriculum design, promoting relevant discussions at the Undergraduate Faculty
Board, the Administration Meeting, the Curriculum Committee and other meetings. In this process, the“Organizational structure and roles of the Curriculum Committee” were specified, clarifying the sections
responsible for planning and review of the curriculum and educational content of the School, as well as
the specific roles/tasks of such sections. A system has thus been established for improvement of thecurriculum in the future. Decisions made at monthly Curriculum Committee meetings are further
deliberated by the Undergraduate Faculty Board. This facilitates an increase in the awareness of issues
regarding curriculum among faculty members. 4.2-100)
 School of Law and Politics
Regarding the “Study Guide for Law and Political Science” used as a textbook in “start-up seminar,” theSchool of Law and Politics will continue to issue it, while updating its content. The “Law for Legal
Profession” course is designed to provide education for selected students. The School will provide
necessary information in the application guidelines, as well as on the occasion of the course explanation
meeting, in order to encourage students to apply for the course, especially those with high motivation toadvance to the legal profession. 4.2-22)p.76,4.2-101)
 School of Policy Studies
The School of Policy Studies encourages students to incorporate, in their study and research, theexperience obtained through cross-departmental interaction involving students in different years of study;
as well as to use the Research Fair and other opportunities to publicly present the outcome of such study
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and research as necessary. This approach has contributed to enhancement of the students’ learning
experience. 4.2-102) Regarding English education, in the fall semester of AY 2011, the School introduced asystem in which third- and fourth-year students provide first- and second-year students with advice inEnglish composition as Learning Assistants (LAs). Used by a total of more than 500 students in six
months, this system is producing positive effects. 4.2-103)

 School of Education
Regarding the appropriateness of the educational content provided by the School of Education, thecontent of class instruction has been improved by sharing understanding of relevant issues among class
instructors at the “Instructors’ Meeting of the Kindergarten Teacher- and Nursery Teacher-Training
Course,” the “Instructors’ Meeting of the Elementary School Teacher Training Course” and the“Practicum Committee.” In preparation for the reorganization of the School scheduled in AY 2013, theFuture Vision Committee examined the existing curriculum and its specific content, and developed a new
curriculum, based on the discussions at the abovementioned three committees. The School will examine
the appropriateness of the class content provided under the newly developed curriculum, by employing theexisting examination means as well as a survey distributed to students at the end of each semester.
 School of International Studies
The School of International Studies will further increase the number of subjects provided in English byemploying fixed-term faculty members who are native English speakers.

Graduate Schools

4.2-3-(1) Graduate School of Humanities
By using a “student evaluation of teaching” survey etc., the Graduate School of Humanities is currently
investigating the level of demand for new classes aimed at acquisition of specific licenses/qualifications,such as licenses of teachers and other educational officials (specialist certificate) and qualifications fornational civil servants (Class I), among students in graduate departments other than the Graduate
Department of Integrated Psychological Sciences. The investigation has been set out in AY 2012; theGraduate School will devise necessary measures after it accumulates more response data. Regarding“Graduate School of Humanities special lecture,” the Graduate School envisions a more extensive lecture
content dealing with original and interdisciplinary themes. In this respect, the Graduate School is planningpossible use of materials possessed by the Kwansei Gakuin Archives and the Preparatory Office for the
Establishment of Kwansei Gakuin Museum. The Graduate School will proceed with planning for suchnew lecture content primarily through the Graduate School Administration and the Graduate School
Committee for Deliberation of Issues.
 Graduate School of Law and Politics
The Graduate School of Law and Politics will continue the ongoing cooperation with the Graduate
School of Economics, and will also continue to provide classes instructed by fixed-term professional
faculty members.
 Graduate School of Economics
In the first half of its doctoral program, the Graduate School of Economics has adopted a curriculum
design comprising “core subjects” and “specialized subjects.” This curriculum design is highly effective in
conducting well-balanced research in specialized fields. In a new curriculum to be implemented in AY
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2013, the “core subjects” will be further divided into the groups “standard core” and “research core.” The“specialized subjects” will also be subdivided by level of difficulty. Via this new curriculum, the Graduate
School aims to increase its capability to accommodate the specific needs and abilities of individual
students. After implementing the new curriculum, the Graduate School will consider a system for
examination of the curriculum by convening the Graduate School Expert Committee. The joint seminarsystem introduced in the second half of the doctoral program has proven to have a high educational effect.
The Graduate School will promote greater recognition and understanding of the aim and advantages of thesystem among faculty members, in order to encourage wider use of the system. To facilitate this, theGraduate School will review the system at the Graduate School Administration and clearly specify theprocedure for effective use of the system.

 Graduate School of Policy Studies
The Graduate School of Policy Studies has recently implemented a curriculum revision, with the aim ofachieving further development of the Graduate School for the future. As described in Section 2-(1), the
new curriculum has proven to be effective, as evidenced by the expansion and enhancement of activities
by students. The next challenge for the Graduate School is how it will stably maintain such positiveeffects for years to come.
 Graduate School of Language, Communication, and Culture
In the Graduate School of Language, Communication, and Culture, it has been decided to improve thecurriculum for the field of Linguistic Education, as described in the previous section. The Graduate
School will respond to the specific needs of the classroom more closely, by revising the curriculum for thesaid field, which is closely related to practical work in the educational profession. This revision will bemade in line with the revision of the government guidelines for education at elementary schools, juniorhigh schools and high schools. These revised guidelines have been applied to students who entered, or willenter an elementary, junior high, or high school in AY 2011 or a subsequent year. By revising thecurriculum for the field of Linguistic Education, the Graduate School will play a greater role in thedevelopment of language educators equipped with practical instruction skills.
 Graduate School of Human Welfare Studies
The Graduate School of Human Welfare Studies has revised its curriculum in AY 2012. Therefore, as ameasure for the time being, the Graduate School will strive to properly implement the revised curriculum
for the next two years. The Graduate School will subsequently examine the appropriateness andeffectiveness of the curriculum.

(2) Matters that need to be improved

Whole University

4.2-3-(2) Undergraduate Course
Regarding “University-wide subjects,” the University has not thus far defined its Curriculum Policy.
Through the Common University-wide Education Subcommittee established within the Center for
Common Educational Programs, the University will proceed with planning to define its Curriculum Policy
and redesign its curriculum, while taking into consideration the relationship with “KG’s Ideals for the
University” and the “Qualities Expected of KG Graduates,” 4.2-104) which have already been specified.
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4.2-105)

 Graduate Course
Based on the Diploma Policies and the Curriculum Policies established at all graduate schools, theobjectives of the development of human resources at each school have also been defined more clearly. The
University will encourage each graduate school to develop course registration models based on these
Policies, and will promote necessary discussions at the Graduate School FD Subcommittee and othermeetings.

Schools

4.2-3-(2) School of Humanities
While the School of Humanities reviewed its curriculum upon formulation of its Curriculum Policy,
curriculum maps and course registration models in AY 2011, the School has yet to advance to a revision of
the curriculum incorporating social trends of globalization. The School will make revisions to design acurriculum reflecting such trends. In parallel with this, the School will also need to consider the possibilityof introducing a subject numbering system, in view of further enhancement of the international
acceptability of its curriculum.
While the School has already implemented the Student Assistant (SA) system, the School has not
employed the Learning Assistant (LA) System, which has been established throughout the University
since the fall semester of AY 2011. The School will complete the necessary arrangements by the end of thefall semester of AY 2012, and implement the LA system in the spring semester of AY 2013.
 School of Law and Politics
With a view to clearly communicating to students the position/significance of each subject within thewhole curriculum and thereby increasing the effectiveness of the revised curriculum, the School of Law
and Politics will introduce a system to assign numbers to each subject, so as to clearly inform students ofthe positioning of each subject in the curriculum, such as whether a given subject is positioned as an
introductory subject or an advanced subject. The School will have the Enlarged Curriculum Committee
take the initiative in planning and establishing an appropriate subject numbering system for the School,
while referring to relevant materials and information regarding case examples of such numbering systems
that have already been implemented at overseas universities. 4.2-106)
 School of Science and Technology
Regarding the “mathematics remedial program” based on the “basic math ability test,” the School of
Science and Technology will formulate an evaluation method of the effectiveness of the program, whilecollecting inputs from class instructors and opinions of departments, after accumulating a substantial
amount of related data.
 School of Policy Studies
The School of Policy Studies will develop a more effective English education program by collecting andanalyzing more detailed data regarding the English proficiency of students, while collecting inputs fromclass instructors and the opinions of departments. Through the curriculum revision scheduled for AY 2013,
the School will set out to develop programs aimed at further development of English proficiency among
third- and fourth-year students. Concurrently, the School will define clear evaluation criteria to analyze
the effectiveness of these programs. 4.2-97)
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 School of Education
Regarding “basic seminar,” the School of Education will hold instructors’ meetings more frequently, in
response to the instructors’ views that information exchange is needed not only regarding the basic policyof the seminar class but also regarding the content of class instruction, and that mutual assessment of classcontent is also needed. Regarding “research seminar” intended for third- and fourth-year students, theSchool will examine the educational effects of the seminar, while taking into consideration the opinions ofclass instructors and the result of the “student evaluation of teaching” survey.

Graduate Schools

4.2-3-(2) Graduate School of Economics
The Economist Course provided in the first half of the doctoral program of the Graduate School of
Economics needs review in consideration of the significant difference in social and economic
circumstances between the time of the establishment of the course and today. At the Graduate School
Administration, the Graduate School will form a drastic review plan, including the issues of how thecourse should be operated henceforth and whether the course should be continued or not, and will propose
an appropriate revision to the Graduate Faculty Board.
 Graduate School of Policy Studies
With an eye to increasing the number of applicants for the Graduate School of Policy Studies, theGraduate School will enhance its course, which allows undergraduate students to complete their programin three years and advance to the Graduate School. The Graduate School will take measures to provide
students with opportunities to author papers other than Master’s theses, and will also increase support for
travel expenses paid by students when they travel to make a presentation at an academic conference orother occasion. The Graduate School will increase publicity to potential applicants for the Graduate
School as well as to the general public, via various media, regarding the fact that the Graduate School
provides “favorable environment for study and research.” The Graduate School will also ensure that all
faculty and staff members understand mid- and long-term issues to be addressed in the Graduate School,
share its future visions and challenges, and unite their efforts to attract an increased number of prospective
students. 4.2-93)
 Graduate School of Language, Communication, and Culture
In the Graduate School of Language, Communication, and Culture, it has been decided that theGraduate School establish the Curriculum Planning Committee for the Field of Cultural Linguistics,
through which the Graduate School will propose drastic curriculum reform, including the renaming of
subjects and introduction of new subjects. 4.2-107)
 Graduate School of Human Welfare Studies
Regarding course registration models in the first half of its doctoral program, the Graduate School of
Human Welfare Studies will convene the Graduate School Committee for Deliberation of Issues to review
such models for each of its majors, i.e., “Social Work,” “Social Organization Development” and “Holistic
Human Sciences,” especially from the viewpoint of the appropriateness and effectiveness of thecurriculum.

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Chapter 4 3. Educational System

Chapter 4
Educational Content,
System and Outcomes
3. Educational System
3教 育 方 法

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Chapter 4 Contents
3. Educational System_Toc377581289 1. Current Status(1) Are the educational system and educational guidance appropriate?
Whole University
Undergraduate Course ................................................................................................. Graduate Course 

SchoolsSchool of Theology 
School of Humanities  
School of Sociology 
School of Law and Politics  
School of Economics 
School of Business Administration  
School of Science and Technology 
School of Policy Studies 
School of Human Welfare Studies 
School of Education  
School of International Studies  

Graduate Schools
Graduate School of Theology Graduate School of Humanities Graduate School of Sociology Graduate School of Law and Politics Graduate School of Economics  Graduate School of Business Administration Graduate School of Science and Technology  Graduate School of Policy Studies Graduate School of Language, Communication, and Culture Graduate School of Human Welfare Studies Graduate School of Education 
Institute of Business and Accounting (2) Are classes provided based on their syllabuses?
Whole University
Undergraduate Course  Graduate Course 

SchoolsSchool of Theology 
School of Humanities  
School of Sociology 
School of Law and Politics  
School of Economics 
School of Business Administration  
School of Science and Technology 
School of Policy Studies 
School of Human Welfare Studies 

244

Educational Content,

System and Outcomes 3. Educational System
School of Education  
School of International Studies  

Graduate Schools
Graduate School of Theology Graduate School of Humanities Graduate School of Sociology Graduate School of Law and Politics Graduate School of Economics  Graduate School of Business Administration Graduate School of Science and Technology  Graduate School of Policy Studies Graduate School of Language, Communication, and Culture Graduate School of Human Welfare Studies Graduate School of Education 
Institute of Business and Accounting (3) Are performance evaluation and credit recognition conducted properly?
Whole University
Undergraduate Course  Graduate Course 

SchoolsSchool of Theology 
School of Humanities  
School of Sociology 
School of Law and Politics  
School of Economics 
School of Business Administration  
School of Science and Technology 
School of Policy Studies 
School of Human Welfare Studies 
School of Education  
School of International Studies  

Graduate Schools
Graduate School of Theology Graduate School of Humanities Graduate School of Sociology Graduate School of Law and Politics Graduate School of Economics  Graduate School of Business Administration Graduate School of Science and Technology  Graduate School of Policy Studies Graduate School of Language, Communication, and Culture Graduate School of Human Welfare Studies Graduate School of Education 
Institute of Business and Accounting (4) Does the University regularly examine its educational outcomes and use theexamination results for the improvement of curriculums, educational content andeducational systems?
245

Educational Content,

System and Outcomes 3. Educational System
Whole University
Undergraduate Course  Graduate Course 

SchoolsSchool of Theology 
School of Humanities  
School of Sociology 
School of Law and Politics  
School of Economics 
School of Business Administration  
School of Science and Technology 
School of Policy Studies 
School of Human Welfare Studies 
School of Education  
School of International Studies  

Graduate Schools
Graduate School of Theology Graduate School of Humanities Graduate School of Sociology Graduate School of Law and Politics Graduate School of Economics  Graduate School of Business Administration Graduate School of Science and Technology  Graduate School of Policy Studies Graduate School of Language, Communication, and Culture Graduate School of Human Welfare Studies Graduate School of Education 
Institute of Business and Accounting 

2. Check and Evaluation(1) Matters showing improvement
Whole University
Undergraduate Course  Graduate Course 

SchoolsSchool of Theology 
School of Humanities  
School of Law and Politics  
School of Economics 
School of Business Administration  
School of Policy Studies 
School of Human Welfare Studies 
School of Education  

Graduate Schools
Graduate School of Humanities Graduate School of Law and Politics Graduate School of Economics  

246

Educational Content,

System and Outcomes 3. Educational System
Graduate School of Policy Studies Graduate School of Language, Communication, and Culture Graduate School of Human Welfare Studies Graduate School of Education (2) Matters that need to be improved
Whole University
Undergraduate Course  Graduate Course 

SchoolsSchool of Theology 
School of Humanities  
School of Law and Politics  
School of Economics 
School of Business Administration  
School of Policy Studies 
School of Human Welfare Studies 
School of Education  

Graduate Schools
Graduate School of Humanities Graduate School of Law and Politics Graduate School of Economics  Graduate School of Business Administration Graduate School of Policy Studies Graduate School of Language, Communication, and Culture Graduate School of Human Welfare Studies Graduate School of Education 
Institute of Business and Accounting 

3. Development Measures for the Future(1) Matters showing improvement
Whole University
Undergraduate Course  Graduate Course 

SchoolsSchool of Theology 
School of Humanities  
School of Law and Politics  
School of Economics 
School of Business Administration  
School of Policy Studies 
School of Human Welfare Studies 
School of Education  

Graduate Schools
Graduate School of Humanities Graduate School of Law and Politics Graduate School of Economics  Graduate School of Policy Studies Graduate School of Language, Communication, and Culture 

247

Educational Content,

System and Outcomes 3. Educational System
Graduate School of Human Welfare Studies Graduate School of Education (2) Matters that need to be improved
Whole University
Undergraduate Course  Graduate Course 

SchoolsSchool of Theology 
School of Humanities  
School of Law and Politics  
School of Economics 
School of Business Administration  
School of Policy Studies 
School of Human Welfare Studies 
School of Education  

Graduate Schools
Graduate School of Humanities Graduate School of Law and Politics Graduate School of Economics  Graduate School of Business Administration Graduate School of Policy Studies Graduate School of Language, Communication, and Culture Graduate School of Human Welfare Studies Graduate School of Education 
Institute of Business and Accounting * Chapter 4 does not contain reports of the Law School, the Business School or the Accounting School of theInstitute of Business and Accounting, since these schools have received a Certified Evaluation andAccreditation for professional graduate schools within the past five years.

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Educational Content,

System and Outcomes 3. Educational System

1. Current Status(1) Are the educational system and educational guidance appropriate?

Whole University

4.3-1-(1) Undergraduate Course
At Kwansei Gakuin University (KGU), each school provides course offerings in diverse
instruction styles, such as lectures, seminars and practicums, based on its Diploma Policy,
Curriculum Policy, curriculum map, etc., that have been defined by each school. The quota ofeach class is determined appropriately for each of the said diverse instruction styles. Efforts are
made to promote interactive learning, by employing “comment papers,” the Learning Management
System (LMS) and other means. Information regarding the class objectives, achievement goals,
class plan, instruction system and other related matters in each subject is specified in syllabuses,
and is made accessible not only for students but also for the general public. 4.3-1)
Each school endeavors to check and improve its overall academic affairs on a regular basis,including matters concerning the curriculum, by establishing permanent committees to consider
the curriculum etc. Regarding revision of subjects and other related issues by each school, as well
as by organizations providing subjects concerning University-wide education (e.g., Language
Center, Research Center for Teacher Development, Center for International Education andCooperation), relevant deliberation is conducted at regular meetings of the Academic Affairs
Committee, which deals with University-wide issues, and the Common University-wide Education
Subcommittee. A system has thus been put in place that enables University-wide efforts in
information sharing, examination of problems and their improvement.
To ensure “credit substantialization” (the approach of promoting students’ self-directed studies
and ensuring 45 hours of study per credit) and to optimize the students’ learning process, themaximum number of credits registrable per year is limited to 49 credits at all schools, except for
the School of Education and the School of International Studies, which have not yet produced
their first students after their establishment. 4.3-2) These two new Schools plan to introduce asimilar limitation.
Regarding educational guidance, the University regards small-group seminars as the essential
core of its educational system. Introductory seminars for first-year students and specialized
seminars for third- and fourth-year students are compulsory at almost all schools. In September
2010, the University introduced a Learning Management System (LMS) called “LUNA,” 4.3-3)
which provides and promotes an interactive educational/learning environment connecting
instructors and students. LUNA acts as a tool for instructors to provide teaching materials and avariety of information regarding the class, for students to submit assignments and related
questions to instructors and receive feedback from them, and for establishing a learning
community among students with a bulletin board function. Meanwhile, KGU has long operated
the Teaching Assistant (TA) 4.3-4) and Student Assistant (SA) systems, 4.3-5) appointing a large
number of graduate students and undergraduate students as TAs and SAs, respectively, to support
the operation of undergraduate classes. In addition to these systems, in the fall semester of AY
2012, the University introduced a system of Learning Assistants (LAs) served by undergraduate
students as another learning support system. 4.3-6),4.3-7) This new system is expected to achieve
positive effects in terms of enhancing students’ learning by providing them with peer support andlearning models, as well as in the education of LAs themselves in terms of their self-development.

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The University aims to make the TA, SA and LA systems function as a means to promote more
active, self-motivated learning among students.
Prior to the full introduction of the LA system, the University implemented it as a trial for one
year from the fall semester of AY 2011. The system has proven highly effective in assisting the
education and learning of students, according to the reports from the schools and centers thatparticipated in the trial. The University will establish a framework for adequate financial support
for the system, and will also review the system with a view to making it permanent. 4.3-8),4.3-9)

 Graduate Course
In connection with graduate curriculums, all graduate schools have specified the process for
obtaining academic degrees, making it public on KG’s official website. 4.3-10) As indicated in theseprocesses, many graduate schools expect students to decide their academic advisor upon entrance
to the graduate school, develop their research guidance plan based on discussions with, andguidance by the academic advisor, and to decide subjects to study based on the plan.
In the graduate course, an increasing number of graduate schools have adopted a system
whereby guidance is provided for a single student by several faculty members. Some graduate
schools (Graduate School of Sociology, Graduate School of Law and Politics, Graduate School of
Human Welfare Studies, etc.) have established a system to appoint sub-academic advisors forstudents in the first half of the doctoral program. Also in the second half of the doctoral program,many graduate schools have introduced a system for providing guidance by multiple advisors.
Specifically: Research guidance groups are organized in the Graduate School of Economics. A
system of dissertation guidance committees has been established in the Graduate School ofBusiness Administration. A system introduced in the Graduate School of Humanities allows
students to receive guidance from faculty members of other graduate departments and othergraduate schools. The Graduate School of Economics conducts workshops chaired by external
researchers for students to present their theses/dissertations. The Graduate School of Science andTechnology provides guidance for students while involving faculty members from other graduate
departments, in the form of joint research between researchers. The Graduate School of Education
invites sub-examiners from different fields of specialization to interim presentation sessions ofdoctoral dissertations, and also provides “joint seminar” and other seminar subjects that are
instructed by two to three faculty members. By providing multiple-advisor systems along with theexisting individual guidance systems between academic advisors and students, graduate schools in
the University have achieved more appropriate systems for education and educational guidance.

Schools

4.3-1-(1) School of Theology
In preparing the syllabuses for each class, the School of Theology ensures that instructors
specify “achievement goals” in line with the Curriculum Policy, and fill in the style of class
instruction and specific points to note in the section “class instruction”—not simply whether the
instruction is conducted in a lecture or seminar style but also what specific approaches are
adopted, such as quizzes, reading of materials in turn, and fieldwork, if this information isdetermined as necessary by the instructor. Efforts are made via the FD Workshop (School) toenhance the description of syllabuses. With a view to ensuring “credit substantialization,” theSchool limits the number of subjects registrable in a single academic year to the equivalent of 48
credits, in principle, so as to secure adequate time for students to study, including time for class251

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System and Outcomes 3. Educational System

preparation and review. 4.3-11)p.30
Other efforts for better educational guidance include the trial appointment of Learning
Assistants (LAs) implemented in the fall semester of AY 2010 for the “basic seminar” classes
provided for first- and second-year students. This is intended to form a framework in which
students learn from one another on their own initiative, while receiving support from class
instructors. In the fall semester of AY 2012, the School established the School of Theology LA
System, as part of an effort to establish the LA system throughout the University. The School is
exploring an approach to provide ideal educational guidance with the involvement of LAs.

 School of Humanities
The educational philosophy and objectives, as well as the Diploma Policy defined by the Schoolof Humanities are communicated to students via the “School of Humanities Course Guide” andKG’s official website. The School has also developed curriculum maps for each department andmajor, in order to afford examples of study plans for its four-year undergraduate program. Basedon the abovementioned philosophy etc., the School designs a curriculum that employs instruction
styles suited to its educational objectives. The Curriculum Committee, which comprises one
representative each from all 11 majors of the School, is convened to check and improve theircurriculums on a periodic basis, in consideration of the actual situation in each major. 4.3-12)
The School facilitates appropriate learning activities for students by limiting the number ofregistrable credits per year to 48 credits, and to 44 credits particularly for first-year students,
seeing to it that they can have sufficient time to deepen their study and research while at the
University. 4.3-13) “The humanities seminar” assigned to the first-year program is provided as acompulsory subject, helping new students get accustomed to the learning style employed at the
University by providing opportunities for presentations and discussions conducted in thesmall-group seminar class. For the humanities seminar in the spring semester, first-year students
in all majors are divided into classes regardless of their major, so as to provide them with anopportunity to obtain a breadth of knowledge in the humanities, alongside faculty members andstudents from different majors.
For the specialized seminar for third- and fourth-year students, the number of students per classis limited to 25. Regarding subjects for language study, students are assigned to a certain fixedclass. For 26 specific subjects including general subjects, students must apply to register. As such,by placing limitations on the number of students per class, the School ensures appropriate class
instruction and operation. The School assigns Student Assistants (SAs) to each class of“information processing subjects,” so as to accommodate individual problems students are facingin their learning. 4.3-14)
The School provides diverse disciplines covered by three departments and 11 majors, andaccordingly, their approaches to study and research are also diverse, including literature research,
theory research, experiments, practicum and fieldwork. Students belong to a specific major fromthe outset of their undergraduate program, and proceed with specialized study in line with thecurriculum provided in their major. However, the barriers between departments/majors are low;
Students are afforded a relatively free choice in studying subjects of other departments and majors,
not only in fields related to their major discipline but also based on their own interests andcuriosity. Many students use this arrangement to study subjects provided by other departments andmajors, acquiring a broad range of knowledge and education. Aside from the University-wide
Multidisciplinary Studies Program (MDS Program), the School has established its own “minor(sub-major) system” within the School, allowing students to systematically study specialized
disciplines in other majors. 4.3-13)p.112 ～114
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System and Outcomes 3. Educational SystemStudents in all majors are required to prepare theses for graduation. While receiving guidancefrom academic advisors, fourth-year students fix their own research theme themselves, andproceed with their research in a self-directed manner. 4.3-13)p.56 ～ 57

 School of Sociology(1) Achieving small-group education
The School of Sociology has endeavored to ensure small-group education, especially regarding
subjects of foreign language education, basic seminar, intermediate seminar, research seminar andpracticum. As part of the curriculum revision in AY 2009, the School introduced “basic seminar”
for first-year students, “intermediate seminar” for second-year students and “research seminar”
for third- and fourth-year students under the category of “Group A (compulsory) subjects.” This
revision was aimed at achieving step-by-step progress of the learning level, and ensuring
small-group education throughout the four-year undergraduate program, so as to help students
undertake their studies and research more consistently against the backdrop of the broad range of
disciplines available to them.
Regarding the “basic seminar” for new entrants to the School in AY 2011, classes were formed
with approximately 18 students each. In “intermediate seminar,” small-group education has also
been ensured, with all classes comprising no more than 20 students each, via advance applicationand lottery for class registration. The maximum number of students in a single class of English is
maintained at approximately 32, and that of a second language (French, German, Chinese, Korean
and Spanish) at approximately 27.
“Research seminar” is a two-year continuous program for research in specialized fields,featuring small-group discussion and research activities, including surveys and experiments.
(Most classes involve practicums.) Students are expected to use what they have learned in thisseminar and conduct research on themes they have chosen for themselves, and organize theresearch outcomes into a thesis as a culmination of their academic activities, and as a requisite forgraduation. For “research seminar,” students submit a notification of their choice of seminar class,based on which faculty members select the students. To maintain the educational effectiveness of
small-sized classes, some students may not be able to attend the class of their choice if the number
of applicants exceeds a specified number. While different instructors accept different numbers ofstudents for a single seminar class, many classes consist of approximately 20 students each.
It is also the case with lecture-based subjects that an excessive number of students may make it
difficult to maintain the interaction between instructors and students, as well as a soundenvironment for appropriate class instruction. In this respect, the School requests curriculum
designers etc. to arrange it so that specific lecture-based subjects are provided in various classperiods on various days of the week as far as possible. Regarding specific subjects potentiallywith a large number of applicants, the School requires students to apply for the class in advance.
The School thus makes arrangements to limit the maximum number of students per class, anddecrease the number of subjects conducted in large classes. 4.3-15)(2) Enhancing interactiveness in learning between instructors and students
In class instruction, audio-visual devices are frequently used, such as PCs, projectors, OHCs
(overhead cameras), DVDs and CDs. Many classes adopt “comment cards,” quizzes, discussions,
simulations, social research, etc., with the aim of helping students deepen their comprehension of
the class through an active learning experience. In seminar classes, a variety of efforts have been
made for better learning by taking advantage of the small-group educational arrangement; forinstance, seminar class members lodge overnight with other members to deepen their study
experience and organize research groups to conduct joint research.
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In AY 2010, the School introduced a new system of OMR sheets (optical mark reading cards).
The new system has enabled instructors to collect “comments” from students and conduct quizzes
in each class session, the results of which are quickly read via the said sheets, providing feedbackfor instructors who can use the results for improvement of subsequent class instruction. As of thespring semester of AY 2011, OMR sheets were used in 32 subjects in the School. As an example,
in “sociology relay lecture A/B,” omnibus-style subjects for first-year students, instructors give
students essay-style quizzes in each class session. The new system has enabled instructors toprovide students with a certain level of feedback, by quickly marking the quizzes and providing
relevant remarks for students.
The School has employed a system of assigning graduate students as Teaching Assistants (TAs),
with an eye to providing more finely tuned education in class. As of AY 2011, 17.5 classes wereusing the TA system (18 TAs). 4.3-16)
Introduction of the TA system has contributed to enhancing the quality of class instruction, in
terms of close responses to questions asked by students in lecture-based subjects, and in-depth
individual guidance in seminar/practicum classes.
The School has given special consideration to widening and enriching the content of class
instruction by effectively using external human resources. In this respect, since AY 2002, theSchool has allocated a substantial budget for honorariums for guest speakers. 4.3-17)
Depending on the themes of the classes, the School invites as guest speakers KGU graduates
who formerly belonged to a seminar class taught by the same professor, and who are currently
working in the front line of business; researchers from other universities in the vicinity;
professionals in specific fields of specialization, etc. (28 individuals were invited in AY 2011).
Meanwhile, regarding seminar classes, the School collects “experiment/practicum expenses” fromstudents to allocate to fieldwork/surveys, experiments, site visits/on-the-spot observations(factories etc.), and overnight stays for research activities, etc. This system to collect expenses isintended to increase students’ motivation to actively participate in a range of programs.
(3) Enhancing educational guidance
Course guidance is managed by the School’s Associate Dean of Academic Affairs, Assistant
Dean of Academic Affairs and the administrative staff of academic affairs. The School’s
curriculum and class plan for the year are specified in the “General Course Information,” the“Course Guide” and the “Timetable,” which are distributed to all students at the beginning of eachacademic year. 4.3-18),4.3-19),4.3-20)
Of the abovementioned materials, the “Course Guide” is frequently referred to by students, andspecial consideration is given to ensuring easy-to-understand descriptions in the content of theguide. The content is therefore reviewed annually for possible improvement. To provide students
with specific clues on how to study effectively through choosing appropriate subjects from thewide array of course offerings, the School specifies, in the Course Guide, course registration
models featuring six research scenarios (referred to as “research stories” in the Course Guide),such as “Developing a thesis on damage caused by harmful rumors” and “Considering
pornography from a sociological perspective.”
While referring to the abovementioned materials, students develop their study plan for the year
in line with the University Regulations and the School’s internal regulations, and submit a“notification of course registration” to the administrative office of the School. The number ofregistrable credits is limited to 24 per semester for students in all years of study, in order to enable
them to concentrate their efforts on studying their chosen subjects in an active and focusedmanner.
As part of the orientation program for new students, the School explains its overall curriculum,
254

Educational Content,

System and Outcomes 3. Educational Systemprovides general advice, and instructs them to develop a study plan for four years of academic
pursuits. For students from overseas, the School provides orientation separately from Japanese
students, since the curriculum for international students is partly different from that for Japanese
students. For transfer students, course guidance is provided on an individual basis by taking
opportunity of interviews for credit recognition, since the study content after transfer differs
between students.
Third- and fourth-year students who belong to a “research seminar” class receive advice forpreparation of their graduation theses, as well as a variety of guidance, primarily from the
instructor of the seminar class. Repeaters who belong to a specific seminar class can seek
individual consultation and guidance from the class instructor. To provide students with additional
guidance outside the regular class hours, one period on the timetable per year is allocated as an“office hour.” In this respect, improvements have been made in enabling laboratories of faculty
members to act as a venue for providing guidance. Regarding the new building “Faculty Offices
1,” which was completed in fall 2010, the area of each individual laboratory was expanded fromapproximately 16 m2 to approximately 24 m2 , achieving a favorable environment for providing
guidance in a faculty laboratory, especially for group guidance in survey practicum and joint
research. 4.3-21)
In the self-assessment conducted in AY 2009, the School set a target, in that “the School would
limit the number of registrable credits to a maximum of 49 per year for third- and fourth-year
students,” to enable them to concentrate their efforts on studying their chosen subjects in an active
and focused manner. This target was achieved via the revision of the University Regulations thathave applied to students who have entered the School in and after AY 2010. 4.3-22)

 School of Law and Politics
Instruction style: Class instruction in the School of Law and Politics tends to be provided in a
lecture style in large classrooms. The new curriculum has therefore been designed to contain an
expanded array of “seminar subjects” featuring small-group and interactive instruction, thereby
ensuring that students are afforded more opportunities to actively participate in class activities indiverse seminar subjects. In “start-up seminar,” a compulsory subject provided in the springsemester for first-year students, students conduct an “idea contest” under the theme ofcommunicating the attractiveness of the School, as the final program of its coursework. Each classfirst considers the said theme, and then, in the final week, all first-year students assemble in one
place, where groups representing each class compete in the final. Faculty members and students
then choose the best group. Consideration is thus given to providing students with an opportunity
to mutually learn how students in other classes have worked on the same theme. 4.3-23)
Employment of TAs and LAs: For years, the School has employed a system to provide learning
consultation by Teaching Assistants (TAs), being graduate students in the second half of thedoctoral program. Undergraduate students make a reservation to consult a graduate student
regarding their studies in class. This system has been frequently used by undergraduate students,
since consultation is available with upper-year students, who are closer than faculty members.
4.3-24)Since AY 2012, the School has employed TAs and Learning Assistants (LAs) for instruction
in class. Recognizing the need to install TAs as facilitators in the “start-up seminar,” which isprovided in the spring semester for first-year students, the School allocated enough for one yearof expenses for TAs from the School’s budget, provided prospective TAs with pre-training in
relevant skills in cooperation with an external company, and began to install TAs in the “start-up
seminar” in the spring semester of AY 2012. For the fall semester of AY 2012, the School
distributed to its faculty members, in March 2012, questionnaires on whether they needed to use
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System and Outcomes 3. Educational System

TAs in their classes, based on which the School assigned TAs to classes of faculty members who
wished such assignment. Meanwhile, it was decided that the University administration allocate“funds for revitalization of education and research” for the spring semester of AY 2012. The
School used these funds to assign, in the spring semester of AY 2012, LAs as assistants served byundergraduate students to classes of faculty members who wished to employ them. In addition, it
was also decided in the middle of AY 2012 to allocate, for the fall semester of AY 2012, a budget
for the assignment of LAs as a University-wide system. In response to this decision, the School
asked individual faculty members whether they needed LAs, and assigned LAs to their classes in
the fall semester of AY 2012. Employment of TAs and LAs is expected to produce positive effects,
not only in the enhancement of educational guidance for students receiving instruction, but also inthe development of the ability of students assisting in class instruction as TAs and LAs. 4.3-25)
Upper limit on the number of subjects for registration: The previous curriculum set the
maximum number of credits for which third- and fourth-year students were allowed to register ina year at 60 credits. To ensure “credit substantialization” and encourage students to thoroughlywork on subjects for which they have registered, the School has designed a new curriculum tolimit the number of credits registrable for students in all years of study to 48 credits per year;
provided, however, that if a student is recognized by the School as having sufficient “ability” and“motivation” for additional study, and is actually engaging in studies outside the School’s classhours in an effective and efficient manner, then the School mitigates the said restriction on thenumber of registrable credits; i.e., the School allows a student to register for subjects equivalent
to up to 28 credits per semester (up to 56 credits per year) in his/her second and upper years ofstudy, so as to support his/her early graduation, if he/she seeks to advance to the course of Law for
the Legal Profession and has been admitted to the course based on his/her academic results as ofthe end of his/her first year of study; or if he/she is “motivated” to engage in specialized studies atanother school in addition to studies at the School of Law and Politics by using theMultidisciplinary Studies Program (MDS Program), which may lead to his/her obtaining two
academic degrees based on the Joint Degree System. For a student with excellent academic results
who ranks within the top five percent of the GPA as of the end of his/her second year of study, theSchool appreciates his/her “ability” and approves him/her to register for up to 28 credits persemester in his/her third and fourth year of study, facilitating his/her early graduation, if he/sheseeks it. Regarding transfer students, if the student is recognized as having a sufficient “ability”
based on the results of the transfer examination, and if he/she is recognized as “motivated” tograduate the School in two years, then the School allows him/her to register for up to 28 credits
per semester so as to support his/her studies after transfer to the School. 4.3-26)p.25 ・26
Class instruction encouraging active participation by students: Seminar subjects featureinteractive instruction building upon the base of the reports and presentations made by students.
To further encourage students’ active learning activities in seminar classes, the School has madeeffective use of “subsidies for seminar activities” by the Society of Law and Politics, which is anautonomous organization comprising faculty members, undergraduate students and graduate
students who belong to the School of Law and Politics, the Graduate School of Law and Politics
and the Law School, 4.3-27) as well as “funds for revitalization of education and research.” 4.3-28) If
a seminar class in the School organizes a joint overnight seminar with students from otheruniversities, the School provides subsidies for students participating in it. 4.3-29) In AY 2011, thesesubsidies were also used effectively by students in the political science research seminar, who
visited India and Hong Kong to interact with local students etc. and conducted relevant activities.
4.3-30),4.3-32)

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 School of Economics
Regarding prospective students who are to enter the University via diverse types of entrance
examination that do not involve academic ability tests, their admissions are normally decided
earlier than those of other entrants who undergo the general entrance examination. It is therefore
important to encourage such prospective students who do not take the general examination to use
the pre-admission period effectively. In this respect, the School of Economics provides such
students with opportunities to study before they enter the School, giving them instruction to fill
the gap in academic ability between them and other entrants who will have passed the generalexamination. 4.3-33)
Specifically, for prospective students who have passed the entrance examination byrecommendation, the School introduces them to selected books that the School expects them toread before entrance to the School, requiring them to submit a book report. Regarding entrants via
a certain type of entrance examination (students selected based on their sports achievements),
whose English ability is assumed to be generally lower than other students based on the results offollow-up investigations conducted in the past, the School requires them to complete an English
grammar workbook in the pre-admission period, in addition to the distance-learning materials(English; essay) that are assigned to similar entrants throughout the University.
For students who entered, or will enter the School in or after AY 2012, the number of registrable
credits per semester is limited to 24 credits. 4.3-34)p.18 Course offerings are categorized into
“general education subjects” (38 credits) and “specialized education subjects” (78 credits).
Regarding “specialized education subjects,” the School provides introductory subjects categorized
as “specialized basic subjects” (basic subjects, introductory subjects, and subjects on analytical
tools), facilitating smooth transition to the stage of studying “specialized education subjects.”
To increase the educational effects of small-group education in “information processing
subjects” and “specialized basic subjects,” the School divides a class into several groups, each ofwhich is assigned an instructor. Moreover, to provide closer support, the School also assigns one
to four graduate students as Teaching Assistants (TAs) to each session of the class, having them
support the instruction and educational guidance in the class.
As part of the educational content conducive to effective education in the first-year program, theSchool provides first-year students with “basic seminar” as a compulsory subject, in which theylearn how to write essays/papers, how to collect necessary materials and how to make oralpresentations, in line with a common syllabus shared between classes. As such, this seminar
subject provides knowledge of how students should approach their studies in the first-year
program. 4.3-35)
In AY 2012, the School initiated a new measure to provide supplementary instruction (basic
mathematics etc.) for students studying “Fundamentals of Economy and Economics A,” one of the“specialized basic subjects in economics” and the first “basic subject in economics” that first-year
students study. For this supplementary instruction, the School employs upper-year undergraduate
students as Learning Assistants (LAs), who support first-year students under the guidance of
graduate students as tutors. First-year students can thus learn economics from upper-year students
who are close to them in age. For upper-year students, the teaching experience provides them with
an opportunity to understand economics more deeply. In the spring semester of AY 2012, theSchool employed 17 third- and fourth-year students of the School. 4.3-36)
In the School, seminar subjects are available from the fall semester in the second-year program.
These subjects comprise “introduction to research seminar” intended for second-year students,“research seminar I” for third-year students and “research seminar II” for fourth-year students.
The abovementioned seminar subjects provide an opportunity for economics majors to learn in257

Educational Content,

System and Outcomes 3. Educational Systemsmall groups. In AY 2011, the School conducted screening of 659 candidate students for the studyof “introduction to research seminar” to form 29 classes for this subject, with approximately 20 or
so students in each class. Even if an instructor wished to form a larger class, the maximum
number of students in a class was limited to 35.

 School of Business Administration
The School of Business Administration has established and specified its Diploma Policy,
Curriculum Policy and curriculum maps in line with its educational philosophy and objectives. Its
course offerings are provided in instruction styles (lecture, seminar, etc.) that have been
appropriately adopted based on the abovementioned Policies etc. A permanent “Curriculum
Committee” has been established, through which the School has endeavored to check and improve
its overall academic affairs on a regular basis, including matters concerning the curriculum. The
School began the process of curriculum reform for the first time in approximately ten years, withan eye to securing and enhancing the quality of its education. The new curriculum was
implemented in April 2012.
The School provides subjects categorized as “general field” subjects, aimed at developing instudents the general education necessary for businesspersons. This field contains a broad range oflectures that provide students with the historical and cultural knowledge necessary to deepen theirunderstanding of the contemporary global economy and society, as well as cross-cultural
understanding. “Information science subjects” are aimed at equipping students with computer
literacy, including skills for using information networks. These subjects feature small-group
education (and support for students by Teaching Assistants (TAs)), using classrooms furnishedwith PCs. The School also provides “basic liberal arts subjects” as lecture-based, required elective
subjects in the areas of history, ethics, law, cross-cultural issues, international issues/problems,behavioral science, the environment, and literacy, with a view to providing knowledge forming
the background of business activities.
“Specialized basic subjects” are aimed at helping students consolidate the basic educationnecessary for working as businesspersons. “Specialized basic subjects” include the compulsory
subjects “basic bookkeeping” and “basic economics,” for which the School has provided several
classes since April 2012, achieving mid-size class instruction and facilitating students’ thoroughunderstanding and acquisition of basic knowledge. (There are currently three classes. The
opportunity for students to study these subjects is guaranteed by systematically assigning students
to classes according to student numbers.) Regarding other “basic subjects,” the School also
guarantees students the opportunity to study these subjects by designing an appropriate classschedule (in which the slots for these subjects do not overlap those of “language subjects” etc.).
4.3-37),4.3-38)p.3

Small-group education is also ensured in “seminar subjects,” which are intended to impartresearch approaches/methods to students, and develop their communication skills and otherabilities. (“Commercial science seminar” is provided for first-year students, “general education
seminar” for second- and upper-year students, and “research seminar I/II” for third- andfourth-year students.) These seminar subjects provide students with opportunities to deepen theiracademic and personal interaction with faculty members and other students, develop logicalthinking, and train themselves in presentation and debate skills. Currently, the general trend isthat first-year students do not perform as well as expected, as if they were “fourth-year highschoolers,” due to their insufficient abilities in reading comprehension, composition,
understanding of others and self-expression. It is an urgent need for many universities to address
this underperformance of first-year students. In response to this situation, the School requests
258

Educational Content,

System and Outcomes 3. Educational Systemfaculty members to ensure that their instruction covers the items listed below in particular, in theirclasses of “commercial science seminar,” a small group-based subject studied by almost all new
students:
 Methods of literature retrieval; how to use libraries
 Reading comprehension; how to organize a composition
 How to write an essay/paper (methods of literature citation; copyright issues; notation and style,etc.) Presentation methods (including, but not limited to, methods involving the use of PCs) Use of software for essay/paper preparation and presentations
 Other (“etiquette”; how to write e-mails, etc.)
Small-group education is also ensured in “specialized foreign language subjects,” which are
aimed at fostering future businesspersons who are able to effectively work in the global
community by using high level foreign language skills as a tool. The School has increased thenumber of classes for “introduction to business English reading,” providing an increased numberof students with the opportunity to study this subject.
Regarding the upper limit on the number of subjects for registration, while new students whoentered the School in or before AY 2009 were allowed to register for up to 24 credits each in boththe spring and fall semesters, this number has been reduced to 22 credits for those who entered, or
will enter the School in or after AY 2010. The upper limit on registrable credits was reduced over
several years. As a result, the maximum number of registrable credits per semester in each year of
study currently stands at 22 credits in the first year of study, 22 credits in the second year, 24
credits in the third year, and 24 credits in the fourth year. (This does not apply to “teacher
training-related subjects” etc.) The abovementioned restrictions are mitigated for students whoachieve a high GPA. Specifically, if a student has achieved a 3.0 or higher GPA in a given
semester, he/she is allowed to register for four more credits in the subsequent semester. 4.3-39)p.21
Regarding educational guidance, the School has adopted a “class teacher system” particularly in“commercial science seminar,” which is intended for first-year students. The School requests, at
an Undergraduate Faculty Board meeting, that all faculty members understand how each student
engages in their studies, for instance by holding meetings with individual students, and providingthem with guidance regarding how they should study etc. This request has been properly
implemented by faculty members. The School has also established a system whereby faculty
members are requested to inform academic affairs staff in the School Administration of any
students facing problems in their studies etc. This system has been communicated to faculty
members at Undergraduate Faculty Board meetings.
Regarding seminar subjects, language subjects and other subjects provided in small classes, aswell as lectures provided in mid-size classes, the School encourages the students’ active
participation and contribution to the class by introducing the evaluation of in-class activities asmuch as possible, covering various factors such as attendance, quizzes, submission of assignments,
and in-class examinations.
A variety of efforts have been made in many seminar classes to facilitate students’ self-directedparticipation. These classes provide not only lectures by their instructors but also diverse
opportunities, such as “stakeholder dialog” (a joint project with businesses), exchange-seminarprograms with other universities, debate events, essay contests, and experience of businessactivities at off-campus mock stores. Some activities have been introduced as unique classactivities both inside and outside the University. 4.3-40)
The School currently conducts the educational activities as described above. Its educational
system and educational guidance are thus appropriate.
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 School of Science and Technology
As specified in its educational objectives, the School of Science and Technology placesemphasis on experiments and seminars, achieving an extremely rich educational system. The
School endeavors to develop in students self-initiative by providing a positive learning experiencethrough experiments and seminars, which are allotted for the first three years of the undergraduate
program, as well as through “graduation research” and “special seminar,” which are intended forthe fourth-year program. The instruction style (lecture, seminar, experiment, etc.) and class size
are decided based on the curriculum design, taking into account not only the capacity of theclassroom but also the educational effects expected from the class activities. The maximum
number of students in each class (seminar/experiment) is predetermined by considering not only
the number of devices and pieces of equipment involved but also safety issues and educational
effectiveness. If the number of prospective students for these subjects exceeds the predetermined
number, the School increases the number of classes to accommodate them. While specificoperation of class activities is left to the discretion of each faculty member, the appropriatenessand relevance of the instruction style and instruction method are examined by each department ona regular basis (at the Department Meeting; by academic affairs committee members of eachdepartment, etc.). Cross-sectional examination is also conducted by the School’s Curriculum
Working Group, which comprises representatives of each department.
Restrictions have been placed on the maximum number of subjects registrable, in order toensure that individual students can proceed with their study plans in a feasible manner. The
number of registrable credits is limited to less than 50 per year for students in all years of study.
The specific limit varies depending on the department, year of study and semester. 4.3-41)p.39
However, regarding students who have achieved a 3.0 or higher GPA in a given semester, the said
limitation on the number of registrable credits is mitigated, and they are allowed to register for
four more credits than the standard upper limit in the subsequent semester.
Regarding educational guidance, the School has adopted a “class teacher system,” which isintended to designate a faculty member in charge of the guidance of each student, thereby
enhancing the instruction for better course study. Upon the students’ entrance to the School, theSchool conducts a survey asking them how they studied science and mathematics at high school,
and uses the results to determine the content of classes and the appropriate approach to class
instruction. With an eye to providing systematic study guidance for students with poor
performance, the School’s Curriculum Working Group has confirmed the need to formulate a“study guidance manual” for each department. The work necessary for this formulation iscurrently underway. Thus far, all departments have already prepared either a “study guidance
manual” or certain materials upon which the manual will be based. Before the subsequentacademic year begins, each department provides study guidance for prospective second- andthird-year students. Since AY 2008, the School has implemented a system, as a trial, whereby the
School makes contact with guarantors (parents) of students with poor performance in terms of
GPA. In this respect, while in AY 2008 and AY 2009 the School referred to each student’s
cumulative GPA (since his/her entrance to the School) to determine whether the student showedpoor performance, the School has referred to the GPA of the semester for such determination since
AY 2010. The School will explore a better approach to further increase the effectiveness of thissystem.
Class instruction in “seminar subjects,” “experiment-based subjects,” “practicum subjects” and“graduation research subjects” are provided in a manner that encourages students to participate inclass activities in a self-directed manner. The practicum subjects “practical training in scientific260

Educational Content,

System and Outcomes 3. Educational Systemand engineering English” and “marine practice” are provided as overnight-stay programs, held
during the summer holidays. Efforts are also made in other subjects to achieve class instructionthat is aimed at encouraging students’ self-directed participation and contribution to the class. In
the Department of Mathematical Sciences, in which almost all classes are provided in a lecture
style with an emphasis on accumulation of knowledge of new concepts and new outcomes, thedepartment has ensured that in each class, a certain amount of time is allocated to quizzes, inorder to confirm and deepen the students’ understanding of what they have learned in the class. In
this process, it has been arranged that students can ask Teaching Assistants (TAs) about any points
they are unsure of. Regarding English education, the School places emphasis on providing English
education particularly intended for science students. Instructors, comprising three Japanese andeight native speakers, provide instruction on the skills of reading, writing and communication in
English in an integrated manner. To support students with learning difficulties, the School has
assigned Learning Assistants (LAs) to some classes, devising measures to ensure that students canactively participate in class work.

 School of Policy Studies<Upper limit on the number of subjects for registration>
The School of Policy Studies places restrictions on the maximum number of subjects forregistration to the equivalent of 24 credits for each of the spring and fall semesters; provided,
however, that no upper limit is placed on the number of subjects for registration for students who
have transferred to the third year of the School’s undergraduate program. 4.3-42)p.23<Enhancing educational guidance>
The primary feature of the instruction style and class instruction provided in the School is theuse of a number of participatory approaches encouraging students to actively contribute to theirclass activities — approaches that have been adopted in combination with small-group education,
which has been proactively implemented since its establishment, as well as class instruction
provided in the conventional lecture style. The School has ensured an effective small-group-based
educational environment in seminar-style classes, language education subjects, information
science-related subjects, practicums, etc. by limiting the number of students in a single class to a
maximum of approximately 20 students. The School has introduced participatory learning
approaches not only in small-group-based seminar subjects etc. but also in other general subjects,
in order to promote the students’ active contribution to their class activities. Such approaches
include group work, in which students are divided into groups of several members so that they
have the opportunity to take the initiative in considering and discussing designated themes;presentation, via which students effectively present their research findings and survey results byusing PowerPoint and other audio-visual tools in class, and then discuss these with other students
making up the audience; and “comment paper,” which is distributed to students so that they cancommunicate their questions and comments regarding the content of class instruction directly tothe instructor. As such, participatory approaches based on the idea of “active learning” have been
employed in class instruction at the School. Debates between students are frequently conducted
especially in “basic seminar” classes. On the occasion of the Research Fair, which is held in
November every year, debate sessions are held involving a large number of participants. 4.3-43)<Efforts to develop global human resources>
Since its establishment, the School has attached importance to English education in an effort todevelop individuals capable of effectively working in the global arena. In AY 2008, the School
began planning for the establishment of an “English course,” in which all lectures are given in
English. However, despite detailed internal deliberations made since then, the School eventually261

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System and Outcomes 3. Educational System

decided not to proceed with the establishment of the course, due to the results of inquiries made in
AY 2011 to international schools and other educational institutions, from which a substantial
number of entrants to the planned course had been expected. It appeared that securing a sufficientnumber of new students to fill the quota of the course was likely to be extremely difficult. The
School will henceforth focus its efforts on channeling its limited resources into enhancement ofspecific subjects that are aimed at equipping third- and fourth-year students with a practicalcommand of English for their future careers. The School has continuously developed excellent
students who participate in the United Nations student volunteer program. With this as a
background, the School is currently exploring the possibility of establishing an “international
development cooperation program” in AY 2013, as a program intended for students who aspire to
an international career path using excellent language skills.
<Careers education at an early stage in the undergraduate program>
The School has made efforts to encourage students to increase their awareness of their future
careers at an early stage in the undergraduate program, by helping them recognize the relationshipbetween their studies at university and work activities in society. The School provides various
opportunities for this purpose: twice a year for first-year students under the framework of “basic
seminar” and departmental “introductory subjects,” and approximately twice a year for secondand upper-year students. These opportunities specifically include lecture meetings aimed atincreasing the students’ awareness of their future careers, 4.3-44),4.3-45) lecture meetings that the
School independently holds with guest speakers from the personnel departments of privatecompanies, and dialogue sessions with alumni who are currently working in the front line ofbusiness. These efforts have proven successful, as evidenced by the high rate of students who
successfully found employment, which stood at 95.9% as of AY 2011. 4.3-46)

 School of Human Welfare Studies
1) Educational system
Regarding the educational system in the School of Human Welfare Studies, while each of its
three departments adopts different instruction styles, all departments provide students with
empirical learning experience via practicums, internships, etc., since all these departments
specialize in practical science. The School requires students to prepare graduation theses or
conduct graduation research as the culmination of their four years of academic pursuits. During
the process for completing such theses/research, the School provides students withseminar-style individual guidance, instructing them to effectively use the knowledge andexperience they have obtained through their coursework.
Education in the School features subjects provided in the following three styles: (1)“lecture-based subjects” primarily studied in the form of desk work; (2) “hands-on learning
subjects” featuring diverse empirical and practical learning opportunities, as well as on-sitepracticums and internships in each field of specialization; and (3) “seminar subjects” centeredon discussions between instructors and students. The abovementioned educational styles andapproaches are specified in the syllabuses of each subject drawn up by each respective
instructor. 4.3-1) The whole curriculum is provided in the “curriculum table” and the Course
Guide. 4.3-47),4.3-48)p.3 ～11 ・38 ・ 99
In “practicum/practical work subjects,” the School employs an educational approachparticularly featuring opportunities for hands-on experience. This approach is essential for the
School to achieve one of its educational objectives, i.e., the development of individuals withspecialized knowledge and skills specific to the School of Human Welfare Studies. To support
students in their practical learning in a multifaceted manner, the Practical Education Support
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Office introduces them to more than 200 facilities, such as welfare and medical institutions,international NGOs, NPOs, private businesses, local government bodies, educational
institutions, sports-related facilities and other workplaces. The School thus provides students
with an opportunity to acquire practical skills, by enabling them to choose a workplace suited totheir own learning goals. In addition to the said Practical Education Support Office, the School
has also established the Clinical Techniques Observation Room, the Communication Laboratory
and the Personal Interview Room as facilities to support students in their practical learning. The
School provides practicum programs in tie-ups with welfare-related workplaces. To ensure that
individual students obtain useful experiences relevant to their future goals, the School has
arranged it so that students can learn at diverse institutions, facilities and classrooms, inconsideration of the various situations they are likely to experience as welfare-related
professionals.
Regarding language education, all three departments provide classes of a second foreign
language, such as English communication, French, German, Chinese, Korean and Spanish.
Classes of Japanese Sign Language are also available. Regarding the short-term study abroad
program for learning English and the overseas internship program provided by the Department
of Social Organization Development, special consideration is given to enabling students toeffectively use the experiences they have obtained through such programs for their future
entrepreneurial activities. With a view to encouraging students to actively participate in classactivities, the School provides a diverse array of specialized subjects, including “researchseminar I/II” and “graduation research” intended for upper-year students, as well as“off-campus training” (internship etc.) assigned to the third-year program. Subjects of “researchseminar I/II” constitute the most fundamental and essential part of the education provided at the
School, in that these subjects adopt an interactive educational approach emphasizing discussion
between instructors and students. Seminar subjects are provided in diverse styles andapproaches, such as helping students deeply understand the content of a given book etc. throughreading it in turns, and having students conduct investigations and analyze the results. Specificpolicies regarding class instruction style are left to the discretion of each instructor.
2) Educational guidance
Regarding its educational guidance, the School provides students with course guidance andstudy guidance in April. An “Office Hour” system is in place whereby all faculty members
respond to the consultation needs of students. Regarding registration for subjects, the School
has set an upper limit on the number of subjects for registration (up to 48 credits per year),encouraging students to engage in their studies with sufficient time to deepen their learning.
4.3-48)p.3 ～ 11 ・ 38 ・ 99
Faculty members provide students with advice regarding the students’ academic
pursuits, as necessary, in consideration of an appropriate balance in their campus life as a whole,while respecting individual students’ own life management decisions, in principle. The School’s
office staff is also available to respond to the consultation needs of students. An Academic
Advisor system has also been established. This system is intended to provide consultation forstudents in the period from the fall semester of their first-year program through the fall semesterof their second-year program, i.e., the period in which they do not belong to any seminar classes.
Under this system, consultation is given by Academic Advisors, being faculty members whoteach “basic seminar” subjects (Department of Social Work, Department of Holistic Human
Sciences) and those who teach “social thought seminar” subjects (Department of Social
Organization Development). As described above, the School provides its educational systemand educational guidance in an appropriate manner.

263

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 School of Education
Regarding its educational system, the School of Education provides its course offerings invarious instruction styles, such as lecture, seminar, practical skills training and practicum, in
accordance with the content, objectives and educational effects of each subject. Subjects are
assigned to each year of the undergraduate program, in a manner that facilitates step-by-steplearning from the first year program to the year of graduation, in consideration of the difficulty of
the content of each subject. The School provides finely tuned educational guidance in accordancewith the content of subjects.
“General education subjects” comprise Christian subjects, language education subjects,
information science subjects and liberal education subjects. “Language education subjects” and“information science subjects” are provided in small classes, with a view to ensuring the steadydevelopment of relevant skills in students. Specifically, the subject “basic information
processing” is provided in a class of approximately 25 students, and “language education
subjects” are provided in a class of approximately 25 to 35 students while featuring seminar-style
instruction.
Among “specialized education subjects,” the School provides “common school-wide education
subjects” for the primary purpose of promoting the “understanding of children,” which constitutes
the principle of the educational philosophy and shared objectives of the School of Education. A
single class of “basic seminar,” a compulsory subject for first-year students, is formed withapproximately 30 students, with an eye to making the class fully effective as the locus where theyacquire the fundamental knowledge and skills necessary for study and research at university, as
well as methods of discussion and material/data collection techniques.
In “specialized education subjects for the Department of Early Childhood and Elementary
Education,” seminar-style instruction is employed as early as the first year of the undergraduate
program. “Early childhood and elementary pedagogy basic seminar,” a compulsory subject
studied by first-year students in the fall semester, is provided in a seminar-style class ofapproximately 30 students. The Department designates, as compulsory subjects, “early childhoodand elementary pedagogy research seminar I” and “early childhood and elementary pedagogy
research seminar II” for third-year students, and “early childhood and elementary pedagogy
research seminar III” and “early childhood and elementary pedagogy research seminar IV” forfourth-year students. These research seminar subjects are provided in small groups of
approximately 15 students who study in the same seminar class instructed by the same faculty
member, in principle. Among “specialized subjects for the Department of Early Childhood andElementary Education,” elective subjects are provided while employing appropriate instruction
styles, such as lecture, seminar, practical skills training and practicum, in accordance with theobjectives of the content of each subject. To develop in students high-level practical skills asteachers and nursery teachers, a number of classes in the style of seminar, practical skills training
and practicum are conducted. In the “practical education subject group,” most subjects (more than85 percent of the entire group) are provided in small classes (up to 50 students per class) in orderto encourage the students’ active participation in class activities and guarantee the quality of class
instruction. Subject Instructors Meetings are held monthly to discuss issues regarding classoperation, thereby promoting information exchange between faculty members.
Similar to the Department of Early Childhood and Elementary Education, in “specialized
education subjects for the Department of Applied Education,” seminar-style instruction is also
employed as early as the first year of the undergraduate program. “Applied pedagogy basic
seminar,” a compulsory subject studied by first-year students in the fall semester, is provided in aseminar-style class of approximately 25 students. “Applied pedagogy research seminar I,”
264Educational Content,

System and Outcomes 3. Educational System“applied pedagogy research seminar II” and “applied pedagogy practical seminar,” which areintended for third-year students, as well as “applied pedagogy research seminar III” and “applied
pedagogy research seminar IV,” which are intended for fourth-year students, are provided in small
groups of approximately 15 students who study in the same seminar class instructed by the same
faculty member, in principle. The practical subject “school volunteering” is conducted inpracticum style. Full-time faculty members provide instruction and guidance while deepening
cooperation between members, and mutual understanding of class content and instruction.
“Introduction to applied pedagogy A” and “introduction to applied pedagogy B,” compulsory
subjects for first-year students, are instructed by several faculty members in an omnibus style.
Instruction and guidance in these compulsory subjects have been reinforced through detailed
discussions between faculty members.
Under the current curriculum, the number of registrable credits per year is limited to 48 credits
for first- and second-year students, and 60 credits (more than 50 credits) for third- and fourth-year
students. In connection with the previously submitted application for the establishment of the
School, the School was not allowed to drastically reform its curriculum until the academic year
when the School was expected to produce its first graduates, i.e., AY 2012. The School has
considered the issue of the maximum number of registrable credits, and has decided that under a
new curriculum, the maximum number of registrable credits will be limited to 24 credits persemester, and 48 credits per year, for students in all years of study. This revision will be applied to
students who will enter the School in or after AY 2013. 4.3-49)p.21 ･ 22

 School of International Studies(1) The School of International Studies conducts orientation for new entrants to the School, in
which explanations are provided regarding its curriculum, the position/significance of eachsubject (group) in the whole curriculum, the process of academic activities pursued in thefour-year undergraduate program, the number of credits required for graduation, specificprocedures of registration for subjects etc., and other related matters. The School has thusachieved due explanation of its educational system and adequate educational guidance forstudents.
(2) As subjects in which students are encouraged to actively participate, including contributing
to the class activities, the School provides “basic seminar subjects” under the category of “basic
international subjects” intended for first-year students, i.e., “basic seminar A,” “basic seminar B,”“basic seminar A” (provided in English), and “basic seminar B” (provided in English). These
subjects are instructed by all full-time faculty members who are assigned to “specializedinternational subjects,” in principle. The target class size has been set at between 10 and 20
students per class. In this academic year, a basic seminar class was formed with an average of
13.4 students. In “basic seminar subjects,” the School has set the common objectives to be
pursued by all classes regarding the abilities and skills that students are expected to acquire inthese seminar classes. While standardizing the content of class instruction as much as possible,
the School concentrates its efforts on helping students consolidate the foundation for theiracademic pursuits at the School, to continue until they graduate, through their one year of study inthe basic seminar classes.
(3) As subjects in which students are encouraged to actively participate, including contributing
to the class activities, the School provides “research seminar subjects” under the category of“specialized international subjects” intended for third- and fourth-year students, i.e., “researchseminar I,” “research seminar II,” “research seminar I” (provided in English) and “researchseminar II” (provided in English). These subjects are instructed by full-time faculty members
265Educational Content,

System and Outcomes 3. Educational Systemassigned to “specialized international subjects,” in principle. The target class size has been set at
between 10 and 15 students per class. In this academic year, a research seminar class was formed
with an average of 9.6 students. While setting the preparation of a graduation thesis as the final
goal, these research seminar classes place primary emphasis on providing finely tuned, small
group-based guidance for students in a manner that helps individual students enhance theirexpertise in their field of interest.
(4) At the end of the students’ first year of study, the School requires them to clearly formulate astudy plan for subsequent years in their undergraduate program. The School has introduced a“study advisory system” provided by faculty members, in consideration of the second-year
program containing no seminar subjects. The system has ensured that faculty members assigned to“basic seminar subjects” (“basic seminar A,” “basic seminar B,” “basic seminar A” (provided in
English) and “basic seminar B” (provided in English)) consult with students and provide themwith guidance regarding appropriate choice of course subjects for their second- and upper-year of
study, as well as how to proceed with their studies in the chosen subjects, in consideration of the
future careers that individual students seek to pursue.
(5) At KGU, faculty members are expected to stay in their individual offices or other specified
locations during the specific period of time designated as Office Hour, unless this is impossible
due to some unavoidable reason. By using this Hour, students can receive guidance from, anddiscuss with faculty members in person, issues regarding their studies, such as questions they had
in class and how to work on specific themes that interest them, as well as issues concerning theircampus life in general. In conformity with this University-wide system, the School requires all its
full-time faculty members to allocate a specific period of time for Office Hour, in principle, as ameans to supplement the educational guidance for students.
(6) Regarding registration for subjects in each year of study, the School has set the upper limiton the number of registrable credits as indicated below, while instructing students to study
subjects in a well-planned manner over the four years of the undergraduate program. The
Standards for Establishment of Universities requires that each credit contains content requiring 45
hours of learning. Based on this requirement and the provision of Article 27-2 of the said
Standards, the School has given special consideration to appropriately assigning subjects to eachyear of the undergraduate program and properly setting requirements for registration for subjects,
in order to prevent “insubstantial” credit acquisition due to excessive registration for subjects, andother reasons. The School requires students to study abroad, and it may possibly be the case thatstudents cannot obtain as many credits as expected at the overseas university, depending on thespecific credits recognized by the university. In view of this situation, the School has set the
maximum number of registrable credits for third- and fourth-year students at a relatively large
number.
First year :Spring semester 24 credits; Fall semester 24 credits
Second year :Spring semester 24 credits; Fall semester 24 credits
Third year :Spring semester 28 credits; Fall semester 28 credits
Fourth year :Spring semester 28 credits; Fall semester 28 credits
The abovementioned efforts made by the School have produced certain positive outcomes. The
educational system and educational guidance at the School are thus appropriate. 4.3-50)

Graduate Schools

4.3-1-(1)266Educational Content,

System and Outcomes 3. Educational System

 Graduate School of Theology
In addition to the syllabuses that had already been provided on KG’s official website, theGraduate School of Theology also disclosed its Diploma Policy, encouraging students to refer to it
upon development of their study plan for each academic year. Regarding preparation oftheses/dissertations, students develop an annual “research plan” for themselves based on the“process for obtaining academic degrees (Master’s, Doctorate)” (established in AY 2008). 4.3-51)
Academic advisors provide research guidance based on this “research plan.” (The preparedresearch plan is submitted to the Graduate School at the beginning of each academic year.) In thesecond half of the doctoral program, the Graduate School encourages students to submit papers to
the Graduate School’s journal, “Shingaku Kenkyu” (Theological Studies), as well as to makeresearch presentations at academic conferences. To accommodate the increased diversity instudents’ research themes, the Graduate School introduced the multiple-advisor system in AY
2006. 4.3-52)
 Graduate School of Humanities
The Graduate School of Humanities provides “research seminar” (and “doctoral dissertation
preparation seminar” in the second half of the doctoral program) as compulsory subject(s), as wellas elective subjects provided in accordance with the features of each field of research. The
Graduate School has set the number of credits required for course completion at 32 credits for the
first half of the doctoral program, of which eight credits are from “research seminar”; and 12
credits for the second half of the doctoral program, all of which are from “research seminar” and“doctoral dissertation preparation seminar.” Class instruction in the research seminar class isprovided in line with research themes set by individual students, encouraging their self-directed
work on course study and research. Regarding elective subjects, various approaches are employedin accordance with the features of diverse research fields with different characteristics, such as“special lecture,” “literature research,” “material research,” “special experiment,” “researchmethod,” “applied practice” (hereinbefore for students in the first half of the doctoral program)and “special research” (for those in the second half of the doctoral program). As such, theGraduate School flexibly accommodates education in diverse fields of specialization. 4.3-53)p.29 ～30
To examine subjects by instruction style, subjects for the first half of the doctoral program
include 146 “seminar subjects” (40.5％), 123 “special lectures”/“general lecture-based subjects”(34.2％), 85 “research subjects” (23.6％) and six “experiment-based subjects” (1.7％). All thesesubjects are combined in an effective manner to form the whole curriculum. In the second half ofthe doctoral program, while compulsory “seminars” (“research seminar” and “doctoral
dissertation preparation seminar”) basically constitute all its subjects, these are supplemented by“special research” provided by academic advisors. 4.3-53)p.31
With an eye to enhancing and broadening its learning structure, the Graduate School has
established a system to allow students to study subjects in other graduate schools in KGU, as wellas the Kansai Four Universities Credit Transfer System, involving Kwansei Gakuin University,
Kansai University, Doshisha University and Ritsumeikan University. For students studying abroad,the Graduate School has a system in place to recognize credits awarded by the overseas graduate
school as credits obtained at the Graduate School of Humanities. 4.3-53)p.9 ～10Regarding actual research guidance in both the first and second half of the doctoral program,students submit a “research plan,” based on which faculty members elaborate a “researchguidance plan” to provide each student with guidance for preparation of an academic
dissertation/thesis. It is ensured that a sub-academic advisor is appointed for each student, in
addition to the academic advisor designated upon the student’s entrance to the Graduate School.
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Necessary guidance is provided by both of these advisors. Students in the second half of thedoctoral program are required to submit a “doctoral dissertation plan” of 2,000 to 4,000 characters
written in Japanese, and based on this plan, prepare and submit a “preliminary doctoral
dissertation” in conformity with a range of requirements defined in each field of research.
Students in this stage of the doctoral program become eligible to submit a doctoral dissertation
only when they pass the examination of, and obtain approval for, the abovementioned plan andpreliminary dissertation. The eligibility to submit a doctoral dissertation is valid for six years
from the student’s entrance to the second half of the doctoral program. 4.3-53)p.12 ～ 15

 Graduate School of Sociology
The Graduate School of Sociology has considered and developed models of the process for
obtaining academic degrees. The developed “process (model) for obtaining a Master’s degree”
and the “process (model) for obtaining a doctorate” are disclosed and made accessible via the
Graduate School’s section on KG’s official website and the Course Guide. 4.3-54),4.3-55)
In any given academic year, most graduate students follow these models to author and submit a
Master’s thesis/doctoral dissertation. In this context, modeling of these processes has proveneffective.
Students who are advancing to either of the first or second half of the doctoral program mustchoose not only an academic advisor but also a sub-academic advisor. Before entering the firsthalf of the doctoral program, prospective students must submit their “research plan” to the
sub-academic advisor they have chosen, in addition to the academic advisor, receive approval forreceiving guidance from the sub-academic advisor, and submit a “notification of sub-academic
advisor” to the Graduate School. It is considered desirable for the students to receive researchguidance from the sub-academic advisor on a regular basis after entering the doctoral program.
4.3-56)p.13 ～ 22

In April and September, or at the beginning of each semester, students register, under theguidance of their academic advisor, for the subjects necessary to prepare a Master’s thesis in linewith their research plan, and to acquire the necessary credits. As indicated in the model process,students are recommended to author a book review/review paper (approximately 10,000
characters in Japanese) in relation to the content of their Master’s thesis, and publish it in thebook review of the Graduate School. Upon authoring the review/paper and the thesis, students are
expected to make a presentation regarding their plan for authoring the thesis and receive relevant
guidance in the seminar class instructed by the academic advisor. In this respect, the Graduate
School has requested faculty members to actively provide guidance for students.
To advance to the second year of the first half of the doctoral program, students slated to authora Master’s thesis are required to prepare a “Master’s thesis plan” and submit it to the Graduate
School’s Associate Dean of Student and Academic Affairs, their academic advisor andsub-academic advisor. After submitting their Master’s thesis, students report the content of their
thesis at the “presentation session regarding research outcomes,” and receive comments fromfaculty members other than their academic advisor or sub-academic advisor, as well as from othergraduate students. The report presentation at this session is a requisite, particularly for students
planning to advance to the second half of the doctoral program. 4.3-57)
In the second half of the doctoral program, students are required to submit an “annual researchplan” in April every year to the Associate Dean of Student and Academic Affairs, their academic
advisor and their sub-academic advisor. Presentations at academic conferences and the authoringof single-authored paper(s) or co-authored paper(s) (prepared with the student as the first author)
are incorporated into the abovementioned model process. Research activities in this stage of the268Educational Content,

System and Outcomes 3. Educational System

doctoral program are also conducted under the guidance of the academic advisor and the
sub-academic advisor.
The current system of guidance via “research seminar” is periodically examined at regularmeetings held by the Associate Dean of Student and Academic Affairs and the Assistant Dean ofStudent and Academic Affairs, together with members of the Graduate Students’ Association. The“student evaluation of teaching” survey is also distributed every year to identify problems
regarding each seminar and lecture, and make improvements to them. 4.3-58)
As an outcome of the projects implemented under the Program for Enhancing Systematic
Education in Graduate Schools (Graduate School GP), new opportunities became available toauthor book reviews and report research findings outside of Japan, resulting in enhancement andenrichment of the research guidance system at the Graduate School. 4.3-59)
The Graduate School has become able to provide guidance suited to the interests and academic
level of individual students, by establishing a multi-layered, cross-sectional guidance system,
which contains not only the research guidance given by academic advisors for preparation ofMaster’s theses/doctoral dissertations, but also a variety of guidance via seminars and lectureswith a focus on thesis/dissertation writing, as well as training in English aimed at developing
presentation skills in English.
Generally, the educational system and guidance at the Graduate School have been developed ina generic and systematic manner applicable to any discipline, regardless of the individual faculty
members’ fields of specialization. This method of development of the educational system andguidance has proven successful, as evident in the range of achievements, such as thetheses/dissertations authored by students of the Graduate School.

 Graduate School of Law and Politics
Almost all the course offerings at the Graduate School of Law and Politics are provided insmall-sized classes, facilitating the students’ active participation in class activities, as well asinteractive instruction. The Graduate School requires students in the second half of the doctoral
program to designate a sub-academic advisor, in order to provide them with guidance by morethan one member of faculty. Students in the first half of the doctoral program are also allowed todesignate a sub-academic advisor in any semester of their choice. 4.3-60)p.22 ・23 ・40
The Graduate School has disclosed the procedure for academic degree examination. The
Graduate School has also disclosed a “model for obtaining a Master’s degree” for students in thefirst half of the doctoral program, as well as a “model for obtaining a doctorate” for those in thesecond half of the same program, enabling academic advisors to provide research guidance basedon the relevant “research guidance plan” in line with the said models. 4.3-60)p.22 ～23,4.3-61)“Presentation sessions regarding research outcomes” (joint meetings for the reporting ofresearch by graduate students) are held annually (in February for M1 students and in September
for M2 students each year). These sessions provide an opportunity for students to report theirresearch before several faculty members and other graduate students, and receive questions,comments and advice from them.
A “student evaluation of teaching” survey is distributed to graduate students in each semester,
the results of which are communicated to faculty members. The Graduate School also holds
meetings with the Graduate Students’ Association. 4.3-62)
 Graduate School of Economics
In the first half of its doctoral program, the Graduate School of Economics has seen a great
diversity in students’ purposes for entering the graduate course and the standard of specialized269

Educational Content,

System and Outcomes 3. Educational Systemknowledge they seek to acquire at the Graduate School. This situation requires the Graduate
School to provide finely tuned guidance for individual students. In view of this situation, theGraduate School has ensured that academic advisors provide their students with guidance on
which subjects to study in which phase in the two-year period of the first half of the doctoral
program, step-by-step, thereby obtaining a positive educational outcome. In accordance with the“process for obtaining a Master’s degree,” since AY 2011, the Graduate School has held the“Master’s theses interim report meeting.” At this meeting, the progress of the research guidance,
which is provided based on each student’s “research plan,” is confirmed, and students are afforded
an opportunity to receive advice from faculty members etc. other than their academic advisor. As
such, the Graduate School has ensured that academic advisors provide their students withappropriate guidance regarding various matters, including the choice of subjects to study, in
accordance with the research goals and ability of individual students.
In the second half of the doctoral program, students prepare their “research plan” at the
beginning of each academic year, and their academic advisors formulate an appropriate “researchguidance plan.” This process is specified in the “process for obtaining a doctorate.” Students must
present their research reports at the Economics Workshop, as a requisite for submitting theirdoctoral dissertation. In this workshop, students can receive guidance from faculty members of
the Graduate School other than their academic advisor, as well as from external researchers
outside the University. 4.3-63)
Regarding the “student evaluation of teaching” survey, in AY 2012, efforts were made to
improve the content of the questionnaire, the means to collect the answer sheets and the use of theresults for improvement of class instruction. It is expected that the survey results will be used
more widely and effectively as materials for revision and improvement of the educational system
and guidance at the Graduate School. The Graduate School plans to establish its own FD
Committee by the end of AY 2012. Through the activities of this new committee, the Graduate
School will establish, as a system, a process for examination and improvement of its educational
system and guidance.

 Graduate School of Business Administration
In the Specialized Academic Course of the Graduate School of Business Administration, via“research seminar,” academic advisors recommend the subjects each student should study for
preparation of their Master’s thesis, and provide educational guidance on a regular basis inaccordance with the progress of the student’s thesis preparation. “Course registration models” foreach field of specialization have not therefore been provided. For students from China, who
account for a majority of the course enrollment, the Graduate School takes every opportunity toadvise them to study “Japanese (oral presentation)” and “Japanese (paper writing),” subjects
intended to support the students in making presentations and preparing a thesis in Japanese. Many
students have registered for, and studied these subjects. 4.3-64)
In the Research Course, the Graduate School organizes a Doctoral Dissertation GuidanceCommittee, which comprises two faculty members, and which is chaired by the student’s
designated academic advisor. The committee provides the student with doctoral dissertation
guidance and instruction regarding subjects outside his/her primary field of specialization that arenecessary for advancement to the second half of the doctoral program; has the student submit a“preparation plan for doctoral dissertation research”; and provides necessary educational guidanceon a regular basis in accordance with the progress of his/her research for the dissertation
preparation. Since AY 2010, related regulations have required the committee to submit a periodic“report on the status of guidance.” 4.3-65)
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 Graduate School of Science and Technology
Regarding the first half of its doctoral program, the Graduate School of Science and Technology
has designed course offerings consisting of compulsory subjects and elective subjects, in line with
its Curriculum Policy. As specified in the Policy, the Graduate School aims to help students
acquire logical thinking and practical research skills, and to this aim, the Graduate School
provides “special experiment and seminar,” equivalent to 12 credits, and “literature seminar,”equivalent to four credits, as compulsory subjects. The Graduate School communicates to students
the achievement goals based on the “process for obtaining academic degrees,” which is provided
upon their entrance to the Graduate School, and provides guidance for development of theirresearch plan, taking into consideration the content of specialization of each graduate department.
The subject “special experiment and seminar” is instructed by three faculty members, achieving ahigh level of objectivity in the instruction. Regarding lectures, since students choose subjects they
study in consideration of their research themes based on the advice from faculty members, nodiscrepancies occur between the coursework and research work. In the second half of the doctoral
program, the Graduate School provides the subject “special research,” ensuring finely tuned
guidance by each research advisor for individual students. The procedures and system foracademic degree examination are implemented in conformity with the Academic Degree
Regulations of the University. The Graduate School’s own regulations regarding academic degree
examination include the requirement to publicly hold a “Master’s thesis presentation session” in
the Master’s degree examination process, as well as to conduct a “public presentation” in the
doctorate examination process, in addition to the oral examination conducted by examiners, with aview to ensuring a fair examination. The schedule to hold these presentations is also specified in
the “process for obtaining academic degrees,” and is fully communicated to students.
 Graduate School of Policy Studies
Upon entrance to the Graduate School of Policy Studies, students choose their primary major
field from among the six fields of specialization provided in the Graduate School (the fields of
Public Policy Studies, Environmental Policy Studies, Language and Culture Policy Studies, Urban
Studies, International Policy Studies, and Applied Informatics). Concurrently, students decide
their own academic advisor, based on whose guidance and advice they choose subjects to study
and for developing their research plan. In preparation of their Master’s theses, students are
required to study “Master seminar” instructed by their academic advisor (in the spring and fallsemesters; two hours a week; two credits for each semester) until they complete the first half of
their doctoral program. Provided basically in the form of individual guidance, this seminar is notconducted on a fixed day of the week or in a fixed period on the daily class schedule, but at a timeand location agreed in advance between each student and his/her academic advisor. The“dissertation seminar” intended for students in the second half of the doctoral program is provided
in the same manner.
“Research project” (for the first half of the doctoral program) and “research seminar” (for thesecond half of the doctoral program) constitute part of the educational programs characterizing
the Graduate School of Policy Studies. Students in the first half of the doctoral program areallowed to design the content of their coursework with primary emphasis either on lecture-based
subjects, or on the subject “research project” by registering for up to 12 credits of this subject, i.e.,the maximum number of credits registrable for this subject. By participating in activities available
in the research project, students can learn the techniques of academic investigation and analysis,
how to organize research results, how to coordinate a project, etc.
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Thesis/dissertation guidance forms the backbone of the graduate education throughout the firstand second half of the doctoral program. During the process of preparing Master’s theses/doctoral
dissertations, the Graduate School encourages students to make presentations regarding theirresearch at academic conferences etc., and also provides guidance for the authoring ofpeer-reviewed papers. All or part of the resulting research outcomes can be published in thebulletin “KGPS Review,” a collection of academic papers authored by students in the Graduate
School, which is published for the purpose of introducing their research outcomes. 4.3-66) The
Graduate School requires students to make poster presentations at the Research Consortium, andmake oral presentations at the Research Fair by using presentation slots allocated for graduate
students. These requirements are intended to confirm the progress of their academic
thesis/dissertation preparation and help them develop presentation skills. The Graduate School
independently secures and allocates a budget to promote fieldwork and activities at academic
societies during the process of the students’ authoring of theses/dissertations. By using this budget,
the Graduate School provides financial support to help pay the travel expenses of students making
a presentation at an academic conference or conducting fieldwork either in or outside Japan. 4.3-67)
The Doughnut Hour and the Policy Workshop serve as loci where students converse and interact
with faculty members and other graduate students who specialize in different fields of research.
Students participate in the operation of the Hour and Workshop voluntarily, and such experience
provides an opportunity for training in planning and coordination in holding study meetings andother events.

 Graduate School of Language, Communication, and Culture
In the first half of its doctoral program, the Graduate School of Language, Communication, andCulture provides students with guidance for preparing academic theses, with the emphasis on“research seminar” instructed by academic advisors. The guidance is intended for students tocomplete, in two years, a process including development of a research plan, planning andimplementation of experiments and fieldwork, analysis of data, and consideration of the results.
The sequence of these tasks through to completion of thesis preparation is specified in the Course
Guide, helping students understand how to proceed with research activities. 4.3-68)p.21 ～p.22 ・p.25 ～ p.26
“Research seminar,” most classes of which are provided by academic advisors on a small-groupbasis, is an appropriate educational system for academic thesis preparation.
In conducting research for thesis preparation, specialized knowledge is required to understandprevious studies, develop a research plan and consider the results after analyzing data. To help
students acquire and develop such specialized knowledge, the Graduate School provides an arrayof “field research subjects” in the fields of Linguistic Science, Cultural Linguistics, Linguistic
Education and Japanese-language Education. “Japanese-language education research (practice)” is
one of the subjects intended to help students conduct empirical research based on language
education practice. 4.3-68)p.16 Students are permitted to study necessary subjects offered by othergraduate schools in KGU and other universities if they seek to do so. 4.3-68)p.13 ～14 “Special lecture
on corpus linguistics,” “special lecture on linguistic education research methods” and othersubjects are provided for students to learn how to collect data and statistically analyze it with a
PC. Students who intend to author their thesis in a foreign language can develop relevant skills
via specific subjects such as “English academic writing,” “thesis writing in French,” “thesis
writing in German” and “thesis writing in Chinese.” 4.3-68)p.16 To provide instruction regarding theformat to be followed in academic paper writing, the Graduate School annually distributes“Guidelines for preparation of Master’s theses and theme research papers” and “Master’s thesis
samples” to all students in the first half of the doctoral program (Master’s program). 4.3-69),4.3-70) In
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the middle of the research process for preparation of academic theses, students report the resultsof their research at the Language Communication Forum, which is held at the end of eachsemester. This provides an opportunity for them to receive comments from several faculty
members and other students regarding their research.
Completed Master’s theses undergo evaluation in the form of thesis examination and oral
examination by three examiners (one chief examiner and two sub-examiners). 4.3-71)Article 10 Afterthe oral examination, students are afforded an opportunity to modify their thesis, as necessary,
while referring to the comments from referees attached to the returned thesis. By providing
students with the abovementioned subjects and an opportunity to receive feedback regarding theirresearch, the Graduate School has achieved an appropriate educational guidance system forstudents who prepare academic theses.
In the second half of the doctoral program, an Advisory Committee is organized by three faculty
members, comprising an academic advisor assigned for the student studying in the second half ofthe doctoral program, and two other faculty members (“sub-advisors”). Sub-advisors play asupplementary role in providing research guidance while closely liaising with the academic
advisor, so that each student can proceed with their research and prepare a doctoral dissertation
based on his/her research plan. The process from the students’ entrance to the second half of thedoctoral program through completion of their academic dissertations is specified in the Course
Guide, helping them understand the outline of necessary research activities phase by phase. The
Graduate School also provides “Language, Communication and Culture Independent Study”(individual guidance) and “Language, Communication and Culture Seminar” (group guidance),with an eye to establishing an educational framework whereby several students enrolled in thesecond half of the doctoral program and faculty members are afforded opportunities to exchange
views with one another. As described above, the Graduate School has achieved an appropriate
guidance system for the second half of the doctoral program, helping students enhance the content
of their research. 4.3-68)p.28 ～p.29

 Graduate School of Human Welfare Studies
1) Educational system
In the first half of its doctoral program, the Graduate School of Human Welfare Studies
primarily offers subjects featuring the following three educational styles: “lecture-based
subjects” mainly studied in the form of desk work; “hands-on learning subjects,” in which
students learn empirically and practically through various coursework, and which feature
practicum that provides them with practical experience at workplaces in their fields ofspecialization; and “seminar subjects” centered on discussions between instructors and students.
The abovementioned educational styles and approaches are specified in the syllabuses of eachsubject drawn up by the respective instructors. 4.3-1) The whole curriculum is provided in the
Graduate School’s section on KG’s official website, the Kwansei Gakuin University Graduate
School Guide, and the Course Guide, which is independently prepared by the Graduate School.
4.3-72),4.3-73)p.26,4.3-74)p.5 ・ 7 ・ 10 ・ 17 ・ 18 ・ 25
Most of the “specialized basic subjects” and “specialized
elective subjects” in the first half of the doctoral program are lecture-based. It is the case with
the Graduate School that not a small number of students are studying specialized areas inhuman welfare studies for the first time at this stage of the doctoral program. Given thissituation, it is necessary that the Graduate School provide a large proportion of desk
work-based lecture subjects in the entire course offerings. In “subjects regarding qualitative andquantitative research,” as well as “practicum/practical work subjects” positioned as “advanced
fieldwork,” the Graduate School employs an educational approach featuring hands-on
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experience. This approach is essential for the Graduate School to achieve one of its educational
objectives, i.e., the development of individuals with specialized knowledge and skills specificto the Graduate School of Human Welfare Studies. “Research seminar” subjects constitute themost fundamental and essential part in the education provided at the Graduate School, in thatthey adopt an interactive educational approach emphasizing discussions between instructors andstudents. 4.3-74)p.5 ・ 7 ・10 ・17 ・18 ・ 25 As described above, in the first half of its doctoral program, theGraduate School employs three educational styles, which are all specified clearly. Its
educational system is thus implemented in an appropriate manner.
In the second half of the doctoral program, the Graduate School provides education based on“research seminar,” which features individual guidance, in consideration of the need forresearch guidance to be provided primarily by academic advisors in order to help students
effectively conduct their research by using the specialized knowledge and practical techniquesthat they have acquired in the first half of the doctoral program. The education in the second
half of the doctoral program necessarily adopts the said seminar-style approach due to the veryneed for individual guidance.
2) Educational guidance
How educational guidance is provided in the first half of the doctoral program is explained indetail in the Graduate School’s entrance examination guide, the Course Guide and other media,
together with information on the academic advisors teaching in the program. Prior to theentrance examination for this stage of the doctoral program, prospective students choose an
academic advisor from whom they wish to receive guidance, from among 25 advisors teachingin the Graduate School. After successfully entering the Graduate School, the students basicallyreceive guidance from the academic advisor they have designated. Soon after their entrance to
the School, students also choose one or more sub-academic advisors from among the advisors in
the Graduate School, aside from their primary academic advisor. While attending the first halfof the doctoral program, students receive guidance from at least two faculty members
comprising the said primary academic advisor and sub-academic advisor(s). A multiple-advisor
system has thus been established. 4.3-74)p.5 ・ 7 ・ 10 ・ 17 ・ 18 ・ 25 To guarantee that students have an
opportunity to interact with, and receive guidance from faculty members other than theiradvisors, the Graduate School ensures that each faculty member participates in Office Hour,thus achieving a system for complementary guidance. Master’s theses undergo evaluation in theform of thesis examination and oral examination by three examiners (one chief examiner andtwo sub-examiners). As such, a system has been put in place to ensure examination thatinvolves multiple (at least three) members. 4.3-74)p.5 ・ 7 ・10 ・ 17 ・18 ・ 25
As in the case of the first half of the doctoral program, the educational guidance in the second
half of the doctoral program also features a multiple-advisor system. Upon entrance to thisstage of the doctoral program, students choose one primary academic advisor and one or more
sub-academic advisors from among the seven faculty members who have been assigned asacademic advisors to the second half of the doctoral program. 4.3-74)p.5 ・ 7 ・ 10 ・ 17 ・ 18 ・ 25 This
multiple-advisor system is desirable for achieving appropriate educational guidance. The
doctoral dissertation examination procedure is specified on the Graduate School’s website, in
the Course Guide and other media. After a doctoral dissertation is submitted, the dissertation is
examined by an Examination Committee comprising several faculty members. After an oral
examination is held in public, the “Academic Advisors Committee for the Second Half of theDoctoral Program” is convened, and then the award of the doctorate is decided. Academic
degrees are thus awarded after an appropriate process of educational guidance. 4.3-74)p.5 ・ 7 ・10 ・17 ・ 18 ・25

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 Graduate School of Education
Student enrollment in the Graduate School of Education in each year since AY 2009 stood at six
students in AY 2009 (four in the first half of the doctoral program and two in the second half),nine in AY 2010 (six in the first half and three in the second half), twelve students in AY 2011(eight in the first half and four in the second half), and twelve students in AY 2012 (eight in thefirst half and four in the second half). Accordingly, all seminar subjects and lecture-based subjects
have been provided in small groups. The Multimedia Room is effectively used primarily by
students in the first half of the doctoral program.
For new entrants to the first half of the doctoral program, the Graduate School conducts anorientation soon after their entrance, in which the Graduate School explains the features of theField of Early Childhood Pedagogy and the Field of Applied Pedagogy, the requirements forcourse completion, and how to register for and study subjects, and provides an overview of thelecture-based subjects and seminar subjects that are provided for the year, in line with the
Graduate School of Education Course Guide. The Graduate School also instructs students toregister for subjects based on a full understanding of the syllabuses provided on KG’s official
website. Academic advisors provide students, in person, with advice regarding the specificprocess for course study and research. After the students have decided their subjects forregistration, academic advisors provide them with regular guidance, while instructing them on
how to formulate a plan for preparation of their Master’s thesis, based on which research guidanceis also provided.
To complete the first half of the doctoral program, students are required to attend this stage ofthe doctoral program for at least two years, receive the necessary research guidance, obtain atleast 32 credits consisting of eight credits of compulsory “research seminar” subjects and 24
credits from elective subjects, and pass the Master’s thesis examination conducted by the
Graduate School of Education. Students are allowed to incorporate, in the required number ofcredits for elective subjects, up to 12 credits from subjects provided in fields other than their own
field. The Graduate School thus encourages students to engage in a broad range of research by
studying subjects both in and outside their field of specialization.
For new entrants to the second half of the doctoral program, as in the case of the first half of thesame program, the Graduate School conducts orientation upon entrance of the students, in which
the Graduate School explains the features of the Field of Early Childhood Pedagogy and the Fieldof Applied Pedagogy, the requirements for course completion, and how to register for and study
subjects. In either field of Early Childhood Pedagogy or Applied Pedagogy, the primary pillar of
the education in the second half of the doctoral program is “research seminar,” which is instructedby academic advisors. In the first meeting of the class, academic advisors explain and reconfirm
details of the process and requirements for obtaining doctoral degrees. In the “research seminar”
program, the Graduate School requires students to submit their “research plan” at the beginning ofeach academic year, as well as a “research outcomes report” at the end of, or in the middle of theacademic year. Based on this plan and report, guidance and advice are provided for each student.
Compulsory subjects comprise “research seminar” subjects equivalent to 12 credits. The Graduate
School has adopted a system whereby students’ performance in the “research seminar” class isevaluated every semester, confirming the progress of the research activities they have conducted.
To obtain a doctorate, students are required to make at least two presentations at academic
conferences, and prepare at least two papers and have them accepted by journals with a refereesystem. [These must be single-authored paper(s) or co-authored paper(s) (prepared with thestudent as the first author). Among these papers, at least one paper must have been submitted to a275

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national-level journal.] After these requirements are met, the Graduate School requires the student
to submit an “interim report of the doctoral dissertation” (approximately 20,000 characters inJapanese), regarding the content on which the Graduate School conducts an oral examination. The
examination of the interim report and the associated oral examination are conducted by one chief
examiner and two sub-examiners. Students who have passed these examinations are qualified as
Doctoral Candidates, and eligible to submit a doctoral dissertation. To be approved as a Doctoral
Candidate, the student must have fully completed the necessary arrangements and planning for
preparation of their dissertation. The doctoral dissertation examination is conducted by one chief
examiner and two sub-examiners. 4.3-75)p.19 ～22

 Institute of Business and Accounting
In the second half of its doctoral program, the Institute of Business and Accounting has adopted
a multiple-advisor system involving an academic advisor and assistant academic advisor(s). The
Institute requires students to submit a “preparation plan for doctoral dissertation research” in theirfirst year of study, as well as an “interim report of doctoral dissertation research” in their second
year of study, and instructs them to proceed with their research for preparation of the doctoral
dissertation in a well-planned manner. The Institute also requires students to pass through several“checkpoints” before allowing them to author a doctoral dissertation, such as the “generalacademic ability examination,” which is conducted in their second year of study. To become
eligible to take the academic ability examination, students must have submitted a paper to an
academic journal or the like. Students are also required to make presentations at academic
conferences in order to be allowed to apply for an academic degree and submit a doctoral
dissertation. As such, the Institute provides students with guidance so that they can steadily
proceed with their research over the three-year program. 4.3-76)p.2 ・3 ・6 ～ 8(2) Are classes provided based on their syllabuses?

Whole University

4.3-1-(2) Undergraduate Course
Since AY 2003, KGU has employed a Web Syllabus System based on a University-widestandardized form. 4.3-1) Currently, the University requires all schools to enter necessary
information, without omission, regarding the following items required for entry:“objectives/achievement goal of the lecture,” “content of each class session (= class plan),” “class
instruction,” “method/standards of performance evaluation” and “specific instructions regarding
preparatory studies before class etc.; relationship with other subjects.” The schedule of syllabus
preparation has also been standardized: Syllabuses are developed by subject instructors during theperiod from late November through the end of January. Each school checks for unentered subjects
in February. Completed syllabuses are made public in early March. 4.3-77)
To request subject instructors to prepare a syllabus, the University provides standardized
guidelines for the preparation, 4.3-78) aiming at enhancement and enrichment of syllabuses.
However, the instructors tend to describe the content of syllabuses with various levels of detail.
This problem has yet to be fully solved. In this respect, the University set the objectives as
indicated below, as specified in the “Basic policy for promotion of University-wide initiatives for
improvement and enrichment of education,” which was adopted by the Academic Affairs
Committee on February 17, 2012: 4.3-79)

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2. Reinforcement of the syllabus development system(1) Subject provider organizations shall establish a system for providing syllabuses on their own
responsibility, based on their Curriculum Policy.
(2) In line with the “guidelines for syllabus preparation,” subject provider organizations shallmake efforts to prevent omission of the required items, such as ‘objectives/achievement goalof the lecture,’ ‘content of each class session,’ ‘method/standards of performance evaluation’and ‘preparatory studies before class’; as well as to eliminate the gap in the level of detail insyllabus descriptions, for instance, by preventing particularly insufficient descriptions forthe required items.
(3) Subject provider organizations shall make efforts to develop syllabuses in a specific andeasy-to-understand manner for students, from the need to encourage them to choose andstudy subjects on their own accord.
The University will strive to realize these objectives.
In parallel with the replacement of the academic affairs administration system, modification of
the Web Syllabus System is also scheduled for the fall semester of AY 2013. 4.3-80) Under this new
system, syllabus preparers must enter the following information: “objectives of the lecture,”“achievement goal,” “content of each class session,” “types of performance evaluation and their
proportion” and “studies outside class hours.” The system is programmed so that syllabus
preparers cannot complete the entry process if any of these required items have not been properly
filled in. The University thereby aims to establish a system for providing even more enhanced
syllabuses. The University also plans to link information regarding textbooks and reference
literature with a book search system, in view of the need for “credit substantialization” bysecuring sufficient time for students to engage in their studies.
Regarding consistency between syllabuses and actual class content, the University has
incorporated, in the questionnaire of the “student survey of teaching,” 4.3-81) the following
question: “Did each session of the class generally proceed in line with its syllabus?” The said
consistency is examined based on evaluations answered on a five-point scale (Strongly agree=5;
Agree=4; Neither agree nor disagree=3; Disagree=2; Strongly disagree=1). To examine the resultsof the survey in AY 2011, which asked about all subjects provided by schools, the average
evaluation point of the answers to the abovementioned question exceeded 4 in most subjects(overall average: 4.31), while a small variation was seen depending on the school or the style ofsubject (specialized subject, seminar/experiment-based subject, language subject, or othersubject). These results confirmed that there was almost no deviation between syllabuses andactual class content. The evaluation point regarding the said question has shown a steady
improvement over the years. In a correspondent survey conducted in AY 2005, the average
evaluation point for the same question stood at 3.89, and in the AY 2008 survey it was 4.06. This
improvement indicates that awareness of the importance of the syllabuses has increased amongclass instructors. 4.3-82)

 Graduate Course
Graduate schools previously provided broadly described plans for class content, and the detailsof guidance and educational content were decided via discussions between academic advisors andstudents. Since AY 2009, graduate schools have employed the Web Syllabus System, in which all
graduate schools except professional graduate schools prepare syllabuses with a common format.
Syllabus preparers are required to enter the items “class objectives,” “class content andinstruction” and “method/standards of performance evaluation.” 4.3-1)
This system is scheduled to be replaced by a new syllabus system in the fall semester of AY
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2013. The new system will adopt the same syllabus form as that used at schools, and accordingly,
all graduate schools are to develop their syllabuses with the same form. Since the number of items
required to be entered will increase, the syllabuses prepared with the new system are expected tobe more informative and easier to understand.

Schools

4.3-1-(2) School of Theology
Currently, syllabuses provided in the School of Theology are composed of the following items:“objectives/achievement goal of the lecture,” “content of each class session,” “class instruction,”“textbook,” “reference literature,” “method/standards of performance evaluation,” “method of‘student evaluation of teaching,’” “specific instructions regarding preparatory studies before classetc.; relationship with other subjects” and “keywords.” (Information regarding Office Hour ismade public separately from syllabuses. 4.3-83) ) Of these, the following are required items:“objectives/achievement goal of the lecture,” “content of each class session,” “class instruction,”“method/standards of performance evaluation” and “specific instructions regarding preparatory
studies before class etc.; relationship with other subjects.” All syllabuses are made public at the
beginning of each academic year via KG’s official website, serving as useful materials forstudents to consider their study plan. In the School, as described above, syllabuses are generally
provided in a satisfactory manner. In the FD Workshop (School), participants examine the content
of the syllabuses and explore how to write a better syllabus. In response to the establishment of its
Curriculum Policy, the School expects class instructors to describe their syllabuses so that theitems of the Policy are embodied in elements of the “achievement goal” of each subject. 4.3-84) A“student survey of teaching” was conducted throughout the University in AY 2011, whichcontained a question related to the consistency between syllabuses and class content, asking
whether each session of the class generally proceeded in line with its syllabus. To this question,
the average evaluation point of the subjects provided by the School stood at 4.45 (4.4 points forthe spring semester; 4.5 points for the fall semester; out of a maximum 5.0 points). 4.3-85)p.19 ・33
While close examination is necessary regarding individual subjects, class operation based on
syllabuses has been generally achieved satisfactorily.
 School of Humanities
The School of Humanities employs the University-wide standardized syllabus system. In linewith the guidelines for syllabus preparation, each faculty member specifies the required items of“objectives/achievement goal of the lecture,” “content of each class session,” “class instruction,”“method/standards of performance evaluation” and “specific instructions regarding preparatory
studies before class etc.; relationship with other subjects.” In addition to these required items,
many faculty members also specify “keywords” and other non-required items. Regarding subjects
featuring lectures by faculty members, most descriptions for the item “content of each classsession” concern the lecture content of each of the 15 sessions. Regarding seminar subjects andexperiment/practicum subjects, which feature activities by students, some of such descriptions do
not explain detailed class content, due to the nature of these subjects.
Syllabuses for a given academic year are made public on KG’s official website in early Marchof the preceding academic year, allowing students to access and refer to the syllabuses at any time.
Meanwhile, the School has not thus far grasped to what extent students read the syllabuses prior
to their registration for, and commencement of the class.

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Regarding consistency between syllabuses and actual class content, the “student survey ofteaching” asks the question: “Did each session of the class generally proceed in line with its
syllabus?” The result of the AY 2011 survey showed that the average evaluation point of thesubjects provided by the School in the fall semester of that year stood at 4.2. If such evaluation
points are examined by subject type (specialized subject, seminar/experiment-based subject, etc.),
it will be seen that all averaged 4.2 or higher. Classes in the School are thus generally operated inline with their syllabuses. 4.3-86)

 School of Sociology
The School of Sociology prepares syllabuses for all its subjects by using the University-widesystem, and makes them public via KG’s official website. Faculty members develop detailed
syllabuses, specifying “objectives/achievement goal of the lecture,” “content of each classsession,” “class instruction,” “textbook,” “reference literature,” “method/standards ofperformance evaluation,” “preparatory studies before class,” “relationship with other subjects”
and other information, thereby helping students to make an informed choice of subjects to study.
As one of its unique efforts, the School provides “basic seminar,” a compulsory subject for
first-year students, based on the same syllabus commonly used by all classes, while preparing
detailed standardized guidelines for class instruction in advance. 4.3-87)
This “basic seminar” subject is aimed at equipping students with the basic skills necessary toengage in study and research in the four-year undergraduate program at the School of Sociology(“study skills”). All classes of this subject are instructed in line with the same syllabus, with theaim of helping all first-year students commonly acquire these “study skills” by repeatedly
working on exercises and other tasks provided in class.
With respect to the relationship between subjects, as well as step-by-step learning, the School
has introduced a step-by-step learning approach especially in subjects related to social psychology
and social research, and how the elements of this approach are realized in these subjects is
explained in their syllabuses and the Course Guide, which is distributed to students of the School.
In “subjects regarding the qualification of social researchers,” classes are instructed based on
syllabuses that are formulated in line with the “standard curriculum for the qualification of social
researchers” provided by the Japanese Association for Social Research.
Syllabuses are also used for the purpose of promoting deeper understanding and cooperation
between faculty members in their instruction. Regarding “sociology relay lecture A/B,”
omnibus-style subjects intended for first-year students, the School has relevant instructors submit
an outline of their class instruction (handouts) by the end of the previous academic year andcirculate these handouts among them and other full-time faculty members. The School thereby
aims to help instructors mutually understand the lecture content provided by other instructors,
facilitating cooperation between lecture sessions.
 School of Law and Politics
Preparation and disclosure of syllabuses: In the School of Law and Politics, faculty members
prepare syllabuses on the website, in accordance with the University-wide standardized
procedures. The completed syllabuses are made publicly accessible via KG’s official website.
4.3-88),4.3-1)

Class operation based on syllabuses: In the “student survey of teaching” regularly distributed
to students, the questionnaire usually contains a question asking whether classes are conducted inline with their syllabuses. 4.3-89) The results of the AY 2011 survey showed the following average
evaluation points out of a possible 5 points: (spring semester) specialized subjects: 4.2;
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System and Outcomes 3. Educational Systemseminar/experiment-based subjects: 4.5; language subjects: 4.2; other subjects: 4.3; (fallsemester) specialized subjects: 4.2; seminar/experiment-based subjects: 4.4; language subjects:
4.2; other subjects: 4.2. These results confirmed that classes in the School were generally
instructed in line with their syllabuses. Survey feedback is provided for subject instructors
regarding the results of the abovementioned question, together with those of other questions. 4.3-90)

 School of Economics
Syllabuses of subjects provided in the School of Economics are written on the responsibility ofeach faculty member, in line with the Curriculum Policy of the School. In course guidance as wellas in “basic seminar” classes for first-year students, the School explains that reference tosyllabuses enables them to develop a study plan in consideration of their own interests andcuriosity, as well as their future career development; and to obtain sufficient information on theclass content to plan an effective study approach, including preparation for the classes and reviewof the content.
The “student evaluation of teaching” survey, which is conducted during the period of eachlecture series, contains a question regarding consistency between the content specified insyllabuses and the actual class content. Through the results of this survey, the School confirms
whether the planned class content specified in syllabuses has been actually implemented for eachclass.
 School of Business Administration
In parallel with the implementation of a new curriculum in April 2012, subject instructors of the
School of Business Administration redeveloped syllabuses for all subjects. Specified in the newsyllabuses were “objectives/achievement goal of the lecture,” “content of each class session,”“class instruction,” “method/standards of performance evaluation” and “specific instructions
regarding preparatory studies before class etc.; relationship with other subjects.”
In response to the formulation of the new syllabuses, the academic affairs staff of the School
reviewed the content of the completed syllabuses (“objectives/achievement goal of the lecture,”“content of each class session,” “class instruction,” “method/standards of performance
evaluation” and “specific instructions regarding preparatory studies before class etc.; relationshipwith other subjects”) for all subjects, in order to ensure appropriate quality and proper
specifications for the syllabuses. Regarding some syllabuses with insufficient/inappropriate
descriptions (e.g., duplication in the content of each class session), academic affairs staff
members requested the relevant instructors to correct the syllabus content. Revised syllabuses
were then submitted.
Recognizing the need to confirm whether the method of performance evaluation is specified in
the syllabuses of all subjects, the School’s academic affairs staff also examined whether the item
“method/standards of performance evaluation” is properly entered in the Web Syllabus System,
and whether its content is appropriate, regarding all subjects provided in the School, upon
provision of the new curriculum in April 2012.
The “student evaluation of teaching” survey regarding all subjects is used as a supplementary
tool for confirming whether the class content evolves in line with the syllabus, and whether thecontent of each class session corresponds with the content described in the syllabus. After
receiving the evaluation results, subject instructors specify, in writing, what points they will
improve. Instructors implement these improvements in each class.
As described above, the School uses the standardized form of syllabus and appropriately
prepares syllabuses specifying “objectives/achievement goal of the lecture,” “content of each280

Educational Content,

System and Outcomes 3. Educational Systemclass session,” “class instruction,” “method/standards of performance evaluation” and “specificinstructions regarding preparatory studies before class etc.; relationship with other subjects,”
enabling students to refer to this information prior to the commencement of each class. 4.3-1)

 School of Science and Technology
After being modified in AY 2010, the new syllabus preparation system requires users to specify,
among a range of items to input, the following information as required items:“objectives/achievement goal of the lecture,” “content of each class session,” “class instruction,”“method/standards of performance evaluation” and “specific instructions regarding preparatory
studies before class etc.; relationship with other subjects.” The system is programmed not to
accept a syllabus if a description is omitted for any of these required items.
The School of Science and Technology determines whether consistency is maintained between
class content/instruction and the content of syllabuses, on the basis of the average evaluation
point of the answers to the question: “Did each session of the class generally proceed in line with
its syllabus?” contained in the student survey of teaching. The two latest surveys were conductedin AY 2008 and AY 2011 on all classes. For this question, the evaluation points regarding subjects
provided in the School averaged 3.9 for the spring semester of AY 2008 and 4.2 for the fallsemester of the same year; and 4.2 for the spring semester of AY 2011 and 4.2 for the fall semesterof the same year. These results indicate no significant inconsistency between the content of thesyllabuses and the actual class content. 4.3-91)
 School of Policy Studies
The School of Policy Studies has prepared syllabuses and distributed them to all students since
its establishment in 1995. Currently, the School prepares syllabuses for all subjects in line withthe guidelines for syllabus preparation applied throughout the University. The School investigatesand examines to what extent lectures have been provided in line with their syllabuses, by meansof a specific question contained in the “student survey of teaching,” in conformity with the
University-wide policy. According to the answers to this question, the evaluation points regarding
subjects provided in the School averaged 4.08 in the AY 2008 survey, and 4.36 in the AY 2011
survey. Based on these results, the School determines that no significant inconsistency exists
between the content of the syllabuses and the actual class content. 4.3-92)
 School of Human Welfare Studies
The School of Human Welfare Studies prepares syllabuses for all classes, and provides them on
KG’s official website. 4.3-1) They contain the items “class objectives and achievement goal,” “classplan,” “method of performance evaluation,” “textbook,” etc., which are entered by instructors ofeach class via an online system dedicated for syllabus preparation. Instructors are expected to
specifically describe “achievement goal” in particular. The item “class plan” requires
specification of the content of each of the 15 class sessions. “Method of performance evaluation”
must be described so as to clarify the proportion of examination, papers and other methods to be
employed for performance evaluation. This system has enabled preparation of syllabuses based ona standardized content description.
Students access information regarding the class objectives, content, instruction and performance
evaluation method of each subject via the Academic Web Service, using this information toconsider whether to register for a specific subject. 4.3-88) In the first meeting of each class,instructors provide the enrolled students with detailed information by distributing a separate

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syllabus in which the class content is laid out in even more detail, complementing specific topics
that are not sufficiently covered in the online syllabus available via the Academic Web Service.
Whether classes are provided based on their syllabuses is examined via the question: “Is the classconducted in line with its syllabus?” which is contained in the “student evaluation of teaching”
survey conducted by the University. Instructors receive the results of the survey, and are informedof points needing improvement. This provides instructors with an opportunity to enhance theirteaching skills, as promoted in the effort of faculty development. Obtaining responses fromstudents has enabled the School to grasp how syllabus-based education is achieved in each class,and to provide each instructor with feedback of the survey results, through the academic affairs
staff. As described above, the School has ensured that classes are appropriately conducted in linewith their syllabuses.

 School of Education
The School of Education prepares syllabuses for all subjects in a standardized form by using the
University-wide system, and makes them available via KG’s official website. Classes are
conducted based on these syllabuses. It has been ensured that students can refer to the syllabuseson the website and confirm the content of individual classes in advance. The School also takes theopportunity to provide guidance, orientation and other advice to new students to advise them how
to effectively use the syllabuses. Regarding practicum subjects, the School prepares, anddistributes to students, its original guidelines for practicum, which specifies the objectives of thepracticum etc., providing them with detailed guidance. If it is physically impossible to provide
pre- and post-guidance for practicum within the regular class schedule, the School arranges suchguidance to be conducted on Saturday or after the regular schedule (i.e., in the sixth period). The
School also coordinates the content of guidance between practicum subjects, while sorting out
overlapping content, so as to ensure effective use of time in practicum. In this respect, the School
convenes the Instructors Meeting and the Practicum Committee monthly, where participants
exchange information regarding the content of guidance so as to prevent inconsistency with thesyllabus, thereby aiming at enhancing the quality of practicum classes. The questionnaire of the“student evaluation of teaching” survey contains a question asking whether each session of theclass generally proceeded in line with its syllabus. The School provides instructors with feedbackof the results of this survey question, with an eye to further improving syllabuses and classes
provided by them.
 School of International Studies
The School of International Studies prepares syllabuses for all subjects, and makes themavailable for students at the beginning of each academic year via KG’s official website. 4.3-1)
The School conducts classes of its subjects based on these syllabuses.

Graduate Schools

4.3-1-(2) Graduate School of Theology
Currently, syllabuses provided in the Graduate School of Theology are composed of thefollowing items: “class objectives,” “class content and instruction,” “textbook,”“method/standards of performance evaluation,” “method of ‘student evaluation of teaching,’”“keywords” and “other.” Of these, the following are required items: “class objectives,” “class282

Educational Content,

System and Outcomes 3. Educational Systemcontent and instruction” and “method/standards of performance evaluation.” All syllabuses are
made publicly accessible online at the beginning of each academic year, serving as usefulmaterials for students upon development of their study plan. The Graduate School aims to create
an appropriate syllabus description based on the Curriculum Policy, which was developed(specified) and disclosed in AY 2011; ensure that such description is implemented properly; andensure that classes are operated in line with such syllabuses. To achieve this aim, the Graduate
School held a FD Workshop (Graduate School) in the fall semester of AY 2011, with the theme“The three Policies and syllabuses.” However, description of the “achievement goal” of each class
has yet to reach a satisfactory level. The Graduate School will strive to ensure that a more
appropriate description will be made in syllabuses for AY 2013.

 Graduate School of Humanities
The Graduate School of Humanities prepares and discloses syllabuses via the Web Syllabus
System commonly used throughout the University. In this system, the Graduate School enters andprovides information regarding “class objectives,” “class content and instruction,” “textbook,”“method/standards of performance evaluation,” “method of ‘student evaluation of teaching’,”“keywords” and “other.”
The Graduate School independently distributes the “student evaluation of teaching” survey tograduate students in each semester. The survey results show that students are satisfied with thesubjects offered by the Graduate School, in terms of consistency between syllabus content andactual class content. No particular problems have been pointed out by students regarding subjects
provided each year at the Graduate School. These results suggest that classes are being generally
conducted in line with their syllabuses. 4.3-93)
In AY 2009, the Graduate School discussed the ideal syllabus development process suited to thegraduate education provided by the Graduate School of Humanities, and defined internal
objectives in order to make improvements. However, a standardized format to be shared incommon within the Graduate School has yet to be devised, as the Graduate School deals withdiverse disciplines with significantly different characteristics, ranging from fields related tothought and philosophy to those related to experimental psychology; and that considerably
different requirements for the description of syllabuses are necessary between seminar subjects,
lecture-based subjects, experiment-based subjects and other subjects.
 Graduate School of Sociology
The Graduate School of Sociology requires all subject instructors to prepare syllabuses, which
are composed of the information items of “class objectives,” “class content and instruction,”“textbook,” “method/standards of performance evaluation,” “method of ‘student evaluation ofteaching,’” “keywords” and “other.” Graduate School of Law and Politics
The Graduate School of Law and Politics prepares syllabuses by using the University-widestandardized form, and makes them public via KG’s official website. The syllabuses specify“class objectives,” “achievement goal,” “class content and instruction,” “class plan for thesemester,” “method/standards of performance evaluation” and other information. 4.3-88),4.3-1) In AY2010, the Graduate School has independently introduced a system whereby students are allowed
to change the selection of subjects they are to study, after attending each class provided during
Week 1. This system has enabled students to become more closely informed of the class content.

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It has also enabled instructors to provide class instruction accommodating the wishes and needs ofstudents. 4.3-60)p.13

 Graduate School of Economics
The Graduate School of Economics provides syllabuses based on its Curriculum Policy, while
making efforts to enhance them in line with the “Basic policy for promotion of University-wide
initiatives for improvement and enrichment of education.” In AY 2012, the rules were revised so
as to increase the number of items to be entered in syllabuses. It is currently required to specify
the content of each of the 15 class sessions. Consistency between syllabuses and actual classcontent is confirmed through a specific question regarding such consistency, which is asked in the“student survey of teaching” conducted for each subject. If a significant problem is identified interms of consistency, the administration requires the instructor to make improvements.
 Graduate School of Business Administration
The Graduate School of Business Administration provides syllabuses of all subjects for students
and other individuals within the University via the syllabus system accessible on KG’s official
website. These syllabuses specify the items “class objectives (required item),” “class content andinstruction (required item),” “method/standards of performance evaluation (required item),”“textbook,” “method of ‘student evaluation of teaching,’” “keywords” and “other.” Regarding
subjects constantly studied by a large number of students, classes have generally been instructedin line with their syllabuses. In contrast, regarding some subjects studied by a small number ofstudents, previously formulated syllabuses only contained an overview of the class, so as toprovide education appropriate to the academic level of the enrolled students. In view of thissituation, since AY 2011, the Graduate School has placed printouts of the online syllabuses of all
subjects at a designated location, allowing the Graduate School Administration to efficiently
examine the descriptions of each syllabus. Faculty members are also allowed to freely refer tothose printouts. If the content of a given syllabus is regarded as insufficient or inappropriate, theGraduate School Administration requests the instructor to make necessary improvements.
4.3-94),4.3-95), 4.3-96)p.3

 Graduate School of Science and Technology
Syllabuses of the lectures provided in the Graduate School of Science and Technology are madepublic via KG’s official website, 4.3-1) serving as a useful reference for students to make an
informed choice of the subjects to study. As a special body to promote enhancement of education
by faculty members and their approaches to research guidance, Department Meetings are held ineach graduate department for related discussions primarily conducted by Graduate School
Committee members. In these discussions, members also exchange views regarding curriculumand syllabuses. Items specified in syllabuses of the Graduate School include “class objectives,”“class content and instruction,” “textbook,” “method/standards of performance evaluation,”“method of ‘student evaluation of teaching’,” “keywords” and “other.” Consistency between classcontent/instruction and the content of the syllabuses has not thus far been investigated, since
related questions are not incorporated in the questionnaire of the student survey of teaching.
 Graduate School of Policy Studies
Since its establishment, the Graduate School of Policy Studies has prepared detailed syllabuses
and distributed them to all students. Classes have been conducted in line with the syllabuses.

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Faculty members are required to develop, and make accessible to students, syllabuses of theirclasses to be provided in a given academic year, by the end of the preceding academic year.
Currently, all syllabuses are accessible at any time on KG’s official website, via the specificinformation system for students and faculty and staff members. 4.3-1)
Students normally refer to these syllabuses to decide which subjects to study. This suggests thatthe syllabus system is functioning effectively. While how to describe syllabuses varies slightly
depending on the subject and lecture style, the significance and effects of providing syllabuses are
fully understood by faculty members.
The Graduate School confirms whether lectures are provided in line with their syllabuses, bymeans of the regular “student survey of teaching.” The Graduate School is open to receiving
complaints from students regarding how the class is conducted. If it is recognized that a class has
not been conducted as described in its syllabus, the Dean and professors in charge of academic
affairs of the Graduate School interview the instructor to confirm the actual situation, and provide
him/her with guidance, if necessary. If a situation occurs where the initial syllabus has to bechanged, for instance, due to the circumstances of an entity to be visited as part of fieldwork etc.,
instructors are expected to quickly change the syllabus, and provide students with an adequate
explanation.

 Graduate School of Language, Communication, and Culture
In AY 2012, the Graduate School of Language, Communication, and Culture incorporated in thequestionnaire of the “student survey of teaching” the following questions: “Is the class being
conducted as described in its syllabus, which is provided via the University-wide Web Syllabus
System?” and “Was the content of the syllabus explained in the first meeting of the class?” The
results have not yet been analyzed. 4.3-97),4.3-1)
 Graduate School of Human Welfare Studies
In the Graduate School of Human Welfare Studies, while classes are provided based on theirsyllabuses, this has been achieved in a different manner in the first and second half of the doctoral
program. In the first half of the doctoral program, which incorporates many lecture-based subjects
and seminar subjects, instructors develop detailed syllabuses and provide them through the
University’s Academic Web Service. Students in this stage of the doctoral program accessinformation regarding the class objectives, content, instruction and performance evaluation
method of each subject mostly via this Academic Web Service, using the information obtained toconsider whether to register for a specific subject. In the first meeting of each class, most
instructors distribute to the enrolled students a separate syllabus in which the class content is laidout in even more detail, providing the students with necessary information to complement the
specific content that is not sufficiently covered in the online syllabus available via the Academic
Web Service. Whether classes are provided based on their syllabuses is examined via the question
regarding syllabus-based class operation, which is asked in the “student evaluation of teaching”
survey conducted by the University. The Graduate School ensures that each instructor is provided
with feedback on the survey results through the academic affairs staff.
In the second half of the doctoral program, the Graduate School also provides syllabuses of eachclass via the Academic Web Service. Academic advisors basically aim to conduct their classes inline with these syllabuses. However, most classes in the second half of the doctoral program adopt
a seminar style. In seminar classes, which feature individual guidance, some instructions areprovided in a flexible manner in accordance with the progress of research activities by individual
students.
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 Graduate School of Education
As in the case of the School of Education, the Graduate School of Education prepares syllabuses
for all subjects in a standardized form by using the University-wide system, and makes themavailable via KG’s official website. Classes are conducted based on these syllabuses. Items
specified in the syllabuses include “class objectives and achievement goal,” “content of each classsession” (e.g., class content of each of the 15 sessions if a lecture subject equivalent to twocredits), “class instruction,” “textbook,” “reference literature,” “method/standards of performance
evaluation,” “method of ‘student evaluation of teaching,’” “specific instructions regarding
preparatory studies before class; relationship with other subjects” and “keywords.” It has been
ensured that students can refer to the syllabuses on the website and confirm the content of
individual classes in advance. The Graduate School also takes the opportunity to instruct newstudents how to use the syllabuses effectively in guidance, orientation and on other occasions. The
Graduate School conducts the “student evaluation of teaching” survey every semester. While
incorporating into the questionnaire a number of questions regarding curriculum content in order
to assess student satisfaction, the Graduate School has not thus far examined whether classes are
conducted in line with their syllabuses.
 Institute of Business and Accounting
The Institute of Business and Accounting prepares syllabuses based on the University-widestandardized form, specifying “class objectives,” “class content and instruction,” “textbook” and“method/standards of performance evaluation.” Syllabuses are provided via KG’s official
website, 4.3-1) enabling students to refer to them before registering for subjects.
(3) Are performance evaluation and credit recognition conducted properly?

Whole University

4.3-1-(3) Undergraduate Course
Performance evaluation standards have been stipulated in the University Regulations 4.3-98)
pursuant to the provisions of the Standards for Establishment of Universities. KGU introduced the
GPA (Grade Point Average) System in AY 2005.
Specifically, a score equal to or higher than 90 is classified as “Excellent” or “S,” a score from80 to 89 as “Good” or “A,” a score from 70 to 79 as “Fair” or “B,” a score from 60 to 69 as “Pass”
or “C,” and a score less than 60 as “Fail” or “F.” A score equal to or higher than 60 is considered
as a pass in the subject. Grade points corresponding to the abovementioned performance
evaluation standards are specified as follows: 4 points for “Excellent” or “S” (score 90 or higher);3 points for “Good” or “A” (score 80―89); 2 points for “Fair” or “B” (score 70―79); 1 point for“Pass” or “C” (score 60―69); and 0 points for “Fail” or “F” (score less than 60). These
performance evaluation standards are specified in the “Regulations for Performance Evaluationand Examinations,” 4.3-99) and are communicated to students and applied in a rigorous manner. The
Course Guide of each school 4.3-100) as well as the General Course Information Website 4.3-18)
explain the objectives of the GPA System, calculation rules, and other relevant information. The
standards and methods of performance evaluation for each subject are specified in its syllabus.
The GPA System, which has been employed in KGU since AY 2005, is a performance evaluation
method to indicate, as a GPA (grade point average), the weighted average of the total grade points
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granted on the basis of performance evaluation results of individual subjects studied by each
student. This system is aimed at encouraging students to manage their own course study byconsidering what subjects are necessary in their academic pursuits, and to further increase theirmotivation for study and research while recognizing at which level they currently stand in termsof learning outcomes. Evaluation results based on this system are stated in the students’ reportcards for each semester and their transcripts.
For class instructors, the University distributes to them a certain notification4.3-101) for their
deeper understanding of the objectives of the GPA System etc., to endeavor to ensure a more
rigorous evaluation process.
Currently, the score distribution of overall performance evaluation results generally shows anormal distribution with the average score ranging from 70 to 75. 4.3-102) In response to theintroduction of the GPA System, the University implemented a system enabling faculty members
to freely refer to the statistical data of performance evaluation results for all subjects, which was
returned to each school in hard copy form. In this respect, in an effort to more effectively disclose
performance evaluation data and ensure a shared understanding regarding such data among faculty
members in KGU, the University commenced disclosing these data online via its intranet in thespring semester of AY 2012. 4.3-103)
Regarding the number of credits, relevant standards are stipulated in the University
Regulations4.3-98)Article 18 pursuant to the provisions of the Standards for Establishment of
Universities. Specifically, the number of credits is calculated based on the following standards:
Regarding “lecture-based subjects” and “seminar subjects,” 15 hours of class time constitute one
credit. For “language education subjects,” “experiment-based subjects,” “practicum subjects” and“practical skills subjects,” 30 hours of class time constitute one credit.
Regarding transfer students and other mid-course entrants to a specific school/department of
KGU from another university or another school or department within KGU, the credits they haveearned in their previous university etc. are recognized pursuant to the relevant internal regulations
etc. established by each school concerning its handling of credit recognition based on theStandards for Establishment of Universities. 4.3-106)p.6 ･7 Regarding student exchange programs
based on agreements with overseas universities etc., rules for credit conversion4.3-104) are set by
the number of class hours, and are established as common conversion standards to be applied toall schools, after due discussion at University-wide meetings of the International Education andCooperation Committee and the Academic Affairs Committee.

 Graduate Course
Performance evaluation is conducted rigorously in conformity with the performance evaluation
standards stipulated in Article 12 of the Graduate School Regulations. The GPA System has been
implemented in the Law School and the Institute of Business and Accounting. The performance
evaluation standards and the process for obtaining academic degrees are specified in the internal
regulations and the Course Guide of each graduate school. The methods of performance
evaluation for each subject are specified in its syllabus. Through the aforementioned regulations,system, etc., graduate schools conduct performance evaluation and credit recognition in an
appropriate manner.

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Schools

4.3-1-(3) School of Theology
Regarding performance evaluation, the School of Theology informs students of the
University-wide “Regulations for Performance Evaluation and Examinations” via KG’s official
website 4.3-99) and the Course Guide. 4.3-11)p.12 Based on these regulations, the School also
formulates its “Internal Regulations for Performance Evaluation and Examinations,”
4.3-105),4.3-11)p.73 ～ 74
applying them in a rigorous manner. It is ensured that syllabuses for all subjects
explain their respective methods and standards for performance evaluation. In addition, theSchool posts a list of these methods and standards before the term examination period. If a student
wishes to question the performance evaluation he/she has received for the semester, he/she canrequest a re-examination of the evaluation. Given the number of previous inquiries, it can be
determined that performance evaluation has been generally conducted in a proper manner in the
School.
■ Number of requests for re-examination of performance evaluation
Subjects provided by the School of Theology (Figures in parentheses: University-wide
subjects):
AY 2011: 1 (0) / AY 2010: 0 (2) / AY 2009: 0 (3) / AY 2008: 0 (0) / AY 2007: 1 (0)The credit recognition procedure with entrants to the School, including transfer students, isimplemented pursuant to the provisions of the University Regulations and the internal regulationsof the School. 4.3-98)Article 21,4.3-11)p.74 ～75 The policy of credit recognition for transfer students is
specified in the relevant entrance examination guide. 4.3-106)p.6 ・7
 School of Humanities
The School of Humanities designs its curriculum and class schedule in conformity with thecredit recognition standards stipulated in Article 18 of the University Regulations. This isspecified in the School of Humanities Course Guide, and is thus communicated to students.
4.3-13)p.6

Performance evaluation is rigorously implemented based on the University-wide “Regulations
for Performance Evaluation and Examinations,” and the “Internal Regulations for Performance
Evaluation and Examinations.” 4.3-13)p.7 ･12 The School makes faculty members familiar with themethod of student performance evaluation by annually distributing the guide “Evaluation of
students’ performance in subjects,” 4.3-107) and ensures that they clearly specify evaluation
methods for the subjects they teach by filling out the syllabus item “method/standards ofperformance evaluation.” Information regarding such methods and standards is provided forstudents via the School of Humanities Course Guide, and especially for first-year students, in theorientation held at the beginning of each academic year. Performance evaluation standards forindividual subjects are made accessible at any time via the Web Syllabus, and are also explainedby class instructors in the first class meeting. Staff members inquire as to what performance
evaluation method is adopted for individual subjects, and compile the final inquiry results into a
list, which is posted on a bulletin board in early May in the spring semester, and in mid-October inthe fall semester. 4.3-108)
Performance evaluation methods used in the School include term examination, paper substituted
for term examination, ordinary essay assignment, in-class performance evaluation including
in-class examination. Class instructors choose appropriate evaluation methods for the instruction
style, instruction method and enrollment of their classes, thereby ensuring a rigorous credit

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recognition process.
“Graduation thesis” is a compulsory subject for fourth-year students. Theses completed throughthis subject undergo a rigorous examination process including review by sub-examiners, inaddition to that by the designated academic advisor, as well as oral examination. With the aim ofestablishing clearer standards for credit acquisition regardless of individual majors and fields ofspecialization, the School provided an opportunity for exchanging views regarding theses
guidance and evaluation methods between faculty members who provide graduation thesis
guidance, as part of the faculty development effort made in AY 2011. 4.3-109)

 School of Sociology
The School of Sociology specifies the standards for performance evaluation and credit
recognition in syllabuses of all subjects, in line with the relevant effort made throughout the
University. The School expects instructors to specify, in all their syllabuses, the achievement
goals for which students should aim in the respective subjects, as well as instructions and notes
regarding the necessary study (preparation for and review of the class etc.) for students toundertake out of class.
As part of the said University-wide effort, to clearly specify how the students’ performance isevaluated, instructors are required to fill in the “performance evaluation” section in the syllabus
form by choosing an evaluation method applicable to the subject they teach, from among “termexamination,” “paper substituted for term examination,” “in-class examination,” “ordinary essay
assignment” and “other.” If more than one method applies, the instructor must specify therespective percentages in the “free comment” space. The School designates a specific period oftime in which instructors are not allowed to change the information regarding performance
evaluation entered in syllabuses, thereby aiming to ensure consistency and transparency ofevaluation standards. 4.3-110)
As an indicator for evaluation of students’ learning outcomes, the GPA System has been
introduced throughout the University. The School makes public the names of students with anexcellent GPA by posting them on its bulletin boards, aiming to further increase the students’motivation for study. 4.3-110)
Upon request to instructors for performance evaluation, the School distributes a document to
explain the objectives of the GPA System and expects them to ensure that the students’ evaluation
results show a proper score distribution. The School also compiles the performance evaluation
results into a “statistical table of students’ performance results by subject,” which is madeavailable in the School’s instructors’ room. By making the said table public to full-time faculty
members, part-time instructors and other members concerned with the School, instructors canreview the performance evaluation results of the subjects they teach and compare such resultswith those of the whole School, leading to increased rigor in performance evaluation in eachsubject, and a more diverse use of performance evaluation methods.
With the aims of ensuring clearer performance evaluation standards and helping the students’
subsequent study, the School has implemented a system enabling requests for re-examination of
performance evaluations, as part of a University-wide effort. In this system, if a specific andreasonable question arises regarding an evaluation a student has received from a specific class
instructor, in light of the “method/standards of performance evaluation” explained in the syllabusof the subject and by the instructor himself/herself in class, then the student is permitted torequest the instructor to reexamine the evaluation. This system is thus intended to clarify detailsof the evaluation.
Regarding diversification of the use of performance evaluation methods, the School has made289

Educational Content,

System and Outcomes 3. Educational Systemefforts to ensure that evaluation is conducted in a more diverse manner by employing not only
term examination, but also term paper, in-class examination, ordinary essay assignment and otherevaluation methods. In AY 2011, term examination is conducted in approximately 20 percent of
all subjects provided in the School, term paper in approximately 10 percent, in-class examination(including posted examinations) in approximately 10 percent, and other in-class performance
evaluation in approximately 50 percent.
Regarding recognition of credits obtained before entering the School, the School recognizes up
to 64 credits under the examination system for transfer admissions intended for third-year
students. 4.3-111)
Credit recognition for individual transfer students is deliberated and decided by the
Undergraduate Faculty Board.

 School of Law and Politics
GPA System: KGU has adopted the GPA System throughout the University, and the School of
Law and Politics conforms to this. 4.3-112) To achieve proper performance evaluation in line withthe objectives of the system, upon term examinations, the School encourages faculty members to
avoid a lopsided grading to an extremely high or low score range in each subject. 4.3-113) After
examinations are marked, score distribution by lecture class is compiled into a hard copy
document, which is offered to faculty members for reference. 4.3-114) From the term examinationsin the spring semester of AY 2012, the School has provided a statistical table of students’performance results by subject via a public folder online, in place of the previous hard copy form.
This statistical table is made accessible for four semesters. 4.3-115) Meanwhile, as described in
Section 1-(1), for students who rank within the top five percent of the GPA as of the end of theirsecond year of study, the School gives approval for them to register for up to 28 credits persemester in their third and fourth year of study — four credits more than the upper limit of course
registration for other students. The School has thus introduced a system for supporting students
with excellent academic results to graduate from the School earlier than other students, if theyseek to do so. 4.3-26)p.25 ～26
Internal regulations regarding examinations: Matters regarding examinations are stipulated
in the School’s internal regulations. Regarding “language education subjects,” the School has
implemented a rule whereby students lose their eligibility to take term examinations for thesesubjects for the semester if their absences from the class exceed a certain limit. The School
thereby aims to achieve appropriate credit recognition. This rule is stipulated in the School’sinternal regulations and communicated to students. The School has also established an inquirysystem on performance evaluation regarding all subjects, enabling students to make a request for are-examination on the evaluation results they have received, if they wish to question theevaluation, by completing specific formalities within a designated period after the announcementof the results. Under this system, a student submits a written inquiry concerning the performance
evaluation to the School’s administrative office, to which his/her instructor replies in writing
through the office. This system allows students to make an inquiry without direct contact with
their instructors, facilitating appropriate credit recognition. 4.3-26)p.25 ～26 If an instructor changes
the evaluation that has already been submitted to the relevant office, he/she must submit thecontent, together with the reason for the change, to the Undergraduate Faculty Board, where
necessary deliberation is made. Thus the School has ensured transparency in the procedure forstudent performance evaluation.
Credit recognition: The School recognizes credits in a rigorous manner in conformity with the
University Regulations. 4.3-98)Article 18 Regarding students who enter the School under a transfer
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admission or similar system, credits they have obtained in their previous university etc. arerecognized by proper calculation pursuant to the School’s internal regulations. 4.3-26)p.31

 School of Economics
The School of Economics has employed the GPA System with a view to ensuring
appropriateness in performance evaluation and credit recognition. To make the system function
effectively, it is required that an average pass score in “basic seminar” subjects be set in the rangeof 70 to 75 points, and in specialized subjects in the range of 70 to 75 points, in conformity with
the University-wide rules.
Regarding performance evaluation methods, the Course Guide defines the standards for S, A, B,
C and D, and syllabuses specify the “method/standards of performance evaluation” of each class.
Evaluation is conducted based primarily on term examinations in general lecture-style subjects,
and on contribution to seminar activities and attendance in seminar subjects. The School
encourages instructors to conduct achievement evaluation in accordance with the progress of eachclass, by using not only term examination but also in-class examination and essay assignments.
Concerning “language education subjects, the School grants credits of specified subjects tostudents who obtain a certain score in certificate examinations (TOEIC etc.) of proficiency inEnglish, French, German, Chinese, Korean or Spanish, if the student notifies the School of thesaid score. Regarding credit recognition via certificate examinations, the School is currently
considering the relationship between certificate examination scores and the number of credits tobe recognized, based on specific standards established in the School.
The School also recognizes credits obtained by transfer students from other universities or
junior colleges, or by exchange students, as credits of specialized subjects of the School.
If students wish to question the results of the performance evaluation they have received,
including those of term examinations, they can use a request system for re-examination of theperformance evaluation. Under this system, students are allowed to request their instructors for are-examination of the evaluation they have received within a prescribed period after
announcement of the performance evaluation. Scores can be changed subject to the deliberation
and approval of the Undergraduate Faculty Board.
The School has implemented a commendation system for students with excellent academic
results. The names of such students are posted on bulletin boards in each semester. In addition,
students who rank within the top five percent in GPA are also honored for the results of theirprevious year of academic pursuits, if second- and third-year students, and of all four years, if
fourth-year students. Excellent students are also commended upon graduation. Meanwhile,regarding students who entered, or will enter the School in or after AY 2012, if a student ranks
within the top five percent in GPA as of the end of the second year program, restrictions on the
maximum number of credits he/she can register in his/her third year of study are mitigated (byfour credits per semester). 4.3-34)p.7
 School of Business Administration
In the School of Business Administration, upon renewal of all syllabuses in preparation for the
implementation of a new curriculum in April 2012, the academic affairs staff examined online
syllabuses of all subjects, and checked whether the category “method/standards of performance
evaluation” was properly filled out, and whether the description was appropriate. Regarding
syllabuses with inadequate descriptions or content, the staff requested the relevant instructors torewrite their syllabuses. The revised syllabuses were re-submitted.
To prevent excessive variation in performance evaluation results between subjects, the School291

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requests instructors to evaluate students’ performance in “lecture-based subjects” with the target
average passing point set in the range of 70 to 75 points. (This does not apply to subjects provided
in small classes.) 4.3-116)p.5 Regarding subjects provided in several classes (“basic subjects,”“introduction to business English reading,” “language subjects,” etc.), the School ensures
standardized examinations and standardized performance evaluation (including that of in-classexaminations), thereby achieving a rigorous performance evaluation process and evaluations withno excessive variation between instructors. The results of the student performance evaluation ineach subject are offered for reference and made available at any time in the School’s
administrative office. 4.3-117)
In parallel with the implementation of a new curriculum in April 2012, faculty members in the
School’s courses, as well as the academic affairs staff of the School, reviewed the relevance andappropriateness of the credit recognition for students who pass a specific certificate/qualification
examination. A review was carried out of the whole system for credit recognition based on
certificate/qualification examinations, such as exclusion of certain examinations from the credit
recognition system (e.g., exclusion of “Level 3 certificate examination for bookkeeping skills”
conducted by the Japan Chamber of Commerce and Industry); limitation on the number of credits
for recognition (e.g., halving the number of credits to be recognized via the qualification as“Accountant Level” in the “Bookkeeping and Accounting Test for International Communication”
conducted by the Tokyo Chamber of Commerce and Industry); and review of the examinations
applicable to the credit recognition system (e.g., review of credit recognition regarding certificate
examinations in Spanish; adding of the Fundamental Information Technology Engineer
Examination, the Applied Information Technology Engineer Examination, etc.). The reviewed
credit recognition system is applicable to students who entered, or will enter the School in or after
AY 2012. 4.3-39)p.54 ～59 Approval by the Undergraduate Faculty Board is a requisite in all cases ofcredit recognition for students certified/qualified in specified examinations. Credit recognition
under this system is thus confirmed by all Board members.
As described above, the School conducts performance evaluation and credit recognition in an
appropriate and rigorous manner.

 School of Science and Technology
The School of Science and Technology evaluates students’ performance on the basis of in-classexaminations, term-end examinations, papers, grades based on in-class performance, etc., while
employing methods that take the characteristics of each subject into consideration. Theseevaluation methods are disclosed via syllabuses. 4.3-1) While the standards for performance
evaluation are basically left to the discretion of individual subject instructors, performance
evaluation for “English” and other subjects taught by several instructors is conducted on the basisof unified standards, with a view to ensuring fair evaluation. The pass rate, average score anddistribution of performance evaluation results in each subject is disclosed to all faculty members,
and any inappropriate evaluations are expected to be revealed in this disclosure process. The
distribution of performance evaluation results of all offerings in the School is given out at
Undergraduate Faculty Board meetings in order to increase the level of transparency inperformance evaluation. The School’s Curriculum Working Group and the Dean’s OfficeCommittee analyze such distribution data in further detail, requiring relevant departments toinvestigate and make improvements if a lack of balance is seen in the enrollment or the
distribution of performance evaluation results in any subject.
Matters regarding student performance evaluation in each subject are stipulated in Article 8 of
the University Regulations, and matters regarding the number of credits for each subject are292

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System and Outcomes 3. Educational Systemstipulated in Article 18 of the same regulations. Details concerning classes are provided in thesyllabuses. The School thus provides adequate information and conducts credit recognition in
conformity with the objectives of the credit system. In particular, instructions from relevant class
instructors, as well as descriptions of each syllabus’s Item (5) “reference literature” and Item (8)“specific instructions regarding preparatory studies before class; relationship with other subjects,”
provide crucial information for students to carry out essay assignments outside class hours, aswell as preparation for, and review of the class. Matters regarding recognition of the credits
obtained before students’ transfer etc. to the School are stipulated in Article 21 of the University
Regulations. The School recognizes such credits after examining and determining the content ofrelevant subjects. 4.3-98) Article 8, Article 18, Article 21

 School of Policy Studies
To determine its educational outcomes, the School of Policy Studies employs various
performance evaluation methods, including term examination and in-class performance evaluationby each subject instructor, which are specified in the syllabuses for each subject. Termexaminations and in-class performance evaluations are conducted based primarily on thefive-grade evaluation standard: “Excellent,” “Good,” “Fair,” “Pass” and “Fail.” After evaluation
results are announced, the School designates a certain period of time during which students areallowed to raise an objection regarding the evaluation they have received, if necessary. The
School addresses possible objections from students in a responsible manner. Matters regarding thestudent performance evaluation in each subject are stipulated in Article 8 of the University
Regulations, and matters regarding the number of credits of each subject in Article 18 of the same
regulations. Details concerning classes and performance evaluation are provided in the syllabuses.
The School thus provides adequate information for appropriate credit recognition. 4.3-98)Article 8,
Article 18
In addition to the abovementioned performance evaluation, the School summarizes thescored results of the TOEFL test, which is conducted in the School, and uses them as valuable
numerical data for determination of the students’ English proficiency. As a placement test, theSchool conducts the TOEFL test for all new students soon after their entrance to the School, anduses the test results to allocate them to classes based on their proficiency in English. All students
are obliged to take the TOEFL test several times while attending the School. The School reviewsthe effectiveness of its English education by examining the improvement in the students’ TOEFL
scores, the results of which are used for further educational enhancement. The classes of “English
communication” are instructed based on a team-teaching approach. In the final phase of student
performance evaluation for these classes, an evaluation meeting is held by several instructors so
as to ensure an objective evaluation. The evaluation results agreed to at this meeting are further
discussed and verified by the English Education Committee established in the School. Evaluationin “computer seminar” is conducted in a similar manner to that of “English communication.” The
School thus endeavors to eliminate the evaluation gap attributable to group guidance as much as
possible. For other subjects, the School employs the class evaluation method implemented
throughout the University. To increase students’ motivation for their studies and enhance theirlearning activities, the School has introduced the GPA System and a system of ranking students inthe same year of study, as evaluation systems with greater rigor. This has enabled the School toaccumulate data on the progress of students’ performance results from a multifaceted viewpoint.
This data is effectively used by the Curriculum Planning Committee, the Dean’s OfficeCommittee, the Future Vision Planning Committee and other bodies. The School provides
information regarding the GPA System via the Course Guide so as to familiarize students with thissystem. 4.3-42)p.8
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 School of Human Welfare Studies
Regarding student performance evaluation and credit recognition in the School of Human
Welfare Studies, subject instructors, as evaluators, explain in each syllabus etc. the method
adopted for performance evaluation in their classes, based on which the students’ performance isevaluated, and credits are recognized. The students’ performance in each subject is evaluated withany of the following five methods: “term examination,” “paper substituted for term examination,”“in-class examination,” “ordinary essay assignment” and “other.” How the students’ performanceis evaluated is specified in the syllabuses for each subject. If a student wishes to question theevaluation results he/she has received, the student may submit a “Request for performance
evaluation” form to the administrative office of the School of Human Welfare Studies within one
month after the announcement of the evaluation, in principle. Re-examination of the student’s
performance evaluation result is subsequently carried out. This is how the School responds toquestions raised by students concerning their evaluation results. Regarding performance
evaluation methods, the learning outcomes that students have produced in each subject areevaluated by means of examinations (term examination, mid-term examination and makeup
examination) and in-class performance evaluation (essay assignment, learning attitude, etc.) in
conformity with the educational policy and evaluation method that are adopted by each class
instructor. These methods are specified in the Course Guide, in line with which performance isevaluated on a maximum scale of 100 points. As evaluation results to be disclosed to students, thefollowing four grades denote a “pass” (i.e., grant of credits): “S” (score: 90―100 points), “A”(score: 80―89 points), “B” (score: 70―79 points) and “C” (score: 60―69 points). A “fail” isindicated by “F” (score: 59 points or lower). KGU has implemented the GPA System. This is a
performance evaluation method whereby a certain grade point is granted on the basis ofperformance evaluation results of individual students in each subject studied, and the weighted
average of the total of their grade points is indicated as a GPA. GPA is expressed as follows: A
score between 90 points and 100 points corresponds to GPA “4,” a score between 80 and 89 to
GPA “3,” a score between 70 and 79 to GPA “2,” a score between 60 and 69 to GPA “1,” and ascore equal to or less than 59 to GPA “0.” As described above, the School has conducted student
performance evaluation and credit recognition in an appropriate manner.
 School of Education
Methods of student performance evaluation in subjects provided by the School of Education arebroadly divided into five types:
 term examination only
 paper substituted for term examination only term examination and in-class performance evaluation
 paper substituted for term examination, and in-class performance evaluation
 in-class performance evaluation only
How the students’ performance is evaluated in each subject is specified in its syllabus. The
School conducts examinations in conformity with the “Regulations for Performance Evaluationand Examinations” and the section “II. Internal regulations for examinations” provided in the“School of Education internal regulations.” These regulations (excerpt) and internal regulations
are contained in the School of Education Course Guide.
In the School, the students’ performance is evaluated by a raw score (a maximum of 100 points),
in principle. 4.3-118)p.5 ・81 The School has also implemented the GPA System. Through this system,
the School expects students to consider what subjects are necessary in their academic pursuits,294

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System and Outcomes 3. Educational Systemmanage their own course study, recognize at which level they currently stand in terms of learning
outcomes, and thereby further increase their motivation for their studies and research. GPAs arestated in individual student report cards and transcripts.
In the School, students are guaranteed to be able to request a subject instructor to re-examine
the performance evaluation results if they wish to question the evaluation. To make such a request,
students must complete specific formalities within a designated period after the announcement of
the results. Upon receiving a question about a performance evaluation from a specific student, thesubject instructor must respond to the question and give the student an explanation, either inwriting or orally, of their decision and the reason for their decision. If the student’s request isreasonable and justified, the instructor is expected to change/correct the content of the initial
performance evaluation as appropriate. The number of such requests stood at four in the springsemester, and four in the fall semester in AY 2009; five in the spring semester, and five in the fallsemester in AY 2010; and six in the spring semester, and six the fall semester in AY 2011. All
these cases were appropriately handled by the relevant instructors.
The content of one credit has been set in consideration of the content and instruction style ofeach subject, pursuant to the provisions of the Standards for Establishment of Universities, andhas been stipulated in Article 18 of the University Regulations. According to the article, in“lecture-based subjects” and “seminar subjects,” 15 hours of class time constitute one credit; andfor “language education subjects,” “experiment-based subjects,” “practicum subjects” and“practical skills subjects,” 30 hours of class time constitute one credit. The calculation frameworkof the number of credits based on these rules is not applied to specific subjects necessary for thenursery teacher qualification. The names of such subjects, as well as the number of class hours
constituting one credit in such subjects, are specified in the School of Education Course Guide.
4.3-118)p.19

The School recognizes credits in a prescribed manner based on the individual students’performance evaluation in each subject. Regarding transfer students from other schools oruniversities, or from other departments or courses within the School, the School has set
regulations for the recognition of credits that such students have obtained before entering the
School or the new department/course within the School, as “Internal regulations regarding
departmental/course transfer” and “Internal regulations regarding transfer students,” which areprovided in the “School of Education internal regulations.” The said credit recognition regulations
are specified in the School of Education Course Guide. 4.3-118)p.141

 School of International Studies
Regarding student performance evaluation, the School of International Studies has set thefollowing principles:
The School:(1) specifies the standards for performance evaluation in the syllabuses.
(2) conducts performance evaluation in each subject in a rigorous manner by means of absoluteevaluation, in which students receive a “fail” if they do not reach the achievement goals
specified in the syllabuses for each subject.
(3) does not evaluate students’ performance simply by term examinations; instead, the School
conducts evaluation from a comprehensive viewpoint, while taking into consideration thestudents’ engagement in assignments, quizzes, contribution to the class, etc.
(4) implements the GPA System.
Based on these principles, the School has established the “Internal regulations for performance
evaluation,” as described below, specifying them in the Course Guide, which is distributed to all295

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enrolled students. 4.3-50)p.73“Internal regulations for performance evaluation”
1. Student performance evaluation shall be determined on the basis of term examination,
mid-term examination, makeup examination, substitute examination, in-class performance
evaluation, and recognition of performance evaluation results, in principle.
2. The score results of makeup examinations shall be reduced by 20 percent; provided, however,that this shall not apply if the reason for the absence from the relevant term examination isthe death or hospitalization (critical condition) of a relative within the second degree of
consanguinity, or a school shutdown due to an infectious disease at the University.
3. The score results of substitute examinations shall not be reduced; provided, however, that thescore of a substitute examination of the makeup examination shall be reduced by 20 percent.
4. Students who wish to question the performance evaluation results he/she has received may
make a request for a re-examination of the evaluation, by completing specific formalities
within a designated period after the announcement of the results.
5. Credit recognition based on the passing of certificate examinations and qualification
examinations shall be stipulated in the Course Guide.

Graduate Schools

4.3-1-(3) Graduate School of Theology
In response to the formulation in AY 2011 of the three Policies (Diploma Policy, Curriculum
Policy and Admission Policy), the Graduate School of Theology plans to proceed to the phase of
establishing systems for appropriate performance evaluation and determination of thenumber/content of credits. In the first half of the doctoral program, the Graduate School
systematically arranges compulsory subjects and required elective subjects so as to enablemultifaceted research in the Christian Theology and Missionary Work Course and the ChristianThought and Culture Course, as well as in the Graduate School’s four fields (the biblical,
historical and cultural, systematic and thought, and practical fields). While taking the content andinstruction style of each subject into consideration, the Graduate School determines the number ofcredits in line with the objectives of the credit system. In response to a proposal submitted to the
Graduate Faculty Board in AY 2011 on establishing clear examination standards for doctoral
dissertations and Master’s theses, the Graduate School has begun formulating such standards.
After a trial period, the Graduate School will complete the formulation of the standards anddisclose them for full implementation in AY 2014.
 Graduate School of Humanities
The Graduate School of Humanities has implemented and maintained appropriate performance
evaluation and credit recognition based on specific standards specified in the Graduate School
Course Guide. 4.3-53)p.9 ～ 10 The students’ performance is evaluated by raw scores. A score equal toor exceeding 60 points (out of a possible 100) is considered a pass. The Graduate School has
established a system that allows students to raise an objection regarding the performance
evaluation they have received. Students who wish to use this system complete prescribed
formalities within a specified period to request a re-examination of the evaluation. 4.3-53)p.22
Regarding evaluation of Master’s theses, the Graduate School gives consideration to ensuring afair and objective evaluation process by conducting oral examinations based on amultiple-examiner system involving a chief examiner and sub-examiners.

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Regarding evaluation of doctoral dissertations, the Graduate School requires students to make apublic presentation in advance, along with the existing examination process including oral
examination by several examiners, so as to incorporate independent views in the examination
process. In addition to the abovementioned examination methods, the Graduate School also
requires students to publish papers in refereed journals issued by academic societies, as arequirement for submission of their doctoral dissertations. In accordance with this requirement,
students must publish a designated number of such papers as specified in each field ofspecialization. A dissertation will not be accepted if the student fails to publish a minimum
number of such refereed papers. Through this system, the Graduate School aims to maintain thequality of dissertations, and establish a fair evaluation system for dissertations. 4.3-53)p.32

 Graduate School of Sociology
The Graduate School of Sociology requires instructors to specify the method and standards for
performance evaluation in the relevant syllabuses. Particularly regarding the omnibus-stylesubjects “advanced sociology lecture A/B” and “advanced sociological research A/B,”
performance evaluation and credit recognition for all their classes are undertaken, in a responsible
manner, by the Associate Dean of Student and Academic Affairs and the Assistant Dean of Student
and Academic Affairs.
The Graduate School provides a wide variety of optional lecture classes, such as “English
presentation class” and “dissertation preparation support class.” Performance evaluation standards
for these classes are also decided in consultation with the Associate Dean of Student andAcademic Affairs and the Assistant Dean of Student and Academic Affairs, in order to ensuretransparency in these standards.
The Graduate School has established a system for examination and assessment of theappropriateness of its credit recognition process, while understanding the status of credit
acquisition by students, and taking into consideration the students’ self-evaluation regarding
credit acquisition via the “student evaluation of teaching” survey.
Based on the Graduate School Regulations, the Graduate School of Sociology recognizes creditsthat students have obtained in other graduate schools before entering the Graduate School ofSociology, as credits obtained in the first half of the doctoral program, Master’s program or thesecond half of the doctoral program of the Graduate School of Sociology, if this arrangement isrecognized as necessary by the academic advisor of the student due to an educational reason, andis approved by the Graduate Faculty Board. 4.3-119)Article 14
 Graduate School of Law and Politics
Unlike the case in the School of Law and Politics, the Graduate School of Law and Politics has
not adopted the GPA System or the like.
The status of student performance evaluation is also not disclosed within the Graduate School.
For students, information regarding method/standards of performance evaluation is provided via
the syllabuses. Faculty members evaluate the students’ performance and recognize the credits
primarily on the basis of the students’ in-class performance and essay assignments, while keeping
in regular contact with these students in the small group-based educational environment. Thisevaluation approach is more noticeable in the second half of the doctoral program. With respect tocredit recognition, the Graduate School does not require students in this stage of the doctoral
program to enroll in subjects other than “research seminar.” In the Graduate School, evaluation on
the theses/dissertations completed by students is critically important in their performance
evaluation and credit recognition.
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 Graduate School of Economics
The Graduate School of Economics has appropriately established and applied the method of,and standards for student performance evaluation, based on the purport of the credit system.
“Method/standards of performance evaluation” and other relevant information are specified in thesyllabuses, and are also fully communicated to students in small group-based classes.
 Graduate School of Business Administration
The Graduate School of Business Administration specifies performance evaluation standards foreach subject in its syllabus. Examinations and performance evaluation in the Graduate School are
conducted by written examination in “reading of original texts” subjects, and paper/essay writing
in other subjects, in principle. Evaluation is based on raw scores. (Maximum score: 100 points; ascore equal to or exceeding 60 is a pass.) Students who wish to question the specific performance
evaluation they have received can make a request for re-examination of the evaluation. Upon
receipt of such request from a student, the Graduate School contacts the relevant instructor, makes
an inquiry concerning the evaluation, and has the instructor provide feedback for the student.
4.3-120)p.17

As a condition for eligibility to take the “academic ability test for doctorate by coursework” in
the Research Course, the Graduate School requires students to obtain 12 credits from subjects
outside their primary field of specialization. In this respect, students are allowed to include, in the
12 required credits, credits they have obtained from subjects provided in other graduate schools, if
approved by the Doctoral Dissertation Guidance Committee. 4.3-121)

 Graduate School of Science and Technology
The Graduate School of Science and Technology evaluates the students’ performance on thebasis of in-class examinations, term-end examinations, papers, grades based on in-classperformance, etc., while employing methods that take the characteristics of each subject into
consideration. These evaluation methods are disclosed via the syllabuses. 4.3-1) Evaluation isbasically conducted by the instructors of each subject. If this is deemed difficult, however, theevaluation is conducted by the Graduate School Committee established within the Graduate
School, based on due deliberation at Committee meetings. Credits that students have obtained
before transferring etc. to the Graduate School are recognized after examination anddetermination by the Committee of the content of relevant subjects, 4.3-119)Article 14 although there
have thus far been no cases in which such examination and determination have been required. In
the field of natural science, researchers are especially required to produce objective researchoutcomes. To achieve this end, research guidance is provided by several faculty members. The
Graduate School has established a system whereby several academic advisors are assigned to each
student in all graduate departments upon his/her entrance to the Graduate School, and theseadvisors provide the necessary guidance for each student. The Graduate Department of Bioscience,
the Graduate Department of Informatics and the Graduate Department of Mathematical Sciences
conduct interim evaluation by holding “interim presentation sessions” regarding students’research for Master’s theses/doctoral dissertations. The Graduate School requires students topublicly hold a “Master’s thesis presentation session” in the Master’s degree examination process,and a “public presentation” in the doctoral degree examination process. The Graduate School also
requires that for final approval of credits for students’ course completion, relevant examination
reports be distributed to Graduate Faculty Board members before a Board meeting is held for298

Educational Content,

System and Outcomes 3. Educational Systemdetermination of such credit recognition.

 Graduate School of Policy Studies
The Graduate School of Policy Studies evaluates students’ performance on the basis of theirwritten examinations, submitted papers, and in-class presentations and discussions. Evaluation
methods in each subject are specified in its syllabus. In conformity with the descriptions in thesyllabuses, the Graduate School properly and accurately evaluates the students’ performance andnotifies the results to them within a prescribed period of time, in cooperation with theadministrative staff. After evaluation results are announced, the Graduate School designates acertain period of time during which students are allowed to raise an objection regarding theevaluation they have received, if necessary. The Graduate School addresses possible objections
from students in a responsible manner.
While enrollments in many subjects are relatively small due to the nature of graduate education,
all faculty members give every attention to conducting an objective and absolute evaluation.
“Research project,” “policy research A/B/C” and other subjects, in which evaluation is conductedby several faculty members, the students’ performance is evaluated based on discussions led by
the primary instructor of the class. Faculty members also meet on a regular basis with an eye toachieving even greater educational outcomes in these subjects.
Credits that students obtain by studying subjects provided by other graduate schools at KGU orother universities (Kansai University, Doshisha University or Ritsumeikan University) are notcalculated in the number of credits required for course completion at the Graduate School of
Policy Studies. The Graduate School thus assumes accountability for its student performance
evaluation. Performance evaluation in “Master seminar” and “dissertation seminar” is closely
connected with the authoring of Master’s theses and doctoral dissertations. Academic advisors, as
evaluators, conduct individual evaluation in consideration of the progress of research by each
student and his/her presentations at academic conferences etc.
For examination of Master’s theses and doctoral dissertations, one chief examiner and two
sub-examiners are appointed for each thesis/dissertation, after duly confirming that thethesis/dissertation satisfies the prescribed requirements for examination. For determination of thepass/fail of Master’s theses, each student must undergo a public presentation, as well as an oral
examination by the relevant chief examiner and sub-examiners. Regarding doctoral dissertations,a public presentation and an examination committee meeting are held. Based on their evaluation
results, the Graduate Faculty Board determines whether to pass or fail the dissertation. 4.3-122)
 Graduate School of Language, Communication, and Culture
Process for obtaining academic degrees, ranging from credit recognition to the approval of
degree conferment: In the first half of its doctoral program, the Graduate School of Language,
Communication, and Culture confers Master’s degrees upon students who have completed aminimum of 30 credits primarily from “subjects for developing language communication skills”
and “field research subjects,” and who have passed a thesis examination. This process is specified
in the Course Guide. 4.3-68)p.16 ～19 A high percentage of students complete this stage of the doctoral
program in each year, and the high quality of their Master’s theses is reflected in the overall
distribution of their performance evaluation results. These facts demonstrate that the Graduate
School has ensured appropriate educational guidance, performance evaluation and credit
recognition. 4.3-123),4.3-124)
In the second half of the doctoral program, students are required to attend the Graduate Schoolfor at least five years, including two years for the first half of the doctoral program, receive the299Educational Content,

System and Outcomes 3. Educational System

necessary research guidance, pass the qualification examination for doctoral candidates, submit adoctoral dissertation, undergo a dissertation examination, and pass the final examination. The
approval/disapproval of doctorate conferment is determined via due deliberation at the Second
Half of the Doctoral Program Academic Advisors Meeting. Students cannot obtain a doctoral
degree without completing the abovementioned process. Based on this process, the Graduate
School has ensured proper degree conferment. By the end of AY 2011, the Graduate School has
produced 10 doctorate holders ([A] doctorate by coursework). This fact evidences theappropriateness of the educational and research activities conducted by the Graduate School.

 Graduate School of Human Welfare Studies
In the Graduate School of Human Welfare Studies, regarding student performance evaluationand credit recognition in both the first and second half of its doctoral program, subject instructors,
as evaluators, explain in each syllabus etc. the method adopted for performance evaluation in theirclasses, based on which the students’ performance is evaluated, and credits are recognized. If a
student wishes to question the evaluation results he/she has received, the student may submit a“Request for performance evaluation” form to the administrative office of the School of Human
Welfare Studies within one week after the announcement of the evaluation, in principle.
Re-examination of the student’s performance evaluation result is subsequently carried out. This is
how the Graduate School responds to questions raised by students concerning their evaluation
results.
The process for academic degree conferment containing credit recognition and the approval of
degree conferment is as follows: In the first half of the doctoral program, a Master’s degree isawarded after the student obtains at least 34 credits, including 14 credits from compulsory
subjects, and passes the Master’s thesis examination. The final decision of the award of Master’s
degrees is made by the Graduate Faculty Board. The Graduate School has clearly specified theprocess for credit recognition and degree conferment for the first half of the doctoral program.
4.3-74)p.5 ・ 7 ・ 10 ・ 17 ・ 18 ・ 25
In the second half of the doctoral program, basically, the Academic Advisors
Committee for the Second Half of the Doctoral Program is responsible for deliberation on mattersconcerning credit recognition etc., such as the acquisition of credits by students (including 14
credits from compulsory subjects), qualification as Doctoral Candidates, and submission andexamination of doctoral dissertations. 4.3-74)p.5 ・ 7 ・ 10 ・ 17 ・ 18 ・ 25 The final decision of the award of
doctorates is made by the University Senate. As such, approval of doctoral degree conferment issubject to completion of the abovementioned process. Based on this process, the Graduate School
has ensured proper degree conferment.
Details regarding student performance evaluation, as well as points to note for studying subjects,
are specified in the Course Guide of the Graduate School, facilitating communication of thisinformation to students. As described above, the Graduate School has implemented student
performance evaluation and credit recognition in an appropriate manner.
 Graduate School of Education
Students’ performance in subjects provided by the Graduate School of Education isevaluated by means of examinations or papers/essays. How the said performance is evaluated isspecified in the syllabuses of each subject.
The approval/disapproval of Master’s theses is determined through oral examinations and thesis
examinations. Regarding certification of specialized foreign language skills, in both the first andsecond half of the doctoral program, “regular students (general students)” are exempted from suchcertification, since the subject “specialized foreign language (English)” taken in their entrance
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examination is substituted for the said certification process. For “special students (working
adults),” the Graduate School conducts an examination for certification of specialized foreign
language skills. The students must pass this examination for the certification. For “special
students (students from overseas),” the Graduate School designates the Japanese language as their
specialized foreign language, the certification of which is conducted on the basis of the results of
their entrance examination, Master’s thesis examination, final examination, etc.
In the Graduate School, the students’ performance is evaluated by raw score (a maximum of 100
points), in principle, with a score equivalent to or exceeding 60 points considered a “pass.”
Grades corresponding to the scores are indicated in report cards etc. How such grades areindicated is explained in the Graduate School of Education Course Guide. 4.3-75)p.11 If students
wish to question the performance evaluation results they have received, they may make a request
for a re-examination of the evaluation, by completing specific formalities within a designatedperiod after the announcement of the results. From AY 2009 through AY 2011, no such questions
were raised by students in the Graduate School.
Credit recognition is conducted in consideration of the content, instruction style and otherconditions of each subject, in line with the objective of the credit system defined by applying theStandards for Establishment of Universities. The Graduate School recognizes credits in aprescribed manner based on individual students’ performance evaluation in each subject.

 Institute of Business and Accounting
The Institute of Business and Accounting evaluates the students’ performance in each subject inan appropriate manner, in conformity with the “method/standards of performance evaluation”
specified in the syllabuses for each subject. The performance evaluation standards are classified
into “Good” (a score from 80 to 100 points), “Fair” (a score from 70 to 79 points), “Pass” (a scorefrom 60 to 69 points), and “Fail” (a score equivalent to or less than 59 points). These standards
are specified in the Student Guide4.3-76)p.12 and are communicated to students.
(4) Does the University regularly examine its educational outcomes and use theexamination results for the improvement of curriculums, educational content
and educational systems?

Whole University

4.3-1-(4) Undergraduate Course
With the aim of promoting improvement of class instruction, the University has implemented
the “student survey of teaching” (“student evaluation of teaching”) annually since AY 2005. The
University provides the survey results data to individual class instructors, in order to help themenhance their class instruction. The instructors are required to submit a “class instruction
improvement report,” 4.3-125) which contains specific measures to improve their class instruction.
This report is disclosed on the University’s intranet. 4.3-126)
The overall data of the results of the “student survey of teaching” is assembled and analyzed by
the Center for Research into and Promotion of Higher Education. The analyzed results areprovided for each school etc. The University henceforth aims to ensure that this results data will
be used even more effectively for measurement of the effectiveness of the faculty training
programs and curriculums at each school, as well as for the planning of necessary measures forfaculty development.

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As part of the organizational arrangement for improving the content and systems of class
instruction, each school has established a Faculty Development (FD) Committee, 4.3-127) whichholds a variety of training sessions and workshops. The Center for Research into and Promotionof Higher Education summarizes information regarding the various efforts made at eachorganizational unit in the University, and discloses it via the website4.3-128) and the FD Newsletter,
4.3-129)
facilitating the sharing among all University members of information regarding goodpractices and problems in the promotion of faculty development. As permanent bodies for theconsideration of University-wide issues, the Faculty Development (FD) Subcommittee4.3-130)Article
7
has been established within the Academic Affairs Committee, and the Special Subcommittee on
Faculty Development 4.3-131) within the Center for Research into and Promotion of Higher
Education. These bodies regularly discuss the issues and problems identified via the said “student
survey of teaching,” as well as the necessary measures for educational enhancement in the wholeof the University. 4.3-132),4.3-133)
As specific efforts promoted throughout the University, since AY 2009, KGU has implemented
training programs for new full-time faculty members, imparting them with knowledge of the
University organization, teaching techniques, etc. 4.3-134) The University also conducts workshops
for those less experienced in teaching, among graduate students, part-time instructors and otherindividuals who participate in educational activities at the University. 4.3-134) It is henceforthnecessary for the University to regularly measure the effectiveness and review the outcomes of theabovementioned efforts, with a view to devising new measures to further enhance its educational
content and systems, under the initiative of the said Faculty Development Subcommittee and theSpecial Subcommittee on Faculty Development.

 Graduate Course
Examination of the educational outcomes and problems in each graduate school is undertakenby the Curriculum Committee established at each graduate school, the Graduate Academic
Advisors Committee and other related bodies. Some graduate schools hold regular meetings withstudents for discussions based on the results of the student survey of teaching, achieving tangible
educational improvement.
It has been decided that each graduate school will establish its own FD Committee, with an eye
to clarify the responsibilities for educational improvement and enrichment for AY 2013
educational programs.

Schools

4.3-1-(4) School of Theology
One of the organizational training opportunities at the School of Theology is the FD Workshop(School), which is held three times a year by the FD Committee (School) established under the
Curriculum Research Committee. (One of the three workshop sessions is intended for part-time
instructors.) For full-time faculty members, this workshop provides many opportunities to deepen
their recognition of the significance of the subject they teach as seen from the perspective of theCurriculum Policy as a whole, as well as the position of such subject in the whole structure of thecurriculum map. By promoting this recognition, the workshop is intended to enhance thesyllabuses for each subject. For part-time instructors, the workshop provides an opportunity toshare information with faculty members who are in charge of the academic affairs of the School,
regarding the Curriculum Policy, efforts made by the School to address various issues concerning

302

Educational Content,

System and Outcomes 3. Educational Systemhigher education, and problems concerning everyday class operation. 4.3-135) The School and the
Graduate School of Theology jointly hold the FD Workshop regarding specific issues to be sharedin common, whether related to undergraduate or graduate education. Issues regarding theindicators of educational outcomes and the system for periodic measurement of the achievementlevel of such outcomes are slated for discussion as part of the agenda of the Curriculum ResearchCommittee (School) and the Dean’s Office Committee. Aside from this discussion, theabovementioned efforts made at the FD Workshop (School) have led to improvements in the
curriculum and educational content and systems of the School. The workshop thus provides a newopportunity for discussion for further enhancement of education in the School.
The School conducts the “student survey of teaching” annually. While the School, as a whole,has yet to fully share among its members the evaluation results of each class, the results havealready been used effectively by individual faculty members to incorporate the evaluation results
by students into the content and method of their instruction.

 School of Humanities
The “student survey of teaching” is conducted in the School of Humanities. Based on the survey
results, faculty members submit a “class instruction improvement report.” In addition to thecomputer-scored questionnaire and the online questionnaire that are conducted and collated by the
University, many faculty members answer the open-ended questions on a voluntary basis. While
the “student survey of teaching” has provided individual faculty members with an opportunity toreceive feedback regarding their own class instruction, and to review and make improvements toit, the survey has not thus far been used effectively for an organizational review of the educational
content and systems at the level of the whole School, department or major.
With a view to improving the content and systems of class instruction, the School holds the
Humanities Seminar Instructors Meeting after each semester (the spring and fall semesters). At
this meeting, instructors of “the humanities seminar,” who play a significant role in the first-year
education, assemble to mutually report the content of their class instruction and discuss problems,in order to make improvements to the educational content and systems in their classes. The FD
Workshop is held at the end of each academic year, featuring lectures delivered by external
lecturers and discussions between faculty members regarding a variety of issues and problems in
education. The results of the abovementioned meeting and workshop are reported to the School’s
Administration Meeting. Relevant feedback is provided for the Curriculum Committee and theUndergraduate Faculty Board, as necessary. 4.3-109)
 School of Sociology
With a view to taking advantage of the diverse characteristics of its curriculums, the School ofSociology has provided faculty members with opportunities for regular discussions regarding theideal education and instruction that should be provided in the classes. The School has alsoendeavored to enhance the quality of the individual class instruction provided by each faculty
member. Specifically, the School holds “regular meetings of the School’s Study Group,” at which
faculty members are afforded an opportunity to report their efforts for better class instruction, in
connection with their own research themes. 4.3-136)
At the School of Sociology Meeting, an annual meeting involving full-time faculty members
and academic affairs staff members held since AY 2009, participants exchange educational
information, with “Enhancing the quality of education at the School of Sociology” as a common
theme. At the School of Sociology Meeting held in March 2012, participants discussed various
issues regarding educational content, such as the first-year education, step-by-step learning, social
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System and Outcomes 3. Educational System

research education, English education, and seminar study by students from overseas; as well as
issues regarding educational systems, such as the use of LUNA, a “Learning Management
System” for students and faculty members that has been introduced throughout the University, andhow Learning Assistants (LAs) should function in the educational activities in the School. 4.3-137)
The School also holds the Workshop on Human Rights Issues approximately twice a year, atwhich external lecturers provide lectures regarding relevant themes, such as support for students
with disabilities. The School thereby aims at raising class instructors’ awareness of such issues
and improving their class instruction etc. 4.3-138)
In AY 2011, the School established the FD Committee, with an eye to achieving unified
management and further advancement of the School’s faculty development activities that had beenpromoted in various ways. (The committee comprises the School’s Associate Dean of Academic
Affairs and the Assistant Dean of Academic Affairs, as well as the Graduate School’s Associate
Dean of Student and Academic Affairs and the Assistant Dean of Student and Academic Affairs.
The School’s Associate Dean of Academic Affairs presides over the committee.) The FD
Committee also examines syllabuses as one of its primary responsibilities. In AY 2011, thecommittee examined the syllabuses developed for the AY 2012 programs, and reported the results
to the Undergraduate Faculty Board. 3-123)
Since AY 2012, the FD Committee has held FD Workshops. The first workshop discussed thetheme “Seminar subjects and their syllabuses: How to conduct seminar classes in line with theirclass plans.”

 School of Law and Politics
FD Seminar: The School of Law and Politics holds FD Seminars on a regular basis, providing
faculty members with opportunities to exchange views and study for the improvement ofeducational content and systems. The AY 2011 FD Seminar was held in November, whereparticipants exchanged views regarding the content of the “Study Guide for Law and Political
Science” and its effective use in class instruction. The Guide, which is jointly authored by faculty
members so that each member authors an allotted portion of the book, is distributed to students asa textbook in “start-up seminar,” a subject introduced under the new curriculum. The School willrevise the Guide for the next academic year, in consideration of the views and opinions presented
in the FD Seminar regarding the specific contents of the Guide and how to author suchcontents. 4.3-139)
FD Activities Planning Committee: The Diploma Policy, Curriculum Policy and curriculum
maps, which were established in AY 2011, are regularly examined by the FD Activities Planning
Committee, the first meeting of which was held in May 2012. 4.3-140),4.3-141)
Examination of educational outcomes by IR: As part of the IR (Institutional Research) project
initiated as a trial in AY 2011, the School conducted a student survey to examine the educational
outcomes at the School. The School has not yet compared and examined the survey results data.
4.3-142)

 School of Economics
In preparation for the introduction of a new curriculum in AY 2012, the School of Economics
realigned its previous course offerings through the Basic Education Committee, which undertookplanning for redesigning “specialized basic subjects” positioned as an introduction to specialized
subjects in economics. The curriculum reform was considered while placing importance on
ensuring that first-year students were able to develop logical thinking and skills of statistical data
analysis before advancing to “specialized subjects.” The School organized a working group to304

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consider the content of lectures for “specialized basic subjects” (topics and viewpoints of lectures,reference books, etc.) so as to realize the abovementioned curriculum reform. 4.3-143)
Regarding educational outcomes of “introductory education subjects” provided for first- andsecond-year students, examination is conducted on a regular basis by holding relevant instructors
meetings. Instructors of “basic seminar” meet at the end of the fall semester to exchange
information regarding class instruction. Regarding the specialized basic subject “Fundamentals of
Economy and Economics,” instructors hold regular meetings, at which materials are provided
regarding the lecture content, students’ performance and the “student survey of teaching,” with aneye to enhancing the content and instruction in each class. As described above, several instructor
meetings regarding introductory subjects are held under the Basic Education Committee,
providing opportunities to share information regarding educational content and systems, anddiscuss improvement measures on a periodic basis.

 School of Business Administration
The School of Business Administration launched a new curriculum in April 2012 for the firsttime in approximately ten years, with the aim of achieving an enhanced curriculum and greater
educational outcomes. To implement this new curriculum improvement, the School had held
discussions since AY 2009, based on various analyses by the School Administration anddiscussions at FD Seminars regarding educational outcomes. The new curriculum is expected topromote students’ academic pursuits at the School, and further enhance the quality of thegraduates. 4.3-144)
The School plans to refer the examination of the new curriculum and educational outcomes to
the Curriculum Committee, the Future Vision Committee, the FD Committee and other relevant
committees. Based on the examination at these committees, the School intends to establish aneffective system for enhancement of its curriculum and educational content and systems. 4.3-145)
 School of Science and Technology
As part of the regular examination of its educational outcomes, the School of Science andTechnology organizes a Curriculum Working Group at the beginning of each academic year,
which prepares documents indicating the distribution, average score, etc. of student performance
evaluation in all subjects provided by the School in the preceding academic year. These
documents are available for use in examination of the curriculum of each department, and forother related purposes. 4.3-146)
The School of Science and Technology FD Committee is convened monthly to discuss faculty
development efforts in the School. The School also independently holds lecture sessions on FD
annually, with the themes chosen from issues of high interest to faculty members, based on the
results of the “FD attitude survey,” which was distributed to all faculty members in AY 2008. In
AY 2009 and AY 2010, the lectures dealt with remedial education in mathematics, as well as thefirst-year mathematics education provided as “basic subjects.” The lecture delivered in October
2011 discussed remedial education in physics. In AY 2012, the School plans to hold the FD lecture
session with the same theme as the lecture in AY 2011, i.e., an issue regarding remedial educationin physics. 4.3-147)
 School of Policy Studies
In the School of Policy Studies, faculty development (FD) activities, which were managed by
the First-year Education Committee up to AY 2011, have been carried out by the FD Committee

305

Educational Content,

System and Outcomes 3. Educational Systemsince AY 2012. With the aim of achieving an enhanced curriculum and greater educational
outcomes, the School has been holding relevant discussions since AY 2011, which has resulted ina new curriculum to be launched in April 2013. 4.3-148) As part of its FD effort, the School
convenes the FD Committee to promote discussions especially regarding the first-year education.
Through this committee, the School aims at mutually introducing, and promoting linkages
between, the educational content in first-year subjects; analyzing the evaluation results of thestudents’ academic performance; analyzing their intended future career directions; and developing
effective educational materials. Based on these activities of the committee, the School
independently developed a common textbook for its “basic seminar” classes, which has been usedsince AY 2009. Every year, the School collected views on the content of this textbook fromfaculty members on various occasions during the FD activities, and these views were incorporated
into the revised textbook in AY 2011. 4.3-149) The School plans to refer the examination of its
curriculum and educational outcomes to the Curriculum Committee, the Future Vision Committee,
the FD Committee and other relevant bodies. Based on the examination by these committees etc.,
the School will accelerate establishment of an effective system for enhancement of its curriculumand educational content and systems.

 School of Human Welfare Studies
Regarding the question “Does the University regularly examine its educational outcomes anduse the examination results for the improvement of curriculums and educational content andsystems?” the School of Human Welfare Studies conducts the “student evaluation of teaching”
survey in order to investigate the level of student satisfaction with class instruction and otherrelated matters. The results obtained from this survey are used effectively by individual faculty
members to enhance their class instruction. The data of the overall results is also used for mutual
training among faculty members, measurement of the effectiveness of the curriculum, and faculty
development efforts. To obtain comments and requests from students concerning class instruction,
the School has introduced specific tools, such as “comment cards” which are filled in by students
during class hours.
Based on the data collected via the abovementioned survey, comment cards, etc., the School
convenes the Undergraduate Faculty Board, the Curriculum Committee and the FD Committee forin-depth discussions regarding the School’s educational content and educational system in orderto achieve better class instruction. Since its establishment in AY 2008, the School has continued
necessary discussions for better education, resulting in the revision of its curriculum in AY 2012.
As such, the School has appropriately realized the improvement of curriculum, educational
content and educational system. 4.3-150)
 School of Education
In AY 2012, the School of Education is expected to produce its first graduates since its
establishment. Taking this opportunity of the academic year of its “completion,” the School aims
to examine whether the existing curriculum has contributed to desirable learning outcomes forstudents. To this end, the School promotes exchanges of views and discussion of relevant issues
by convening meetings, once every one or two months, of various Subject Instructors Meetings,
the Instructors’ Meeting of the Kindergarten Teacher- and Nursery Teacher-Training Course, andthe Instructors’ Meeting of the Elementary School Teacher Training Course. The School has
implemented a survey of students’ future career plans annually since AY 2010, one year after its
establishment, with a view to obtaining information on how students intend to use their learning
outcomes after graduation. At the end of the spring semester of AY 2012, the School held an306

Educational Content,

System and Outcomes 3. Educational System

informal meeting of Undergraduate Faculty Board members at which, based on the survey results
regarding students’ future career plans, faculty members formed a consensus regarding theirguidance policy for the future, and discussed issues for future improvement in instruction methods
and systems. 4.3-151),4.3-152)

 School of International Studies
The School of International Studies annually convenes the Curriculum Committee, which
comprises its full-time faculty members, to examine the School’s educational outcomes on aregular basis. 4.3-153)
Aside from the abovementioned regular examination of educational outcomes, the Curriculum
Committee discusses issues that the School needs to address from time to time, such as September
admissions and Japanese language education. Through such discussions by the committee, theSchool has achieved the enhancement of its curriculum, educational content and educational
system.
The School has established, and held meetings of the FD Committee, with an eye to maintaining
and improving the quality of faculty members in the School. 4.3-181) As an outcome of
discussions by the committee, faculty members introduced the practice of mutual classobservation, in which an observer fills out a specific comment sheet and provides it for the
instructor. The School also conducts “student interviews” with current students from both Japanand overseas, in order to incorporate their views into the School’s educational enhancement
efforts.

Graduate Schools

4.3-1-(4) Graduate School of Theology
One of the organizational training opportunities at the Graduate School of Theology is the FD
Workshop (Graduate School), which is held three times a year by the FD Committee (Graduate
School) established under the Curriculum Research Committee. (One of the three workshop
sessions is intended for part-time instructors.) For full-time faculty members, this workshop
provides many opportunities to deepen their recognition of the significance of the subject theyteach as seen from the perspective of the Curriculum Policy as a whole, as well as the position ofsuch subject in the whole structure of the curriculum map. By promoting this recognition, theworkshop is intended to enhance syllabuses for each subject. For part-time instructors, theworkshop provides an opportunity to share information with faculty members who are in chargeof the academic affairs of the Graduate School regarding the Curriculum Policy, efforts made by
the School (Graduate School) to address various issues concerning higher education, andproblems concerning everyday class operation. The FD Workshops held in these past three years(for full-time faculty members in the Graduate School) included sessions jointly held with the
School of Theology to discuss issues and themes shared in common, as described in the previous
section “Schools,” as well as sessions dealing with the Graduate School-specific theme research.
4.3-135)
While the Graduate School has yet to establish a system for periodic examination regarding
its educational outcomes, the abovementioned efforts made at the FD Workshop (Graduate
School) have led to improvements in the curriculum and educational content and systems of the
Graduate School. The workshop thus provides a new opportunity for discussion, for further
enhancement of education in the Graduate School. The “student evaluation of teaching” survey isconducted throughout the University. The survey asks about not only individual subjects but also307

Educational Content,

System and Outcomes 3. Educational System

educational effects based on the curriculum design as a whole, as well as the overall learning
environment. However, the response rate is low (less than 10 percent on average in three years
from AY 2008), and this rate first needs to be improved. The Graduate School has increased its
efforts to improve the learning and research environment and promote career support, and has also
been considering incorporating students’ requests in class instruction as much as possible, in
response to the requests submitted by the Graduate Students’ Association (graduate student
council), e.g., “Request regarding the research environment” (June 2011), and “Matters regarding
the certificate examination for assistant ministers of the United Church of Christ in Japan”(September 2011). The Associate Dean of Student and Academic Affairs serves as a contact
person with the Graduate Students’ Association, holding meetings with Association members, asnecessary.

 Graduate School of Humanities
The Graduate School of Humanities independently conducts its “student evaluation of teaching”
survey once in each semester (twice a year). The results are reported to the Graduate Faculty
Board, helping all Board members recognize the issues and problems regarding class instruction
and research guidance in the Graduate School. The issues and problems reported based on thesurvey primarily concern the University’s facilities, such as the conditions of use of the schoolbuildings on campus; not many problems have been raised regarding improvement of class
instruction and research guidance. While the response rate of the survey has thus far remained low,
more than 90 percent of the respondents answered that they were “satisfied” or “rather satisfied”
with the class content and instruction they had received. 4.3-93) The Graduate School Committee for
Deliberation of Issues, which comprises representatives of each graduate department, discusses
issues regarding improvements in the educational content and educational system, and otherrelated issues concerning the Graduate School. Based on these discussions, the Graduate Faculty
Board deliberates on necessary issues.
 Graduate School of Sociology
Regarding educational outcomes, the Graduate School of Sociology annually conducts the“student evaluation of teaching” survey in order to confirm whether the content of each class andeducational outcomes are consistent with the syllabus, and whether students actively study inclass. 4.3-58)
The survey results are aggregated and indicated in radar charts, together with the overall
average. Instructors of all subjects are required to review the results. The Graduate School thus
not only examines the overall educational outcomes but also ensures that each instructor reflects
on the educational outcomes and points for improvement in his/her class instruction.
While the Graduate School has promoted faculty development in cooperation with the School ofSociology, the Graduate School plans to establish the Graduate School FD Committee in AY 2013as an independent body.
 Graduate School of Law and Politics
In the Graduate School of Law and Politics, planning and deliberation related to the theme ofthis section are conducted as necessary by the Enlarged Graduate School Committee for
Deliberation of Issues, which involves representatives of each Program, in addition to therepresentatives of each laboratory, the Graduate School Operation Committee (which was
renamed from the Graduate School Committee for Deliberation of Issues in AY 2012), and the308Educational Content,

System and Outcomes 3. Educational System

Graduate Faculty Board. 4.3-154) In AY 2011, the Graduate School Committee for Deliberation ofIssues proceeded with the planning of a system to allow students to study seminar subjects thatwere instructed by their sub-academic advisors, and this system has been implemented since AY
2012.
Since AY 2012, the Graduate School Operation Committee has also been functioning as the
Graduate School FD Activities Planning Committee, undertaking the promotion of faculty
development. 4.3-155)

 Graduate School of Economics
In the Graduate School of Economics, examining educational outcomes and incorporating theexamination results into its curriculum and educational system are the responsibility of the
Graduate School Administration, which comprises the Dean, the Associate Dean of Student andAcademic Affairs, and the Assistant Dean of Student and Academic Affairs. In AY 2012, The
Graduate School revised the content of the “student survey of teaching,” as well as the means tocollect the answer sheets. As in the case of the School of Economics, the Graduate School
provides feedback of the survey results for individual subject instructors, helping them enhancetheir class instruction. An FD Committee is slated to be established by the end of AY 2012 as abody promoting the organizational efforts to reform class instruction in the Graduate School.
 Graduate School of Business Administration
The Graduate School of Business Administration reviews the educational and learning outcomesof individual students through the screening/examination in the oral examination of Master’stheses, the academic ability test for doctorate by coursework, and the qualifying test forcandidates for doctorate by coursework. The content of the curriculum, syllabuses, etc. is
examined annually by each Field (Management, Accounting, Marketing, Finance, BusinessInformation and International Business) upon deciding its course offerings and the instructors tobe assigned. Any problems identified in the abovementioned processes are discussed by the
Administration Meeting and the Graduate School Committee for Deliberation of Issues, and are
finally deliberated by the Graduate Faculty Board. The Graduate School conducts the “student
evaluation of teaching” survey, which includes questions regarding its facilities and the content ofclass instruction. Through this survey, the Graduate School collects the opinions of students. The
results are analyzed and discussed at the Administration Meeting. 4.3-94)
 Graduate School of Science and Technology
In the Graduate School of Science and Technology, the Graduate School Committee is in place
as a body established to enhance the educational content, systems and other related matters in the
Graduate School. This committee discusses education issues related to the Graduate School in acomprehensive manner; in particular, dealing with issues concerning highly specialized education
and research that are infrequently handled in undergraduate education, as well as issues regarding
the experimental environment required for such education and research. The committee
undertakes numerical analysis of the results of the “student evaluation of teaching” survey, whichis conducted for all subjects in the Graduate School. The committee also surveys the level ofstudent satisfaction with lectures (on a five-point scale). (According to the AY 2011 survey, thesatisfaction level with the content of classes averaged 3.3; the curriculum design, 3.4; and thelearning environment, 3.2.) The Graduate School co-organizes lecture sessions on faculty
development (FD) annually with the School of Science and Technology. Information obtained in309

Educational Content,

System and Outcomes 3. Educational Systemthese sessions is gathered in the Graduate School Committee as a useful input for enhancement of
the graduate education. Educational efforts in the Graduate School of Science and Technology arereflected not only in research papers but also in patents, the information of which is summarized
into an annual “outcome report” and distributed to faculty members. 4.3-156) This report informs all
faculty members of the content of research pursued in all laboratories, facilitating joint researchand other collaborative efforts within the University. 4.3-157)

 Graduate School of Policy Studies
In AY 2010, the Graduate School of Policy Studies thoroughly examined its educational content
and outcomes. Based on this examination, the Graduate School revised its curriculum, which has
been applied to new students who entered, or will enter the Graduate School in or after AY 2011.
While it is too early to determine the results of this curriculum revision at this point in time, theGraduate School maintains an arrangement for examination of its curriculum through the Future
Planning Committee, which was established upon the said curriculum revision.
The Graduate School recognizes that examination of the outcomes of graduate education should
be based not only on subjective evaluation by students, which is obtained through student surveys,
but also on objective indicators, such as the quality of Master’s theses and doctoral dissertations,the number of reports presented to academic conferences etc., the number and quality of papers
authored by graduate students, and careers pursued by individuals who have completed the
Graduate School. 4.3-66) By reviewing the said evaluation and indicators, the Graduate School will
establish a system that enables it to quickly address any possible need for improvement in its
educational activities.
 Graduate School of Language, Communication, and Culture
As an organizational training opportunity for faculty development, the Graduate School of
Language, Communication, and Culture held an FD Workshop in December 2011 with theparticipation of students. In this workshop, seven students (representing each research field) andseven faculty members actively discussed issues regarding class instruction, implementation of
study meetings and other related matters. The outline and the results of the workshop, whichreflected the students’ frank opinions, were reported to the Graduate Faculty Board for further
discussion. The curriculum of the Graduate School is frequently reviewed and discussed by the
Curriculum Committee. 4.3-158) The Graduate School conducts the “student evaluation of teaching”
survey for all subjects at the end of each semester. The survey results are provided to individual
faculty members after they submit student performance evaluations, in order to eliminate thepossibility that the results have affected their evaluation of students’ performance in any form.
The survey results are also reviewed by the Associate Dean of Student and Academic Affairs.
Based on the abovementioned efforts, the Graduate School plans and provides workshops andother training opportunities aimed at enhancing the educational content and systems of the
Graduate School. 4.3-159) The Graduate School also examines its educational content and systems
in an annual self-assessment.
 Graduate School of Human Welfare Studies
Regarding the question: “Does the University regularly examine its educational outcomes anduse the examination results for the improvement of curriculums and educational content andsystems?” the Graduate School of Human Welfare Studies has conducted such examination on an
ad hoc basis, since its establishment in AY 2008, through the Graduate Faculty Board and the310Educational Content,

System and Outcomes 3. Educational System

Graduate School Committee for Deliberation of Issues. 4.3-160) As a result of such examination, theGraduate School revised its curriculum design and course offerings in AY 2012, realizing an
improved curriculum, educational content and systems. The Graduate School has produced
doctorate holders every year since its establishment in AY 2008. This demonstrates the successful
educational outcomes achieved by the Graduate School.

 Graduate School of Education
The Graduate School of Education conducts the “student survey of teaching” at the end of eachsemester, helping subject instructors enhance the content and instruction in their classes based on
the survey results. To improve its educational content, educational system, etc., the Graduate
School holds FD Seminars with participation by faculty members who belong to the Graduate
School. The seminar held in AY 2010 discussed how seminar guidance should be provided, and in
AY 2011, the seminar dealt with guidance systems and methods. The Graduate School encourages
faculty members to use what they have learned through these discussions for enhancement of their
future guidance. 4.3-161)
 Institute of Business and Accounting
The Institute of Business and Accounting conducts student surveys for all subjects in eachsemester, the results of which are reported to the Graduate Faculty Board for further discussion soas to incorporate them in the improvement of subjects for subsequent semesters. 4.3-162)
Self-assessment is conducted annually as a University-wide effort. Based on the assessment
results, the Graduate Faculty Board reviews the Institute’s educational outcomes, aiming at
making improvements through the self-assessment in the following academic year. 4.3-163),4.3-164)

2. Check and Evaluation(1) Matters showing improvement

Whole University

4.3-2-(1) Undergraduate Course
The upper limit of the number of credits of subjects for registration has been set at less than 50
credits per year in all schools except schools that have not produced their first graduates since
their respective establishment. Regarding syllabuses, since AY 2012, the University has increased
its efforts to reduce variance in the detail of descriptions of syllabuses. The University has also set
out to discuss a range of problems in the enhancement of syllabuses and modify the syllabus
system based on such discussions. The modified system, which is slated for introduction in thefall semester of AY 2013, is expected to achieve a number of positive outcomes.
The Learning Management System (LMS), which was introduced in the fall semester of AY
2010, is capable of providing a specific means to encourage students’ active participation inlearning activities in class, by employing a community function in the system. The LMS is usedby an increased number of students and faculty members in a more effective and advanced manner.
4.3-165)
The abovementioned efforts have led to specific outcomes that are conducive to achieving“the creation of a community ‘without fences’ for learning and research, or Learning
Community,” which is set forth in the University’s New Medium-term Plan.
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 Graduate Course
To promote graduate faculty development, in AY 2006, the Graduate School FD Working Groupwas established separately from the corresponding body for undergraduate schools. Graduate
schools also established the Graduate School FD Subcommittee in the same year. These bodies
hold meetings approximately twice a year, exchanging views and information for FD promotion in
graduate schools.
Each graduate school is scheduled to establish its own FD promotion body in AY 2013,independently from its undergraduate school. By establishing a dedicated system for graduate FD
promotion, graduate schools aim to clarify the content and assignment of responsibilities,
facilitating efforts in information sharing and problem-solving between graduate schools.
Currently, graduate schools develop syllabuses for all their course offerings and provide themfor students via KG’s official website. The syllabus system is slated for replacement in AY 2013.
The new syllabus system is composed of standardized entry items to be applied for all graduate
schools.

Schools

4.3-2-(1) School of Theology
In the School of Theology, the FD Workshop (School) is held twice a year for full-time faculty
members, and once a year for part-time instructors. For full-time faculty members, the workshop
provides an opportunity to confirm the position and significance of the subject they teach in thewhole curriculum of the School, and to review the content of their syllabuses in relation to the
Diploma Policy and Curriculum Policy. For part-time instructors, who do not have many
opportunities to meet other faculty members etc., the FD Workshop (School) serves as a valuableoccasion to exchange views and share experiences with other members, helping them understandthe educational principles of the whole School and discuss how to improve their class content andteaching methods.
 School of Humanities
Regarding the upper limit of the number of registrable credits, the School of Humanities
introduced a “cap system” to limit such number to less than 50 credits per academic year in all
years of study in the undergraduate program. This system has been applied to all students whoentered, or will enter the School in or after AY 2012. 4.3-13)p.148 The School has placed restrictions
on the student enrollment in “seminar subjects,” “general subjects,” etc., optimizing the numberof students in each class of these subjects. The School has also enhanced its small-group
education by increasing the number of classes for “the humanities seminar.”
In AY 2011, the School assigned Student Assistants (SAs) to all classes of “basic information
processing,” while SAs had previously been installed in some classes irregularly. This new
assignment of SAs has contributed to enhancing educational activities in the said subject.
 School of Law and Politics
The School of Law and Politics has established a system enabling it to use Teaching Assistants(TAs) and Learning Assistants (LAs) as Student Assistants. 4.3-25),4.3-166) As mentioned in the
results of the Certified Evaluation and Accreditation in AY 2006, 4.3-167) many lectures in the
School are provided in large classes, in which even routines such as distribution of handouts and312Educational Content,

System and Outcomes 3. Educational Systemtaking attendance are not a small task for instructors. The employment of TAs and LAs has
reduced the burden on instructors, contributing to further enhancing the quality of class
instruction. The School has ensured that TAs and LAs not only work simply as support staff forclass activities but also as “facilitators” to activate discussions among students in “seminar
subjects” etc. The employment of TAs and LAs is promising in that it also contributes to thedevelopment of the abilities of the students themselves who work as TAs and LAs.

 School of Economics
Around the time of the announcement of students with outstanding academic results based on
the commendation system, the School of Economics receives a number of inquiries from students
with excellent grades regarding the early graduation system and advancement to graduate school.
This suggests that this commendation system provides a good occasion for students to consider
their own future direction.
Every week, a total of approximately 50 to 100 students participated, on their own accord, inthree supplementary classes to the specialized basic subject “Fundamentals of Economy andEconomics A” (spring semester of AY 2012).
 School of Business Administration
One of the primary outcomes of the improvement of the educational system in the School ofBusiness Administration is the implementation of a new curriculum, which has thus far achieved
the following specific educational outcomes:“Specialized subjects” equivalent to four credits each (except some seminar subjects and basic
subjects) were abolished and replaced by specialized subjects of two credits. This resulted inincreased opportunities for evaluation of students’ performance (examinations etc.), enhancing thestudents’ motivation to study due to the more frequent evaluation. The increased number ofsubjects has also allowed students to study a larger number of subjects in their major course in
their field of specialization, as well as a larger number of “specialized subjects” in courses otherthan their major course, enabling students to acquire a wider range of expertise. Among “basic
subjects,” the School has designated “basic bookkeeping” and “basic economics” as compulsory
subjects, and has provided them in several classes (currently in three classes). This arrangement
has enhanced education in small-sized classes, enabling students to firmly equip themselves withbasic knowledge in commercial science. The School introduced “commercial bookkeeping I,”“introduction to business accounting” and “accounting in English” as required elective “basic
subjects” intended for second- and upper-year students, in order to provide and equip them withhigher levels of specialized basic knowledge. The School has accelerated development in students
of foreign language skills by designing all “language education subjects” it provides to becompleted in a semester, and prescribing, between all these subjects, prerequisite subject(s) thatstudents must have completed before studying another given subject. The conditions forprerequisite subjects have also been reinforced for the subject “research seminar I” intended forthird-year students, increasing motivation for study among first- and second-year students.
4.3-168),4.3-39)p.4
In parallel with the introduction of the new curriculum, the School developed
course registration models (for each of the six courses: Management, Accounting, Marketing,
Finance, Business Information and International Business), increasing convenience for students asthey plan appropriately for their studies. 4.3-39)p.6 ～ 8 By reducing the number of “common
course-wide advanced lecture subjects,” the School has reinforced the students’ studies via“specialized subjects.” The School has assured and enhanced the quality of class instruction andstudent performance evaluation by taking various measures, such as the abolishment of some of313

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System and Outcomes 3. Educational System

the “general-field subjects” and other subjects, replacement of some instructors in specialized
fields, and introduction of restrictions on the student enrollment in specific classes.

 School of Policy Studies
As part of its FD effort, the School of Policy Studies has appropriately developed and sharedteaching materials for “basic seminar.” This has prevented possible significant gaps in the
educational content and instruction level which may take place when new faculty members
instruct “basic seminar” classes.
 School of Human Welfare Studies
The School of Human Welfare Studies has enhanced its class instruction by examining student
satisfaction and other factors through the “student evaluation of teaching” survey.
 School of Education
The School of Education has established specific committees and subject instructors meetings
as bodies to discuss relevant educational systems and educational guidance (e.g., Practicum
Committee; Instructors’ Meeting of the Kindergarten Teacher- and Nursery Teacher-Training
Course; Instructors’ Meeting of the Elementary School Teacher Training Course; Basic Seminar
Instructors Meeting). This has helped the School grasp the current situation and promote
information sharing regarding relevant problems, resulting in improvement in its educational
system and educational guidance. Major outcomes of the discussions by each committee and ateach meeting are as described below: The Practicum Committee revised the guidelines forpracticum and achieved cooperation in pre- and post-guidance between practicum subjects; theInstructors’ Meeting of the Kindergarten Teacher- and Nursery Teacher-Training Course clearly
defined, and enabled sharing among faculty members of information on the abilities necessary to
become kindergarten teachers and nursery teachers (i.e., the knowledge, attitude and skills that the
School expects students to acquire to become a kindergarten teacher or a nursery teacher as a
graduate of the School of Education); the Instructors’ Meeting of the Elementary School Teacher
Training Course promoted improvement in the educational environment (by securing storage
space for teaching materials and tools), increased cooperation with Nishinomiya City Uegahara
Elementary School in an effort to provide students with opportunities to observe day-to-day
situations of educational practice (based on the relevant agreement with the elementary schoolconcluded in AY 2011), and promoted mutual and shared understanding of class instruction among
faculty members by exchanging their syllabuses; the Basic Seminar Instructors Meeting promoted
shared understanding of the content, system and method of instruction.

Graduate Schools

4.3-2-(1) Graduate School of Humanities
As educational measures to enhance students’ skills for making research presentations in foreign
languages, the Graduate School of Humanities has appointed native speakers of specific foreign
languages as full-time faculty members to teach in its three fields specializing in foreign literature.
4.3-168)
The field of Psychological Sciences implemented the Graduate School GP “Training
program in English presentation” (from AY 2009 through AY 2011) and other programs, inaddition to its conventional guidance system, achieving certain positive effects in development ofpresentation skills in foreign languages. 4.3-169)
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In the Graduate School, an academic advisor and sub-academic advisors are assigned to each
student. Academic advisors provide study guidance in consideration of the research guidanceplans of individual students. To help students to develop mid- and long-term research plans forthemselves and reflect on their research activities, the Graduate School encourages students toactively apply for specific grants awarded on a competitive basis, such as the “fellowship for
research in the second half of the doctoral program” and “graduate school fellowship.” Academic
advisors support students in their self-directed research activities by providing appropriate advice
for them in the process of preparing documents for application for such grants. 4.3-170)

 Graduate School of Law and Politics
In the Graduate School of Law and Politics, the Graduate School Operation Committee, which
was renamed from the “Graduate School Committee for Deliberation of Issues” in AY 2012, has
increased the number of its meetings, from one meeting (as the “Enlarged Graduate School
Committee for Deliberation of Issues”) in AY 2010 to five meetings in AY 2011. 4.3-171) This
allows the Graduate School to have more opportunities to discuss a variety of issues and measures,
including issues regarding educational systems and instruction, such as how to accommodate
non-graduates of an undergraduate course of law and political science. 4.3-172)
 Graduate School of Economics
Through introducing a system for enhancement of syllabuses, the Graduate School of
Economics has reinforced its review system of individual subjects and their instructors, as well asof whether appropriate educational content and systems have been ensured in the Graduate School
as a whole. Concerning the “student evaluation of teaching” survey, the Graduate School reviewed
the implementation method so that the survey would be conducted in the specific class hours ofeach subject. As a result, the response rate improved from that in the previous year, enabling theadministration to use the survey results more effectively (e.g., providing necessary information
for faculty members in an improved manner).
 Graduate School of Policy Studies
The Graduate School of Policy Studies revised its curriculum in AY 2011. While it may be too
early to evaluate the entire outcome of the revision, it is showing a positive effect. Students are
displaying proper behavior at academic presentations and a self-directed attitude toward learning
activities, under the new curriculum that encourages them to actively participate in presentations
and discussions in the Research Consortium and other occasions. Students are recognizing theimportance of presentation, and this is one of the major outcomes of the curriculum revision.
Communication between students is also becoming more active.
 Graduate School of Language, Communication, and Culture
Encouraging students’ self-directed research activities is essential for developing their researchability. To promote such research activities, the Graduate School of Language, Communication,
and Culture has established the Academic Society of Language, Communication and Culture
within the Graduate School, providing students with presentation opportunities twice a year. To
encourage students to conduct research presentations outside the University, the Graduate School
has also introduced a system to support travel expenses paid by students. In the past three years,
applications under this system was made by 14 students in AY 2009, nine students in AY 2010,
and 10 students in AY 2011, indicating a certain positive effect. 4.3-173)

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System and Outcomes 3. Educational System

 Graduate School of Human Welfare Studies
The Graduate School of Human Welfare Studies examines its educational activities etc. throughthe Graduate Faculty Board and the Graduate School Committee for Deliberation of Issues on an
ad hoc basis. Consequently, the Graduate School revised its curriculum design and course
offerings in AY 2012, enhancing its curriculum, educational content and systems.
 Graduate School of Education
In the Graduate School of Education, academic advisors provide consultation for students
regarding their research plans, together with relevant study guidance. Taking advantage of its
small-group seminar instruction system, the Graduate School has ensured that academic advisors
provide close individual guidance, for instance, by helping students appropriately modify theirresearch plans. The Graduate School has held FD Seminars twice, at the end of AY 2010 and AY
2011, particularly intended for the discussion of its educational system, especially instruction inseminar classes. In these FD Seminars, participants exchanged information regarding class
instruction and instruction methods, with a view to enhancing their seminar instruction. The
abovementioned efforts have proven effective, according to the student satisfaction indicated in
the “student survey of teaching.”(2) Matters that need to be improved

Whole University

4.3-2-(2) Undergraduate Course
Use of the aggregated/analyzed data of the results of the “student survey of teaching” is left tothe discretion of each school. While educational improvement at the level of individual faculty
members has continuously been made via the preparation of a “class instruction improvement
report” etc., the level of effort varies between schools in terms of how the schools incorporate thesurvey results into specific measures for organizational improvement in the education provided.
Regarding this issue, the University will devise effective measures for improvement through theFaculty Development Subcommittee established within the Academic Affairs Committee andother bodies. The GPA System has permeated throughout the University, considering that GPA
scores are required when students study abroad, and that the commendation system is in place tohonor students with excellent grades. Meanwhile, further discussion is necessary, while learningfrom case examples at other universities, regarding measures for effective use of the GPA System
in providing learning support for students with poor performance, as well as improving students’motivation and attitude toward active, self-directed learning activities.
 Graduate Course
The appropriateness of the curriculum has thus far been rigorously examined at each graduate
school, and this has constituted the relevant examination system for the whole graduate course.
However, regarding the said appropriateness, cross-sectional examination encompassing all
graduate schools has yet to be conducted effectively.
While the University has made efforts to enhance syllabuses prepared in graduate schools, theitem “content of each class session” in the syllabus form is described in detail for some subjects,
and fairly roughly for other subjects. Achievement levels in each subject have not been specified
316

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System and Outcomes 3. Educational Systemin the syllabuses. The GPA System has been introduced only in the professional graduate schools,
i.e., the Law School and the Institute of Business and Accounting.

Schools

4.3-2-(2) School of Theology
As one of the objectives of the FD Workshop (School), the School of Theology has made afocused effort to define the position and significance of each subject from the perspective of theoverall educational principles of the School in each academic year. However, adequate efforts
have not been made in examining the teaching style and educational guidance of individual
faculty members, as well as in providing them with relevant training opportunities. In view of its
whole curriculum, the School must further discuss the achievement goals for each seminar subject,appropriate educational system and educational guidance for such goals, and how to use the LA
System, in the context of the process leading from “basic seminar” to “special research seminar”(to the elective subject “graduation thesis” in and after AY 2013).
 School of Humanities
The School of Humanities publicly provides syllabuses via the Internet, ensuring that students
can read the content of the syllabuses well before they commence studying each subject. However,the School is not aware of what percentage of students fully considers the content of syllabuses
before registering for, and studying subjects.
The School will introduce the Learning Assistant (LA) System in AY 2013. It has been decided
that LAs will be assigned to “basic information processing,” which is currently assigned toStudent Assistants, as well as to subjects featuring practicum, such as “geography and regional
culture studies seminar” and “psychological science statistics.” The School will examine theeffectiveness of the said assignment of LAs, and will explore the potential effectiveness of
possible assignment of LAs to other subjects.
 School of Law and Politics
While the School of Law and Politics launched IR (institutional research) projects in AY 2011 asa trial, insufficient data has been collected for necessary comparison and analysis. To use suchdata effectively, the School needs to collect and accumulate data continuously. 4.3-142)
 School of Economics
Instructors meetings of “specialized basic subjects,” which are provided in the School of
Economics as introductory subjects, are indispensable for coordination of classes between theirinstructors, sharing important data regarding the fundamental knowledge required for students tostudy economics. However, such data has not been shared among all instructors of specialized
subjects in an accurate manner.
 School of Business Administration
The School of Business Administration needs to improve the following points, which were notachieved as initially planned in implementation of the School’s new curriculum:
The subject “basic economics” has been assigned to a specific slot on the timetable that was notinitially intended, due to the difficulty in securing the necessary full-time faculty member. This
assignment must be corrected. The School must further enhance the system to prepare standard
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examinations, which are aimed at ensuring improved educational outcomes regarding subjects
provided in several classes. It has become necessary for the School to instruct students to have aneven more active learning attitude, in consideration of the revision of its curriculum, in which thenumber of compulsory subjects has increased and with the stricter eligibility for registering for“research seminar.” School of Policy Studies
The School of Policy Studies must establish a system whereby its administrative staff members,
as well as faculty members in charge of academic affairs, inspect the entries in syllabus forms,
equalizing the level of detail of the descriptions.
 School of Human Welfare Studies
The School of Human Welfare Studies will establish a permanent strategic meeting, with a viewto enhancing “regular examination” of its educational outcomes even further.
 School of Education
As a means to determine students’ learning outcomes, the School of Education conducts the“student survey of teaching” for each subject at the end of each semester. Individual subject
instructors are expected to improve their own teaching style and educational guidance in responseto the survey results. However, the School has thus far failed to use the survey results fororganizational improvement in terms of class instruction and educational guidance in the School
as a whole. In determining the students’ learning outcomes, the School has used only two
indicators, i.e., the results of the “student survey of teaching” and a “survey of students’ future
career plans,” however, this is not sufficient for the said purpose. Regarding the recognition of
credits that have been obtained by transfer students before they enter the School, the School has
not established relevant standards, since there have been no applicable cases so far.

Graduate Schools

4.3-2-(2) Graduate School of Humanities
As in the case of the School of Humanities, feedback of the results of the “student survey ofteaching” in the Graduate School of Humanities is only provided for individual faculty members.
While some survey results are discussed by the Graduate School Committee for Deliberation ofIssues, many issues are not suited to discussion by the whole of the Graduate Faculty Board, due
to the diversity in research fields of the Graduate School.
As objectives specific to the Graduate School, in AY 2009, it was decided to enable students toacquire a teacher’s license or other educational qualification (specialist certificate) during the firsthalf of the doctoral program; as well as to develop an exploration-oriented learning method
accommodating students who seek to become advanced specialists. However, discussions forachieving these objectives have not proceeded sufficiently.
 Graduate School of Law and Politics
The Graduate School of Law and Politics will convene the Graduate School Operation
Committee to discuss what level of detail is desirable for descriptions of syllabuses, how thesystem for inspecting syllabuses should be established, and how syllabuses should be inspected.

318

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 Graduate School of Economics
By defining the process and conditions for obtaining academic degrees, the Graduate School of
Economics has established a range of systems constituting a framework for degree conferment.
However, the specific content of guidance for students, instruction style, etc. are mostly left to thediscretion of individual academic advisors, and which varies depending on the competence ofeach advisor. A system to assess the content of such guidance, instruction, etc. has not been
established.
 Graduate School of Business Administration
In some syllabuses of subjects provided in the Graduate School of Business Administration,
instructors simply describe the outline of the class. This is the case with subjects with low student
enrollment, and is based on the idea that the educational content should desirably be adapted tothe academic level of individual students. As such, the detail of the class content described insyllabuses varies between subjects.
 Graduate School of Policy Studies
The Graduate School of Policy Studies revised its curriculum in AY 2011. While it may be too
early to determine the overall results of the curriculum revision, the Graduate School will increase
opportunities to exchange views with students by taking advantage of the Doughnut Hour andother occasions, so as to incorporate evaluations by students into the curriculum as soon as
possible.
 Graduate School of Language, Communication, and Culture
The Graduate School of Language, Communication, and Culture is scheduled to introduce new
subjects concerning English education for elementary school students in AY 2013. The Graduate
School must examine the appropriateness of the new subjects and other subjects revised as part ofthe curriculum revision, by conducting a “student evaluation of teaching” survey.
 Graduate School of Human Welfare Studies
Regarding regular examination of its educational outcomes, the Graduate School of Human
Welfare Studies has not established a sufficient system to conduct such examination on a regularbasis. This is an issue to be improved. In the Graduate School, this issue has already beenrecognized by graduate faculty members as a shared problem, and they are commencing
discussions on the issue.
 Graduate School of Education
As a means to determine students’ learning outcomes, the Graduate School of Education
conducts the “student survey of teaching” for each subject at the end of each semester. Individual
subject instructors are expected to improve their own teaching style and educational guidance, in
response to the survey results. However, the Graduate School has thus far failed to use the survey
results for its organizational improvement in terms of class instruction and educational guidancein the Graduate School as a whole. In determining the students’ learning outcomes, the Graduate
School has used only two indicators, i.e., the results of the “student survey of teaching” and a“survey of students’ future career plans,” however, this is not sufficient for the said purpose.
Regarding recognition of credits that have been obtained by transfer students before they enter the
Graduate School, the Graduate School has not established relevant standards, since no applicable319

Educational Content,

System and Outcomes 3. Educational Systemcases have occurred so far.

 Institute of Business and Accounting
The Institute of Business and Accounting has not provided students with an occasion to makeresearch presentations under the auspices of the Institute while they attend the second half of thedoctoral program, even though the Institute requires them to make at least one presentation at an
academic conference as a requirement for submitting doctoral dissertations.

3. Development Measures for the Future(1) Matters showing improvement

Whole University

4.3-3-(1) Undergraduate Course
The existing syllabus system is scheduled to be replaced by a new system in the fall semester of
AY 2013. The new system will require syllabus developers to enter “types of performance
evaluation and their proportion (required item).” The new syllabus incorporates “studies outsideclass hours” as an independent, required item. The items “textbook” and “reference literature” areplanned to be linked to the book search system. Through these revisions regarding syllabuses, theUniversity will achieve “credit substantialization” (an approach to promoting students’
self-directed studies and ensuring 45 hours of study for one credit) and rigorous evaluation of
students’ performance.
In the fall semester of AY 2012, the University officially introduced the Learning Assistant (LA)System. Prior to the official introduction, some schools and centers had employed the system as atrial, and this approximately one-year trial use of the LA System has already been showing great
learning and educational effectiveness. While an increased number of schools employ the system
as of the fall semester of AY 2012, the level of understanding of the objective of the system etc.
varies within the University. By promoting information sharing and dissemination regarding
effective use of the system, the University will accelerate the wider establishment and use of the
LA System, in an effort to create a Learning Community, which is a major aim of the University.
 Graduate Course
Graduate schools are expected to establish a substantial system for promoting graduate faculty
development, and make efforts to reduce variance in the detail of descriptions of syllabuses foreach subject in the preparation of syllabuses via the new system.

Schools

4.3-3-(1) School of Theology
While continuously promoting understanding of the Diploma Policy and Curriculum Policy andthe development of syllabuses that incorporates these Policies, the School of Theology also aims
to further enhance its educational system and educational guidance. To this end, the School will
convene the Curriculum Research Committee (School) to discuss and proceed with planning for
further development and deepening of the content of the FD Workshop (School).
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 School of Humanities
The School of Humanities will continue the ongoing restrictions on the number of registrable
credits and the student enrollment in specific subjects, with a view to enabling students to develop
an even more substantial study plan and receive finely tuned educational guidance. Regarding thecontinuous assignment of Assistants to classes of “basic information processing,” the School willassign Learning Assistants (LAs) from AY 2013, in place of Student Assistants (SAs).
 School of Law and Politics
The School of Law and Politics will further enhance its system of using Teaching Assistants(TAs) and Learning Assistants (LAs) who work as Student Assistants. The LA system
implemented throughout the University requires that LAs assigned to a given subject be
individuals who have studied and completed the same subject, in principle. 4.3-174) Under thissystem, the School is not permitted to assign LAs to “specialized seminar subjects,” which are
exclusively provided for fourth-year students. The School therefore employs TAs who are
graduate students for these subjects. The School will give special consideration to achieving
greater effectiveness in its educational activities by optimally coordinating the roles of TAs and
LAs.
 School of Economics
In the School of Economics, supplementary classes conducted in the spring semester of AY
2012 enabled a favorable educational cycle in that upper-year students provided instruction forlower-year students under the Learning Assistant (LA) System. It has been decided that
supplementary classes will continuously be provided to the subject “Fundamentals of Economy
and Economics B” in the fall semester. The School plans to employ graduate students andresearchers in the Graduate School of Economics as tutors to supervise LAs. The School willcompile and analyze data of the academic performance and progress in studies of students who
participated in the supplementary classes in the spring semester, for reference for the future
operation of such classes.
In consideration that the supplementary classes provide one-on-one instruction for a limited
number of students, the School will conduct a placement test to identify the students needing such
instruction. At the same time, the School will initiate planning to provide remedial education so as
to accommodate a large number of students.
 School of Business Administration
In the School of Business Administration, regarding the subject “commercial science seminar”
for first-year students, a system is in place whereby instructors of the seminar observe, as “classteachers,” the students’ learning attitude etc., and report specific points of note to the academic
affairs staff in the School administration. (The need (request) for such reports is communicated to
instructors at Undergraduate Faculty Board meetings.) This system has enabled the School toidentify problems that students face at an early stage in their undergraduate program, and takenecessary measures to address such problems. 4.3-180)
 School of Policy Studies
The School of Policy Studies has conducted nine “research presentation sessions for new faculty
members,” promoting mutual understanding between faculty members in the School and321

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invigorating their research activities. These presentation sessions have also promoted interaction
between faculty members, facilitating information sharing for standardized descriptions ofsyllabuses, development of teaching materials, joint fieldwork and other educational activities.
4.3-175)50p9 ～ 10

 School of Human Welfare Studies
The School of Human Welfare Studies will further increase its efforts in terms of regularexamination of educational outcomes.
 School of Education
The School of Education will promote cooperation between its committees and subject
instructor meetings, which discuss measures for improvement of its educational system andeducational guidance. The School will use FD Seminars and other occasions to exchange
information regarding relevant issues that need consideration, and problems to address and theiroutcomes, thereby accelerating improvement in the educational system and educational guidancein the whole School.

Graduate Schools

4.3-3-(1) Graduate School of Humanities
To encourage students to actively address the systematic research guidance they receive fromfaculty members, the Graduate School of Humanities has introduced a variety of measures tosupport their research activities, among which measures to enhance the students’ ability to makeresearch presentations in foreign languages have been achieving the intended positive effects. In
contrast, in certain research fields in which Japanese academic societies lead the world in
top-level research, educational measures and support measures for students’ research activities are
relatively insufficient. These fields attract a large number of students every year, and the social
need for such fields are not insignificant. In view of this situation, the Graduate School will make
improvements in its educational system and methods in a well balanced manner in the whole of
the Graduate School.
 Graduate School of Law and Politics
By convening the Graduate School Operation Committee, the Graduate School of Law and
Politics will continue discussions on various issues and measures concerning the Graduate School,such as grants-in-aid for young researchers and faculty development in the Graduate School, as
well as on students’ requests presented at FD Planning Meetings. The Graduate School will put
into practice as many such measures as possible by beginning with practicable ones.
 Graduate School of Economics
In the Graduate School of Economics, in AY 2012, a range of systems related to syllabuses andthe “student evaluation of teaching” survey were enhanced. The Graduate School will establish a
structure for examination of these systems by the Graduate School administration so as to ensure
the continuous, proper operation of these systems, and an efficient rectification of any possible
problems.

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 Graduate School of Policy Studies
The Graduate School of Policy Studies will continue to examine the effect of the curriculum
revision in AY 2011. Promotion of students’ participation in the Research Consortium and the
Research Fair is gradually contributing to the development in students of high level presentation
skills etc. The Graduate School will continue such promotion efforts. To enhance the quality ofpresentations, the Graduate School will also strengthen the relevant guidance by faculty members.
By supporting students in their research presentation activities outside the University, theGraduate School aims to enhance its presence in and outside Japan.
 Graduate School of Language, Communication, and Culture
To promote students’ research activities even further, the Graduate School of Language,
Communication, and Culture will increase academic interactions with contracted universities so
as to provide students with opportunities for research and presentation not only within the
University or Japan but also outside the country.
 Graduate School of Human Welfare Studies
The Graduate School of Human Welfare Studies revised its curriculum design and course
offerings in AY 2012, enhancing its curriculum, educational content and systems. The Graduate
School has also produced doctorate holders every year since its establishment in AY 2008,
demonstrating its successful educational outcomes.
 Graduate School of Education
As part of its faculty development effort, the Graduate School of Education will provide all
Graduate Faculty Board members with an opportunity to share information and understanding ofissues needing improvement, and discuss guidance systems and instruction methods for Master’stheses and doctoral dissertations, in order to enhance the current guidance/instruction systems andmethods.
(2) Matters that need to be improved

Whole University

4.3-3-(2) Undergraduate Course
The University recognizes the need to establish and propel the University-wide system forfaculty development promotion through a process of organic collaboration involving FD
Committees established in each school, in addition to the Faculty Development Subcommittee
established within the Academic Affairs Committee, which handles academic affairs for the whole
University, as well as to the Special Subcommittee on Faculty Development established within theCenter for Research into and Promotion of Higher Education. Specifically, the University must
consider, for the time being, introduction of a system of subject numbering for indicating the level,difficulty, etc. of each subject, from the viewpoint of enhancing the international acceptability of
the University’s education; establishment of an arrangement for encouraging the students’ studies
outside class hours, from the viewpoint of “credit substantialization”; and development of
indicators of learning outcomes, from the viewpoint of the need to measure and clarify theoutcomes of the study and research conducted by individual students. Regarding introduction of
the subject numbering system, the University will proceed with relevant discussions primarily
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System and Outcomes 3. Educational Systemthrough the Faculty Development Subcommittee established within the Academic Affairs
Committee, while sharing information among the whole University regarding case examples in the
School of Economics, which has already implemented the system. 4.3-176)

 Graduate Course
Regarding the GPA System, which, in KGU, only professional graduate schools have
implemented, the University will discuss the possibility of its introduction, while referring torelevant examples in the professional graduate schools, as well as graduate schools of otheruniversities where the system is already in place.

Schools

4.3-3-(2) School of Theology
In FD Workshops (School) in AY 2012, the School of Theology clearly defined the process
leading from “basic seminar” to “special research seminar” (to the elective subject “graduation
thesis” in and after AY 2013), and made arrangements to promote linkages between its seminar
subjects. The School will further discuss the systematic provision of a range of seminar subjects
in future meetings of the Curriculum Research Committee (School) and the FD Workshop(School).
To this end, the School must define examination standards for graduation theses, communicate
them to students, and establish a system whereby faculty members provide instruction inconsideration of these standards. The School will commence the necessary tasks regarding theexamination standards for graduation theses by convening the Curriculum Research Committee(School) and the FD Workshop (School). 4.3-177)
 School of Humanities
The “student survey of teaching” conducted in AY 2012 featured a question asking why thestudent registered for a specific subject, the answer choices of which included the option“Because the content of the syllabus interested me.” This question reveals how much information
students obtain from syllabuses, in advance, regarding the content of each class. The School of
Humanities will statistically examine the results for this question. If the results show a low score,
the School will increase its efforts to communicate the importance of understanding the content ofsyllabuses to students, by taking the opportunities afforded by orientations and other occasions.
 School of Law and Politics
The School of Law and Politics has decided to continue its IR (institutional research) projects.
4.3-178)
The School will continue to collect and accumulate related data for necessary comparison
and analysis.
 School of Economics
To invigorate faculty development activities by sharing, with the whole School, specificinformation provided in individual instructors meetings, which are held occasionally, the Schoolof Economics will establish an FD administration system for the School, with cooperation
between the School’s FD Committee and the Dean’s Office Committee.
The School will enable members of the School’s FD Committee, the Basic Education
Committee, the Specialized Education Committee and the Foreign Language Education
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System and Outcomes 3. Educational System

Committee to participate in, discuss and make proposals in each instructors meeting, as necessary,
regardless of the subject they teach. The School will also hold report meetings, workshops, etc., inorder to share the content of excellent reports and presentations among faculty members of the
School.

 School of Business Administration
The School of Business Administration will commence discussions in the School of Business
Administration FD Committee, for the purpose of appropriately understanding and determining
the educational effects of the implementation of a new curriculum, and identifying any problems
and issues that may arise in connection with the implementation of the curriculum.
To address the needs of students with learning attitude problems at an early stage in theundergraduate program, the School will ensure that the instructor of the relevant “commercial
science seminar” will review how the student engages in his/her studies and provide necessary
guidance based on the status of his/her acquisition of credits as of the end of the spring semesterof the first-year program. 4.3-180)
 School of Policy Studies
In the AY 2012 FD Committee, the School of Policy Studies will discuss new organizational
measures to inspect the descriptions of syllabuses.
 School of Human Welfare Studies
The School of Human Welfare Studies will conduct “regular examination” of its Diploma Policy,
program design, curriculum design, student performance evaluation, credit recognition andeducational outcomes.
 School of Education
The School of Education has not thus far used the results of the “student survey of teaching” forimprovement of its class instruction and educational guidance. In view of this situation, theSchool will promote discussions for the improvement of its class instruction and educational
guidance based on the survey results, by convening specific committees to deal with the planningand review of the School’s educational system and educational guidance (e.g., the Practicum
Committee; the Instructors’ Meeting of the Kindergarten Teacher- and Nursery Teacher-Training
Course; the Instructors’ Meeting of the Elementary School Teacher Training Course; subject
instructors meetings).
As indicators to determine learning outcomes of undergraduate students, the School will refer
not only to the range of survey results but also to the distribution of GPAs. The School will thus
review the indicators, based on which the abovementioned committees will consider theeducational system and the educational guidance provided. In and after AY 2013, the School plans
to conduct a survey regarding learning outcomes for graduates, and use the results forenhancement of its educational system and educational guidance.

Graduate Schools

4.3-3-(2) Graduate School of Humanities
To achieve the objectives of developing syllabuses characterizing the Graduate School of
Humanities and incorporating the syllabus content in the educational activities of the Graduate
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System and Outcomes 3. Educational System

School, it is a prerequisite for the Graduate School to understand the students’ future career plans,
which are expected to become increasingly diverse in the future. Particularly in the Graduate
School, which comprises diverse research fields, trends in the students’ intended future careers arevaried depending on the research field. The Graduate School will set out to collect necessary
information, including case examples at other universities, and analyze the current status as animportant task in the first phase to achieve the abovementioned objectives.

 Graduate School of Law and Politics
The Graduate School of Law and Politics will conduct a student survey to determine what levelof detail is desirable for the descriptions of syllabuses, and will proceed with the necessary
discussions for such determination.
 Graduate School of Economics
The Graduate School of Economics is scheduled to establish its FD Committee by the end of AY
2012. To ensure that this committee will improve the Graduate School’s educational system,
content, etc. in a systematic and efficient manner, systems related to the committee must be
appropriately designed and properly operated. An arrangement for inspecting such appropriate
design and operation is also indispensable.
 Graduate School of Business Administration
Since AY 2012, at meetings of its Graduate Faculty Board, the Graduate School of Business
Administration has requested class instructors that regarding a specific subject, even if it isdifficult to initially provide a syllabus containing more than the outline of the class content, theinstructors should disclose and make public a syllabus of the subject without delay, after revising
the syllabus based on the fixed class content that has been reviewed after prospective students forthe class have been fixed. 4.3-96)p.3
 Graduate School of Policy Studies
In the Graduate School of Policy Studies, academic advisors undertake the role of reviewing
whether their guidance for students is provided in full consideration of the ability andqualification of individual students. To ensure that the whole Graduate School examines how such
review is conducted, thereby preventing “closed-door” educational guidance, the Graduate School
will strengthen the linkages between “research project” and the authoring of theses/dissertations,enabling multiple faculty members to provide close guidance for research activities by multiple
students.
 Graduate School of Language, Communication, and Culture
The Graduate School of Language, Communication, and Culture will examine theappropriateness of the new subjects to be introduced in AY 2013, as well as all other subjects
revised as part of the curriculum revision, by conducting a “student evaluation of teaching”
survey.
 Graduate School of Human Welfare Studies
The Graduate School of Human Welfare Studies will establish a system for “regularexamination,” with a view to enhancing its educational outcomes.

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System and Outcomes 3. Educational System

 Graduate School of Education
Regarding recognition of credits that have been obtained by transfer students before they enter
the Graduate School of Education, the Graduate School will promote discussion for establishmentof appropriate standards in conformity with the provisions stipulated in the Standards for
Establishment of Universities and other related laws and regulations.
 Institute of Business and Accounting
In the current examination process for degree conferment by the Institute of Business andAccounting, students are required to prepare an “interim report of the doctoral dissertation”
one-and-a-half years after their entrance to the Institute, and submit it to the Institute. By
providing an opportunity for students to present their research findings based on the “interim
report of the doctoral dissertation,” the Institute will develop in students high level presentation
skills so as to prepare them for making presentations at academic conferences. As such, theInstitute aims to reinforce its educational guidance system as a whole.

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Chapter 4 Educational Content, System and Outcomes 4. Outcomes

Chapter 4
Educational Content,
System and Outcomes
4. Outcomes
4.成果

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Chapter 4 Educational Content, System and Outcomes 4. Outcomes

Chapter 4 Contents
4. Outcomes

1. Current Status(1) Have educational outcomes been achieved in line with the educational objectives?
Whole University
 Undergraduate Courseエラー ブックマークが定義されていません。
 Graduate Courseエラー ブックマークが定義されていません。

Schools School of Theologyエラー ブックマークが定義されていません。
 School of Humanitiesエラー ブックマークが定義されていません。
 School of Sociologyエラー ブックマークが定義されていません。
 School of Law and Politicsエラー ブックマークが定義されていません。
 School of Economicsエラー ブックマークが定義されていません。
 School of Business Administrationエラー ブックマークが定義されていません。
 School of Science and Technologyエラー ブックマークが定義されていません。
 School of Policy Studiesエラー ブックマークが定義されていません。
 School of Human Welfare Studiesエラー ブックマークが定義されていません。
 School of Educationエラー ブックマークが定義されていません。
 School of International Studiesエラー ブックマークが定義されていません。

Graduate Schools
 Graduate School of Theologyエラー ブックマークが定義されていません。
 Graduate School of Humanitiesエラー ブックマークが定義されていません。
 Graduate School of Sociologyエラー ブックマークが定義されていません。
 Graduate School of Law and Politicsエラー ブックマークが定義されていません。
 Graduate School of Economicsエラー ブックマークが定義されていません。
 Graduate School of Business Administrationエラー ブックマークが定義されていません。
 Graduate School of Science and Technologyエラー ブックマークが定義されていません。
 Graduate School of Policy Studiesエラー ブックマークが定義されていません。
 Graduate School of Language, Communication, and Cultureエラー ブックマークが定義されていません。
 Graduate School of Human Welfare Studiesエラー ブックマークが定義されていません。
 Graduate School of Educationエラー ブックマークが定義されていません。
 Institute of Business and Accountingエラー ブックマークが定義されていません。

(2) Is the award of academic degrees (the approval of graduation /course completion) conducted in an appropriate manner?
Whole University
 Undergraduate Courseエラー ブックマークが定義されていません。
 Graduate Courseエラー ブックマークが定義されていません。

Schools School of Theologyエラー ブックマークが定義されていません。
 School of Humanitiesエラー ブックマークが定義されていません。
 School of Sociologyエラー ブックマークが定義されていません。
 School of Law and Politicsエラー ブックマークが定義されていません。
 School of Economicsエラー ブックマークが定義されていません。
 School of Business Administrationエラー ブックマークが定義されていません。
 School of Science and Technologyエラー ブックマークが定義されていません。

329

Chapter 4 Educational Content, System and Outcomes 4. Outcomes School of Policy Studiesエラー ブックマークが定義されていません。
 School of Human Welfare Studiesエラー ブックマークが定義されていません。
 School of Educationエラー ブックマークが定義されていません。
 School of International Studiesエラー ブックマークが定義されていません。

Graduate Schools
 Graduate School of Theologyエラー ブックマークが定義されていません。
 Graduate School of Humanitiesエラー ブックマークが定義されていません。
 Graduate School of Sociologyエラー ブックマークが定義されていません。
 Graduate School of Law and Politicsエラー ブックマークが定義されていません。
 Graduate School of Economicsエラー ブックマークが定義されていません。
 Graduate School of Business Administrationエラー ブックマークが定義されていません。
 Graduate School of Science and Technologyエラー ブックマークが定義されていません。
 Graduate School of Policy Studiesエラー ブックマークが定義されていません。
 Graduate School of Language, Communication, and Cultureエラー ブックマークが定義されていません。
 Graduate School of Human Welfare Studiesエラー ブックマークが定義されていません。
 Graduate School of Educationエラー ブックマークが定義されていません。
 Institute of Business and Accountingエラー ブックマークが定義されていません。

2. Check and Evaluation(1) Matters showing improvement
Whole University
 Undergraduate Courseエラー ブックマークが定義されていません。

Schools School of Theologyエラー ブックマークが定義されていません。
 School of Humanitiesエラー ブックマークが定義されていません。
 School of Economicsエラー ブックマークが定義されていません。
 School of Business Administrationエラー ブックマークが定義されていません。
 School of Policy Studiesエラー ブックマークが定義されていません。
 School of Human Welfare Studiesエラー ブックマークが定義されていません。
 School of Educationエラー ブックマークが定義されていません。

Graduate Schools
 Graduate School of Humanitiesエラー ブックマークが定義されていません。
 Graduate School of Business Administrationエラー ブックマークが定義されていません。
 Graduate School of Policy Studiesエラー ブックマークが定義されていません。
 Graduate School of Language, Communication, and Cultureエラー ブックマークが定義されていません。
 Graduate School of Human Welfare Studiesエラー ブックマークが定義されていません。
 Graduate School of Educationエラー ブックマークが定義されていません。

(2) Matters that need to be improved
Whole University
 Undergraduate Courseエラー ブックマークが定義されていません。

Schools School of Theologyエラー ブックマークが定義されていません。
 School of Humanitiesエラー ブックマークが定義されていません。
 School of Policy Studiesエラー ブックマークが定義されていません。
 School of Educationエラー ブックマークが定義されていません。

Graduate Schools
 Graduate School of Humanitiesエラー ブックマークが定義されていません。

330

Chapter 4 Educational Content, System and Outcomes 4. Outcomes Graduate School of Policy Studiesエラー ブックマークが定義されていません。
 Graduate School of Language, Communication, and Cultureエラー ブックマークが定義されていません。
 Graduate School of Human Welfare Studiesエラー ブックマークが定義されていません。
 Graduate School of Educationエラー ブックマークが定義されていません。
 Institute of Business and Accountingエラー ブックマークが定義されていません。

3. Development Measures for the Future(1) Matters showing improvement
Whole University
 Undergraduate Courseエラー ブックマークが定義されていません。

Schools School of Theologyエラー ブックマークが定義されていません。
 School of Humanitiesエラー ブックマークが定義されていません。
 School of Economicsエラー ブックマークが定義されていません。
 School of Business Administrationエラー ブックマークが定義されていません。
 School of Policy Studiesエラー ブックマークが定義されていません。
 School of Human Welfare Studiesエラー ブックマークが定義されていません。
 School of Educationエラー ブックマークが定義されていません。

Graduate Schools
 Graduate School of Humanitiesエラー ブックマークが定義されていません。
 Graduate School of Business Administrationエラー ブックマークが定義されていません。
 Graduate School of Policy Studiesエラー ブックマークが定義されていません。
 Graduate School of Language, Communication, and Cultureエラー ブックマークが定義されていません。
 Graduate School of Human Welfare Studiesエラー ブックマークが定義されていません。
 Graduate School of Educationエラー ブックマークが定義されていません。

(2) Matters that need to be improved
Whole University
 Undergraduate Courseエラー ブックマークが定義されていません。

Schools School of Theologyエラー ブックマークが定義されていません。
 School of Humanitiesエラー ブックマークが定義されていません。
 School of Policy Studiesエラー ブックマークが定義されていません。
 School of Educationエラー ブックマークが定義されていません。

Graduate Schools
 Graduate School of Humanitiesエラー ブックマークが定義されていません。
 Graduate School of Policy Studiesエラー ブックマークが定義されていません。
 Graduate School of Language, Communication, and Cultureエラー ブックマークが定義されていません。
 Graduate School of Human Welfare Studiesエラー ブックマークが定義されていません。
 Graduate School of Educationエラー ブックマークが定義されていません。
 Institute of Business and Accountingエラー ブックマークが定義されていません。

* Chapter 4 does not contain reports of the Law School, the Business School or the Accounting School of the Institute ofBusiness and Accounting, since these schools have received a Certified Evaluation and Accreditation for professional
graduate schools within the past five years.

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1. Current Status(1) Have educational outcomes been achieved in line with the educational objectives?

Whole University

4.1-1-(1) Undergraduate Course
Kwansei Gakuin University (KGU) established the General Office for Educational Research in 1972 as
an organization to examine educational outcomes of the whole University. The Office undertook andfulfilled the responsibilities of collecting and analyzing a variety of education-related information,
conducting the University-wide “student survey of teaching,” and using the survey results to provide
lecture sessions and other opportunities aimed at raising awareness of faculty development promotion andto form relevant research projects. In AY 2010, the Office was reorganized into a new organization, theCenter for Research into and Promotion of Higher Education. 4.4-1)
The purpose of the establishment of this Center is to “contribute to further enrichment and advancementof education in Kwansei Gakuin University by developing its faculty and enhancing the quality ofeducation.” The Center has a function similar to that of a think tank, and this has enabled the University toconstantly understand and examine its educational outcomes, facilitating a University-wide effort toenhance its educational performance. Each school etc. accepts the results of such University-wide
examination as fundamental information for further enhancement of its educational outcomes. Based onsuch information, each school etc. endeavors to regularly examine and reform the content of its education
through the Curriculum Committee and other committees. KGU’s New Medium-term Plan, which wasformulated in AY 2009, sets forth the objectives “Establishment of ‘e-Portfolio’ and a self-assessment
system regarding the level of learning achievements” and “Introduction of an e-student register” in aneffort to create an “ICT campus.” Steady progress is expected in the efforts to achieve these objectives.
4.4-2)KGU has employed three means to examine its educational outcomes: (1) “student survey of teaching”(for enrollees in each subject), 4.4-3) (2) “college community survey” (for current students) 4.4-4) and (3)“KGU graduates survey” (for graduates). 4.4-5)
The “student survey of teaching,” which was introduced in AY 2005, is implemented for all classes in a
specified period in each semester. Up to AY 2011, the survey was conducted in two forms; one was acomplete survey conducted every three years by using both multiple-choice (OMR-based) and open-ended
questions, and the other was a survey conducted in a year between two rounds of the triennial survey byusing a questionnaire composed of open-ended questions. Since AY 2012, the survey using both
multiple-choice (OMR-based) and open-ended questions has been conducted in each semester. In addition
to this, the University has introduced an online survey 4.4-6) as a trial, initiating a new form of survey
efforts.
The “college community survey” has been conducted since AY 1976. This survey is intended for the
University to “understand the status of campus life that students currently attending the University lead,and analyze how the students understand and evaluate their own campus life, and thereby clarify whatissues and problems the University should address, while obtaining a useful guide to making
improvements in the aspect of educational activities, in particular.” Through this survey, the University
has made efforts to not only measure learning outcomes quantitatively but also understand the status of its
education and students’ campus life qualitatively. 4.4-4)
The “KGU graduates survey,” which was first implemented in AY 1999, has thus far been conducted
three times. In the questionnaire, questions regarding “educational outcomes” in particular have relevance333

Chapter 4 Educational Content, System and Outcomes 4. Outcomesto this section in the self-assessment report. In the most recent survey, approximately 84 percent of the
respondents answered that they had a fulfilling campus life at KGU. As for subjects that had provenespecially useful in their activities after graduation, approximately 43 percent chose “specialized
subjects,” and approximately 40 percent chose “seminars.” 4.4-7)
Since AY 2010, schools of KGU have participated in the “Four Universities IR Network,” which waslaunched by Doshisha University, Hokkaido University, Osaka Prefecture University and Konan
University in AY 2009. By participating in this network, the schools have endeavored to collect andanalyze the necessary data to determine their educational outcomes. 4.4-8) In AY 2009, KGU introduced theTOEIC test throughout the University. By requiring first- and third-year students to take the test, KGU
measures how their English proficiency has increased after their entrance to the University. 4.4-9)

 Graduate Course
As described in Chapter 4-1, the educational objectives of Kwansei Gakuin University Graduate School
are set forth in the general provisions of the Graduate School Regulations, based on which it conducts
educational and research activities. Each graduate school provides education based on three policies it has
specified: the Admission Policy, the Curriculum Policy and the Diploma Policy. The status of students’acquisition of Master’s, doctoral or professional degrees is the most appropriate indicator to determine thestudents’ learning outcomes. In this context, successful learning outcomes have been fully achieved by
graduate students, since graduate schools have produced, every academic year, degree holders who havepassed through a proper examination process.
This section of the report discusses the survey of the career paths of those completed the graduate
course of KGU, as an indicator to measure students’ learning outcomes other than the status of degree
conferment. In addition to the abovementioned indicators, each graduate school has adopted its own
indicators to determine the students’ learning outcomes. Based on such indicators, graduate schools
evaluate learning outcomes in a manner suited to their research fields.
Employment rates largely depend on the current economic situation in society. It is undeniable that the
bleak economy in recent years has cast a serious shadow over the employment situation of students whocomplete the graduate course. The employment rate in AY 2011 of students who completed the
University’s Master’s program stood at 77.5 percent. Meanwhile, regarding students who have completed
the doctoral program, the University has put in place a “graduate researcher system” to help them acquire
doctorates. Under this system, about half the students who have completed the doctoral program become
graduate researchers, aiming to complete their doctoral dissertations and obtain a doctorate.

Schools

4.4-1-(1) School of Theology
The School of Theology has not undertaken specific planning regarding methods to conduct follow-up
surveys for graduates and analyze their results. On the other hand, regarding surveys for current students,
since AY 2011, the School has participated in the investigation activities conducted by the Universities IR
Consortium (executive office: Doshisha University Higher Education and Student Research Center), andin parallel with this, the School has commenced developing methods to analyze data obtained from thesaid investigation, as a trial. The School has continued to accumulate a range of data regarding students
who entered the School in or after AY 2004 — the type of entrance examination each student used andhis/her rank in the examination; the course he/she enrolled in; his/her academic performance (averagescore, including GPA); the status of his/her participation in academic programs, such as theMultidisciplinary Studies Program (MDS Program) and overseas training programs; changes in his/her334

Chapter 4 Educational Content, System and Outcomes 4. Outcomesenrollment; and his/her career choice after graduation, etc. The accumulated data indicates, for instance,
an increase in students’ interest in language studies, as evident in the recent data of the number ofparticipants in overseas language training programs (AY 2010: one for English and two for German; AY
2011 (planned): one for English, one for Chinese and one for Korean; AY 2012 (planned): one in the East
Asia Student Encounter program (Indonesia exchange seminar)), as well as the number of newparticipants in intensive University-wide language programs, i.e., the Intensive German Program (AY
2010: 10 students, AY 2011: zero students, AY 2012: three students) and the Intensive English Program(AY 2010: one students, AY 2011: three students [including two participants in the summer intensive
program], AY 2012 (planned): five students). The School must explore how to relate and analyze these
data, and decide to which internal committee(s) the School should assign the task of examining andmaking effective use of the data. It is characteristic of the School that a high rate of students choose toproceed to the Graduate School of Theology of KGU (23.3% of the graduates in AY 2009; 21.9% in AY
2010; 20.6% in AY 2011). 4.4-10) The School recognizes these high rates as desirable in terms of thedevelopment of missionaries, which the School aims to achieve by using its six-year integrated
educational program. In this respect, the School must consider investigating the outcomes of thiseducational objective, in cooperation with the Graduate School.

 School of Humanities
The School of Humanities has kept the barriers between departments/majors low, with a view to helping
students equip themselves with an extensive range of knowledge in the humanities. Students are afforded
a relatively free choice in studying subjects of other departments and majors, not only in fields related totheir major discipline but also based on their own interests and curiosity. Many students use thisarrangement to study subjects provided by other majors, acquiring a broad range of knowledge andeducation. The School has also established its own “minor (sub-major) system” within the School, so thatstudents can systematically study specialized disciplines in other majors. However, the number of users of
this system has recently been on the decline, in terms of both those enrolled in a program under thissystem and those who complete it, as in the case of the Multidisciplinary Studies Program (MDS
Program). 4.4-11) This decline is partly attributable to problems in the design of the system itself: A student
cannot apply for more than one program, and applications for the minor system are allowed only during
the course registration period for the spring semester of the student’s third year of study, while many
subjects registrable as minor subjects are basically available for all students in the relevant major field,
including first-year students.
In the “student survey of teaching,” the score marked by respondents in the entire School averaged 4.2
regarding the item: “After studying this class, I have obtained knowledge (skills) and perspectives that are
new for me,” with an average score of 4.1 regarding the item: “I am generally satisfied with this class.” Assuggested by these results, the School has generally achieved successful educational outcomes. In
particular, the average score for the abovementioned items stood as high as 4.5 and 4.4, respectively,
regarding “seminar/experiment subjects,” which account for more than one fourth of the entire course
offerings in the School. These results indicate that positive educational effects are more achievable inclasses using an instruction style where students actively participate in and contribute to class activities,
such as discussions and experiments in small-group seminars. 4.4-12)
 School of Sociology
To examine the level of students’ learning achievement, the School of Sociology uses the “student
survey of teaching,” which is conducted throughout the University. 4.4-13)
This survey, which contains questions to clarify the students’ learning achievement level, is aimed at
helping class instructors use the resulting evaluation and comments to enhance the content of their classes
335

Chapter 4 Educational Content, System and Outcomes 4. Outcomes

and their teaching approach for subsequent academic years. The survey results are statistically aggregatedas macro data. Based on these results, class instructors are expected to explain their ideas regarding
specific measures for improvement of their classes etc. These results and the instructors’ remarks, etc. aredisclosed via the public folder on the University’s online system. 4.4-14)
The School has set two specific educational objectives: One is to help students learn methods ofempirical social research aimed at solving a variety of social problems, and thereby produce students withthe “social researcher” qualification, which is accredited by a nationwide academic society. 4.4-15)
In AY 2011, 42 students acquired the “social researcher” qualification.
The other specific objective is to produce individuals who have been equipped with a broader outlook,specialized knowledge and the ability to put ideas into practice in diverse fields, such as private businesses
in the financial, distribution, manufacturing and other industries; newspaper, broadcasting, advertising,publishing, communications and other companies in the information media sector; civil service; teaching;NPOs and NGOs; as well as in academia as graduate students. 4.4-15),4.4-16)
In AY 2011, graduates of the School entered a wide variety of businesses and industries, such as
financial services and insurance (22.2%), manufacturing (20.9%), wholesaling (12.0%), information andcommunications (5.3%), retailing (5.3%) and the mass media (4.6%). 4.4-17)
In 2010, as one of the projects commemorating its 50th anniversary, the School conducted a survey ofapproximately 8,000 graduates out of a population of more than 20,000 graduates of the School. Thissurvey asked the respondents how the education and campus life they had at the School of Sociology
affected their life after graduation. While the School aimed at obtaining a guide to exploring future
directions in its education and research, the survey was also useful for obtaining information regarding its
educational outcomes. 4.4-18)
While the School has not thus far quantitatively determined the “learning outcomes” that reflect theeffects of its educational activities, it has taken, or plans to take, two specific measures for better
educational/learning outcomes. One is to participate in the Japanese College Student Survey (JCSS) in AY
2012. This survey provides a wide variety of indicators to measure learning outcomes, such as changes instudents’ abilities and knowledge after entering university. The other measure for enhancement of learning
outcomes is to revise the questions in the “student survey of teaching” and improve the methods foranalyzing the results so as to effectively identify what improvements should be made, and put them into
practice. The School also plans to sort the basic concepts etc. in sociology, incorporate them into a
specialized introductory education program in an effective manner, and check the results of sucheducation by conducting an achievement test to examine what level the students’ knowledge has reachedupon their promotion to a higher educational program.

 School of Law and Politics
Student survey of teaching: The School of Law and Politics has periodically conducted the “student
survey of teaching” in conformity with the survey procedure standardized in the whole University. The
survey contains multiple-choice (OMR-based) questions on the learning outcomes the students haveachieved in the class, and this requires students to self-evaluate their learning outcomes. In addition tothese OMR questions, class instructors are allowed to add open-ended questions at their discretion,
enabling them to collect additional information as necessary. Instructors receive raw answers to the
open-ended questions they have asked. Answers provided on the OMR sheets are aggregated, the resultsof which are returned to each instructor, and are disclosed via the public folder on the University’s online
system. As such, the School has established a system to collect students’ opinions on each class, including
self-evaluations regarding their learning outcomes, and thereby obtain the necessary information to makethe class instruction more effective. 4.4-19),4.4-20)
Examination of educational outcomes by IR: The School introduced a trial IR (institutional research)
336

Chapter 4 Educational Content, System and Outcomes 4. Outcomesproject in AY 2011, in which the School conducted a specific survey for students. This survey is expected
to contribute to examining part of the educational outcomes of the School. However, the School has not
examined the data of survey results in terms of a year-on-year comparison. 4.4-21)

 School of Economics
The School of Economics provides academic guidance based on specific viewpoints that are
encapsulated in its educational objectives: (1) acquisition of an economics mindset, (2) emphasis on
foreign language education, (3) emphasis on small-group seminar education, (4) education support basedon achievement levels, (5) emphasis on Chapel Hours and (6) expansion of official extracurricular
education.
One of the major outcomes of the School’s academic guidance is the students’ launching themselves
successfully into their respective career paths after graduation. Around June every year, the School holds
an “information/view exchange meeting on students’ career paths” with the Center for Career Planningand Placement. At this meeting, the School and the Center discuss issues regarding the percentage of
job-seeking students graduating from the School in March who enter employment, as well as overall
trends in the employment of these students, and use the results of the discussions as one of the factors forevaluation of the School’s education. The said percentage stood at 96.4% in AY 2009, 95.8% in AY 2010,
and 93.8% in AY 2011. 4.4-22) Most of these students who have found employment are currently working in
the private sector, displaying their abilities in diverse fields of business and industry. 4.4-10)
As an official extracurricular educational activity, an “Inter-Seminar Conference” (debate, researchpresentation) is held in the School in November every year, by primarily involving “basic seminar” and“research seminar” classes. This conference is planned and operated under the leadership of the
Eco-Seminar Committee, a group of interested students, and the conference is prepared via liaison
meetings of representatives of each seminar class. This approach has contributed to developing
self-initiative in students. Research presentations made at Inter-Seminar Conferences are organized into
academic papers by students (presenters), compiled into a collection of papers in a form of a book, anddistributed to students. 4.4-23)
In AY 2009, commemorating the 75th anniversary since its establishment, the School held a large scale
research presentation session titled “Econofesta.” Econofesta featured research presentations by students
on seven themes, including international affairs, the environment, and the Kansai economy. Presentations
were made by a total of 33 teams, including teams from universities outside Japan, such as the National
University of Singapore and Yonsei University (Korea), as well as from other universities in Japan, suchas Keio University and Sophia University. 4.4-24)“Econo Forum 21” is a journal issued annually by the School since 1996. In its planning and editing
process, both students and faculty members deliberate and cooperate on an equal footing. “Econo Forum21” is distributed to students currently attending the University, as well as at Education Meetings andother events that are held as part of the open house for those considering taking the entrance examination
for the School and their parents and guarantors. 4.4-25)
To measure students’ attitudes toward education including the abovementioned activities, since AY 2011,
the School has participated in the survey conducted by the Four Universities IR Consortium. The School
will proceed with the analysis of the survey results.
The School has independently introduced the TOEIC IP test for all students in their second year of study.
Educational programs aimed at preparing for this test are incorporated into English classes, contributing to
the promotion of foreign language education, one of the educational objectives of the School. For students
who acquire a high score in the TOEIC IP and other specific tests, the School recognizes credits ofspecified English subjects, motivating students to increase their efforts in studying English. (A similar
credit recognition system for “language education subjects” has also been introduced in the subjects of337

Chapter 4 Educational Content, System and Outcomes 4. Outcomes

French, German, Chinese, Korean, Spanish and Japanese.) 4.4-26)p.19-21

 School of Business Administration
The School of Business Administration uses GPA and the average score of subjects studied as one of theindicators to measure educational outcomes in line with its educational objectives.
As a consequence of the effective use of GPA and the average score as described below, the School has
achieved considerable positive outcomes.
To commend students who achieve a high GPA, at the beginning of each academic year, the School
announces the names of students with GPAs in the top five percent in the previous academic year. The
upper limit on the number of registrable credits is eased for students with a high GPA. Students who haveachieved a 3.0 or higher GPA in a given semester are allowed to register for up to four more credits than
the standard upper limit for registrable credits in the subsequent semester. 4.4-27)p.42 In recommending
students from overseas etc. for scholarship grants, the School conducts screening in consideration of theaverage score of subjects studied by the student, as well as the number of credits he/she has obtained.
Regarding study abroad programs, students must have GPAs in the top 60 percent to be recommended as a
candidate to participate in such programs.
The average score and other results of students’ academic performance are referred to as requirements
for taking the “entrance examination only on the basis of interview (for third-and fourth-year students)”
for the Graduate School of Business Administration. 4.4-28),4.4-29)
As described above, the possibility of studying abroad or advancement to a graduate course largely
depends on the academic performance each student achieves in their coursework. This is fullycommunicated to all students, including first-year students, in the orientation for new entrants and onother occasions, thereby increasing the motivation of students to study.
The School has implemented a system whereby it recognizes credits of specific subjects for students
who pass a specified certification/qualification examination. This credit recognition system has
encouraged students to undertake additional study outside class hours, and has also supported students intheir self-directed learning, since they can broaden the scope of their studies by registering for a variety ofsubjects, instead of just subjects with content overlapping that of the said certification/qualification
examination. 4.4-27)p.54-59
The School has seen an increase in the number of commercial science majors who use theMultidisciplinary Studies Program (MDS Program) to study in other schools etc., as well as students fromother schools who study in the School of Business Administration through the same program. 4.4-30)
As described above, the School has achieved educational outcomes in line with its educational
objectives.
 School of Science and Technology
As indicators of learning outcomes, the School of Science and Technology refers to the percentage ofstudents who advance to the graduate course, as well as the percentage of job-seeking students who enter
employment. In the School, a relatively high percentage (approximately 50%) of students advance to thegraduate course; Specifically, this percentage stood at 43.3% in AY 2009, 51.5% in AY 2010, and 47.9%
in AY 2011. The percentage of job-seeking students who enter employment exceeds the national average,
standing at 95.2% in AY 2009 (national average: 91.8%), 97.2% in AY 2010 (national average: 91.1%)
and 99.4% in AY 2011 (national average: 93.6%). 4.4-31) Other useful indicators of learning outcomes
include GPAs, as well as the percentage of students promoted to the fourth-year program without
repeating any preceding year of their undergraduate program. The School uses GPAs for honoring
students with outstanding academic results, as well as for notifying the students’ academic performance totheir guarantors if the student’s performance is poor. On the day of the announcement of the result of338

Chapter 4 Educational Content, System and Outcomes 4. Outcomes

students’ academic performance, the School honors students with remarkable academic results who rank
in the top 10 percent in GPA among all students in their respective departments. The School also posts a
distribution chart of the cumulative GPA of all students. Regarding students promoted to the fourth-year
program without repeating any preceding year of their undergraduate program, the School has maintained
the percentage of such students at around 85%; This percentage stood at 87.6% among entrants to the
School in AY 2005, 86.4% in AY 2006, 84.1% in AY 2007, and 82.4% in AY 2008. 4.4-32)
Students have self-evaluated their learning activities in class since AY 2005 as part of the “student
survey of teaching,” in which students respond to both multiple-choice (OMR-based) questions andopen-ended questions. Based on the survey results, class instructors prepare and submit a report
explaining measures to improve their classes. When needing input from external entities regarding its
education etc., the School, arranges, on an ad hoc basis, to receive comments from the advisory committee,
which comprises both graduates and experts in relevant fields. 4.4-33) The School also holds a meeting of
graduates and members of the Dean’s Office Committee once a year. This meeting, in which theeducational affairs of the School are reported, provides a good opportunity to understand the views ofgraduates regarding the School. 4.4-34) Surveys for graduates were conducted by the Department of Physics
and the Department of Chemistry upon reorganization of the School in AY 2002; by the Department of
Bioscience and the Department of Informatics upon reorganization of the School in AY 2009; and by the
Department of Physics in AY 2010. The survey results were discussed in the Department Meeting, andwere incorporated into educational activities in each department. 4.4-35)

 School of Policy Studies
With a view to increasing students’ motivation for their studies and enhancing their learning activities,
the School of Policy Studies has adopted the GPA System as an effective means to evaluate theirperformance in the coursework provided. Their performance in each subject is evaluated on a five-point
scale (0, 1, 2, 3 and 4), based on which an average grade for all subjects they study is indicatednumerically. As such, the School has taken measures to improve its performance evaluation system andthereby further increase students’ motivation for their studies. As one of these measures, since AY 2005,
the School has independently implemented a system to honor students with outstanding academic results.
The data of the distribution of performance evaluation results in each subject is made accessible to all
faculty members. To commend students for their learning outcomes, the School has put in place a system
whereby it honors the students’ presentations and research activities conducted at the Research Fair, aresearch presentation event held in November each year under the auspices of the School. The number ofpresentations (the number of students who make presentations) has increased year by year — from 92
presentations in AY 2010 to 152 presentations in AY 2011. As such, commendations within the frameworkof the Research Fair have achieved a positive effect on increasing students’ motivation for their studies.
4.4-36)The School has also implemented other commendation programs, such as the School of Policy
Studies Award for Outstanding Paper (Kojima Award), which is granted for excellent papers authored by
students in their third or lower year of study; and the School of Policy Studies Award for Excellence in
Graduate Research (Anbo Award), which is granted for excellent graduation theses. These awards arerecognized as one of the objectives pursued by students who engage in research activities at the School.
4.4-37)50p5-6
Self-evaluation by students of their learning activities is conducted as part of the “student
evaluation of teaching” survey conducted annually for all subjects. This survey incorporates questions tobe answered on a five-point scale, regarding their own motivation to contribute to the class and theirlearning attitudes in the class. To evaluate educational outcomes in terms of the status of students after
graduation, in AY 2009, the School distributed a survey to graduates, asking them about their employment
after graduation, changes of jobs, and the relationship between their career paths after being employed andtheir learning at the School. The survey results were incorporated into Volumes 4 and 5 of a series of339

Chapter 4 Educational Content, System and Outcomes 4. Outcomesbooklets issued by the School, titled, literally, “Easy guide to the School of Policy Studies: Using learningat the School of Policy Studies for your job-hunting and future career.” These booklets are distributed to
students and faculty members. 4.4-38) The School holds an exchange of views meeting regarding students’career paths with the Center for Career Planning and Placement on an annual basis, in conjunction with ameeting of the School Administration. At this meeting, the School exchanges detailed information with
the Center, endeavoring to collect a range of necessary information and understand how the graduates
have been evaluated at their workplaces and how well they have worked there. Considering the overallsituation described above, the School is convinced that it has achieved positive educational outcomes inline with its educational objectives.

 School of Human Welfare Studies
The educational objectives of each of the three departments in the School of Human Welfare Studies are
specified in the section “purpose of establishment and the reason for the necessity of establishment” in the
document “notification of the establishment of the School of Human Welfare Studies,” which is publicly
accessible via the School’s section on KG’s official website. 4.4-39) As indicators to determine whether theintended educational outcomes have been achieved, the School refers especially to two aspects: One is thedevelopment of human resources with expertise in line with its educational objectives. (the pass rate of thenational qualification examination for Certified Social Worker / Psychiatric Social Worker; the number ofjunior high school / high school teaching license holders; the pass rate of the civil service examination; thenumber of holders of the qualification for “junior-level sports instructors for the disabled” and thequalification for “camp instructors”; the percentage of students who find employment at welfare- andhealth-related facilities and institutions; the percentage of students who find employment at NPOs andNGOs involved in welfare, health and international assistance; the percentage of students who proceed to
the graduate course; and the number of projects to establish social organizations, etc.). The other is thestatus of students’ employment in fields closely related to the educational objectives of the School(teaching at junior high schools / high schools; civil service; welfare- and health-related facilities andinstitutions; NPOs and NGOs involved in welfare, health and international assistance, etc.). Among the
School’s first graduates who left the School in March 2011, a total of 38 students passed the national
qualification examination for Certified Social Worker. Their pass rate was 52.8 percent, which exceeded
the national pass rate of 38.5 percent. Likewise, eight students passed the national qualification
examination for Psychiatric Social Worker, with their pass rate standing at 80.0 percent, which also
exceeded the national pass rate of 64.6 percent. 4.4-40) The employment rate of the first group of graduatesstood at 90.9 percent. The School achieved a remarkable result in terms of student employment, in that the
School was the sole school in the University to have achieved a student employment rate exceeding 90
percent. The percentage of students who found employment in the medical- and welfare-related fieldstood at 22.3 percent, which exceeded the corresponding rate in all non-science/non-engineering schools
in the University, i.e., 3.6 percent. This is a result that typically expresses the characteristics of the School.
The percentage of the School’s students who entered the civil service was 7.4 percent (KGU’s
non-science/non-engineering schools total: 5.9%), and 4.4 percent of students entered the teachingprofession (KGU’s non-science/non-engineering schools total: 2.2%). As such, the percentage of
graduates who found employment in fields typically related to the School’s educational objectives waslarger than that of graduates in all non- science/non-engineering schools in the University. 4.4-41) In thiscontext, the School has achieved educational outcomes characteristic of the School, in line with its
educational objectives. In many subjects provided in the School, instructors use “comment cards” etc. intheir classes as a means to check the level of the students’ learning achievement.

340

Chapter 4 Educational Content, System and Outcomes 4. Outcomes School of Education
The average score of the academic performance (GPA) of all students in the School of Education eachyear from AY 2009 through AY 2011 stood at between 2.24 and 2.49. 4.4-42) The School honors students
with outstanding academic results (higher ranking students) in each academic year.
To examine whether the existing curriculum has contributed to desirable learning outcomes for students,
the School promotes exchanges of views and discussion of relevant issues by convening, once every one
or two months, the Instructors’ Meeting of the Kindergarten Teacher- and Nursery Teacher-Training
Course, the Instructors’ Meeting of the Elementary School Teacher Training Course, the Practicum
Committee and other bodies. With a view to obtaining information regarding how students intend to use
the learning outcomes of their teacher- and nursery teacher-training after they graduate from the School,
the School has implemented a survey on students’ future career plans annually since AY 2010, for thehighest-year students in each academic year. As of the spring semester (July) of AY 2012, among
fourth-year students in both departments of the School, the percentage of students who sought a career asteachers or nursery teachers stood at 50.5 percent. The School will monitor the students’ job-hunting
situation for the rest of this academic year, and will examine how students make use of their learning
outcomes to decide their career after graduation, based on the final survey results on the students’ future
career plans.
 School of International Studies
The School of International Studies has set “development of a global mindset” as its educational andresearch philosophy. To fulfill this philosophy, the School has set “the understanding and analysis of
issues regarding international affairs” as its educational and research goal. By achieving this goal, theSchool aims to foster individuals who can fully display their abilities in the international business arenaand in international civil society as World Citizens equipped with a global mindset (the ability to promote
global understanding and international understanding) and a sense of humanity.
To achieve this aim, the School has set the following principles regarding student performance
evaluation: 4.4-43)
The School:(1) specifies the standards for performance evaluation in the syllabuses.
(2) conducts performance evaluation in each subject in a rigorous manner by means of absolute evaluation,in which students receive a “fail” if they do not reach the achievement goals specified in the syllabuses
for each subject.
(3) does not evaluate students’ performance simply by term examinations; instead, the School conducts
evaluation from a comprehensive viewpoint, while taking into consideration the students’ engagement
in assignments, quizzes, contribution to the class, etc.
(4) implements the GPA (Grade Point Average) System.
The School also implements the “student evaluation of teaching” survey for all subjects it provides.
By rigorously applying the abovementioned principles and properly conducting the survey, the School
aims to maximize the educational outcomes for students. The School has in place a system whereby thefaculty member who has instructed a given student in the “basic seminar” subject in the student’s
first-year program provides guidance as an Academic Advisor for the same student during his/her second
year of study, as necessary, in order to help him/her develop a study plan in consideration of his/her
intended future career path. The School also invites external lecturers to participate in lecture meetings.
4.4-44)

As mentioned above, the School conducts the “student evaluation of teaching” survey for all its course
offerings. This enables faculty members to obtain a useful guide to their own efforts in exploring an evenmore effective educational approach.
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While the School has not reached the academic year of “completion” in which the School is expected to
produce its first graduates, the abovementioned arrangements have already been implemented since its
establishment. The School provides education for a diverse range of students, including those withbackgrounds not seen at the University before the establishment of the School, such as students who speak
English as their native language.

Graduate Schools

4.4-1-(1) Graduate School of Theology
The Graduate School of Theology is currently exploring methods to measure its educational outcomes.
The Graduate School is aware of the career paths followed by former students who completed the firsthalf of its doctoral program during the period AY 2008 through AY 2011 (as below). The Graduate School
has continuously achieved successful outcomes in the development of specialized professionals(missionaries), as specified in its philosophy and goals. Number of students who completed the Graduate
School in AY 2008: 11 students (missionaries: four students; employment: two students; progressed to ahigher level of education: two students [of which one student advanced to the second half of the doctoral
program of KGU Graduate School of Theology]; unknown: three students). Number of students whocompleted the Graduate School in AY 2009: nine students (missionaries: four students; employment: twostudents; progressed to a higher level of education: three students [of which two students advanced to thesecond half of the doctoral program of KGU Graduate School of Theology]). Number of students whocompleted the Graduate School in AY 2010: six students (missionaries: three students; employment: one
student; progressed to a higher level of education: two students [of which one student advanced to thesecond half of the doctoral program of KGU Graduate School of Theology]). Number of students whocompleted the Graduate School in AY 2011: 11 students (missionaries: five students; employment: four
students; progressed to a higher level of education: two students [of which one student advanced to thesecond half of the doctoral program of KGU Graduate School of Theology]). The Graduate School has
also achieved successful outcomes in the development of researchers. The Graduate School conferreddoctorates (doctorates by coursework) upon one student in each academic year from AY 2007 through AY2010 (The one conferee in AY 2010 obtained the degree in three years of enrollment in the course.), andupon four students in AY 2011. 4.4-45)
 Graduate School of Humanities
In the Graduate School of Humanities’ first half of the doctoral program, 94 percent of the admission
capacity has been filled (admission capacity: 128 students). In AY 2011, 51 students obtained Master’s
degrees. This indicates that 80 percent of the students who entered the Graduate School have obtained
Master’s degrees. Compared with the corresponding rate in the previous year (76 percent), the Graduate
School has seen a slight increase in the achievement level of one of its educational objectives, i.e.,
conferment of academic degrees. In the second half of the doctoral program, 72 percent of the admission
capacity has been filled (admission capacity: 60 students). In AY 2011, the Graduate School awarded
doctorates (doctorates by coursework) to 18 students, or 90 percent of the admission quota for a single
year. This rate, as with the case of the corresponding rate in the previous year (80 percent), indicates that
the Graduate School has awarded academic degrees to students at a satisfactory level. Most of the students
who have acquired a doctorate entered the Graduate School more than several years ago, and the level oflearning achievement cannot be measured simply based on the status of degree acquisition. However, interms of the conferment of academic degrees, the Graduate School has constantly achieved successful342

Chapter 4 Educational Content, System and Outcomes 4. Outcomesoutcomes. 4.4-46),4.4-45)
Regarding students’ job hunting, the employment rate among those who completed the first half of thedoctoral program in AY 2011 stood at 68.4 percent. They found employment in the prefectural board ofeducation, civil service, educational and learning support businesses, and other various fields. 4.4-47)
Development and application of evaluation indicators for measurement of students’ learning outcomes:
The Graduate School measures students’ learning outcomes on the basis of students’ “doctoral dissertationplans,” “preliminary doctoral dissertations” and other materials. In AY 2011, 13 “doctoral dissertationplans” and 14 “preliminary doctoral dissertations” were submitted. 4.4-48)

 Graduate School of Sociology
In the first half of its doctoral program, the Graduate School of Sociology has set eight criteria/standards
for evaluation of Master’s theses: (1) well-defined theme, (2) critical viewpoints on previous studies, (3)meticulous development of logic, (4) clear method of analysis, (5) appropriate procedure fordemonstration, (6) academic originality, (7) practical orientation toward solution of social issues/problems,and (8) future prospects regarding the research. For the second half of the doctoral program, thecriteria/standards for evaluation of doctoral dissertations are defined as “excellent intellectual contribution
to academia and society, which is achieved at a level that exceeds a certain standard.” In this definition, “alevel that exceeds a certain standard” means that the content of the dissertation and its research findings
ensure positive advancement of research in the relevant field.
In the annual “student evaluation of teaching” survey, the Graduate School incorporates questions forstudents’ self-evaluation, in order to determine what level of educational outcomes the Graduate School
has attained. The survey results generally show high levels of self-evaluation by students, indicating that
the Graduate School has achieved successful educational outcomes. 4.4-49)
As an opportunity for “visualizing” educational outcomes, the Graduate School holds an annual“presentation session regarding research outcomes,” which is organized by graduate students. In thissession, research findings are presented by students in the first half of the doctoral program who havesubmitted Master’s theses, and those in the second half of the doctoral program. This session provides
students with an opportunity to share and discuss their research findings with other students, and to obtaincomments from faculty members etc. other than their own academic advisor or sub-academic advisors,
facilitating further enhancement of educational outcomes in the Graduate School. 4.4-50)
For reference, in the session held in AY 2011, a total of 15 students in the first and second half of thedoctoral program presented their research findings, with graduate researchers etc. serving as moderators.
This session was held on a large scale with dozens of participants, including graduate students and faculty
members who constituted the audience. This presentation session and other similar occasions are useful toprovide a great stimulus not only to students who make presentations at the event but also to a wide rangeof students, from those in the first half of the doctoral program who are slated to author Master’s theses, tothose in the second half of the doctoral program. These events also function as opportunities to facilitate
peer education between graduate students.
 Graduate School of Law and Politics
In each semester, the Graduate School of Law and Politics conducts two types of surveys for students;
one is based on the standardized questionnaire form provided by the Academic Affairs Section of the
University, and the other is based on a form designed independently by the Graduate School. The results
obtained through the returned answer sheets are disclosed at Graduate Faculty Board meetings. 4.4-51)
Based on the survey results, the Graduate School has discussions with students by taking opportunity of
the FD Planning Meeting, and effectively uses the results of the discussions for better class instruction andoperation. 4.4-52)
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Chapter 4 Educational Content, System and Outcomes 4. Outcomes Graduate School of Economics
In the first half of its doctoral program, the Graduate School of Economics provides “research core
subjects” and “standard core subjects” in accordance with students’ career plans. “Research core subjects”
are primarily intended for graduate students who aspire to become researchers at universities, research
institutes, etc. as their future career. “Standard core subjects” are intended for graduate students who aim
to display their abilities in the private sector, in the national and local governments as civil servants, and inother fields. In both groups of subjects, the Graduate School provides lectures, conducts examinations
based on the lectures, and evaluates the results in a rigorous manner, thereby aiming at helping students
fully acquire fundamental knowledge and abilities in relevant fields of study and research.
Students are required to study all or part of either group of these subjects. Some subjects are provided
jointly with the undergraduate program, allowing undergraduate students to study graduate-level subjects
at an early stage of their academic pursuits at the University. Consequently, an increasing number ofundergraduate students use the early graduation system4.4-26)p20 whereby they graduate from their school inthree years and advance to the first half of the doctoral program of the Graduate School. The highly
advanced specialized knowledge obtained by such graduate students has been recognized as an advantage
by private businesses and think tanks, resulting in their employment by these organizations.
In the second half of the doctoral program, for students who entered, or will enter this stage of thedoctoral program in or after AY 2009, the Graduate School has clearly specified the process for obtaining
a doctorate, which indicates that as requirements for acquisition of a doctorate, students must report theirresearch findings at the Economics Workshop, engage in study and research under the guidance system
involving external researchers, and submit the specific number of papers to specialized peer-reviewed
journals published in and outside Japan. The Graduate School has thus endeavored to produce doctorate
holders with even higher ability. In March 2012, one student acquired a doctorate and completed thedoctoral program in five years after entrance to the program.
 Graduate School of Business Administration
In AY 2011, the Graduate School of Business Administration awarded Master’s degrees to 16 students,
and doctorates to two students. In the past three years, a total of 59 Master’s degrees and six doctorates,
have been conferred. The Graduate School has thus steadily turned out students who have successfullycompleted its course, with the number of such students fluctuating slightly year by year. Most students
who have acquired doctorates in the Research Course have found employment at universities.
Among doctorate holders in the Research Course, the number of students who were employed as
full-time faculty members of a university was one out of one student in AY 2009, two out of three students
in AY 2010, and one out of two students in AY 2011. Students in the Specialized Academic Course also
found employment suited to the expertise that they acquired at the Graduate School, such as professional
positions within chambers of commerce and industry, as well as in the accounting, marketing andinternational divisions of private firms. 4.4-45),4.4-53)
 Graduate School of Science and Technology
Research achievements, which constitute the fruit of the educational endeavors of the Graduate Schoolof Science and Technology, serve as a useful indicator of its educational outcomes. In AY 2011, a total of
199 peer-reviewed papers were published, and 96 presentations were made at academic conferences held
outside Japan. Fifteen patent applications were made in the same academic year. 4.4-37)31p.31-35 One student
was recently accepted into the Postdoctoral Fellowships for Research Abroad program of the Japan
Society for the Promotion of Science (JSPS). A total of 81 percent of all laboratories in the Graduate

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School have set up their own internet websites. The Graduate School has made public the process for
obtaining academic degrees, enabling students to be informed of the specific timeline for completing eachof their achievement goals. All final presentations of theses/dissertations held in each graduate department
are conducted in public, and are examined by several faculty members. In an effort to support students
planning and developing their career paths after completion of the graduate course, the Graduate School
holds, in each year, nine sessions of the “career development program for science students” and six
sessions of the “career development program for supporting science students who seek employment infields other than science or engineering.” As one of its lecture-based subjects, the Graduate Schoolcommenced the subject “creation of R&D-oriented venture businesses” in AY 2011, jointly with theInstitute of Business and Accounting. The employment rate of students in the Graduate School for thatyear stood at 91.2 percent, which was slightly lower than that in the previous academic year (93.8%).
Among students who found employment, 81.6 percent found a job in the fields of research, development
and engineering, and 5.8 percent in teaching in the fields of science and mathematics, a total of 87.4
percent. This indicates that the study and research content of the Graduate School was effectively used forthe career development of individual students. As described above, the efforts by the Graduate School
have come to fruition in the form of research achievements and production of excellent students. As such,
the Graduate School has generally achieved satisfactory educational outcomes. Five students obtained adoctorate in AY 2009, of which three students completed the course in three years. Likewise, in AY 2010,
nine students obtained a doctorate, of which four students completed the course in three years. In AY 2011,13 students obtained a doctorate, of which seven students completed the course in three years. 4.4-45)

 Graduate School of Policy Studies
The Graduate School of Policy Studies requires students who entered, or will enter the first half of its
doctoral program in or after AY 2011 to conduct a presentation at the Research Consortium and the
Research Fair. As a result, research presentations have been conducted by almost all students except somestudents who cannot make a presentation due to an unavoidable reason. At the Research Fair held in
November 2011, presentations were made by 11 students out of 13 students who had been expected topresent their research findings on this occasion. At the Research Consortium held in May 2012,
presentations were made by 12 students out of 13 students who had been slated to present their researchfindings at this consortium. Students who were not able to make a presentation due to a job interview orother reason conducted a presentation at the Doughnut Hour. In February 2012, the Graduate School
conducted a presentation session of Master’s theses, in the form of public presentations for the first time,
similar to the sessions held by the Graduate School, with the aim of providing a positive stimulus tofirst-year graduate students in the first half of the doctoral program, as well as to fourth-year
undergraduate students. Regarding collection of papers authored by graduate students, the Graduate
School planned, and published in spring of 2012, its first special issue featuring Master’s theses. The
Graduate School has held Policy Workshops (six sessions in AY 2011) and the Doughnut Hour (sevensessions in AY 2011) in a satisfactory manner.
As off-campus activities, some graduate students carried out overseas field surveys (two students) byusing a support system provided by KGU Graduate School and one provided independently by the
Graduate School of Policy Studies. Research presentations at academic conferences were also conductedby three graduate students as activities outside the University.
As described above, the style of the Graduate School’s operation, in line with its new principles
introduced upon the revision of its curriculum in AY 2011, has gradually been established as a “regular”
style of operation. However, while a variety of initiatives have been put into practice, some more time will
be required to achieve an increase in the number of published papers and enhancement of the quality ofsuch papers, which constitute the outcomes of the research and educational reform in the Graduate School.
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To examine the effect of the Graduate School’s efforts in developing researchers and professional
specialists, the Graduate School must wait until its former students display outstanding ability in theirrespective fields after completion of their courses. Additional time will also be required before thepresence of the Graduate School in society increases even further through the abovementioned
increase/enhancement of academic papers etc.

 Graduate School of Language, Communication, and Culture
As a means to examine its educational outcomes, since its establishment in 2001, the Graduate Schoolof Language, Communication, and Culture has conducted the “student evaluation of teaching” survey atthe end of each semester. 4.4-54) The survey is also useful for helping students to self-evaluate their own
learning in class, with a question on whether the student has actively worked in the class. For students
who have completed the first or second half of the doctoral program, the Graduate School conducts acomprehensive survey regarding educational outcomes at the end of each respective stage of the doctoral
program. 4.4-55) To the question “What was most instructive for you while attending the program?” somestudents in the first half of the doctoral program answered “I acquired research techniques andprocedures” and “I learned how to conduct research and acquired the knowledge necessary to work as ateacher.” As such, the Graduate School has generally received a favorable evaluation of its educational
content. The results of these surveys are discussed in the FD Committee. In particular, the results of thesurvey for students who have completed the first/second half of the doctoral program are disclosed andshared at a Graduate Faculty Board meeting held in April each year, in order to determine the status of theoutcomes of education provided for students, and enhance class instruction and guidance by faculty
members. The questionnaire for students who have completed the first half of the doctoral program
includes questions asking their career path after course completion. According to the results of the survey
in AY 2011, six students entered employment (including teaching at high schools), three students
continued or returned to their work (teaching profession, for all three students), and three students
advanced to a higher level of education (the second half of the doctoral program in KGU).
As an indicator to determine learning outcomes of students, the Graduate School refers to their activities
at academic conferences and workshops while in the Graduate School. Students in the Graduate School
have actively participated in, and presented their research findings at external workshops in their fields ofspecialization; academic conferences that are held both at a nationwide or regional (Kansai) level or by abranch of an academic society; and international forums. The number of students (including those who
had completed their course) who conducted research presentations at the Language Communication
Forum, which is held within the University in September and February in each year, stood at 20 students
in AY 2009, 19 students in AY 2010, and 16 students in AY 2011. As such, the forum has consistently had
approximately 20 presenters per year. The number of students (including those who had completed theircourse) who submitted papers to the Graduate School’s research bulletin “Language Communication
Culture” stood at 10 students in AY 2009, 11 students in AY 2010, and five students in AY 2011.
 Graduate School of Human Welfare Studies
The achievement of educational outcomes in line with the educational objectives can be evaluated interms of students’ academic degree acquisition and their employment after course completion. In the
Graduate School of Human Welfare Studies, the number of students who acquired the degree “Master ofArts in Human Welfare Studies” stood at six students in AY 2009, eight students in AY 2010, and sevenstudents in AY 2011, compared to eight places for admission of new students per year in the first half ofthe doctoral program. The number of students who acquired the degree “Doctor of Philosophy in Human
Welfare Studies [A]” stood at two students in AY 2009, one student in AY 2010, and five students in AY
2011, compared to five places for admission of new students per year in the second half of the doctoral
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program. 4.4-56) In AY 2010, a “Doctor of Philosophy in Human Welfare Studies [B]” was awarded to one
student. Regarding the status of students’ employment, out of seven students who completed the first halfof the doctoral program in AY 2011, four students entered employment, one student was in preparation foran examination for a certain qualification, one student left to study abroad, and one student chose anotherpath. Thus, the employment rate stood at 57.1 percent. 4.4-41) Out of the abovementioned four employed
students, three students found employment in the medical- and welfare-related field, and one student
entered the civil service. Regarding the two students who completed the second half of the doctoral
program, both of them acquired researcher positions in a graduate school at KGU.
The Graduate School evaluates the learning outcomes of students by means of term examination andessay/paper. In addition to these, in the second half of the doctoral program, the Graduate School requires
first- and second-year students to hold a “presentation session regarding research outcomes,” and to
disclose the list of their research achievements via the Graduate School’s section on KG’s official website.
4.4-57)In AY 2011, one third-year student in the second half of the doctoral program received an
encouragement prize from an academic society. 4.4-58) As described above, the Graduate School has
achieved educational outcomes in line with its educational objectives.

 Graduate School of Education
The Graduate School of Education uses the results of the student survey as one of the indicators tomeasure students’ learning outcomes.
After the course completion ceremony, the Graduate School holds a meeting of the Dean of the
Graduate School, dissertation advisors and students, in which students are requested to self-evaluate andorally explain their learning outcomes. The Graduate School also takes this student self-evaluation into
consideration for measurement of students’ learning outcomes.
Research achievements by students are embodied in their research-related activities. Therefore, theGraduate School encourages students in both the first and second half of the doctoral program to submit
papers to journals of academic societies and other specialized journals, and to conduct presentations at
academic conferences as frequently as possible. Research achievements produced by students in and after
AY 2009 (up to the present) are as specified in Appendix 1. In AY 2010, the Graduate School awarded its
first doctorate since its establishment.
Students’ career paths after completing their program are as described in the attached material. 4.4-59)
 Institute of Business and Accounting
Students in the second half of the doctoral program in the Graduate Department of Advanced
Management of the Institute of Business and Accounting actively submit papers to “Studies in Businessand Accounting” and “Business & Accounting Review” (peer-reviewed), journals issued by the Institute,
4.4-60),4.4-61)
as well as to a number of external journals. As of May 2012, the Institute has conferreddoctorates upon three students, of which two students obtained the doctorate concurrently with course
completion, with the other student obtaining the doctorate half a year after course completion. 4.4-62) Given
the fact that these three students were in employment, it is remarkable that they acquired their doctorates
in just three years or three-and-a-half years.
(2) Is the award of academic degrees (the approval of graduation / course completion)
conducted in an appropriate manner?

Whole University

4.4-1-(2)347Chapter 4 Educational Content, System and Outcomes 4. Outcomes Undergraduate Course
The requirements for graduation from the University have been defined for each school, and have been
specified in, and communicated to students via the “curriculum table” (Schedule to the University
Regulations) and the Course Guide. 4.4-63)
The procedure to award students academic degrees upon graduation is carried out in a rigorous manner,
pursuant to Article 3 of the Academic Degree Regulations, 4.4-65) in line with the provisions of Articles 7
and 40 of the University Regulations. 4.4-64)
In determination of whether individual students have satisfied the requirements for graduation, eachschool prepares materials for judgment on approval of graduation, on the basis of the report cards ofindividual students while receiving support from the Office of the President (the “business operations
reform promotion project”). These materials are finally confirmed by the Undergraduate Faculty Board.
The University has thus achieved rigor and appropriateness in determining whether individual students
have satisfied the requirements for graduation.
 Graduate Course
At KGU, each graduate school has defined the process for obtaining academic degrees, making it
accessible via KG’s official website and other media, in order to familiarize students with the process
before they commence study and research for acquisition of the degree. Students are expected to refer tothe Course Guide etc. to understand, in advance, the process for obtaining a Master’s, doctoral or
professional degree, as applicable, and develop their research plan in cooperation with their researchadvisor.
<Master’s degree>
Students are expected to proceed with their coursework based on the specified syllabuses, and obtain theprescribed number of credits. They also develop their Master’s thesis plan, receive the necessary guidancein line with the schedule of Master’s thesis preparation formulated in each graduate school, deliver aninterim presentation and other research presentations, and submit their Master’s thesis.
Some graduate schools have introduced a system whereby students are awarded Master’s degrees
without examination of their Master’s theses, by having them conduct specific theme research.
In response to the revision of the Standards for Establishment of Graduate Schools, the University iscurrently preparing for a revision of the Graduate School Regulations, in order to enable introduction of
the Qualifying Examination (which examines the students’ fundamental skills for undertaking doctoral
dissertation research).
<Doctoral degree>
Upon entrance to the second half of the doctoral program, students develop their research plan incooperation with their research advisor. Students are expected to submit a “research report” and otherdocuments designated by each graduate school, deliver research presentations at an “interim reportmeeting” and academic conferences, and prepare and submit a doctoral dissertation. In graduate schools,
doctoral dissertations must be first examined for acceptance. If the dissertation is accepted, it is thenexamined by one chief examiner and two sub-examiners. One of these sub-examiners must be a faculty
member either within or outside the University other than the student’s academic advisor or sub-academic
advisor. After the abovementioned process, deliberations are conducted by the Graduate Faculty Board /Undergraduate Faculty Board, and a decision is made on the conferment of the doctorate.
<Professional degree>
Two professional degree programs are provided at KGU, i.e., in the Law School and the Institute ofBusiness and Accounting. Both organizations have made public course registration models for these
programs in line with their educational objectives. Students can obtain detailed information on a possible
schedule to be followed until course completion, including the content of coursework, before entering the348

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School or Institute.
The Law School specifies subjects to study, the requirements for course completion, and therequirements for promotion to an upper year of study, for both students with a background of legal
education and those without such background, enabling all students to study systematically in the
program.
The Institute of Business and Accounting provides three types of coursework, i.e., Core, Basic andAdvanced, for each of its schools and courses. Information regarding these types of coursework isprovided for students in advance, via KG’s official website and other means. The Institute provides avariety of processes for degree acquisition that accommodate the diverse needs of students, by introducing
a Quarter (half-semester) System, an Accelerated Graduation Course, a fall-semester admission systemand other systems. 4.4-66)

Schools

4.4-1-(2) School of Theology
The School of Theology has not undertaken specific planning regarding surveys of current students andfollow-ups for graduates, in connection with the appropriateness of degree conferment. The School
recognizes the necessity to conduct follow-up surveys of both current students and graduates, for the
purpose of measuring educational outcomes in the Bachelor’s program while taking into consideration the
Diploma Policy established by the School. To ensure appropriate criteria/standards for the award ofdegrees, it is also necessary to examine both its Diploma Policy and Curriculum Policy as a prerequisite
for enabling diploma conferment.
 School of Humanities
The requirements for graduation from the School of Humanities are specified in the School of
Humanities Course Guide, and students are familiar with them. The School has tabulated varied“specialized subjects” in different departments and majors in an easy-to-understand manner, in the form of“curriculum tables” and “department subject registration tables,” which are prepared for each major, as
well as for each student group that enters the School in the same academic year. For new students, theSchool explains the requirements for graduation in detail, in the orientation program for all entrants to the
School and that held in each major separately. These programs contain a question and answer session toaccommodate individual questions.
Examination of graduate theses is conducted by a chief examiner, being the student’s academic advisor,
as well as by one sub-examiner appointed from among faculty members in the same major. Theses are
rigorously examined through a process of refereeing and oral examination, and are confirmed to be thework of an author deserving of a Bachelor’s degree.
To determine the approval/disapproval of graduation, the School prepares materials for judgment on
approval of graduation, on the basis of the report cards of individual students. These materials are
examined in the Administration Meeting and a Dean’s Office Committee meeting, and are finallyconfirmed by the Undergraduate Faculty Board. The School has thus ensured a rigorous and appropriate
determination of approval/disapproval of graduation for individual students.
 School of Sociology
As the requirements for graduation, students in the School of Sociology must attend the School for atleast four years, and obtain a minimum of 124 credits from specified subjects, in conformity with the
University Regulations, the Academic Degree Regulations, the internal regulations of the School of349

Chapter 4 Educational Content, System and Outcomes 4. Outcomes

Sociology, and the School of Sociology Course Guide. (Students who entered, or will enter the School inor after AY 2009 must acquire 40 credits from “Group A” compulsory subjects, 64 credits from “Group B”
required elective subjects, and 20 credits from “free zone” subjects.) The School confers a Bachelor’s
degree upon graduates. The final decision for all cases of degree conferment is made on the basis of thedeliberations by the Undergraduate Faculty Board. As a requisite for graduation, students in the School
must conduct research on a specific theme they have chosen for themselves, and organize the research
results into a graduation thesis as a culmination of their academic pursuits in the undergraduate program.
Of the students who submit graduation theses, the School honors those who author outstanding theses
by awarding the “School of Sociology Award for Outstanding Thesis (Yasuda Award).” Academic advisors
nominate candidate theses, which are then screened by a selection committee comprising faculty membersof the School. The committee selects and announces the “most outstanding thesis” and the “outstanding
thesis.” The most outstanding thesis is published in “Kwansei Gakuin University School of Sociology
Journal,” accompanied by a nominator’s comment from the academic advisor. Through thiscommendation program, the School encourages students’ efforts in developing higher quality graduationtheses.
In March 2004, the School introduced a system whereby the School approves specific students whomeet the prescribed standards, as outlined below, to graduate in three years: 4.4-67)(1) Students who seek early admission to the Kwansei Gakuin University Graduate School, and whom
the Graduate School admits; and (2) Students who obtain all credits required for graduation as of the endof their third year of study, and who achieve excellent academic performance with an average score of atleast 80 points as of the end of their third year of study (an average score of at least 78 points for students
who seek to enter the Social Research Specialist Course in the Graduate School of Sociology). The School
introduced a Joint Degree System for students who entered, or will enter the School in or after AY 2004.
This system enables students to graduate from two schools (i.e., acquire two academic degrees) in four
years at the shortest. The aforementioned three-year graduation system has enabled students who seek to
use the Joint Degree System to graduate from the School of Sociology in three years and transfer toanother school to enroll in its fourth-year program. 4.4-67)
In AY 2010, two students graduated from the School in three years, one student for entrance to the
Graduate School, and the other for enrollment in the Joint Degree program. In AY 2011, two students
graduated from the School in three years for the Joint Degree program. The three-year graduation system
has been used many times since its introduction. In both the three-year graduation and Joint Degreesystems, credit recognition and determination of approval for graduation are subject to the approval of theUndergraduate Faculty Board.
Since AY 2010, a Double Degree Program has been in place whereby students can graduate (and acquire
academic degrees) from two universities, i.e., Kwansei Gakuin University School of Sociology and Mount
Allison University, Canada, in a minimum of five years. In this program, some of the credits granted in
the Canadian university are recognized as credits earned in the School.

 School of Law and Politics
University Regulations: The number of credits required for graduation from the School of Law and
Politics is stipulated in the University Regulations, and is disclosed and communicated to students via the
Academic Affairs Department’s section on KG’s official website, as well as the Course Guide.
4.4-68),4.4-69)p.77

Schedule to the University Regulations: For graduation, students in the School are required to study
different subjects depending on their departments and the courses in which they have chosen to enroll.
Details of such required subjects are stipulated in the Schedule to the University Regulations. This
schedule is attached to the Course Guide, and is also made accessible via KG’s official website. Thus,
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students are fully informed of the content of the required subjects. 4.4-63),4.4-69)End of the Guide
Determination meeting for approval of graduation: The Undergraduate Faculty Board determines theapproval/disapproval of graduation of students who have completed the minimum number of credits
required for graduation, ensuring a rigorous procedure of degree conferment. 4.4-70)

 School of Economics
The School of Economics informs students of the requirements for graduation by specifying them in the
School of Economics Course Guide, and also explains these requirements for new students in theorientation program held soon after their entrance to the School. The requirements for graduation are
indicated by the number of credits to be studied in each subject category, and the total number of credits tocomplete. 4.4-26)p.22, End of the Guide
Pursuant to Article 4-5 of the Undergraduate Faculty Board Regulations, degree conferment in the
School is decided in the determination meeting for approval of graduation held by the Undergraduate
Faculty Board. Specifically, participants of the meeting confirm who have satisfied the credit requirement
for graduation among students who have attended the School for at least four years. Academic degrees areawarded to students whom the Undergraduate Faculty Board approves. Since AY 2009, “researchseminar” has not been a compulsory subject, and accordingly, not all students submit a graduation thesis.
Determination of whether to pass or fail the graduation thesis examination is left to the judgment of eachseminar instructor.
 School of Business Administration
In the School of Business Administration, the award of academic degrees to all students is subject to thedeliberation and decision of the Undergraduate Faculty Board, pursuant to the Diploma Policy.
To enhance the quality of academic degrees awarded, the School revised the minimum number ofcredits to be studied in each subject category among the total number of credits required for graduation(124 credits), under the framework of its new curriculum. Through this revision, the School aims toappropriately narrow the range of free choice of subjects, helping students to focus their studies on “coresubjects” and “specialized subjects.”
Specifically, the number of credits was revised as follows: The School requires students who entered the
School in or before AY 2011 to obtain 20 credits from the “general field” (compulsory subjects: 12 credits;required elective subjects: 8 credits), 80 credits from the “specialized field” (compulsory subjects: 4
credits; required elective subjects: 48 credits; elective subjects: 28 credits), and 24 credits from otherfields (elective subjects: 24 credits); For students who entered, or will enter the School in or after AY 2012,
the School requires them to obtain 28 credits from the “general field” (compulsory subjects: 12 credits;required elective subjects: 16 credits), 80 credits from the “specialized field” (compulsory subjects: 8
credits; required elective subjects: 40 credits; elective subjects: 32 credits), and 16 credits from otherfields (elective subjects: 16 credits). The content of this revision is specified in the Course Guide,4.4-71)p.5
and is explained in orientation for new students. The School also provides students with a curriculum table
via KG’s official website.
In parallel with the implementation of a new curriculum in April 2012, faculty members in the School’s
courses and the academic affairs staff of the School reviewed the relevance and appropriateness of thecredit recognition system for students who pass a specific certificate/qualification examination. A review
was carried out with the aim of optimizing the whole system for credit recognition based on
certificate/qualification examinations, such as exclusion of certain examinations from the credit
recognition system, limitation on the number of credits for recognition, and review of the examinations
applicable to the credit recognition system. All credits are recognized subject to the approval of theUndergraduate Faculty Board. 4.4-71)p.54
351

Chapter 4 Educational Content, System and Outcomes 4. Outcomes School of Science and Technology
The School of Science and Technology distributes the Course Guide to new students upon their entrance
to the School, providing course guidance concerning the whole School in line with this Guide. In thisprocess, the School communicates the criteria/standards for the award of degrees to students, by
explaining its Diploma Policy and Curriculum Policy, as well as the number of credits required for
graduation. Further detailed course guidance is provided by each department. 4.4-72) Determination of
students’ performance in subjects for the first three years of the undergraduate program is conducted in arigorous manner as described in Section 4.3-1-(3). Studying “graduation research subjects,” which areprovided in the fourth-year program, requires comprehensive ability, and therefore, each department
defines the prerequisites for enrolling in these subjects. The performance of fourth-year students in“graduation research subjects” is evaluated and determined by considering the overall results of thestudent’s presentations in the seminar class, research findings in experiments, the graduation researchpresentation conducted as a culmination of his/her undergraduate studies, and other factors. The
Undergraduate Faculty Board undertakes the final determination of whether the student has satisfied therequirements for graduation in terms of the set of subjects, the credits of which have been obtained by thestudent. Students who successfully pass this determination process are approved to graduate. 4.4-73)
 School of Policy Studies
The School of Policy Studies specifies the number of credits required for awarding academic degrees,
the number of credits in each subject category required for graduation, and other related information,
providing such information via the School’s Course Guide “Study Information 2012,” which was
distributed to all students. Students study subjects in line with this guide. In determining theapproval/disapproval of degree conferment, the School rigorously examines whether the student has
obtained the minimum number of credits from each of the specified subject categories. The School also
requires students to submit papers etc. in specific compulsory subjects, i.e., a “final paper” in “basic
seminar” for first-year students, a “promotion paper” in “research seminar I” / “media workshop I” forthird-year students, and a “graduation thesis” in “research seminar II” / “media workshop II” forfourth-year students. Instructors in seminar classes determine the students’ performance by rigorously andcomprehensively evaluating each student’s attendance at the seminar class, learning attitude, and thepapers and essays submitted by the student. In the School, the status of subject registration and other datanecessary for determination of the approval/disapproval of graduation is managed by computer. Inputtedand outputted data is checked by several staff members, using several procedures. On the basis of the data
managed in this manner, the Undergraduate Faculty Board conducts a rigorous final examination todetermine the approval/disapproval of each student’s graduation. 4.4-74)p.30
 School of Human Welfare Studies
The School of Human Welfare Studies provides new students with detailed information regarding therequirements for graduation in the orientation program, which is held soon after their entrance to the
School. In this program, a certain amount of time is allocated for a question and answer session toaccommodate questions from students. The School also specifies the number of credits required for
graduation and other requirements for graduation in the Course Guide, which is distributed to students.
4.4-75)p.3-20
To communicate its principles regarding the award of academic degrees, the School has
disclosed the Diploma Policy in the School’s section on KG’s official website. The School has set six suchprinciples. 4.4-76) The approval/disapproval of graduation is appropriately determined after due deliberationby the Dean’s Office Committee and the final confirmation by the Undergraduate Faculty Board. The

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Chapter 4 Educational Content, System and Outcomes 4. Outcomes

School thus produces a certain number of graduates every year. 4.4-77)

 School of Education
The requirements for graduation from the School of Education are specified in its Course Guide (p. 101),
being communicated to students in advance. In addition to the requirements for graduation, information
regarding graduation research and graduation theses (compulsory for graduation) is also provided in the
Course Guide, which specifies, for each department, the period of submission, the points to note upon
submission, and the guidelines for submission (the standard format etc. for submission of a thesis; andhow to prepare a written summary of the objective of the production for submission of specific types ofwork etc.). For graduation, students must satisfy the following two requirements: (1) attendance at the
School for at least four years (excluding periods of absence from the School), and (2) completion of a totalof 124 credits in line with the curriculum of their department/course, comprising 26 credits of “general
education subjects,” 78 credits of “specialized education subjects” and 20 credits of “free registration
subjects.” The credits for graduation research and graduation thesis constitute part of the said credit
requirement for “specialized education subjects.” The procedure for graduation thesis examination was
discussed in AY 2011 by a committee to consider the curriculum of the School (Curriculum Committee),as well as the seminar instructors’ meeting in each department. The result of the discussions wasincorporated into the content of the School of Education Course Guide for AY 2012.
The School awards students who satisfy the requirements for graduation the degree “Bachelor(Education).” 4.4-78)
 School of International Studies
The Diploma Policy of the School of International Studies is specified in the Course Guide, which is
distributed to all students. 4.4-43) The School was established in April 2010, and accordingly, does not yet
have to determine approval/disapproval of graduation. Upon graduating its students in the future, theSchool will make the final determination on the award of degrees through the Undergraduate Faculty
Board.

Graduate Schools

4.4-1-(2) Graduate School of Theology
The Graduate School of Theology is currently planning a system to examine the appropriateness of arange of procedures regarding the report from the examination committee, in accordance with thecriteria/standards for the award of degrees and the criteria/standards for approval of course completion.
This planning must be continued while taking into consideration the establishment (specification) of its
Diploma Policy (approved by the Graduate Faculty Board in March 2010). In examination of doctoral
dissertations, it has been ensured since AY 2008 that of the examiners, one sub-examiner is invited fromoutside the University or outside the Graduate School. Oral examination is conducted in public in order toensure rigor and appropriateness in the examination. In response to a proposal submitted to the Graduate
Faculty Board in AY 2011 on establishing clear examination standards for doctoral dissertations andMaster’s theses, the Graduate School has begun formulating such standards. After a trial period, theGraduate School will complete formulation of the standards and disclose them for full implementation in
AY 2014.
 Graduate School of Humanities
At the beginning of each academic year, the Graduate School of Humanities distributes the Graduate
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Chapter 4 Educational Content, System and Outcomes 4. Outcomes

School Course Guide, which explains the requirements for, and other related matters regarding completionof the first and second half of the doctoral program, thereby communicating necessary information to
students.
Examination of Master’s theses is conducted by a chief examiner, being the student’s academic advisor,
together with two sub-examiners, by means of refereeing and oral examination. Through this rigorous
examination, each thesis is confirmed to be work of an author deserving of a Master’s degree. In
determining approval/disapproval of course completion, the Graduate School prepares materials forjudgment on approval of course completion, on the basis of the report cards of individual students. Thesematerials are finally confirmed by the Graduate Faculty Board. The Graduate School has thus ensured arigorous and appropriate determination of the approval/disapproval of individual students’ course
completion.
With the aim of optimizing the procedure for doctorate conferment, in AY 2009, the Graduate School
reformed a related system, taking a range of measures to appoint as many external examiners as possible,
to require implementation of public presentation sessions as a rule, and to allow implementation of public
examinations. Since this reform, doctoral degree examination has been conducted in each year inconformity with the new system. In the doctoral degree examination in AY 2011, public examination
sessions were held for all 18 candidates. For the said examination, 14 examiners were invited fromexternal entities, comprising two faculty members of organizational units within KGU other than the
Graduate School, and 12 faculty members of other universities. 4.4-79)
As a requisite for submission of doctoral dissertations, the Graduate School requires all students tosubmit a “doctoral dissertation plan” and a “preliminary doctoral dissertation.” A substantial “doctoral
dissertation plan” must be developed (2,000~4,000 Japanese characters excluding references). As a“preliminary doctoral dissertation,” students must submit a “society journal paper” (a paper published in a
specialized journal of an academic society/association) or the like. For eligibility to submit a doctoral
dissertation, a student must have published at least one “society journal paper.” (A number of such papers
are required in some fields of specialization.) If a student has not met this requirement, his/her doctoral
dissertation will not be accepted. 4.4-80)Schedule3

 Graduate School of Sociology
In examination of both Master’s theses and doctoral dissertations, the Graduate School of Sociology
holds a Graduate School Graduate Faculty Board meeting to discuss and approve the appointment of one
chief examiner and two sub-examiners for each thesis/dissertation, and discloses the examiners by posting
relevant information. Regarding sub-examiners for dissertations in the second half of the doctoral program,the Graduate School makes positive efforts to entrust external examiners with this task.
The Graduate School holds oral examinations for both Master’s theses and doctoral dissertations inpublic, ensuring transparency in examination. Especially regarding doctoral dissertations, the Graduate
School announces the planned holding of an oral examination not only within the Graduate School but
also widely throughout the University, and encourages graduate students especially to participate in theexamination, in order to promote active discussion. This is conducive to maintaining the high quality ofdissertations and facilitating proper conferment of academic degrees.
The Graduate School has clearly specified the evaluation standards for both Master’s theses anddoctoral dissertations, and has disclosed them in order to guarantee the quality of its academic degrees toentities outside the University. 4.4-81),4.4-82)
Regarding approval of degree conferment, the Graduate School constantly awards academic degrees,
producing, in each year, one to three doctorate holders, six to eight Master’s degree holders and one to two
holders of the social research specialist qualification. Many students who have completed the program,
especially the first half of the doctoral program, have found employment not only at universities but also354

Chapter 4 Educational Content, System and Outcomes 4. Outcomesin the media, think-tanks and other professions in which the expertise they have acquired in the Graduate
School serves as an advantage. As such, the Graduate School has ensured that the degree holders who
have passed through the Graduate School make a positive contribution to society in a wide range of areas.

 Graduate School of Law and Politics
Regarding doctorates awarded by the Graduate School of Law and Politics, in AY 2009, the Enlarged
Graduate School Committee for Deliberation of Issues discussed “issues regarding establishment of arigorous examination system for academic degree conferment etc.” and decided the following principles:
1) The Graduate School invites, in principle, at least one individual from outside the Graduate Faculty
Board of the Graduate School of Law and Politics to serve as a “doctoral dissertation examinationcommittee” member; 2) The Graduate School ensures that all degree applicants publicly present theirdissertation, in principle; and 3) The Graduate School ensures that academic advisors do not serve as chief
examiner for dissertations authored by their students, in principle. The Graduate School established its
Diploma Policy in AY 2011, increasing transparency and rigor in the criteria/standards for approval of
degree conferment. 4.4-83),4.4-84) The Graduate School conferred doctorates upon two students in AY 2009,
when it began to invite external sub-examiner(s), four students in AY 2010, and two students in AY 2011.
4.4-85)

The Diploma Policy is made public via the Graduate School’s section on KG’s official website, as wellas the Course Guide, enabling students to understand the Policy before setting out to study in the doctoral
program. 4.4-86),4.4-87)p.8, 9 The Graduate School has defined the respective level of dissertation necessary toobtain a doctorate for students who seek to become researchers, and for those aiming to become advanced
specialized professionals, and provides this information via the Graduate School’s internal regulations andthe Course Guide. 4.4-87)p.42
Regarding the award of Master’s degrees, individual student reports, each affixed with the signatures of
the chief examiner and two sub-examiners, are distributed to all faculty members before discussion at theGraduate Faculty Board meeting. 4.4-88)

 Graduate School of Economics
In the process of Master’s degree examination, the Graduate School of Economics requires students to
conduct a presentation at the Master’s thesis interim presentation session, which is held in October in thestudents’ second year of the first half of the doctoral program. In addition to the advice and guidance fromacademic advisors, students can receive questions and comments from sub-academic advisors(sub-examiners) and other participants in the presentation session. Students continue preparation of their
thesis while taking such input into consideration.
Each Master’s thesis is ultimately examined by one chief examiner and one sub-examiner. The Graduate
Faculty Board determines whether to pass or fail each thesis, and approves the degree conferment afterdue deliberation. Examination concerning students who are to proceed to the second half of the doctoral
program is conducted by one chief examiner and two sub-examiners.
The doctoral degree examination is conducted by an examination committee comprising members
stipulated in the internal regulations (a minimum of four members including one chief examiner, two or
more sub-examiners and one external sub-examiner). In line with the “process for obtaining a doctorate,”
the Graduate School holds a public presentation session after the doctoral degree examination, and before
a decision is made by the Graduate Faculty Board on whether to pass or fail the relevant dissertation. The
Graduate School has initiated discussions on possible stipulation and disclosure of the standards foracademic degree examination.

355

Chapter 4 Educational Content, System and Outcomes 4. Outcomes Graduate School of Business Administration
The examination standards for Master’s theses and doctoral dissertations are clearly stipulated in theinternal regulations of the Graduate School of Business Administration.
To acquire a Master’s degree, students must first satisfy the requirements of (1) attending the first halfof the doctoral program for at least two years, (2) obtaining a minimum of 30 credits of specified subjects,and (3) receiving a certification of specialized foreign language skills, and then passing the Master’s thesis
examination and the final examination. The final examination is conducted in the form of oral
examination by three examiners, i.e., the student’s academic advisor, a faculty member in the same field ofspecialization, and a faculty member in another field of specialization. The Graduate School conferred
Master’s degrees upon 16 students in AY 2011, and 59 students in the preceding three years. 4.4-89)p.9, 21
Regarding doctorate conferment in the Graduate School, a Doctoral Dissertation Guidance Committee isorganized for each student upon his/her entrance to the second half of the doctoral program, providing
guidance based on the multiple-advisor system by his/her academic advisor and another advisor. Students
register for and study subjects based on the guidance of the Committee. To become eligible to take the“academic ability test for doctorate by coursework,” students must take a specific foreign language
examination, obtain at least 12 credits of subjects outside their primary field of specialization, and publish
one paper regarding the research theme that they have specified in their “preparation plan for doctoral
dissertation research.” If a student who has already passed the said “academic ability test for doctorate bycoursework” publishes a minimum of three papers regarding his/her doctoral dissertation theme, thenhe/she is allowed to take the “qualifying test for candidates for doctorate by coursework.” With an eye tohelping students further enhance the quality of their papers by presenting the papers at academic
conferences, in AY 2011, the Graduate School supported the travel expenses of students who madepresentations at academic conferences held in Japan. (Five students out of eight students in the second halfof the doctoral program used this financial support system to visit academic conferences to makepresentations.) The “qualifying test for candidates for doctorate by coursework” is conducted in public in
the form of a report and oral examination. Those who have passed this test become a “candidate for
doctorate by coursework” and are allowed to submit a doctoral dissertation. Upon submission of thedoctoral dissertation, the Graduate School conducts the doctoral dissertation examination and the final
examination, and awards a doctorate to the student after due deliberation by the Graduate Faculty Boardof the Graduate School of Business Administration. In the past three years, the Graduate School conferreda “doctorate by coursework” upon one student in AY 2009, three students in AY 2010 and two students in
AY 2011. 4.4-89)p.10,4.4-45)
 Graduate School of Science and Technology
Upon entrance to the Graduate School of Science and Technology, students can obtain information
regarding the performance evaluation standards before setting out to study in the Graduate School, byreferring to its educational objectives, Diploma Policy and Curriculum Policy (the process for obtaining
academic degrees), which are made public on KG’s official website. 4.4-90) To maintain appropriateness andfairness in the award of academic degrees, each student is assigned several academic advisors upon
his/her entrance to the Graduate School, from whom he/she receives guidance in “special experiment andseminar.” Guidance by multiple advisors increases objectivity in the evaluation of students’ research. The
procedure and system of examination for Master’s degrees and doctoral degrees (“doctorate bycoursework” and “doctorate by dissertation”) are implemented in accordance with the “Kwansei Gakuin
University Academic Degree Regulations.” As an arrangement independently adopted by the Graduate
School, the Graduate School requires students to publicly hold a “Master’s thesis presentation session” in
the Master’s degree examination process, as well as to conduct a “public presentation” in the doctorate
examination process, in addition to the oral examination conducted by examiners, with a view to356

Chapter 4 Educational Content, System and Outcomes 4. Outcomesincreasing fairness in the examination process. The schedule to hold these presentations is also specified
in the “process for obtaining academic degrees,” and is fully communicated to students. The Graduate
Department of Bioscience and the Graduate Department of Informatics hold a publicly accessible “interim
report session regarding research achievements,” ensuring more objective evaluation and guidance. The
final determination of the approval/disapproval of degree conferment is made by the Graduate Faculty
Board. The Graduate School requires that relevant examination reports be distributed to Board members
prior to the said determination. This system ensures that Board members become sufficiently wellinformed of individual students’ research achievements and conduct a fair examination for awarding a
relevant degree to each student.

 Graduate School of Policy Studies
The Graduate School of Policy Studies awards Master’s degrees to students who have satisfied therequirements for course completion and have passed the examination of the Master’s thesis. To satisfy thecourse completion requirements, students must attend the Graduate School for more than a specified
number of years, complete a minimum number of credits, make presentations at the Research Consortiumand the Research Fair, and receive a certification of foreign language (English) skills. Before submitting a
final, official version of their thesis, individual students must submit a draft thesis, based on the
preliminary examination of which their official thesis is accepted. Master’s theses are examined by thestudent’s academic advisor, as the chief examiner, and two sub-examiners who are appointed by the chief
examiner and approved by the Graduate Faculty Board. AY 2011, the Graduate School conferred Master’s
degrees upon 17 students, which has brought the total number of Master’s degree holders produced since
the establishment of its Master’s program in AY 1999 to 354 students. 4.4-91)
To receive a doctoral degree, students must be recognized as an independent researcher or a specialized
professional capable of effectively working in the international arena, who possesses the ability to identify
a research theme in an integrated field covering multiple policies, as well as to plan and proceed withresearch on that theme. To be recognized as such a researcher/professional, and to be allowed to submit adoctoral dissertation, the student must prepare survey paper(s), report his/her research at academic
conferences or the like, publish at least three refereed academic papers (or equivalent book(s)), and pass
the examination of the abstract of his/her dissertation. 4.4-91)
A public presentation is held of the doctoral dissertation submitted by a student satisfying theabovementioned requirements. The dissertation is then examined by the student’s academic advisor, as achief examiner, as well as by two sub-examiners who are appointed by the chief examiner and approvedby the Graduate Faculty Board. (These sub-examiners shall be faculty members of KGU or otheruniversity, and must be expert in the relevant field of specialization.) Details of the examination results arereported to the Graduate Faculty Board, where the approval/disapproval of the degree conferment isdetermined after a question and answer session. Since the establishment of the second half of its doctoral
program in AY 2001, and by the end of AY 2011, the Graduate School has awarded doctorates to 12
students.
 Graduate School of Language, Communication, and Culture
In both the first and second half of its doctoral program, the Graduate School of Language,
Communication, and Culture clearly informs students of the requirements for course completion by
specifying them in the Course Guide, which is distributed in April in each year. 4.4-92)p.16-18, 28 The Graduate
School also distributes to students the guidelines for preparation of Master’s theses, theme research papers
and doctoral dissertations [A] (for “doctorates by coursework”) at the beginning of each academic year. To
clearly explain the standards for thesis/paper examination for academic degrees, the “Guidelines for
preparation of Master’s theses and theme research papers” contain two sections: “Examination and357

Chapter 4 Educational Content, System and Outcomes 4. Outcomes

evaluation of Master’s theses” and “Examination and evaluation of theme research papers.” Thesesections provide specific and detailed explanations regarding the criteria and standards for thesis/paper
examination and evaluation from four specific points of view: “Research theme,” “Structure andexpression,” “Discussion and conclusion” and “Survey and experiment.” 4.4-93) Meanwhile, the Graduate
School has not specified and disclosed the examination standards for doctoral dissertations.
Since its establishment, and by the end of AY 2011, the Graduate School produced 254 Master’s degree
holders and 10 doctorate holders (“doctorate by coursework”). The procedure to obtain an academic
degree is as follows: To obtain a Master’s degree, students must attend the first half of the doctoral
program for two years, complete a specified number of credits, receive a certification of foreign language
skills, and submit a Master’s thesis or a theme research paper. Master’s degrees are awarded to students
whose thesis/paper has passed its examination. A submitted Master’s thesis or theme research paper isperused by one chief examiner (the student’s academic advisor) and two sub-examiners, and is rigorously
examined via an oral examination. Students who submit a Master’s thesis or a theme research paper are
required to submit the provisional thesis/paper title and a tentative thesis/paper (approximately 15 pages)
by a designated date. 4.4-94),4.4-92)p.22, 26
To submit a doctoral dissertation [A] (for a “doctorate by coursework”) in the second half of thedoctoral program, students attend this stage of the doctoral program for three years on average. They
prepare and submit a doctoral dissertation based on research guidance. Doctorates are awarded to students
whose dissertation has passed its examination. To ensure doctoral dissertations of high quality, theGraduate School conducts a rigorous “qualification examination for doctoral candidacy.” As an internal
regulation of the Graduate School, prior to submission of a doctoral dissertation, students must make atleast two research presentations at academic conferences and publish a minimum of two papers in journals
issued by academic societies. 4.4-94)

 Graduate School of Human Welfare Studies
1) Award of academic degrees
The Graduate School of Human Welfare Studies publicly provides information regarding the award ofacademic degrees, as a “model process for obtaining academic degrees,” in the Graduate School’s section
on KG’s official website. 4.4-95),4.4-96),4.4-97)
2) The first half of the doctoral program
As the requirements for receiving an academic degree in the first half of the doctoral program, students
must complete a specified number of credits, receive a certification of foreign language skills, submit a
Master’s thesis or a theme research paper, pass the thesis/paper examination, and complete the course. To
submit a Master’s thesis, students must report the content of the thesis at the “Master’s theses interim
report meeting” during their second year of study, and receive guidance and advice from faculty membersother than their academic advisor. In the Master’s thesis examination, whether the thesis passes or fails isdetermined on the basis of whether the thesis shows originality while grounded in a high level ofextensive expertise and an excellent analytical approach in the relevant field of specialization.
3) The second half of the doctoral program
Students in their first year of the second half of the doctoral program are expected to submit a “doctoral
dissertation plan,” conduct presentations at academic conferences, and prepare a single-authored or
co-authored paper. In their second year, students also submit a “doctoral dissertation plan,” conduct
presentations at academic conferences, and submit the single-authored or co-authored paper to an
academic journal and have it accepted by the journal. Second-year students also prepare an outline of the“presentation session regarding research outcomes in the second half of the doctoral program,” present
their research outcomes in the said stage of the doctoral program, submit an “interim report of the doctoral
dissertation,” receive an oral examination, and become qualified as a Doctoral Candidate. In their third358

Chapter 4 Educational Content, System and Outcomes 4. Outcomes

year, students submit a “doctoral dissertation plan (annual research plan)” and then the doctoral
dissertation. The students undergo a public oral examination of the dissertation, submit an outline of the“presentation session regarding research outcomes in the second half of the doctoral program,” and carryout the session. The results of the relevant examination are reported to the “Academic Advisors
Committee for the Second Half of the Doctoral Program” and the University Senate, where the results areapproved, and the award of the doctorate is determined.
4) Degree holders
Thus far, the Graduate School conferred the degree “Master of Arts in Human Welfare Studies” upon six
students in AY 2009, eight students in AY 2010, and seven students in AY 2011. The Graduate School also
conferred the degree “Doctor of Philosophy in Human Welfare Studies [A]” upon two students in AY 2009,
one student in AY 2010, and five students in AY 2011. 4.4-56) In AY 2010, a “Doctor of Philosophy in
Human Welfare Studies [B]” was awarded to one student.

 Graduate School of Education
The Graduate School of Education specifies the requirements for eligibility to submit a Master’s thesisin the first half of the doctoral program in the Graduate School of Education Course Guide. Students whoare eligible to submit a Master’s thesis and who have submitted the thesis within the specified period ofsubmission undergo the thesis examination and oral examination by three examiners (one chief examiner
and two sub-examiners). The results are reported at a Graduate School of Education Graduate Faculty
Board meeting, where the final evaluation of the thesis is conducted on the spot. Successful students areawarded the degree “Master (Education).”
The number of students who completed the first half of the doctoral program in each year since AY 2009
stood at one student in AY 2009, three students in AY 2010, and three students in AY 2011. The relevant
examinations and the approval of course completion are implemented in conformity with theabovementioned examination procedure established in the Graduate School. The Graduate Faculty Board
determines the award of the doctorate. Thus far, the Graduate School has conferred Master’s diplomas
upon seven students in total.
The guidelines for submission of doctoral dissertations in the second half of the doctoral program areprovided in the Graduate School of Education Course Guide, which specifies the period of submission,
where to submit the dissertation, articles to be submitted, eligibility for submission, guidelines for theauthoring of the dissertation, and matters regarding its examination, along with the process for obtaining
the doctorate.
After a doctoral dissertation is submitted, the Graduate School of Education Graduate Faculty Board
accepts the dissertation, and appoints examiners based on due deliberation. Examiners comprise one chief
examiner and two or more sub-examiners. (The chief examiner and one or more sub-examiners shall beacademic advisors in the second half of the doctoral program. At least one sub-examiner shall be amember of a Field other than that of the chief examiner.) Regarding the submitted dissertation, thedissertation examiners conduct the final examination (oral examination), prepare an “examination report”
and submit it to the Graduate Faculty Board. Based on this report, the Board determines theapproval/disapproval of the award of the doctorate by vote.
During the period from AY 2009 to the present, two students left the Graduate School after completingthe course of the second half of the doctoral program (one in the field of Early Childhood Pedagogy, andthe other in the field of Applied Pedagogy). As a result of a rigorous examination in line with theabovementioned examination procedure, in AY 2010, the Graduate School conferred a diploma of “Doctor(Education)” upon one of these students (the student in the field of Applied Pedagogy).

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Chapter 4 Educational Content, System and Outcomes 4. Outcomes Institute of Business and Accounting
The Institute of Business and Accounting specifies in its Student Guide4.4-98)p.2 the requirements forcourse completion in the Graduate Department of Advanced Management, communicating them tostudents in advance. To award an academic degree, the Institute proceeds with a process in conformity
with the Academic Degree Regulations;4.4-65)Article 14 i.e., the Institute accepts the dissertation, establishes adoctoral dissertation examination committee, examines the dissertation, conducts the final examination,and convenes the Doctoral Program Committee to determine the approval/disapproval of the degree
conferment. 4.4-99) Matters regarding the selection of dissertation examiners and the holding of oral
examinations and public presentation sessions, which are conducted as the final examination, arestipulated in the “Agreements regarding the doctoral dissertation examination,” 4.4-100) separately from theabovementioned matters. Meanwhile, the Institute has not specified the examination standards for doctoral
dissertations in written form. Preparation of such written standards is currently underway.

2. Check and Evaluation(1) Matters showing improvement

Whole University

4.4-2-(1) Undergraduate Course
The University has compared and analyzed the results of the three rounds of “student survey ofteaching” by time series, in particular, among the range of means to examine its educational outcomes.
This analysis indicates that the most recent survey in AY 2011 shows the highest evaluation results. 4.4-101)
In response to the University-wide establishment of the Diploma Policy, Curriculum Policy andAdmission Policy, 4.4-102) the University has incorporated questions regarding “KG’s Ideals for its
Graduates” in the “KGU graduates survey” distributed in and after AY 2011, with a view to measuring towhat extent students have been equipped with education grounded in the founding spirit of the University.
4.4-7)p.24, 25
It has been decided that the Four Universities IR Network will be reorganized as a consortium in
AY 2012. The University as a whole will take this opportunity to participate in this consortium.

Schools

4.4-2-(1) School of Theology
Through its class instruction and seminar subjects, the School of Theology has achieved, to a certain
satisfactory level, its educational objective, i.e., “development of individuals who consider human beings
from the aspect of their relationship with nature, society, thought and culture; and who are able to discover
the various problems lying therein, explore the significance of life and the norms of living in the presentday, and broadly communicate these findings to others based on the gospel of Christ; and thus serve
society in a meaningful way.” This achievement is exemplified by the high percentage of graduates fromthe School who seek, and actually find employment in social welfare-related and other service businesses
conducive to the public good. 4.4-103)
 School of Humanities
In the “student survey of teaching” conducted by the School of Humanities, the results indicate that themore frequently a student is absent from the class, the lower the average score in his/her answers to the360Chapter 4 Educational Content, System and Outcomes 4. Outcomes

questions regarding the level of his/her understanding of, and satisfaction with the class. 4.4-104) It is also
obvious that frequent absences result in poor performance in class. In view of this situation, in AY 2012,
the School will resume a system whereby the School has a meeting with any student whose academic
performance is recognized as unsatisfactory on the basis of specific standards, and discusses his/heracademic results with him/her. The School has already informed applicable students of the relevant
meetings, which are scheduled to be held by the end of October.

 School of Economics
In 2009, the School of Economics held the Econofesta to commemorate the 75th anniversary of its
establishment. This served as an opportunity for the School to conduct the Inter-Seminar Conference andother official extracurricular activities, as well as to adopt a new guidance system in seminar classes inconsideration of such activities. It appears that these activities and guidance have contributed to increasing
students’ motivation to develop papers, and enhancing their ability to conduct research presentations.
As an example, in recent years, the School has seen a steady increase in the number of applicants for the“prize paper contest,” 4.4-105) which is independently held and screened by the School at the end of eachacademic year. The jury has commented on the increase in the overall quality of the submitted papers. The
School’s efforts in this contest have thus increased students’ awareness of the importance of researchpresentation and paper development. 4.4-106),4.4-107)p.86
As another effort to produce a similar positive effect, the School grants the Basic Seminar Paper Award,
which is applicable to “basic seminar” for first-year students, as well as the Graduate Thesis Award, which
is applicable to “research seminar II” for fourth-year students. A single best paper/thesis is selected fromeach seminar class, the author of which is awarded a certificate and a gift.
 School of Business Administration
The primary outcome of the educational improvement efforts by the School of Business Administrationis the introduction of the new curriculum. The School will examine the educational effects of thiscurriculum in the next and subsequent years.
 School of Policy Studies
Regarding the Research Fair, the School of Policy Studies requires students to undertake a pre-entry
screening before applying to present at the fair, as well as to post the materials for their poster presentation
prior to the fair in order to receive relevant instruction and advice. The fair also involves students fromother schools, universities and high schools. As such, the Research Fair provides a positive stimulus forparticipating students.
 School of Human Welfare Studies
The School of Human Welfare Studies has achieved the highest employment rate among graduates of all
the schools in the University. The School has also achieved a high rate for graduates who foundemployment in fields closely related to the education provided by the School, such as the medical- andwelfare-related fields, civil service and teaching. 4.4-41)
 School of Education
The School of Education conducts the “survey of students’ future career plans,” since it is useful not
only to understand students’ intentions regarding their career paths after graduation but also to review thecontent and systems of class instruction so as to increase the students’ motivation for their studies, and todevise measures to bring such revisions to successful educational outcomes. The School therefore plans to361

Chapter 4 Educational Content, System and Outcomes 4. Outcomescontinue this survey and accumulate relevant data. The School obtains valuable opportunities to examine
the outcomes achieved in line with its educational objectives, through information exchange anddiscussions on various issues at the “Instructors’ Meeting of the Kindergarten Teacher- and Nursery
Teacher-Training Course,” the “Instructors’ Meeting of the Elementary School Teacher Training Course,”the “Practicum Committee” and other meetings.

Graduate Schools

4.4-2-(1) Graduate School of Humanities
The number of students who acquire the degree “doctorate by coursework” in the Graduate School of
Humanities has steadily increased (16 students in AY 2010, and 18 students in AY 2011), in comparison
with that in AY 2005 and AY 2006 (approximately five students). In terms of the number of degrees
conferred, the Graduate School has achieved tangible progress in educational and research guidance in thesecond half of the doctoral program. In the first half of the doctoral program, the number of students who
obtain academic degrees per year has been maintained at approximately 50 students since AY 2007, whichis generally satisfactory. 4.4-108)
The Graduate School uses the specific frameworks of grants awarded on a competitive basis, with theaim of enhancing the quality of education in the Graduate School and providing students with anopportunity to self-evaluate their own research activities. In this respect, 11 students in the Graduate
School were successfully adopted for such grants in AY 2011, including three students for the “fellowship
for research in the second half of the doctoral program,” two for the “graduate school fellowship,” and six
for the Research Fellowship for Young Scientists of the Japan Society for the Promotion of Science (JSPS).
4.4-109)

 Graduate School of Business Administration
As described in Section 1-(2), the process for obtaining a doctorate in the Graduate School of Business
Administration is comparable to that commonly adopted in the United States, requiring students toundertake an “academic ability test for doctorate by coursework,” as well as a “qualifying test forcandidates for doctorate by coursework,” which is conducted in public. The said process is specified in theinternal regulations of the Graduate School, and is made public and disseminated via the Graduate
School’s section on KG’s official website and the Graduate School Course Guide. The Graduate School
has also specified, in written form, the “evaluation standards for Master’s theses and doctoral
dissertations,” disclosing them on KG’s official website. The increased transparency in these regulations,standards, etc., and the efforts made by academic advisors have resulted in positive outcomes, helping the
Graduate School constantly produce doctorate holders, and increasing the number of entrants to thesecond half of its program for doctorates by coursework.
 Graduate School of Policy Studies
The Graduate School of Policy Studies has increased opportunities for students’ self-directed researchpresentations, by holding the Research Consortium and the Research Fair, and issuing collections ofpapers authored by graduate students. This has contributed to enhancing students’ awareness of theimportance of conducting research presentations. 4.4-110),4.4-111)
 Graduate School of Language, Communication, and Culture
In the second half of its doctoral program, the Graduate School of Language, Communication, andCulture provides finely tuned research guidance by means of “individual guidance,” as well as “group362

Chapter 4 Educational Content, System and Outcomes 4. Outcomesguidance,” which is provided by three faculty members including the academic advisor of each student. In“group guidance,” students are required to make a presentation regarding the content of their ongoing
research before faculty members. This has contributed to preparing students to conduct presentations at
academic conferences, submit papers to journals published by academic societies, and author theirdoctoral dissertation. As a consequence of such research guidance, students currently report their researchfindings more frequently than ever, on their own accord, at internal and external workshops, academic
conferences and forums. As an example, research presentations were conducted by eight students at aforum discussed in Japanese, and by four students at a forum in English, which were held at the BeijingInternational Studies University in March 2012. 4.4-112),4.4-113)
The Graduate School reviews its internal regulations regarding academic degrees every several years. In
October 2010, the Graduate School revised the deadline for submission of doctoral dissertations [A] (for“doctorates by coursework”). 4.4-114)

 Graduate School of Human Welfare Studies
The Graduate School of Human Welfare Studies has made its educational objectives accessible via KG’s
official website, the Graduate School Guide, the entrance examination guide and other media. The
Graduate School’s educational efforts have resulted in successful outcomes in that it has produced asubstantial number of degree holders in both the first half of the doctoral program (for Master’s degrees)
and the second half of the doctoral program (for doctoral degrees); and awarded the degree “Master ofArts in Human Welfare Studies” annually to an equivalent number of students as its admission capacity inthe first half of the doctoral program. 4.4-37)51p.1
 Graduate School of Education
As indicators to check and evaluate its educational outcomes, the Graduate School of Education refers
to the results of the “student survey of teaching” and students’ research achievements. The existingsmall-group education has facilitated the guidance in line with the educational objectives of the Graduate
School. The survey results contain many comments favorable to the current small-group education. The
Graduate School holds meetings with students upon their course completion to obtain their views
regarding what learning outcomes they have achieved in the Graduate School and how they wish to use
such outcomes in the future. The Graduate School uses these views as a reference to check and evaluate
its guidance. 4.4-115)(2) Matters that need to be improved

Whole University

4.4-2-(2) Undergraduate Course
The University has thus far conducted 16 rounds of the “college community survey,” accumulating bothquantitative and qualitative data, and has compiled the results into a “basic survey report” with each roundsince its first survey. As such, the result data has been used as an important material for measurement of
the current educational outcomes. However, this data has not necessarily been used effectively for further
enhancement of the educational outcomes at the University.

Schools

4.4-2-(2)363Chapter 4 Educational Content, System and Outcomes 4. Outcomes School of Theology
Regarding the School of Theology’s ideals for its students, a large part of the specific image of the ideal
individual needs to be defined by individual students themselves. Such an ideal may not be tangibly
realized immediately after their graduation. However, it is still important for the School to specificallysuggest diverse images of “ideal individuals” while providing undergraduate education, in order tostimulate the students to further exploration to gain practical knowledge, so that they can envision diverse
possibilities for themselves in the future.
 School of Humanities
Regarding the minor (sub-major) system within the School of Humanities, the number of students who
enroll in and complete a minor program has been on the decline.
 School of Policy Studies
Further development is needed regarding the presentation and discussion skills of both undergraduate
and graduate students displayed at the Research Fair and the Research Consortium. In this respect, theSchool of Policy Studies must reinforce the relevant evaluation system, as well as its guidance ofpresentation skills.
 School of Education
The School of Education must review the questions in the “survey of students’ future career plans,” witha view to using the survey results as a material for examining the consistency between its educational
objectives and students’ learning outcomes.

Graduate Schools

4.4-2-(2) Graduate School of Humanities
While the Graduate School of Humanities has already specified the examination standards for doctoral
dissertations in the Graduate School Course Guide, such standards for Master’s theses have not been
specified in written form.
To guarantee the quality of students who pass through the Graduate School, the Graduate School isrequired to establish multifaceted evaluation criteria/standards, incorporating factors regarding the career
paths of individual students after leaving the Graduate School. However, the Graduate School has not thus
far fully understood the status of employment and other basic data necessary for such evaluation regarding
students in both the first and second half of the doctoral program, including those who left the Graduate
School without completing the course. The Graduate School must obtain such data and clarify various
issues such as the relationship between students’ learning at the Graduate School and their respective
professions after course completion (or after leaving the Graduate School).
In AY 2009, the Graduate School set an internal objective to implement, as a trial, students’
self-assessment regarding their learning outcomes and research achievements. However, this has not thus
far been implemented as a Graduate School-wide system.
 Graduate School of Policy Studies
Further development is needed regarding the presentation and discussion skills of both undergraduate
and graduate students displayed at the Research Fair and the Research Consortium. In this respect, theGraduate School of Policy Studies must reinforce the relevant evaluation system, as well as its guidanceof presentation skills.
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Chapter 4 Educational Content, System and Outcomes 4. Outcomes Graduate School of Language, Communication, and Culture
The Graduate School of Language, Communication, and Culture must specify and disclose theexamination standards for doctoral dissertations. For the purpose of more clearly understanding thelearning outcomes of, and research activities conducted by students of the Graduate School, the Graduate
School must review the questions in the existing surveys distributed to those who have completed theircourse either in the first or second half of the doctoral program.
 Graduate School of Human Welfare Studies
In the Graduate School of Human Welfare Studies, enrollment in the second half of the doctoral
program has fallen short of the number of places available for admission. The Graduate School will takemeasures to increase student enrollment in this stage of the doctoral program. The Graduate School will
also develop evaluation indicators to measure the students’ learning outcomes.
 Graduate School of Education
In the Graduate School of Education, the results of the “student survey of teaching,” students’ researchachievements and other information that are used as indicators for checking and evaluating its educational
outcomes are currently managed within each seminar class solely by the academic advisor. The Graduate
School has to ensure the sharing of such information in order to check and evaluate its educational
outcomes, and make relevant improvements as a Graduate School-wide effort.
 Institute of Business and Accounting
In the Institute of Business and Accounting, the examination standards for Master’s theses and doctoral
dissertations have not been specified in written form, and thus have not been disclosed to students. It is anurgent task for the Institute to establish and disclose such standards.

3. Development Measures for the Future(1) Matters showing improvement

Whole University

4.4-3-(1) Undergraduate Course
The number of schools participating in the Universities IR Consortium, which initially stood at two
schools, has increased to five schools as of AY 2012. The University recognizes the necessity to establish
a closer and more cooperative relationship between each school and the Center for Research into andPromotion of Higher Education, in order to carefully check for overlaps etc. between the institutional
research conducted through the consortium and the University’s independent research, and thereby
achieve more integrated and effective measurement of the educational effects. The University will further
promote the efforts made at each school to identify related problems and make specific improvements forbetter education through the FD Committee established in each school. The University will also promote
University-wide FD activities through the Academic Affairs Committee, which deals with University-wideissues, the Faculty Development Subcommittee, and other bodies.

Schools

4.4-3-(1)365Chapter 4 Educational Content, System and Outcomes 4. Outcomes School of Theology
To help students form a specific image of “World Citizens embodying the spirit of ‘Mastery for
Service’” and go out into the world as individuals who serve society in a meaningful way, the School of
Theology will further increase its efforts in conducting the annual “academic lecture meetings” and“Workshops on Human Rights Issues,” and inviting external lecturers to these events, as well as a variety
of programs featuring dialogue with individuals in other schools and fields of specialization.
 School of Humanities
Upon completion of the series of meetings held in AY 2012 with students with poor academic
performance, the School of Humanities will report the results to the School Administration meeting,where participants will identify the cause and discuss possible measures to help prevent students sufferfrom poor performance.
 School of Economics
The School of Economics attaches importance to the research activities carried out both at the individualand group level as part of the seminar program. In this respect, to facilitate research presentation andpaper preparation by students, the School has in place a specific system for students to use the lounge
space and seminar activity rooms, which are located in the School of Economics Building and areequipped with wireless LAN, as well as laptop computers that can be lent to the students. 4.4-116)
In recent years, the number of lent laptop computers per year has been increasing considerably. Lending
increases during certain periods in the year, such as the preparation period for the Inter-Seminar
Conference, which is held in November, and the period just before submission of graduation theses inJanuary. Efforts are currently underway in the School to purchase additional laptop computers for lending,and enhance the space for group work (by securing additional space and improving the regulations for useof the existing space).
 School of Business Administration
The School of Business Administration will further familiarize students and faculty members with its
educational philosophy, and with the newly specified Diploma Policy and Curriculum Policy, by
providing the philosophy and Policies in the Course Guide and the “guide for lecturers” distributed tofaculty members.4.4-117)p5
 School of Policy Studies
In the Research Fair, the School of Policy Studies requires the students participating from the School toanswer the questions that are asked on their research reports presented at the fair, and incorporate relevant
advice from faculty members into their promotion papers, graduation theses, etc., thereby enhancing thequality of their research. The Research Fair also produces great educational outcomes by promoting
research exchange between different departments and laboratories.
 School of Human Welfare Studies
The School of Human Welfare Studies will continue its current educational efforts so as to maintain its
students’ high rate of employment in fields closely related to the education provided by the School.
 School of Education
As an indicator to evaluate the educational outcomes of its curriculum, the School of Education will366

Chapter 4 Educational Content, System and Outcomes 4. Outcomes

refer to the distribution of GPAs achieved by students. The School will also conduct the “survey ofstudents’ future career plans” not only for students in their final year of study but also for all students, ineach year of their undergraduate program. The School will use the survey results as one of the indicatorsfor checking and evaluating its educational outcomes. Regarding the survey, the School will not use theresults simply to understand students’ intentions regarding their future careers; the School aims to usethem as a material for examining consistency between its educational objectives and students’ learning
outcomes, and to achieve this aim, the School plans to review the survey questions and accumulate
relevant data over a number of years. The School will also distribute a specific questionnaire to students
upon their graduation, using the results as a reference to develop indicators for measuring learning
outcomes.

Graduate Schools

4.4-3-(1) Graduate School of Humanities
To turn out graduates of high quality, the Graduate School of Humanities will operate existing support
measures for students’ research activities even more effectively, while increasing measures to support
specific areas that are not covered by the existing measures, and where the benefit from the current
measures are not available. The more frequently a student is absent from school, the poorer his/heracademic results tend to be. In view of this situation, in AY 2012, the Graduate School will resume thesystem whereby the Graduate School holds a meeting with any student whose academic performance isrecognized as unsatisfactory on the basis of specific standards, and discusses his/her academic results withhim/her. 4.4-104)
 Graduate School of Business Administration
The Graduate Faculty Board of the Graduate School of Business Administration has specified, as
provided below, the standards for the evaluation of Master’s theses and doctoral dissertations, which
previously depended on certain implicit standards. The Board will further discuss and finalize thespecified standards, and then disclose them via the Graduate School’s section on KG’s official website.
4.4-118),4.4-119)<Evaluation standards for Master’s theses and doctoral dissertations>
Evaluation standards for Master’s theses
In examination of a Master’s thesis, the Graduate School shall evaluate it in consideration of thefactors listed below, while also taking into consideration the research approach and special
conditions/characteristics specific to each field of specialization.
(1) Clear awareness of the issue; appropriate theme setting(2) Appropriate review and close examination of previous studies(3) Sufficient fact-finding research and search of literature/materials(4) Analysis from a well-defined angle; coherent development of logic(5) Persuasive content description and development of survey analysis(6) Analysis with originality(7) Appropriate citations etc.; proper style as an academic paper
Examination standards for doctoral dissertations
In examination of a doctoral dissertation, the Graduate School shall evaluate it in consideration of thefactors listed below, with special emphasis placed on Items 6 and 7. The Graduate School shall also
take into consideration the research approach and special conditions/characteristics specific to eachfield of specialization.

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Chapter 4 Educational Content, System and Outcomes 4. Outcomes(1) Clear awareness of the issue; appropriate theme setting(2) Appropriate review and close examination of previous studies(3) Sufficient fact-finding research and search of literature/materials(4) Analysis from a well-defined angle; coherent development of logic(5) Persuasive content description and development of survey analysis(6) Positive contribution to academic research in the relevant field of specialization(7) Analysis with originality(8) Appropriate citations etc.; proper style as an academic paper
The Graduate School will specify and disseminate the abovementioned “evaluation standards for
Master’s theses and doctoral dissertations” via the Graduate School Course Guide issued for the next
academic year. 4.4-89)

 Graduate School of Policy Studies
Through its curriculum revision in AY 2011, the Graduate School of Policy Studies has provided more
opportunities for students’ self-directed research presentations. This has been contributing significantly toincreasing students’ awareness of the importance of research presentations and discussions, as well as thedevelopment of their presentation and discussion skills.
 Graduate School of Language, Communication, and Culture
The Graduate School of Language, Communication, and Culture has produced 10 doctorate holders(doctorate by coursework) since AY 2005, the academic year of its “completion” when the Graduate
School had its first students complete their program. The Graduate School will reinforce its guidancesystem based on “individual guidance” and “group guidance,” aiming at producing at least two doctors(doctorate by coursework) annually. To ensure that students have more opportunities to receive a positive
stimulus for their research, the Graduate School will increase its efforts to encourage their active
participation in internal and external academic conferences, workshops and forums. International forums
with discussions in both Japanese and English are scheduled to be held in March 2013 at the BeijingInternational Studies University, where eight students plan to conduct research presentations (four in theJapanese forum and four in the English forum). The Graduate School will regularly review its internal
regulations regarding academic degrees, revising them as necessary, in order to maintain objectivity andrigor in its academic degree examination and determination of approval/disapproval of course completion.
 Graduate School of Human Welfare Studies
In the first half of its doctoral program, the Graduate School of Human Welfare Studies has awarded thedegree “Master of Arts in Human Welfare Studies” annually to an equivalent number of students as its
admission capacity. The Graduate School aims to maintain this situation.
 Graduate School of Education
The Graduate School of Education will hold meetings with students not only upon their course
completion but also in the middle of the academic year as part of its FD Seminar. The Graduate School
will thereby involve students in its efforts to examine whether educational outcomes in line with its
educational objectives have been achieved.
(2) Matters that need to be improved

Whole University

4.4-3-(2)368Chapter 4 Educational Content, System and Outcomes 4. Outcomes Undergraduate Course
Over the years, the University has conducted a variety of surveys for measurement of its educational
outcomes. However, the University has not fully established a system for organizing the resulting data into
a database and analyzing it in a comprehensive manner. The University must also establish a
University-wide system to use the analyzed results based on such data for making tangible improvements
in its education.

Schools

4.4-3-(2) School of Theology
As subjects for stimulating students to further exploration to gain practical knowledge, the School of
Theology provides “seminar subjects.” Since AY 2012, as priority issues, the Curriculum ResearchCommittee (School) and the FD Workshop (School) have been discussing issues regarding developmentof a clear definition of the process leading from “basic seminar” to “special research seminar,” as well as
formulation of examination standards for the subject “graduation thesis.” In this respect, the School will
present the clearly defined process and the examination standards to students at the earliest possible time.
The School will also disclose the said process and standards via the School’s section on KG’s official
website, with an eye to broadly communicating to the public the School’s educational policy, as well as
the specific process and achievement goals of its education.
 School of Humanities
The School of Humanities will convene the School Administration Meeting to discuss issues regarding
the minor (sub-major) system within the School, closely examining the period and procedure ofapplication, as well as the content of the minor program. To increase enrollment in the program, after
explaining the minor system in the orientation for new entrants to the School, the School is considering
implementing a means of reminding students of the system, aside from information posted on bulletinboards, during the period before the spring semester of their third year of study, when the School accepts
applications for enrollment in the program. The School is also considering modifying the minor system toenable students to apply for the program in the spring semester of their first year of study.
 School of Policy Studies
To raise the students’ research standards through presentations and discussions at the Research Fair andthe Research Consortium, the School of Policy Studies will take measures to increase participation in thefair and consortium from outside the School (or other departments, other universities, etc.), promoting
active research exchange between participants. To further develop students’ research presentation skills,
the School will also promote its faculty development activities, and will establish a system enabling
faculty members in related fields to objectively evaluate and provide guidance regarding presentation
skills. The School will ensure that students incorporate the outcomes of their research activities into theirgraduation thesis, Master’s thesis, etc., and give publicity to their research outcomes by taking the various
opportunities afforded them, so as to disseminate such outcomes to the general public.
 School of Education
The School of Education will establish a “checking and evaluation committee for future plans” in order
to conduct various surveys in a systematic manner and obtain sufficient data to form the basis for relevant
checking and evaluation.
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Chapter 4 Educational Content, System and Outcomes 4. Outcomes

Graduate Schools

4.4-3-(2) Graduate School of Humanities
The Graduate School of Humanities will proceed with planning for specifying the examination
standards for Master’s theses in the Graduate School Course Guide and other written media. In AY 2012,
the Graduate School has already begun related planning while referring to case examples in graduate
schools at other universities.
To clarify the relationship between students’ learning at the Graduate School and their professions after
course completion (or after leaving the Graduate School) as well as other situations to be examined in a
multifaceted evaluation, the Graduate School will collect necessary information in cooperation with the
University’s Center for Career Planning and Placement. Based on such information, the Graduate School
will develop new educational systems and content that accommodate a likely increase in the number ofstudents who seek to work as an advanced specialist, as with the case of the Graduate School’s existing
subjects that help students become qualified as a Clinical Developmental Psychologist.
 Graduate School of Policy Studies
To raise the students’ research standards through presentations and discussions at the Research Fair andthe Research Consortium, the Graduate School of Policy Studies will take measures to increase
participation in the fair and consortium from outside the Graduate School (or other (graduate) departments,
other universities, etc.), promoting active research exchange between participants. To further develop
students’ research presentation skills, the Graduate School will also promote its faculty development
activities, and will establish a system enabling faculty members in related fields to objectively evaluate
and provide guidance regarding presentation skills. The Graduate School will ensure that students
incorporate the outcomes of their research activities into their graduation thesis, Master’s thesis, etc., andgive publicity to their research outcomes by taking the various opportunities afforded them, so as todisseminate such outcomes to the general public.
 Graduate School of Language, Communication, and Culture
The Graduate School of Language, Communication, and Culture will specify the examination standards
for doctoral dissertations in written form and disclose them in AY 2013. As a specific measure tounderstand the learning outcomes of, and research activities conducted by its students, the Graduate
School will incorporate, in the survey distributed to students upon their completion of the first half of thedoctoral program, questions requiring students to fill in details of research presentations and papers thatthe student made or submitted in or outside the Graduate School while in the said stage of the doctoral
program (title, date of presentation/submission, name of workshop/academic conference, etc.).
 Graduate School of Human Welfare Studies
In the Graduate School of Human Welfare Studies, enrollment in the second half of the doctoral
program has fallen short of its admission capacity. The Graduate School will take measures to increase
student enrollment in the said stage of the doctoral program. In addition to this, the Graduate School aims
to increase the number of doctorate holders regarding both the “Doctor of Philosophy in Human Welfare
Studies [A]” and “Doctor of Philosophy in Human Welfare Studies [B]” degrees.
 Graduate School of Education
The Graduate School of Education will provide students in all fields of specialization in the Graduate
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Chapter 4 Educational Content, System and Outcomes 4. Outcomes

School with opportunities to present their research achievements, and ask and answer questions of one
another while involving faculty members. The Graduate School conducts the “student survey of teaching.”
By effectively using the survey results, the Graduate School will examine the process for obtaining
academic degrees and the relevant examination procedures at the Graduate Faculty Board. The Graduate
School also holds meetings with students. In these meetings, the Graduate School will obtain input fromstudents based on the survey results. The Graduate School will thus examine whether the educational
outcomes have been achieved in line with its educational objectives and whether the process for obtaining
academic degrees and relevant examination procedures are appropriate.

 Institute of Business and Accounting
In the Institute of Business and Accounting, planning is currently underway for the formulation anddisclosure of the examination standards for doctoral dissertations by the end of AY 2012. Details will bedecided at future meetings of the Graduate Faculty Board.

371

Chapter 5

Chapter 5
Student Admission

372

Student Admission

Chapter 5 Contents
1. Current Status(1) Has an Admission Policy been specified clearly?
Whole University .................................................................................................... 378
Schools School of Theology3 79
 School of Humanities 3 79
 School of Sociology3 80
 School of Law and Politics 3 81
 School of Economics3 81
 School of Business Administration 3 82
 School of Science and Technology3 83
 School of Policy Studies3 83
 School of Human Welfare Studies3 84
 School of Education 3 85
 School of International Studies 3 86

Graduate Schools
 Graduate School of Theology3 87
 Graduate School of Humanities3 88
 Graduate School of Sociology3 88
 Graduate School of Law and Politics3 88
 Graduate School of Economics  
 Graduate School of Business Administration3 90
 Graduate School of Science and Technology 3 91
 Graduate School of Policy Studies3 91
 Graduate School of Language, Communication, and Culture3 92
 Graduate School of Human Welfare Studies 3 92
 Graduate School of Education  Law School  Institute of Business and Accounting3 94(2) Does the University implement student admission
and selection in a fair and appropriate manner, based on the Admission Policy?
Whole University .................................................................................................... 396
Schools School of Theology3 98
 School of Humanities 3 98
 School of Sociology3 99
 School of Law and Politics 4 01
 School of Economics4 02373

Student Admission

 School of Business Administration 4 03
 School of Science and Technology4 04
 School of Policy Studies4 04
 School of Human Welfare Studies4 05
 School of Education 4 06
 School of International Studies 4 07

Graduate Schools
 Graduate School of Theology4 08
 Graduate School of Humanities4 08
 Graduate School of Sociology4 09
 Graduate School of Law and Politics4 10
 Graduate School of Economics 4 10
 Graduate School of Business Administration4 11
 Graduate School of Science and Technology 4 12
 Graduate School of Policy Studies4 12
 Graduate School of Language, Communication, and Culture4 14
 Graduate School of Human Welfare Studies 4 14
 Graduate School of Education4 15
 Law School4 15
 Institute of Business and Accounting4 16(3) Does the University admit students in accordance with an appropriately set
admission quota, and properly manage the enrollment based on the admission
capacity?
Whole University .................................................................................................... 416
Schools School of Theology4 17
 School of Humanities 4 17
 School of Sociology4 18
 School of Law and Politics 4 18
 School of Economics4 18
 School of Business Administration 4 19
 School of Science and Technology4 19
 School of Policy Studies4 19
 School of Human Welfare Studies4 20
 School of Education 4 20
 School of International Studies 4 21

Graduate Schools
 Graduate School of Theology4 21
 Graduate School of Humanities4 22
 Graduate School of Sociology4 22374

Student Admission

 Graduate School of Law and Politics4 23
 Graduate School of Economics 4 23
 Graduate School of Business Administration4 23
 Graduate School of Science and Technology 4 24
 Graduate School of Policy Studies4 24
 Graduate School of Language, Communication, and Culture4 24
 Graduate School of Human Welfare Studies 4 25
 Graduate School of Education4 25
 Law School4 26
 Institute of Business and Accounting4 26(4) Does the University regularly examine whether student admission and selection are
implemented in a fair and appropriate manner based on the Admission Policy?
Whole University .................................................................................................... 426
Schools School of Theology4 27
 School of Humanities 4 27
 School of Sociology4 27
 School of Law and Politics 4 28
 School of Economics4 28
 School of Business Administration 4 28
 School of Science and Technology4 29
 School of Policy Studies4 29
 School of Human Welfare Studies4 29
 School of Education 4 30
 School of International Studies 4 30

Graduate Schools
 Graduate School of Theology4 30
 Graduate School of Humanities4 30
 Graduate School of Sociology4 31
 Graduate School of Law and Politics4 31
 Graduate School of Economics 4 31
 Graduate School of Business Administration4 31
 Graduate School of Science and Technology 4 31
 Graduate School of Policy Studies4 32
 Graduate School of Language, Communication, and Culture4 32
 Graduate School of Human Welfare Studies 4 32
 Graduate School of Education4 32
 Law School4 32
 Institute of Business and Accounting4 33

2. Check and Evaluation
375

Student Admission(1) Matters showing improvement
Whole University .................................................................................................... 433
Schools School of Theology4 33
 School of Humanities 4 34
 School of Law and Politics 4 34
 School of Business Administration 4 34
 School of Policy Studies4 34
 School of Education 4 35

Graduate Schools
 Graduate School of Humanities4 35
 Graduate School of Law and Politics4 35
 Graduate School of Policy Studies4 35
 Graduate School of Language, Communication, and Culture4 35
 Graduate School of Human Welfare Studies 4 36(2) Matters that need to be improved
Whole University .................................................................................................... 436
Schools School of Theology4 36
 School of Humanities 4 37
 School of Sociology4 37
 School of Law and Politics 4 37
 School of Economics4 37
 School of Policy Studies4 37
 School of Education 4 38

Graduate Schools
 Graduate School of Humanities4 38
 Graduate School of Sociology4 38
 Graduate School of Science and Technology 4 38
 Graduate School of Policy Studies4 38
 Graduate School of Language, Communication, and Culture4 38
 Graduate School of Human Welfare Studies 4 39
 Law School4 39
 Institute of Business and Accounting4 39

3. Development Measures for the Future(1) Matters showing improvement
Whole University .................................................................................................... 439
Schools School of Theology4 40
 School of Humanities 4 40

376

Student Admission

 School of Law and Politics 4 40
 School of Business Administration 4 40
 School of Policy Studies4 41
 School of Education 4 41

Graduate Schools
 Graduate School of Humanities4 41
 Graduate School of Law and Politics4 41
 Graduate School of Policy Studies4 41
 Graduate School of Language, Communication, and Culture4 41
 Graduate School of Human Welfare Studies 4 41(2) Matters that need to be improved
Whole University .................................................................................................... 442
Schools School of Theology4 42
 School of Humanities 4 42
 School of Sociology4 43
 School of Law and Politics 4 43
 School of Economics4 43
 School of Policy Studies4 43
 School of Education 4 43

Graduate Schools
 Graduate School of Humanities4 44
 Graduate School of Sociology4 44
 Graduate School of Science and Technology 4 44
 Graduate School of Policy Studies4 44
 Graduate School of Language, Communication, and Culture4 45
 Graduate School of Human Welfare Studies 4 45
 Law School4 45
 Institute of Business and Accounting4 45

377

Student Admission

1. Current Status(1) Has an Admission Policy been specified clearly?

Whole University5-1-(1)

Kwansei Gakuin University (KGU) has defined its objective concerning the fostering of humanresources as follows: “The University aims to broadly bestow knowledge on students and thoroughly
provide education and promote research in specialized arts and sciences, pursuant to the provisions of the
School Education Act and the Basic Act on Education, and also to cultivate students’ character, based on
the principles of Christianity.” 5-1)Article 1 Based on this objective, the University has also defined its ideals
for its graduates as “graduates with a global perspective, and a commitment to social transformation andcaring for others, who have both clear insight and a strong sense of ethics, enabling them to go out into theworld confident in their ability to achieve their high ideals.” 5-2),5-3) In line with the said objective andideals, the University has established its policy on student admission (“Admission Policy”), as specified in
its range of entrance examination guides. 5-4),5-5),5-6) Admission Policies for each school have been posted
and made public on the official website. 5-7)
Regarding the content and the level of knowledge etc. that new students should have acquired prior toadmission, the University provides the statement as indicated below, in the Kwansei Gakuin University
Admission Policy specified in its range of entrance examination guides: 5-4),5-5),5-6) “The University selects
applicants who possess the comprehensive academic ability necessary to receive the education provided ateach school, aiming at accepting a broad range of highly motivated students with diverse aptitudes, for the
purpose of developing individuals who have a breadth of interests and keen awareness of problems andwho are capable of fully displaying their abilities in various fields in society.” The qualifications forapplication have been defined for each form of entrance examination.
The University admits students with disabilities in conformity with the admission policy for the
National Center Test for University Admissions. Via the entrance examination guide, the University
provides information regarding support for applicants with disabilities in taking the entrance examination,
discusses the specific support to be provided in detail at the University’s Admissions Department prior to
the examination, and decides how to provide special arrangements through the Entrance Examination
Committee.5-4) After the applicant passes the examination, the relevant school and theStudent Support Center confirm the specific assistance to be afforded after his/her entrance to the
University, thereby supporting his/her learning at the University.
Regarding student admissions to the graduate course, as in the case in the undergraduate course,
graduate schools specify their respective Admission Policies in the entrance examination guide. 5-8)
Regarding the content and the level of knowledge etc. that new students should have acquired prior toadmission, graduate schools define the eligibility for admission for each type of entrance examination, andcommunicates the details of such eligibility for each subject the applicants are planning to take. However,
the information currently provided is not sufficient.
Regarding the admission of students with disabilities, graduate schools provide necessary information
via the entrance examination guide, 5-8) and the relevant graduate school accommodates applicants for theexamination while providing support on a case-by-case basis. After the applicant passes the examination,
the graduate school and the Student Support Center confirm the specific assistance to be afforded after
his/her entrance to the graduate school, thereby supporting his/her learning in the graduate program.

Schools5-1-(1)378

Student Admission

 School of Theology
The School of Theology aims to encourage students to deepen their learning in specialized fields andinterdisciplinary fields regarding the range of thoughts and cultural assets that have been generated by
Christianity throughout the history of humankind, thereby developing individuals who are capable ofserving society based on the spirit developed through such learning. The School accepts a broad range ofstudents who possess diverse abilities that are developed through volunteering, extracurricular activities
and work experience, using the fundamental learning acquired by the high school education stage as abase. The School incorporates the following elements into its Admission Policy, while acknowledging that
individual applicants are not necessarily required to satisfy all of these elements:<Admission Policy of the School of Theology>
Applicants admitted to the School of Theology shall be individuals who:
(1) are interested in the interdisciplinary fields regarding the thoughts and cultural assets that have been
generated by Christianity,(2) are broadly interested in Christianity,(3) have a certain amount of knowledge in the history of the world and that of Japan,(4) have a certain level of proficiency in Japanese and English, and/or(5) have a certain level of knowledge of ethics, mathematics or geography.
Applicants admitted to the Christian Missionary Work Course shall be individuals who:
(6) intend to become a missionary or a Christian worker in the future,(7) are baptized,(8) have a certain amount of knowledge of the Bible and Christianity, and/or(9) are capable of studying the Bible and Christianity.
The abovementioned Policy is disclosed in the School’s section on KG’s official website. 5-9)
Regarding admission of students with disabilities, in the entrance examination guide, the School
requests those who seek special consideration in taking the entrance examination and in studying after
admission to inform the School to that effect, upon application for the examination. As such, the Schoolaccommodates such applicants in an appropriate manner, based on sufficient knowledge of individual
cases. In recent years, most of the School’s efforts for disabled students has been related to those who
prove to be disabled after entrance to the School, and who need certain guidance regarding campus life, as
well as special consideration in providing class instruction, which are mainly provided by the Associate
Dean of Student Affairs (a faculty member in charge of students’ campus life) and the Associate Dean of
Academic Affairs (a faculty member in charge of academic affairs). The approach taken in such efforts
forms the basis of the appropriate accommodation of disabled students in general.
 School of Humanities
The School of Humanities has specified and made public, via KG’s official website5-10) and the entrance
examination guide, 5-11) KGU’s primary educational objective of cultivating students’ character based on
the principles of Christianity in line with the founding spirit of the University, as well as the School’s
principles in student admission in conformity with the purpose of the humanities, aimed at thoroughly
investigating various issues regarding the existence of human beings and their activities and culture. The
Admission Policy of the School is represented by the abovementioned objective and principle. By
specifying the Policy, the School explains to the applicants the content that students should haveunderstood and acquired upon entrance to the School, such as the educational philosophy of the School,
the qualities expected of its students and their attitudes, general excellence in basic academic ability, anability to achieve broad and multifaceted observation, and flexible thinking. Regarding the admission of
students with disabilities, the School informs successful applicants and their parents of the University’s379

Student Admission

policy on learning support for disabled students, by providing the document “Learning support, special
consideration, etc. for students with disabilities,” together with other documents sent to the said applicants.
5-12)

 School of Sociology
While embracing the biblical phrase “The truth shall make you free” as its basic spirit, the School ofSociology aims to develop individuals capable of making a concrete contribution to present-day society,by conducting research into contemporary society from a scientific perspective, with sociology as thecentral standpoint of that research. To clearly specify its Admission Policy in line with this principle, in
AY 2009, the School set “establishment and disclosure of the Admission Policy” and “establishment of the
School’s public relations system” as its objectives, and since then the School has striven to achieve theseobjectives. The School’s Admission Policy is as described below:
The School of Sociology widely opens the door of admission to the School to individuals who meet thefollowing standards, in consideration of the abilities that the School aims to foster through the education it
provides in the Bachelor’s program:[Attitude/Interest](1) Individuals who understand the educational philosophy and educational content of Kwansei Gakuin
University and the School of Sociology, and who are motivated to develop themselves as independent
human beings based on this understanding.
(2) Individuals who have a basic interest in society, culture and people, as well as the diverse phenomena,
issues and problems that exist in contemporary society, and who have the motivation and outlook forstudying sociology.
[Knowledge/Thinking](1) Individuals who have shown excellent academic ability in the basic subjects studied in high school,
and who have basic knowledge of history (of Japan and the world), geography, politics, economics andcontemporary social studies, which forms the foundation for studying sociology.
(2) Individuals who have sufficient ability in Japanese and mathematics, which supports the capability tothink and evaluate logically and empirically.
[Skills/Expression](1) Individuals who have sufficient experience of collecting information for themselves, thinking
independently, and expressing the resulting ideas.
(2) Individuals who have the basic proficiency in Japanese and English (or other foreign language)
necessary to understand others and express themselves.
The School established its Admission Policy in AY 2010, under the concept “Development of
individuals who have a breadth of interests and keen awareness of problems and who are capable of fully
displaying their abilities in various fields in society.” In April 2012, the School partially revised the Policy
to specify the qualities the School expects of its students regarding each of the categories of“Attitude/Interest,” “Knowledge/Thinking” and “Skills/Expression.” The revised Policy stipulates the
expected content and level of knowledge for prospective students to have acquired regarding specificsubjects that form the foundation for studying sociology, as well as subjects conducive to developing
logical thinking. 5-13)
The Admission Policy is specified in the entrance examination guides for the “general entrance
examination,” the “entrance examination using the National Center Test for University Admissions” andthe “Admissions Office examination,” as well as in the section for entrance examination information
provided on KG’s official website. 5-14),5-15)
The revised Policy will be provided in the said guides and the section on the website that are, or will be
prepared for the AY 2013 examination (conducted in AY 2012) or thereafter.
380

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Regarding the School’s public relations system, the School established the School of Sociology Public
Relations Committee, in an effort to make the qualities the School expects of its students widely known.
In AY 2011, the committee made a special effort in its activities at open house events, widely publicizing
the features of the School and its Admission Policy for a large number of prospective applicants. 5-16)
Information regarding the admission of students with disabilities is provided in the entrance
examination guide. The School cooperates with the Student Support Center in making appropriatearrangements to accept disabled students, under the University-wide policy aiming at “providing learning
support for students with disabilities so as to ensure equal learning opportunities for all students of allabilities.” School of Law and Politics
Based on the principle of “social approach,” the School of Law and Politics aims to nurture capable andcaring citizens who value the liberty, human rights and justice that underlie law and politics and who havea high motivation to render service to society, by means of providing research and education in the fieldsof law and political science that is firmly grounded in a broad, profound social perspective and education.
To achieve this aim, the School has set five educational objectives: (1) acquisition of scientific thinking,(2) acquisition of extensive knowledge and social perspectives, (3) cultivation of righteous values and richhumanity, (4) development of sensitivity to human rights, and (5) equipment of international and global
perspectives. In addition to these objectives, the School has also defined their implementation objectives
as: a) helping students acquire specific abilities highly appreciated in society, which are conducive tostudents’ realizing their diverse future career plans, and b) helping students’ character building by
providing ample positive stimuli between students, as well as between students and faculty members,
through small-group education. The School has adopted various forms of student selection, with a view toproviding education for those capable of fully achieving the abovementioned aim and objectives, based on
the principle of admitting students who not only have properly learned basic subjects but also have abreadth of interest in diverse social issues, problems and phenomena. In the Admissions Officeexamination, the School adopts a policy of admitting students with excellent leadership andcommunication ability. In AY 2011, the School introduced the “entrance examination for those withoutstanding ability in sports” (hereinafter, “selection based on sports achievements”), whereby the School
admits “those who have firm motivation to dedicate themselves to both their studies and sports activities
in a University sports club after entrance to the University, and who display a strong will to satisfy the
specified requirements for graduation by making strenuous efforts in their studies.” 5-14)
In the “admission based on recommendation by designated school or contracted school,” the School
admits students with unique individualities who are focused in studying law and political science. In the“entrance examination based on recommendation by Senior High School,” the School admits students
who have learned KG’s founding spirit. 5-17)
The abovementioned Admission Policy is specified and made public via the entrance examination guide,
the official website and other media, and is also explained at explanatory meetings on the entrance
examination to the University, as necessary, except for the cases of “admission based on recommendation
by designated school or contracted school” and “admission based on recommendation by Senior HighSchool.” 5-5),5-6),5-15) The School admits students with disabilities in conformity with the admission policy
for the National Center Test for University Admissions. The School makes arrangements so that admitted
students with disabilities can study on an equal footing to the non-disabled, without any greater trouble instudying at the School. 5-18)
 School of Economics
The School of Economics specified its “Policy of admissions for enrollees” in AY 2009 as described381

Student Admission

below: 5-19)“— Fostering individuals who take an interest in various social phenomena from a global perspective, andwho can think on their own —”“The global political and economic situation, including that of Japan, is facing major challenges.
Poverty and environmental issues are two such challenges, and clearly, economic problems are the root
cause. Against such a backdrop, studying economics at university today is very meaningful. At the sametime, it is important to become aware of the diverse cultures and different ways of thinking that exist insociety and throughout the world. The qualities necessary for World Citizens to thrive in this tumultuous
world not only include having specialized knowledge in economics, but also having a wide, diverse
knowledge and firm values. The School of Economics at this university stands behind this idea, andbelieves that foreign language ability, knowledge about society and the world, the ability to think logically,
and good judgment are the fundamental academic skills necessary to succeed in the business world andthe public sector. Our goal is to foster individuals who take an interest in various social phenomena from a
global perspective, and who can think on their own. Therefore, we seek students who are interested ineconomic and social issues, and desire to attain the ability to think independently.”
The Admission Policy of the School is specified in the entrance examination guides intended for a wide
range of potential applicants, such as the “Guide to the general entrance examination and the entrance
examination using the National Center Test for University Admissions” and the “Guide to the Admissions
Office entrance examination,” as well as on the official website. 5-4)p.15,5-20)p.10

 School of Business Administration
The School of Business Administration has defined its Admission Policy as follows: “The educational
philosophy/objective of the School of Business Administration is the ‘development of businesspersons
equipped with genuine creativity’ based on KG’s School Motto ‘Mastery for Service.’ Specifically, theSchool aims to produce individuals who have a breadth of interests and keen awareness of problems andwho are capable of fully displaying their abilities in various fields of activity. Based on theabovementioned educational philosophy/objective, the School seeks to admit students who are highly
motivated to enhance their own humanity and who have diverse aptitudes and abilities.”
This Admission Policy has been specified, together with the educational philosophy/objective, in the
University’s entrance examination guide, including “Entrance Examination Guide 2012,” as well as in the
School Book and the School’s section on KG’s official website. 5-4)p.17,5-15)p.28,5-21),5-22)
The School is confident that its Admission Policy, educational philosophy and objectives have been
fully communicated to applicants for its entrance examination and entrants to the School, especially toapplicants who take the Admissions Office entrance examination (AO examination), one of the processes
for entrance examination adopted by the School. The Admission Policy for students via the AO
examination stipulates that the School accepts “individuals with an attitude of creative and active learningand those who aim to become businesspersons equipped with genuine creativity.” 5-15)p.28 As such, theSchool takes measures to fully communicate its educational philosophy and objectives to applicants for
the AO examination, which is intended to select diverse students.
The admission quota of the School was specified in “Entrance Examination Guide 2012.” 5-15)p.5・26・32・37・
39
As a reference for applicants for the general entrance examination, the Guide also provided information
regarding the actual acceptance rate in past examinations, as well as the average and lowest score among
successful applicants in each examination subject and each type of examination in the past. The School
thus gives consideration to informing applicants of the content and level of knowledge that new students
should have acquired prior to entrance to the School. 5-15)p.40-54

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 School of Science and Technology
Based on its philosophy, goals and educational objectives, the School of Science and Technology has
established its Admission Policy, which specifies (A) the qualities expected of new students — “a student
who is interested in natural science, who aims to develop his/her ability to think logically, and who seeks
to become a technologist in the future, contributing to society with affection for others,” and (B) the
content and level of skills and knowledge required of the new students. (A) is made public in the
Admission Policy specified on KG’s official website 5-7) and in the School’s section on the website. 5-24)(B) is disclosed by specifying the scope of the examination in the “Entrance Examination Guide” and theapplication guidelines. 5-15) Regarding mathematics and science subjects, the skills, knowledge, etc. thatstudents are expected to acquire through their studies in each unit are clearly defined. Therefore, theSchool specifies (B) by informing applicants of such skills, knowledge, etc. as the scope of theexamination.
Regarding admission of students with disabilities, the School recognizes the necessity to identify
experiments and practicums where accidents may occur due to a cause attributable to the disability, and topay due attention in conducting such experiments and practicums. The possibility of an accident orconditions that may hamper the carrying out of a specific experiment or practicum depend on the content
and the degree of the disability. Therefore, the School must accommodate individual cases, and notformulate a uniform policy. In view of this, the School requests applicable test-takers, via the application
guidelines, to consult with the School in advance. 5-15)
 School of Policy Studies
As one of its goals, the School of Policy Studies aims to develop World Citizens who are capable ofdiscovering solutions to a range of issues and problems existing in the world by taking an interdisciplinary
and complex approach, thereby contributing to realizing a society enabling “Coexistence between people
and nature, coexistence among people.” To achieve this goal, the School has adopted a variety of forms ofstudent selection, with an eye to admitting students with diverse abilities through evaluation of various
aptitudes of applicants in a multifaceted manner. The School’s Admission Policy is primarily provided via
the School’s section on KG’s official website5-25) and the “Entrance Examination Guide.” 5-15)
The general entrance examination is conducted with the aim of selecting individuals with a global
outlook who aim to discover solutions to a range of challenges in the world, based on the firm foundationof basic academic ability. In this form of examination, the School tests the overall academic ability of theapplicants, while allocating, in all types of examinations coming under the general entrance examination,a large number of points to the subject English, which is essential to becoming an individual as describedabove. A range of admission systems based on recommendation are intended to select students on thebasis of not only their overall basic academic ability but also their activities at high school and theirmotivation for studying at the University. The Admissions Office examination (English listening type;
Japanese essay type), the entrance examination for returnee students, and other forms of examination are
conducted to evaluate, in a multifaceted manner, reading comprehension, thinking, logical development ofideas, expression in English and Japanese and other abilities that cannot be measured simply by the ability
to memorize an amount of knowledge.
The School also conducts an entrance examination for students from overseas. The School expects themto develop into World Citizens who make a positive contribution to creating a better society in the future,
as it expects of Japanese students. The Admission Policy for students from overseas is provided inJapanese in the School’s section on KG’s official website, the “Entrance Examination Guide” and othermedia. The Policy is also explained in a School brochure prepared in three languages — English, Chineseand Korean, together with general information on the School, comments from current students fromvarious countries and regions, and other relevant information. 5-26) This brochure is accessible and383

Student Admission

downloadable via the School’s section on KG’s official website.
As described above, the School has specified its Admission Policy based on its philosophy, striving toadmit students of excellence.

 School of Human Welfare Studies
1) Admission Policy
The School of Human Welfare Studies has specified its Admission Policy to admit students suited to its
philosophy and educational program. The Policy specifies the three Cs, i.e., Compassion (generous
understanding of others), Comprehensiveness (holistic views) and Competence (advanced
problem-solving skills) as the key concepts necessary to achieve the School’s ideal in terms of humanresource development. To admit students suited to its philosophy and educational program, the School
conducts the general entrance examination from the perspective of whether the student has a certain
satisfactory level of academic ability in the basic subjects taught at high school, whether the student
displays excellent linguistic ability, in particular, in terms of understanding and enunciating ideas, orwhether the student’s mathematical ability is particularly outstanding. The School’s three departments
have also specified their respective Admission Policies, which stipulate that the department selectapplicants from the perspectives of whether the student has an understanding of the relevant field ofspecialization, and whether the student seeks to enter a profession in that field. The Admission Policy ismade public in the School’s section on KG’s official website. 5-27)2) Admission Policy for the Admissions Office entrance examination (AO examination)
Each school in the University has specified its own Admission Policy for the AO examination. The
School of Human Welfare Studies has defined its policy as admitting “individuals with diverse
characteristics, rich humanity and motivation to study on their own initiative,” which is specified in the“Entrance Examination Guide.” 5-28)p.32 To clearly indicate the Admission Policy, the qualifications forapplication are also defined for each of the “entrance examination for those with outstanding ability insports,” the “entrance examination for returnee students” and the “entrance examination for students fromoverseas,” with such definition also being commonly applied to the whole University. 5-28)p.36・40・41・43 The“Entrance Examination Guide 2013” is made public and accessible via KG’s official website. 5-29)
3) Admission Policy of each department
In addition to the abovementioned Admission Policy for the School, each department has specified its
own Admission Policy, as described below:
 The Department of Social Work admits individuals who seek to explore a career path in a field related
to social welfare, or who has an understanding of that field.
 The Department of Social Organization Development admits individuals who are interested in socialorganization development and aim to participate in social contribution activities in both domestic andinternational settings, or who have an understanding of such field.
 The Department of Holistic Human Sciences admits individuals who are interested in disciplines
dealing with spirituality, such as thanatology, bioethics and grief studies, or fields dealing withphysical themes (sports, health, etc.) and seek to explore a career path in an area relating to any ofthese disciplines or fields; or who have an understanding of such disciplines or fields.
4) Learning assistance in class etc. for students with disabilities
Regarding learning assistance in class etc. for students with disabilities, the School gives special
consideration and makes necessary arrangements in accordance with individual students, in cooperation
with the Support Office for Independent Campus Life (a section in charge of the University-wide support
for disabled students). The facilities and buildings on campus have been constructed in consideration of
barrier-free standards. 5-30)

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Student Admission

 School of Education
The School of Education has established an Admission Policy based on its educational philosophy andthe key concepts of its human resource development. The School’s philosophy, i.e., “understanding ofchildren,” has been specified in the University brochure, the School Book and the “Admissions Officeentrance examination information/guide.” The “round-table talk” pages in the School Book cover “theunderstanding of children” as a topic, including the content of questions and answers exchanged between
faculty members and students, through which the School promotes understanding of its philosophy bycurrent and prospective students.
The key concepts of the School’s human resource development are “ability to execute,” “ability to
educate” and “leadership.” The School aims to develop teachers for nurseries, kindergartens, elementary
schools, junior high schools and senior high schools who possess the abovementioned three abilities. The
School also aims to develop faculty/staff members in schools and individuals working in the educationindustry and other related fields, as well as ordinary citizens, to be able to address or consider a variety ofissues and challenges in the classroom.
As such, the School has established its Admission Policy in line with its educational philosophy andobjectives of human resource development, and has specified the policy in the “Admissions Officeentrance
examination
information/guide”
andthe“Entrance
Examination
Guide.”
5-31)p.106,5-32)p.2-3,5-20)p.18-21,5-28)p.33-34

For student admission, the School implements the “general selection entrance examination” and otherforms of examination (“Admissions Office entrance examination [AO examination],” “entrance
examination for those with outstanding ability in sports,” “entrance examination based onrecommendation by Senior High School or affiliated school,” “entrance examination based onrecommendation by partner school, contracted school or designated school,” “entrance examination for
returnee students,” “entrance examination for students from overseas” and “entrance examination basedon recommendation by UNHCR”), as well as the “examination for transfer students.”
Regarding the general entrance examination, the School specifies examination subjects, the range ofquestions, test time, point allocation, and total points for each of the examination categories:“University-wide schedule; three-subject type with science/mathematics emphasis (for Department of
Early Childhood and Elementary Education only),” “University-wide schedule; three-subject type with thehumanities-subject emphasis,” “individual school schedule; three-subject type with science/mathematics
emphasis (for Department of Early Childhood and Elementary Education only),” “Individual schoolschedule; three-subject type with the humanities-subject emphasis,” and “KG original system schedule;
Center Test with KG English examination combined.”
For the AO examination, among the range of entrance examination processes, the School specifies andprovides information, in a relevant guide, regarding the purpose of the AO examination for eachdepartment/course, together with information regarding the School’s philosophy, the objectives of its
human resource development, and the qualities expected of new students. In the “AO examination”
section in the “Entrance Examination Guide,” 5-28)p.33-34 the School specifies its Admission Policy ofaccepting “individuals who have specific achievements regarding extracurricular activities, community
activities, etc., and who aim to further develop their own distinctive abilities and skills,” and also specifies
the qualifications for application and screening method to admit such individuals. The Early Childhood
Education Course of the Department of Early Childhood and Elementary Education adopts examinationsof the “aptitude evaluation type” and “achievements and experience evaluation type.” The Elementary
Education Course of the same department and the Department of Applied Education adopt examination of
the “achievements and experience evaluation type.” An eligible applicant must be (1) an individual whochooses Kwansei Gakuin University School of Education as his/her first choice (applicable to allapplicants for the School) and who is firmly determined to be a kindergarten teacher or nursery teacher in385

Student Admission

the future (if an applicant for the Early Childhood Education Course), is firmly determined to be anelementary school teacher in the future (if an applicant for the Elementary Education Course), or strongly
wishes to be admitted (if an applicant for the Department of Applied Education); and (2) an individual
who has specific achievements attained after entrance to the high school (applicable to “achievements andexperience evaluation type” only). Regarding the “achievements” referred to in Requirement (2), theSchool has defined these as (i) an achievement etc. constituting an advantage when examined in terms of“achievements evaluation,” “ability and qualification evaluation,” “leadership evaluation” or “experienceevaluation”; (ii) experience obtained outside Japan; (iii) a qualification or achievements in the field of art;and (iv) experience in society. Regarding the screening method, the first-stage examination is based on thecomprehensive evaluation of “documentary screening” and “reading comprehension and essay
examination.” In the second-stage examination, which is conducted for applicants who have passed thefirst-stage examination, the School conducts screening by “group play” and “group discussion” in the“aptitude evaluation type” examination, and by “group discussion” and “personal interview” in the“achievements and experience evaluation type” examination, and evaluates the final results in acomprehensive manner, taking the results of the first-stage examination into consideration.
The School specifies the admission quota, qualifications for application, application period, examination
date, screening method, and the date of announcement of successful applicants for each of the “entrance
examination for those with outstanding ability in sports,” “entrance examination for returnee students,”“entrance examination for students from overseas” and “examination for transfer students.” Regarding the“entrance examination for those with outstanding ability in sports,” the School has designated 37 types ofsports as those applicable to the examination, which apply to all departments/courses in the School. The
number of places for admission based on this examination is decided for the Early Childhood Education
Course, the Elementary Education Course and the Department of Applied Education. Regarding the“examination for transfer students,” the School determines whether to invite applications, as well as theadmission quota if invites, in consideration of the number of places to be filled in each department/course.
In AY 2012, the School invited applications from transfer students only for the Elementary Education
Course.
Regarding applicants with disabilities, it is specified that the Special Admissions Section of theAdmissions Department functions as a contact office for such applicants. 5-28)p.33-34

 School of International Studies
To fulfill its educational and research philosophy, i.e., “development of a global mindset,” the School ofInternational Studies has set “the understanding and analysis of issues regarding international affairs” as
its educational and research goal. By achieving this goal, the School aims to foster individuals who canfully display their abilities in the international business arena and in international civil society as World
Citizens equipped with a global mindset (the ability to promote global understanding and international
understanding) and sense of humanity. The abovementioned School’s educational and research goal, “theunderstanding and analysis of issues regarding international affairs,” requires students to develop a highlevel of foreign language proficiency, as well as the capability to understand and analyze each region
around the world from diverse perspectives (especially from the viewpoints of the humanities and social
sciences).
While maintaining the educational and research philosophy and goal as described above, the School
admits students in conformity with the following Admission Policy: 5-4)
 Individuals who display a breadth of interests, a specified level of academic ability and the ability toapply logical thinking in diverse fields regarding the humanities and social sciences, and who are
motivated to address issues and problem in such fields from a comprehensive perspective
 Individuals who identify problems concerning themselves based on their self-directed interests, and386

Student Admission

who are motivated to make a practical effort to solve such problems
 Individuals who are expected to have a relative and reflective perspective regarding the ideas of others,sensitivity to other cultures, and their own standpoint, amid an increasingly globalized society Individuals who have a strong sense of belonging to Kwansei Gakuin, and who are motivated toembody the spirit of the School Motto, “Mastery for Service”
 Students with experience of living abroad, students from overseas, and other individuals with diverse
backgrounds
 Individuals who display excellent foreign language proficiency and/or a remarkable academic and/or
other ability in a specific field, and who are expected to achieve excellent educational outcomes byusing such proficiency and/or ability after entrance to the School
The School implements the following forms of entrance examination: (1) the general entrance
examination and the entrance examination using the National Center Test for University Admissions, (2)the Admissions Office entrance examination, (3) the entrance examination for returnee students, (4) the
entrance examination for those with outstanding ability in sports, (5) the entrance examination for students
from overseas, (6) other examinations (the entrance examination based on recommendation by SeniorHigh School / designated school / contracted school or partner school / affiliated school / overseas
contracted school), and (7) the examination for transfer students. Of these seven forms of examination, theSchool specifies its Admission Policy in the “entrance examination guide” for examinations under (1) (2)(3) (4) and (5).

Graduate Schools

5-1-(1)

 Graduate School of Theology
The Graduate School of Theology provides learning opportunities with theology as the major field ofstudy, which is divided into four research fields (the biblical, historical and cultural, systematic andthought, and practical fields). As one of its objectives pursued since its establishment, the Graduate School
has aimed at development of missionaries (pastors, Bible teachers in schools, etc.) who undertake
Christian missionary work. While maintaining this tradition, the Graduate School introduced the course
system in AY 2008, enabling students to conduct advanced research, against the background of theirbreadth of interests, in the fields of Christian Theology and Christian Thought and Culture.
<Admission Policy of the first half of the doctoral program>
The Christian Theology and Missionary Work Course admits students who have the high aim ofpursuing in-depth study in theology and working in diverse settings to carry out missionary work. To thisend, the Graduate School provides admission to the entrance examination of this course for those who areable to receive a recommendation from their church. The Christian Thought and Culture Course admits a
broad range of students, regardless of whether they are baptized or not, who are interested in theinterdisciplinary fields of research regarding a range of thoughts and cultural assets that have been
generated by Christianity throughout the history of humankind.
<Admission Policy of the second half of the doctoral program>
The Graduate School admits students who are able to deepen their specialized knowledge and thinking,building on the basic knowledge of theology, and conduct excellent and unique research in their field ofspecialization.
The Admission Policy has been established after due discussions by the Entrance Examination Review
Committee (Graduate School) and the Graduate Faculty Board of the Graduate School of Theology. The
Policy has been specified in the entrance examination guide (application guidelines) 5-33) and has been
made public in the Graduate School’s section on KG’s official website. 5-34) The Christian Theology and387

Student Admission

Missionary Work Course attaches special importance to continuity from the undergraduate level. In thisrespect, the Graduate School will undertake a review of its Admission Policy, in consideration of therecent establishment and specification of the Diploma Policy of the School of Theology.

 Graduate School of Humanities
The Graduate School of Humanities consists of three graduate departments comprising 12 fields ofspecialization in the first half of the doctoral program, and three graduate departments comprising 11
fields of specialization in the second half of the doctoral program. At the beginning of its Admission
Policy, the Graduate School explains that it aims to foster individuals well-grounded in profoundscholarship in the humanities and able make a contribution to society by conducting outstanding levels of
academic research. In the first half of its doctoral program, in particular, the Graduate School aims todevelop advanced specialists with a rich humanity and an extensive education, provide students with ahigh level of specialized knowledge as the first stage toward the fostering of researchers, and develop in
students a flexible way of thinking and excellent skills that enable them to conduct creative research. In
the second half of its doctoral program, the Graduate School aims to develop excellent researchers with adoctoral degree who are capable of inheriting previous advanced research, developing it in a creative
manner, and returning the fruits of such research to the academic and educational communities and thegeneral public. The abovementioned aims concerning human resource development have been specified in
the Admission Policy for both stages of the Graduate School’s doctoral program.
 Graduate School of Sociology
The Admission Policy of the Graduate School of Sociology is as described below:“While aiming for creation of ‘knowledge conducive to the well-being of society,’ the Graduate Schoolof Sociology aims to develop individuals who are capable of exploring the essence of society and solving
the problems lying therein, by helping students to develop sociological and socio-psychological ways ofthinking, practical techniques for social research and the ability to effectively communicate their views in
an international setting, through acquisition of the ‘socioliteracy’ necessary to observe, describe andanalyze contemporary society. To achieve this aim, the Graduate School invites applications from diverse
individuals, including working adults and students from overseas, without placing restrictions, for instance,on their field of specialization at the undergraduate level, insofar as they are individuals who are interested
in diverse social phenomena and a variety of issues both in Japan and overseas, who have a flexible andbalanced way of thinking, self-initiative for taking action, keen observation and sharp analytical ability,
and who seek to pursue their career as any of the following:“ An individual who plays a leading role in supporting society by engaging in a profession in the media,
publishing, a think tank, a private business, the civil service, teaching or other field, while using thespecialized theories and the techniques of social research that are acquired in the Graduate School A researcher or an advanced specialized professional who participates in surveys, research or planningin the private sector or a national or local administrative body while using highly advanced specialized
knowledge”
The abovementioned Admission Policy is specified and made public via the Graduate School’s section
on KG’s official website, as well as in the entrance examination guide. 5-35)
 Graduate School of Law and Politics
The Graduate School of Law and Politics has established its Admission Policy as described below:“Based on its philosophy of ‘social approach,’ the Graduate School of Law and Politics admits students
who aim to acquire advanced specialized abilities, while valuing the liberty, human rights and justice that388

Student Admission

underlie law and politics, and maintaining a high motivation to render service to society, by means ofconducting thorough research into law and politics that is firmly grounded in a broad, profound social
perspective and education.
<The first half of the doctoral program>
The first half of the doctoral program in the Graduate School comprises the Academic Course and theExpert Course. In the Academic Course, the Graduate School admits students who primarily aim to enter acareer in research after conducting fundamental research in law and politics for two years in the first halfof the doctoral program, and proceeding to the subsequent three-year course in the second half of thedoctoral program. In the Expert Course, the Graduate School admits students who aim to work as anadvanced specialized professional by undertaking any one of the following five programs:
Programs in the first half of the doctoral programa) Practical Law Program: for those who aim to become (or are already working as) a specialist, suchas a Judicial Scrivener (licensed legal documentation specialist), Certified Public Tax Accountant,
Patent Attorney, Certified Public Accountant, or Certified Real Estate Appraiser; or a court
administrative official, a family court research law clerk, etc.
b) Business Law Program: for those who aim to work in the business community as an expert ofcorporate legal affairs, personnel and labor affairs, etc., and who aim to become (or are alreadyworking as) a specialist, such as a Judicial Scrivener or Public Consultant on Social and Labor
Insurance concerning corporate managementc) Public Policy Program: for those who aim to become (or are already working as) a national or local
government employee, a lawmaker, an NPO/NGO staff member or other individual in a public
professiond) International Relations Program: for those who aim to become (or are already working as) aninternational civil servant, a staff member of an international NPO/NGO, an international journalist,a staff member for international exchange projects at a university or a local public body, etc., or who
aim to become a citizen with a global perspectivee) Independent Research Program: for those who aim to conduct basic research to approach the content
of the abovementioned four programs from a cross-sectional and comprehensive perspective, or who
aim to become (or are already working as) a journalist, a researcher at a think tank, ajunior-high-school or high-school teacher with high-level specialized scholarship, etc.
<The second half of the doctoral program>
The second half of the doctoral program in the Graduate School is divided into three graduate
departments. Each graduate department admits students as described below:
Programs in the second half of the doctoral programa) Graduate Department of Political Science: for those who aim to acquire advanced research abilities
enabling them to independently pursue research activities in the field of politics and public law, as
well as a rich scholarship forming the basis of such research abilitiesb) Graduate Department of Basic Studies of Law: for those who aim to acquire advanced researchabilities enabling them to independently pursue research activities in the field of basic law, as well as
a rich scholarship forming the basis of such research abilitiesc) Graduate Department of Civil and Criminal Law: for those who aim to acquire advanced researchabilities enabling them to independently pursue research activities in the field of civil and criminal
law, as well as a rich scholarship forming the basis of such research abilities”
The abovementioned Admission Policy is specified and made public via the entrance examination guide,
KG’s official website and other media, and is also explained at entrance examination explanatory
meetings, as necessary. 5-36),5-37)

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Student Admission

 Graduate School of Economics
The Graduate School of Economics specified its Admission Policy in AY 2010, as described below:“Traditionally, the role expected of graduate education has been to help students acquire profoundscholarship in their field of specialization and develop researchers who pass on the acquired new
knowledge and scholarship to future generations. Recently, however, the role of graduate education is
becoming more diverse, in accordance with the recent significant changes in the social situation and thetimes. In view of such changes, the Graduate School of Economics aims to develop diverse individuals
who possess the abilities and skills as listed below. The Graduate School provides its students witheducation and research guidance aimed at equipping them with the following abilities and skills:(1) The ability to not only gain an intuitive understanding of issues regarding the present-day economy
and society, etc., but also examine them logically(2) The ability to examine contemporary issues from a historical perspective(3) The skills of objective analysis that employ relevant data and quantitative techniques, such as
economic statistics and quantitative analysis(4) The ability to cooperate with others and tackle and solve problems in a team effort
In consideration of the abovementioned content, the Graduate School expects the following individuals
to enter the Graduate School:(a) Individuals who seek to study economics deeply from a theoretical, empirical or historical perspective,
building upon their learning acquired at the undergraduate level(b) Individuals who seek a career in university teaching or research, by conducting in-depth research ineconomics, social science and socioeconomics from a historical viewpoint(c) Individuals who seek employment in the private sector, or at a national or other public body, etc., byacquiring specialized knowledge, various methods of data processing and quantitative techniques at
graduate school(d) Individuals who seek to review case examples and the experiences they have had in the workplace andsociety in line with economic and social scientific logic, and discover solutions applicable to actual
problems (Economist Course)”
The abovementioned content is made public in the Graduate School’s section on KG’s official website,
specified in the Course Guide, and explained at a range of pre- and post- entrance explanatory meetings.
5-38),5-39)p.9

 Graduate School of Business Administration
At a Graduate Faculty Board meeting of the Graduate School of Business Administration in AY 2010,
the Graduate School’s policy on student admission, which had already been disclosed, was compiled andofficially approved as the Admission Policy, which is described as follows:“As its educational goal, the Graduate School of Business Administration aims to produce ‘researchersand specialized professionals with a high level of analytical skill and a deep insight into organizational
operation,’ with the objective of realizing the School Motto, ‘Mastery for Service,’ in the six fields ofresearch: management, accounting, marketing, finance, business information, and international business.
To this end, the Graduate School aims to nurture individuals with advanced expertise, rich humanity anda theoretical knowledge base, via its five-year integrated course, Research Course, and two-year
Specialized Academic Course. The Graduate School adopts a basic policy of admitting a wide range ofdiverse students who understand the purport of the abovementioned goal and aim, who aspire to enhancethemselves, and who display various aptitudes.”This Admission Policy is specified in the range of entrance examination guides5-40)p.1 and the Graduate
School’s section on KG’s official website, 5-41) being disseminated to potential applicants for the entrance
examination to the Graduate School, as well as to the general public.
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 Graduate School of Science and Technology
The Graduate School of Science and Technology has established its Admission Policy under thefollowing philosophy: “The Graduate School aims to conduct advanced research on the basic principles ofnatural science and their application, and thereby aims to contribute to the advancement of natural scienceand science and technology, and ultimately to the progress of humanity.” The Graduate School’s
Admission Policy is provided via the entrance examination guide and the Graduate School’s section on
KG’s official website. 5-42),5-43) Specifically, the Graduate School aims, as its objectives, to (1) constantly
incorporate into its education cutting-edge, high level research ranging from basic research throughapplied research, which is conducted in a wide range of fields of specialization covering mathematics,
physics, chemistry, informatics and bioscience, while ensuring organic cooperation between fields; (2)develop advanced specialized professionals and researchers who possess profound knowledge and a highlevel of research skills in their major field, who also acquire extensive knowledge beyond the scope of
their major field, and who can conduct research activities from a broader perspective; and (3) return its
research outcomes widely to the public, including academic, educational and industrial circles, while
always recognizing that the significance of education and research lies in the linkages with society. To
achieve the abovementioned objectives concerning human resource development, the School has adopted
a policy of admitting a wide range of students with diverse abilities and aptitudes by employing various
forms of student selection, which accommodate diverse individuals including working adults and foreign
nationals.
 Graduate School of Policy Studies
The Graduate School of Policy Studies adopts a basic policy of admitting a broad range of students who
understand the Graduate School’s basic philosophy, “Coexistence between people and nature, coexistence
among people,” and who aim to deepen their interests, knowledge and skills in any of the six fields ofspecialization provided in the Graduate School, i.e., Public Policy Studies, Environmental Policy Studies,
Language and Culture Policy Studies, Urban Studies, International Policy Studies, and Applied
Informatics. 5-44),5-45)
The Graduate School comprises a certain percentage of new entrants who are internal students who haveadvanced from the School of Policy Studies, who already understand the framework of the “Policy
Studies” and who have acquired basic knowledge of the studies through their undergraduate program. At
the same time, the Graduate School makes positive efforts to accept external students with diverse
backgrounds, such as graduates of other universities, students from overseas and working adults. In
particular, the Graduate School actively admits working adults and other students who plan to return towork after acquiring specialized knowledge at the Graduate School, since the involvement of thesestudents provides a positive stimulus to other students.
In the field of International Policy Studies, among the abovementioned six fields, the Graduate School
provides an English Course, in which students can complete their graduate program by undertaking
coursework containing lectures and theme research that is conducted only in English. The Graduate
School is thereby accelerating the admission of individuals who are capable of effectively working in theinternational arena. The Graduate School has also established a program that provides students with thepractical work experience necessary to acquire the first-class registered architect certificate. By providing
this program, the Graduate School aims to accept students who are excellent in either urban design orurban management.

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 Graduate School of Language, Communication, and Culture
The Admission Policy of the Graduate School of Language, Communication, and Culture is as described
below:The Graduate School of Language, Communication, and Culture has defined its philosophy as making acontribution to society by producing individuals with advanced language communication skills who
possess rich humanity and a global outlook based on the University’s founding spirit, along with a highlevel of academic expertise. To realize this philosophy, the Graduate School invites applications fromindividuals as described below, and to screen such applicants, the Graduate School designates the entrance
examination subjects, as specified in the entrance examination guide.
 Individuals who seek to acquire advanced communication skills and use them to effectively conduct
research and business activities in international settings
 Individuals who seek to develop a global outlook based on cross-cultural understanding Individuals who aim to become an English or Japanese teacher capable of working effectively in theinternational arena
 Individuals who seek a career in research in any of the following fields: Linguistic Science, whichinvestigates real situations regarding language; Cultural Linguistics, which studies the culture
forming the background of each language (English, French, German, Chinese, etc.); Linguistic
Education, which explores the methodology for practical language education; and Japanese-language
Education, which explores education in the Japanese language as a foreign language
The abovementioned Admission Policy is specified in the entrance examination guide issued in eachacademic year, as well as on KG’s official website. 5-46),5-47)
The Graduate School holds explanation seminars regarding admission to the Graduate School threetimes a year — in June, October and January — on Osaka Umeda Campus. In these seminars, theGraduate School explains its Admission Policy in detail. The seminar’s plenary session is followed by aconsultation session, in which staff members answer individual questions and inquiries regarding theAdmission Policy separately for each field of specialization. 5-48),5-49)
Aside from the abovementioned seminar, the Graduate School holds internal explanatory meetings threetimes a year for prospective students recommended within the University. The Graduate School also
explains its Admission Policy at these meetings. Individual questions asked at these meetings areanswered by Teaching Assistants and other enrollees in the Graduate School. 5-50)
 Graduate School of Human Welfare Studies
1) Admission Policy
The Graduate School of Human Welfare Studies has specified its Admission Policy as described
below, provided via KG’s official website and the entrance examination guide.
“To address diverse issues and problems concerning humans and society (environment), the Graduate
School of Human Welfare Studies aims to develop practitioners and researchers with high level
expertise who are capable of approaching such issues and problems from the aspects of extensive
education and research, as well as social contribution. Disciplines dealt with in the Graduate
Department of Human Welfare Studies comprise a variety of fields, such as social welfare methodology
and the principles of social welfare theories, history, thought, philosophy and value; fields regarding
social welfare policy studies, social welfare administrative and financial theory, welfare state theory,and international welfare studies; social organization development and social business studies; andthanatology and health science, which discuss human life and death, as well as the human body. In thefirst half of the doctoral program, the Graduate School admits individuals who are highly interested infields regarding human welfare, and who are motivated to contribute to society by employing their
specialized abilities for a variety of purposes. To attract human resources from diverse fields in society
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and promote international research activities, the Graduate School makes positive efforts to invite
applications from working adults and students from overseas. In the second half of the doctoral program,the Graduate School admits individuals who are capable of conducting outstanding research activities
by acquiring advanced research abilities in the field of human welfare.”
The Graduate School holds explanation seminars for prospective Graduate School students in Juneand November. In these seminars, information regarding the entrance examination, education andresearch in the Graduate School is primarily explained by the Associate Dean of Student and Academic
Affairs. General information regarding the Graduate School, as well as information on the qualifications
for application, the guidelines for the entrance examination and other relevant matters is provided by
graduate students. As such, all necessary information is provided to participants in person.
5-51),5-52),5-53),5-54)

2) Ideal image of students
The Graduate School’s human resource development ideal is the fostering of students as described
below:(1) Students who are capable of addressing the increasingly complex social welfare-related issues andproblems that arise in “transactions between humans and society (environment)” against thebackground of the aging of society combined with a declining birthrate, as well as a globalizedsociety, by approaching such issues and problems from various aspects, such as extensive
research and education, and social contribution(2) For the first half of the doctoral program (the emphasis of which is placed on the development ofresearchers), students with high level specialized knowledge who are capable of playing a leadingrole in each field of activity, and responding to the specific needs in the present-day economy andsociety(3) For the second half of the doctoral program, students who are capable of conducting outstanding
research activities by acquiring advanced research abilities in the field of human welfare3) Learning assistance in class etc. for students with disabilities
Regarding the Admission Policy for students with disabilities, as in the case of other schools andgraduate schools, the Graduate School provides students with learning support, including paper-basednote-taking and note-taking with PCs in class, as well as transcription into Braille, with a view tohelping disabled students study on campus in the same manner as other students.

 Graduate School of Education
As with the case of the School of Education, the Graduate School of Education has defined its
educational philosophy as “the understanding of children.” The Graduate School aims to develop
educators and researchers who can provide specific support well-adapted to the realities of education by
tackling the complex and challenging educational problems of today, while standing on the basis of thisphilosophy. 5-55)p.28-29 In line with this objective of human resource development, the Graduate School has
expressed its intention to actively admit students who seek to become specialized educators or researchers
by inviting applications from a wider range of individuals in educational circles and the general public.
Both the Early Childhood Education Course and the Applied Education Course in the Graduate School
invites applications from prospective “regular students (general students)” and prospective “special
students (working adults / students from overseas)” for the six places in the first half of the doctoral
program and the three places in the second half of the doctoral program. The Graduate School has
specified, as the “qualifications for application,” the content and the level of knowledge etc. that newstudents in each student category should have acquired prior to admission to the abovementioned courses.
Regarding admission of students with disabilities, the Graduate School requests, in a relevant guide, thatapplicable students contact the Graduate School’s office at least one month before the commencement of393

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the application period. 5-56)

 Law School
The Admission Policy of the Law School and an outline of the implementation of its entrance
examinations are as described below. This Policy and outline are made public on KG’s official website,
5-57)
specified in the entrance examination guide distributed in June every year, 5-58) and explained at
explanatory meetings and other occasions. 5-59)<Admission Policy>
Kwansei Gakuin University Law School is a professional graduate school (graduate law school)
specializing in fostering advanced specialized professionals under the spirit of the School Motto, “Masteryfor Service.” The Law School aims to develop individuals who are capable of performing “good work”
befitting individuals with the title “legal professional,” as human rights-sensitive, pro-citizen legal
professionals who can respond to diverse legal needs in present-day society. To achieve this aim, the Law
School invites applications from individuals as described below, with a view to fostering legal
professionals capable of contributing to society, by developing in students extensive expertise, deep
insights, rich humanity, a keen sense of responsibility, and a high level of ethics:(1) Individuals who have the abilities of logical thinking, analysis and expression that are required in
the Law School(2) Individuals who have remarkable experience in diverse fields, or have a specialized ability,
qualification, etc., and who are expected to engage in activities conducive to the benefit of society
by making full use of the abovementioned advantages when they become a legal professional in the
future(3) Individuals who have the fundamental scholarship in law that is required in the Law School,
regardless of their major at the undergraduate level<Implementation of entrance examinations>
Based on its Admission Policy, the Law School conducts screening of applicants on three schedules:“Schedule A,” “Schedule B” and “Schedule C.” The School conducts the “general entrance examination(applicants with an educational background in law)” and the “general entrance examination (applicantswith no educational background in law)” on all these schedules, along with the “special entrance
examination” on Schedule B.
The “general entrance examination (applicants with an educational background in law)” is intended forindividuals who have the fundamental scholarship in law that is required in the Law School, and who wish
to complete the course in two years. The “general entrance examination (applicants with no educational
background in law)” is intended for those who wish to complete the course in three years. The “special
entrance examination,” an examination system unique to KGU, is intended for screening individuals who
have remarkable experience in diverse fields, or have a specialized ability, qualification, etc., and who are
expected to engage in socially beneficial activities by making full use of the abovementioned advantages
when they become a legal professional in the future.
 Institute of Business and Accounting
The Admission Policy of the Institute of Business and Accounting is disseminated via the entrance
examination guide5-60),5-61) and the Institute’s section on KG’s official website5-62) to the general public,
including those considering taking the entrance examination for the Institute.
The Admission Policy is as described below:
Business School
The Business School has defined its objectives as the “development of businesspersons who consider
business management scientifically from a global viewpoint,” the “development of businesspersons who
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are internationally competitive according to global standards” and the “development of businesspersons
who embrace a high level of professional ethics based on KG’s founding spirit.” Under these objectives,
the Corporate Strategic Management Course in the Business School provides education especially forworking adults etc., aiming at developing professionals in business management who conform with thesaid objectives. In this context, while attaching importance to working experience in society, the Business
School aims to admit to this course working adults who are strongly motivated to theoretically elucidate at
the Business School a variety of business issues and problems that they have identified through diverse
practical experience in business. In the entrance examination, the Business School examines theapplicants’ basic academic ability and learning motivation from a comprehensive perspective, with an eye
to selecting individuals who agree to, and conform with the said objectives etc.
In the International Management Course, the Business School aims to develop “internationallycompetitive businesspersons” who conform with the abovementioned objectives. To produce promisingindividuals capable of effectively working in both Japanese society and the international community after
course completion, in the entrance examination the Business School examines the qualities, basic
academic ability, learning motivation and other characteristics of the applicants from a comprehensive
perspective. All class instruction in the International Management Course is provided in English.
Accordingly, special emphasis in the entrance examination is placed on English proficiency. To be
successful in this examination, the applicants must have sufficient English proficiency to understand andparticipate in graduate-level classes provided only in English. The entrance examination for this course
tests the applicants’ comprehensive English ability. (As an example, the level of English proficiency
should desirably be at least 85 points in TOEFL iBT, 570 points in TOEFL PBT, 220 points in TOEFL
CBT, and 780 points in TOEIC)
Accounting School
The Accounting School has defined its objectives as the “development of professional accountants whoembrace a high level of professional ethics based on KG’s founding spirit” and the “development ofprofessional accountants who can make a positive contribution to the world, according to global
standards.” Under these objectives, the Accounting School aims to foster certified public accountants andother professional accountants who are equipped with a global outlook and are capable of making a
positive contribution to the world, while respecting the requirements of the International Education
Standards (IES) provided by the International Federation of Accountants (IFAC). To achieve theabovementioned objectives and aim, the Accounting School implements an entrance examination aimed atselecting students with a sufficient level of basic academic ability and motivation to achieve the goal of
becoming a professional accountant etc. as described above.
Graduate Department of Advanced Management
The Graduate Department of Advanced Management in the doctoral program of the Institute of Businessand Accounting was established to provide education for the second half of the Institute’s doctoral
program, the primary focus of which is not the development of university faculty members. The Graduate
Department channels its efforts into specific research with great application potential, attachingimportance to the relationship with society. The primary discipline of the Graduate Department is businessadministration. In the Graduate Department, students study and research a wide range of issues regarding
management of businesses, public bodies and other organizations, while placing emphasis on theoreticalelucidation of a variety of knowledge obtained through practical activities, and further possibilities forapplication of such knowledge. As such, the doctoral program of the Institute of Business and Accounting(Graduate Department of Advanced Management) has defined the principle of its philosophy and goals as
the “promotion of both theoretical research and practical, applied research, while placing emphasis on
discovering solutions to a range of issues and problems in the advanced field of business.” In an effort tofulfill this principle of its philosophy and goals, the Graduate Department attaches importance to395

Student Admission

cooperation with businesses and public bodies, and aims to consolidate the foundations that enable theenhancement of its theoretical research standards while promoting research of great demonstrativeness.
The Graduate Department is confident that it can achieve great research outcomes as a consequence of theintegrated research in practical themes and theoretical themes as mentioned above. In the entrance
examination, the Graduate Department examines the applicants’ academic ability and motivation forachievement of specific goals from a comprehensive perspective, with an eye to selecting individuals who
agree to, and conform with the said principle of the Graduate Department’s philosophy and goals.
(2) Does the University implement student admission and selection in a fair andappropriate manner, based on the Admission Policy?

Whole University5-1-(2)The University has established “Regulations Regarding Entrance Examinations,” with an eye to
implementing fair and transparent entrance examinations while giving due consideration to theexaminations’ relationship with the education provided after admission, and promoting a more diverse
examination process and a multidimensional measure of evaluation. Based on these regulations, theUniversity selects applicants in conformity with the provisions of the “guidelines for selecting university
entrants” provided by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). 5-63)
The Regulations Regarding Entrance Examinations stipulate the establishment of the Entrance
Examination Committee chaired by the President, in order to discuss and formulate the general principlesof the entrance examination. Under this committee, the University has also established the following
committees for planning and implementation of the range of tasks necessary for the entrance examination:(1) the examination preparation and grading committee, (2) the executive committee for entrance
examinations, (3) the executive committee for the entrance examination for selection based on sports
achievements, (4) the examination preparation and grading committee for the entrance examination for
selection based on sports achievements, (5) the screening committee for the special entrance examination
for selection of those with outstanding ability in sports, (6) the executive committee for the Admissions
Office entrance examination, and (7) the screening committee for the Admissions Office entrance
examination. Successful applicants in the entrance examination are determined at a meeting of theUndergraduate Faculty Board in each school, as stipulated in the Undergraduate Faculty Board
Regulations. 5-64) Regarding the “examination preparation and grading committee,” among others, with aview to ensuring neutral and fair implementation of the entrance examination, efforts have been made toprevent a situation that may tarnish confidence in the University’s selection process for applicants, such as
the leakage of examination questions. In this respect, the President takes the initiative in further
enhancement of the entrance examination system, by clarifying assignment of responsibility, appointing
appropriate faculty/staff members for examination tasks, and providing relevant training programs.
The entrance examinations of KGU are broadly divided into the “general selection entrance
examination” and other entrance examinations. Under the category of “general selection entrance
examination,” the University implements the “general entrance examination” and the “entrance
examination using the National Center Test for University Admissions,” for the purpose of selecting
applicants with a sufficient level of all-round academic excellence to receive the education at each school.
Regarding the “individual academic achievement test” conducted as part of the “general entrance
examination,” questions are prepared by the “examination preparation and grading committee” inconformity with the government’s “curriculum guidelines for high schools,” while giving due
consideration to not hampering appropriate advancement of high school education. Regarding preparationof examination questions, the University constantly reviews the relevant check systems, and makes every
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Student Admission

possible effort towards the prevention and early detection of mistakes in questions by double-checking or
triple-checking the draft questions, with the involvement of individuals other than the examination
preparers. Regarding the “entrance examination using the National Center Test for University
Admissions,” the pass/fail in the examination is determined on the basis of the Center Test score. This
entrance examination is implemented for the purpose of admitting applicants with general excellence inbasic academic ability. The University gives consideration to ensuring that examination subjects are set ina manner that enables applicants to choose from as many subject options as possible.
Aside from the “general selection entrance examination,” the University has also adopted various otherforms of examination including the “recommendation-based entrance examination.” The University
implements the “recommendation-based entrance examination” as a system based on the recommendationof the principal of the applicants’ high school and which exempts them from academic achievement tests,
in principle, while employing school reports as the primary material to determine whether to admit themor not. In implementing the “recommendation-based entrance examination,” the University specifies, in arange of relevant entrance examination guides, the qualities expected of new students, as well as theability, aptitude and other factors required of the applicants. In this form of examination, the University
conducts screening on the basis of school reports, interviews, and written statements of the reasons forapplication and other documents submitted by the applicants. The date of examination, application period
and other procedures for the examination are fixed in a manner that does not disturb educational activities
at high schools. The “Admissions Office entrance examination” (AO examination) is implemented at all
schools as a process aimed at examining the applicants’ ability, aptitude, learning motivation, sense of
purpose and other factors from a comprehensive perspective, by combining close screening of documents,
interviews, and other methods of screening. In the AO examination, while emphasizing theabovementioned screening methods, the University also implements written examinations, with the aim ofappropriately determining whether the applicant has sufficient ability to study at KGU, thereby
maintaining excellence in the overall academic ability of the entrants. The University also makes efforts tofurther increase diversity in its entrance examination by adopting screening processes incorporating
TOEFL, the Test in Practical English Proficiency (EIKEN), and other external qualification examinations.
In addition to this, the diverse entrance examinations implemented at the University include the “entrance
examination for those with outstanding ability in sports,” the “entrance examination for returnee
students,” the “entrance examination for working adults” and the “entrance examination for students fromoverseas,” for each of which the University has established an Admission Policy. The University also
implements the “admission by recommendation based on the UNHCR-KGU Higher Education Programfor Refugees in Japan,” thereby accepting refugees recommended by the Japan Office of the United
Nations High Commissioner for Refugees (UNHCR).
KGU has adopted the entrance examination system as mentioned above, in which the University decides,
for each form of examination, the necessary matters for those applying for the University’s entrance
examination, such as the Admission Policy, admission quota, requirements for application, application
procedure, examination date, method of examination, and examination venue, as well as the type, amount,procedure and due date for payment of the examination fee and other related expenses. The University
prepares the application guidelines in which the abovementioned matters are specified. 5-14) In addition to
the application guidelines, the University also provides prospective applicants with useful information forthem to choose their university and school, via the “Entrance Examination Guide,” explanatory meetingson admission to the University, open house events, the official website and other means. Such information
includes the Admission Policy, organizational structure of schools etc., the content and features of
educational and research activities, general information regarding campus life, necessary expenses, thenumber of applicants and successful applicants in the preceding academic years, and the status of
employment of graduates.
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As described above, the University endeavors to implement student admission and selection in a fair andappropriate manner, based on the Admission Policy.
In the entrance examination for the graduate course, each graduate school decides how to accept
applications, as well as the screening method, in an appropriate manner. Graduate schools implement
various forms of entrance examinations, such as the “general entrance examination,” the “entrance
examination for working adults,” the “entrance examination for special students” and the“recommendation-based entrance examination.” The abovementioned information is specified in theentrance examination guide for each graduate school. 5-8) To ensure transparency in the selection process
for applicants, graduate schools organize an “executive committee for entrance examination” within the
Graduate Faculty Board of each graduate school to examine the appropriateness of examination subjects,
the content of questions, and pass/fail standards.

Schools5-1-(2)

 School of Theology
The School of Theology selects applicants in a generally fair and appropriate manner while embodying
the elements of the Admission Policy in its entrance examination system. As an example, in the range ofentrance examinations implemented by the School, the School has positioned the “Admissions Officeentrance examination” (AO examination) as an admission (examination) system to realize the following
element of the School’s Admission Policy: “(6) Applicants admitted to the Christian Missionary Work
Course shall be individuals who intend to become a missionary or a Christian worker in the future.” In
light of this positioning of the AO examination, the School is currently reviewing when in the academic
year the School should conduct this form of examination. While taking into consideration the applicants’church life and other factors, the School is reviewing the “appropriate time” by convening the Entrance
Examination Review Committee (School). Documents to be submitted for screening and the method ofgrading them (point allocation etc.) are also reviewed on a regular basis. The abovementioned review isneeded given the current situation, where the number of entrants to the School via the AO examination(including working adults) is below the admissions expected by the School (admission quota: 10 students).
5-65)
While maintaining the fundamental admission policy, the School will review the time of
implementation and grading method of the AO examination, and also consider enhancing publicity for thisexamination. The School currently recognizes the need to review the entire system of its entrance
examinations other than the “general entrance examination.” This review needs to include “admission
based on recommendation by designated school” and other forms of entrance examination in which thenumber of new entrants accepted by the School is generally sufficient to fill the admission quota.
Regarding the “general entrance examination,” it has already been decided to partially revise it(introduction of the “Center Test with KG English examination combined”) for admissions in and after AY
2013 (for which examination is conducted in or after AY 2012). This revision plan has been made public
via the School’s section on KG’s official website and the “guide to entrance examination.” Regarding the“examination for transfer students,” the School has implemented selection of applicants in an appropriatemanner in light of its policy on student admission, as evidenced by the fact that the number of applicants
has constantly reached the number expected by the School.
 School of Humanities
With a view to achieving the fundamental goal of education in Kwansei Gakuin University in line with
the University’s founding spirit, i.e., “cultivation of students’ total personality on the foundation of an
education grounded in the principles of Christianity,” the School of Humanities has defined its Admission

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Policy, based on the philosophy of the humanities, for each form of entrance examination it implements.
In accordance with this Admission Policy, the School endeavors to achieve both a fair and appropriate
process for student admission and selection, on one hand, and more diverse examination processes and amultidimensional measure of evaluation, on the other. To achieve these, the School has adopted multiple
forms of entrance examinations and admission systems, with an eye to admitting students from amultifaceted perspective by increasing diversity in the process of student selection while maintaining
fairness, openness and transparency. Specifically, the School has adopted the following entrance
examinations: the “general entrance examination,” the “entrance examination using the National Center
Test for University Admissions,” the “Admissions Office entrance examination,” the “entrance
examination for returnee students,” the “entrance examination for those with outstanding ability insports,” the “examination for transfer students” and the “entrance examination for students fromoverseas.” The “general entrance examination” is conducted on the “University-wide schedule,”“individual school schedule” and “KG original system schedule,” using several examination types. The
School has also adopted admission systems based on recommendation, which do not involve written
examinations, such as admission based on recommendation by Kwansei Gakuin Senior High School,affiliated schools, partner schools and contracted schools, as well as admission based on recommendation
by “designated schools” comprising specific high schools across Japan. 5-14),5-11) The School provides
necessary information regarding the entrance examination via the official website and the entrance
examination guide. Relevant public relations activities are also conducted by taking advantage of open
house events, explanatory meetings on admission to the University, visits to high schools, trial lecturesand other occasions. All forms of entrance examinations and admission systems are implemented inconformity with the Admission Policy, which is made public via the “Information Disclosure” page andthe School’s section on KG’s official website, as well as in the entrance examination guide. By employing
the abovementioned diverse processes for student admission, the School guarantees a wide range ofindividuals a fair opportunity for admission. Efforts have been made to appropriately determine
applicants’ ability, aptitude and other qualifications to receive a university education, by ensuring rigorous
assessment in selecting successful applicants in each form of entrance examination and admission system,
while involving multiple members of relevant committees including the “student retention rate review
committee.” School of Sociology
The School of Sociology has proceeded with reform in its student admission and selection process,based on the objective set in AY 2009, “reviewing the admission quota and examination subjects for eachform of entrance examination.” This objective was shaped to specifically develop the preceding objective,“ensuring admission of diverse students of high quality.” The academic year 2009 was a year in which theadmission quota of the School’s Department of Sociology was increased from 475 students to 650
students. By introducing diverse forms of entrance examinations, the School opened the door of admission
to the School to a wider range of individuals who are interested in the extensive field of sociology fromvarious angles. Since then, the School has reviewed the examination subjects and admission quota in amanner that enables it to appropriately invite applications and conduct screening in line with the
Admission Policy, while taking into consideration the quality of students who are selected in diverse
forms of entrance examinations.
In the entrance examination for admission in AY 2012 (conducted in AY 2011), the School implemented
the following examinations: the “general entrance examination” (on “University-wide schedule,”“individual school schedule” and “KG original system schedule”), the “entrance examination using the
National Center Test for University Admissions,” the “Admissions Office entrance examination” (AO
examination), the “entrance examination for those with outstanding ability in sports,” the399Student Admission“recommendation-based entrance examination” (Senior High School; affiliated school; Senri International
School of Kwansei Gakuin, High School; partner school; contracted school; designated school), the“entrance examination for returnee students,” the “entrance examination for students from overseas” andthe “examination for transfer students.” The School discloses, and disseminates widely, the specificcontent of the abovementioned examinations and their results, as well as related data, via a range ofentrance examination guides, including the “Entrance Examination Guide,” as well as in the section
regarding admission information on the official website. The School thus endeavors to ensuretransparency in the entrance examination process. 5-14),5-15)
The School invites applications for the entrance examination, while specifying its educational objectives
and the qualities expected of new students in the University brochure and the School Book. 5-66),5-67)
The “general entrance examination” is implemented throughout the University, as a means to selectapplicants with a sufficient level of basic academic ability to receive the education at each school. This
examination constitutes the central pillar of the University’s entrance examination system. The largest
percentage of new students to be admitted to the University is selected through this examination. The“general entrance examination” is conducted on the “University-wide schedule” and “individual schoolschedule,” under both of which applicants take examinations for three subjects, as well as on the “KG
original system schedule,” under which test-takers are selected based on two subjects (English andmathematics) or on the overall results of one subject chosen from these two subjects and that of the
National Center Test for University Admissions. To encourage applications from individuals withexcellent ability in mathematics, which supports the capability to think and evaluate logically andempirically, the University has introduced the “Center Test with KG mathematics examination combined”
as one of the examination types conducted on the “KG original system schedule.” As such, a
University-wide effort has been made to attract diverse students by effectively setting examination
subjects.
The “entrance examination using the National Center Test for University Admissions” is implemented
as an examination system aimed at attracting applicants with different characteristics from those admitted
through the “general entrance examination.” In AY 2011, the subject “ethics, politics and economics” wasadded to the subject options available in this form of examination, as a subject forming the foundation forstudying sociology.
The “AO examination” was introduced in AY 2005 as a selection system using interviews to evaluate
the characteristics of individual applicants that may not be measurable simply by written examination,with the aim of accepting a wide range of students with unique characteristics. However, while thoseadmitted by this examination include excellent students, it was also pointed out that not all students
necessarily have “unique” characteristics. In view of this situation, in order to properly fulfill the initial
purpose of this examination aiming at strictly selecting students with unique characteristics, the School
reduced the number of places for admission by 10, to 30 students, for admissions for AY 2012(examination in AY 2011) and thereafter.
Regarding admission of athletes, the School previously admitted those with outstanding ability in sports
under the framework of “special entrance examination for selection of those with remarkableachievements in cultural, artistic, sports or volunteer activities.” In response to the introduction of the
University-wide “AO examination” in AY 2005, the School integrated the previous admission system forathletes into the University-wide system “entrance examination for those with outstanding ability insports,” thereby continuing to admit such students under this more focused system.
The advantage of the “recommendation-based admission” is that the School can attract applicants with adeep understanding of the educational objectives of KG and the School, as well as a strong sense of
belonging to the School, since this form of examination is intended for applicants who choose the Schoolof Sociology as their first choice. In consideration of the University-wide policy of promoting admission
400

Student Admissionof diverse students by using selection processes other than the “general entrance examination,” the School
introduced the “entrance examination based on recommendation by partner school” in AY 2010, and the“entrance examination based on recommendation by Senri International School of Kwansei Gakuin, HighSchool” in AY 2011. In AY 2012, the School increased the number of places for admission by the“entrance examination based on recommendation by designated school” by 10 students. As such, theSchool has increased its “recommendation-based admission” quota as a percentage of its total admission
quota. 5-15)

 School of Law and Politics
In addition to the “general entrance examination,” the School of Law and Politics has adopted various
forms of entrance examinations, such as the “entrance examination using the National Center Test for
University Admissions,” the “Admissions Office entrance examination” (AO examination), the“admission based on recommendation by Senior High School” and the “admission based onrecommendation by designated school or contracted school,” as well as the “entrance examination for
those with outstanding ability in sports” (selection based on sports achievements) introduced in AY 2011
in place of the “admission based on special recommendation.”
As of April 2012, the “general entrance examination” was in place as an examination system conductedon three schedules: the “University-wide schedule,” “individual school schedule” and “KG original
system schedule.” Examination subjects on the “University-wide schedule” and the “individual schoolschedule” comprise three subjects, i.e., “foreign language,” as well as two subjects chosen from
“Japanese,” “geography and history (Japanese history; world history, geography, etc.)” and“mathematics.” On the “KG original system schedule,” applicants take examinations for two subjects, i.e.,a set of “English” and “mathematics” or “English” and a subject in the National Center Test for University
Admissions (one subject chosen from Japanese, mathematics, science, geography and history, and civics).
The abovementioned competitive entrance examination is conducted in a fair manner, playing animportant role in enabling the School to admit students of high academic quality.
The “entrance examination using the National Center Test for University Admissions” is aimed atadmitting students with different characteristics from those admitted through the “general entrance
examination.” Admission of January applicants is determined on the basis of the examination results offive or three specific subjects, and that of March applicants is based on the results of four or three specificsubjects. This form of examination is aimed at complementing the “general entrance examination” andallowing applicants who have studied many subjects for national universities to take the examination for
the School without any disadvantages.
The “AO examination” is intended for those who have remarkable achievements in artistic, academic orsports activities, or domestic and/or international social contribution activities; who demonstrateleadership in a specific activity either in or outside the high school etc.; and who have outstanding foreign
language skills and/or experience of international exchange. The primary examination contains
documentary screening, as well as “reading comprehension and essay examination” regarding materials in
English and Japanese. The secondary examination is based on interviews.
The “entrance examination based on recommendation by designated school or contracted school” andthe “entrance examination based on recommendation by Senior High School” are examination systems
whereby the School requests designated schools, contracted schools and Kwansei Gakuin Senior HighSchool to recommend students suited to studies in the School of Law and Politics. In theserecommendation-based examinations, unlike the case with “general entrance examination,” the School cantake the applicants’ overall high-school life into consideration for evaluation. The admission based onrecommendation by the Senior High School leads to the creation of a learning environment where generalentrants and entrants who have received education at KG for a number of years are able to closely interact
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Student Admission

with one another. This is expected to produce positive effects for both groups. The screening method forthese entrance examinations is interview by several examiners.
In the “selection based on sports achievements,” the School requires applicants, for eligibility for
application, to have a certain level of achievement in sports activities/competitions, as well as a grade
point average of at least 3.0 regarding the applicant’s academic achievements at high school. Thisrequirement is intended to admit students with not only remarkable achievements in sports but also astrong determination to pursue both academic and sports activities at the University in a satisfactorymanner. Screening is based on documentary screening, essay examination and interview. After successful
applicants are decided, the School requires them to receive pre-admission education until their entrance to
the School.
Through the “entrance examination for students from overseas” and the “entrance examination for
returnee students,” the School aims to admit students with overseas experience or an overseas educational
background, accommodating the trend of globalization. Screening in the former examination is based on“written examination” and “interview” in Japanese, and screening for the latter examination is based on“foreign language (one language chosen from English, French, German and Chinese),” “essay” and“interview.”
The guidelines for the entrance examination as described above are provided on KG’s official website.
5-14)

To ensure a fair screening process in the abovementioned entrance examinations, multiple faculty
members of the School undertake a wide range of tasks regarding preparation of examination questions,
grading and interviews, in accordance with the Undergraduate Faculty Board’s “internal agreements
regarding the handling of examinations and the screening criteria for interviews.” The School’s “executive
subcommittee for entrance examination” and “executive subcommittee for Admissions Office entrance
examination” undertake evaluation and prepare a draft proposal on the screening results, based on which
the School of Law and Politics Undergraduate Faculty Board makes due deliberations and determines the
final results for the successful applicants. 5-68),5-69),5-70)

 School of Economics
The School of Economics implements the “general entrance examination” (including the “entrance
examination using the National Center Test for University Admissions”) the basic type of which is the“three-subject type” comprising “Japanese” and a specific elective subject, in addition to the compulsory“English.” Aside from this type of examination, the “general entrance examination” also includes othertypes of examinations characteristic of KGU, such as a two-subject type consisting of “foreign language(English)” and “mathematics,” and a type combining “mathematics,” the questions for which are preparedby the University, and a subject from the National Center Test for University Admission. The “generalentrance examination” is carried out in a fair manner, based on the University-wide entrance examination
system.
Other forms of entrance examination have also been implemented by the School independently, such as
the “entrance examination based on recommendation by designated school” and other examinations basedon recommendation by the principal of a high school etc., the “Admissions Office entrance examination”(AO examination) in which special skills and qualifications are advantages, the “entrance examination for
those with outstanding ability in sports” and the “entrance examination for returnee students.” As such, theSchool has established a system enabling it to admit students with the “ability to think on their own
initiative,” which is specified in its educational philosophy, and which is indispensable for students todevelop their basic academic ability, such as foreign language skills, knowledge regarding society and theworld, logical thinking and good judgment. Since the abovementioned educational philosophy can beembodied in students’ values and abilities in diverse ways, it is necessary to assess their abilities from402

Student Admission

diverse perspectives. This is why the School has adopted various forms of examinations. The School
introduced the “Admissions Office entrance examination with English skills emphasis” for the entrance
examinations for admission in and after AY 2013. Through this type of examination, the School aims toadmit applicants who are motivated to study economics while maintaining “the ability to empathize withpeople and cultures from various regions of the world,” as set forth in the Diploma Policy of the School.
5-71)

The “other forms of entrance examination” referred to in the previous paragraph are conducted byexecutive committees comprising a chair and members approved by the Undergraduate Faculty Board.
Examination questions are prepared in each academic year by different members, who are approved by the
Undergraduate Faculty Board, and whose names are disclosed only within the Board. Executive
committee members for each examination carry out screening of applicants in a rigorous manner, inconformity with the guidelines for screening and interviews, which are provided in advance.
Interviews are conducted by two to three examiners in order to ensure a fair and transparent screening.
Evaluations are recorded on a numerical scale. With all interviews, the average of the evaluations by all
examiners for a specific applicant is used to determine the result of his/her screening. Regarding the“general entrance examination,” the School organizes an “entrance examination selection committee”
comprising the Dean and six regular members, as well as five members selected by the Undergraduate
Faculty Board. The committee prepares a draft proposal for judgment on admission for deliberation at theUndergraduate Faculty Board. 5-72)

 School of Business Administration
The admission quota of the School of Business Administration was specified in the “Entrance
Examination Guide 2012,” which also provided information regarding the real acceptance rate in past
examinations. 5-15)p.5・40,5-65)
The entrance examination guides for all entrance examinations implemented by the School are provided
in the “Entrance Examination Guide.” Executive subcommittees are organized for each entrance
examination in order to ensure a fair screening process. 5-15) The following paragraphs describe how the
School’s most recent entrance examination was conducted, as an example to explain the implementation
system of the School’s entrance examination:
Regarding various forms of entrance examination other than the “general entrance examination,” thenumber of interviewers are decided in accordance with the number of applicants by the executive
subcommittee in charge and the interviewers for the “entrance examination for those with outstanding
ability in sports”; by the executive subcommittee in charge and the interviewers for the “entrance
examination for returnee students”; by the executive subcommittee in charge and the interviewers for the“Admissions Office entrance examination”; by the executive subcommittee in charge and the interviewers
for the “entrance examination for students from overseas”; and by the executive subcommittee in charge
and the interviewers for the “entrance examination based on recommendation by designated school,
contracted school or partner school (special admission quota)”; as well as by the School Administration,acting as the executive subcommittee in charge, and the interviewers for the “entrance examination basedon recommendation by Senior High School” and the “entrance examination based on recommendation byaffiliated school or partner school.” Each executive subcommittee in charge holds an executive
subcommittee meeting one week before the examination, confirming the details of the selection procedure.
Shortly after the examination, the executive subcommittee in charge determines the successful applicants,
and reviews any problems in implementing the examination, discussing possible measures to improve theexamination in the subsequent academic year. This implementation system has been maintained for morethan a dozen years.
An “executive subcommittee for entrance examination” is organized for the “general selection entrance
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Student Admission

examination.” This subcommittee comprises the chair and members, who prepare for the “generalentrance examination” to be conducted in early February, sort the examination results, and prepare a draft
proposal for judgment on admission. In each academic year, the first executive subcommittee meeting isheld in early December to confirm how the examination is prepared and conducted. After the preparation
process, the second executive subcommittee meeting is held in late January, confirming details of theimplementation of the examination, the content of specific tasks and their assignment. After theexamination, the subcommittee manages the tasks of carrying the completed examination forms to a
designated place, and preparing a draft proposal for judgment on admission. This draft proposal issubmitted to the School Administration, where the proposal is reexamined. The reexamined proposal isdeliberated by the Undergraduate Faculty Board as a draft proposal by the Administration. At theUndergraduate Faculty Board meeting, board members make their final judgment on admission ofindividual applicants by vote, by each type of the “general entrance examination,” such as the “entrance
examination using the National Center Test for University Admissions,” the “examination held on
University-wide schedule,” the “examination held on individual school schedule” and the “examination
held on KG original system schedule.” 5-73),5-74)
As described above, the executive subcommittee for the entrance examination, which is organized foreach form/type of examination, undertakes all responsibilities for specific matters and details in
implementing the examination. The School thus implements student admission and selection in a fair andappropriate manner, based on its Admission Policy.

 School of Science and Technology
The School of Science and Technology implements student admission and selection in a fair andappropriate manner. To maintain a fair system of admission and selection, the School has taken measures
such as (1) specifying the availability of diverse examination opportunities in the Admission Policy andthe list of entrance examinations posted on KG’s official website, 5-14) and providing easy access to thisinformation for those considering taking the entrance examination for the School; and (2) updating the“entrance examination data” provided on KG’s official website, 5-75) and issuing on an annual basis a“collection of entrance examination questions” which specifies the intention of the questions, point
allocation, and the percentage of correct answers, 5-76) thereby ensuring transparency in the selection
criteria/standards. In the range of entrance examinations implemented by the School, an objective
screening process has also been ensured, for instance by conducting interviews involving several faculty
members.
Regarding the appropriateness of its student admission and selection, the School has endeavored toensure transparency in the selection criteria/standards as described in measure (2) in the previous
paragraph. Relevant members of the School participate in meetings with high school teachers to discuss
university entrance examinations, aiming to use the results of the discussion for preparation of questions
suited to the intended student selection. Members of the “committee for inspection of entrance
examination questions” review the prepared questions, in order to prevent any mistakes in the entrance
examination. 5-77)
 School of Policy Studies
The School of Policy Studies implements student admission and selection procedures under the
University-wide system led by the University’s Admissions Department, except for the examinations
listed below. The admission and selection work has been carried out in a fair and appropriate manner.
Examinations and screening that the School undertakes independently of the abovementioned
University-wide system are as follows: 5-15)
 First-stage screening (English listening type; Japanese essay type) and second-stage screening404

Student Admission(comprehensive evaluation of documentary screening and interview <in Japanese>) in the “Admissions
Office entrance examination”
 Second-stage selection (interview) in the “entrance examination for those with outstanding ability insports”
 Selection in the “entrance examination for returnee students” (comprehensive evaluation of application
documents and interview)
 Selection in the “examination for transfer students” (written examinations <English, essay>; aninterview is also required if the applicant is from overseas) Selection in the “entrance examination for students from overseas” (written examinations <Japanese,
Japanese essay>; interview) Screening in the “recommendation-based entrance examinations” (Senior High School; SenriInternational School of Kwansei Gakuin, High School; affiliated school; partner school; contracted
school; designated school) (comprehensive evaluation of documentary screening and interview)
In the abovementioned screening and selection procedures conducted under its independent system, theSchool pays special attention to ensuring appropriateness and transparency, assigning a sufficient numberof faculty/staff members. The entrance examination in AY 2011 was implemented in a variety of forms
and methods (English listening examination: first-stage selection; Examination for transfer students:
written examinations; Entrance examination for students from overseas: written examinations). In
implementing this examination, faculty members (including executive committee members) primarily
undertook the tasks of the examination headquarters and supervision at the examination sites; andadministrative staff members, Administrative Assistants and Teaching Assistants guided applicants to
examination venues etc., and supported the tasks undertaken by faculty members. The School selected theapplicants in an appropriate manner, paying special attention to ensuring fair screening.
In addition to the abovementioned English listening examination and written examinations, interviewsin each process of student selection are also conducted based on the School’s independent system. Allinterviews are conducted by several faculty members in order to ensure fair and transparent screening.
While a variety of topics and questions are asked in interviews in accordance with the forms of student
admission, the School has ensured that all interviewers in all interviews avoid asking questions regarding
the applicants’ permanent domicile and nationality; the relationship to their guardian and guarantor, andthe academic background, profession, employer, job type, position in workplace of theguardian/guarantor; topics regarding family members; and the applicants’ thoughts, philosophy of life, thepolitical party they support, religion, the (ideal image of a) person they respect, etc.
As described above, the School conducts the admission and selection procedures for the range of
examinations based on its own system in a fair and appropriate manner, in conformity with its Admission
Policy.

 School of Human Welfare Studies
For student admission, the School of Human Welfare Studies implements the “general entrance
examination,” the “entrance examination using the National Center Test for University Admissions,” the“Admissions Office entrance examination” (AO examination), the “entrance examination for returnee
students,” the “entrance examination for those with outstanding ability in sports,” the “entrance
examination for students from overseas” and a range of “recommendation-based entrance examinations.”
For each of these entrance examinations, the School has specified the Admission Policy, the qualifications
for application, application deadline and other conditions, carrying out admission procedures in a fair andappropriate manner. Other matters regarding student admission are also specified for each form ofentrance examination and provided via KG’s official website5-14) and the “Entrance Examination Guide.”5-28)p.30・32・36・38・40・41・43,5-29)

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Student Admission

The School organizes separate student selection subcommittees within the School for the “AO
examination,” the “entrance examination for returnee students,” the “entrance examination for those withoutstanding ability in sports,” the “examination for transfer students,” the “entrance examination forstudents from overseas” and a range of “recommendation-based entrance examinations” (recommendation
by designated school, contracted school and Kwansei Gakuin Senior High School). These subcommittees
carry out screening in a strict and fair manner, and prepare draft proposals for judgment on admission ofindividual applicants. A subcommittee comprises one convener and several members. Executive
subcommittee meetings are held prior to each examination date, in order to reconfirm the number ofapplicants for the entrance examination, the examination schedule and procedures, and other related
matters. Efforts are made to ensure fair and appropriate student selection by sharing knowledge of thegrading standards for written examinations, combination of interviewers, specific questions, evaluation ofinterviews, and other related matters. Executive subcommittee meetings are also held immediately after
each entrance examination. In these meetings, participants discuss issues regarding standardization ofevaluation criteria/standards, any existing problems and possible future directions regarding the entrance
examination etc. and related matters, and prepare a draft proposal for judgment on admission, based onstrict and fair deliberation. On a subsequent day, at an Undergraduate Faculty Board meeting, conveners
explain the process leading to the preparation of the draft proposal, the number of applicants, examination
procedures, evaluation criteria/standards, relevant problems and the future direction regarding the entrance
examination etc. and related matters. The conveners submit the prepared draft proposal for deliberation at
the Undergraduate Faculty Board meeting, where Board members hold a discussion and finally selectsuccessful applicants.
Regarding the “general entrance examination” and the “entrance examination using the National Center
Test for University Admissions,” student selection is conducted based on the University-wide system
under the initiative of the Admissions Department of the University. Of the range of selection processes inthese examinations, the School takes the leading role in examinations conducted in the School, inparticular. Through the abovementioned selection processes, the School has endeavored to admit students
with diverse abilities. As a consequence, in AY 2012, the School accepted the following percentage of newstudents for each form of entrance examination: 37.7% by the “general entrance examination,” 2.4% by
the “entrance examination using the National Center Test for University Admissions,” 11.4% by the “AO
examination,” 0.3% by the “entrance examination for returnee students,” 12.7% by the “entrance
examination for those with outstanding ability in sports,” 4.8% by the “entrance examination for students
from overseas” and 30.7% by the range of “recommendation-based entrance examinations.” As describedabove, the School has achieved the admission of students with diverse abilities in conformity with the
Admission Policy defined by the School.

 School of Education
The School of Education implements student admission and selection in line with its Admission Policy.
The School has established committees regarding the entrance examination, appointing the Assistant
Dean of Student Affairs as convener. Issues regarding student admission and selection in examination
processes other than the “general selection entrance examination” are discussed at the “entrance
examination system planning committee” and then deliberated by the Undergraduate Faculty Board. An“executive (sub)committees for entrance examination” is organized for the “general selection entrance
examination” and for each of the other forms of entrance examination, as well as the “entrance
examination ‘A’” and the “examination for transfer students.” The said (sub)committees are responsible
for the executive work in implementing each entrance examination procedure.
As part of the procedure to invite applications, the School disseminates the application guidelines via
KG’s official website, the “Admissions Office entrance examination information/guide” and the “Entrance
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Student Admission

Examination Guide.” 5-20)p.18-21,5-28)p.33･34 In an effort to encourage applications, faculty members share thetask of visiting high schools — partner schools, contracted schools and designated schools, where they
introduce the School to each high school using a presentation file prepared by the School. At the open
house event held this academic year, the School not only introduced itself to visitors and held a trial class,but also established consultation counters, where explanations were provided primarily regarding theentrance examination, the certificates and licenses obtainable at the School, and issues concerning job
hunting. Since a significantly large number of visitors sought consultation on an individual basis, it isnecessary to increase the number of consultation counters at the open house event to be held in the next
academic year. Considering that the School usually receives a large number of questions regarding the“Admissions Office entrance examination” at such events, the School held plenary sessions for explaining
the AO examination twice at the event this year.
Regarding selection of applicants, the School gives special attention to ensuring fair and appropriate
judgment in screening, by assigning multiple interviewers to interviews conducted for a range of entrance
examinations other than the “general selection entrance examination.”
To prepare a draft proposal for judgment on admission in the “general selection entrance examination,”
the School convenes the “review committee regarding judgment on admission” (the “student yield rate
review committee”) to discuss the said draft proposal, based on related results in past examinations,information regarding students taking entrance examinations for other schools, and information available
from preparatory schools. In the “review committee regarding judgment on admission,” whether to admit
individual applicants is determined in a fair and appropriate manner by the members, comprising School
Administration members, as well as representatives of the Department of Early Childhood and Elementary
Education and the Department of Applied Education. The draft proposal for judgment on admission
prepared by the “review committee regarding judgment on admission” is subsequently deliberated by the
Undergraduate Faculty Board to make a final decision on the successful applicants.

 School of International Studies
To fulfill its educational and research philosophy, i.e., “development of a global mindset,” the School ofInternational Studies has adopted various forms of entrance examinations. Regarding the “generalentrance examination,” the School implements not only the conventional “three-subject type” but also
other types of examination that specialize in, or place emphasis on English. In the “entrance examination
using the National Center Test for University Admissions,” a large percentage of points are allocated tothe subject “English,” which well reflects the characteristics of the School of International Studies.
5-15)p.14・23・25・29

Among other forms of entrance examination, in the “Admissions Office entrance examination” (AO
examination), the School conducts documentary screening while focusing on such factors as the results ofcertificate examinations of foreign language proficiency and the experience of living outside Japan. As
such, the School implements student admission and selection in conformity with its Admission Policy.
The School organizes “executive subcommittees” for each form of entrance examination to determine
the screening results of individual applicants. Such screening results are referred to the Dean’s Office
Meeting (the Administration Meeting), and are finally deliberated by the Undergraduate Faculty Board. As
such, the School makes judgment on admission at three stages, achieving a fair and appropriate screening
process.
The School has adopted the following forms of entrance examinations: (1) the general entrance
examination, and the entrance examination using the National Center Test for University Admissions, (2)the AO examination, (3) the entrance examination for returnee students, (4) the entrance examination for
those with outstanding ability in sports, (5) the entrance examination for students from overseas, (6) otherentrance examinations (based on recommendation by Senior High School, designated school, contracted
407

Student Admission

school, partner school, affiliated school, and overseas contracted school) and (7) the examination fortransfer students. Among these seven forms of examinations, the admission quotas for five entrance
examinations — (2) (3) (4) (5) and (6) — have been fulfilled.

Graduate Schools

5-1-(2)

 Graduate School of Theology
For admission to the first half of its doctoral program, the Graduate School of Theology implements the“general entrance examination,” the “entrance examination for working adults” and the “entrance
examination for students from overseas.” Regarding admission to the Christian Theology and Missionary
Work Course, in particular, the Graduate School requires the applicants to meet the “baptism requirement”
with a view to achieving the “development of missionaries” as specified in the Admission Policy, as wellas to submit a letter of recommendation prepared by their church, in order to have the results of theirchurch life taken into consideration in the screening. For the Christian Thought and Culture Course, theGraduate School also selects applicants in a fair and appropriate manner by determining, on the basis of
the submitted “research plan” etc., whether the applicant is interested in, and intends to research theinterdisciplinary fields associated with the range of thoughts and cultural assets associated with
Christianity. For admission to the second half of the doctoral program, the Graduate School implements
the “general entrance examination” and the “entrance examination for students from overseas.” It isnecessary for the Graduate School to specify how the elements of the Admission Policy are realized ineach form of entrance examination. In each academic year since the introduction of the course system in
AY 2008, the Graduate School has admitted students to the first half of the doctoral program in theChristian Thought and Culture Course (AY 2008: one student; AY 2009: three students; AY 2010: three
students; AY 2011: one student. Three students of those admitted during the period from AY 2008 to AY2010 proceeded to the second half of the doctoral program between AY 2010 and AY 2012.) For thesecond half of the doctoral program, one of the major qualities expected of new students by the Graduate
School is “an individual who has the ability to obtain a ‘doctorate by coursework.’” The Graduate School
has admitted students in conformity with this policy, consistently producing students with “doctorates bycoursework” in recent years. (The number of holders of “doctorate by coursework”: AY 2007 through AY
2010: one student each year; AY 2011: four students. The student admitted in AY 2010 obtained a“doctorate by coursework” in three years after entrance to the second half of the doctoral program.) 5-78)
 Graduate School of Humanities
The Graduate School of Humanities conducts the entrance examination in September (first roundadmission) and February (second round admission) in the first half of the doctoral program, as well as inFebruary in the second half of the doctoral program, for admission of “regular students (general
students),” “regular students (recommendation),” “special students (working adults)” and “special
students (students from overseas).” To invite applications for the examination, the Graduate School
provides relevant information via the Graduate School Guide, the Graduate School’s section on KG’s
official website and the entrance examination guide issued in June, as well as explanatory meetings on theentrance examination for the Graduate School, which are held in June and November. In therecommendation-based entrance examination intended for prospective graduates of KGU School of
Humanities who wish to enter the first half of the doctoral program, the Graduate School differentiates therequirements for recommendation between the first and second intakes, in consideration of when thestudent resolves to enter the Graduate School. The screening structure of the recommendation-based
entrance examination for the first half of the doctoral program is different to that for the second half of the408

Student Admission

doctoral program: An examination in the subject “specialized foreign language” and an interview arerequired in the screening for the first half of the doctoral program, while only an interview is required in
the screening for the second half of the doctoral program, which is conducted for students who are
expected to complete the first half the same program of the Graduate School and who have been
recommended by their academic advisor. Subjects required in the “general entrance examination” are as
follows: In both the first and second admissions for the first half of the doctoral program, the Graduate
School requires prospective “regular students” to take examinations in three subjects (“specialized foreign
language,” “specialized basic subject” and “specialized subject”), and prospective “special students” totake two subjects (“specialized foreign language” and “specialized basic subject”); In the examination forthe second half of the doctoral program, the Graduate School requires prospective “regular students” totake examinations in two subjects (“specialized foreign language” and “specialized subject”), andprospective “special students” to take two subjects (“specialized foreign language” and “specialized basic
subject”). Great rigor and transparency have been achieved throughout the process from preparation of theexamination questions to implementation of written examinations, interviews, grading and final selection,by ensuring that members of the “examination preparation committee” and the “executive committee
regarding examination questions” in each field of specialization fulfill their respective tasks in a properand responsible manner. Questions used in the entrance examinations in previous years are disclosed bymaking them available for those needing them, free of charge, at the administrative office of the Graduate
School (School). 5-79)

 Graduate School of Sociology
The Graduate School of Sociology selects applicants for the entrance examination pursuant to the“Graduate School of Sociology Bylaws Regarding General Entrance Examination” (Graduate School ofSociology internal agreements). The Graduate School makes available an application form and theentrance examination guide (PDF file) online around July every year. The Graduate School conducts theentrance examination under the categories itemized below, in addition to which the Graduate School also
implements the “entrance examination for students from overseas” (special students).
<The first half of the doctoral program> Regular students (general students): first admission <September>; second admission <February> Special students (working adults): first admission <September><The second half of the doctoral program> Regular students (general students): second admission <February 2013>
 Special students (working adults): first admission <September> Regular students (general students) transfer admission: first admission <September>; second
admission <February 2013>
Regarding preparation of examination questions and grading, as well as oral examination, committees incharge of these tasks are organized within the Graduate Faculty Board for each round of entrance
examination. The several faculty members who constitute each committee rigorously perform theirrespective tasks. This system prevents a situation where the content of examination questions areconcentrated on specific fields of specialization researched by specific faculty members. Judgment on
admission is made at the Graduate Faculty Board meeting held after each entrance examination process.
Comments on the results of written examinations and oral examinations are also reported at this meetingby faculty members in charge of each examination.
In student admission, the Graduate School does not place restrictions on the applicants’ field ofspecialization in the undergraduate education, as stipulated in the Admission Policy. The Graduate School
also accepts applications from working adults and students from overseas. 5-35)

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Student Admission

 Graduate School of Law and Politics
The Graduate School of Law and Politics conducts the entrance examination for the first half of thedoctoral program twice a year, in September and February.
The entrance examination for this stage of the doctoral program is implemented under the categories of“regular students (general students)” and “regular students (special admission system).” The examination
for the latter category is further divided into two types: the special admission intended for students in the
University’s School of Law and Politics who wish to enter either the Academic Course or the Expert
Course; and the special admission for students in other schools / graduate schools in KGU, as well as
those in other universities, who wish to enter the Expert Course.
The Graduate School also implements the entrance examination for prospective “regular students(working adults),” which is available only for applicants to the Expert Course. Offerings in this course
provided in evening classes and Saturday classes are subjects established for the Public Policy Program
only.
For the second half of the doctoral program, the Graduate School implements the entrance examination
only in the period of the second admission procedure (February), under the categories of “regular students(general students),” “regular students (JD)” and “regular students (working adults).” The examination for“regular students (JD)” is intended for (prospective) holders of the degree “Juris Doctor.”
The entrance examination for prospective “special students (students from overseas)” is implemented in
February for both the first and second half of the doctoral program. All information and guidelines for theabovementioned entrance examinations for the Graduate School are provided in the Graduate School’s
section on KG’s official website. 5-80)
Regarding the abovementioned entrance examinations, the “Associate Dean of Student and Academic
Affairs” and the “Assistant Dean of Student and Academic Affairs” of the Graduate School make a request
for preparation of examination questions, and organize the results of the grading into a draft proposal on
the screening results, based on which the Graduate School of Law and Politics Graduate Faculty Board
makes due deliberations, determining the final results of the successful applicants. The tasks regarding
preparation of examination questions, grading and interviews are broadly undertaken by Graduate Faculty
Board members, thereby ensuring a fair screening process in the entrance examination. 5-81)
 Graduate School of Economics
The Graduate School of Economics implements the entrance examination for the first half of thedoctoral program in a characteristic way, under three categories of “general students,” “students fromoverseas” and “working adults” (Economist Course). The entrance examination guide is made public on
KG’s official website. Relevant guidelines (the scope of examination, reference books, etc.) are also
provided to help applicants prepare for the examination. The examination questions for the category“general students” are designed for applicants to choose questions in a specific field of specialization,
allowing them to take the examination while also considering a specific field for their studies after
admission, as well as their area of strength. 5-82)
The Graduate School aims to admit excellent students from the School of Economics, such as students
who have graduated from the School in three years under the early graduation system, and students withoutstanding academic results who are eligible to be exempted from the written examinations for entrance
to the Graduate School. The Graduate School holds explanatory meetings on its entrance examination
twice a year (in June and December) primarily for students in the School of Economics, providing
explanations regarding the entrance examination, the process of study and research after admission,
learning support, and other relevant matters. The Graduate School also holds explanatory meetings forworking adults (Economist Course).
The procedure of implementation of the entrance examination is stipulated in the internal regulations of410

Student Admission

the Graduate School of Economics. For the examination for the first half of the doctoral program, theregulations stipulate the formation of the “executive subcommittee for Graduate School entrance
examination,” as well as the number of examination preparers and graders, and how to prepare questions.
The internal regulations also stipulate similar content regarding the entrance examination for the second
half of the doctoral program. Evaluation of Master’s theses is included in the judgment on admission tothis stage of the doctoral program, and in this respect, the regulations stipulate the relevant evaluation
procedure in detail. 5-83)

 Graduate School of Business Administration
Upon student admissions, the Graduate School of Business Administration specifies its Admission
Policy in a range of entrance examination guides, publicly communicating the policy to those preparing
for the entrance examination for the Graduate School. The entrance examination for the first half of thedoctoral program is implemented in the forms of (1) general entrance examination, (2) entrance
examination for students from overseas and (3) interview (oral examination) only. Specific procedures ofthese examinations for the first half of the doctoral program are as follows:(1) In the general entrance examination, applicants are selected on the basis of written examinations andan oral examination. Written examinations include an essay examination regarding general and specified
fields of commercial science, as well as a foreign language examination (one subject chosen from English,
French and German). Examination subjects required for applicants for the Research Course and those for
the Specialized Academic Course are the same, while the test time for the Research Course examination islonger than that for the other course, and the specific questions contained in these examinations aredifferent. An applicant for the Specialized Academic Course is exempted from the foreign language
examination if he/she has obtained the credits of the subject “foreign book reading (English) A~F” or“English economic book reading A~F,” which are provided in the School of Business Administration in
the University; or has acquired a TOEFL score of no less than 173 (or paper-based test score of no lessthan 500), a TOEIC score of no less than 600, or the “Pre-1” or higher grade in the Test in PracticalEnglish Proficiency (EIKEN). 5-40)p.1(2) In the entrance examination for students from overseas, applicants are selected on the basis of awritten examination and an oral examination. The written examination is based on an essay regarding
general and specified fields of commercial science. In addition to this, applicants are required to have ascore of no less than 240 in the Examination for Japanese University Admission for International Students(subject “Japanese as a Foreign Language”) or level “N1” (equivalent to “Level 1” in the test
implemented until FY 2009) in the Japanese-Language Proficiency Test. The examination for the
Research Course requires applicants from overseas to take a written foreign language examination, as
required of Japanese students. 5-84)
The Graduate School Administration checks for any significant variance, between examinations for eachacademic year, in the difficulty of written examinations for entrance examinations (1) and (2), as well as
in the volume of articles to be read, or writing required, in foreign language examinations.
(3) Regarding the entrance examination “interview (oral examination) only,” if applicants take the“entrance examination only on the basis of interview (third-year students),” which is intended for students
who seek to proceed to the Graduate School after completing the three years of study in the undergraduate
course, the applicants must satisfy the requirements that they complete all credits required for graduationby the end of their third year in the undergraduate course, and that the scores of all subjects they havestudied in the undergraduate program average at least 86 points (if applicants for the Research Course) or
82 points (if applicants for the Specialized Academic Course). In the case of the “entrance examination
only on the basis of interview (fourth-year students),” the scores of all subjects the applicants have studied
by the end of the spring semester in the fourth-year program must average at least 86 points (if applicants411

Student Admission

for the Research Course) or 80 points (if applicants for the Specialized Academic Course). 5-85),5-86)
For the oral examination (interview) for entrance examinations (1) (2) and (3), the Graduate School
reconfirms the Admission Policy with the interviewers shortly before the examination. Based on thisPolicy, three interviewers assess the aptitude of an applicant from a comprehensive perspective.
As the entrance examination for the second half of the doctoral program, the Graduate School
implements (1) general entrance examination and (2) entrance examination for students from overseas.
The screening method consists of written examinations and an oral examination. In both examinations (1)and (2), subjects for the written examinations are “foreign language” and “specialized paper.” Regarding“specialized paper,” applicants must take examinations in two fields of specialization: “specialized paper1” (their major field: or the field of their academic advisor) and “specialized paper 2” (a field other thantheir major field). 5-40),5-84)
The results of the written examinations and oral examinations are reported to the Graduate Faculty
Board, where due deliberations are made for student selection in conformity with the Admission Policy.

 Graduate School of Science and Technology
Regarding the procedures of student admission and selection, the Graduate School of Science andTechnology specifies the availability of diverse examination opportunities in the Graduate School entrance
examination guide posted on KG’s official website, and thus provides a fair opportunity for applicantswith diverse abilities. The Graduate School also discloses detailed data on the entrance examination,
thereby ensuring transparency in the admission and selection process. 5-87) As a consequence, students withdiverse backgrounds have entered the Graduate School, such as students from other universities, working
adults, and students from overseas countries and regions. Seven students from overseas were admitted via
the entrance examination for admission in AY 2012. As such, the Graduate School has achieved student
admission open to a wide range of students, beyond national borders. Currently, 19 foreign nationals andone working adult study in the Graduate School. 5-165)
 Graduate School of Policy Studies
The Graduate School of Policy Studies carries out procedures for student admission for the first half ofthe doctoral program twice a year (in August and February) in each category of “general students andworking adults” and “students from overseas.” The Graduate School issues the entrance examination
guides for both categories at the beginning of each academic year, aiming at fair implementation of theentrance examination.
In the category “general students and working adults,” the entrance examination for prospective“general students (regular students)” consists of a written English examination and an oral examination,
examining the applicants’ English skills and their knowledge in basic and specialized fields. The written
English examination is exempted if the applicant is expected to graduate from KGU or has graduated fromKGU within the past one year (irrespective of his/her school/department), and who ranked within the top
25 percent in academic performance results in his/her school (for a prospective graduate, the results as ofthe end of the fall semester of AY 2011 if applying for the first admission procedure implemented in AY
2012, or the results as of the end of the spring semester of AY 2012 if applying for the second admission
procedure implemented in AY 2012; or the results as of his/her graduation if a graduate); or who isapplying for the English Course (“the Course of International Studies and Development”). Oralexaminations are conducted in Japanese based on the application documents. For applicants for the
English Course, oral examinations are carried out in English. To help the Graduate School attract excellent
students, the undergraduate School of Policy Studies allows students to skip a grade for early graduation
to enter the graduate course if their academic performance results after entrance to the School average noless than 85 points, and if they wish to enter the Graduate School of Policy Studies. Under this system of412

Student Admission

grade-skipping, one student each in AY 2005 and AY 2011 was admitted to the Graduate School.
In the category “general students and working adults,” the entrance examination for prospective“working adults (regular students)” is intended for individuals with work experience (including
housework and family business) of more than three years, in principle. Regarding admission of working
adults, the Graduate School attaches importance to the applicants’ diverse backgrounds and work
experience. Therefore, the Graduate School permits applicants, whose highest educational attainment isjunior college or high school graduation, to take the entrance examination if they have rich work
experience, and if they are recognized to have sufficient academic ability on the basis of the documentary
screening as well as the results of a qualification examination for admission to the entrance examination
for the graduate course, which the Graduate School requires such applicants to take as necessary. The
entrance examination set for the said graduates of junior college / high school is an oral examination only.
Consequently, three graduates of junior college or high school entered the first half of the doctoral
program of the Graduate School during the five academic years from AY 2008 through AY 2012.
Whichever process the working adult applicants use for admission, to complete the graduate course, they
are required to pass a specific examination for certification of English skills (or obtain credits in English
subjects equivalent to the certification examination) by the end of the first half of their doctoral program.
Selection of “students from overseas” is also conducted in August and February. Applicants are selectedby oral examination. In the selection conducted in AY 2012, eligible applicants are, or were, those fallingunder any of the following items:(1) Non-Japanese nationals who completed, or are/were expected to complete by March 2013, 16 years ofschool education outside Japan(2) Those who graduated, or are/were expected to graduate by March 2013, from a Japanese university as
a student from overseas(3) Non-Japanese nationals whom the Graduate School recognizes, or recognized, as having an academic
ability equivalent to, or higher than, that attained through Items (1) or (2), on the basis of an individual
qualification examination for admission to the entrance examination for the graduate course; and who
will/would have reached 22 years of age by the time of entrance to the Graduate School
Recently, most students whom the Graduate School has accepted from outside Japan are from China.
The Graduate School has admitted Chinese students with diverse cultural backgrounds, not only frommetropolitan areas but also from Northeast China and the Inner Mongolia Autonomous Region.
For the second half of the doctoral program, as in the case of the first half of the doctoral program, theGraduate School conducts examinations for entrant selection twice a year (in August and February).
Eligible applicants are those who have obtained, or are expected to obtain, a Master’s or professional
degree in or outside Japan, in principle; provided, however, that the Graduate School may give permission
to take the entrance examination to persons who do not meet the abovementioned requirement, on thebasis of the results of an individual qualification examination for admission to the entrance examination
for the graduate course. Applicants for the second half of the doctoral program are selected on the basis ofwritten English examinations, oral examinations and documentary screening.
Questions for the entrance examination for the Graduate School are inspected and managed in arigorous manner, including checking the sources for their preparation, primarily by the Assistant Dean ofStudent and Academic Affairs. Examination questions are disclosed to the public in the academic year
subsequent to that of the examination, enabling external evaluation. An adequate amount of time isallocated for examining the applicants’ knowledge in their field of specialization etc., in an oral
examination involving several faculty members. The results of the oral examinations are determined afterdue discussion by these members.
The Graduate School holds explanatory seminars regarding admission to the Graduate School on anannual basis, not only on Kobe-Sanda Campus but also on other campuses, such as Nishinomiya Uegahara
413

Student Admission

Campus and Osaka Umeda Campus, aiming at attracting a large number of applications from prospective
students. 5-97),5-98)

 Graduate School of Language, Communication, and Culture
The Graduate School of Language, Communication, and Culture implements student admission under
the separate categories of “general students” and “working adults.” Explanatory seminars regarding
admission to the Graduate School are held three times a year, both on and off campus, in which
explanations regarding the Admission Policy are provided. Each seminar contains a session for admission
consultation with faulty members and students of the Graduate School, in order to respond to individualquestions from prospective applicants. The Graduate School provides its Admission Policy via theentrance examination guide and KG’s official website, endeavoring to ensure a fair and appropriate
admission process.
To ensure fair and appropriate screening for admission, the Graduate School convenes the “enlarged
executive subcommittee for entrance examination” for the selection examination, which is held four times
a year. In this subcommittee, the Graduate School re-familiarizes all faculty members involved in theselection process with the screening policy, and explains the selection procedures to them. Theme papers
submitted as one of the application documents are examined by several faculty members, so as to ensure afair and appropriate evaluation of individual papers.
 Graduate School of Human Welfare Studies
Regarding student admission, the Graduate School of Human Welfare Studies publicly announces
relevant information via KG’s official website and related brochures, in conformity with its Admission
Policy. 5-52),5-54) Information regarding student admission is made public by broadly dividing it into
“guidelines for the entrance examination,” “application for admission” and “other application documents,”
for each of the following intake of students: [The first half of the doctoral program] the first admission(examination conducted in September) and the second admission (February) of “regular students”; and thefirst admission (September) of “special students (working adults) ”; [the second half of the doctoral
program] the second admission (February) of “regular students (general students)”; the first admission(September) of “special students (working adults)”; and the first admission (September) and the second
admission (February) in transfer admission of “regular students (general students).”
Regarding entrant selection, the Graduate Faculty Board, the Graduate School Committee for
Deliberation of Issues, and other related bodies discuss preparation of examination questions, content,
grading method, grading criteria/standards and other related issues, in order to ensure fair and appropriate
selection for admission. The Graduate School organizes the results of these discussions into “agreements
regarding the entrance examination.” 5-89) The content of this agreement is broadly divided into thefollowing themes: examination subjects, preparation of questions, grading criteria/standards, draft
proposal on screening results, determination of the screening results, and information disclosure regarding
the screening results. Examination subjects comprise “specialized subject,” “specialized English reading
comprehension examination” and “oral examination.” For oral examinations, matters/questions to be
examined or asked are prepared in advance, and screening is conducted by at least three examiners.
Regarding preparation of questions, prepared questions and grading, all possible measures are taken toobserve confidentiality until the screening results are finalized. Regarding information disclosure of
selection results, the Graduate School properly handles any requests from applicants who wish to know
the content of their screening results.
Since its establishment, the Graduate School has implemented a system to admit a certain number of“special students,” such as students from overseas and working adults. In the entrance examination forprospective “special students,” the Graduate School has set different examination subjects and questions
414

Student Admission

from those for general students.
In the Graduate School, issues regarding fair implementation and results of the entrance examination are
discussed at the Graduate School Committee for Deliberation of Issues and the Graduate Faculty Board,
thereby achieving fair and appropriate student admission and selection.

 Graduate School of Education
The Graduate School of Education implements student admission and selection in line with its
Admission Policy. Details regarding student admission and selection procedures are provided in theentrance examination guide.
The entrance examination in the Graduate School is implemented to admit “regular students,” “special
students (students from overseas)” and “special students (working adults),” for both the first and second
half of the doctoral program. The Graduate School provides information regarding the application period,
examination date, announcement of successful applicants, examination content, examination venues,
qualifications for application and application procedure, for each category of admission, i.e., “regularstudents” in the first half of the doctoral program, “special students (working adults)” in the first half ofthe doctoral program, “regular students” in the second half of the doctoral program, and “special students(working adults)” in the second half of the doctoral program. Information regarding the admission
procedure, tuition fee and scholarship is commonly provided for both applicants for the first and second
half of the doctoral program.
For prospective “special students (working adults),” the Graduate School clearly communicates thatafter admission, individuals admitted as a “special student” are not eligible to apply for a doctorate [A]insofar as they remain as a “special student,” and that “special students” can change their status to“regular student” after a lapse of one year or more from entrance to the course, subject to the approval of
the Graduate Faculty Board.
In AY 2012, as in the previous academic year, the Graduate School set a special admission quota for
applicants based on recommendation in order to invite applications from Hiroshima Jogakuin University,
Kwansei Gakuin University School of Humanities, and Seiwa College School of Education.
The Graduate School has established the “executive committee for entrance examination,” with theconvener being the Associate Dean of Student and Academic Affairs. Issues regarding student admission
and selection are discussed at the “executive committee for entrance examination” and the Graduate
School Committee for Deliberation of Issues, and then further deliberated by the Graduate Faculty Board.
5-56) Law School
For student admission, the Law School prepares the entrance examination guide, and distributes it inadvance, in accordance with the Admission Policy. The Law School has also made public general
information regarding the entrance examination on KG’s official website. 5-57),5-58) Explanatory meetings
are held to provide an overview of the entrance examination. 5-59) The Law School thus invites applications
for its entrance examination in a fair and open manner.
Ensuring a fair and open examination process is one of the top priorities in implementing the entrance
examination. The entrance examination for the Law School is conducted under the same conditions for all
applicants, without giving preference to KGU students, including those in the University’s School of Law
and Politics. Applicants are not required to submit a written statement of reasons for application or a
resume, except for the case of “special entrance examination.” The Law School conducts screening solely
on the basis of the results of written examinations and an aptitude test, the results of academic
performance in the undergraduate program, and interviews (Schedule A/C).
For all types of entrance examination, the Law School invites applications from a wide range of415

Student Admission

individuals, regardless of the field of specialization during their undergraduate program. While theexamination on Schedule A is particularly intended for prospective graduates of an undergraduate course,
the examinations on Schedule B and Schedule C are arranged so that applicants can apply for all types of
Law School examinations, allowing them to have increased examination opportunities.
As part of the effort to ensure a fair and open examination process, the Law School discloses
information regarding the results of the entrance examination on a later day, such as the number of both
applicants and successful applicants, as well as the examination questions, via the official website. 5-90),5-91)
The Law School also responds to the applicants’ requests for information regarding their screening results,
after successful applicants on each examination schedule are announced. 5-92)
Judgment on admission of individual applicants is finalized after discussions at the Law School’s“executive subcommittees for entrance examination,” the Law School Administration, and theProfessional Graduate School Graduate Faculty Board.

 Institute of Business and Accounting
The Institute of Business and Accounting distributes, and makes downloadable via KG’s official website,
the entrance examination guide, an application, and other forms of application documents. 5-93),5-94)
Regarding selection of applicants, the Institute specifies the guidelines for the entrance examination andthe screening criteria/standard, in the “Institute of Business and Accounting guidelines for entrance
examination and selection (‘documentary screening,’ ‘interviews’ and ‘written examinations’)” for theexamination for the Business School and the Accounting School5-95); and in the “arrangements for
implementation of entrance examination” for the examination for the Graduate Department of Advanced
Management. 5-96) Documentary screening, grading of written examinations and screening in interviews
are undertaken by several faculty members. The screening results are indicated by points, based on which
it is determined whether to admit the applicant. As such, the Institute appropriately determines whether theapplicants have the sufficient ability, aptitude, etc. to receive education in their intended program, i.e., theprofessional degree program or the second half of the doctoral program provided by the Institute.
Regarding the entrance examination, the Institute admits students twice a year, for the spring and fallsemesters, with a view to guaranteeing a wide range of individuals the opportunity to take the entrance
examination, and enabling the Institute to secure applications from individuals with excellent ability. The
entrance examination is implemented for each admission for the spring/fall semester. The results of past
entrance examinations have been disclosed in the Institute’s brochure 5-99) and the Institute’s section on
KG’s official website. 5-100)(3) Does the University admit students in accordance with an appropriately set
admission quota, and properly manage the enrollment based on the admission
capacity?

Whole University5-1-(3)

At KGU, each school has set an appropriate admission quota while taking into account the social
situation, the characteristics of the disciplines studied in the school, and other factors. After the entrance
examination, the “executive committees for entrance examination” and other bodies organized within eachschool’s Undergraduate Faculty Board prepare a draft proposal for judgment on admission, on the basis ofa proper understanding of recent trends in applications to KGU and other universities. Based on this
proposal, admission of individual applicants is carefully deliberated and finalized at the Undergraduate
Faculty Board. 5-64)Article 4-(5) At a Committee of Deans meeting held in April in each year, participants416

Student Admission

review the status of fulfillment of the “admission quota” (for the year’s intake) and that of the “admission
capacity” (for accommodating students in all years of study in each school etc.). Aside from this review,
the status of management of admission quota/capacity at each school is also reviewed, by taking every
possible opportunity, by the Council on Management and Academic Affairs, a body to discuss issues
concerning the whole foundation of KG. In the undergraduate course, the admission quota and theadmission capacity are generally filled, with the number of students being approximately equivalent to thequota/capacity. 5-65)
In the graduate course, the admission quota/capacity has not been satisfied in some graduate schools due
to recent trends in application for graduate school. 5-65) As in the case of the undergraduate course,
graduate schools have set an appropriate admission quota. In addition to written examinations, graduate
schools conduct oral examinations, and determine the admission of individual applicants at a meeting of
the Graduate Faculty Board. 5-101)Article 4-(5) The fulfillment rate of the admission quota and that of theadmission capacity are reviewed at a Committee of Deans meeting held in April.

Schools5-1-(3)

 School of Theology
The ratio of student enrollment to admission capacity in each year from AY 2008 through AY 2012 in
the School of Theology is as shown below. 5-102),5-88) As indicated by the overall values, the School
manages its student enrollment in an appropriate manner based on its admission capacity (average of past
years: 1.12). The admission capacity of the School is smaller than that of other schools (i.e., each student
accounts for a larger percentage of the entire capacity than in other schools). This situation requires the
School to pay close attention to maintaining the ratio of student enrollment at an appropriate level. In due
consideration of this specific situation, the School will continue its efforts to appropriately manage its
student enrollment. The ratio of new admissions to admission quota for the years mentioned above
averages 1.02. 5-65)

AY 2008
AY 2009
AY 2010
AY 2011
AY 2012Admission capacity(persons)
120
120
120
120
120

Student enrollment(persons)
131
140
136
132
133

Ratio of student
enrollment
1.09
1.17
1.13
1.10
1.11

New admissions /admission quota
1.00
1.20
0.83
0.90
1.17

 School of Humanities
The School of Humanities has set an appropriate admission capacity (3,080 students) in consideration of
the features and diversity of the humanities, the discipline researched and studied at the School. The ratioof new admissions to admission quota for the past five years averages 1.04, and the ratio of student
enrollment to admission capacity stands at 1.09. Both values slightly exceed the respective limits.
Regarding the student intake in April 2012, the number of new entrants stood at 772 students, compared tothe admission quota of 770 students. As of May 2012, enrollment in the School was 3,300 students, avalue approximate to the admission capacity. As for AY 2012, the School has achieved proper
management in both new student admissions and current enrollment. 5-103),5-104),5-1)Article 3,5-88),5-65)

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Student Admission

 School of Sociology
In the AY 2012 entrance examination (implemented in AY 2011), the School of Sociology fixed thepoint allocation, examination subjects, and admission quota of each form of examination in line with its
Admission Policy, which sets forth that the School admits highly motivated students with diverse
aptitudes.
In AY 2009, the School saw its ratio of student enrollment to admission capacity reach 1.16. In responseto this situation, the School set the objective of “in-depth management of student enrollment,” and sincethen, the School has been making efforts to optimize the number of enrolled students in the School.
Admissions to the School in AY 2012 totaled 664 students, compared to the admission quota of 650
students. The ratio of new admissions to admission quota for this single academic year stood at 1.02, andthe average of the past five years was 1.07. The ratio of student enrollment to admission capacity stands at
1.09 (2,831 students are enrolled, compared to the admission capacity of 2,600 students), which is thelowest for the past five years. 5-88)
 School of Law and Politics
Regarding the School of Law and Politics’s entrance examinations implemented for admission in thefive years from AY 2008 through AY 2012, the ratio of new admissions to admission quota (680 students,
comprising 520 students for the Department of Law and 160 students for the Department of Political
Science) for these five years averaged 1.00 (0.97 for the Department of Law; 1.07 for the Department of
Political Science). The ratio of student enrollment to admission capacity (total 2,630~2,720 students,
comprising 2,050~2,080 students in the Department of Law and 580~640 students in the Department of
Political Science) averaged 1.07 (1.05 for the Department of Law; 1.16 for the Department of Political
Science). As such, both ratios have generally been maintained at an appropriate level in the School as awhole.
The School implemented the AY 2012 entrance examination based on the admission quota allocated foreach examination as follows: 415 students for the “general entrance examination” (comprising 145
students for the examination on the “University-wide schedule,” 145 students for the examination on the“individual school schedule,” 50 students for the examination on the “KG original system schedule,” and75 students for the “entrance examination using the National Center Test for University Admissions”); 20
students for the “Admissions Office entrance examination”; 210 students for the “entrance examinations
based on recommendation by designated school, contracted school, and Senior High School”; 30 students
for the “entrance examination for those with outstanding ability in sports”; three students for the “entrance
examination for students from overseas”; and two (or a few) students for the “entrance examination for
returnee students.” The School admitted students within the specified admission quota in 39.0 percent of
the said forms of entrance examinations. A system to admit diverse students has thus steadily been
established. 5-105),5-88),5-106),5-107),5-108),5-109)
 School of Economics
In AY 2012, the School of Economics admitted 741 first-year students and six transfer students. The
School decided to admit this number of new entrants on the basis of the annual plan, while this figure
significantly exceeded the admission quota (680 students), in consideration that the intake in AY 2010 and
AY 2011 did not meet the respective admission quotas (ratio of new admissions to admission quota: 0.90
for AY 2010; 0.97 for AY 2011). Consequently, the average in the past five years of the ratio of new
admissions to admission quota is 1.00, 5-88) and accordingly, the ratio of student enrollment to admission
capacity stands at 1.07, as of AY 2012. This is within an appropriate range, which has been achieved
through proper management based on the admission capacity.

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Student Admission

 School of Business Administration
The School of Business Administration has set an appropriate admission quota and admission capacity
while taking into account the social situation, and the characteristics of the disciplines studied in the
School. The admission quota of the School has been set at 650 students, compared to which the School
admitted 669 students in 2008, 637 students in 2009, 654 students in 2010, 681 students in 2011, and 655
students in 2012. Accordingly, the ratio of new admissions to admission quota stood at 1.03 in 2008, 0.98
in 2009, 1.01 in 2010, 1.05 in 2011, and 1.01 in 2012. The School has thus maintained its admissions
approximate to the admission quota. 5-65)
This has been achieved since it has been ensured that the admission quota for each form of entrance
examination is properly filled based on careful consideration by the executive subcommittees organizedfor each form of examination.
In fact, it is evident that the number of entrants via each form of examination is almost the same as therespective admission quota. 5-110) As a consequence, the ratio of student enrollment to admission capacityin each academic year has been maintained at a level between 1.063 and 1.113. As such, the School has
provided a sound learning environment for the enrolled students. 5-88)
 School of Science and Technology
The average ratio of new admissions to admission quota of the School of Science and Technology forthe past five years is 1.09, the same value as for the previous academic year. The ratio of student
enrollment to admission capacity stands at 1.09, a value almost the same as for the previous academic year.
Both ratios have been maintained at a level approximate to the target value of 1.00. 5-88) As such, theSchool has properly managed its student enrollment based on appropriate admission quota/capacity setting
and student admissions.
 School of Policy Studies
The School of Policy Studies provides education combining arts and sciences in an integrated manner.
Therefore, in addition to entrance examinations with a humanities-subject emphasis, the School also
implements entrance examinations with a science/mathematics emphasis, such as the “general entrance
examination: three-subject type with science/mathematics emphasis” conducted on the “University-wide
schedule” and “individual school schedule”; and the “general entrance examination: English-mathematics
type” and the “Center Test with KG mathematics examination combined” conducted on the “KG original
system schedule” under the category of “general entrance examination.” As such, the School allocates its
admission quota in a manner that helps the School attract students with diverse abilities that are essential
to achieving its philosophy and objective. 5-15) In consideration of the characteristics of its education, theSchool has designed its program so that after admission, students can choose their department based on
thorough consideration after one year of extensive studies, rather than belonging to a specific department
upon entrance to the School.
As of AY 2012, student enrollment in the School is 2,511 students, and the ratio of student enrollment toadmission capacity (2,420 students) stands at 1.04. The ratio of new admissions to admission quota (anaverage of five years) is 1.03. As such, the School has managed its admissions and student enrollment in
an appropriate manner. AY 2012 marks the fourth year since the School was reorganized into a school offour departments. Since the reorganization, its admission capacity has increased by 100 students per year.
In each academic year during this period, the student enrollment has never fallen below the admission
capacity. The excess rate has also been reduced. The student enrollment has thus been maintained andmanaged properly.

419

Student Admission

The number of transfer students in the School stands at 77, and the ratio of transfer students to quota fortransfer admission (100 students) is 0.77. The School has allocated a substantial quota to transfer
admission, amid a social situation that is not necessarily favorable to student admission, such as Japan’s
declining birthrate, meaning that universities have more places for admission than applicants, andreorganization of some junior colleges into four-year colleges/universities. Despite these circumstances,
the School has achieved a ratio of transfer students to quota for transfer admission exceeding 0.70. Thiscan be regarded as a result of proper maintenance and management efforts in transfer admission. 5-111)
As described above, the School has admitted students in accordance with an appropriately set admission
quota, and has achieved proper enrollment management based on its admission capacity.

 School of Human Welfare Studies
The admission quota of the School of Human Welfare Studies has been set at 300 students, which is
broken down into 130 students for the Department of Social Work, 70 students for the Department ofSocial Organization Development, and 100 students for the Department of Holistic Human Sciences. The
School organizes executive committees for each form of entrance examination. While judgment on
admission is duly considered by each executive committee, the final decision is subject to the approval of
the Undergraduate Faculty Board. The School thereby aims to ensure fair and appropriate student
selection. As a consequence, (1) the ratio of new admissions to admission quota for the past five years
averages 1.09, and (2) the ratio of student enrollment to admission capacity stands at 1.09. 5-88)
 School of Education
The admission quota for each form of entrance examination of the School of Education is allocated by
the “entrance examination system planning committee,” and then deliberated by the Undergraduate
Faculty Board. The number of successful applicants in each examination’s selection process is fixed on
the basis of the abovementioned quota. In the most recent “general entrance examination” of the School,
the number of successful applicants was determined based on the data on the entrance examination for thethree years after its establishment in 2009, as well as on its admission capacity.
The ratio of new admissions to admission quota for the four years from AY 2009 through AY 2012averages 1.00 for the Department of Early Childhood and Elementary Education, and 1.13 times for the
Department of Applied Education. The admission capacity stands at 1,130 students in the Department of
Early Childhood and Elementary Education, and 280 students in the Department of Applied Education.
The ratio of student enrollment to admission capacity was, or is, as follows: [Department of Early
Childhood and Elementary Education] 0.22 in 2009, 0.47 in 2010, 0.73 in 2011, and 1.00 in 2012;[Department of Applied Education] 0.22 in 2009, 0.56 in 2010, 0.81 in 2011, and 1.11 in 2012. Thesechanges in the ratio indicate that the School’s admission capacity has been filled after four years from its
establishment.
Transfer admission is implemented only in the Elementary Education Course of the Department of Early
Childhood and Elementary Education. The quota for transfer admission has been set at five students, who
are to be admitted to the third year of the undergraduate program, in conformity with the University
Regulations.
The “review committee regarding judgment on admission,” which is in charge of preparing a draft
proposal for judgment on admission, comprises the School Administration members, as well as
representatives of the Department of Early Childhood and Elementary Education and the Department ofApplied Education. Through this composition, the committee aims to fulfill the School’s admission
capacity while taking into consideration the educational policy of, and the current situation in both
departments.
As described above, the School has endeavored to properly manage its student enrollment based on the420

Student Admission

admission capacity. As of AY 2011, the number of enrollees was achieved at an approximate level to theadmission capacity in the Early Childhood Education Course of the Department of Early Childhood andElementary Education, while the enrollment slightly exceeded capacity in the Elementary Education
Course of the same department, as well as in the Department of Applied Education. 5-1)Article 3,5-112)

 School of International Studies
The School of International Studies has adopted the following forms of entrance examinations: (1) thegeneral entrance examination, and the entrance examination using the National Center Test for University
Admissions, (2) the Admissions Office entrance examination, (3) the entrance examination for returnee
students, (4) the entrance examination for those with outstanding ability in sports, (5) the entrance
examination for students from overseas, (6) other entrance examinations (based on recommendation by
Senior High School, designated school, contracted school, partner school, affiliated school, and overseas
contracted school) and (7) the examination for transfer students. Among these examinations, theadmission quotas for five entrance examinations — (2) (3) (4) (5) and (6) — have been fulfilled.
The School has entered the third year after its establishment, and accordingly, does not have data forfive years. According to the most recent available data, the School’s enrollment totals 952 students,
comprising 348 first-year students, 323 second-year students, and 281 third-year students. The ratio ofstudent enrollment to admission capacity stands at 1.06. 5-88)
As described above, the School has admitted students in accordance with an appropriately set admission
quota, and has achieved proper enrollment management based on its admission capacity.

Graduate Schools

5-1-(3)

 Graduate School of Theology
The ratio of student enrollment to admission capacity in each year from AY 2009 through AY 2012 in
the Graduate School of Theology is as shown below (average of past years: the first half of the doctoral
program 1.10; the second half of the doctoral program (average) 1.03). 5-88),5-113) As such, the ratio is
maintained at an appropriate level. The ratio of new admissions to admission quota for these years
averages 0.94 in the first half of the doctoral program, and 0.90 in the second half of the doctoral program.
5-65)<The first half of the doctoral program>
Admission capacity Student enrollment(persons)(persons)
AY 2008:20
22
AY 2009:20
21
AY 2010:20
21
AY 2011:20
26
AY 2012:
20
20

421

Ratio of student
enrollment
1.10
1.05
1.05
1.30
1.00

New admissions /admission quota
0.90
0.90
1.10
1.10
0.70

Student Admission<The second half of the doctoral program>
Admission capacity Student enrollment(persons)(persons)
AY 2008:
6
7
AY 2009:
6
7
AY 2010:6
7AY 2011:6
5AY 2012:
6
5

Ratio of student
enrollment
1.17
1.17
1.17
0.83
0.83

New admissions /admission quota
1.00
1.00
1.00
0.50
1.00

 Graduate School of Humanities
The Graduate School of Humanities has set the admission quota for each graduate department. In thefirst half of the doctoral program, the ratio of new admissions to admission quota for each graduate
department for five years from AY 2008 through AY 2012 averages 1.01 for the Graduate Department ofCulture and History, 0.89 for the Graduate Department of Integrated Psychological Sciences, and 0.67 for
the Graduate Department of Literature and Linguistics. Likewise, the abovementioned ratio in the second
half of the doctoral program averages 0.83 for the Graduate Department of Culture and History, 0.73 for
the Graduate Department of Integrated Psychological Sciences, and 0.77 for the Graduate Department of
Literature and Linguistics. The overall average of the said ratio in the Graduate School for the same
five-year period stands at 0.84. Meanwhile, the ratio of student enrollment to admission capacity in thefirst half of the doctoral program for each graduate department in the past five years, from AY 2008
through AY 2012, averages 1.09 for the Graduate Department of Culture and History, 0.90 for the
Graduate Department of Integrated Psychological Sciences, and 0.82 for the Graduate Department of
Literature and Linguistics. These figures bring the average of the three graduate departments in the firsthalf of the doctoral program to 0.94. Likewise, the abovementioned ratio in the second half of the doctoral
program averages 0.76 for the Graduate Department of Culture and History, 0.72 for the Graduate
Department of Integrated Psychological Sciences, and 0.67 for the Graduate Department of Literature andLinguistics. The overall average of the three graduate departments in this stage of the doctoral program
stands at 0.72. 5-114),5-65),5-115)Article 6,5-88)
 Graduate School of Sociology
In the first half of the doctoral program in the Graduate School of Sociology, the ratio of student
enrollment to admission capacity stood at 0.96 in AY 2008, 0.83 in AY 2009, 0.71 in AY 2010, 0.58 in AY
2011, and 0.83 in AY 2012. In the second half of the doctoral program, the ratio was 0.67 in AY 2008,
0.75 in AY 2009, 1.00 in AY 2010, 1.08 in AY 2011, and 1.08 in AY 2012. As indicated above, the firsthalf of the doctoral program remains under-enrolled. The Graduate School is currently discussing how thisunder-enrollment should be corrected, including the desirable future direction of the course. 5-88)
As part of its public relations efforts for meeting the admission capacity, the Graduate School holds
explanatory meetings on the entrance examination for the Graduate School twice a year, in which
explanations are provided regarding the entrance examination system and educational content, as well as
the range of support for educational and research activities available in the Graduate School. The Graduate
School sends leaflets for public relations purposes to universities and research institutes operating in
Kansai and other regions. 5-116) Efforts are also made to provide relevant information for students in the
University’s School of Sociology via instructors of seminar classes, for the purpose of interesting theundergraduate students in advancing to the Graduate School. 5-117)422

Student Admission

 Graduate School of Law and Politics
In the first half of the doctoral program in the Graduate School of Law and Politics, the ratio of new
admissions to admission quota (45 students) for the past five years averages 0.41, and the ratio of student
enrollment to admission capacity (90 students) stands at 0.54. For the second half of the doctoral program,the ratio of new admissions to admission quota (six students) for the past five years averages 0.33, and theratio of student enrollment to admission capacity (18 students) stands at 0.33. 5-88) The Graduate School
endeavors to fulfill the admission quota/capacity by holding explanatory meetings on the entrance
examination for the Graduate School. A system has also been introduced whereby the Graduate School
exempts, from written examinations in the entrance examination, working adults, undergraduate students
in schools other than the School of Law and Politics, undergraduate students at other universities, andstudents in other graduate schools, insofar as such applicants meet certain prescribed standards. 5-36)
 Graduate School of Economics
For the first half of its doctoral program, the Graduate School of Economics implements the entrance
examination in a characteristic manner, under the three categories of “general students,” “students fromoverseas” and “working adults” (Economist Course). Regarding the category of “general students,” theGraduate School makes efforts to attract excellent students from the School of Economics, such as
students who have graduated from the School in three years under the early graduation system, andstudents with outstanding academic results who are eligible to be exempted from the written examinations
for entrance to the Graduate School. However, the admission capacity of the Graduate School has neverbeen filled. The Graduate School has invited applications while allocating 15 places out of the 30 placesof admission quota to the Economist Course. The number of applicants has declined considerably,
however.
In the first half of its doctoral program, the ratio of new admissions to admission quota (30 students) forthe past five years up to AY 2012 averages 0.44, and the ratio of student enrollment to admission capacity(60 students) stands at 0.40. For the second half of the doctoral program, the ratio of new admissions toadmission quota (three students) for the past five years averages 0.60, and the ratio of student enrollment
to admission capacity stands at 0.22. 5-88)
 Graduate School of Business Administration
According to the most recent available data (as of May 1, 2012), (1) the ratio of new admissions toadmission quota in the Graduate School of Business Administration for the past five years averaged 0.68
in the first half of the doctoral program, and 0.58 in the second half of the doctoral program. (2) The ratioof student enrollment to admission capacity stood at 0.68 in the first half of the doctoral program, and 0.73
in the second half of the doctoral program. 5-88)
New admissions in AY 2012 filled 50 percent of the admission quota (15/30) for the first half of thedoctoral program, and 80 percent of the admission quota (4/5) for the second half of the doctoral program;
The number of new entrants decreased in the first half of the doctoral program, while it increased in thesecond half of the doctoral program. The ratio of new admissions to admission quota by each course in thefirst half of the doctoral program stood at 0.85 (15/20) in the Specialized Academic Course, and 0.00
(0/10) in the Research Course. As of May 2011, the ratio of student enrollment to admission capacity
stood at 0.73 (44/60) in the first half of the doctoral program, and 0.53 (8/15) in the second half of thedoctoral program. While aiming at fulfilling the admission capacity, the Graduate School places higher
priority on admitting students who possess aptitudes in line with its Admission Policy. The admission
quota for the second half of the doctoral program was reduced from 10 students to five students in AY
2009. While this quota has still not been met, the Graduate School properly manages student admissions

423

Student Admissionin conformity with its Admission Policy. 5-65)

 Graduate School of Science and Technology
The ratio of new admissions to admission quota (an average of five years) stands at 1.00 in the whole ofthe first half of the doctoral program in the Graduate School of Science and Technology. The ratio ofstudent enrollment to admission capacity in the same stage of the Graduate School’s doctoral program, as
a whole, is 1.13 as of AY 2012, showing that enrollment is almost the same as the admission capacity.
Both ratios have been maintained at an appropriate level.
Regarding the second half of the doctoral program, the ratio of new admissions to admission quota (anaverage of five years) in this stage of the Graduate School’s doctoral program, as a whole, stands at 0.48,
being below the quota. Efforts are needed to attract students for the second half of the doctoral program.
5-88)

 Graduate School of Policy Studies
The Graduate School of Policy Studies has set its admission capacity at 100 students for the first half ofthe doctoral program, and 15 students for the second half of the doctoral program. While the admission
capacity had generally been satisfied up to around AY 2005, it has recently been under-enrolled
considerably, especially in the first half of the doctoral program. Table (1) indicates recent year-on-yearchanges in the number of students and the rate of capacity fulfillment.
While there are a certain number of undergraduate students who plan to advance to a graduate course
after graduation, most of them seek to enter a graduate school of a national university. The curriculum
revision in AY 2010 by the Graduate School was implemented in view of this situation. However, thetendency for undergraduate students to prefer a national university when choosing a graduate school has
still persisted. This trend is not necessarily attributable to financial reasons. Meanwhile, it is too early tobe able to review the outcomes of the curriculum revision in AY 2011. The Graduate School will further
increase its efforts to attract working adults and students from overseas. In parallel, the Graduate School
recognizes that to secure a certain level of academic quality among entrants, it may be necessary for the
Graduate School to seek to optimize its admission capacity. 5-117)
Table (1)
AY

2008

2009

2010

2011

2012

37

33

40

37

32

4

4

2

8

6

37%

33%

40%

37%

32%

26.7%

26.7%

13.3%

53.3%

40.0%

1st half of doctoral

Student enrollment(persons)

program
2nd half of doctoral
program

Ratio of student
enrollment toadmission capacity

1st half of doctoral
program
2nd half of doctoral
program Graduate School of Language, Communication, and Culture
Since the establishment of the Graduate School of Language, Communication, and Culture in AY 2001,
its admission quota has remained unchanged at 30 students for the first half of the doctoral program andthree students for the second half of the doctoral program. This admission quota is appropriate, given the424

Student Admission

number of faculty members of the Graduate School and the size of its research and educational facilities
etc. The student enrollment is also managed appropriately. Information regarding the status of enrollees isreported by the Associate Dean of Student and Academic Affairs at monthly meetings of the Graduate
Faculty Board, including information on their absence from or return to the Graduate School. Suchinformation is shared by all faculty members.
According to the data regarding the entrance examination conducted in the past five years, the number
of applicants ranged from 45 to 69, successful applicants from 29 to 45, and entrants from 27 to 41. The
ratio of fulfillment of the admission quota (33 students) stood at between 0.82 and 1.24.
The student enrollment in the past five years totals 159, compared to the admission capacity of 165. The
fulfillment ratio is 0.96. 5-65),5-88)

 Graduate School of Human Welfare Studies
The Graduate School of Human Welfare Studies publicly explains via KG’s official website that theGraduate School contains the Graduate Department of Human Welfare Studies, which consists of the firsthalf of the doctoral program (standard timeframe for completion: two years) and the second half of thedoctoral program (standard timeframe for completion: three years). The admission quota/capacity has also
been disclosed on the official website. The first half of the doctoral program is assigned more than 20
faculty members. The standard timeframe for completion is two years, and the admission quota has been
set at eight students; accordingly, the admission capacity amounts to 16 students. Regarding the second
half of the doctoral program, the standard timeframe for completion is three years, and the admission
quota has been set at five students; accordingly, the admission capacity amounts to 15 students. The
Graduate School has set an appropriate admission quota/capacity for each stage of the doctoral program.
Regarding the number of students, enrollment in the first half of the doctoral program compared to theadmission capacity of 16 students, stood/stands at 17 students in AY 2008 (106.3%), 17 students in AY2009 (106.3%), 19 students in AY 2010 (118.8%), 17 students in AY 2011 (106.3%), and 18 students in
AY 2012 (122.5%). As such, an appropriate number of enrollees have generally been maintained, and thestudent enrollment has been properly managed. However, for the second half of the doctoral program,student enrollment compared to the admission capacity of 15 students, stood/stands at 10 students in AY
2008 (66.7%), 10 students in AY 2009 (66.7%), eight students in AY 2010 (53.3%), eight students in AY
2011 (53.3%), and eight students in AY 2012 (53.3%). The second half of the doctoral program has
therefore been under-enrolled. 5-65),5-88)
 Graduate School of Education
The Graduate School of Education selects applicants for the entrance examination by written and oral
examinations, in accordance with an appropriately set admission quota. In the most recent entrance
examination, the number of successful applicants was determined based on the data on the entrance
examination for the three years after the Graduate School’s establishment in 2009, as well as on its
admission capacity.
The ratio of new admissions to admission quota from AY 2009 through AY 2012 averages 0.5 in the firsthalf of the doctoral program, and 0.41 in the second half of the doctoral program. The ratio of student
enrollment to admission capacity was, or is, as follows: [The first half of the doctoral program] 0.33 in2009, 0.5 in 2010, 0.66 in 2011, and 0.66 in 2012; [The second half of the doctoral program] 0.22 in 2009,0.33 in 2010, 0.44 in 2011, and 0.44 in 2012. As indicated in the abovementioned ratio of student
enrollment to admission capacity, the Graduate School remains under-enrolled. Partly due to theshort-time (four-year) lapse after its establishment, the Graduate School is not widely known. While
recognizing this fact, the Graduate School must make efforts to increase applicants for its entrance
examination, and thereby achieve appropriate student admission. 5-112)425

Student Admission

 Law School
Since its establishment, the Law School had set the admission quota for the intake in a single year at 125
students. This was reduced to 100 students in AY 2011, in response to the revision of the admission
capacity.
The ratio of new admissions to admission quota for the past five years averages 0.75. The ratio ofstudent enrollment to admission capacity stands at 0.70. 5-88)
 Institute of Business and Accounting
Regarding the Business School and the Accounting School of the Institute of Business and Accounting,the average of the ratio of new admissions to admission quota for the past five years, and the ratio ofstudent enrollment to admission capacity (hereinafter “capacity fulfillment rate”) are as follows:Business School
As indicated in the Basic Institutional Data, 5-88) the ratio of new admissions to admission quota for the
past five years averages 0.87. As of May 1, 2012, the student enrollment is 150 students, compared to theadmission capacity of 200 students. The capacity fulfillment rate is 75 percent.
Accounting School
As indicated in the Basic Institutional Data, 5-88) the ratio of new admissions to admission quota for the
past five years averages 0.76. As of May 1, 2012, the student enrollment is 146 students, compared to theadmission capacity of 200 students. The capacity fulfillment rate is 73 percent.
Graduate Department of Advanced Management (The second half of the doctoral program)
As indicated in the Basic Institutional Data, 5-88) the ratio of new admissions to admission quota for the
past five years averages 1.25. As of May 1, 2012, the student enrollment is 13 students, compared to theadmission capacity of 12 students. The capacity fulfillment rate is 108 percent.
(4) Does the University regularly examine whether student admission and selection are
implemented in a fair and appropriate manner based on the Admission Policy?

Whole University5-1-(4)To examine whether student selection is implemented in a fair and appropriate manner, the University
has established a “working group for follow-up assessment of entrants and evaluation of entrance
examination system” within the Entrance Examination Committee, which conducts follow-up assessment
and analysis of all students admitted to the University. In this assessment, the University conducts
multifaceted analysis, and evaluates whether the University has secured individuals conforming with the
purpose of each entrance examination system, by collecting a variety of data regarding the students
admitted via each entrance examination, including not only their academic performance but also the statusof their employment after graduation and information on their extracurricular activities.
In addition to the follow-up assessment of the entrants and evaluation of the entrance examination
system, data on the range of entrance examinations is also analyzed, based on which the Entrance
Examination Committee reviews the content of examinations, as necessary. 5-118)
Regarding the entrance examination for the graduate course, the Graduate Faculty Board of eachgraduate school examines whether student selection is implemented in a fair and appropriate manner inlight of the Admission Policy that has been established by each graduate school.

Schools5-1-(4)426

Student Admission

 School of Theology
Regarding establishment of a framework for periodic examination of whether fair and appropriate
student admission and selection are implemented in the School of Theology, related issues are continually
discussed by the Entrance Examination Review Committee (School), to which such issues have beenreferred by the School’s Undergraduate Faculty Board, and which is chaired by the Dean. In parallel, theissue of how student admission and selection should be implemented is examined and reviewed on every
possible occasion. The School has established an Admission Policy applicable to the whole School, and asa consequence, the qualities expected of new students have been defined more clearly. This has enabled
the School to admit and select students with increased fairness and appropriateness. Regarding the range
of entrance examinations (“general entrance examination,” “AO examination,” “recommendation-based
admission,” etc.), the purpose and policy of each examination are specified in the application guidelines.
Based on this purpose and policy, the School must define the qualities expected of new students within thecontext of each of these examinations. The School is currently examining the consistency in the qualities
expected of new entrants in terms of the qualities defined under the Admission Policy compared to thosedefined for each examination.
 School of Humanities
To examine whether student admission and selection are implemented in a fair and appropriate manner,
the School of Humanities has established the School Committee, the “student retention rate review
committee” and the “entrance examination system planning subcommittee” within the School. Membersof these committees undertake periodic examination of the said fairness and appropriateness. The School
also makes efforts to obtain the specialized information necessary for such examination, by providing
regular opportunities for information exchange with other organizational units within the University, suchas the Admissions Department and the Center for Career Planning and Placement.
 School of Sociology
The School of Sociology conducts the “general entrance examination” by organizing an “executive
subcommittee” within the School under the “headquarters for the entrance examination.” For
implementation of other forms of examinations, the School organizes committees for each examination
within the Undergraduate Faculty Board. 5-119)
Regarding screening results of examinations other than the “general entrance examination,” theexecutive subcommittees for each examination prepare a draft proposal for judgment on student selection.
In the “general entrance examination,” such a draft proposal is prepared by the “entrance examination
measurement committee,” based on analysis of the status of application for, and admission to the Schoolin the past several years. Both draft preparation processes are reported to the Undergraduate Faculty Board,
where due deliberation is made to determine successful applicants. Efforts have thus been made to ensure
fairness in the examination by sharing information among the entire faculty regarding the process from
implementation of examinations through selection of students.
The “entrance examination measurement committee” summarizes the results of the entrance
examination in each academic year, after new enrollees for the year are actually fixed. The committee
sorts the issues to be addressed for the examination in the subsequent academic year, reporting them at theUndergraduate Faculty Board in order to pass them on to the staff in charge of the next examination.
The School has also established the “entrance examination system planning committee” to conduct
follow-up assessment of students’ academic performance after enrollment. The assessment results areanalyzed and examined on a regular basis, and are accumulated as useful information for review of the427

Student Admission

School’s entire entrance examination system.

 School of Law and Politics
Regarding student admission and selection in the School of Law and Politics, after implementation ofeach entrance examination, the Undergraduate Faculty Board examines the screening results, based on thereports submitted by the “executive subcommittee for entrance examination” and the “executive
subcommittee for Admissions Office entrance examination.” The final decision of determining successful
applicants is made by the Undergraduate Faculty Board at all times.
To explore an appropriate admission quota/capacity and desirable implementation of the entrance
examination, the Entrance Examination Review Committee and the Undergraduate Faculty Board discuss
relevant issues based on the analyzed results of follow-up assessment of the students. In AY 2011, theEntrance Examination Review Committee decided to review the list of “designated schools” byconsidering whether to continue appointing given schools as “designated schools,” on the basis of theanalyzed results of the follow-up assessment of the academic performance of students who had been
admitted in the preceding three years via the “admission based on recommendation by designated school.”At a meeting held in June 2012, the Entrance Examination Review Committee and the Undergraduate
Faculty Board decided specific measures regarding this issue. 5-120),5-121)
To facilitate planning and review of the various matters as described in the previous paragraph, theSchool implemented an attitude survey for new entrants in April 2012. 5-122)
 School of Economics
Regarding whether student admission and selection are implemented in a fair and appropriate manner, in
accordance with the Admission Policy, the School of Economics conducts regular examination through its
School Administration (Dean’s Office Meeting) based on the number of new entrants and other data.
Methods of student selection are discussed by the Entrance Examination Review Committee and proposedto the Undergraduate Faculty Board, especially regarding the selection of “designated schools” forrecommendation-based admission, as well as the improvement of specific screening methods employed ina range of entrance examinations.
 School of Business Administration
Student admission in the School of Business Administration is implemented in a fair and appropriatemanner, under “executive subcommittees for entrance examination” organized for each form of entrance
examination. Each executive subcommittee always holds meetings after a relevant examination process,sharing information regarding matters to be improved in implementation of subsequent examinations. As
an example, after the process of “Admissions Office entrance examination” in a past academic year, the“executive subcommittee for Admissions Office entrance examination” reviewed the relevant admission
quota several times. 5-123)
The abovementioned efforts by executive subcommittees exemplify how the School has achieved proper
examination regarding its admission of intended students, i.e., students in line with the principle of its
educational philosophy and goals: “The development of businesspersons equipped with genuine
creativity.”
Every academic year, the School’s Entrance Examination Review Committee reviews the list of“designated schools” for “admission based on recommendation by designated school” in accordance withthe relevant standards established by the School, considering possible listing/delisting of some schools forappropriate admission. 5-124)428

Student Admission

 School of Science and Technology
In the School of Science and Technology, periodic examination of student admission and selection isundertaken by the “entrance examination system planning committee” and the Undergraduate Faculty
Board. In AY 2011, the said planning committee met five times, reviewing the admission quota and thesystem of entrance examination on the basis of the Admission Policy, the results of follow-up assessmentof students’ academic performance after admission, and other related information. 5-125)
 School of Policy Studies
The School of Policy Studies constantly examines issues regarding overall student admission andselection through the “entrance examination system planning committee” established within the School, as
well as in the eight committees formed under this planning committee. Issues examined in thesecommittees cover various matters, ranging from student selection methods and admission quota, to new
appointment/review of “designated schools”; achievement of fair, transparent and efficient methods ofconducting interviews and implementing examinations; and relevant public relations activities.
“Designated schools” for “admission based on recommendation by designated school” are constantly
reviewed by conducting follow-up assessment of academic performance (GPA, average percentile ranking,etc.) of the students admitted via this system. To select new “designated schools,” the School takes
measures to narrow down high schools that are likely to be able to recommend excellent and appropriate
students to the School, by referring to the results of their graduates’ university admissions, as well as theaverage percentile ranking of their graduates after being admitted to other schools at KGU. 5-126)
The School also examines and reviews other student selection systems, as necessary. In the entrance
examination for admission in AY 2011, the School reviewed the admission quota for the examination
conducted on the “KG original system schedule.” Regarding the entrance examination for admission in
AY 2012, the School newly introduced an examination with a science/mathematics emphasis on the“individual school schedule,” as well as the “Center Test with KG mathematics examination combined”
on the “KG original system schedule”; abolished the “English-essay type” examination on the “KG
original system schedule”; reviewed the “Admissions Office entrance examination (special selection by
English proficiency)”; and newly introduced the “Admissions Office entrance examination (Japanese
essay type).” 5-15)
As described above, the School has achieved fair and appropriate student admission and selection
through its regular examination efforts.
 School of Human Welfare Studies
The School of Human Welfare Studies examines whether student admission and selection are
implemented in line with its Admission Policy, through the “entrance examination system planningcommittee” comprising six members. Specifically, the committee examines the fairness andappropriateness of student admission and selection, based on the results of follow-up assessment ofstudents’ GPA and other academic performance after being admitted to the School. Information regarding
the results of discussions by the “entrance examination system planning committee” is disclosed at theUndergraduate Faculty Board meetings, based on which Board members discuss the admission quota forsubsequent examinations. The results of the said committee’s discussions also form the foundation foranother discussion by members of the Dean’s Office Committee regarding the maximum number ofapplicants recommended by high schools under the recommendation-based admission system (except“designated schools”). The School has thereby endeavored to ensure fair and appropriate student selection.
5-127)At present, there is no identified need for major changes regarding the School’s student admission
and selection.

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Student Admission

 School of Education
The School of Education convenes the “entrance examination system planning committee” before andafter the entrance examination, reviewing the methods and criteria/standards for judgment on admission
etc. in each academic year. The results of the discussions by this committee are further deliberated by the
Undergraduate Faculty Board.
 School of International Studies
Regarding implementation of student admission and selection, the School of International Studies has
thus far held three meetings to review its entrance examinations. 5-128) The Entrance Examination Review
Committee discusses problems in the entrance examinations conducted in the academic year, as well as
matters to be improved for examinations to be held the subsequent year, regarding the “entrance
examination for returnee students,” the “Admissions Office entrance examination,” the “entrance
examination for students from overseas,” the “examination for transfer students,” and other forms of
examination.
The abovementioned meetings are held shortly after the entrance examination in each academic year. As
such, the School has regularly examined whether student admission and selection are implemented in afair and appropriate manner based on the Admission Policy.

Graduate Schools

5-1-(4)

 Graduate School of Theology
As a framework for periodic examination of whether fair and appropriate student admission andselection is implemented, the Graduate School of Theology is considering establishing a system whereby
relevant reports are prepared by the Entrance Examination Review Committee (Graduate School), which
is chaired by the Dean. Specific plans for this system have yet to take shape. The “Graduate School
executive committee for entrance examination” is responsible for implementation of the entrance
examination. The committee reviews the content of questions and arrangements for implementation of
examinations in each academic year. While taking the Diploma Policy of the School of Theology into
consideration, the Graduate School will consider issues regarding consistency between the qualities
expected of new entrants as defined under the Admission Policy, and as defined under each category ofentrance examination ([the first half of the doctoral program] “general students,” “working adults” and“students from overseas”; [the second half of the doctoral program] “general students” and “students fromoverseas”).
 Graduate School of Humanities
The Graduate School of Humanities examines the appropriateness of its student admission and selection
systems by regularly convening the Graduate School Committee for Deliberation of Issues, the “Field
Representatives Meeting” and the Administration Meeting. In AY 2011, the Graduate School examined theappropriateness of the style of participation in KGU graduate schools’ joint explanatory meeting regarding
the entrance examination, which was organized by the Graduate School Administrative Section, in parallelwith the implementation of the entrance examination explanatory meeting independently held by the
Graduate School. The Graduate School also reviewed the appropriateness of the descriptions regarding the
subject “specialized foreign language” in the entrance examination guide. 5-129) Regarding the range ofpolicies on student admission and selection, the Graduate School has ensured that matters regarding thesepolicies are informed at the Graduate Faculty Board meetings as necessary, even if such policies have430

Student Admission

been established for years, so as to re-familiarize Board members with the policies.

 Graduate School of Sociology
Concerning the implementation and results of explanation seminars / counseling meetings regarding
admission to its graduate course, the Graduate School of Sociology reports to and shares information with
the Graduate Faculty Board, checking for any problems in such seminars/meetings. Details regarding
student selection are also reported to the Graduate Faculty Board, such as the status of application, thecontent of examination questions, grading, and other related matters, thereby examining whether student
selection is implemented in a fair and appropriate manner. 5-130)
 Graduate School of Law and Politics
In the Graduate School of Law and Politics, matters regarding student admission and selection are
decided in conformity with the Admission Policy by the Graduate School’s Graduate Faculty Board. Upon
grading of the entrance examination, it is ensured that the names and numbers of individual examinees areinvisible to graders.
Issues regarding the entrance examination have been planned and reviewed, as necessary, by the
Graduate School Committee for Deliberation of Issues and its successor body, the “Graduate School
Operation Committee.” 5-131),5-132)
 Graduate School of Economics
Regarding whether student admission and selection are implemented in a fair and appropriate manner,
the Graduate School of Economics ensures that regular examination is conducted by the Graduate
School’s Administration in accordance with the Admission Policy, based on the number of new entrants.
The Graduate School also determines the appropriateness of its entrance examination at Graduate Faculty
Board meetings by reviewing the status of both the applicants as a whole and successful applicants, whilereferring to the comments (remarks by examination question preparers and oral examination examiners)
provided upon judgment on admission. Matters involving reform of the entrance examination system are
discussed while consulting the “Graduate School education subcommittee.” Specifically, with a view tocorrecting its under-enrollment, the Graduate School developed, through the “Graduate School education
subcommittee,” a joint curriculum system with the School of Economics (slated to commence in AY2013). By reinforcing the linkages with the School, the Graduate School devised a measure to facilitate
undergraduate students’ smooth transition to the graduate curriculum. Discussions are underway regarding
possible drastic revision of the Economist Course.
 Graduate School of Business Administration
The Graduate School of Business Administration examines and checks for any problems to be improved
regarding the entrance examination, based on the reports by examiners of oral examinations in a range ofentrance examinations, after judgment on admission is made at the Graduate Faculty Board. The Graduate
School has established the “Graduate School of Business Administration Self-assessment Committee,”which undertakes regular examination of student admission and selection under the responsibility of theDean, as part of the annual self-assessment effort promoted throughout the University.
 Graduate School of Science and Technology
In the Graduate School of Science and Technology, periodic examination of student admission andselection is undertaken by the Graduate School Committee and the Graduate Faculty Board. In AY 2011,
eight meetings were held for such examination.
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Student Admission

 Graduate School of Policy Studies
The Graduate School of Policy Studies implements periodic examination of student admission andselection through the Dean’s Office Committee. The Graduate School discusses a more appropriate systemof entrance examination while taking into consideration students’ academic performance after admission,
Master’s theses, and other factors. Analysis and examination were carried out from a diverse perspective,
especially in the curriculum revision in AY 2011. Information forming the basis of the abovementioned
examination etc. is from materials related to the entrance examination, which are kept confidential within
the University.
 Graduate School of Language, Communication, and Culture
In the Graduate School of Language, Communication, and Culture, reports are made to the Graduate
Faculty Board, as necessary, regarding how its student admission process is carried out, such as thenumber of participants in the entrance examination explanatory meetings held in and outside theUniversity, questions asked by the participants, and other relevant information. The sharing of suchinformation among all faculty members has enabled regular examination of possible problems in thestudent admission system etc.
To review whether student selection has been implemented in a fair and appropriate manner, the“executive subcommittee for entrance examination” reports details regarding how the entrance
examination has been conducted at a Graduate Faculty Board meeting held after each examination. If any
problem is identified regarding the student selection process, countermeasures / measures for
improvement are discussed at the same Board meeting, so as to incorporate the results of the discussion
into implementation of subsequent examinations. 5-133)
Examination of fair and appropriate student admission and selection is also implemented in theframework of annual self-assessment.
 Graduate School of Human Welfare Studies
Regarding student admission and selection, the Graduate School of Human Welfare Studies has
prepared “agreements regarding the entrance examination” 5-89) through the Graduate Faculty Board, inline with the Admission Policy. Based on these agreements, the Graduate School conducts preparation ofentrance examination questions, judgment on admission, and other related tasks in a fair and appropriatemanner, and also reviews whether such tasks are conducted with fairness and appropriateness.
 Graduate School of Education
The Graduate School of Education convened the “Graduate School executive committee for entrance
examination” and the Graduate School Committee for Deliberation of Issues to review the measures tofulfill the admission quota and the whole process of student admission and selection. As a result, theGraduate School decided to introduce a recommendation-based entrance examination system in AY 2013.
5-134)

 Law School
For periodic examination of student admission and selection in the Law School, an “executive
subcommittee for entrance examination” is organized every academic year within the Law School,
reviewing problems and points to be improved in implementation of the entrance examination. It has beenarranged so that any problem identified regarding the design of the entrance examination system etc. is
discussed by the Entrance Examination Review Committee. 5-135),5-136) Obviously, the said periodic
432

Student Admission

examination is carried out by the Professional Graduate School Graduate Faculty Board only upon receipt
of applications, judgment on successful applicants and decisions on entrants.
Periodic examination regarding fair and appropriate student admission and selection is also checked andevaluated in the annual self-assessment process implemented throughout the University.

 Institute of Business and Accounting
Regarding the admission selection criteria stipulated in the “Institute of Business and Accounting
guidelines for entrance examination and selection” 5-95) applicable to the Business School and the
Accounting School in the Institute, the “executive committee for entrance examination” examines whether
these criteria have been appropriately defined in light of the admission of intended students. 5-137)
The Graduate Department of Advanced Management implements the entrance examination inaccordance with the “arrangements for implementation of entrance examination” 5-96) established for eachform of examination. Based on the screening results, entrance examination committee members prepare a
draft proposal for judgment on admission, based on which the Graduate Faculty Board discusses whether
to admit individual applicants.

2. Check and Evaluation(1) Matters showing improvement

Whole University5-2-(1)

In accordance with the decision made in 2004 by the University Senate, the University took measures
for revision of the proportion between the various entrance examinations, as well as diversification of theentrance examination system, with a view to addressing the reduction in the number of applicants, which
is attributable to the declining birthrate in Japan. The University has completed implementation of the saidmeasures. As a result, the University has been able to address the reduction in the number of applicantsamid the declining birthrate, as well as to attract students with diverse backgrounds and characteristics
whom the University could not accept in the past, via the diversified entrance examination system. The
results of the implemented measures have been evaluated and analyzed through the follow-up assessmentof entrants and evaluation of the entrance examination system. The data from the said assessment andevaluation indicate that student selection has been appropriately implemented in the “general selection
entrance examination,” and that students conforming with the Admission Policy have also been admitted
through the range of entrance examinations other than the “general selection entrance examination.” 5-118)

Schools5-2-(1)

 School of Theology
The School of Theology has established its Admission Policy, clearly defining the general qualities the
School expects of its new students, which are made public via the official website and the “guide to
entrance examination.”
The School has set an appropriate admission quota, based on which the School carefully selects
applicants. This has enabled the School to properly manage its student enrollment based on the admission
capacity.
Regarding transfer admission, the School has attracted the intended number of applicants (for filling433

Student Admission

vacancies in the third-year program). The School implements fair and appropriate student selection inaccordance with the admission policy for transfer students.
With an eye to admitting diverse students, the School decided to commence accepting fourth-year
transfer students in AY 2014 by using the Joint Degree System within the University.
The School provides a pre-admission education program to help in preparation for academic activities at
the University for prospective students admitted via the “Admissions Office entrance examination,” the“entrance examination for those with outstanding ability in sports” and the “recommendation-based
admission.” Aside from this program, in AY 2011, the School commenced the Pre-student Program, inwhich prospective students attend classes and work on specific prior assignments provided as teachingmaterials. Via this program, the School aims at helping prospective students’ smooth transition to thefirst-year university education, by raising their awareness of learning at the School and the University
prior to their entrance to the University.

 School of Humanities
The School of Humanities properly accepts students with disabilities.
 School of Law and Politics
The School of Law and Politics has completed the aimed-for establishment of an Admission Policy to be
applied to the whole School. The School also conducted an attitude survey for new students.
As in the case of other schools, the School adopted a system of “entrance examination for those withoutstanding ability in sports” in AY 2011. Concurrently, the pre-existing “special entrance examination
system for designated school” was abolished, since it had been implemented for a similar purpose to thatof the new system for athletes. 5-14)
The School has enhanced diversity in the students it accepts by increasing the number of entrants
admitted via various forms of entrance examination. The School has reviewed the list of “designatedschools” for the “entrance examination based on recommendation by designated school,” based on
analysis of the relevant follow-up assessment. 5-120),5-121)
 School of Business Administration
The School of Business Administration has thus far implemented student selection satisfactorily in thatthe number of newly enrolled students in the whole of the School has generally been close to theadmission quota. This is attributed to the fact that executive subcommittees for each entrance examination
have achieved appropriate selection resulting in the number of new enrollees approximate to the target
admission quota. The operational system of the “executive subcommittees for entrance examination” isdisclosed at Undergraduate Faculty Board meetings, ensuring a high level of transparency. The system for
implementation of the entrance examination carried out by the executive subcommittees is thus reliable.
The School will maintain this system.
 School of Policy Studies
The School of Policy Studies has implemented student admission and selection in a fair and appropriatemanner based on its Admission Policy, while regularly examining and reviewing relevant procedures.
Especially after its reorganization into a school of four departments, the School considered appropriate
forms of entrance examinations from a comprehensive perspective, including the admission capacity ofeach department and the appropriateness of each examination for the curriculum. 5-15) The School also
strategically expanded the range of “designated schools” for recommendation-based admission to coveradditional high schools located across Japan that are oriented toward preparation for university entrance

434

Student Admission

examinations. The School expected that such expansion would also give wider publicity to the School.
Consequently, the School has achieved positive effects; for instance, an increased number of students haveentered the School from such high schools located distant from the Kansai region. 5-126)

 School of Education
Since its establishment, the School of Education has independently organized open house events on
Nishinomiya Seiwa Campus for those considering taking the entrance examination for the School,
separately from the University-wide open house events. Based on a full understanding of the type of
information sought by prospective test-takers and the preferred style of explanation, the School effectively
designs relevant programs and appropriately assigns faculty and staff members to such programs etc. The
School receives especially favorable responses from participants regarding programs focused on “entrance
examination ‘A.’” The School has continued its efforts to enhance “entrance examination ‘A.’” In AY
2011, the positive outcomes of such efforts were reflected in the admission for the Department of Applied
Education. 5-138)

Graduate Schools

5-2-(1)

 Graduate School of Humanities
In the Graduate School of Humanities, the ratio of student enrollment to admission capacity for the past
five years averages 0.94 in the first half of the doctoral program, demonstrating proper enrollment
management by the Graduate School. Explanatory meetings are held in both the spring and fall semesters
regarding the entrance examination for the Graduate School. These meetings normally attract
approximately 30 to 40 participants each, including those from other universities and KGU schools otherthan the School of Humanities. The explanatory meetings provide useful opportunities for the Graduate
School to directly communicate its educational content to prospective test-takers. 5-88)
 Graduate School of Law and Politics
Since the introduction of various forms of entrance examination, the Graduate School of Law and
Politics has attracted a wider range of entrants including those from other universities and graduate
schools. In AY 2012, the Graduate School accepted its first student who entered the course after
completing a program in the Law School. This has led to the possibility of a student who has completed a
program at the Law School becoming a faculty member of the School of Law and Politics or the Graduate
School of Law and Politics. 5-139)
 Graduate School of Policy Studies
The Graduate School of Policy Studies has long implemented student admission in an objective and fairmanner. The content of examination questions and interviews has been reviewed by the “entrance
examination committee” and other bodies, correcting differences in the level of difficulty between
examinations for each academic year. A system has finally become widely known that has enabled
excellent undergraduate students to skip a grade to enter the Graduate School. Regarding students fromoverseas, the Graduate School regularly accepts students from China, in particular. Some of them haveadvanced to the second half of the doctoral program.
 Graduate School of Language, Communication, and Culture
Regarding student admission, the Graduate School of Language, Communication, and Culture has beensteadily producing positive results.
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Student Admission

As an example, in AY 2009, the Graduate School set a target of increasing the percentage of students
from overseas to 20 percent of total enrollment, in an effort to promote internationalization of the
Graduate School. As of AY 2011, the percentage of students from overseas had reached approximately 30
percent. The Graduate School also decided to increase the number of “contracted universities for overseas
exchange programs” from two universities to three universities, to which the Double Degree Programapplies (a decision made in AY 2012). This increase is expected to enable the Graduate School to maintaina stable intake of students from overseas in the future. 5-140),5-141)
Regarding students who are working adults, in AY 2009, the Graduate School also set a target ofincreasing the percentage of such students to 30 percent of total enrollment. This target had been achieved,
as of AY 2011, in the first half of the doctoral program. 5-140)
While the number of admissions to the Graduate School as a whole fell below the admission quota at
one time, the admission quota was filled in AY 2011, partly due to the increase in the number of newenrollees in the Japanese-language Education Program, which was established in AY 2007, and which
underwent two curriculum revisions, in 2010 and 2011. The Graduate School has successfully realized its
philosophy and educational objectives.

 Graduate School of Human Welfare Studies
In the first half of its doctoral program, the Graduate School of Human Welfare Studies has generally
maintained the ratio of student enrollment to admission capacity at an appropriate level. The degree“Master of Arts in Human Welfare Studies” has regularly been awarded to students, exemplifying thesound educational environment of the Graduate School. The Graduate School also conferred the degree“Doctor of Philosophy in Human Welfare Studies [A]” upon two students in AY 2009, one student in AY
2010, and five students in AY 2011. A “Doctor of Philosophy in Human Welfare Studies [B]” was also
awarded to one student. 5-166)(2) Matters that need to be improved

Whole University5-2-(2)

While the University has introduced, implemented and analyzed the follow-up assessment of entrants
and evaluation of the entrance examination system, the University must integrate the relevant databases
currently scattered across the University. For the time being, the University will continue the said
assessment and evaluation while collecting as much data as possible, within the framework of the current
budget system. The University will need to establish an organizational unit responsible for the collection
and analysis of various data obtained within the University. Planning is currently underway forreorganization of the University and the foundation of KG, effective April 1, 2013. As part of thisreorganization, the University and the foundation aim to reinforce their planning functions.
Regarding student admission to the graduate course, some graduate schools have not filled theiradmission quota, due to recent trends in application for graduate school.

Schools5-2-(2)

 School of Theology
In the School of Theology, the number of entrants admitted via the “Admissions Office entrance
examination” (AO examination) is below the admissions expected by the School. This is closely related to
one of the School-specific requirements for application — applicants must be baptized (Christians), which436

Student Admission

is necessary to satisfy one of the items of the Admission Policy for the AO examination, “individuals who
intend to become a missionary or a Christian worker in the future, based on faith in Christianity.” The
School must devise measures to correct the situation regarding the admission quota.
The School has established its Admission Policy, clearly defining the general qualities the School
expects of its new students. However, the School has not undertaken in-depth discussions regarding
consistency between the abovementioned qualities and the purpose and policy defined for a range ofentrance examinations (“general entrance examination,” “AO examination,” and “recommendation-based
admission”).

 School of Humanities
In the School of Humanities, both the ratio of new admissions to admission quota and the ratio ofstudent enrollment to admission capacity are slightly in excess of the appropriate level. The School musttake measures to reduce them. Compared to the public relations activities regarding the Admission Policy
for the “general entrance examination,” such activities for other forms of entrance examination are notsufficient. 5-142)
 School of Sociology
As described in Section 1-(1), the School of Sociology recently stipulated and revised its Admission
Policy, and accordingly, public relations activities regarding this revised Policy have yet to be
implemented sufficiently. The School will have to provide wider publicity for the said Admission Policy.
As explained in Section 1-(4), the School has accumulated data resulting from the follow-up assessment
regarding students’ academic performance. The School must analyze such data in detail, separately byeach form of entrance examination via which individual students have entered the School. The School
must also review the system of student admission based on such analysis.
 School of Law and Politics
The School of Law and Politics needs to increase the percentage of students admitted via entrance
examinations other than the “general entrance examination,” while maintaining the academic quality ofstudents to be admitted. 5-88)
 School of Economics
In AY 2011, the School of Economics began planning the implementation of a mathematics test for firstand second-year students as a placement test, as well as introduction of IR data analysis (Universities IR
Network). This planning was aimed at exploring diverse and more effective forms of entrance
examination in conformity with the Admission Policy. In parallel, the School must also plan for proper
accumulation of data resulting from the abovementioned test and IR data analysis, and use of theaccumulated data for consideration of appropriate forms of entrance examination based on objective
analysis.
 School of Policy Studies
Understanding and recognition of the School of Policy Studies by those outside the University still havenot necessarily reached a satisfactory level. This is one of the challenges the School must address for
improvement. Regarding transfer admission, both the number of applicants and their academic level are
gradually declining amid changes in the social situation that are unfavorable to student admission. Anotherproblem is that the ratio of transfer students to quota for transfer admission remains under 1.0.

437Student Admission

 School of Education
Regarding the system of “entrance examination for those with outstanding ability in sports,” the Schoolof Education attracts applications based on a specific admission quota, as in the case of other schools. The
problem is that the School has thus far failed to provide an environment where students admitted via thesaid examination system can fully use the opportunities available in the University’s sports clubs to which
they belong after admission. The curriculum of the School of Education contains many subjects aimed atacquiring specific licenses and qualifications. Satisfactory class attendance, including for practicum
subjects, is one of the major criteria for credit recognition. Therefore, if a student, being a member of a
University sports club, misses a class to participate in a sports event etc., this adversely affects the final
grade for the subject. It is also possible that he/she may not be able to participate in a sports event due to arequirement to attend a specific class or off-campus practicum. The abovementioned situation means that
the School provides an educational environment where the said students are hampered from displaying
their sporting ability, even though they have been admitted on the basis of their outstanding ability insports.

Graduate Schools

5-2-(2)

 Graduate School of Humanities
In the second half of the doctoral program of the Graduate School of Humanities, the student enrollment
to admission capacity rate stood in the upper 80-percent range or the 90-percent range up to AY 2010.
However, the ratio has declined to the 70-percent range since AY 2011. 5-144)
 Graduate School of Sociology
In the Graduate School of Sociology, the number of admissions to the Social Research Specialist Course(admission quota: six students) has remained low (AY 2003: four students; AY 2004: six students; AY
2005: one student; AY 2006: two students; AY 2007: three students; AY 2008: one student; AY 2009: one
student; AY 2010: zero students; AY 2011: one student; and AY 2012: one student). Efforts to fulfill theadmission quota have been insufficient.
 Graduate School of Science and Technology
In the Graduate School of Science and Technology, the second half of the doctoral program isunder-enrolled. Since AY 2009, capacity fulfillment has been leveling off in general. However, there arepotential applicants for this stage of the doctoral program. Additional efforts are needed to attract newenrollees. 5-88)
 Graduate School of Policy Studies
In recent years, the admission capacity of the Graduate School of Policy Studies has remained
unfulfilled. The Graduate School must continue its efforts to enhance the educational content andguidance system. In parallel with this, to fulfill the admission quota/capacity while maintaining academic
excellence among admitted students, the Graduate School will accelerate information exchange withstudents and graduate schools in and outside Japan, and introduce measures to attract an increased number
of applications from working adults.
 Graduate School of Language, Communication, and Culture
One of the problems the Graduate School of Language, Communication, and Culture must address for
improvement is the decline in the number of enrollees in the Theme Research Course. Its admissions in
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Student Admission

recent years have declined significantly from the initial level. Providing recurrent education for working
adults is one of the major objectives of the Graduate School. The Graduate School will increase its efforts
to correct the decline in admissions to the course.
Another problem is the imbalance in the number of admitted students between the seven fields coveredby the Graduate School. In the field of Japanese-language Education, a stable number of admissions havebeen maintained since it was established in AY 2007 in response to the needs of society. In contrast,
admissions have been on the decline in the field of Cultural Linguistics. Additional efforts and measures
are needed to restore the number of enrollees. 5-145)

 Graduate School of Human Welfare Studies
In the Graduate School of Human Welfare Studies, student enrollment in the second half of the doctoral
program is especially low compared to its admission capacity. Discussions for improvement will be madeby the Graduate School Committee for Deliberation of Issues and the Graduate Faculty Board, especiallyregarding the following measures: an increase in the number of faculty members to teach in the second
half of the doctoral program; curriculum revision; and various measures to constantly attract students,
such as implementation of measures to invite more applications from foreign students, introduction of asystem to increase the admissions of working adults and other “special students,” and revision ofdescriptions provided on the website to communicate faculty members’ fields of specialization andresearch achievements.
 Law School
Despite the reform of its entrance examination system, such as the introduction of new forms of
examinations and a change in the admission quota, the number of applicants for the Law School’s
entrance examination for admission in AY 2012 decreased by 25.8 percent from that of the previous year.
The number of admissions stood at 46 students, far below the admission quota of 100 students. 5-65)
 Institute of Business and Accounting
In the Institute of Business and Accounting, fulfillment of the admission quota/capacity in the Business
School and the Accounting School is an urgent issue. 5-99)p.29,5-65)

3. Development Measures for the Future(1) Matters showing improvement

Whole University5-3-(1)

The follow-up assessment of entrants and evaluation of the entrance examination system are useful for
examining whether the range of entrance examinations employed in the University are appropriate, as wellas whether students conforming to the Admission Policy have been admitted. The University will continue
budget allocation for the said assessment and evaluation, in order to continue the necessary examinationof appropriate student admission. 5-146)

Schools5-3-(1)439

Student Admission

 School of Theology
Regarding transfer admission, the School of Theology will take measures to define the relevant
admission policy more clearly, thereby increasing fairness and appropriateness in the selection of transfer
students.
The School is scheduled to commence accepting fourth-year transfer students based on the Joint Degree
System within the University in AY 2014. The School will take measures to ensure smooth and effectivefunctioning of this system from the first year of its implementation, while giving careful consideration to
supporting transfer students.
Since AY 2012, the School has provided pre-admission education under the University-wide system byusing a distance learning program consisting of two subjects, “English” and “Japanese,” particularly forprospective students admitted via the “entrance examination for those with outstanding ability in sports.”
For prospective students admitted via other examinations (“Admissions Office entrance examination,”“recommendation-based admission,” etc.), the School provides a pre-admission education program basedon assignments in the subjects “English” and “reading,” as well as the Pre-student Program, which has
been implemented since AY 2011 for such students to work on these assignments in class. As such, theSchool provides rich educational programs for prospective students. The School will develop a system forregular examination of the content of such programs.
 School of Humanities
The School of Humanities will further enhance support for students with disabilities by increasing
cooperation with the Support Office for Independent Campus Life in the Student Support Center.
 School of Law and Politics
In accordance with the Admission Policy, the School of Law and Politics reviewed the number of places
for “admission based on recommendation by designated school or contracted school,” by examining theresults of the follow-up assessment and other information. For entrance examinations for admission in andafter AY 2014, the School plans to newly introduce the “entrance examination using the National Center
Test for University Admissions (with KG mathematics examination combined),” which will be conductedon the “KG original system schedule.” School of Business Administration
The current entrance examination implementation system in the School of Business Administration isreliable. The School will maintain this system for the time being. As development measures for the future,
the School needs to review the ratio between students admitted via the “general selection entrance
examination” and those admitted via other forms of entrance examination, as well as the size of admission
quotas.
The Entrance Examination Review Committee has already undertaken discussions regarding
maintaining the quality and academic ability of newly admitted students. As specific measures, thecommittee explored the possibility of setting a separate “grade point average” requirement forrecommendation of high school students from “designated schools,” as a measure to attract students from
specific high schools capable of developing excellent prospective university students (i.e., use of multiple
standards for grade point average in “admission based on recommendation by designated school”);
revision of the “guide to the Admissions Office entrance examination”; and restore the admission quota
for the “general entrance examination” to 50 percent of the total admission quota. 5-147)

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Student Admission

 School of Policy Studies
Currently in the School of Policy Studies, the “entrance examination system planning committee” takes
the initiative in constantly reviewing the School’s Admission Policy. In reviewing the Policy, thecommittee aims to maintain and further enhance the quality of new entrants to the School, while
continuing to monitor the ever-changing social situation and circumstances surrounding the entrance
examination, so as to quickly respond to any changes in such situation and circumstances.
 School of Education
Regarding open house events independently held on Nishinomiya Seiwa Campus for potential
applicants for the entrance examination, the School of Education will further enhance these events, inconsideration of participants’ views obtained through questionnaires, as well as comments from faculty
and staff members involved in the events.

Graduate Schools

5-3-(1)

 Graduate School of Humanities
Regarding explanatory meetings on the entrance examination for the Graduate School of Humanities,some participants point out the short duration of the meeting, and wish to obtain explanations andinformation in even more detail. To address this need, the Graduate School will explore the possibility ofholding the explanatory meeting on a weekend or holiday, as a trial.
 Graduate School of Law and Politics
The Graduate School of Law and Politics will continue to hold the explanation seminar regarding
admission to the Graduate School twice a year, in order to promote understanding of its educational policy
and related information, and inform a wider range of potential applicants of the diverse options in theentrance examination for the Graduate School.
 Graduate School of Policy Studies
A system has finally become widely known that has enabled excellent undergraduate students to skip a
grade to enter the Graduate School of Policy Studies. The Graduate School will ensure wider recognitionof this system. An enhanced graduate program for architecture education, in particular, has begun
contributing to an increase in the number of students in the Graduate School. The Graduate School willcontinue its efforts to give wider publicity to, and disseminate information on programs in this field.
 Graduate School of Language, Communication, and Culture
The Graduate School of Language, Communication, and Culture will maintain and further promote theupward trend in the enrollment of students from overseas by increasing the number of “contracted
universities for overseas exchange programs” from two universities to three universities, to which the
Double Degree Program applies.
 Graduate School of Human Welfare Studies
In the first half of its doctoral program, the Graduate School of Human Welfare Studies has
satisfactorily maintained an appropriate ratio of student enrollment to admission capacity, as well as thenumber of students awarded academic degrees in “Human Welfare Studies.” The Graduate School will
make efforts to maintain this achievement.

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Student Admission(2) Matters that need to be improved

Whole University5-3-(2)In recent years, graduate schools have had serious difficulties fulfilling their admission capacity. It isnecessary for the University to concentrate its efforts, from a long-term perspective, on promoting public
relations measures, improvements in facilities and equipment, and financial support for graduate students,
with the aim of attracting a wider range of students with excellent ability. Relevant issues will be firstdeliberated by the Committee of Deans and the Graduate School Student and Academic Affairs
Committee. Many universities have recently recognized the importance of careers support for graduate
students. KGU will expand the scope of its careers support to cover graduate students, while efforts forsuch support have previously been directed primarily at undergraduate students. If the under-enrollment at
graduate schools persists after taking a range of measures, the University will consider reorganizing thegraduate schools and reviewing the admission capacity, through the Committee of Deans and the Graduate
School Student and Academic Affairs Committee, in consideration of the results of discussions at eachgraduate school.
The University will convene the Committee of Deans and the Graduate School Student and Academic
Affairs Committee to explore additional improvement measures for graduate schools regarding public
relations activities, diversification of the entrance examination system, improvement in facilities andequipment, and financial support for students after admission. The University will also establish anorganizational unit to supervise functions for institutional research (IR), which is expected to receive
increasingly greater emphasis in the future.

Schools5-3-(2)

 School of Theology
To fill the admission quota for the “Admissions Office entrance examination” (AO examination), theSchool of Theology must not only review the relevant Admission Policy but also enhance related public
relations activities. In this respect, in AY 2011, the School initiated public lecture sessions, which areprovided twice a year at churches located nationwide. The School will also design public relations
strategies from a comprehensive perspective, while taking into consideration possible visits to “contracted
schools” and enhancement in programs in open house events for potential applicants.
The School will promote in-depth discussions at the Entrance Examination Review Committee (School)
regarding consistency between the general qualities the School expects of its new students as defined
under the Admission Policy, and defined on the basis of the purpose and policy of a range of entrance
examinations.
 School of Humanities
To optimize the ratio of new admissions to admission quota and the ratio of student enrollment toadmission capacity, the School of Humanities will review the system of “admission based onrecommendation by designated school.” The School will also increase support for current students,
especially those enrolled in the School beyond the standard number of years, by providing individual
counseling etc. The School will increase its efforts to make widely known the Admission Policy for arange of entrance examinations other than the “general entrance examination,” by means of public
relations activities at open house events for potential applicants, and other occasions.

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Student Admission

 School of Sociology
The School of Sociology will promote public relations activities to provide wider publicity for its new
Admission Policy at open house events, under the initiative of the School of Sociology Public Relations
Committee. The School will analyze the results of the follow-up assessment regarding students’ academic
performance, through the “entrance examination system planning committee,” in order to examine
whether the academic and other post-admission activities of individual students appropriately reflect theaim of each entrance examination through which they have been admitted to the School.
 School of Law and Politics
Regarding the “entrance examination for those with outstanding ability in sports” and otherexaminations except the “general entrance examination,” the School of Law and Politics will convene theEntrance Examination Review Committee to regularly review the abovementioned forms of examination,
based on the results of the University-wide follow-up assessment regarding students’ academic
performance, as well as attitude surveys for new students. The School will consider introducing anotherform of entrance examination that places emphasis on English proficiency, in line with the
University-wide policy of promoting internationalization.
 School of Economics
Regarding the placement test for new entrants and remedial education after admission, the School of
Economics must establish a planning group to consider the position of the said placement test andremedial education in each of the educational processes for students admitted via various forms ofentrance examination. After data is accumulated regarding implementation of a diverse entrance
examination system and the results of the effects of such implementation are reviewed, the School willconsider scrapping and building various forms of entrance examination.
The School has seen a slight decline in the percentage of students admitted via the “general entrance
examination.” The School will convene the School’s Entrance Examination Review Committee to discuss
the possibility of drastic revision of the entrance examination system, by means of identifying factors
conducive to raising the level of overall academic excellence in the School, while analyzing the results ofthe placement test and follow-up assessment, as well as the situations at “rival” universities.
 School of Policy Studies
Understanding and recognition of the School of Policy Studies by those outside the University still havenot necessarily reached a satisfactory level. To address this problem, the School of Policy Studies will takemeasures to promote understanding of, and interest in the School, under the initiative of the “entrance
examination system planning committee” and the “public relations strategy committee for entrance
examination,” by using the School’s own website; books, booklets and other publications issued by the
School; open house events for potential applicants; visits to high schools; trial classes and other means.
The School will further expand the range of “designated schools” for recommendation-based admission tocover additional high schools located across Japan. In parallel with this, to improve the fulfillment rate of
the admission quota for transfer students, the School will make efforts to identify new student strata likely
to contain potential applicants to the School, as well as to review and optimize the admission quota.
 School of Education
Regarding the contradictory situation confronting students admitted to the School of Education via the“entrance examination for those with outstanding ability in sports,” the School will give greater
consideration to providing due explanations regarding the situation for prospective applicants, or at a stage
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Student Admission

before admission. After admission of the said students, the School will enhance the follow-up assessment
regarding the status of the admitted students’ acquisition of specific licenses/qualifications, as well as the
career paths they choose. The School will explore a desirable entrance examination system suited to the
School, including appropriate forms of, or ways of implementing, examinations, including those intended
for athletes.

Graduate Schools

5-3-(2)

 Graduate School of Humanities
In the Graduate School of Humanities, while the capacity fulfillment in the second half of the doctoral
program is currently lower than before, the situation is hopeful in that the number of entrants increased to
15 students in AY 2012 from nine in AY 2011. With a view to maintaining or increasing the number ofstudents in the first half of the doctoral program who seek to receive recommendation for the second halfof the doctoral program, the Graduate School will consider devising a structure that encourages students
to increase their awareness of, and commitment to their research theme and plan, prior to application forthe second half of the doctoral program (by requiring them, upon application, to submit a research plan
similar to that prepared by regular students).
 Graduate School of Sociology
In the Graduate School of Sociology, the number of admissions to the Social Research Specialist Course
has remained low. Regarding this problem, the Graduate School took a temporary measure to change thecourse’s admission quota to “a few students” for the entrance examination conducted in and after AY 2012.
The Graduate School will continue its efforts to review how its courses should be designed and provided,
including the abovementioned problem regarding the Social Research Specialist Course, with an eye tocorrecting the under-enrollment in the first half of the doctoral program.
 Graduate School of Science and Technology
The Graduate School of Science and Technology will take measures to expand its size and enrich thecontent of its research, for the purpose of promoting comprehensive efforts to attract applicants, such as
improvement in support for students engaging in study and research at the Graduate School, provision ofscholarships, and enhancement of the careers support system for students seeking to enter the researchprofession. The Graduate School will thereby establish a learning environment in the second half of thedoctoral program that is accessible to working adults. The Graduate School will provide greater publicity
for the advanced research activities conducted in the Graduate School, disseminating, within the
University and to the general public, information regarding the advantages of the Graduate School, which
is a “research graduate school” pursuing advanced scientific research.
 Graduate School of Policy Studies
One of the major challenges for the Graduate School of Policy Studies to address for the time being is
the fulfillment of its admission quota/capacity while maintaining academic excellence among admitted
students. The Graduate School is convinced that the basic strategy to achieve this goal is to make
improvements in the research and educational environment, as well as to continue producing remarkable
research achievements unique to the Graduate School of Policy Studies. The Graduate School will
enhance, and make more widely known, the grade-skipping system to advance to the Graduate School,
and will also promote exchange activities with overseas universities to accept a larger number of students
from various countries and regions. To increase admissions of working adults, the Graduate School will444

Student Admission

increase its course offerings available on Nishinomiya Uegahara Campus, Osaka Umeda Campus, etc. inorder to circumvent the disadvantage of the location of Kobe-Sanda Campus, where the Graduate School
is based.

 Graduate School of Language, Communication, and Culture
In the Graduate School of Language, Communication, and Culture, the issue of first priority toward
improvement in the number of student admissions is the revitalization of the Theme Research Course. As
explained repeatedly in this report, one of the major objectives of the Graduate School is to provide an
educational curriculum for working adults. Specifically, the Graduate School aims to support working
adults who seek to study, and provide the opportunity for recurrent education for language instructors
currently teaching in the classroom, by providing evening classes on campuses located downtown forworking adults who cannot attend daytime classes on weekdays. The Theme Research Course wasestablished to achieve this objective. However, the recent decline in the number of entrants to this course
is serious. The Graduate School will analyze the cause of the decline in detail, and will increase its efforts
and take measures to increase the number of entrants, while promoting drastic reform of the course,
including revision of its guidance system.
To address the reduction in the number of enrollees in the field of Cultural Linguistics, the Graduate
School has established the “Curriculum Planning Committee for the Field of Cultural Linguistics” todevise specific solutions to this problem. 5-148)
 Graduate School of Human Welfare Studies
The Graduate School of Human Welfare Studies has not achieved a satisfactory ratio of student
enrollment to admission capacity in the second half of the doctoral program, nor has it achieved asatisfactory number of degree holders (“Doctor of Philosophy in Human Welfare Studies”). The Graduate
School will take improvement measures to improve these figures.
 Law School
To increase the number of applicants, the Law School will accelerate public relations measures
regarding the entrance examination, such as the holding of explanatory meetings for undergraduate
students, participation in relevant events held outside the University, enhancement of the content of thewebsite, and cooperation with the School of Law and Politics in KGU. 5-149)
 Institute of Business and Accounting
To fulfill the admission quota/capacity in the Business School and the Accounting School, the Instituteof Business and Accounting will undertake reform of the organizational structure and curriculum of bothschools.

445

Chapter 6

Chapter 6
Student Support446

Student Support

Student Support

1. Current Status(1) Have policies on student support been clearly defined to help students concentrateon studying and lead stable campus lives?
Kwansei Gakuin (KG) established the New Strategic Plan in AY 2008, based on which it formed
five-year specific measures in March 2009 as the “New Medium-term Plan 2009-2013.”
The New Strategic Plan sets forth six Visions to be realized in the ten-year period following AY 2009,
including the Vision “Guaranteeing ‘KG Graduates’ of the highest quality.” As one of the key strategies torealize this Vision, the Plan specifies the strategy “Strengthening support for student activities, to nurture
students’ unique individual abilities,” which has been summarized as follows:“Kwansei Gakuin University (KGU) innovates on its student support for the purpose of realizing“education to nurture students’ unique individual abilities,” via which individual students can acquire
something they can be proud of, based on diverse gauges. To bring out the motivation of ‘motivatedstudents,’ and to develop the ability of students with great potential, the University reinforces support for
students’ extracurricular activities (sports and cultural activities), in addition to the regular curriculum, andimproves facilities for such activities. The University promotes measures to help students achieve
successful results in both studies and sports/cultural activities.
“KGU will link and synthesize a range of student support services, respecting the students’ viewpoint,
while such services are currently provided by each department and section separately. The University willcollect, and statistically analyze students’ basic data covering from their pre-admission to post-graduation
period, as well as information obtained via a range of surveys, thereby aiming at understanding the needs
and anxieties of the students, and identifying issues to be addressed for them. Based on such
understanding, the University will establish an organizational structure and systems for developing more
effective and comprehensive measures for student support.”
Based on this idea, the University provides student support under the initiative of the Office of the
President, the Academic Affairs Department, the Student Affairs Department, the Student Support Center,
the Center for Career Planning and Placement, and other related organizations, while dividing relevant
support measures into the following seven categories:(1) Design and establishment of the organizational structure and systems to develop comprehensive
student support measures(2) Support for extracurricular activities, and promotion of pursuit of both extracurricular activities andstudies(3) Planning for improvement/construction of facilities related to dormitories(4) Increase in provision of scholarships (non-repayable), and specialization of the purpose of providing
scholarship loans(5) Enhancement of career education(6) Planning for establishment of a better environment for extracurricular activities(7) Establishment of a structure for comprehensive student support by amalgamating the Section for
Supporting Independent Campus Life in the Academic Affairs Department and the former Student
Support Center in the Student Affairs Department
Among these seven categories, to promote comprehensive student support as stipulated in Category (1),the University appointed a Vice-President and an “Assistant to the President” to the position in charge ofthe said support promotion, and assigned one full-time staff member for the relevant tasks. 6-1) In AY 2010,
the University established the “subcommittee for comprehensive student support” to obtain information
regarding relevant data that had previously been stored in a scattered manner at individual departments
and sections within the University, in an effort to realize the basic concept of comprehensive student448

Student Support

support.
In parallel with the abovementioned efforts, four schools in KGU (two schools since AY 2010, andanother two schools since AY 2011) have participated, as a trial, in the program “Creation of quality
assurance system for education in Bachelor’s programs based on mutual assessment: IR network of four
national/prefectural/private universities” (Hokkaido University, Osaka Prefecture University, Doshisha
University and Konan University), a program adopted as a “FY 2009 Program for a Strategic University
Alliance Targeted at Improvements in Higher Education” by the Ministry of Education, Culture, Sports,
Science and Technology (MEXT). 6-2) As part of the effort via this IR network, participating schools
collect data through student surveys, and some schools have begun analysis. 6-3)
(2) Is appropriate learning support provided to students?
<Proper understanding of the status of students who repeat the same year of study or are absent orwithdraw from the University; appropriate handling of the cases of such students>
Applications for absence or withdrawal from the University are received by the administrative office ofeach school. An application is approved after a meeting is held between the student and the Associate
Dean of Student Affairs of his/her school or the Associate Dean of Student and Academic Affairs of
his/her graduate school, in principle. In the meeting, the Associate Dean confirms the reason of his/herabsence or withdrawal, and provides him/her with consultation regarding his/her future career etc. The
percentage of students who withdrew from the University, as a whole, was 1.29 percent in AY 2011, which
was under two percent, the value below which the University aims to keep the percentage of students who
withdraw from it. The percentage of withdrawers in AY 2010 was also lower than the rate 1.38 percent
recorded in AY 2009. 6-4)
To prevent students from losing motivation to study due to poor academic performance, and to takeappropriate measures for long-term absentees at the earliest possible time, each school ensures that
instructors of the “basic seminar” and “seminar” classes, as well as the Associate Dean of Student Affairs,
understand the relevant situation, and have a meeting with, and provide guidance for the students.
<Support system for, and implementation of supplementary and preliminary education>
In the framework of its learning support for students, the University provides supplementary educationand preliminary education under the support systems as described below:
The University makes a unified effort in the following four initiatives:(1) Learning support for undergraduate students based on the systems of Teaching Assistants (TAs),Student Assistants (SAs) and Learning Assistants (LAs)(2) Learning support with the Learning Management System (LMS)(3) University-wide provision of e-learning contents aimed at development of English proficiency(4) Pre-admission preparatory education for prospective students admitted via the “entrance examination
for those with outstanding ability in sports”
The following is the details of these initiatives:(1) Learning support for undergraduate students based on the systems of Teaching Assistants (TAs),Student Assistants (SAs) and Learning Assistants (LAs)
The University assigns graduate students and undergraduate students to undertake tasks ofeducational support under the abovementioned three Assistant systems. These systems are not simply
aimed at providing assistance for faculty members in their class operations. The primary purpose of
the systems is helping the study and learning of attendees at the class, while providing support forsmooth operation of the class activities. KGU has long implemented the Teaching Assistant System,
since as early as 1971, providing learning support for undergraduate students. (TAs assigned during449

Student Support

AY 2011 totaled 306 persons.) 6-5),6-6)
The Student Assistant System was introduced in April 2001, in response to the need for enhancementof educational support system for an enriched basic education in information processing studies.
Under this system, in AY 2011, a total of 264 SAs were assigned to the classes of subjects regarding
information processing studies, providing support for class operation and students’ learning. 6-7),6-8)
In the fall semester of AY 2012, the University introduced the Learning Assistant System as another
University-wide system. This system is aimed at providing learning support primarily regarding
introductory subjects etc. offered by each school or by the University (“University-wide subjects”),
supporting students in their learning by providing guidance and consultation both in and outside theclass hours. The system is also aimed at contributing to revitalization and advancement of education inundergraduate schools etc. through appointing upper-year undergraduate students as LAs forassistance in operation of lower-year classes. Partly due to the short lapse of time since theintroduction of the system, for AY 2012, LAs have not thus far been assigned to all schools. However,use of the system is expected to be accelerated as understanding of the purpose of the system isdeepened across the University. 6-9),6-10)(2) Learning support with the Learning Management System (LMS)
In the fall semester of AY 2010, the University introduced the LMS as a tool to assist faculty
members in their class operation, and support students in their self-directed studies including
preparation for and review of the classes. When students log in, a list of subjects for which they haveregistered is automatically displayed on the top page. Students click the title of a chosen subject todisplay its top page, via which they can choose and browse the section providing materials,
information, etc. for a specific session of the class. Faculty members log in, and the system displays alist of subjects they teach during the academic year on the top page. They choose a subject title anduse specific tools for providing their students with teaching materials, quizzes, assignments,
questionnaires, information, etc. As of the spring semester of AY 2011, 30 to 40 percent of full-time
faculty members used the LMS for the “subjects provided by each school” they taught, and an
approximately 80 percent of all students used it in some forms. 6-11)
The primary purpose of the LMS is to encourage students’ self-directed studies out of the class hours.
The community function of the system facilitates online faculty-student and student-student
communications, as well as group study. Effective use of this interactive function is expected toactivate and advance students’ learning.
(3) University-wide provision of e-learning contents aimed at development of English proficiency
The above-mentioned e-learning contents have been provided since 2010 as a measure to realize theobjective of “Promoting quantum improvement in students’ English skills” as set forth in the
University’s New Medium-term Plan. Prior to the provision of the e-learning contents, since AY 2009,
KGU had implemented the TOEIC IP test, in May or June each year, for first-year students in almost
all schools (except some schools that independently conducted a placement test for new entrants andprovided English education in proficiency-based classes). (The TOEIC IP test was also compulsory for
third-year students). However, the average score of the test was not necessarily satisfactory, and there
was a growing need for greater English proficiency in business and other activities in society. In viewof this situation, the University decided to introduce a self-learning system for English study in
September 2010. This system, which has been provided for all undergraduate students currently
attending the University, uses the contents of the “new ECC online TOEIC test preparation course.”
The system is used as an e-learning tool for students’ independent study in English outside the classhours, and also as a tool for providing complementary teaching materials for English classes, by
linking the contents provided by the self-learning system and that of the class, and monitoring thestatus of students’ work on specific assignments. 6-12)450Student Support

As another online self-learning opportunity outside the class hours, the University provides materials
regarding “information ethics” for a total of 1,750 students in 14 classes of the University-wide
information science subject “basic computer science” (held in the spring and fall semester), eventhough the scale of this educational arrangement is smaller than that of the abovementioned e-learning
system for English study. While the materials on “information ethics” are intended for use outside theclass hours, students’ work on these materials is incorporated into the performance evaluation of thesaid subject. As such, the University provides ethical education adapted to the information age,achieving successful outcomes.
(4) Pre-admission preparatory education for prospective students admitted via the “entrance examination
for those with outstanding ability in sports”
The University provides pre-admission preliminary education in the form of distance learning forsuccessful applicants for the “entrance examination for those with outstanding ability in sports.” 6-13)
The University requires these applicants, whose admission is decided in the early fall (prior to theiradmission in the following spring), to take correspondence courses in English and Japanese(Mathematics for prospective students in the School of Science and Technology) at the expense of the
University. KGU thereby aims to help them develop a self-directed learning attitude, which isindispensable in receiving university education. The primary focus of this preliminary education is toencourage these prospective students to fully condition themselves to fundamental andconstantly-required learning activities, such as reading, writing and investigating. This educational
program is designed for students to submit assignments by a designated deadline, receive corrections
and comments on the assignments, and review the corrections etc. to deepen their understanding of thecontent.
In parallel with the aforementioned University-wide learning support, each school also provides
learning support programs as described below, in accordance with the specific needs of the school.
 Pre-student Program (School of Theology)
To help prospective students develop the abilities that will be necessary to study in the School of
Theology, such as the capability to learn foreign languages and the ability of reading comprehension, theSchool provides a preparatory learning opportunity by inviting the prospective students to gather in one
place prior to admission. As pre-admission assignments, the School also requires such students to choose
two books from a range of designated books, and prepare and submit book reports written inapproximately 800 Japanese characters for each chosen book. 6-14)
 Learning counseling (School of Law and Politics)
The School of Law and Politics appoints graduate students in the second half of the doctoral program of
the Graduate School of Law and Politics as tutors to support the learning of undergraduate students who
are faced with problems and anxieties in their study. Tutors provide guidance regarding study skills, suchas effective note-taking in class, how to prepare and review classes, logical writing techniques for essay
assignments, etc. 6-15)
 Supplementary class to “specialized basic subjects” (School of Economics)
The School of Economics provides the subject “Fundamentals of Economy and Economics” with theaim of grounding the students in the basic knowledge necessary for studies in specialized subjects
regarding economy and economics. Graduate students and upper-year undergraduate students areappointed as tutors to provide lower-year students with learning support in the form of a supplementary
class, which is held outside the regular class hours. 6-16)
 Basic math ability test (School of Science and Technology)
The School of Science and Technology requires new students other than those in the Department ofMathematical Sciences to take a “basic math ability test.” Students who fail to achieve a passing score451

Student Support

must take a makeup until they pass it (up to four times). Through this test, the School aims to consolidate
the students’ fundamental ability in mathematics which is essential to study as science and technology
majors.
 Assignment of learning supporters for guidance in basic seminar, English writing, etc. (School of
Policy Studies)
The School of Policy Studies has long promoted globalization in its education, as is evident in the ratioof foreign faculty members accounting for approximately one third of its entire faculty, and a large
number of classes for specialized subjects provided in English. The School appoints undergraduate
students with excellent English proficiency Learning Assistants to provide guidance in the skills ofEnglish writing outside class hours. The School also makes arrangements for a student volunteer group
authorized by the School (SCS: Student Campus Support) to provide support for new students in “basic
seminar” classes. This group cooperates with the administrative office of the School in planning andoperation of study abroad explanation sessions, seminar classes’ symposiums, etc., thereby providing awide range of support for undergraduate students in their studies in the regular curriculum, as well as intheir extracurricular activities. 6-17),6-18)<Appropriate learning support measures for students with disabilities>
The basic idea of KGU’s learning support for students with disabilities is in conformity with theprinciples grounded in the Convention on the Rights of Persons with Disabilities resolved in the United
Nations (Japan became a signatory to the convention in 2006) and the Basic Act for Persons with
Disabilities, a Japanese law amended in 2011. KG has defined its “Ideals for the University” to create a“community ‘without fences’ for learning and research.” Espousing the abovementioned principles andthe ideals, the University has long established the philosophy and goals concerning learning support for
students with disabilities, promoting a range of specific support measures.
Based on a report submitted in 1975 by the “committee for issues regarding the physicallyhandicapped,” the University established the basic philosophy regarding support for the disabled, whichsets forth the following provisions:(1) All persons have the right to education, and must be afforded equal opportunities to receive education
suited to their academic ability.
(2) Kwansei Gakuin University espouses the principles of Christianity as its founding spirit. The
University must re-interpret and realize this spirit in the context of the tangible reality involving issuesof the physically handicapped.
(3) Students have the rights to receive due services for education, along with the rights to study
independently. The enjoyment of these students’ rights must not be diminished on the basis of their
physical disabilities. 6-19)
As one of the measures specified in the New Medium-term Plan, in April 2011, the Section for
Supporting Independent Campus Life of the Academic Affairs Department and the former Student
Support Center of the Student Affairs Department were amalgamated into, and re-launched as theKwansei Gakuin University Student Support Center. The new Student Support Center was establishedwith the aim of providing disabled students with support in their learning activities and independent
campus life, as well as with student counseling (regarding mental, learning and daily life issues), while
ensuring close coordination between these services. The center is also aimed at providing relevant
consultation services for each educational institution within Kwansei Gakuin. Based on the “code of
ethics” and the “memorandum regarding confidentiality,” the center provides University-wide learning
support, as well as support for independent campus life, for students with visual, auditory, orthopedic,
developmental and/or other disabilities.
The Student Support Center has planned and implemented the necessary consultation services for452

Student Support

faculty members of educational institutions within Kwansei Gakuin, based on close liaison andcoordination between these institutions, under commission from the Kwansei Gakuin Educational Support
Liaison Council.
Support provided at KGU is characteristic in that assistance work is carried out by student staff
members (including graduate students), or “support students.” (Wheelchair assistance and sign-language
interpreting are outsourced.) This assistance system by students is aimed at helping both disabled andnon-disabled students develop themselves side by side, by promoting interaction and shared experiencethrough assistance activities. The Student Support Center cooperates with the Center for Career Planningand Placement in supporting disabled students in their job hunting, for instance, by holding “career
support seminars for students with disabilities.”
For applicants for the University’s entrance examination and prospective students who have passed theexamination, the University takes measures to help them fully understand, before admission, theUniversity’s efforts in support for students with disabilities. For those considering taking the entrance
examination, the University distributes leaflets at open house events, introducing how the University
provides support for disabled students. For successful applicants for the “general entrance examination,”
the University sends the document “Learning support, special consideration, etc. for students withdisabilities” to provide information regarding support and assistance available for such students at the
University.
<Appropriate measures for scholarships and other financial support>(1) Scholarships 6-20)
To financially support students, the University provides two types of scholarships: scholarship loans andscholarships (non-repayable).
Scholarship loans are primarily available via the scholarship loan programs provided by the Japan
Student Services Organization (JASSO). The number of eligible recipients has recently been increasing. In
AY 2011, approximately 8,000 KGU undergraduate and graduate students received the loans. Meanwhile,the use of KGU’s scholarship loans has been on the decline. As from AY 2013, the University will limit
the acceptance of loan applications to the time of students’ entrance to the University and emergencies.
The University provides non-repayable scholarships for undergraduate students under the “Kwansei
Gakuin University scholarship program.” This program is categorized into two types: Type A is intended
for students with excellent academic ability and personality, and who need support with their educational
expenses; and Type B is intended for students who seek to continue attending the University and enhancetheir academic ability, whose household finances are in extreme difficulty and who need support with theireducational expenses. The number of recipients of both types of the scholarships totals approximately 800
students. For graduate students, the University has in place the “Kwansei Gakuin University Graduate
School Bates Type 1 scholarship program” and the “Kwansei Gakuin University graduate law school Type
2 scholarship program.” Both programs are intended for students whose academic performance isoutstanding, who are dedicated to academic research, and who need support with their educational
expenses. These programs are currently used by a total of approximately 200 graduate students.
For undergraduate students whose household finances situation has suddenly changed, the University
provides the “Kwansei Gakuin University special scholarship program” and the “Kwansei Gakuin
University Supporters’ Association scholarship program.” Scholarships under these programs are provided
for students who have difficulty in paying their tuition fees due to a sudden change in the situation of theirfamily finances as a result of the death, illness, accident, bankruptcy, impact of natural disaster, etc. of thefinancial supporter of their household within the preceding one year, in principle. For graduate students,
the “Kwansei Gakuin University Graduate School special scholarship program” is applied based on thesame conditions as in the above-mentioned programs for undergraduate students. Approximately 60
453

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undergraduate and graduate students currently receive these scholarships.
In addition, the “Kwansei Gakuin University / Graduate School scholarship program for interest
compensation” is available for students who use certain specified education loans provided by financial
institutions in tie-up with the University, and who have paid interest on the loan. Approximately 10
students currently use this program.
As from AY 2013, the University will abolish the existing “scholarship program for new entrants,”
which has been applied to applicants who have achieved excellent results in the University’s “generalentrance examination”; and instead, the University will introduce a “pre-admission scholarship reservation
system (Lambuth scholarship)” by diverting part of the funds for the “Kwansei Gakuin University
scholarship program,” and thus using the resources of both existing programs. Under this new system, theUniversity decides prospective recipients of the four-year scholarships prior to their application for the“general entrance examination,” with the aim of helping individuals who strongly wish to enter KGU tochoose the University without feeling financial anxiety. This system will be useful as an inducement forsuch individuals to take the entrance examination.
(2) Introduction to part-time jobs 6-21)
As part of its effort to financially support students, the University provides information regarding secure
part-time jobs befitting students via the website “Arbeit Information Network for Students (AINES)”(3) Introduction to accommodation 6-21)
As part of its effort to financially support students, the University provides information regarding
good-quality and reasonable accommodation for students.
(4) Student dormitories 6-21)
The University possesses student dormitories, with the objectives of financially supporting students andproviding them with self-governing experience from an educational point of view. The University
supports the operating expenses of the dormitories, and rents are set at a considerably lower level thanthose for rooming houses and studio apartments in the vicinity. There are three dormitories for malestudents and two for female students.
(3) Is appropriate support provided for students’ campus life?
<Maintenance and promotion of mental and physical health; Considerations for health and safety >The University established the Counseling Room in AY 1959, which was reorganized into the former
Student Support Center in the Student Affairs Department in AY 2004, playing an important role in thedepartment. In AY 2011, the center was merged with the Section for Supporting Independent Campus Lifeof the Academic Affairs Department, into the University’s new organizational unit,“Student Support Center” to provide support and counseling for students.
The Student Support Center provides a wide range of student support, including student counselingregarding mental, daily-life and learning issues; consultation services regarding all kinds of campus-life
matters provided by staff members familiar with the University and campus information; and consultation
service regarding all kinds of legal matters by lawyers who graduated from KGU. The center has beensuccessfully operated while promoting and reinforcing cooperation and tie-ups with many organizations inand outside the University. 6-22)
In orientation events for new students, each school provides information regarding the Office forStudent Support and Counseling, explaining the content of its services provided by full-time staff
members and counselors. A support system has also been established whereby students who seek
counseling and consultation in English at the Student Support Center can be introduced to an interpreter.
<Anti-harassment measures> 6-23)454

Student Support

With a view to providing even more fulfilling educational experience, in 1999, the University
formulated the “guidelines for prevention of sexual harassment,” endeavoring to ensure that allindividuals at KGU enjoy a comfortable campus life. While reviewing the efforts made since theintroduction of the guidelines, in AY 2006, the University launched a new initiative to prevent, and takecountermeasures against “campus harassment” including “academic harassment.” The University aims tomaintain comfortable campus life by encouraging all members of the University to deepen theirunderstanding of the problem of campus harassment.
Specifically, the University has established an “anti-campus harassment committee” and installed
counselors in it. If a given problem cannot be solved by the committee or counselors, then a “campus
harassment investigation committee” is organized to solve the problem.
Since AY 2009, four “anti-campus harassment workshops” have been held independently by each school,
graduate school or other organizational unit. At the beginning of AY 2011, the University re-informed
each school and graduate school of the system that supports lecture fees for such workshops etc., andprovided materials for workshops, helping each school and graduate school conduct relevant workshops
and other training.
(4) Is appropriate support provided for students’ future careers?

SchoolTheology

Sociology

Law and
Politics

Economics

Business
Administration

Science andTechnology

Policy Studies

Human
WelfareStudiesInternational
Studies

Education<Instruction and guidance regarding students’ career choice>
The Center for Career Planning and Placement supports students in their career planning and job searchby providing career guidance events for third-year undergraduate students and first-year graduate students
in the first half of the doctoral program, as well as individual counseling services for students in search of
employment, primarily comprising fourth-year undergraduate students and second-year graduate students
in the first half of the doctoral program.
In recent years, the center has placed emphasis on the careers support in tandem with each school, withan eye to encouraging students to deepen their view of life and occupation by beginning efforts to raise
their awareness of future careers at an early stage in their undergraduate program. The details are as
follows:(1) The Center for Career Planning and Placement implements career guidance for lower-year
undergraduate students, such as career guidance for new entrants, and careers education provided
within the regular curriculum primarily for first- and second-year students.
[Number of participants in career guidance for new students in AY 2011]

Number ofparticipants(persons)

27

640

625

660

680

440

560

320

320

365

(2) The center provides career guidance for students in preparation for job-hunting (third-year
undergraduate students and first-year graduate students in the first half of the doctoral program).

455

Student Support[Number of participants]
Session

1st

2nd

3rd

4th

5th

Theme

Considering
your own careerpath

Self-analysis

Preparation of
resume and job
application

Preparation forinterview

Statement of
reasons forapplication

Number ofparticipants(persons)

2,450

2,226

2,890

1,700

2,120

(3) The center provides relevant advice, on an individual basis, primarily in individual counseling forstudents in their year of graduation/course completion (fourth-year undergraduate students andsecond-year graduate students in the first half of the doctoral program). (Counselees totaled 9,212
students in AY 2011.) 6-24)29-p13-14 The center also holds “follow-up seminars” 6-24)29-p6-7 as necessary tosupport students who have difficulties in their job search process.
(4) In October and November in 2011, the center implemented new programs (The titles translate as“understanding the realities of industry” and “understanding the realities of working people”)
6-24)29-p6-7
in which alumni talked about their view of their occupation in their individual capacity.
Through these programs, the center aimed to help lower-year students increase their awareness of
their future careers, and provide all participating students, irrespective of their year of study, an
opportunity to consider their career choice. The programs were held in the forms of panel discussion
and individual question and answer session by each business. (Participants: 453 students)(5) As seminars dealing with themes especially requiring intensive guidance for students, the center helda “practical seminar on self-analysis” 6-24)29-p6-7 and a “mock interview experience seminar.” 6-24)29-p6-7
From mid-November through early December in 2011, the center held a “mock interview experienceseminar: group interview” 6-24)29-p6-7 to complement the content “mock interview” contained in the
fourth session of the career guidance. (Participants: 927 students)(6) To accommodate the increase in the number of students from overseas, as well as the needs ofbusinesses for employment of such students, the center held “career guidance for international
students” in mid-May in 2011. 6-24)29-p6-7(7) The center conducts “on-campus business research seminars” 6-25) with a view to encouraging students
to research a wide range of businesses and industries so as to maximize the breadth of potential fields
in which they would discover their future career path.
(8) Recently, there is an increasing importance for universities to encourage not only students but also
their guarantors (parents) to renew their understanding of students’ career planning, as individuals
who most closely understand respective students. In this respect, the center implements a “seminar toconsider the campus life of your son or daughter” for guarantors of new students (May), 6-26) as well as
a “seminar to consider job search of your son or daughter” for guarantors of third-year students (June).
6-27)

Program title

Number of participants (persons)Seminar to consider campus life of your son or daughter
Seminar to consider job search of your son or daughter

600
900

<Organizational structure established for careers support>
Decision-making at the Center for Career Planning and Placement is made by the “Committee for theCenter for Career Planning and Placement” 6-28) and the “Steering Committee for the Career Design
Program Office.” 6-29) These committees primarily comprise the Assistant Deans of Academic Affairs ofeach school. The former committee discusses issues regarding support for job search and career planning,
and the latter committee discusses career education. Issues regarding employment rate reports etc., as well456

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as personnel affairs, such as employment of full-time faculty members for career education etc., arereferred to an upper-level body, i.e., the Committee of Deans or the University Senate, where relevant
report and deliberation are made. Issues regarding implementation of career education-related subjects
provided within the regular curriculum, as well as enrollees in such subjects, are reported to an upper-level
body, i.e., the Academic Affairs Committee or the Graduate School Student and Academic Affairs
Committee. The abovementioned organizational structure has enabled the range of career support systems
to be promoted as a University-wide effort.
<Appropriate careers education>6-30)
Careers support programs at the University are designed to enable students, while they are in the
University, to be aware of their own strong points (and weak points) and make the most of such strengths,
while deepening their own view of life and occupation, and clearly defining the significance of work intheir life. Through such programs, the University encourages students to develop an attitude ofconsidering their own lifestyle and occupation from a long-term perspective, while helping them becomeaware of their own strengths.
Job-hunting is positioned as a part the abovementioned long-term, self-analytic process, providing
students with an opportunity to choose the industry, type of job, and business and other organization inwhich they use their own strength. To firmly instill the idea of the abovementioned process in students, theUniversity provides the “life design program” based on close coordination between the regularcurriculum-based program, internships, the career design support program, and the extension program.
These programs place emphasis on the following three points:
Students:
 consider their own lifestyle and work, while learning from experience of graduates consider the significance of working, in the context of interaction with real-world society broaden their personality by interacting with various individuals
The “life design program,” as a whole, is aimed at helping students develop their personality, byeffectively combining the regular curriculum and extracurricular programs; the “life design subject group”
in the regular curriculum is intended to provide students with opportunities to consider their own future
through participating in the class; extracurricular activities, volunteering and other social activities areuseful to develop a comprehensive strength as an independent human being. Internships provide students
with working experience and thereby provide a valuable opportunity to consider the significance ofworking. The “career design support program” contains a variety of career support programs aimed at
equipping students with higher-level skills conducive to career development, as well as supporting theirjob search. An “extension program” is also provided for students who seek to develop their careers
through obtaining specific qualifications and certificates.
In the abovementioned programs, the University provides diverse contents enabling all students,
including lower-year students, to acquire the abilities and skills that are required in various fields insociety. Among these contents, for “career seminar,” the University invites diverse lecturers, such as
renowned figures and KGU alumni who are working at the forefront of their respective fields in society,as well as presidents of major businesses that lead the Japanese economy. The “career seminar” also
features group work, in order to help students acquire the basic abilities and skills necessary to work insociety. The University implements the growth-business internship program in cooperation withapproximately 10 businesses every year. This program is open to all students, including first-year students.

2. Check and Evaluation

457

Student Support(1) Matters showing improvement<Instruction and guidance regarding students’ career choice>
Since the collapse of Lehman Brothers in 2008, the situation surrounding the Japanese economy
remains harsh. Despite these severe circumstances, the University has maintained a high level of students’
employment rate. This is because the range of programs provided by the Center for Career Planning andPlacement have achieved positive effects individually and in coordination with one another. The following
is a report on the three major programs:(1) Career guidance for new entrants
The center implements career guidance for new students at an early stage, shortly after their entrance tothe University. Originally initiated as a guidance event held in a couple of schools, career guidance was
finally conducted in all schools in AY 2011. The center holds this guidance not as an event merely focusedon equipping students with know-how in job-hunting but as an occasion to communicate to them themessage that they should not waste their university days, which constitute the best period in their lifetime
to enhance their sensitivity and develop and display their unique characteristics.
In AY 2012, in three schools, career guidance for new students was implemented not on the day of theentrance ceremony or the following day but approximately one month after the students’ entrance to eachschool. Implementation of such timing is anticipated to result in even greater outcomes. The center
expects that this way of providing guidance will spread to other schools.
(2) Career guidance for third-year students
This guidance has been proved to be effective in that the employment rate of students who participatedin one or more sessions of the guidance was 15 points higher than that of those who did not participate init. 6-31)(3) Individual counselingIndividual counseling is an indispensable aspect of support in the job search process, since different
students have different values, views of life and views of occupations, and also differ in the progress of
their job search. The center recognizes an increased necessity for individual counseling especially forrecent students. The center has therefore assigned a larger number of counselors and has streamlined theformalities of arranging appointments with counselors, resulting in a sharp increase in the number ofstudents receiving counseling. 6-24)29-p6-7<Organizational structure established for careers support>(1) Reorganization into the Center for Career Planning and Placement
On April 1, 2006, the former Student Placement Section of the Student Placement Department was
reorganized into the Career Planning and Placement Section of the Center for Career Planning andPlacement. The Career Design Program Office was also established within the new center. The center has
since operating as an organization permitted to provide subjects within the regular curriculum.
The former Student Placement Committee was renamed the “Committee for the Center for Career
Planning and Placement,” and it was decided that each school would appoint, as its representative to the
new committee, the Assistant Dean of Academic Affairs, who is a member of the Administration of eachschool, in principle. As a consequence, the content of discussions at the new committee is communicatedto the Undergraduate Faculty Board of each school in a more proper and influential manner. Around Junein each year, the “Committee for the Center for Career Planning and Placement” organizes a meeting to
exchange views with the Dean, the committee members and the School Administration members of eachschool, regarding the cross-tabulation data indicating the results of the students employment in theprevious academic year, in relation to the form of entrance examination via which the students wereadmitted to the school, their ranking in academic performance, and participation in extracurricular458

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activities and other programs while in the school. This meeting has encouraged understanding at eachschool of students’ job-hunting activities, and has also provided a useful, factual ground in designing of a
new curriculum by each school, as well as in review of the list of high schools for “admission based onrecommendation by ‘designated school.’”(2) Osaka Umeda Branch Office
In AY 2007, on Osaka Umeda Campus, the Center for Career Planning and Placement set up andinitiated a trial operation of its Osaka Umeda Branch Office, to which the center’s staff members wereassigned in rotation. In AY 2008, the branch office was officially launched. Since then, it has been staffedwith regular members both in managerial and staff positions. By taking the locational advantage of central
Osaka, the branch office has steadily increased its value, especially as an office to provide support for
students on the way to/back from a visit to a company etc., as well as an office to accommodate visits by
personnel members of businesses responsible for recruitment.
In the height of job-hunting season, from February through May, the branch office is visited by a larger
number of students than the center’s main office on Nishinomiya Uegahara Campus. Staff members who
usually work at the office on Nishinomiya Uegahara Campus are assigned to the branch office in Umeda
during this peak season so as to accommodate the active demand of students. The number of users of the
branch office on Osaka Umeda Campus, including students and visitors from businesses, has been
increasing year by year.
(3) Employment of fixed-term faculty members
The Career Design Program Office in the Center for Career Planning and Placement has provided anincreasing number of programs within the regular curriculum. However, faculty members assigned to theoffice are primarily based in other schools or graduate schools within the University, and therefore, theirteaching burdens are reaching the limits. In view of this situation, after completing related formalities
involving other organizations in the University, it was approved for the office to employ fixed-term
faculty members in and after AY 2013. This new employment is expected to result in enhancement in boththe variety of subjects and the quality of the content.
<Appropriate careers education>
The Center for Career Planning and Placement (the Career Design Program Office) and the Academic
Affairs Department provide multiple subjects regarding careers education in the regular curriculum. It has
been proved that students who register for, and obtain credits of at least one such subject tend to achieve a
better result in their job search, as compared to those who do not enroll in any subject. (In AY 2011, theemployment rate of the former group was approximately seven points higher than that of the latter group.)
The following is a report on major two programs (seven subjects) for careers education.
(1) Internship lecture and seminar
Since AY 2005, the subjects “the self in society” (“internship lecture”) and “social skills and teamwork”(“internship seminar”) had been provided under the management of the Academic Affairs Department.
Since AY 2006, in which the Center for Career Planning and Placement was established, the said subjects
have been provided as part of the program managed by the center. “Internship practicums” have also been
provided since AY 2006.
The number of classes and enrollees in each program in AY 2006 were as follows: two lecture classes
recorded enrolled by 415 students; five seminar classes by 146 students; and practicum by 44 students. To
accommodate the increase in the number of students seeking to register for these classes, the center took
measures to expand each program. As a result, in AY 2011, the lecture program was provided in fourclasses for 1,003 students, the seminar program was provided in 15 classes for 616 students, and thepracticum program was provided for 100 students.
Regarding the practicum, since AY 2009, the center has limited the number of places for enrollment to459

Student Support

100 students, due to difficulty in securing companies that accept internship students, the gap between
students’ intended workplace and actually available workplace, the increase in the number of otherinternship programs, and other reasons.
The center distributes follow-up questionnaires to students in all programs. The results indicate thatstudents who enrolled in lecture and seminar classes are extremely satisfied with their respective programs.
These programs greatly attract their interest. This is also evident in the fact that the number of attendees in
the relevant classes does not decline throughout the semester.
(2) Career seminar
Career seminars have been provided since AY 2007, consisting of the subjects “career seminar A,”“career seminar B” and “career seminar C.” All three subjects commonly place emphasis on group work,and are provided in instruction style where students are required to solve a given problem in a team. In AY2010, the center introduced a new subject “career seminar: advanced.” Regarding the pre-existing subjects,
it was changed so that each subject was provided one semester earlier than the semester for each subject
implemented in and before the previous academic year. In AY 2012, the form of implementation of thesubject “career seminar A” was changed from an intensive lecture to a program provided throughout asemester. As such, the career seminar program has steadily been enhanced and advanced year by year.
(2) Matters that need to be improved<Instruction and guidance regarding students’ career choice>(1) Job search handbook
The “job search handbook” constitutes a textbook on how to proceed with job-hunting, which isprepared independently by the Center for Career Planning and Placement. The handbook provides a wide
range of information, such as the overall process of job search, preparation of job applications, preparation
for and attitude at interviews, and tips useful to break a possible impasse during job search. The content iswell adapted to the level of job-hunting activities by KGU students, receiving high evaluation from
graduates and students who have completed their job searches.
Meanwhile, there are a considerable number of students who do not fully use this handbook for their job
search, primarily referring to related books available at bookstores. KGU’s job search handbook covers
the content most relevant to KGU students, and the center is confident in the quality of this handbook. At
the same time, however, the center also recognizes that the handbook will have no practical value unless it
is read by students. In recent years, the center has made improvements in how to edit the content. It isnecessary to concede the tendency to “aliteracy” among recent students, review the layout and thestructure of pages, and thereby design the handbook in a way that will induce students to read it.
(2) Career guidance for new entrants
By AY 2011, implementation of career guidance has been expanded to all schools. However, someschools have allocated only a small portion of time, for instance 15 minutes, for the guidance, as part ofthe orientation event held immediately after the entrance ceremony. In a sense, career guidance for new
entrants is more significant than that for third-year students. The center must explore more effective ways
to implement the guidance for new students, such as allocating a larger amount of time to the guidance
program, and implementing the guidance at a later date some time after the entrance ceremony.
<Appropriate careers education>(1) Internship lecture and seminar
Currently, the capacity of these programs is not sufficient to accommodate all students who seek toenroll in them. It is necessary to further expand and enhance these programs, against the background of
the recent growing need for enriched career education, and in consideration of the Standards for460

Student Support

Establishment of Universities. In reality, however, there are some problems to overcome at a practicallevel, such as employment of competent instructors and securing of classrooms. Regarding the issue of
instructors, final arrangements are currently underway primarily for the employment of fixed-term faculty
members in and after AY 2013, as described in the previous section.
(2) Recognition-based internship practicum
As described in the previous section, since AY 2009, the number of enrollees in the “internshippracticum” program has been limited to 100 students. In parallel with this restriction, the center has
introduced the subject “recognition-based internship practicum” as a relief measure for students who havealready obtained credits of the subject “internship seminar” and cannot participate in the practicum.
Through this subject (“recognition-based internship practicum”), students who participate in an internshipprogram can obtain a specified number of credits regardless of whether the program is introduced via the
University or not, insofar as the program satisfies specific prescribed standards.
However, the number of applications for this subject remains extremely low, standing at one or two
students per year. The center must identify the reason for this low enrollment number (e.g., whether this is
attributable to the fact that the credits obtained from this subject are not counted into the credits requiredfor graduation, or to some other reasons), and must encourage students to apply for the subject. The centermust also make efforts to obtain more information regarding the status of students’ participation ininternship programs.

3. Development Measures for the Future(1) Matters showing improvement
In the abovementioned career seminar, a system has been established whereby students can receive
advice from alumni who have already been working in society, before the student groups makepresentations on the conclusion they reach regarding an assignment worked on during the seminar. Thissystem has led to a virtuous cycle in which alumni, who were enrolled in the seminar in an early stage
after its establishment, return to the class to provide advice to the current students. At KGU, the career
seminar and other educational programs are provided to cultivate students’ total personality in line withthe basic concept imparted to its school symbol, the crescent moon. While actively working for the benefit
of society, KGU graduates return to the University from time to time to provide advice to the current
students, who later go out into the world in turn and return to the University to support the development ofstudents in the next generation. The purpose of the introduction of the career seminar is to develop
individuals capable of working tenaciously on a challenging task and achieving remarkable outcomes.
While achieving this purpose, the career seminar has also facilitated creation and strengthening of theabovementioned virtuous cycle, which has helped alumni maintain a sense of solidarity even after
graduation, interact with other graduates working in different industries, and expand the possibility of
their new business opportunities. The career seminar has thus achieved more valuable outcomes thaninitially expected. As a private university, KGU values, and will value, this virtuous cycle as an important
advantage, and as one of its assets.
(2) Matters that need to be improved
Regarding the organizational structure established for careers support, the Center for Career Planningand Placement aims to provide an equal level of service throughout our four campuses. The center is thesole organization in the University to conduct the same operations on four campuses as a single
461

Student Support

organizational unit, and frequently faces challenges in equalizing the level of services it provides. On
Kobe-Sanda Campus, where new departments have been established, the number of students has beensteadily increasing. However, the center’s office on this campus is smaller in area than that on
Nishinomiya Uegahara Campus, and is also understaffed in relation to the number of students it
accommodates. Dissatisfaction has been gradually growing among the students. Construction of a newbuilding has began on Kobe-Sanda Campus, and upon completion, the office is slated for relocation fromthe current building to the new one. Therefore, the problem of inadequate office space on this campus is
expected to be solved. Next, the center needs to address the issue of staffing. Apart from individual
opinions of students, as an organizational policy, the center will achieve better staffing to provide serviceson the same level throughout all four campuses.

462

Chapter 7

Chapter 7
Educational andResearch Environment

463

Educational andResearch Environment

Educational andResearch Environment

1. Current Status(1) Have policies been clearly established regarding development and improvement of
the environment for education, research, etc.?
Regarding basic policies for improvement in the educational and research environment, in 2004, theeducational foundation of Kwansei Gakuin (KG) and Kwansei Gakuin University (KGU) jointly
established the “committee for comprehensive campus development planning,” discussing basic policies
regarding plans primarily for the development and improvement of Nishinomiya Uegahara Campus andKobe-Sanda Campus. In parallel with the discussion by the abovementioned committee, the “third Mid- toLong-term Management Plan (AY 2005―AY 2012)” was formulated, which contained a range of issues
concerning planning for the establishment of new schools, construction works of athletic grounds,
construction works for improvement on Kobe-Sanda Campus, and improvement in the information
environment.
To implement the abovementioned plan for construction of athletic grounds, KG newly obtained a site
adjoining Nishinomiya Uegahara Campus in May 2004, and relocated the facilities for extracurricular
activities to the new site in AY 2006, thereby solving the preexisting problem of small physical area
provided for such activities. On the former site of the facilities for extracurricular activities, KG newly
constructed Building G, where the School of Human Welfare Studies was established in 2008.
Upon the merger with Seiwa College in 2009, KGU established the School of Education, as well as
Nishinomiya Seiwa Campus. In 2010, Building G was enlarged to house a new school, the School ofInternational Studies.
As part of the abovementioned construction plan on Kobe-Sanda Campus, new buildings for common
use and experiments were built, and the existing buildings were renovated, in order to accommodate theaddition of new departments and an ensuing increase in the number of students in the School of Policy
Studies and the School of Science and Technology.
Meanwhile, in 2008, KG formulated the New Strategic Plan, as well as the New Medium-term Plan,
which sets out specific measures to be implemented within five years from 2009 in order to achieve the
New Strategic Plan. In the framework of these plans, measures for improvement of the University’s
educational and research environment were compiled into a unified plan.
In line with this plan, in 2011, the University reconstructed the Faculty Offices building on Nishinomiya
Uegahara Campus, as part of the “development plan for the northwest part of the campus.” Construction
work is continuing on this campus, including reconstruction of the buildings for the School of Sociology,
and establishment of common learning spaces. On Kobe-Sanda Campus, construction work based on the
New Medium-term Plan is underway, including establishment of “Commons” for amenity for the students.
(2) Is a sufficient amount of space for school sites and buildings secured, along with asufficient level of facilities and equipment?
KGU conducts education and research on four campuses: Nishinomiya Uegahara, Kobe-Sanda,
Nishinomiya Seiwa, and Osaka Umeda. On all campuses, the University has developed and improved thefacilities and equipment in a well-planned manner, based on the Mid- to Long-term Plan implemented
throughout the University. As of AY 2012, the total area of the school sites stood at 583,118.62 m2, wellexceeding the minimum requirement (219,100 m2) stipulated in Article 37 of the Standards for
Establishment of Universities.
As of AY 2012, the total area of the school buildings stood at 251,436.54 m2, well exceeding theminimum area of school buildings (100,682 m2) stipulated in Article 37 (2) of the Standards for465

Educational andResearch Environment

Establishment of Universities.
The University’s campuses feature Spanish Mission-style buildings. Construction of school buildings inthis style has been maintained since 1929, when school buildings were relocated to the current
Nishinomiya Uegahara Campus. In consideration of the minimum percentage of green area out of theschool site area as prescribed in an ordinance of Nishinomiya City, the University constantly takes care of
the trees and flowers on its campuses, maintaining a pleasant landscape while respecting the harmony
between greenery and constructions.
1) Maintenance and management of school sites, buildings, facilities and equipment
Buildings, fixtures, furnishings, supplies, information-related equipment, and other facilities andequipment are appropriately maintained and managed in conformity with related regulations, by the
Facilities and Grounds Department, the General Affairs Section, the Finance Section, the Information
Systems Office, the Center for Research into and Promotion of Higher Education, and other relevant
departments and sections.
Use of each facility and equipment, etc. is managed by the department, section and other organizational
unit in which the facility etc. is installed. Information-related equipment (including LAN and audiovisualapparatuses) is primarily managed by the Information Systems Office and the Center for Research intoand Promotion of Higher Education. Maintenance and management of other facilities (buildings),
machinery and equipment, electric installations, water supply and sewerage systems, and elevators areundertaken by the Facilities and Grounds Department. As part of its responsibilities for maintenance andmanagement of facilities (buildings), the department implements interior and exterior wall painting, as
well as waterproofing works, as necessary. Maintenance and management of most equipment, machinery,
apparatuses, etc. on University campuses are outsourced to external companies under proper contract.
2) Ensuring safety and health(1) Asbestos removal
In 2005, the University began investigating on-campus buildings containing asbestos. Since then, theUniversity has allocated a certain amount of budget based on an annual plan for conducting works toremove or enclose the asbestos, thereby ensuring safety of building users. In AY 2013, the University is
expected to complete a series of works for eliminating hazards of free-floating asbestos from all
campuses.
(2) Earthquake-proofing
Since 2003, the University has investigated the level of seismic resistance of all its buildings
constructed before 1981, when the Building Standards Act was amended to provide newearthquake-resistance standards. Regarding buildings that were proved not to satisfy the standards, theUniversity has allocated a budget based on an annual plan, as in the case of asbestos removal, and has
implemented seismic reinforcement works since 2005. As of 2012, of 54 buildings to be investigatedfor seismic resistance (i.e., buildings constructed prior to 1981), four buildings had undergone theinvestigation while seismic reinforcement works had not been implemented, and five buildings had yet
to undergo the investigation. Other buildings have been proved by the investigation to satisfy theearthquake-resistance standards, or relevant earthquake-proofing works have been completed.
(3) Water supply
Approximately 90 percent of the amount of water supplied on Nishinomiya Uegahara Campus isobtained from two wells. The pumped water is purified at each well before being distributed on campus.
This water supply system using the well water has been designated as a facility for “private watersupply.” Its water quality management and facility maintenance is outsourced to an external company
specializing in such management, ensuring rigorous sanitation management under the supervision of
the public health center. Meanwhile, the dining division on Nishinomiya Uegahara Campus, as well as
Kobe-Sanda and Nishinomiya Seiwa campuses, uses the public water supply system, entailing no466

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sanitary problems. Inspection and cleaning of water tanks and related facilities on campus are
conducted in a rigorous manner.
(4) Security Center
The University has ensured campus safety and security by outsourcing tasks of guarding at the Main
Gate, night watch and on-campus patrolling to specific security companies. In addition to this, theUniversity established the Security Center in 2012 behind the porter’s lodge at the Main Gate of
Nishinomiya Uegahara Campus, as a base for protection against disasters and crimes. The center is
primarily responsible for daytime guarding at the Main Gate and on-campus patrolling. The center isalso staffed during the night. Since a municipal road runs through the campus, guards are assigned to
daytime duties, endeavoring to ensure safety, by ensuring safe passage of students and faculty and staff
members and maintaining proper use of bicycle parking lots. Regarding Nishinomiya Uegahara
Campus and Nishinomiya Seiwa Campus, the University arranges that guards are placed at and in thevicinity of their respective nearest stations to control the busy traffic along the streets to ensure thesafety of students going to and from each campus.
The establishment of the Security Center has enabled the University to manage and monitor fire
alarms, security cameras, burglar alarms and electric locks of each building in a unified manner, while
such devices were previously managed separately. This has resulted in the establishment of a systemenabling quick response involving not only the campus but also the police and the fire department. It
has been decided that the campuses are to be used as disaster prevention bases (shelters) in the case ofnatural disasters and other emergencies. Specific planning is currently underway.
(5) Cleaning
Cleaning in all buildings is conducted by external companies, with which the University has
concluded written agreements on specific conditions for outsourcing.
(6) Safety committee
Upon construction works, the safety committee is convened by the Head of the Administration
Department to discuss safety measures during the construction period, such as securing of safe
passages, selecting of routes for construction traffic, and placement of guards.
(3) Do the library and academic information services function properly?
The University Libraries collect, classify and archive academic information materials, in order toprovide users with such information in an expeditious and proper manner, as facilities serving as academic
information bases for supporting the philosophy and objectives of the University’s educational andresearch activities.
<The status and appropriateness of the collection of books, academic journals, electronic
information and other materials>
1) Systematic collection of a sufficient amount of academic information
KGU possesses a total of approximately 1.94 million books, 17,000 titles of academic journals, and38,000 audiovisual materials (as materials registered with the University Libraries). Of the 1.94 million
books, approximately 1.65 million books are held by the Library on Nishinomiya Uegahara Campus, andapproximately 290,000 books by the Library on Kobe-Sanda Campus (Library and Media Center). The
University Libraries also provide 82 types of online database, 39,595 titles of online journals, and 27,592
titles of electronic books. In an effort to enable effective and efficient support for the University’s
educational and research activities within a limited budget, the University Libraries devise various
measures regarding book selection and increase in their book stock. Budget for “library materials
expenses” is allocated to and used by the University Libraries, schools and other organizational units.
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Selection of books relevant to coursework, as well as reference library materials, is undertaken by a bodyfor book selection established within the University Libraries, under the Dean of University LibraryServices. Selection of highly specialized library materials for research purposes is entrusted to bodies forbook selection established within each school etc. Books and materials selected at each book selection
body are checked for duplication before placing orders, avoiding duplicate purchase of same books andmaterials. As such, the University Libraries endeavor to collect books and materials in an efficient andsystematic manner. The University Libraries newly accept, register and make available approximately
40,000 books and materials at the library on Nishinomiya Uegahara Campus, and 10,000 books andmaterials at the Kobe-Sanda Campus Library and Media Center, on an annual basis. 7-1),7-2)
To enhance their function for collecting books and materials, the University Libraries have introduced a“book selection advisory system,” whereby Libraries aim to obtain information regarding appropriate
books and materials to be selected and placed in the Libraries, from faculty members appointed asadvisors in each field of specialization by the Dean of University Library Services. The University
Libraries aim to provide faculty members with support for their class instruction through the “designatedbook purchase system,” whereby the Libraries purchase books that faculty members intend to have theirstudents read in the classes. For the convenience of graduate and undergraduate students, the Libraries
have in place a “book purchase request system” to purchase books and materials necessary for theirresearch and learning activities. The University Libraries have also established a “special book purchasefund” to obtain expensive and valuable collections of books and materials that cannot be purchased within
the ordinary budget of “library materials expenses.” The Libraries purchase collections of such books andmaterials within the amount of the interest earned through the fund’s management.
2) Improvement in the environment for use of academic information(1) System for organization and provision of academic information
To appropriately manage its academic information, the University has ensured unified managementof library operations covering more than one campus, by introducing a computer-based system toorganize and provide academic information, which is adapted to the network system. The University
selects and organizes library materials primarily based on a catalog system provided by the National
Institute of Informatics (NACSIS-CAT), as well as bibliographical information provided by OCLC andother organizations, MARC formats established by publishers, and the order systems with bookstores.
The University has achieved stable operation of online library system, enhanced system operability,
ensured efficient work operations by reducing burdens from system development and operation, andprovided high quality user services by enhancing functions of the online catalog (OPAC). As afoundation for high quality user services, the University has formed, and maintains, a catalog database,enabling students and faculty members to efficiently obtain information regarding library materials. Asof the end of March 2012, the University’s library system provides users with access to databases
containing catalog data of approximately 1,978,000 library materials. The number of visits to the
OPAC amounted to 1,913,521 in AY 2011. In accordance with the abovementioned enhancement in thelibrary/catalog system, the University has seen a steady increase in the number of admissions to the
University Libraries and circulation of library materials. 7-3),7-2)(2) Effective organization of library materials by outsourcing
The University Libraries annually outsource the task of organizing approximately 25,000 librarymaterials, especially new titles of domestic publications. Outsourcing of library materials organization
is primarily limited to new domestic publications, due to the lower organization fees for such
publications than those for foreign books; outsourcing the organization of domestic publications isfavorable in terms of cost-effectiveness. In addition to new domestic publications, in AY 2011, theUniversity Libraries outsourced the organization of part of the library materials intended for use in
newly established schools and departments, i.e., materials for the School of Policy Studies, the School
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Educational andResearch Environmentof Science and Technology, the School of Human Welfare Studies, the School of Education and the
School of International Studies.
(3) Maintenance, management and operation of information processing devices etc.
Servers and PCs installed in the University Libraries are connected to the University’s internal LAN,through which users can access a variety of information provided within and outside the Libraries. A
total of 142 PCs are provided for use at the Libraries. Users can use functions provided by the
University’s Center for Research into and Promotion of Higher Education, which are based on word
processor, spreadsheet and Internet applications; as well as functions provided by the University
Libraries, such as online catalogs and DVD-ROM search. Library users can use the PCs installed ineach floor to prepare their essays and papers, send e-mails, and freely access the online databases,
online journals, etc. to which the Libraries subscribe to provide for their users.
The library systems are primarily maintained, managed and operated by full-time staff members
assigned to these tasks. The library systems are divided into several sub-systems, such as book
management, periodicals management, and circulation/return management. Staff members are assigned
to each sub-system so as to ensure smooth daily running of each system and provide operational
training for other staff members and users.
(4) Information dissemination from the University Libraries
The University Libraries’ section on KG’s official website provides updates of the Libraries’
information, including general information for users, hours of operation, and news regarding the
Libraries. The same section on the website also provides links to relevant information on the Internet,
and serves as a portal site for use of OPAC search, online databases, online journals and e-books. In AY
2011, the University drastically renewed the design of the Libraries’ webpage and changed the search
procedure for online databases, achieving greater ease of searching. In AY 2011, the total number ofvisits to the top page of the Libraries’ section amounted to 315,777.
With the aim of widely disseminating information regarding its research achievements on a global
scale, the University launched operation of the Kwansei Gakuin University Repository (KGUR) in AY
2007. As of the end of March 2012, the KGUR held 6,420 registered contents, which had been read by375,335 visitors. While the number of readers of the KGUR contents decreased slightly from theprevious academic year, the number of registered contents increased 1.38 times, and is expected toincrease further in the future. Since AY 2003, the University has continuously been creating digitalarchives of rare books and materials it possesses. As of the end of AY 2011, the University provided
several digital collections, such as “hand-written manuscripts and autograph letters of economic
thinkers,” via the University Libraries’ section on KG’s official website. 7-2),7-4)
3) Information literacy education
Recognizing “library literacy” as a part of the “literacy” that students must acquire during their first yearof study, the University Libraries provides workshops regarding information search in the classes of“basic seminar” for first-year students, in cooperation with schools and their faculty members. In AY 2011,
the Libraries provided such workshops for 396 classes of “basic seminar.” In addition to these, theLibraries also provide, throughout the academic year, other workshops for improved information literacy
for students in “research seminar” classes, while adapting the workshop content to their objectives andfield of specialization. 7-2)
<Size of University Libraries; Assignment of qualified librarians and other staff members withspecific expertise; Hours, reading rooms, information search facilities and other conditions for use of
Libraries>
1) Size of the University Libraries
The University Libraries comprise the Nishinomiya Uegahara Campus Library and the Kobe-Sanda
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Campus Library and Media Center. Both libraries provide a rich environment for research and study. The
building of the Nishinomiya Uegahara Campus Library, which opened in 1997, has three floors above
ground and two basements, a total area of approximately 20,000 m2, a seating capacity of 1,790 users, anda collection capacity of approximately 1.5 million books and materials. The Kobe-Sanda Campus Libraryand Media Center, which was relocated to a new building in 2009, has a total area of approximately 4,000
m2, a seating capacity of 528 users, and a collection capacity of 400,000 books and materials. 7-5)2) Assignment and development of staff members with expertise
As full-time staff members to support a range of services provided by the University Libraries, theUniversity assigns 24 members (including 17 qualified librarians) to the Nishinomiya Uegahara Campus
Library, and three members (including three qualified librarians) to the Kobe-Sanda Campus Library andMedia Center. For non-full-time staff positions to assist full-time members, the University primarily
employs individuals with work experience at other university libraries or at businesses related to libraries.
Regarding human resource development in the University Libraries, the University aims at developmentof staff member’s capabilities, with an eye to enabling them to accommodate changes in the information
environment, and the diverse needs in various aspects of education and research. To achieve this aim, theUniversity sends library staff members to a variety of training programs and workshops which areprovided by the Ministry of Education, Culture, Sports, Science and Technology, the National Institute ofInformatics (NII), the Kinki Regional Academic Libraries Initiative, the Japan Association of Private
University Libraries, and other organizations. The University also provides training programs andworkshops within each University Library. To obtain up-to-date information regarding electronic
information materials and repositories, the University sends library staff members to relevant seminars
and other events organized by related companies. By holding regional workshops regarding NII’s catalog
system, in which KGU’s staff members serve as instructors, the University has contributed to thedevelopment of staff members who are in charge of catalog management in other universities.
Two full-time library staff members directly contribute to the University’s education by teaching, as
part-time instructors, the subjects “structure of school library media” and “effective use of information
media,” which are provided in the curriculum of the University.
3) Maintenance of appropriate environment for library users
The University Libraries open from 8:50 a.m. through 10:00 p.m. on weekdays during the semester(Saturdays: from 8:50 a.m. through 6:30 p.m.), and from 8:50 a.m. through 6:00 p.m. between semesters(Saturdays: as per weekdays). In AY 2011, the total number of admissions to the Nishinomiya Uegahara
Campus Library amounted to approximately 826,000 users, and that of the Kobe-Sanda Campus Libraryand Media Center stood at approximately 295,000 users. The circulation per student during the sameacademic year averaged 12.8 books/materials. The University Libraries are frequently used, as evident in
the upward trend in both the admissions and circulation in recent years. The Libraries also open on
Sundays during the semester, and Saturdays during summer holidays. In AY 2011, library services were
provided for 313 days by the Nishinomiya Uegahara Campus Library, and for 314 days by the
Kobe-Sanda Campus Library and Media Center.
For internal interlibrary use between the Nishinomiya Uegahara Campus Library, the Kobe-Sanda
Campus Library and Media Center, the Seiwa Junior College Library (on Nishinomiya Seiwa Campus),etc., an interlibrary loan system has been established and operated in a satisfactory manner. In AY 2011,
approximately 10,000 books and materials were loaned between libraries on different campuses. 7-3), 7-2)
In addition to the seats for ordinary users, the University Libraries also provide seats that are intended
for specific types of use by students and faculty members, such as seats in the rooms for group reading,private research rooms, and booths for users of audiovisual materials. Consideration is given to creating a
comfortable and convenient environment for use, by locating seats adjacently to book stacks on each floor.
To allow for use as a venue of research presentation sessions and workshops in which library materials are470

Educational andResearch Environment

used, the Library on Nishinomiya Uegahara Campus has a library hall with a seating capacity of 100 users.
All library buildings feature a barrier-free design with no steps on each floor. Sufficient space is secured
between stacks for wheelchair users to turn around. Special reading rooms are also provided where users
can read library materials aloud in person for other users with visual impairments. In this way, carefulconsideration is given to ensuring the convenience of users with disabilities.
<Establishing systems for mutual provision of academic information with other educational andresearch institutes in and outside Japan>
With a view to expediting organization of library materials to be provided for users and standardizing
catalog information, the University Libraries have participated in provision of the catalog system
NACSIS-CAT since 1987. As part of the joint and shared nationwide effort to prepare a catalog, theUniversity Libraries have registered and disclosed data of their library materials via the NII’s
comprehensive catalog database, thereby providing their information to other universities and institutions.
1) Interlibrary loan system with other universities etc.
To provide users with library materials that are not held by the University, the University has established
an interlibrary loan system with other universities etc. For interlibrary cooperation with Japaneseorganization, the University has concluded an agreement between four universities in the Kansai region(Kwansei Gakuin University, Kansai University, Doshisha University and Ritsumeikan University), an
agreement with the Hanshin district council of the Japan Association of Private University Libraries, andthat with the Hyogo Prefecture Council of University Libraries. The University has also participated in the
NII’s NACSIS-ILL (interlibrary loan) system. Through these agreements and the ILL system, theUniversity has efficiently responded to the requests of users for photocopying of literature and materials
possessed by other universities etc., as well as loans of actual library materials.
Regarding library materials that are not available within Japan, KGU requests foreign university
libraries and special institutes to loan necessary materials to the University Libraries, for the sake of
convenience in educational and research activities at the University.
2) Cooperation with local community
As part of the effort to support lifelong education for local community members, since AY 1998, theUniversity Libraries have been open to 200 residents of 20 years of age or older who live in the vicinity of
the University, for a charge (one year: 6,000 yen; half a year: 3,000 yen). For the quota of 200 places forthis community use, the University accepts applications from approximately 200 individuals annually,
primarily from residents of Nishinomiya City, Sanda City and Takarazuka City. The University Libraries
annually organize and hold at least four library exhibitions open to the public, under a variety of themesthat interest local residents. In autumn each year, the University provides lecture sessions regarding rareand valuable academic library materials possessed by the University Libraries, receiving favorable
response from local residents.
The University Libraries have promoted cooperation with local libraries on the basis of the interlibrary
use agreement with the Nishinomiya City Library and the Sanda City Library, which was concluded in AY
1998. While the number of residents who use services under this agreement is not necessarily large, theUniversity Libraries continue their efforts to support the lifelong learning needs of local residents. The
main content of this interlibrary cooperation agreement includes loans of actual library materials,
literature photocopying, and reading at each library.
3) Participation in consortiums regarding academic information
Establishing a better system for contracts regarding e-journals and other electronic resources is anurgent issue for universities. KGU has participated as a managerial university in the Private and Public
University Libraries Consortium (PULC) since AY 2003, and as a steering committee member in theJapan Alliance of University Library Consortia for E-Resources (JUSTICE) since AY 2011, thereby
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contributing to the establishment of a firm basis for academic information management in Japan.
(4) Have an appropriate environment and conditions been established to support
education, research, etc.?
<Establishment of facilities and equipment suited to the features of the curriculum, the number ofstudents, teaching method, etc.>
1) Initiatives for support in accordance with the features of the curriculum
In consideration of the unique characteristics of the curriculum of each school and graduate school, theUniversity introduced the system of “funds for revitalization of education and research” in AY 2009 basedon the proposal by the President. This is a system to promote “internal GP” (good practice within theuniversity), aiming at supporting “basic research” and “efforts (projects) for revitalization of education
provided by each school/graduate school.” Under this system, the University subsidizes specificallydefined themes of “basic research,” the applications for which are made by faculty members, as well as
specifically defined themes of “efforts (projects) for revitalization of education provided by each school /graduate school,” the applications for which are made by each school / graduate school. After completingthe subsidized research/efforts/projects, recipients are required to report the results. As such, theUniversity has supported self-directed, ambitious initiatives for advancement of education and research at
the University. 7-6)
This funding system remains effective as of AY 2012. One of the successful outcomes of this system isthe establishment of the Learning Assistant (LA) System, whereby upper-year undergraduate students
provide support for lower-year class activities for the “introductory education subjects” of each school etc.,
as well as learning support for lower-year students. 7-7)2) Establishment/improvement of educational facilities and equipment in accordance with the educational
content, the number of students, teaching methods and other conditions
Regarding Nishinomiya Uegahara Campus, consideration regarding the “development plan for thenorthwest part of the campus” had been proceeding based on the “third Mid- to Long-term Plan” for the
University. In response to the formulation of the New Medium-term Plan, the “development plan for thenorthwest part of the campus” took shape as a plan for reconstruction of the buildings for the School ofSociology, and establishment of common learning spaces for students. The first-phase construction of the
School of Sociology buildings (primarily “classroom building”) has already been completed, and thesecond-phase construction has begun (building for the administrative office and laboratories for graduate
students; and common learning spaces). Establishment of the common learning spaces was proposed withan eye to nurturing students’ spirit to learn from one another, and providing a locus where undergraduate
students can interact with faculty members and graduate students. The common learning spaces will beoffered for use in April 2014.
On Kobe-Sanda Campus, the University has launched construction of “KSC Commons” based on the
New Medium-term Plan. KSC Commons was officially named “Academic Commons.” Spaces of the
Academic Commons are designed to accommodate the purpose of supporting students’ learning, and their
extracurricular and various other activities. The Academic Commons will be offered for use in April 2013.
As part of the effort to improve educational facilities in accordance with changes in the educational
environment and methods, the University has conducted construction works to install projectors inclassrooms with a seating capacity of 50 or more students since 2008, based on the four-year plan for
installing new audiovisual equipment. After completion of this four-year plan, since AY 2012, theUniversity has been proceeding with update of the existing projectors (4×3; wide-screen capable),
installation of wide projector screens, and replacement of audiovisual equipment.
Regarding classrooms, the University has improved and expanded “Building G” on Nishinomiya
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Uegahara Campus in order to accommodate the increased admission capacity due to the establishment of
three new schools since 2008. 7-8),7-9) The classroom size and specification were decided based on the
results of a preliminary survey on the educational content and methods to be adopted in each school. The
classrooms in Building G have thus far been used without any inconvenience. Regarding aging classrooms
in buildings for the School of Economics and the School of Business Administration are slated forrenovation starting from AY 2012. These buildings will be renovated in consideration of the recent
increase in need for small-sized classrooms and rooms for seminar classes.
To accommodate the self-study needs of undergraduate students, the University provides six “PC
self-study rooms” that are open at any time (No. 2/3/4 PC rooms; multimedia self-study rooms No. 1/2;
PC training room), in addition to the self-study rooms established for each school. Room No. 101 (A: 80
students; B: 80 students) in “Lecture Hall 4” is also open to free use for self-study by students, insofar as
the room is not being used for regular class activities. As such, the University has appropriately responded
to the growing need for self-study rooms. The University provides a total of 2,149 PCs for use by students
on Nishinomiya Uegahara Campus, Kobe-Sanda Campus and Osaka Umeda Campus, including PCs forloan, along with 102 printers. 7-10) To allow students to bring and use their own PCs on campus, a wireless
LAN environment is provided in many locations on campus. 7-11)
For graduate students, in addition to self-study rooms / common laboratories established in eachgraduate school, such rooms and laboratories have also been established in the “University Library Old
Building” (“clock tower”) and “Graduate Students Services Building 1,” accommodating approximately
220 students. (“Graduate Students Services Building 1”: 154 seats; “University Library Old Building”: 70seats; Approximately 300 seats are separately provided for exclusive use by Law School students.) As
such, a rich study environment is provided for graduate students.
<Enhancement of educational and research support systems involving Teaching Assistants, Research
Assistants, technical staff, etc.>
The University has established regulations regarding Teaching Assistants, 7-12) Senior Teaching
Assistants, Administrative Assistants, 7-13) Student Assistants, 7-14) and Research Assistants. 7-15) These
regulations are primarily implemented by schools and graduate schools.
To assign tasks of educational support, schools and graduate schools employ a total of 264 students
annually as Teaching Assistants, Senior Teaching Assistants, Administrative Assistants and Student
Assistants, in accordance with the budget allocated to each school and graduate school. Regarding Student
Assistants, a relevant budget is also allocated to the Center for Common Educational Programs to employ
a total of 160 students as Student Assistants, who are assigned to the task of supporting enhancement of
information education throughout the University. Research Assistants are assigned to specificorganizational units in accordance with the availability of external research funds. Several Research
Assistants are also assigned to the University’s Institute for Advanced Social Research and the Institute for
the Research of Disaster Area Reconstruction for the purpose of invigorating and effectively promoting
their research activities.
By taking advantage of the abovementioned system of “funds for revitalization of education andresearch,” the University introduced the Learning Assistant (LA) System in the fall semester of AY 2012.
7-7)
This new system is applied to the whole University, primarily aiming at supporting new entrants to the
University, students whose directions in their study have yet to be defined clearly, and students whoselearning skills are not sufficient. The introduction of the LA System is an ambitious initiative aimed atachieving multifaceted educational and learning outcomes, such as creation of an educational environment
where students learn from one another through the framework of learning support for lower-year students
by LAs, being upper-year undergraduate students; effective class operation based on the cooperation
between class instructors and LAs; and self-development of LAs. Through this LA system, the University473

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aims to achieve “KG’s Ideals for the University,” i.e., creation of a community “without fences” forlearning and research.
The University has established four “PC support rooms” on campus in order to enhance educational andresearch support for faculty members and learning support for students. The Center for Research into andPromotion of Higher Education aims to advance education and learning in the University by promoting
wider use of the “Learning Management System” (named “LUNA” in KGU) which is operated by thecenter to support students and faculty members. 7-16),7-17) The center provides support for effective use of
the system. In AY 2011, the number of cases in which the center provided such support amounted to 1,500,
and support needs are growing year by year. Since AY 2012, the center has visited many organizational
units on campus to provide relevant support, achieving wider use of LUNA. Faculty members provide avariety of information for students via LUNA. LUNA is also used as an online administrative system foracademic affairs management, as an “Academic Web Service,” to provide various services, including
provision of information for students, and requests for students to report to the office.
<Arrangements for faculty members to secure research funds, laboratories, and time dedicated forresearch>
The University provides full-time faculty members with “individual research funds” (an annual amountof 340,000 yen) based on “Regulations Regarding Provision of Research Funds,” 7-18) and allocates themwith “academic conference travel allowance” (an annual amount of 225,000 yen), thereby supporting
faculty members in their research activities. 7-19)
Based on the Standards for Establishment of Universities (Article 36 (2)), 7-20) the University also allots
individual laboratories to full-time faculty members.
To help faculty members secure a sufficient amount of time to concentrate on their own research
activities, the University is expected to provide research support services, for instance by preparing
application documents for external research grants, implementing an accounting procedure regarding
external research expenses, and collecting and analyzing information regarding external research funding.
In view of this need, since AY 2003, the University’s Division for Research Development and Outreachhas managed, in a unified manner, administrative work regarding Grants-in-Aid for Scientific Research(Kakenhi), commissioned research, joint research with external entities, endowed research, etc., and has
provided research support services, such as preparation of application documents, implementation of
accounting procedure, and information collection and analysis. However, the division receives anincreasing number of requests for such support, and the systems of external grants/subsidies are becoming
increasingly complex year by year. To enhance the support services, the division needs to increase thenumber of staff members for these tasks, and enhance competence of the staff.
In AY 2009, as part of the New Medium-term Plan, the University developed a plan to “introduce a‘Research Coordinator System’ to reinforce and restructure research activities throughout the University,”
and assigned one Research Coordinator (contract staff member) to Kobe-Sanda Campus in AY 2011.
Since AY 2012, the University has also assigned two contract staff members, one each to Nishinomiya
Uegahara Campus and Kobe-Sanda Campus, as members to collect and analyze information regarding
external research funding and support application for external research funds. These support services havecontributed to enabling faculty members to secure a sufficient amount of time to concentrate on their own
research activities.
(5) Have necessary measures been taken to abide by research ethics?
<Establishment of internal regulations, standards, guidelines, etc. regarding research ethics>
As a research institute operated with tuition fees and public resources such as “ordinary expense474

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subsidies for private universities etc.,” the University is expected to make a positive contribution to thegeneral public, while observing research ethics by abiding by relevant laws, regulations and social ethics,
in accordance with the growing social awareness of “compliance.”
The status of the University’s establishment of internal regulations, standards, guidelines, etc. regarding
research ethics is as described below:(1) Kwansei Gakuin University Ethical Standards for Interaction with External Entities (Established
October 6, 1995 by University Senate)
These ethical standards for interaction with external entities set forth that the University should interact
with external institutions while proactively understanding the diverse needs of society and make a positive
contribution to human welfare and social progress through the outcomes of such interaction. Thesestandards are recognized as the “industry-academia-government collaboration policy.” These ethicalstandards provide a basic policy on research activities in collaboration with external entities(industry-academia-government collaboration), rather than the standards of research ethics.
(2) Accommodation to the “Guidelines for Management and Audit of Public Research Funds at ResearchInstitutions”
The University reported how it accommodated these Guidelines in terms of the following six issues tothe Ministry of Education, Culture, Sports, Science and Technology: clear definition of the responsibility
structure within the research institute; establishment of an environment to support proper operation andmanagement; identification of factors likely to cause malpractice, and development and implementation ofplans for preventing malpractice; activities for proper operation and management of research funds;
establishment of a system ensuring information communications; and an ideal way of monitoring. The
University reviews measures it takes regarding the abovementioned issues, and discloses updates via KG’s
official website.
(3) “Kwansei Gakuin University guidelines for research activities” (Established April 4, 2008 by
University Senate)
These guidelines were formulated as the code of conduct regarding research at the University. Their firstarticle provides that in application for funding, its use and report regarding use of the fund, researchers
must respect the objective of the funds and observe related statutes, notices, the University’s rules andother regulations, in consideration that the expenses for research activities at the University are supported
by payments from students, public funds and other external funding.
(4) Self-assessment checklist regarding establishment of related systems etc.
This checklist is broadly divided into five categories: increase in awareness of individuals concerned; anenvironment forming the basis for proper operation and management; identification of factors likely tocause malpractice; measures for preventing malpractice; and monitoring of research funds. Each categorycontains four check-points. This checklist indicates the University’s self-assessment results regarding how
the University, as a research institute, has advanced in terms of the establishment of an appropriate system
for research ethics. 7-21)<Appropriate establishment and operation of internal examination bodies regarding research
ethics>The University has established and operated a variety of internal examination bodies regarding research
ethics, as listed below, and has made public the regulations regarding these bodies on KG’s official
website (including the number of applications for implementation of relevant plans and the screening
results, for Items (2) and (4)). 7-22)(1) Safety committee regarding modified DNA experiments(Regulations established December 2, 1988 by University Senate)475

Educational andResearch Environment(2) Animal experimentation committee(Regulations established December 11, 1992 by Board of Trustees)(3) Safety and ethics examination committee regarding human genome / gene analysis research(Approved March 10, 2006 by Board of Trustees)(4) Research ethics committee and research ethics examination subcommittee regarding clinical research /investigation / experiment for human subjects(Approved February 10, 2006 by Board of Trustees)(5) Committee for management of conflict of interest in scientific research regarding health, labor andwelfare(Regulations established April 9, 2010 by University Senate)

2. Check and Evaluation(1) Matters showing improvement
1) Increase in the number of admissions to the University Libraries and in circulation
As a result of the “second fact-finding survey regarding use of the University Libraries” (conducted in2008), the students’ need for addition of novels to the Libraries’ collections was recognized. In response tothis need, the Libraries increased their paperback collections by introducing the Shincho Library in AY
2010, and the Bunshun Library in AY 2011. The University Libraries also increased their collections ofbooks and materials that especially interest students, such as books recommended by faculty members andbooks covered by newspaper book review sections. These new collections have been favorably received
by students, resulting in an increase in the number of admissions and circulation at the Libraries. 7-23)
2) Increase in the number of participants in information search workshops
The University Libraries provide “information search workshops” in regular class hours for first-year
students in all schools. This workshop is aimed at instructing students how to use a range of databases andhow to search library materials on the assumption that they have been required to prepare an essay in theirclass. Learning such skills is of significant importance especially for first-year students. In AY 2011, a
total of 396 seminar classes, equivalent to approximately 90 percent of all seminar classes, participated inthis workshop. According to the survey distributed to seminar instructors after the workshop,
approximately 90 percent answered that the level and the content of the search training was appropriate.
Many respondents expected that the workshop should be continued.
(2) Matters that need to be improved
1) Improvement in the environment to provide electronic information materials
To support educational, research and learning activities at the University by providing diverse academic
information including electronic information materials, the University must improve the use environmentof such information while attaching importance to its usability. This environment has not thus far beenenhanced to a satisfactory level.
2) Effective use of the budget allocated for electronic information materials
It is difficult to receive additional allocation of book budget for academic information materials forwhich a subscription contract must be concluded collectively by the University, such as online databases
and online journals. The existing budget must be used efficiently and flexibly by the whole University.
3) Necessary measures to observe research ethics
In response to the notice “Thorough efforts for proper use etc. of public research funds at research476

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institutes” (August 19, 2011 Notice by Director-General, Higher Education Bureau, and Director-General,
Research Promotion Bureau, the Ministry of Education, Culture, Sports, Science and Technology(MEXT)), the University implemented relevant investigations, which revealed a case of improper use of
public research funds (fictitious business trip: money pool), and the University reported the case to MEXT
and the Japan Society for the Promotion of Science. In connection with this notice, in April 2012, theBoard of Audit of Japan conducted an on-site inspection regarding use of public research funds at KGU
and other universities. The University received severely critical comments from the Board, which required
KGU, as a university that had submitted false accounting, to review its management and auditing system
regarding research funds, and make greater efforts to promote increased awareness for proper use of
research funds. The University must take relevant measures urgently.

3. Development Measures for the Future(1) Matters showing improvement
1) Accommodation to changes in the circumstances surrounding the University
The University will implement the “third fact-finding survey regarding use of the University Libraries”
in October 2012, aiming to identify the needs of library users and incorporating the results into thelearning support for students in the future.
2) Enhancement of information literacy education
Regarding “information search workshops” conducted by the University Libraries, the University will
arrange it so that these workshops will be treated equally to “common University-wide educational
subjects” in the first-year education program, in order to continue providing these workshops while
enhancing the content, as a program for information literacy education necessary for students in their firstyear of study.
(2) Matters that need to be improved
1) Improvement in the environment to provide electronic information materials
The University will enhance the functions of the University Libraries website, by drastically reviewing
its functions as a portal site to online databases, online journals and e-books, as well as the range of
information provided on it.
2) Securing of budget for electronic information materials
The University will reexamine the University-wide system for providing an enhanced array of librarymaterials which accommodate the increasingly diverse needs for academic information, and will secure astable level of financial resources, for instance, by establishing a system to allocate a certain percentage ofthe entire budget of the University as “common cost,” while taking into consideration the characteristics
of education and research in KGU.
3) Necessary measures to observe research ethics
KGU will identify issues to be addressed by the University, and will ensure a more sound research
environment where researchers can use research funds in a fairer and more proper manner. Specifically,
the University will implement the following measures.
(1) Greater efforts to promote increased awareness of proper use of research funds
Efforts to increase University members’ awareness for proper use of research funds have been madethrough orientation for new faculty members, which is conducted in April each year, and explanatory
seminars regarding Grants-in-Aid for Scientific Research (Kakenhi). The University will increase its
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efforts by providing explanatory seminars and workshops that are aimed at raising awareness of
research ethics among all researchers.
(2) Improvement in the management and auditing system regarding research funds
The University will improve the management and auditing system regarding research funds by
avoiding concentration of accounting functions, reviewing evidence documents accounting for travel
expenses, and checking all incoming goods purchased with “research funds.”(3) Change of payment procedure for “individual research funds” from lump-sum advance payment topayment on purchase(4) Checking of all incoming goods purchased with all types of “research funds” including the
University’s internal research funds

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Chapter 8

Chapter 8
Social Cooperationand Social Contribution

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Social Cooperationand Social Contribution

Social Cooperationand Social Contribution

1. Current Status(1) Have policies been established regarding social cooperation and collaboration?
<Definition of principles>
Universities’ missions comprise education, research and social contribution. Kwansei Gakuin University(KGU) established the “basic policy on social contribution” and the “policy on social cooperation andcollaboration” in response to the establishment of the “Ethical Standards for Interaction with External
Entities” in October 1995 by the University Senate. Recognized as the “industry-academia-government
collaboration policy,” these standards stipulate that the University is required to interact with external
institutions while proactively understanding the diverse needs of society and make a positive contribution
to human welfare and social progress through the outcomes of such interaction. 8-1)
To realize this “industry-academia-government collaboration policy,” the University established theDivision for Research Development in April 2002. In August 2003, the University formulated the“intellectual property policy,” which is aimed at “securing research achievements created in KGU in theform of intellectual property, and effectively using it to contribute to human well-being.” 8-2)
The “intellectual property policy” is structured by the following two pillars:(1) To embody the School Motto “Mastery for Service,” the University promotes
industry-academia-government collaboration by taking advantage of its intellectual property, aiming
at creating new industries. By activating “creation, securing and use of intellectual property =intellectual creation cycle,” the University reinforces its management base and accelerates academic
research as one of the missions of academia.
(2) In parallel, the University further increases its value by fostering individuals conversant withintellectual property (rights) and thereby promoting social contribution in both research andeducation.
These two pillars can be summarized as the activation of “creation, securing and use of intellectual
property = intellectual creation cycle,” as well as “intellectual property education.” Specific measures torealize the first pillar are to materialize the achievements of basic research conducted by researchers (=creation of intellectual property) by obtaining basic patents (= securing of intellectual property), takeadvantage of these patents to accelerate research for commercializing relevant technologies/knowledge(for instance, by undertaking joint research or commissioned research in a national government projectetc.), disseminate these technologies/knowledge to society at large (= use of intellectual property), andthereby make a positive contribution to society. In carrying out this “intellectual creation cycle,” theUniversity has always maintained the principle of respecting the “will” of researchers (inventors) and the
University (right holder) who wish to disseminate the technologies/knowledge they have created to thegeneral public by all means.
Specific measures to realize the second pillar, i.e., intellectual property education, are to develop“intellectual property literacy” in all members of the University (students, faculty members and staff
members) and produce “KG graduates well versed in intellectual property.”<Establishment of organizations>
To realize the abovementioned “intellectual property policy,” the University has established a system forintellectual property management as described below: 8-2)
 April 2002: “Kwansei Gakuin University Division for Research Development” inaugurated
 November 2002: “Kwansei Gakuin University guidelines for the handling of inventions” established(decision of institutional ownership; establishment of special subcommittees regarding inventions
etc.; broader options for methods of patent application etc.)
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 June 2003: KGU adopted as a university to which an “intellectual property management advisor” isassigned under a program by the Japan Patent Office August 2003: “intellectual property policy” established: “securing research achievements created in
KGU in the form of intellectual property, and effectively using it to contribute to human well-being”
 April 2004: “Kwansei Gakuin University Division for Research Development” reorganized with a
new function as the intellectual property headquarters. “Research Support Center,” “Intellectual
Property Support Center,” and “Center for Supporting Industry-Academia-Government
Collaboration” established to support each of the three phases in the “intellectual creation cycle” ina focused manner April 2007: The “Division for Research Development” merged with the pre-established “Social
Outreach Center” and re-launched as the “Kwansei Gakuin University Division for Research
Development and Outreach” to promote more comprehensive collaboration from both perspectivesof research and education.
<New Strategic Plan, New Medium-term Plan>
With a view to revitalizing efforts concerning the three missions of academia, i.e. education, researchand social contribution, and thereby enhancing the presence of the University, the New Strategic Plan,established in March 2008, and the New Medium-term Plan, formulated in 2009, specify the following
Vision, key strategy and action, which are made public on KG’s official website: 8-3)
Vision: Strengthening the University’s ties to the local community, business and global society
Key strategy : Establishing a system for expansion and enhancement of the University’s ties to the local
community, business and global society
Action: Planning and promoting measures to reinforce the functions of the Social Outreach Center
While establishing the abovementioned principles, organizations, the New Strategic Plan, and the New
Medium-term Plan, the University has set out its policy of collaboration with industry, government andother universities, etc., as well as cooperation with local community and the international community.
To implement the abovementioned action measure “Planning and promoting measures to reinforce thefunctions of the Social Outreach Center,” it is necessary for KGU to reestablish a clear policy on how the
University should pursue social outreach/collaboration efforts, in terms of the goal, objectives, scope andcontinuity of such efforts. Relevant discussion has been underway since AY 2012.
(2) Are educational and research outcomes appropriately returned to the generalpublic?
1) Service activities for the benefit of society based on educational and research outcomes
KGU can further enhance its presence by widely disseminating the outcomes of its educational andresearch activities both inside and outside of the University, or domestically and internationally, andreceiving high recognition from society. The University returns the research outcomes to the generalpublic by developing, and making publicly accessible via KG’s official website a system whereby users
can search the University’s “research achievement database,” which provides information regarding
individual researchers, such as their profiles (name, school/graduate school, position, academic degree,major, academic society, work experience at KGU, and field of research), major research achievements(research papers, reports at academic conferences, and academic papers), and other activities(experiences as a committee member in and outside KGU, a lecturer, a panelist, etc.). The information
contained in the database is updated by researchers themselves. 8-4)
2) Promotion of education and research in cooperation with external organizations
The University must secure the research achievements created in KGU in the form of basic patents,482

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conduct joint research or commissioned research centered on the patented technologies/knowledge in anational government project etc. for commercialization, disseminate and promote practical use of thesetechnologies/knowledge in society at large, and thereby make a positive contribution to society. In viewof this, the University aims to strengthen industry-academia-government collaboration by taking
advantage of its intellectual property, promote activation of “creation, securing and use of intellectual
property = intellectual creation cycle,” and thereby reinforce the management base of the University.
To achieve the abovementioned aims, the University takes specific measures to (1) increase thenumber of its research “seeds” introduced on the website of the Division for Research Development andOutreach, 8-5) (2) increase the number of patent applications, 8-6) and (3) increase the number of research
projects in which external funding is available, such as endowed research, commissioned research, joint
research with external entities, etc. 8-7)
Specifically, during the period from AY 2001 through AY 2011, the University achieved 127 patentapplications (= creation of intellectual property), 20 registered patents based on institutional ownership(= securing of intellectual property), and 27 cases of technology transfer and licensing and assignmentof patents to private businesses (= use of intellectual property), the income from which totaled
approximately 42 million yen (the cumulative amount of royalties etc.).
Regarding industry-academia-government collaboration, according to the results of the “survey on thestatus of implementation of industry-academia collaboration etc. at universities etc.” conducted in AY2010 by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), the University
ranked fourth among Japanese universities etc. in the amount of research funds received from external
entity(ies) per collaboration project, which stood at 4,222,000 yen. 8-8)3) Promotion of local community / international exchange projects8-9)(1) Collaboration with local communities, local governments, etc.
As one of the businesses the Division for Research Development and Outreach should actively
promote, the division accelerates community revitalization projects with participation by students,
while providing the students with educationally meaningful, off-campus learning fields, and matchingcommunity needs with the research “seeds” provided by KGU researchers. The University’s
collaboration activities with local communities and local governments are broadly divided into two
types: one is “community fieldwork,” a University-wide subject provided in the regular curriculum, andthe other is a variety of collaboration projects. Both types feature community exchange activities
conducted on the basis of requests from local communities and local governments, and ofcomprehensive collaboration agreements between KGU and local communities/governments. The
subject “community fieldwork” provides students with an opportunity to participate in community
revitalization activities in a self-directed manner, in cooperation with local communities. By providing
students with such opportunities, the University aims to develop them into individuals withentrepreneurship, who are able to discover problems on their own initiatives, devise solutions, organize
projects, and practically solve problems in cooperation with other organizations. In AY 2011, theUniversity conducted “community fieldwork” in cooperation with local communities/governments in
Takarazuka, Itami and Nishinomiya in Hyogo Prefecture. Aside from “community fieldwork,” in thesame academic year, the University also implemented five collaboration projects with local
communities/governments as listed below:
 Collaboration with Hyogo Prefecture: Providing lecture series in a project organized by the Hyogo
prefectural government’s task force addressing the problem of declining birthrate (a project titled“machi no terakoya shihan juku,” literally “private elementary schools taught by community
teachers”) 8-10)
 Collaboration with the Hyogo prefectural government’s Hanshinminami District Administration
Office: “Campus creator support project” 8-11)
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 Collaboration with Nishinomiya City and the Nishinomiya City Foundation for the Promotion ofCulture 8-12)
 Collaboration with Katsuyama City, Fukui Prefecture 8-13)
 Collaboration with Ikeda City, Osaka Prefecture 8-13)(2) Collaboration with the private sector etc.
 Collaboration with private businesses through technological cooperation and research activities
In an effort to activate “creation, securing and use of intellectual property = intellectual creation
cycle,” the University collaborates with private businesses and other organizations in the form ofcommissioned research, joint research, research donation, technology transfer, acceptance of
researcher entrustment, technical consultation, University tours, etc. 8-14)
 Support for entrepreneurs and corporate managers in cooperation with businesses
As a university with specialists in diverse fields of the humanities, social science and natural science,
KGU has put in place systems to cooperate with businesses and provide comprehensive support forentrepreneurs and corporate managers who have an outstanding technological competence andinnovative ideas, holding a “key” to a vital society in the future.
Business clinic: This is a system whereby the University provides various managerial, entrepreneurial
and technical consultations, free of charge, by taking full advantage of its human resources. The
University accepts requests for consultation regarding business management, technology, legal affairs andtax affairs, and sends its faculty members, alumni and other specialists to the “clinic users” as necessary,in accordance with the content of consultation. The University received eight requests for consultation in
AY 2011. 8-15)
Investment and loan system in tie-up with Senshu Ikeda Bank: Based on the collaboration agreementwith the Senshu Ikeda Bank, Ltd. (concluded December 14, 2004), monthly “KGI Business Support
Committee” meetings are held with a view to ensuring appropriate operation of the investment and loansystem established in tie-up with the Bank for the purpose of revitalizing the local economy. Under thissystem, on February 29, 2012, the University and the Bank made an investment in Maruchipuru Denshi
Zukan (literally “multiple e-picture book”), a company launched by graduate students of the University’s
Graduate School of Policy Studies. The abovementioned committee also holds the Kwansei Gakuin
Business Plan Contest as an organizer.
The University and the Bank have provided entrepreneur support also from an educational perspective,by conducting the Kwansei Gakuin Business Plan Contest as an initiative to develop individuals withentrepreneurship who are able to display leadership in diverse business fields, as well as various seminars,
workshops and related events delivered by entrepreneurs and businesspersons (e.g., business plandevelopment workshops). In the AY 2011 Kwansei Gakuin Business Plan Contest, 24 entries were madefor the university division, 544 entries for the high school division, and 235 entries for the junior highschool division. 8-16)(3) Undergraduate/graduate school consortium
The awareness of lifelong education is growing among local residents. To respond to their needs, theUniversity cooperates with other universities, local governments and other organizations under theframework of a consortium, to widely provide academic, highly specialized lecture series, for the purposeof “vitalization of knowledge.” These lectures also provide a positive stimulus for students by providingthem with opportunities to participate in lectures at other universities. 8-17)
 Hyogo-Kobe University Consortium
The Hyogo-Kobe University Consortium implements various activities, with a membership of 34
universities, nine junior colleges and one technical college in Hyogo Prefecture. The consortium
comprises four committees (international exchange committee, student interaction committee, researchexchange committee, and educational collaboration committee).
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 “Nishinomiya council for university interaction”
Ten universities and junior colleges located in Nishinomiya City cooperate in promoting various
projects with four emphases: interaction between universities/junior colleges, interaction between
citizens and universities/junior colleges, collaboration between the administration, universities/juniorcolleges and citizens; and enhancement of the attraction as a “university town.” The council promotes
projects for supporting students in conducting revitalization of local communal activities, projects to
support lectures by universities/junior colleges providing common credits, and projects for providing
lectures for local residents by universities/junior colleges.
 Kansai Association of Universities for Adult Education
The association, comprising 23 universities and graduate schools primarily located in the Keihanshinarea (Kyoto, Osaka and Kobe), provides educational programs intended for working adults, incooperation with the Kansai Economic Federation, the Kansai Productivity Center and the Osaka City
government.

2. Check and Evaluation(1) Matters showing improvement
Regarding the activation of “creation, securing and use of intellectual property = intellectual creation
cycle,” as described above, the University has seen an increase in the number of its patent applications (=creation of intellectual property), registered patents based on institutional ownership (= securing ofintellectual property), and cases of technology transfer and licensing and assignment of patents to private
businesses (= use of intellectual property). Also, the University has steadily increased its
industry-academia-government collaboration activities. The size of KGU’s school/graduate school
specializing in science and engineering is not necessarily large, as compared to other universities.
Nevertheless, the University has achieved the abovementioned successful results. This is an outcome of its
efforts to pursue the principle of respecting the “will” of researchers (inventors) and the University (rightholder) who wish to disseminate the technologies/knowledge they have created to the general public by allmeans, while maintaining the policy that the University aims to steadily bring the results of individual
basic researches to practical use, without simply pursuing an increase in “number.”(2) Matters that need to be improved
Regarding the delayed development of the “research achievement database” into a new integrated
database, the University will review the current approach, including the planning structure itself, and will
design a more feasible plan.
Regarding the action measure “Planning and promoting measures to reinforce the functions of the Social
Outreach Center,” it is necessary for KGU to reestablish a clear policy on how the University should
pursue social outreach/collaboration efforts, in terms of the goal, objectives, scope and continuity of such
efforts.

3. Development Measures for the Future

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Social Cooperationand Social Contribution(1) Matters showing improvement
The Division for Research Development and Outreach is slated for reorganization in AY 2013. The
Division’s existing Intellectual Property Support Center will be reorganized into the “Center forIntellectual Property and Industry-Academia Collaboration” (tentative name). The University will
promote the activation of “creation, securing and use of intellectual property = intellectual creation cycle,”
as well as “intellectual property education,” by assigning these two objectives as the primary
responsibilities/functions that the new center should fulfill.
(2) Matters that need to be improved
Regarding the development of the “research achievement database” into a new integrated databaseincorporating information regarding faculty members’ teaching experience/achievement, the University
will prepare a precise work schedule and proceed with the work process, aiming at making the new
database operational by AY 2014.
The Division for Research Development and Outreach is slated for reorganization in AY 2013. In thisreorganized division, the University will reestablish a clear policy on how the University should pursue
social outreach/collaboration efforts, in terms of the goal, objectives, scope and continuity of such efforts.

486

Chapter 9 1. Administration

Chapter 9
Administration and
Financial Affairs
1. Administration

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Administration and
Financial Affairs 1. Administration

Administration and
Financial Affairs 1. Administration

1.

Current Status(1) Have administrative policies been defined clearly to achieve the philosophy andgoals of the University?
Decision-making regarding education and research at Kwansei Gakuin University (KGU) is undertakenby the University Senate, after deliberation at the Undergraduate Faculty Board of each school, bycommittees dealing with University-wide issues, and other bodies, in principle. To expedite and streamline
the decision-making process, it is ensured that decisions regarding certain agenda items are made by theCommittee of Deans, the Graduate School Student and Academic Affairs Committee, the Council for theDivision for Research Development and Outreach, and other bodies, after discussion by the University
Senate. 9.1-1),9.1-2),9.1-3),9.1-4)
As a deliberation body concerning University-wide issues, the University Senate deliberates on matters
stipulated in Article 16 of the University Regulations, which include issues regarding establishment,
revision and abolishment of the University Regulations and other regulations concerning education andresearch in the University; establishment and abolishment of major facilities regarding education andresearch; criteria and standards regarding personnel management for faculty members; staffing in schools
and graduate schools; student admission capacity; and the budget compilation policy of the University.
9.1-5)The Undergraduate Faculty Board of each school discusses and decides issues regarding educational andresearch activities conducted in the school. Matters for deliberation by the Board are stipulated in Article
14 of the University Regulations, and include issues regarding personnel management for faculty
members; matters regarding education and research; matters regarding course offerings; student admission
and graduation; establishment, revision and abolishment of regulations of the school; and the school’s
draft budget and budget allocation. 9.1-6)
Each of the University’s 11 graduate schools, with the exception of two professional graduate schools,
has its own Graduate Faculty Board as its decision-making body. Matters for decision by the Board are
stipulated in Article 9 of the Graduate School Regulations. 9.1-7),9.1-8)
Each of the University’s professional graduate schools, i.e., the Law School and the Institute of Businessand Accounting, has its Professional Graduate School Graduate Faculty Board being the decision-making
body of the professional graduate school. Each professional graduate school has an organizational statuscomparable to an independent School, possessing an independent faculty organization,
administrative/clerical organization, school facilities and budget. Matters for decision by the Professional
Graduate School Graduate Faculty Board are stipulated in Article 11 of the Professional Graduate School
Regulations. 9.1-9),9.1-10)
Decisions at the University Senate are passed on to the Committee of Administrative Trustees for theFoundation of KG, and then reported to or resolved by the Board of Trustees. Aside from theabovementioned decision-making bodies, KG has established the Council on Management and Academic
Affairs, which comprises members from the Foundation of KG (Chair of the Board of Trustees,
Chancellor, Managing Trustee, Administrative Trustee, etc.), the University (President, Vice-President,
Deans of schools / graduate schools / professional graduate schools, etc.) and other educational
institutions (Principals of senior high school / junior high school, Head of elementary school, etc.).
Council members exchange views on significant issues concerning both management and education.
9.1-11),9.1-12),9.1-13)

Kwansei Gakuin set out, and announced in AY 2008, the reaffirmed contemporary significance of theMission Statement and the School Motto; and KG’s Ideals for its Graduates and for the University; as well489

Administration and
Financial Affairs 1. Administration

as the “New Strategic Plan,” which incorporates six Visions to be achieved within 10 years from AY 2009.
To realize these Visions, KG also formulated in March 2009 the “New Medium-term Plan 2009-2013” asstrategic and specific mid-term measures to be implemented by the Educational Foundation of KG within
five years from AY 2009.
The New Medium-term Plan was launched with 59 measures comprising 13 implementation plans and46 draft plans (plans in the planning stage) in April 2009, and since then, the progress and the outcomes of
the Plan have been reviewed and announced on an annual basis. As of the end of AY 2011, the Plan wasdeveloped to the extent to cover 73 measures comprising 60 implementation plans and 13 draft plans. The
Plan has resulted in a framework facilitating integrated decision-making that incorporates educational andfinancial perspectives, enabling the University to strategically allocate budgets and human resources byconcentrating them in specific target areas, facilitating “selection and concentration,” the attainment of
which has been pursued over the years. As such, the University has successfully advanced its
internationalization and educational reform, while improving the financial situation.
KGU has established systems to ensure reform and improvement by combining annual self-assessment
and the abovementioned New Strategic Plan and New Medium-term Plan.
Regarding the New Strategic Plan, KGU will set to work on development of a mid-term plan for thesecond five-year phase beginning from AY 2014. Based on the PDCA cycle established during the first
five-year period, the University will prepare for the second phase of the Plan during AY 2012 and AY
2013, while identifying points to be improved or changed, improving the process for developing a
mid-term plan, and considering generalization and integration of a range of mid-term plans. Since the1980s, management of KGU has been implemented under its first through third “Mid- to Long-term
Plans.” The quality of the University’s management has been significantly enhanced, due to theestablishment of a system that enables collaboration between the University and the Foundation of KG,
combining both educational and financial perspectives, based on well-coordinated functioning of the New
Strategic Plan Promotion Committee and the “headquarters for financial and operational reform.” With
this collaboration as a backdrop, organizational reform is currently underway so that the Foundation andthe University will be able to achieve unified operational management on a regular basis in and after AY
2013. Discussions are being held regarding the establishment of a joint administration of the Foundationand the University, as well as the “Management Strategy Meeting” (tentative name) involving all
educational institutions in KG. Under this new framework for unified operation, the Foundation and the
University aim to develop and promote, in a unified manner, future visions, mid-term plans, financial
plans, facility construction plans, personnel management plans, information management plans, etc. 9.1-14)(2) Is the University administered based on regulations stipulated in written form?
The scope of authority, responsibilities, and decision-making process of each organizational unit in the
University are all specified in written regulations, based on which organizational units are operated
properly.
The scope of authority and responsibilities of the President and the Deans of schools, graduate schools
and professional graduate schools are stipulated in Article 61 and Articles 65 and 66 of the “Office
Organization” regulations, respectively. 9.1-15) The selection method for the President is stipulated in the“Regulations for Selection of the President”9.1-16) and the “Bylaws for the Regulations for Selection of the
President.” 9.1-17) Selection methods for the Deans of schools, graduate schools and professional graduate
schools are stipulated in the “Regulations for Election of School Dean Candidates,” 9.1-18) the “Regulations
for Election of Independent Graduate School Dean Candidates” 9.1-19) and the “Regulations for Election ofProfessional Graduate School Dean Candidates.” 9.1-20) Selection is conducted in a rigorous manner,
pursuant to the abovementioned regulations.
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Administration and
Financial Affairs 1. Administration(3) Have clerical organizations to support operations of the University been establishedand are they functioning properly?
<Appropriate structure and staffing of clerical organizations>
To clearly define its organizational structure, the University has established the “Office Organization”
regulations, 9.1-15) specifying types and content of work of faculty members and staff members.
“Regulations Regarding Division of Clerical Duties” 9.1-21) have also been established to clearly define thescope of individual tasks to be performed in each department and section in order to support educationaland research activities at the University. Necessary clerical organizations have been established on thebasis of these clerical work regulations. Each department and section undertaking clerical responsibilities
has achieved an appropriate staff assignment including not only full-time members but also contract
members, temporary members and part-time members. Increasingly diverse and complex work
responsibilities require the University to constantly review how its clerical organizations should be
structured. In this respect, the University has established the “clerical organizations planning committee”
9.1-22)
within the Committee of Administrative Trustees. This planning committee thoroughly examines thenecessity of individual tasks, making proposals for the establishment of new clerical organizations, as wellas the merger and abolition of existing departments and sections, setting its sights on overall optimizationof organizational structure. Planning is currently underway to review the overall organizational structureof KG, in order to expedite the decision-making process and perform operations of the Foundation and the
University in a unified manner in and after AY 2013. As part of this review effort, the structure andstaffing of clerical organizations are also being reviewed so as to better achieve the operational objectivesof KG as a whole.
Regarding assignment of staff members, the University has established the “staff personnel committee”
9.1-23)
within the Committee of Administrative Trustees. This personnel committee discusses personnel
issues for staff members, achieving appropriate staffing for each department and section.
<Measures to improve clerical functions and accommodate increasing diversity in work content>
Given the currently severe circumstances surrounding the University and KG, it is critically necessary toreview the roles (functions) to be undertaken by clerical organizations, in order to attain further
development of KG. To efficiently handle an increasing volume of work with a limited number of humanresources, the University must design “clerical organizations conducive to overall optimization” and“appropriate personnel assignment” to enable the abovementioned efficiency.
Since the second half of AY 2009, KG has implemented a workload survey in each department andsection, in cooperation with an external consulting firm. Based on the results, KG conducts work analyses,
formulates operational reform plans and proposals for improvement that should be addressed throughout
KG, and organizes project teams for planning implementation. Efforts have also been made to ensure
effective management of how staff members work at their workplace, by introducing relevant systems etc.
Several operational reform plans are being promoted successfully.
The content of work operations at KGU is increasingly diverse, including services on multiple campuses,
accommodation of students with disabilities, tasks for research support and efforts to promoteinternationalization. To accommodate this diversity, the University frequently employs fixed-term contract
staff members, commissioned staff members and other members with high levels of expertise. The
number of such staff members has approximately doubled from five years ago. Through this employment
measure, the University aims to enhance the overall quality of operations in clerical organizations.
<Establishment and proper application of regulations concerning staff employment, promotion,
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In accordance with the expanded size of the whole Foundation of KG, staff members are required tohandle more diverse and complex work responsibilities. The University urgently needs to ensure
employment of capable staff members and their capacity building, as well as appropriate human resource
development of the staff.
While regulations regarding personnel systems for staff members are generally stipulated in the “Staff
Personnel Rules,” 9.1-24) staff employment, in particular, is implemented pursuant to separate regulations,“Regulations Concerning Staff Employment.” 9.1-25) In hiring staff members, the University communicatesto applicants the “KG’s ideal requirements for staff members (human resources),” which were already set
out to KG faculty/staff members by the Chair of the Board of Trustees. The University also explains
specific content of work responsibilities on the occasion of explanation seminars on the staff employment
examination, in order to avoid misunderstanding by applicants of the duties of the vacant position. As
such, the University endeavors to secure capable human resources who meet the qualifications expected of
KGU staff.
KG’s ideal requirements for staff members (human resources)(Excerpt from an address delivered at the inaugural ceremony for new faculty and staff members held on
April 1, 2011)(1) A staff member who sincerely works at helping development of students, and who strives for better
education and student support with enthusiasm and pride(2) A staff member who aims for self-development, as well as mutual-development among staff
members, in pursuit of further development of their own capability, and who fulfills his/her roles
and responsibilities while working collaboratively with other members(3) A staff member who has a global mindset, along with a perspective that values harmonious
coexistence with local communities, who strives for further development of his/her expertise, whoalways views things with a broad outlook, who makes proactive and focused efforts for
improvements and reforms, and who works and acts expeditiously(4) A staff member who enjoys confidence of others and natural virtue as an individual human being,
and who is trusted and respected by people around him/her, as well as a broader range of people insocietyDuring the selection process, the University uses various selection methods to assess applicants fromdiverse perspectives, including not only the conventional form of written examinations and interviews but
also a task requiring applicants to form a conclusion after group discussions.
Regarding promotion of staff members, the University adopts the ability-based grade system, as
stipulated in the “Regulations Regarding Ability-Based Grading” established in 1987. 9.1-26) Members aretreated based on their status (rank) determined on the basis of their occupational competence. The
University has also ensured proper personnel management in performance evaluation, personnel transfer,and appointment and dismissal of positions.
To realize one of KG’s Visions for the future, the University has set forth the “establishment ofappropriate personnel evaluation system (for staff members)” in the New Medium-term Plan. In line withthis objective, the University restructured its staff personnel system, and introduced a new system in
November 2011. In this new system, the University adopts a “management by objectives (MBO) system”
for all staff members, evaluating members based on the level of achievement to their work objectives,
which are linked to the overarching goals of the Foundation and the University. This system helps staff
members recognize the roles and responsibilities that they are expected to fulfill in the whole organizationof KG while understanding upper-level organizational goals, contributing to directing the “vectors” ofstaff work to the same direction.
In the new personnel system, to increase fairness and members’ satisfaction in evaluation, the University492

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clearly specifies the standards for promotion, and also discloses the weight distribution in evaluation
defined for each rank of members, clearly showing what abilities and skills are required in each rank.
While providing the abovementioned standards and related information, the University will operate its
personnel system in a more transparent manner, under supervision by the “staff personnel committee.”
9.1-27)(4) Are necessary measures taken to increase motivation and capabilities of clericalstaff members?
<Fair performance evaluation based on an appropriate personnel evaluation system; Treatment
improvement>
The University has put in place a performance evaluation system for the purpose of helping individual
staff members develop their ability and skills, and achieving the fair treatment of members. This system is
primarily intended to ensure that staff members (appraisees) actively participate in the evaluation andability development of themselves, through self-evaluation and feedback meeting, not simply receiving
evaluation from their superiors. Based on this system, the University has achieved proper evaluation ofwork performance and treatment of staff members.
However, given the severe situations surrounding KG, it is an imperative need for KG and the
University to increase their efforts in human resource development for staff members. In view of this, theUniversity redesigned its personnel system and introduced the “New Personnel System” in AY 2011.
Under this new system, the University applies the MBO system to all full-time clerical staff members.
Through management by the objectives set by the staff members themselves, the new system helps
individual members increase their awareness of their work activities as a building block to support theentire operations of KG. In the New Personnel System, the achievement level of such objectives ispartially reflected in the performance evaluation of individual staff members. 9.1-28)<The status and effectiveness of staff development (SD)>
Since the establishment of the Kwansei Gakuin Regulations for Staff Training in 1976, 9.1-29) the
University has provided staff members with training programs under a specific training system. In theprocess of planning the abovementioned New Personnel System, the University defined the “qualities
expected of staff members” and the “qualifications expected of staff members (‘seven abilities’),” andreviewed the training that is necessary to develop such qualities and qualifications in the members. Basedon this review, the University redesigned its training system to provide further enhanced programs while
maintaining the framework of the existing training system. 9.1-30)
To be successful under the New Personnel System, individual staff members are required to display highlevels of ability in their respective positions and capacities, while linking their work objectives toorganizational objectives, and uniting their efforts for better performance of the whole organization.
Accordingly, on the part of the University, efforts must be made to increase staff members’ awareness of
the abovementioned requirements and enhance their abilities and skills. A training system underpinningsuch human resource / ability development efforts is essential, and this resulted in the revision of the
University’s training system.
In the new training system, the University drastically reviewed the content of training programs in orderto help staff members acquire the abilities and skills required in each rank, aiming at achieving evengreater training effects. Specifically, the University provides rank-based programs, position-based
programs, programs for newly employed members, programs for second- and third-year staff members,
overseas and domestic programs, programs within the University, practical work training,self-development programs, programs by external organizations, and workplace training programs.
Regarding position-based training programs, the University has designed training content relevant to the493Administration and
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responsibilities of managerial and supervisory positions, helping managers and supervisors fully recognize
the roles and responsibilities expected from the perspective of organizational management, and to acquire
the necessary knowledge, skills and abilities to fulfill their responsibilities in their positions.
To accommodate its internationalization, the University provides overseas training programs, as well as
the “global human resource development training program” as part of the self-development training
program. Through these programs, the University aims to develop staff members who are capable ofeffectively working on internationalized campuses, who can act as a powerful driving force to “Create aninternational multicultural campus,” and who possess planning skills regarding business/organizational
management of KG, as well as the University’s educational programs.

2. Check and Evaluation(1) Matters showing improvement
The University has restructured the personnel system for staff members, introducing a system thatencourages all members to increase their awareness for achieving the organizational goals of KG. The
University has also introduced a new training system intended to develop staff members who meet “KG’s
ideal requirements for staff members,” contributing to helping members acquire human skills, technicalskills and conceptual skills in a systematic manner.
(2) Matters that need to be improved
KGU has long been managed under the separate administrations of the Foundation and the University,
which has necessitated considerable efforts in coordination between both administrations. This has
resulted in various problems, delaying decision-making, and making it difficult for the University todevise effective measures with a bird’s-eye-view of the entire organization. For successful coordination
between management and education, the President, the University Administration and the University
Senate, who represent the educational organization, are required to make decisions concerning educational
activities while fully understanding the managerial situation of the University.
In an effort to maintain the principle of faculty-staff collaboration, it is necessary for clericalorganizations to maintain a certain level of independence from academic organizations, ensuring smoothrunning of management cycles at KG and KGU (each educational institution).

3. Development Measures for the Future(1) Matters showing improvement
Regarding the new personnel system, it is necessary to implement workshops on the system, as well as
relevant training programs for members in managerial and supervisory positions. The University will
provide these workshops and programs under its training system. The University will also review thecontent of training programs in a flexible manner, aiming to constantly provide training programs that arenecessary and relevant for staff members. Accordingly, the University will issue a “training guide” on anannual basis, adding new information every year.

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Administration and
Financial Affairs 1. Administration(2) Matters that need to be improved
Regarding decision-making concerning management (the Foundation) and education (the University), ameasure was decided at a University Senate meeting held on March 23, 2012 to enable the Foundation
Administration and the University Administration to make decisions in a unified and expeditious manner.
Specifically, it was decided to appoint three Administrative Trustees as Vice-Presidents, and nominate
three Vice-Presidents as Administrative Trustees, in and after AY 2013.
In an effort to maintain the principle of faculty-staff collaboration, it is necessary for clericalorganizations to maintain a certain level of independence from academic organizations, ensuring smoothrunning of management cycle at KG and KGU (each educational institution). To this end, the University
will clearly define and set out the responsibilities of members in managerial positions in clericalorganizations, along with their reporting lines. Organizational reform of the University and reorganizationof clerical organizations, which support University operations, are currently underway. In consideration of
the need for expeditious consensus-building and decision-making in the University and the whole
Foundation, it is necessary to promote faculty-staff collaboration, while encouraging staff members tofurther enhance their abilities of conceptualization and reasoning.

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Chapter 9

2. Financial Affairs

Chapter 9
Administration and
Financial Affairs
2. Financial Affairs

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1. Current Status(1) Has a necessary and sufficient financial basis been established for stable
implementation of education and research?
<Development of mid- to long-term financial plan> 9.2-1)
In AY 2008, Kwansei Gakuin University (KGU) established its “New Strategic Plan,” which
incorporates six Visions to be achieved within 10 years (AY 2009 ― AY 2018), and also formulated afive-year “New Medium-term Plan” (First phase: AY 2009 ― AY 2013) to realize the New Strategic Plan.
Since the “third Mid- to Long-term Management Plan” for the period from AY 2005 through AY 2012 hadalready been proceeding, plans regarding facilities and equipment were formed in line with thismanagement plan, and the New Medium-term Plan, which was established to achieve the New StrategicPlan, was decided to be implemented as a plan for the University.
With the aim of securing financial resources to realize this New Strategic Plan and establishing a solid
financial basis for sustained development of KG, in AY 2009, the University established the “headquarters
for financial and operational reform,” which is directed by the Chair of the Board of Trustees. The
headquarters aims to ensure that the Foundation and the University make a concerted effort to drasticallyreview the previous financial plan and promote financial and operational reforms by continuing a range ofactivities aimed at:(1) devising and promoting measures to improve the “balance of imputed income and expenditure,”(2) formulating and promoting a financial plan based on a principle that the cost (ordinary expenses) for
new projects to be implemented under the New Strategic Plan and the New Medium-term Plan becovered by resources raised by reducing expenditure and increasing income from new financial
sources, and(3) forming and promoting measures for setting the target values of financial evaluation indicators andensuring observance of these targets throughout the University.
As part of the abovementioned activities, the University set the financial evaluation indicators (target
values), as listed below, with a view to establishing a solid financial basis. (The listed financial evaluation
indicators were set by revising the indicators set in AY 2009 to ensure feasibility and soundness.)(1) Ratio of the balance of imputed income and expenditure to the imputed income: no less than 8.0
percent(2) Ratio of net personnel expenses: 54.7 percent* The percentage of personnel expenses out of the “imputed income” in income and expenditurecalculation(3) Ratio of gross personnel expenses: 59.0 percent* The percentage of personnel expenses and outsourcing expenses, out of the “imputed income” inincome and expenditure calculation(4) Ratio of education and research expenses to the imputed income: Maintaining 33.0 percent (including
depreciation expense)(5) Ratio of donations to the imputed income: Aiming at achieving 3.0 percent (the national average in
AY 2007)
The results of the abovementioned financial evaluation indicators (target values) for AY 2011 were as
follows:(1) Ratio of the balance of imputed income and expenditure to the imputed income: 12.9 percent* Excluding “special provision of reserve for retirement allowances,” which is a special factor for the
single academic year.
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Administration and
Financial Affairs 2. Financial Affairs(2) Ratio of net personnel expenses: 52.3 percent(3) Ratio of gross personnel expenses: 58.2 percent(4) Ratio of education and research expenses to the imputed income: 30.9 percent(5) Ratio of donations to the imputed income: 2.5 percent<Receipt of Grants-in-Aid for Scientific Research, funds for commissioned research, and otherexternal funds>
The amount of “ordinary expense subsidies for private universities etc.” received by the University has
been on the increase since AY 2009, exceeding three billion yen, as a consequence of the increase in thenumber of students, faculty members and staff members in accordance with the establishment of newschools and departments. In calculation of “general subsidies” in “ordinary expense subsidies for private
universities etc.,” the amount of subsidies is largely affected by the ratio of “education and researchexpenditure and facility-related expenditure in relation to the income from tuition and other student fees.”
Since this ratio was higher than usual in AY 2010, while being at the normal level in AY 2011, the amountof “general subsidies” in AY 2011 showed a reduction by 246 million yen from the preceding academic
year. However, in comparison to the amount in AY 2007, the “general subsidies” in AY 2011 increased by
332 million yen, in accordance with the expansion of school size — an increase of 3,529 in the number ofundergraduate and graduate students (17.7 percent) and an increase of 145 in the number of full-time
faculty members in undergraduate and graduate courses (a 30.5 percent increase). Regarding othersubsidies, the University actively applies for the system of “government subsidization of private schools”
and “Support for University Education Reform throughout National, Public and Private Universities”
provided by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). Many programsof the University were adopted under such subsidy systems and projects, including the “Re-inventing
Japan Project” in AY 2011. Consequently, the overall amount of subsidies received by the University in AY
2011 increased by 731 million yen (a 21.2 percent increase) as compared to that in AY 2007. 9.2-2)
Regarding “Grants-in-Aid for Scientific Research (Kakenhi)” provided by MEXT, both the number of
research projects adopted and the amount of grants received were approximately doubled during the past
five years. The University received 314 million yen for 171 projects in AY 2011. Regarding external funds
received for endowed research, commissioned research, and joint research with external entities, as well as
research grants by external organizations, the University has undertaken a number of such research
projects and received relevant research funding at a stable level during the past five years. This is partly
due to the steady efforts by the University and its faculty members (researchers) to make the content of
their research activities widely recognized, under the “intellectual property policy,” which aims to“materialize the achievements of their basic research by obtaining basic patents, take advantage of thesepatents to accelerate research for commercializing relevant technologies/knowledge (by undertaking joint
research or commissioned research in a national government project etc.), disseminate thesetechnologies/knowledge to society at large, and thereby make a positive contribution to society.” Externalfunding for the abovementioned types of research have contributed to consolidating the management basis
for maintenance and operation of research activities at the University. 9.2-3),9.2-4)
Regarding donations, the University widely invited donations from businesses, alumni and otherindividuals concerned with KG, in commemoration of KG’s 125th anniversary in 2014. As a result, theincome from donations in AY 2011 increased by 492 million yen (a 108.8 percent increase) in comparison
to that in AY 2007.
Regarding asset management, in response to the collapse of Lehman Brothers in 2008, the University
reviewed its investment policy to place even greater emphasis on safety, by primarily investing in national
government and other public bonds. With little prospect of an upturn in the economic circumstances, theUniversity cannot expect substantial increase in the income from asset management.
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Administration and
Financial Affairs 2. Financial Affairs<Appropriateness of ratios concerning the income and expenditure statement and the balance sheet>
The status of management of the whole Foundation is as indicated by ratios concerning the income andexpenditure statement. 9.2-5)
In relation to the target value of “no less than 8.0 percent” for the “ratio of the balance of imputed
income and expenditure to the imputed income,” the ratio in AY 2011 amounted to 12.9 percent (excluding“special provision of reserve for retirement allowances”). The ratio in AY 2011 thus exceeded the target
value, as with the case in the preceding academic year (11.5 percent; a value excluding the portion affectedby the merger with Senri International School). The expenditure-to-income ratio, in which income andexpenditure should be balanced, improved year by year, from 107.6 percent in AY 2007 to 98.4 percent in
AY 2011 (91.3 percent if special provision of reserve for retirement allowances is excluded). With thisvalue for AY 2011, the income of the Foundation showed an excess over expenditure for the first time infive years. The expenditure-to-income ratio for AY 2011 was also significantly more favorable, incomparison to 110.5 percent, the AY 2010 average of university corporations except those specializing inmedicine and dentistry in Japan (hereinafter “national average”).
The ratio of tuition and other student fees to the imputed income, which stood at 73.5 percent in AY
2007, increased to 76.8 percent in AY 2011 (AY 2010 national average: 73.4 percent), indicating an
increased dependence on tuition and other student fees. The ratio of donations to the imputed income stoodat 2.5 percent (AY 2010 national average: 2.6 percent), with the ratio of subsidies to the imputed income
being 11.1 percent (AY 2010 national average: 12.4 percent).
Regarding expenditure, the ratio of net personnel expenses, excluding special provision of reserve forretirement allowances, stood at 52.3 percent in AY 2011, with the ratio of gross personnel expenses less thesaid special provision being 58.2 percent. Both ratios were controlled under the respective target values.
Regarding the ratio of education and research expenses to the imputed income, the University has madeefforts to reduce expenses since AY 2009, allowing for cost increase due to the implementation of the New
Medium-term Plan. In AY 2011, the expenses spent for this plan were smaller than expected, andaccordingly, the ratio of education and research expenses to the imputed income stood at 30.9 percent,being under the target value of approximately 33 percent.
The financial standing of the whole Foundation is as indicated by ratios concerning the balance sheet.
9.2-6)For this past 10 years, the Foundation has maintained the ratio of own funds to total funds at a level ofno less than 80 percent, showing a stable financial standing. Amid the prolonged low interest rateenvironment in association with the sluggish economy, the Foundation holds many of the matured andredeemed bonds in the form of cash and deposits, resulting in an increased ratio of current assets to total
assets.
(2) Is the budget compiled and executed in an appropriate manner?
<Appropriateness of budget compilation; clear definition of budget execution rules>
The current budget system was introduced with the aims of (1) securing a budget to systematically
implement key measures based on the Mid- to Long-term Plan, and (2) enabling more self-directed andflexible promotion of individual plans by ensuring purpose-based budget management for business plansincluding existing projects, and by expanding the scope of discretion of the persons in charge of budget
management in each department and section.
Upon budget request, the University encourages each department and section to “scrap and build”
individual plans contained in its business plan, and to this end, the University informs, in advance, eachdepartment and section of a “guide amount” for the budget to be allocated to ordinary expenses, which arenecessary to maintain educational, research and other activities at the University. In parallel with this, the500

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University also allows budgeting for key measures based on the budget compilation policy for theacademic year, separately from the “guide amount.”
A single-year budget is compiled by completing the following procedure: (1) inquiry regarding key
projects at each educational institution within KG, and formulation of a budget compilation policy, in
consideration of the financial outlook based on the New Medium-term Plan and the Mid- to Long-term
Plan, (2) notification of a “guide amount” for the budget, (3) budget requests from departments andsections, (4) inquiries by the Finance Department, (5) preparation of a draft budget after examining thecontent of the requested budget, (6) deliberation and approval of the draft budget at budget-related
meetings, and (7) finalization of the budget by the Board of Trustees and the Council.
Regarding execution of the budget, the University provides “Notes for proper budget execution” upon
notification of the budget, endeavoring to ensure clear definition and proper application of budget
execution rules. A specific audit corporation annually conducts inspection regarding the establishment andoperation of the internal control system concerning budget execution at each department and section. If a
problem is identified after a physical inspection in the auditing process, the Managing Trustee issues a
recommendation for improvement to the relevant departments and sections.
Daily budget management and execution at each department and section are operated with a financial
management system, enabling clear understanding of the status of budget execution, as well as specifics
regarding use of the budget by each department and section. Budget execution at the University is properly
managed pursuant to the Accounting Regulations, by ensuring proper management by approvers,
prevention of budget overruns, and checking of all particulars of executed budget at each department andsection by the Finance Department. 9.2-7)<Internal audit of accounts>
An audit is implemented by auditors pursuant to Article 37 (3) of the Private Schools Act and Article 17of the Articles of Endowment, as well as by an audit corporation in accordance with Article 14 (3) of the
Act on Subsidies for Private Schools. Internal auditing is conducted on the basis of the Internal Audit
Regulations.
Four auditors attend meetings of the Board of Trustees and the Council, and hold “auditors’ meetings” toaudit the status of operations and assets of the Educational Foundation. Two of all the auditors’ meetings
are held for interim and final accounts audit, as joint meetings by auditors, members from the audit
corporation, Internal Audit Office members, and persons in charge of financial affairs. “Three-way
auditing” is facilitated through exchange of views between auditors, as well as between auditors andmembers of the audit corporation, and through a report on the status of internal auditing. The audit resultsfor AY 2011 showed appropriate and proper operations of the Foundation, and a report to that effect was
submitted to the Board of Trustees and the Council. 9.2-8)
The audit by the audit corporation is conducted in line with an audit plan formed at the beginning ofeach academic year, including auditing of interim results, on-site auditing at each department, physicalinspection regarding cash and deposits, and final audit. The audit results for AY 2011 showed appropriate
and proper financial management by the Foundation. 9.2-9)
The Internal Audit Office, which directly reports to the Chair of the Board of Trustees, conducts
operational auditing and accounting auditing in conformity with specific audit plans. In AY 2011, theoffice implemented operational and accounting auditing for five organizational units, project assessment
and verification for 11 business plans, and auditing of projects involving Grants-in-Aid for Scientific
Research and funds for commissioned research.
<Establishment of systems to analyze and review effects of budget execution>
The University has established the “Kwansei Gakuin Self-assessment Regulations” 9.2-10) and the501Administration and
Financial Affairs 2. Financial Affairs“Foundation Self-assessment Committee Regulations.” 9.2-11) Based on these regulations, the “headquarters
for financial and operational reform” which was founded in AY 2009, examines and analyzes a range of
projects implemented in KG, in consideration of the status of the “ratio of the balance of imputed income
and expenditure to the imputed income” and other financial ratios, the target values of which are specified
as an objective to be evaluated in the annual self-assessment process. As such, the University reviews its
operations and projects, on an annual basis, from the perspective of cost effectiveness.
Since January 2012, the University has been examining the progress and the outcomes of the first phaseof the New Medium-term Plan (AY 2009 ― AY 2013), while planning the content and costs of relevant
projects in preparation for the second phase of this Plan, which is slated to be implemented in AY 2014.
In AY 2011, the University conducted project assessment and verification for 11 business plans.
Comments and recommendations from the Chair of the Board of Trustees were notified to each auditedorganizational unit, for which the organizational units submitted replies regarding improvement in:management of library materials, establishment of regulations etc., preparation for establishment of theKwansei Gakuin Museum, collaboration with external institutions, fulfillment of admission capacity in
graduate schools, securing of subsidies and other external funds, proper budget execution, and other issues.

2. Check and Evaluation(1) Matters showing improvement
The “ratio of the balance of imputed income and expenditure to the imputed income” for AY 2011
significantly exceeded the target value. One of the major reasons for this is that the University establishednew schools, i.e., the School of Human Welfare Studies, the School of Education, and the School ofInternational Studies, as well as new departments in the School of Policy Studies and the School of
Science and Technology, resulting in an increase in the number of undergraduate and graduate students by
3,529 students (a 17.7 percent increase) and, accordingly, an increase in income from tuition and otherstudent fees by 7,082 million yen (a 32.5 percent increase), during the period from AY 2007 through AY
2011. Another reason for the improvement in the said ratio is that the University took various measures forcost reduction since AY 2009, such as revision of major contracts for cleaning, security, plants and yard
maintenance, public relations and other operations; as well as a ten-percent budget reduction in eachdepartment. These cost reduction efforts resulted in an approximately 650 million yen reduction in
expenses during three years from AY 2009 through AY 2011.
As of the end of AY 2011, the New Medium-term Plan (first phase) set forth 73 measures, including 60
implementation plans. (The remainder were at the stage of draft plan.) As initially planned, it is projectedthat the financial resources for implementation of the Plan, excluding personnel expenses and facilities andequipment expenses, will be secured by the abovementioned cost reduction.
The audit function is being enhanced. Since the establishment of the Internal Audit Office, an efficient
audit system has steadily been established under the cooperation between auditors, the audit corporationand the Internal Audit Office.
(2) Matters that need to be improved
The ratio of donations to the imputed income increased from 1.5 percent in AY 2007 to 2.5 percent in
AY 2011, due to the donations collected in commemoration of KG’s 125th anniversary slated for 2014.
However, this ratio for AY 2011 still did not reach the target value of 3.0 percent (the national average in
AY 2007). This sluggish increase in the amount of donations is attributable to the economic stagnation,
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which makes it difficult to increase donations throughout Japan, as well as to the University refraining
from collecting donations during the first half of the AY 2011, in response to the Great East Japan
Earthquake. The University must promote its efforts to increase income from sources other than “tuitionand other student fees.”
The University has in place a “system of advance budget negotiations,” whereby the University aims toachieve appropriate budget allocation by reviewing and evaluating the necessity of a portion of the budget
allocated as if it was “vested interests” by means of evaluating the status of relevant operations andprojects, as well as through negotiations conducted in advance between Trustees and persons responsible
for budget management. The University must implement such review while collecting relevant evaluation
reports from all organizational units. While the Internal Audit Office implements project assessment andverification regarding some of the business plans, the office’s current staffing is not sufficient for theabovementioned full-scale review and evaluation. Even on the assumption that the University implements
the “system of advance budget negotiations” only for major operations as a trial, understanding has notbeen obtained within the Foundation regarding the advance negotiation between persons responsible forbudget management and representatives of Trustees (Managing Trustees, Administrative Trustees in chargeof financial affairs, etc.).

3. Development Measures for the Future(1) Matters showing improvement
As a consequence of the continuous efforts for cost reduction, the “ratio of the balance of imputed
income and expenditure to the imputed income” substantially exceeded the target value. However, the“ratio of education and research expenses to the imputed income” stood at 30.9 percent in AY 2011, being
under the target value of approximately 33 percent. Formulation of the New Medium-term Plan (second
phase: AY 2014 ― AY 2018) is currently underway. The “ratio of education and research expenses to theimputed income” is expected to improve by implementing all the measures contained in the Plan. The
University aims to control excessive increase in the expenditures in association with the securing offinancial resources for and implementation of the New Medium-term Plan. To this end, the University will
adopt a rule to return, in three years, the total amount of expenditures to the initial level spent at the timeof the outset of new projects under the Plan, even if the total expenditures swell after the projects begin
running. The “headquarters for financial and operational reform” will formulate specific measures for cost
reduction to enable observance of the abovementioned rule.
Under the “fourth Mid- to Long-term Construction Plan (AY 2013 ― AY 2018),” which is currently
being developed, the University plans to establish and improve educational and research facilities etc. In
this respect, the University aims to increase internal reserves (increase in reserve assets by transfer to“Type 2 basic funds”) so as to ensure an equalized amount of “transferred basic funds” and balanced
income and expenditure over years.
Amid the increasingly severe school management environment, the importance of financial auditing isincreasing, as a means to ensure sound financial situations and management. The University will continue
to promote cooperation between auditors, the audit corporation and the Internal Audit Office, and willreinforce the operational structure of the Internal Audit Office.
(2) Matters that need to be improved
To increase income from donations, the University will further promote collection of donations by503

Administration and
Financial Affairs 2. Financial Affairs

taking the opportunity afforded by a range of projects commemorating KG’s 125th anniversary slated tocontinue until AY 2014. As a measure to increase income from subsidies, the University will continue toactively apply for the system of “government subsidies to private schools” and the “Support for University
Education Reform throughout National, Public and Private Universities” provided by MEXT. The
University will also encourage KGU members to make application for “special subsidies” in “ordinary
expense subsidies for private universities etc.” to secure subsidies for all applicable projects. The
University will check the content of various projects more closely and organize the array of projects
applicable to this subsidy system.
To establish a firm financial base to support sustained development of KG, the University must adhere to
the rule that it is required to secure financial resources for new projects by increased efforts in cost
reduction and review of the existing projects. In an effort to introduce a “project evaluation system,” theUniversity will encourage faculty members and staff members to deepen their understanding of school
management and financial situations, and will continue articulating the necessity of establishing a system
for incorporating the results of the project evaluation into the budget compilation for the subsequentacademic year.

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Chapter 10

Chapter 10
Internal Quality Assurance

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Internal Quality AssuranceInternal Quality Assurance

1. Current Status(1) Does the University fulfill its accountability to the general public by checking andevaluating its activities and disclosing the results?
<Self-assessment>
Kwansei Gakuin University (KGU) conducts self-assessment across the University on an annual basis,and makes the assessment results publicly available via the Kwansei Gakuin (KG) official website. KGU
also prepares annually, and discloses on the same website, the Basic Institutional Data, a series of data
forming the basis of self-assessment (data whose submission is required by the Japan University
Accreditation Association (JUAA) for the “Institutional Certified Evaluation and Accreditation:
Universities”). 10-1)
The self-assessment is conducted in light of the evaluation items under 15 categories, comprising ten
designated by JUAA as the University Standards (evaluation items) and five originated by KGU.
Self-assessment for professional graduate schools is based on the evaluation items designated by theirrespective Certified Evaluation and Accreditation Organizations, combined with KGU’s five original
categories. 10-2)<Certified Evaluation and Accreditation>
In AY 2006, KGU underwent its first “Institutional Certified Evaluation and Accreditation: Universities”
by JUAA, and was accredited by the association as an institution meeting the University Standards. The
self-assessment report submitted for the Evaluation (Self-Assessment Report 2005) and related Basic
Institutional Data, as well as the evaluation results from JUAA (received March 2007) are publicly
available on KG’s official website. 10-1)
The same website also provides the Improvement Report (submitted July 2010) prepared by KGUconcerning the advice attached to the said evaluation results, as well as the examination results fromJUAA (received March 2011) in response to this improvement report. 10-1) KGU received from JUAA an
evaluation as described in the comment: “It can be confirmed that the University seriously accepted theassociation’s advice and has been actively striving for improvement. Outcomes of such efforts are
satisfactory.” KGU was not required by JUAA to submit an additional improvement report.
Regarding Certified Evaluation and Accreditation for Professional Graduate Schools received by KGU’sprofessional graduate schools, related information is provided on the webpage of each professional
graduate school (the Law School and the Institute of Business and Accounting). Both schools wereaccredited as institutions meeting the relevant standards. 10-3), 10-4)< New Medium-term Plan >As provided in the previous paragraphs, KGU annually conducts self-assessment regarding its overall
activities, and discloses the results to the general public. Meanwhile, KGU also annually reviews the
progress and effects of the strategic mid-term plans promoted within KG as a whole (the New
Medium-term Plan 2009-2013), and discloses the results via KG’s official website.

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The New Medium-term Plan, which was launched in April 2009 with 59 measures comprising 13
implementation plans and 46 draft plans (plans in the planning stage), was developed into a Plan covering
73 measures comprising 60 implementation plans and 13 draft plans as of the end of AY 2011. KGU
compiles the status of the Plan’s process (the extent to which efforts related to each measure haveproceeded), progress (whether the progress is as per schedule or delayed) and relevant self-assessment
statements into a progress report, and makes this public via KG’s official website. The report covers thedetails of the measures, the status of progress, specific examples of the progress being made, and otherrelated information. 10-5)
Aside from the aforementioned information, KGU also discloses a variety of information as indicatedbelow:<Disclosure of educational information>
The Ministerial Ordinance Regarding Partial Amendment of the Ordinance for Enforcement of the
School Education Act, etc. (concerning disclosure of educational information) came into force on April 1,
2011. While KGU had already disclosed an ample amount of information, in response to the said partial
amendment, KGU newly developed a web page titled “Information Disclosure” on KG’s official website,in order to further “visualize” the information it provides. This enabled viewers to browse an array of basic
data of the University via this page. 10-6)<Disclosure of financial information>
Regarding financial information, since the first issuance in 1969 of KG Campus Record, whichcontained financial information, KGU has provided information regarding its budget and accounts
settlement to its students, faculty and staff annually. Regarding the accounts settlement for and after AY
1999, information has been disclosed via KG’s official website. As budget information, KG Campus
Record currently provides information concerning KG’s budget compilation policy, a budget overview,and the budget for major project/business operations, along with a cash flow budget and income andexpenditure budget. Regarding the results of accounts settlement, information is detailed in the section“Business overview and financial overview” in the business report, based on a comparison withcorresponding data for the previous year. The section also provides financial statements, such as a cash
flow statement, an income and expenditure statement, and a balance sheet, as well as comparison data over
several years. KGU gives consideration to ensuring that the content of the financial information iscomposed in an easy-to-understand manner, even for those unfamiliar with accounting for educational
institutions. 10-7)<Disclosure of notifications to MEXT>KGU discloses on KG’s official website a range of notifications submitted to the Ministry of Education,
Culture, Sports, Science and Technology (MEXT). Specifically, the University provides information
regarding establishment of new schools etc., such as the “Application for Approval of Establishment” andrelated notifications, the “Report concerning the Status of Implementation of Establishment Plan” and“Report of Discontinuance of New Student Admissions.” Information is also provided regarding how the
University has addressed the “matters for consideration” pointed out by the ministry. 10-8)<Requests for information disclosure>
Regarding requests for information disclosure, KGU has established Regulations Regarding Access toInformation. Based on these regulations, KGU ensures that specific data is always made available to allow
applicants to view necessary information regarding the University, such as property inventories, thebalance sheet, the statement of accounts, business reports, audit reports and other information whose
disclosure is required by the Order for Enforcement of the Act on Special Measures Concerning Taxation.
10-9)

Other inquiries about students’ academic results etc., are accepted by each school and other relevantorganizational unit, and those regarding university affairs are dealt with by the Office of the President.
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Internal Quality Assurance(2) Is a specific system for internal quality assurance in place?
<Self-assessment> Overview
Self-assessment efforts at KG have been carried out since the Kwansei Gakuin University
Self-assessment Regulations were established in AY 1992. In AY 2004, the efforts at the University wereexpanded to the whole of KG, and the New Self-assessment System was implemented to further promote
the PDCA (Plan-Do-Check-Action) Cycle across KG. To reinforce the process of KG’s development cycleand fulfill its accountability to the public by employing third-party evaluation, the new system is designed
for practicing, and disclosing the results of, self-assessment that incorporates internal third-party
evaluation (the evaluation conducted by the Evaluation Expert Committee comprising External Evaluation
Experts and Internal Evaluation Experts) on an annual basis, rather than conducting assessments only inyears when Certified Evaluation and Accreditation takes place.
The self-assessment under the new system is carried out in accordance with the “guidelines for
implementation of self-assessment,” which is annually formulated by the Kwansei Gakuin Evaluation
Promotion Committee, as described in a later paragraph. 10-2)
From the outset of its implementation, this self-assessment system has attracted attention from various
entities across the nation as a pioneering initiative for making the PDCA Cycle function effectively. In AY
2008, KG received a request from MEXT and other entities to explain the system. The system is highly
appreciated, as evidenced by the fact that KG received requests for lectures, visits for inquiry, interviews
etc., from the Japan University Accreditation Association (JUAA), universities and other organizations.
10-10),10-1)

 Policies
The Kwansei Gakuin Self-assessment Regulations set forth the objectives of self-assessment asprovided in Article 1: “…check and evaluate, for itself, the status of its educational and research activities,
administration and other operations, with the aims of enhancing its educational and research standards andattaining its goals and social missions.” Article 9 provides that: “The Foundation, University and otherinstitutions, as well as their organizational units, shall endeavor to improve their educational and research
activities and related matters, if the necessity for improvement is recognized in such activities as a result of
self-assessment.” Article 9-2 stipulates: “the Chair of the Board of Trustees and other officers shallendeavor to incorporate the summarized results of self-assessment in annual plans and mid- and long-termplans of the Foundation, etc.” 10-11)
The Outline of the Implementation of the New Self-assessment specifies nine policies: (1) spontaneousand independent efforts, (2) evaluation in accordance with objectives, (3) achievement of substantial
improvements, (4) accommodation of, and linkage with third-party evaluation, (5) emphasis on efficiency,(6) necessity of proof, (7) proactive information disclosure, (8) emphasis on educational activities, and (9)respect for individuality, and consistency throughout the whole of KG. These policies have been
maintained without change. 10-12)
 Regulations and organizations
The Kwansei Gakuin Self-assessment Regulations lay down basic matters concerning self-assessmentthat apply to all educational entities within KG. To achieve the objectives of self-assessment, theregulations stipulate the establishment of the Kwansei Gakuin Evaluation Promotion Committee, underwhich nine self-assessment committees are positioned, including the University Self-assessment
Committee.10-1) The University Self-assessment Committee contains individual self-assessment
committees for each school, graduate school, and other organizational unit. 10-13)509

Internal Quality Assurance

The Kwansei Gakuin Evaluation Promotion Committee comprises executive officers of the Foundation,
University and other educational institutions of KG, such as Chancellor, Chair of the Board of Trustees,KGU President, KG’s Managing Trustees, Administrative Trustees and the University’s School Deans. As
of AY 2012, the Committee has 42 members. Committee meetings are held monthly, in principle, with the
Chair being the Chancellor, and the Vice-Chairs the Chair of KG’s Board of Trustees and the KGUPresident. 10-14) The composition of this committee, involving executive members, as well as the frequency
of its meetings, which are basically held monthly, represent KG’s earnest attitude toward its
self-assessment responsibilities. Meanwhile, in addition to the aforementioned committees, the Kwansei
Gakuin Self-assessment Regulations also stipulate the establishment of the Evaluation Expert Committee,
which oversees the practical business of the Kwansei Gakuin Evaluation Promotion Committee. It is thisEvaluation Expert Committee that is in charge of the abovementioned internal third-party evaluation.
Moreover, the Assessment Office operates as an organization providing support from a practicalperspective. Currently, the Office comprises a Director, being the University’s Vice-President, and Deputy
Directors being KG’s Administrative Trustees and others, as well as several staff members foradministrative work. 10-11)
 Systems to ensure reform and improvement
As described in the “Policies” section, the Kwansei Gakuin Self-assessment Regulations provide that
the Foundation, University and other institutions, as well as their organizational units, endeavor to improvetheir educational and research activities, etc., and that the Chair of the Board of Trustees and other officers
endeavor to incorporate the summarized results of self-assessment in the annual plans and mid- andlong-term plans of the Foundation etc.
At the University, self-assessment is carried out annually based on evaluation items under 15 categories,
comprising ten designated by JUAA as the University Standards and five originated by KGU. The
assessment undergoes internal third-party evaluation, and the results are made public, in an effort to ensure
further reform and improvement of the University.
The five original categories have been added because KGU aims to attain reforms and improvementsthat are unique to the University, without being content with the general self-assessment commonly
required of universities.
The internal third-party evaluation is effective in making the self-assessment system function properly,
due to increased objectivity and validity, and diverse perspectives in the assessment process. KG has
employed internal third-party evaluation from the outset of the introduction of the self-assessment system.
The number of External Evaluation Experts participating in the said internal evaluation of the University isfour, as of AY 2012. These external experts and KGU officials exchange views in person. Specifically, theDirector and Deputy Director of the Assessment Office, Internal Evaluation Experts and secretariat
members have meetings and exchange views directly with the External Evaluation Experts, rather thanrelying on written communication. Such direct communication allows KGU members to grasp the
implications of evaluation comments that may not be sufficiently communicated only via documents, thus
contributing to deepening understanding between external and internal members. Internal Evaluation
Experts are full-time faculty members, who evaluate a school/graduate school other than their own
school/graduate school. A total of nine Internal Evaluation Experts carried out evaluations for AY 2012.
Self-assessment results of each organizational unit are ultimately discussed and approved by the
Evaluation Promotion Committee, and are made public via KG’s official website. All information
indicated in the relevant reports is disclosed, including not only the statements prepared by eachorganizational unit, but also the comments from internal third-party evaluators and the additional
statements in response to such comments. This enables confirmation that the PDCA Cycle is functioning
properly, and contributes to further reform and improvement at the University. The said information is510

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disclosed, together with a summary of the overall assessment provided by the Chair of the Evaluation
Promotion Committee, along with problems identified in the assessment, if any.
In the self-assessment process, primary importance is placed on direct discussions between eachorganizational unit and the Assessment Office concerning the abovementioned comments from internal
third-party evaluators. The Director, Deputy Director and staff members of the Office visit eachorganizational unit and exchange views in person, rather than simply communicating in writing. This
face-to-face, direct communication is intended to encourage substantial communication and discussion,
not mere formality, and to prevent misunderstandings, problems and issues requiring consideration being
left unaddressed. Based on such discussion, each organizational unit prepares an additional statement inresponse to the evaluation comments, facilitating reform and improvement at each unit. This approach
greatly contributes to deepening understanding between evaluators and evaluatees, ensuring that the
self-assessment system functions properly.
 Revision of objectives; Evaluation of progress
KGU launched its annual self-assessment under a new system in AY 2004, and subsequently received its
first University Evaluation (Institutional Certified Evaluation and Accreditation: Universities). In AY 2009,
however, the University did not report the status of progress that had been compiled annually. Instead, overthat year, the University redefined the objectives to be checked in self-assessment, due to the following
reasons: (1) Many of the original objectives, set in AY 2003, had already been achieved, and some
objectives had become irrelevant; (2) After experiencing several rounds of the self-assessment process andthe Certified Evaluation and Accreditation, it was strongly recognized that appropriate objective setting
was a requisite for enhancing the quality of self-assessment; (3) Objectives examined in self-assessment
must be linked with the objectives set forth in the New Strategic Plan and the New Medium-term Plan, andtherefore revision of the original objectives was necessary to ensure consistency with the said plans; and(4) The evaluation standards and items designated by JUAA, on which KGU’s self-assessment is based,
were planned to be revised, and the University needed to accommodate this revision. Due to these reasons,during AY 2009, KGU worked to revise its evaluation standards/criteria, combining JUAA’s new
evaluation standards and items and those originated by KGU, and redefined the University’s objectives tobe addressed in the period through AY 2013. Self-assessment for the academic years of 2010 and 2011 was
conducted based on the new evaluation standards/criteria revised in AY 2009, as well as on the progresswith the new objectives redefined in the same year.
 Improvement of systems for practical work
Improvement has also been made in the effectiveness and efficiency of the practical work underpinning
the self-assessment process. In June 2005, in cooperation with Japan Management Association (JMA),KGU developed the Kwansei Gakuin Evaluation Indicators Database that allows users to view data
regarding the indicators for each evaluation item via the Internet. This database enabled faculty and staff
with Internet access to view the necessary data at any time. This database system was later developed into
the Kwansei Gakuin Integrated Self-assessment Web System, which was jointly developed by KGU and
JMA in AY 2008, and has been utilized up to the present. 10-1) This new system allows users to send andreceive evaluation forms online, 24 hours a day, and to access relevant data from outside the University,
subject to authorization, even though such data was previously accessible only from PCs on campus. The
system also enables users to view related descriptions written in the past and to access data of theevaluation indicators via the same display.
In an effort to promote numerical evaluation in self-assessment, in AY 2008, KGU implemented a trial
procedure in which the relevant data of changes over years for six evaluation items was attached toevaluation forms to make a quantitative evaluation. Currently, this approach is applied to all evaluation
items insofar as possible.

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In AY 2010, a space was added to the evaluation forms to allow users to enter the status of progress of
their objectives.
<New Medium-term Plan>
Taking the occasion of the installment of a new Chair of KG’s Board of Trustees and KGU President inApril 2008, Kwansei Gakuin set out to define new future visions and develop mid- and long-term plans, ina united effort by the Foundation and the University. Based on deliberations in the preparation committee,
the research committee, the formulation committee and 22 working groups of various sizes, an interim
report was prepared and announced within the University. After subsequent discussions in all-campus
assemblies and receipt of public comments, the New Strategic Plan was finalized in December 2008, andwas announced inside and outside the University. Moreover, by March 2009, KG formulated andannounced the New Medium-term Plan, which provides specific measures to realize the six “Visions”
stipulated in the New Strategic Plan. Since AY 2009, the New Medium-term Plan has been promoted undera structure consisting of the following organizations: i) the New Strategic Plan Promotion Committee
comprising the Chair of the Board of Trustees, Chancellor, President, Administrative Trustees in charge,
Vice-President in charge, and other officers; ii) the New Strategic Plan Executive Committee comprising
the Administrative Trustees in charge, Vice-President in charge, administrations of the Foundation and the
University, and other entities; iii) the New Medium-term Plan (University) Review Committee comprising
the University Administration led by President; and iv) the New Strategic Plan Promotion Office serving
as the secretariat. 10-15) The Finance and Operation Headquarters was also established, due to the necessity
for the Foundation and the University to jointly consider and make decision from both educational andfinancial perspectives.
In AY 2011, a new framework was established for reviewing the effects of the New Medium-term Plan,in addition to those for progress management. The new framework provides indicators for “Outputs”
regarding all of the 73 measures. Each organizational unit submits quantitative data based on such
indicators to the New Strategic Plan Promotion Committee. Submitted numerical data is monitored in
combination with relevant qualitative information.
Data concerning the New Medium-term Plan is incorporated in the Kwansei Gakuin Integrated
Self-assessment Web System operated as part of the self-assessment process, and shared within KG, so as
to allow all faculty and staff to view documents and indicator data related to the Visions and measures.
This enables each organizational unit to enter the necessary statements in self-assessment forms, whileconsidering on data concerning the New Medium-term Plan. 10-1)
KGU frequently receives inquiries, and requests for lectures from other universities regarding theabove-mentioned approach.
<Compliance by KG members>
Efforts are made to promote understanding of legal compliance by faculty and staff, by establishing a
range of regulations, procedures for handling information etc., and other rules to ensure compliance,
preparing various guidelines based on appropriate, ethical viewpoints, and providing relevant training andworkshops for staff. 10-16),10-17),10-18),10-19)(3) How is the proper functioning of the internal quality assurance system ensured?
<Self-assessment and New Medium-term Plan>
As described in Section 1-(1) and 1-(2) in this chapter, Kwansei Gakuin strives to make improvements
and reforms by utilizing the two PDCA Cycles, i.e., those based on the self-assessment and the New
Strategic Plan combined with the New Medium-term Plan.

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Both the self-assessment, and the New Strategic Plan & New Medium-term Plan function properly, andhave been implemented steadily since their introduction. 10-14),10-1)
Previously, as a result of an internal third-party evaluation in the process of self-assessment, thenecessity for follow-up research concerning the status of student admissions was pointed out. This was
adopted in the New Medium-term Plan. A follow-up was carried out, and the results were used for the
analysis of correlations between the type of entrance examination and the status of students’ academic
achievement and employment after graduation. This research led to improvements in the University’s
entrance examination system, such as a review of student admissions based on recommendations bydesignated high schools. This is an example of successful linkage of these two cycles.
Regarding self-assessment, a previous self-assessment led to the identification of a gap existing between
the University’s schools in terms of the number of enrolled students for one full-time faculty member.
After due consideration, a decision was made to add 10 full-time faculty members in schools in the field ofsocial science, so as to narrow the said gap. This decision was realized within several years. Improvement
was also made in the seating capacity of the University Library. These examples demonstrate the proper
functioning of the University’s self-assessment system.
<Inclusion of inputs from outside the University>
As described in Section 1-(2) “Systems to ensure reform and improvement,” from the outset of theintroduction of the self-assessment system, the internal third-party evaluation is designed to reflect thenecessary opinions and views from external entities in order to ensure proper functioning of theself-assessment system.
<Establishment of IR>
To enable the internal quality assurance system to function even better, in parallel with the advancementof the system itself, KGU fortifies the function of institutional research (IR). IR is an organizational
function to collect and analyze objective data regarding the University, and make effective use of it to help
improve the University’s administrative and educational management. The necessity of the IR function
was also pointed out by External Evaluation Experts.
As described in Section 1-(2), KGU collects and accumulates various data in the Kwansei Gakuin
Integrated Self-assessment Web System, such as the Basic Institutional Data, data of KGU’s original basic
indicators, data of the “Output” indicators for each measure set forth in the New Medium-term Plan, dataof “Outcome” evaluation indicators regarding the Visions, and data of “Impact” evaluation indicators
regarding the overall Plan. 10-1)<Promoting database improvements regarding educational and research activities>
At the Committee of Deans meetings, the President semiannually notifies Deans (schools, graduate
schools and professional graduate schools) of researchers who have not input research achievement data in
the research achievement database. Taking the opportunity afforded by the meetings, a request is made forthe input and update of relevant data in the database. The number of individuals whose researchachievement data is included in the database as of May 24, 2012, is listed in the separate documentation.
10-20)

The current research achievement database is planned to be developed into a new system (Integrated
Research Database). Preparation work is underway based on the measure “Development of Integrated
Research Database” specified in the New Medium-term Plan. The new system is being prepared in amanner that accommodates the need for information disclosure regarding educational, research and otheractivities at universities, which is required by the partially amended Ordinance for Enforcement of the
School Education Act, etc. that took effect on April 1, 2011.
<Accommodation of “remarks”>
Regarding the “investigation concerning the status of implementation of the establishment plan” for AY
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2012, KGU submitted reports to MEXT, on May 17, 2012, regarding the following schools and graduate
schools: [1] Departments of Mathematical Sciences and Human System Interaction in the School of
Science and Technology (Fourth year since establishment), Date of notification: April 28, 2008; [2]Departments of Urban Studies and International Policy Studies in the School of Policy Studies (Fourthyear since establishment), Date of notification: April 28, 2008; [3] Departments of Early Childhood andElementary Education, and Applied Education, in the School of Education (Fourth year since
establishment), Date of approval: December 24, 2008; [4] Department of International Studies in the
School of International Studies (Third year since establishment), Date of notification: April 28, 2009; and[5] The second half of the doctoral program of the Graduate Department of Mathematical Sciences in the
Graduate School of Science and Technology (Second year since establishment), Date of notification: April
27, 2010. 10-8)
How KGU addressed the advice attached to the results of its first Institutional Certified Evaluation andAccreditation in AY 2006 is as described in Section 1-(1). Regarding professional graduate schools, eachprofessional graduate school has followed instructions from its Certified Evaluation and Accreditation
Organization, has verified the necessary issues to be reviewed while using the process of annual
self-assessment, and has been making efforts for further improvement, in preparation for its second
Certified Evaluation and Accreditation for Professional Graduate Schools. This second evaluation andaccreditation is scheduled for AY 2013 for the Law School, and the Accounting School of the Institute ofBusiness and Accounting, and for AY 2014 for the Business School of the same Institute.
<Other>To enable the internal quality assurance system to function properly, KGU implements measures as
described below. While requiring tenacious effort, all these measures are effective in ensuring proper
functioning of the system.
- In May 2010, KGU made the following proposal to JUAA: Regarding universities that practice annual
self-assessment based on the evaluation standards and items designated by Certified Evaluation andAccreditation Organizations and that disclose the assessment results to the public, it is desirable that such
universities be allowed to submit the report required for Certified Evaluation and Accreditation withstreamlined content by using the results of their annual self-assessment, or that the said universities be
exempted from submitting such report. This proposal was detailed in an article contributed by the
Section Head of KGU’s Assessment Office to Volume No. 45 of “Juaa,” the bulletin of JUAA, October 1,
2010 issue. 10-21) The aim of the proposal was to facilitate the proper functioning and further enhancementof self-assessment, by streamlining the reporting procedure for Certified Evaluation and Accreditation by
utilizing reports of annual self-assessment.
- Since AY 2011, the Assessment Office has published Assessment Office News 10-22), in an effort to ensurea wider and deeper understanding by KGU members of the University’s efforts toward internal quality
assurance.
- KGU incorporates the training program in the management cycle (PDCA Cycle) provided by the Japan
Association of Private Universities and Colleges (JAPUC) in the University’s personnel training system.
Six staff members have been sent to participate in this JAPUC program every year since AY 2010. 10-23)
This training is also intended to ensure a wider and deeper understanding by KGU members of KGU’sefforts toward internal quality assurance.

2. Check and Evaluation(1) Matters showing improvement514

Internal Quality Assurance- As part of the self-assessment process, the Assessment Office and each organizational unit exchange
views concerning the results of internal third-party evaluations. This practice has been useful to steadily
spread understanding of the “evaluation culture” among KGU members.
- The establishment of the Kwansei Gakuin Integrated Self-assessment Web System, as well as the annual
data collection and the database development via this System, have contributed to promoting quantitativeevaluation, and are expected to further fortify the IR function. 10-1)- A united effort by the Foundation and the University under the New Strategic Plan and the New
Medium-term Plan has resulted in a framework facilitating integrated decision-making that incorporates
educational and financial perspectives. This has enabled them to strategically allocate budgets andhuman resources by concentrating them in specific target areas, facilitating “selection andconcentration,” the attainment of which has been pursued over the years. This has also accelerated
internationalization and educational reform at KGU. 10-5)(2) Matters that need to be improved- While an understanding of “evaluation culture” has spread via the self-assessment effort, there is room
for improvement in terms of the achievement of more efficient, effective and substantial self-assessment
practices.
- The New Medium-term Plan includes an Implementation Plan aimed at developing the current researchachievement database into a new integrated database that incorporates elements regarding teachingexperience/achievement, social contribution, etc., and that is also accessible in English and other nonJapanese languages. However, its development has been delayed, due to insufficient discussions within
the University, and a lack of personnel available for planning and introduction of the new system.
- While the two PDCA Cycles based on self-assessment and the New Medium-term Plan are currently inoperation, an integrated PDCA Cycle should be developed.

3. Development Measures for the Future(1) Matters showing improvement- After the “Institutional Certified Evaluation and Accreditation: Universities” for AY 2013, KGU will
design a more efficient, effective and substantial self-assessment system, and will implement it in AY
2015.
- KGU will develop a web system with greater ease of use, while taking the IR function into consideration.
- Regarding the New Strategic Plan and the New Medium-term Plan, KGU will set to work on the plans to
be implemented in the latter five-year phase from AY 2014.
(2) Matters that need to be improved- After the “Institutional Certified Evaluation and Accreditation: Universities” for AY 2013, KGU will
design a more efficient, effective and substantial self-assessment system, and will implement it from AY
2015.
- Regarding the development of the research achievement database into a new integrated database, KGU
will review the current approach, including the planning structure itself, and will design a more feasible
plan.
- KGU will establish an integrated PDCA Cycle.
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516

Conclusion

Conclusion

517

Conclusion

Conclusion

Kwansei Gakuin (KG), which launched its educational activities with secondary education, will celebrate its
124th anniversary in 2013. By providing rich education throughout its long history, KG has produced more than
200,000 graduates, through whose remarkable activities it has greatly contributed to society. Aiming at further
contributing to society through even more remarkable work by graduates, KG formulated the New Strategic Plan
in 2009, the year of its 120th anniversary, envisioning how KG should develop in the subsequent 10 years. KG
also set out its Mission Statement: As a “learning community without fences” firmly grounded in education basedon the principles of Christianity, Kwansei Gakuin cultivates its members to be creative and capable world citizens
who embody its motto, “Mastery for Service,” by transforming society with compassion and integrity.
Kwansei Gakuin University (KGU) has taken and realized a number of measures, which are primarily specified
in the New Medium-term Plan, which was formed on the basis of the New Strategic Plan. The University has
achieved steady progress especially in one of the Visions “Creating an international multicultural campus.” This
progress is evident in the fact that in AY 2012, an initiative by the University was adopted as a “Project for
Promotion of Global Human Resource Development (Type: university-wide promotion)” by the Ministry of
Education, Culture, Sports, Science and Technology (MEXT), after the University’s other project was adopted as a“Re-inventing Japan Project” by the same ministry in AY 2011. With these projects as a foothold, KGU will leadJapanese universities as one of the leading educational institutions that develop individuals capable of effectively
working in a global society.
In an effort to genuinely achieve full internationalization, the University must always attach importance to theuniversities’ inherent principle, i.e., ensuring education based on research. Universities are a locus where theirmembers seek the “truth” and explore “verity” as one of their ultimate goals. Faculty members, staff members andstudents are all equal before the truth and verity, and universities are a place where they learn from one another,transcending the “borders,” or “fences,” of disciplines. As a basic attitude toward learning, learners must always
be humble towards nature, seriously accept the limitations of modern science, and keep themselves from assuming
arrogance as human beings. The University will ensure that its members will make untiring efforts to pursue theenhanced safety and security of human beings from a long-term perspective, without seeking readily available
short-term achievements. They are expected to proceed steadily with their learning without flinching frompossible setbacks, while keeping in mind the idea that “The farthest way about is the nearest way home.” Needlessto say, in pursuing learning activities, it is necessary to be aware that the safety and security of human beings areachievable only where a sound environment is secured for plants and animals on the earth.
The following paragraphs summarize the matters for improvement and future prospects regarding issues
concerning the whole University as described in each of the Main Chapters of this self-assessment report.
1. Philosophy and Goals
KG’s official Web site provides information regarding the New Medium-term Plan, the philosophy of the
University, the Mission Statement, the School Motto and other related matters. The University will make
improvements so as to be able to determine the extent to which their contents and concepts are recognized by
KG members, and also to make necessary information more readily searchable on the website.
Via several media, including “Kwansei Gakuin New Strategic Plan 2009-2018 / Progress Report of the New
Medium-term Plan 2009-2013” provided on KG’s official website, the educational philosophy of the whole
University has been reconfirmed and made familiar to University members repeatedly. The University will
increase its efforts so that faculty and staff can always refer to the University’s philosophy via such media
when they address specific issues, while obtaining understanding and support from students, their guarantors,
and alumni of the University.
2. Educational and Research Organization
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Educational and research organizations in KGU are independent by function, and duties within eachorganization are subdivided automatically in accordance with their organizational structures. This system has
resulted in a situation where many centers are structured in juxtaposition immediately under the President, andwhere departments responsible for information systems etc. are scattered throughout the University. Thissituation does not necessarily contribute to the efficient operation of the University as a whole. Moreover, theindependent operation of each organization has led to insufficient communication between organizations, often
hampering consistent implementation of various measures by the University.
To increase efficiency in its organizational operation, KGU is currently preparing for a major reorganization,by which KGU plans to place existing organizations with similar functions under four Organizations (theOrganization for Academic Affairs, the Organization for Student Activity Support, the Organization for
Information Environment, and the Organization for International Collaboration), each of which has anintegrated administrative structure covering a set of necessary functions — planning, management andexecution. The University aims to implement the abovementioned reorganization in April 2013.
3. Faculty Members and Faculty Organization
Since KGU embraces the principles of Christianity as its founding philosophy, each school, except the
School of Theology, appoints a Chaplain as a full-time faculty position. Chaplains assume the responsibility ofteaching Christian subjects, and play a leading role in the operation of Christian activities at each school.
However, among Chaplains of each school, some members have not been appointed as graduate faculty
members to a graduate school suited to their field of specialization. The University will formulate specificplans to appoint the said members to graduate faculty at a graduate school suited to their field of specialization,in cooperation with the Deans of the relevant Graduate Faculty Boards.
4. Educational Content, System and Outcomes
A range of policies and course registration models that have been formulated by the University and schools
are disclosed on KG’s official website in a unified manner. However, regarding the schools’ own websites,
Course Guides and other media provided by each school, efforts in disclosing such information are notnecessarily made in a unified manner. The University will make efforts for enhancement of curriculums withparticular emphasis on systematic curriculum design, while taking the increasingly diverse learning needs ofstudents into consideration. These efforts will be made via curriculum revision at schools, reform of thefirst-year education, and implementation of the Multidisciplinary Studies Program (MDS Program), which
effectively uses coursework conducted at each school and provides students with a broad learning experience,transcending the realm of studies available at the single department they belong to.
In the fall semester of AY 2012, the University officially introduced the Learning Assistant (LA) System.
Prior to the official introduction, some schools and centers had employed the system as a trial, and thisapproximately one-year trial use of the LA System has already been showing great learning and educational
effectiveness. By promoting information sharing and dissemination regarding effective use of the system, theUniversity will accelerate the wider establishment and use of the LA System, in an effort to create a Learning
Community, which is a major aim of the University.
Regarding graduate schools, while the Admission Policy is properly specified in application guidelines, thethree primary Policies, as a whole, are not necessarily disclosed in a standardized manner in the graduate
schools’ sections on KG’s official website, the graduate schools’ own websites, Course Guides and other media.
Some graduate schools have formulated, or are formulating course registration models. The University will
promote wider dissemination to, and deeper understanding by students and faculty members of the establishedcourse registration models by publicly providing them via a variety of media.
5. Student Admission
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While the University has implemented and analyzed the follow-up assessment of entrants and evaluation of
the entrance examination system, the University must integrate the relevant databases currently scatteredacross the University. In recent years, graduate schools have had serious difficulties fulfilling their admission
capacity. The University will concentrate its efforts, from a long-term perspective, on promoting public
relations measures, improvements in facilities and equipment, and financial support for graduate students, withthe aim of attracting a wider range of students with excellent ability. Many universities have recently
recognized the importance of careers support for graduate students. KGU will expand the scope of its careers
support to cover graduate students, while efforts for such support have previously been directed primarily atundergraduate students.
6. Student Support
Regarding the organizational structure established for careers support, the Center for Career Planning andPlacement aims to provide an equal level of service throughout our four campuses. The center is the soleorganization in the University to conduct the same operations on four campuses as a single organizational unit,
and frequently faces challenges in equalizing the level of services it provides. On Kobe-Sanda Campus, where
new departments have been established, the number of students has been steadily increasing. However, thecenter’s office on this campus is smaller in area than that on Nishinomiya Uegahara Campus, and is also
understaffed in relation to the number of students it accommodates. Dissatisfaction has been gradually growing
among the students. Construction of a new building has begun on Kobe-Sanda Campus, and upon completion,
the office is slated for relocation from the current building to the new one. Therefore, the problem of
inadequate office space on this campus is expected to be solved. Next, the center needs to address the issue ofstaffing. Apart from individual opinions of students, as an organizational policy, the center will achieve better
staffing to provide services on the same level throughout all four campuses.
7. Educational and Research Environment
In response to the notice “Thorough efforts for proper use etc. of public research funds at research institutes”(August 19, 2011 Notice by Director-General, Higher Education Bureau, and Director-General, Research
Promotion Bureau, the Ministry of Education, Culture, Sports, Science and Technology (MEXT)), theUniversity implemented relevant investigations, which revealed a case of improper use of public researchfunds (fictitious business trip: money pool), and the University reported the case to MEXT and the Japan
Society for the Promotion of Science. In connection with this notice, in April 2012, the Board of Audit of Japan
conducted an on-site inspection regarding use of public research funds at KGU and other universities. The
University received severely critical comments from the Board, which required KGU, as a university that had
submitted false accounting, to review its management and auditing system regarding research funds, and makegreater efforts to promote increased awareness for proper use of research funds. The University must takerelevant measures urgently. As the necessary measures to observe research ethics, KGU will identify issues tobe addressed by the University, and will ensure a more sound research environment where researchers can use
research funds in a fairer and more proper manner (e.g., greater efforts to promote increased awareness ofproper use of research funds; improvement in the management and auditing system regarding research funds
by reviewing evidence documents and checking all incoming goods purchased with “research funds; andestablishment of ethics committees).
8. Social Cooperation and Social Contribution
KGU can further enhance its presence by widely disseminating the outcomes of its educational and research
activities both inside and outside of the University, or domestically and internationally, and receiving highrecognition from society. The University returns the research outcomes to the general public by developing,and making publicly accessible via KG’s official website a system whereby users can search the University’s
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Conclusion“research achievement database,” which provides information regarding individual researchers, such as theirprofiles, major research achievements and other activities. The information contained in this database is
updated by researchers themselves. To develop this “research achievement database” into a new integrated
database incorporating information regarding faculty members’ teaching experience/achievement, theUniversity will prepare a precise work schedule and proceed with the work process, aiming at making the new
database operational by AY 2014.
The University must secure the research achievements created in KGU in the form of basic patents, conduct
joint research or commissioned research centered on the patented technologies/knowledge in a national
government project etc. for commercialization, disseminate and promote practical use of thesetechnologies/knowledge in society at large, and thereby make a positive contribution to society. In view of this,the University aims to strengthen industry-academia-government collaboration by taking advantage of its
intellectual property, promote activation of “creation, securing and use of intellectual property = intellectual
creation cycle,” and thereby reinforce the management base of the University.
9. Administration and Financial Affairs
KGU has long been managed under the separate administrations of the Foundation and the University, which
has necessitated considerable efforts in coordination between both administrations. This has resulted in various
problems, delaying decision-making, and making it difficult for the University to devise effective measureswith a bird’s-eye-view of the entire organization. For successful coordination between management andeducation, the President, the University Administration and the University Senate, who represent theeducational organization, are required to make decisions concerning educational activities while fully
understanding the managerial situation of the University. Under the principle of faculty-staff collaboration, it isnecessary for clerical organizations to maintain a certain level of independence from academic organizations.
Organizational reform of the University and reorganization of clerical organizations, which support University
operations, are currently underway. In consideration of the need for expeditious consensus-building anddecision-making in the University and the whole Foundation, it is necessary to promote faculty-staff
collaboration, while encouraging staff members to further enhance their abilities of conceptualization andreasoning.
To establish a firm financial base to support centuries’ of sustained development of KG, the University must
adhere to the rule that it secure financial resources for new projects by increased efforts in cost reduction andreview of the existing projects. Amid the increasingly severe school management environment, the importanceof financial auditing is increasing, as a means to ensure sound financial situations and management. The
University will continue to promote cooperation between auditors, the audit corporation and the Internal Audit
Office, and will reinforce the operational structure of the Internal Audit Office.
10. Internal Quality Assurance
As part of the self-assessment process, the Assessment Office and each organizational unit exchange views
concerning the results of internal third-party evaluations. This practice has been useful to steadily spread
understanding of the “evaluation culture” among KGU members. A united effort by the Foundation and the
University under the New Strategic Plan and the New Medium-term Plan has resulted in a framework
facilitating integrated decision-making that incorporates educational and financial perspectives. This has
enabled them to strategically allocate budgets and human resources by concentrating them in specific target
areas, facilitating “selection and concentration,” the attainment of which has been pursued over the years. This
has also accelerated internationalization and educational reform at KGU.
However, while an understanding of “evaluation culture” has spread via the self-assessment effort, there isroom for improvement in terms of the achievement of more efficient, effective and substantial self-assessment
practices. While the two PDCA Cycles based on self-assessment and the New Medium-term Plan are currently
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in operation, an integrated PDCA Cycle should be developed.
After the “Institutional Certified Evaluation and Accreditation: Universities” for AY 2013, KGU will design
a more efficient, effective and substantial self-assessment system, and will implement it in AY 2015. Regarding
the New Strategic Plan and the New Medium-term Plan, the University will set to work on the plans to be
implemented in the latter five-year phase from AY 2014.
The matters for improvement and future prospect regarding issues concerning the whole University are as
outlined in the previous paragraphs.
The University will launch a new administrative system in April 2013, under which three Administrative
Trustees will be appointed Vice-Presidents, and three Vice-Presidents will be nominated as Administrative
Trustees. This system is intended to create a new administrative arrangement which incorporates both educationaland managerial perspectives in a more unified manner, thereby ensuring more expeditious and proper
decision-making. The University will also establish four new “Organizations” (Organization for Academic Affairs,
Organization for Student Activity Support, Organization for Information Environment, and Organization forInternational Collaboration). Upon establishment of the abovementioned new administrative system andorganizational structure, clerical organizations throughout KG will be placed under integrated management by the
Chief Executive Administrator, aiming at more efficient operations and management of clerical functions.
In addition to the “University’s ideal requirements for faculty members (the qualities expected of faculty
members),” KG has defined “the qualities expected of staff members,” which were explained by the Chair of theBoard of Trustees as follows: A staff member who sincerely works at helping development of students, and who strives for better educationand student support with enthusiasm and pride
 A staff member who aims for self-development, as well as mutual-development among staff members, inpursuit of further development of their own capability, and who fulfills his/her roles and responsibilities whileworking collaboratively with other members
 A staff member who has a global mindset, along with a perspective that values harmonious coexistence withlocal communities, who strives for further development of his/her expertise, who always views things with abroad outlook, who makes proactive and focused efforts toward specific goals for improvement and reform, and
who works and acts expeditiously A staff member who enjoys confidence of others and natural virtue as an individual human being, and who istrusted and respected by people around him/her, as well as a broader range of people in society
While maintaining a keen awareness of itself as a public institution, Kwansei Gakuin will encourage individual
faculty members and staff members to renew their awareness of their roles and responsibilities, and will also
continue making steps forward, seeking to become a “Kwansei Gakuin which continues to evolve and shine” and“Kwansei Gakuin which continues to be an institute of first choice in all ages.”523