Three Policies
On March 28, 3, the Director-General of the Higher Education Bureau of the Ministry of Education, Culture, Sports, Science and Technology issued a notice titled "Regarding the promulgation of a ministerial ordinance to partially revise the Enforcement Regulations of the School Education Law."
This revision requires universities and colleges of technology to clarify the image of human resources they should develop based on their own educational philosophy, organize an appropriate curriculum to realize that goal, and provide systematic and organizational support. In addition to carrying out educational activities, all universities, etc., conduct educational activities in order to better fulfill their mission by conducting admission selection to accept students who are suitable for receiving an education at the university, etc. Based on the purpose, the university will be required to formulate and publicize ``policies regarding graduation recognition'', ``policies regarding curriculum organization and implementation'', and ``policies regarding admission of new students'' (three policies).
Kansai University of International Studies "Three Policies"
1. Graduation Accreditation Policy (Diploma Policy)
Kansai International University (hereafter referred to as "the University") is founded on the motto of "Love is a Garden," and aims to "educate individuals who, based on the educational mission of the Hamana Yamate Gakuin Educational Institute, can acquire culture and specialized knowledge and skills from a global perspective and can utilize them comprehensively to create a safe society and community" as stipulated in Article 126 of the University Regulations, by completing the courses of each degree program of the University, earning XNUMX credits and fulfilling the requirements such as compulsory courses.
To achieve this, Article 1-2 of the same document stipulates that the educational goal is to develop human resources who can acquire and cultivate the following six abilities and qualities based on the three Cs (Communication, Consideration, Commitment) of the college's educational mission and utilize them in a comprehensive manner.
Six Abilities and Qualities
[Communication: Information gathering, opinion coordination, and dissemination]
(１) Ability to understand and accept diverse cultures and their backgrounds (diversity understanding)
Diversity, Equity, and Inclusion Perspective (Diversity, Equity & Inclusion; DE & I) and can accept and respect different cultures and values, and coexist and cooperate with people from diverse cultural and social backgrounds.
(２) Communication skills
Be able to understand the thoughts and ideas of others, express your own thoughts accurately, and exchange opinions in various situations in social life, both in Japan and overseas.
［Consideration: Deliberation, reflection, and consideration］
(３) Problem discovery/solving ability
You will be able to solve problems by acquiring the reasoned-based thinking and judgment skills to identify problems and come up with ideas for solving them.
(４) Ability to utilize specialized knowledge and skills
Students acquire the specialized knowledge and skills that form the basis of a self-study degree program, and are able to utilize them in situations that are assumed to be real.
［Commitment: Participation and Contribution］
(５) Autonomous and subjective attitude (autonomy)
You have the ability to set goals and act with self-discipline and enthusiasm to achieve them.
(６) Attitude to actively contribute to society (social contribution)
Able to work and contribute with others for the benefit of a group or society.
2. Curriculum Design and Implementation Policy (Curriculum Policy)
In order to allow students to acquire the knowledge and skills set forth in the "Policy on Graduation Certification (Diploma Policy)," our university systematically organizes foundation education subjects, specialized education subjects, and other necessary subjects, and offers classes that appropriately combine lectures, exercises, and practical training. In order to show the curriculum structure, we use numbering to indicate the relationship between subjects and the difficulty of the subject content, making the curriculum structure clear and clear. The educational content, teaching methods, and evaluation are stipulated as follows.
(1) Educational Content
(a) In the basic education that forms the basis of four years of study,Communication, Consideration, CommitmentWe will provide a group of subjects that will cultivate the following qualities:
(B) CommunicationIn the subject group, we provide language andICTIn addition to acquiring skills to communicate with others, such as through information and communication technology (ICT), students will also acquire methods for building trusting relationships.
(C) considerationIn the course, students will learn scientific perspectives and ways of thinking about the current situation and issues of society, culture, and nature, with a focus on the compulsory subject "Humanities," and will also receive first-year education and career education that will help them adapt to university life and plan their future studies.DXYou will acquire the knowledge and skills related to data science that are necessary in an increasingly digitalized society.
(D) CommitmentIn terms of subject areas, students are generally required to take at least one experiential learning program (global studies, service learning, cooperative programs, etc.) in a local or overseas location that allows them to grasp, think about, and disseminate information about social issues as their own; details will be determined for each degree program.
(e) In specialized education, compulsory subjects and subjects will be allocated by grade and semester based on the major, taking into account the systematic nature of the specialized field.
(f) Seminar courses will be assigned to each year and semester, and the faculty members in charge will act as advisors to provide advice to students on their studies and daily lives.
(k) At the end of the second year, a “Students will take an Attainment Test” to check whether they have mastered the required specialized subjects and the basic level required to take the graduation research subjects. Students who fail the test will be required to retake the test and pass it again.
(h) In order to integrate and generalize the educational content, centered on specialized education subjects, a graduation research subject in the fourth year will be made compulsory.
(2) Educational methods
(A) We incorporate active learning and practice educational methods that allow students to learn proactively. In classes, we use group work and discussions to provide an environment where students can learn independently and proactively. Through experiential learning such as service learning and cooperative programs, we develop problem-finding and problem-solving skills. Students can utilize their practical experience in their next studies.
(b) Through feedback and reflection, learning outcomes and issues are made visible. Multiple evaluations are conducted during and at the end of the semester, and answer sheets and reports are returned to clarify learning issues. In addition, students will use their learning portfolios to conduct self-evaluations and reflections, and deepen their understanding through interviews with advisory teachers.
(C) AI-ICTWe provide education that utilizesAIWe will use this in class to broaden knowledge and ideas, and develop the ability to judge credibility and feasibility.LMSWe will use this to support preparation, review, quizzes, report submission, and the creation of a learning portfolio. Classes will be conducted face-to-face, online, or a combination of both.
(d) Students will make their own plans and proceed with their studies. We will provide a study flow chart and help students make a four-year study plan with an eye towards their future careers after graduation. We will continually check the progress of the plan and make revisions as necessary to help students achieve their goals.
(3) Educational Evaluation
At our university, we grasp and evaluate the ability and qualities set out in the "Policy on Graduation Certification (Diploma Policy)" and the degree of acquisition of the comprehensive ability to utilize these at three levels: "University level", "Faculty/Department (degree program) level", and "Individual student level". The method of evaluation at each level is as follows.
(A) At the university level,①KUISsStudent check data for learning benchmarks,②Compiling the results of the study behavior survey,③As a result of the arrival confirmation test,4This will be done by understanding the results of graduation research.
(Lee) At the department level, evaluation①KUISsAchievement status of learning benchmarks,②The degree of acquisition of basic professional knowledge based on the achievement level of the achievement confirmation test,③Evaluation will be based on graduation research and appropriate methods determined by the department.
(Cormorant) In terms of student education evaluation, students' academic performance is evaluated based on whether they meet the graduation requirements for their degree programs set by each department.①Grading criteria set out in the syllabus for each course②KUISsAchieving learning benchmarks,③This will be done comprehensively through an evaluation of graduation research subjects as a summary of learning outcomes.
3. Policy regarding acceptance of new students (admission policy)
In order to develop the type of talent defined in our educational goals, we expect students to enroll at our university with the following: a purpose and motivation for studying at our university, basic knowledge acquired through learning and experience up to high school, and the ability to think independently about familiar problems and express the results of their thinking.
In order to properly select such applicants, we will implement a variety of selection methods.
(One) Has completed a wide range of high school curriculum.
(Two) Through the courses taught up to high school, such as "Modern Japanese Language," "Language and Culture," and "English," students acquire the basic communication skills of listening, speaking, reading, and writing.
(Three) Be able to think logically about various social issues based on knowledge and information, and explain the results.
(Four) Have a sense of purpose and motivation to utilize the knowledge and experience gained from the faculty/department they wish to study in society.
(Five) They have experience in group learning at school, extracurricular activities, volunteer work, etc., and are able to work together with others to complete tasks.
(6) To acquire the necessary basic knowledge required for pre-entrance educationeAble to complete learning programs to completion.
Kansai University of International Studies Policy for Evaluation of Academic Achievements (Assessment Policy)
Ⅰ.Evaluation of achievement status of educational goals
The degree of acquisition of the abilities and qualities set out in the policy on graduation certification, as well as the overall ability to utilize these, will be evaluated using the methods set out in the policy on the organization and implementation of the curriculum. The specific evaluation methods are as follows:
1.KUISs learning benchmark
Among the abilities and qualities listed in the Graduation Certification Policy, the benchmark will be used to evaluate autonomy, social contribution, understanding of diversity, problem-finding and problem-solving abilities, and communication skills. In order to measure the progress of these five abilities, a rubric with a set measurement scale has been created. Every six months, students will self-evaluate their level in each ability item based on this rubric. The student's advisor will also check the student's self-evaluation results. The evaluated benchmark check data will be collated by department and used for university-level and department-level evaluations.
2. Graduation research results
Among the abilities and qualities listed in the policy on graduation certification, the ability to utilize specialized knowledge and skills will be evaluated based on the learning outcomes of the graduation research subjects that are compulsory for all departments. The evaluation tool will be rubrics, and the evaluation will be done by multiple faculty members. The evaluation results will be compiled by department and used for university-level and department-level evaluation.
3. Arrival confirmation test
Among the abilities and qualities listed in the policy regarding graduation certification, an achievement test is administered at the end of the second year to assess the acquisition of basic specialized knowledge and skills, including the ability to utilize specialized knowledge and skills. Passing this test is a requirement for taking graduation research subjects in the fourth year, along with the grade and credit requirements set out in the university's course regulations. Students who fail this test will be required to retake the test. The results of the achievement test are collated by department and used for university-level and department-level evaluations.
4. Grading and credits for each subject based on comprehensive tests and reports
Grades for each subject are assessed according to the methods outlined in the syllabus. Assessment is multifaceted, based on the content and method of the subject, and includes tests, rubric assessment of reports and presentations, etc. Evaluation results are returned to students on Reflection Day, and together with report cards, etc., students are checked for their progress toward achieving the learning objectives. Grades and earned credits are tallied by department and used for university-level and department-level assessment.
5. Learning Portfolio
We encourage each student to accumulate their experiences in classes and extracurricular activities, their learning outcomes, and assignments in a learning portfolio on the university network, and to review them periodically to help set goals for their next studies. The accumulated learning experiences and outcomes will be compiled by the time of graduation, and used to explain their abilities and qualities to others.
6. Study behavior survey
We regularly conduct questionnaire surveys on students' learning outcomes. The survey results will be collated by department and used for evaluations at the university and department levels.
7. Survey of graduates and employers
We will periodically conduct questionnaire surveys or interviews regarding the educational outcomes of our university among our graduates and their employers. The survey results will be used for university-level evaluations.
II. Evaluation of education and learning support
In order to develop the abilities and qualities set out in the policy on graduation certification, the education and learning support provided in accordance with the policy on the organization and implementation of the curriculum will be evaluated using the following methods.
1. Class evaluation questionnaire (mid-term and end of term)
Students will be asked to fill out a questionnaire (named) to assess their level of understanding, satisfaction, clarity of learning objectives and evaluation methods, implementation status of active learning, etc. The results of the questionnaire at the end of the semester will be compiled for each course and made available to students.
2. Questionnaire and interview surveys of students
In order to understand students' living conditions, study time, learning outcomes, awareness, and satisfaction, we conduct multiple types of questionnaire surveys and interviews. Depending on the content, the questionnaire surveys will be divided into multiple types, such as the target grade, implementation time, and whether or not student ID numbers should be entered. The survey results will be used to improve education, learning support, and the environment.
3. Interview surveys of companies and organizations
We will conduct interviews with companies and organizations related to our university's experiential learning and other educational programs regarding the methods and results of said programs. The survey results will be used to improve our educational programs.
III. Evaluation of student selection
The appropriateness of student selection based on the admissions policy will be evaluated based on the results of basic academic ability diagnostic tests, study behavior surveys, GPA and other scores, standard completion rates, and dropout rates, categorized by student selection method and based on changes over time.
