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Policies
To achieve the University’s “Founding Principles” and “Educational Philosophy,” Kyoto Sangyo University has established the following three policies.
Founding principles
In any society, universities are the best organizations to conduct research and offer education. The mission of the university is to nurture individuals with the capacity to lead the society in the future. The educational goal of the university is to produce individuals who can conduct their social obligations in a praiseworthy fashion, while being ethical and having a strong character. Moreover, it is to cultivate individuals with the intention to contribute to the peace and happiness of all humankind and to uphold the global reputation of the Japanese individuals at home and abroad as individuals who are respected by others worldwide. Such individuals have a spiritual foundation grounded in the beautiful moral tradition of ancient Japan, and they develop an abundance of skills from both Eastern and Western culture. They are also informed about the continuously changing situation in Japan, and they have the ability to judge situations accurately using scientific analysis. These are individuals who have a continuous faith in themselves and who always maintain an independent perspective, no matter what situation they are facing. The founding principle of this university is developing our students to become individuals capable of leading in this way.
Diploma Policy
Students learn according to the curriculum stipulated by the faculty to achieve the four educational accomplishments that are based on the founding principles below. Those who satisfy the requirements for graduation stipulated by the faculties are awarded degrees and allowed to graduate.
- Having the ability to understand modern social phenomena accurately.
- Being able to approach and propose solutions to problems from various perspectives using knowledge that has been developed.
- Being able to initiate an independent proposal and to communicate and present it to a third party.
- Having faith in one's self and having the capacity to fulfill a social role in the real-world by upholding social morality.
Curriculum Policy
To accomplish the goals set out in the diploma policy (policies for approving graduation and conferring degrees), the general education courses have been systematically organized into specialized education courses. In addition, classes having an appropriate combination of lectures, seminars, experiments, practicums, and hands-on-learning are offered to develop a broad education as well as fundamental specialized knowledge. The system and structure of the curriculum is laid out explicitly using numbering and a curriculum map. Moreover, the curriculum is inspected using students’ feedback on individual courses, and the students' perspectives on personal growth, that are captured using the "survey on feelings about learning outcomes" that is conducted by each faculty at the end of every term. This university is attempting to develop the most suitable curriculum using self-evaluation of the educational results that the curriculum provides. The educational content, educational methods, and assessments of the learning outcomes are stipulated below. 1. Educational content
The general education courses are divided into human science education courses, language education courses, physical education courses, and career development support education courses. Classes are offered in each of these courses. During the general education courses, instructions are provided to ensure that students are provided with a broad education to help them become the capable individuals that this university aims to produce. The human science education courses have been organized into four areas—the humanities, sociology, natural sciences, and multi-disciplinary courses—that give instruction that aims to provide students with a rich and well-balanced education. The language education courses are organized into English language education and other foreign language education courses, and they comprehensively practice reading, writing, speaking, and listening. In addition, the English language courses provide instruction that aims to provide students with the practical English proficiency that is required for business. The physical education courses provide instruction that aims to improve and maintain one's physical abilities and promote an understanding of building a foundation for lifelong health. The career development support education courses provide instruction that aims to foster independence and sociality that will serve as a foundation for further developing the skills required to contribute to society after graduation. The specialized education courses have established faculties, departments, majors, and courses that are based on the organization of their specialized fields. During the four year curriculum, they provide instruction to students in their specialized fields, and guidance about presenting graduation research projects and writing graduation theses using a variety of educational methods. Furthermore, to equip students to be able to respond in a flexible manner to the challenges that the society faces, these courses encourage students to deepen their knowledge of their specialized fields alongside their knowledge of related fields through integrated education. 2. Educational methods An appropriate combination of lectures, seminars, experiments, practicums, and hands-on-learning is offered with reference to the educational goals of each of the faculties, departments, majors, courses, and subjects. During the lecture style courses, students acquire new knowledge. During the seminar and experiment based courses, students deepen their understanding of the knowledge acquired and organize their thoughts. During the graduation thesis, graduation research project, and courses where reports are assigned, students develop the skills needed to communicate and present the results of their learning to a third party. In addition, there are initiatives being taken to promote interactions between the students and teaching staff, and between the teaching staff and teaching professionals within each class as well as outside the classroom, to ensure that classes are managed to reflect the students’ opinions and situations. 3. Evaluation of learning outcomes
The evaluation of learning outcomes in each course is conducted according to the methods for assessing grades stipulated in the syllabus for each course. In addition, should course grades satisfy the graduation requirements stipulated by each faculty and department, a degree is conferred (graduation is approved).
Admission Policy
"The admissions policy is stipulated by each faculty or department, and applicants with the following qualities are sought out to ensure that the 4-year curriculum produces individuals that are capable of upholding the founding principles of the university.
- Having the academic abilities required by this university through proven results prior to admission.
- Having a proven interest in the academic fields of the faculty.
- Aiming to develop into a person capable of upholding this university's founding principles and possessing the ambition to realize this after admission.
The selection of applicants for admission is conducted using a variety of methods, while searching for the types of students mentioned above. The interactive relationships between each of the selection methods (according to the type of entrance examination) and the perspectives above are particularly stressed. To fulfil admission criteria, the applicant should present evidence of three academic elements learned in their previous school curriculum: (1) knowledge and skills, (2) thinking, judgment, and expressiveness, and (3) an attitude that promotes learning while cooperating with diverse individuals and maintaining independence. * (Selection methods table has been omitted)"
