Undergraduate Returnee Students

We seek to admit those who possess the knowledge, skills, abilities, sense of purpose, motivations and attitudes listed below. In order to select a diverse body of students, we use a variety of screening methods and materials, including achievement tests, application documents, short essays, presentations and interviews.

1. Basic knowledge necessary for study in the Faculty of Commerce;
    
2. Thinking skills, judgment, and expressiveness needed to find and solve problems in organizations and communities;
    
3. Desire to learn proactively in collaboration and cooperation with a diversity of people;
    
4. Interest in fields such as distribution and marketing, finance, organizational management, hospitality management, bookkeeping and accounting, and information;
    
5. Desire to contribute to society as a leader of one’s region or organization by acquiring professional expertise in commerce.

We seek to admit those who possess the abilities and motivations listed below, which we deem necessary to begin the educational curriculum prescribed in the Faculty of Economics’ Diploma Policy and Curriculum Policy. To comprehensively assess the learning outcomes and motivations we require of the new undergraduate students we admit, and to admit students with diverse backgrounds, we will use a variety of screening methods, including written examinations, presentations, reports, and interviews.

1. Basic knowledge necessary for study in the Faculty of Economics;
    
2. Thinking skills, judgment, and expressiveness necessary for study in the Faculty of Economics;
    
3. Desire to learn proactively in collaboration with a diversity of people;
    
4. Interest in various contemporary issues pertaining to regional and global economies, and motivation to analyze and clarify them;
    
5. Interest in economics and law as fields that are deeply intertwined with people’s livelihoods and the activities of business and government.

In order to assess the extent to which the applicants satisfy the five conditions listed below and possess knowledge, thinking skills, judgment, expressiveness and a disposition to learn proactively in collaboration with a diversity of people, we will use a variety of screening methods, including interviews, examinations for recommended students from high schools, and achievement tests.

1. Those who possess a habit of learning independently every day;
    
2. Those who want to major in English possess a basic knowledge of English;
    
3. Those who want to major in Chinese or Korean possess the ability to understand their first language appropriately and express themselves adequately;
    
4. Those who have an interest in related areas such as culture and history of the language in which they will major;
    
5. Those who are motivated to learn about various lifestyles and cultures, and wish to become meaningfully engaged in Kumamoto, Kyushu, Japan and the world by using foreign languages in the future.

We seek to admit those who possess the following three elements of so-called “solid academic capability”, which is the product of junior and senior high school education: (1) basic knowledge, (2) the thinking skills, judgment, and expressiveness needed to solve problems by utilizing knowledge, (3) a disposition to learn proactively with a diversity of people.
In addition, we seek to admit those who possess the following attitudes and interests.

1. Interest in “human happiness” and “creating a society where you can live happily”, a disposition to develop a comprehensive understanding of various issues related to health, community life, and the environment in modern society, and the ability to solve problems in these areas through collaboration with diverse people;
    
2. Motivation to contribute to society as a specialist or as a leader in the local community by developing oneself as a person and as a specialist in the social welfare area.
    

In order to select students possessing the aforementioned qualities, various methods such as general entrance exam, exam for candidates recommended by high school principals, comprehensive selection, and special selection (e.g., for working adults) are developed and implemented.