School of Economics March 22, 2013
School of Economics Curriculum Policy (Policy on curriculum organization and implementation)
Upon conferment of the bachelor's degree in economics, the School of Economics organizes and implements the following curriculum in order to foster the [interest/motivation], [knowledge/understanding], [skills/expression] and [judgment/problem-solving abilities] required of graduates of this university.
Introductory subjects are established for a smooth transition from secondary education to higher education at university, and linguistics education subjects are established to help students develop a healthy mind, and to learn about and generate empathy towards peoples and cultures in various regions of the world. Also, there are general education subjects on Christianity, which is the foundation of this Christian university, interdisciplinary/coalition subjects, and major-specific subjects offered by other faculties that teach the fundamentals of various non-economic academic fields.
Linguistics education subjects to acquire a fundamental knowledge of the economic situation, history, language and culture, and religion of Japan and countries around the world. Also offered are subjects on Christianity, which is the foundation of this Christian university, interdisciplinary/coalition subjects, and major-specific subjects offered by other faculties. To build upon this broad academic foundation, major-specific subjects on the fundamentals are offered for the understanding of fundamental economic concepts as well as historical socioeconomic perspectives, and acquisition of an economics mindset. These subjects comprise fundamental, introductory, and analytical subjects programmed systematically for constructive learning and exploration of the various economic fields, in the order of fundamentals, standard subjects, and application subjects. These major-specific subjects are followed by standard subjects to be taken by many students, and major-specific subjects comprising course application subjects to aim for further constructive learning. Furthermore, course correlation subjects are offered to mutually correlate the learning within each course to present a learning model that urges students to register for subjects systematically.
Informatics subjects and subjects on analytical tools are offered to foster skills in the area of economic statistics and data analysis based on information processing, as well as course correlation subjects including linguistics education subjects to foster communication skills in native and foreign languages, introductory education subjects to smooth the transition from secondary education to higher education at university, and small-group research seminar subjects.
Life design subjects are offered to provide an understanding of today’s complex socioeconomic phenomena, foster the ability to discover and solve problems with good judgment, and offer opportunities for students to think about their lifestyle and careers. Also offered are major-specific subjects comprising course standard subjects and course application subjects, as well as small-group research seminar subjects to cultivate the ability to mutually correlate the specialized knowledge and understanding of economics acquired through various subjects.