Education objectives

School of Economics        March 22, 2013

Emphasis on chapel hours

 The School holds a service on every school day, at which the various speakers, regardless of whether they are Christians, non-Christians, faculty members or students, profess their personal and independent views on research and education as persons who have adopted Christian principles.

Acquisition of an economics mindset

 The School presents a map of economics learning from enrollment to graduation, illustrating the step-by-step education plan for graduation, and in some cases, advancement to graduate school. To avoid poisoning introductory education with the adverse effects of the recent overspecialization of economics research, "Fundamentals of Economy and Economics" has been established within the curriculum for repeated learning throughout the first and second years, so as to smooth the transition from the reality of the economy to the fundamentals of economics. Also presented are course options depending on issues of interest, along with registration guidance.

Emphasis on foreign language education

 The career paths of alumni are wide-ranging, but no matter which path one chooses, entering international society is becoming almost unavoidable. To broaden occupation choices, and to foster dynamic human resources that can work in both the domestic and international environment, the learning of foreign languages is indispensable. In addition, active in international society are people with varied cultural backgrounds, values and mindsets, and proficiency in not one but multiple languages is becoming the norm. Therefore, this School offers English, French, German, Chinese, Korean, and Spanish (for enrollees in AY 2009 and on), and requires students to learn two languages. Objective education targets are set for each language, and the class schedule is built to enable achievement of such targets. The class focus is placed on improving proficiency (speaking, listening, writing, reading) in each language. Taking language proficiency tests outside of the School is also recommended, and credits are awarded depending on the student’s performance in such tests.

Education support based on achievement levels

 Although the average student is still well catered for, we are in the process of preparing support systems for students with exceptional learning attitudes in order to meet the diverse needs of these students.

Emphasis on small-group seminar education

 Since its establishment, seminar subjects (research seminars for the third and fourth years) taught by full-time economics-related faculty members have been central in the School of Economics, and especially as a Christian university, faculty members are aware that their ideals are tested in the special student-teacher relationships found in a seminar-format situation. Also, this School was the first in the university to start the required seminar subjects for first- and second-year students, and the system of first-year seminars already has a history of four decades. High school graduates entering into an unfamiliar environment, i.e. the university, are trained in student-led seminars; seminars remain the core of university education, and also match the philosophy of this School.

Expansion of official extracurricular education

 This School holds an Inter-Seminar Conference (joint presentations/debate sessions) mainly for seminars, sports competitions, etc. to foster self-initiative of students through voluntary student participation in the planning and operation of such events. Also, the School communication journal "Econoforum," with a history of more than a decade, is a publication where students and faculty members deliberate and cooperate on equal grounds in the planning and editing process, and it has become an outlet for the aggregation of seminar activities for students. Other activities include seminar camps, seminar trips, and exchanges with other universities, and some seminars publish their own seminar activity/research journals at the end of each academic year.