Ritsumeikan Asia PacificUniversity
Post-Graduation Survey
Basic Summary Report(AY2021 and AY2022)

APU IR Tean
Mail [irteam@apu.ac.jp]

TABLE OF CONTENTS
Outline of the survey ................................................................................................................................................... 2
Purpose of survey .................................................................................................................................................... 2
Target of survey ....................................................................................................................................................... 2
Method of survey .................................................................................................................................................... 2
Period of survey ....................................................................................................................................................... 2
Major survey items .................................................................................................................................................. 2
Status of collection .................................................................................................................................................. 3
Attributes of respondents ........................................................................................................................................... 3
University life ............................................................................................................................................................... 4
After graduation .......................................................................................................................................................... 6
Career Paths and Current Occupations right after Graduation ............................................................................... 6
Overseas employment experience and career change experience ......................................................................... 6
Degrees and qualifications earned after graduation ............................................................................................... 8
Satisfaction with APU .................................................................................................................................................. 9
Important competencies considered by graduates ................................................................................................... 111

Outline of the survey
Purpose of survey
Clarify how the learning and experience experienced by APU graduates after graduation are practiced and helpedin their respective lives (effectiveness) and how they evaluate their learning and experience, and verify the resultsof the APU's Human Resource Development Goals (APU2030 Vision Diploma Policy) using the students' perspective
after graduation to link the results of the verification to future efforts to improve education.
It also seeks out potential supporters by collecting, to the extent possible, current occupations, social status, andpersonal information of alumni and ascertaining the actual situation.

Target of survey
Of the total of 6,852 graduates who have been graduated for 5, 10, and 15 years, 4,709 have registered their e‐mailaddresses with APU.
Time of survey

Applicable graduation year

Number ofparticipants

Mail address registrant

AY2021

AY2016, 2011, and 2006

3,393 people

2,411 people

AY2022

AY2007, 2012 and 2007

3,549 people

2,298 people

Method of survey
Using SHANON, an online survey (anonymous) system

Period of survey
January to May of 2022 and December of 2022 to the end of January of 2023

Major survey items
Attributes (graduation year, college, domestic/international students, language standards, nationality)
Efforts in university (learning time, grades, and experience of studying abroad)
After graduation (current place of residence, career path right after graduation, current situation, experience ofworking overseas, experience of career change, degrees and qualifications earned after graduation)
APU satisfaction, sense of belonging, and willingness to support
Evaluation of the qualifications and abilities acquired in the APU
Annual Income and Social Position *Voluntary2

Status of collection
Emails were sent to 4,709 graduates whose email addresses were kept by APU, and 443 responded. (Responserate: 9.4%)

Attributes of respondents
Breakdown by college and breakdown of domestic and international students (all enrolled in college) by year ofgraduation. There is no significant bias. In the 15 years after graduation, the number of graduates was less than 10
or 5 years after graduation, therefore, the number of respondents was also lower. Respondents were from 34
countries and regions (including Japan).

There is no significant bias in the attributes of the respondents.

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The distribution of the current place of residence is shown. Japan is the largest, followed by Indonesia, Thailand,China, and Vietnam. By prefecture, those living in Japan are most numerous in Tokyo, followed by Oita, Fukuoka,Kanagawa, Osaka, and Hyogo.

University life
This section presents the results of the answers to the questions on performance, time spent studying, andexperience of studying abroad. The score (self‐awareness) was higher than "somewhat higher from the middle" inmany cases, and approximately half of the graduates were aware that they were excellent graders. The mostfrequent response was "10 hours or more" for the weekly learning time, and more than half of the responses werefrom 10 hours or more to 20 hours or more, indicating that they spent at least 85 minutes per day studying. 42.4%of the respondents answered that they had experience of studying abroad while studying.

4In view of the fact that the first generation (First Generation College Students) is an indicator used in the SDGs
approach and university ranking, the following explanatory text was added to the questions. In the first generation,
33.4% answered "yes."With the aim of achieving inclusive societies, the APU is approaching the SDGs "Goal 4 Quality Education for All" to Goal 10 "Eliminate
Inequalities in People and Countries."
One of our missions is to eliminate inequalities in educational opportunities in the social structure and to create universities that
attract diverse students who have grown up in different environments. We are considering support for first‐generation university
students in the First Generation Students.
This question is designed to understand the actual situation of First Generation Students in the APU.

Please enter the answers only

if you wish to cooperate. Note) First Generation Students are generally students whose parents do not have a university degree.

5After graduation
Career Paths and Current Occupations right after Graduation
80.6% of them answered that they were "permanent employees." However, at present, the proportion of"permanent employees" has declined to 73.8%, and that of "public servants, group employees, and faculty
member" has risen to 10.3% from 4.1%. In addition, the rate of "others" rose from 2.3% immediately aftergraduation to 8.3% at present, indicating that they have changed into various careers after graduation. If we lookat the number of years since graduation, we find that while 3.5% of graduates answered that they "went on tograduate school" right after graduation in the 15 years after graduation, the number of graduates after graduationin the five years after graduation was 8.0%, showing an increasing trend.

Overseas employment experience and career change experience
The following shows the responses by domestic students, international students, and the number of years since
graduation regarding their employment experience abroad and career change experience. With regard to careerchange, 70.9% of all respondents had changed their jobs, and the percentage of international students is higher
6than that of domestic students, and the number of career changes is also higher. 44.7% of the total respondents
had worked outside their home country for 3 months or more. As the number of years since graduation has passed,
the overseas employment experience rate tends to increase for international students, whereas there is no such
trend among domestic students.

7Degrees and qualifications earned after graduation
Answers to questions about degrees, qualifications, and licenses obtained after graduation are given below. Halfof the total have obtained any degree, qualification, or license (hereinafter referred to as "degree qualification")after graduation. "Master's degree" is the most common category of degrees obtained, and 29.5% of graduates
who answered that they have obtained degrees, etc. answered that they have "Master's degree."In particular,
48.1% of graduates with degree qualifications, etc. answered that they had obtained a "master's degree," morethan 12.3% of domestic students.

8Satisfaction with APU
We divided the learning and experience of college into three categories: "regular class", "regular extracurricular
activities such as TA, events, and circle activities", and "non‐university activities such as part‐time employment
and travel" and asked questions on "how useful it is in current work and life" on a five‐point scale. Taken together,approximately 70% of the respondents answered "useful" and approximately 30% answered "neither useful noruseful."Among the above three categories, "activities other than universities such as part‐time employment andtravel" received the highest response, with 75.4% answering that they were useful.
Next, we divided education and student life during college into five categories: "content of university classes","relationship with faculty members", "relationship with friends", "extracurricular activities", and "university life
in general", and asked on the same five levels how satisfied they were. Satisfaction with "relationships with friends"
was highest, with 87.8% answering "satisfied.""Relationship with faculty members" was the lowest among the fiveitems, with 64.4% answering satisfied. Looking at the number of years since graduation, the overall level ofsatisfaction was slightly lower in the 10‐year graduate group than in the 5‐year and 15‐year graduate groups.

9We divided our feelings toward the APU into five categories: “satisfaction with having graduated from the APU(level of satisfaction)”, “feeling still a member of APU (sense of belonging),”, “views on the social image of theAPU”, “whether to recommend the APU to others”, and “willingness to support students”. Satisfaction was 89.6%.
73.1% answered "feeling still a member of APU (sense of belonging)," and 78.7% answered " whether torecommend the APU to others".
In addition, 73.8% responded "If there is an opportunity, I would like to be actively involved in student support,"
and 69.8% of the respondents approved cooperation in individual interviews from APU, indicating that there aregraduates who are willing to provide support. In addition, 77.2% feel that the recognition and social image of theAPU has improved compared to the time they were enrolled in APU.

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Important competencies considered by graduates
The results of a five‐point questionnaire on the 20 competencies of APU Roublic, together with the NPS (NetPromoter Score), show how important the graduates feel in their work and life. NPS (Net Promoter Score) classifies
respondents who answered "very important"; 4) respondents who answered "important"; 3) respondents whoanswered "neutral"; 1) respondents who answered "Not important" and 2) respondents who answered "Notimportant" as "Criticists"; and the percentage of respondents who answered "Criticists" is calculated by subtracting
the percentage of respondents who answered "Criticists" from the percentage of respondents who answered"Criticists". Scores increase as the number of recommenders increases and the number of critics decreases. The
following is an order of competencies with a large number of affirmators. "Communication" (95.5%), "flexibility"(94.4%), "willingness to take on challenges" (93.9%), and "attitude to learn everything" (92.3%), followed by"empathy", " independence", "understanding of diversity" and “teamwork”.

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