operating report - ritsumeikan trusten.ritsumeikan-trust.jp/file.jsp?id=351829&f=.pdf ·...

AY 2016

Operating Report

The Ritsumeikan Trust

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CONTENTS

Greeting from the Chairman of the Board of Trustees and the Chancellor

Ⅰ. Institution Overview

1. Founding Spirit and Educational Philosophy

1-1. The Ritsumeikan Charter

1-2. R2020 −Our Vision for Ritsumeikan in 2020−

2. History of the Ritsumeikan Trust

3. Schools, Colleges, Departments, and Other Organizations of the Trust

4. Number of Students at Each Level

4-1. Ritsumeikan University

4-2. Ritsumeikan Asia Pacific University

4-3. Ritsumeikan Junior and Senior High School

4-4. Ritsumeikan Uji Junior and Senior High School

4-5. Ritsumeikan Keisho Junior and Senior High School

4-6. Ritsumeikan Moriyama Junior and Senior High School

4-7. Ritsumeikan Primary School

5. Executives (Trustees and Auditors)

6. Councilors

7. Principals

8. Overview of Faculty and Staff

9. Organization Chart

Ⅱ. Overview of Initiatives: R2020 Second Half Plan Progress Report

1. Ritsumeikan University

2. Ritsumeikan Asia Pacific University

3. Integrated Primary and Secondary Education and the Affiliated Schools

3-1.Ritsumeikan Primary School and Ritsumeikan Junior and Senior High School




4. The Ritsumeikan Trust (Comprehensive Academy Development)

Ⅲ. Financial Overview

1. Settlement of Accounts

1-1. Statement of Cash Flow

1-2. Statement of Operating Activities

1-3. Statement of Financial Position

1-4. Asset Inventory

1-5. Audit Report

2. Year-to-year Changes

2-1. Historical Cash Flow

2-2. Historical Operating Activities

2-3. Historical Financial Position

3. Financial Ratios

Ⅳ. Data Compendium

1. Student Numbers

2. Admissions Statistics

3. Faculty and Staff Numbers

4. International Exchange

5. Number of Degrees Granted

6. Number of Students Passing Difficult Examinations

7. Post-graduation Career Paths

8. Research Funds

We established the R2020 Academy Vision to serve as Ritsumeikan's vision for the Academy in the year 2020, and since AY2011, we have been undertaking initiatives under the R2020 Plan, a mid-term plan that was formulated to realize said vision. The First Half Plan concluded in AY2015, and we commenced the Second Half Plan (for AY2016 - 2020) in AY2016. Globalization is currently the biggest issue facing higher education in Japan. At Ritsumeikan, each university and school has been implementing measures in accordance with the Ritsumeikan Global Initiative, our strategy to internationalize the Academy. In AY2014, Ritsumeikan University and Ritsumeikan Asia Pacific University were selected by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) for the Top Global University Project, while Ritsumeikan Senior High School and Ritsumeikan Uji Senior High School were designated as Super Global High Schools (SGH). Meanwhile, Ritsumeikan Keisho Senior High School was designated as an SGH in AY2015. We understand that these selections were made both in recognition of our track record and in anticipation of our future efforts, and we are currently stepping up our initiatives to this end. In April 2016, we opened the Ritsumeikan University College of Comprehensive Psychology on the Osaka-Ibaraki Campus. We also opened the Graduate School of Professional Teacher Education in April 2017 on the Suzaku Campus. We are also pushing ahead with progressive initiatives in response to societal needs, including preparing for the establishment of American University-Ritsumeikan University Joint Degree Program in the College of International Relations and elaborating upon a plan for the establishment of the College of Global Liberal Arts. Meanwhile, the College of Letters’ Campus Asia Program received an S grade (i.e., the highest possible grade) from MEXT on the Re-Inventing Japan Project follow-up evaluation, and we were selected by MEXT for the Private

University Research Branding Project and the Initiative for Realizing Diversity in the Research Environment for our research efforts. In this way, we continue to maintain a strong reputation. In terms of facilities, we opened the Hirai Kaichiro Memorial Library on the Kinugasa Campus and turned the eastern side of the old library site into a plaza. At Biwako-Kusatsu Campus (BKC), we opened the BKC Sports and Health Commons and undertook efforts to redesign the existing campus. At Ritsumeikan Asia Pacific University (APU), preparations for the AY2017 academic reforms were completed, and the College of International Management and Graduate School of Management were accredited by AACSB, effectively certifying them as one of the world's leading providers of management education. As one of Japan's premier international universities, APU will continue striving to improve its international competitive edge and communicate its strengths to the world. Meanwhile, the affiliated schools continue to pursue a range of distinctive initiatives. We made strides in developing a 12-year integrated education system that encompasses Ritsumeikan Primary School, Ritsumeikan Junior High School, and Ritsumeikan Senior High School. Ritsumeikan Keisho Senior High School was designated as a Science and Technology Human Resources Development Core School: in line with its re-designation as a Super Science High School. Ritsumeikan Senior High and Ritsumeikan Uji Senior High School both earned high marks on their mid-term evaluation for the Super Global High School project, and Ritsumeikan Moriyama High School is moving ahead with efforts to utilize ICT in education. This Report was formulated to communicate the Academy's initiatives for AY2016 to all of our stakeholders. Aiming to become a world-class education and research institution, we will continue undertaking myriad endeavors so that we can help our students at every level grow even more.

May 26, 2017

On the Issuance of the AY2016 Operating Report

Greeting from the Chairman of the Board of Trustees and the Chancellor

The Ritsumeikan Trust

Chairman of the Board of Trustees ToyoOmi NAGATAThe Ritsumeikan Trust

Chancellor Mikio YOSHIDA


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1. Founding Spirit and Educational Philosophy

1-1. The Ritsumeikan Charter

Ritsumeikan traces its roots to the private school of the same name founded in the Kyoto Imperial Palace in 1869 by Prince Kinmochi Saionji, one of the most prominent politicians and internationalists of Japan’s modern era. The founder of the Ritsumeikan Academy, Kojuro Nakagawa inherited the spirit of this school, and made the founding philosophy of the Academy “Freedom and Innovation.” Later, in reflection of the painful experiences of World War II, “Peace and Democracy” were

established as the educational philosophy of Ritsumeikan. Ritsumeikan pursues the creation of universal values based on academic freedom and searches for solutions to the pressing issues facing humankind, through educational endeavors based on its founding spirit and educational ideals, in order “to believe in the future, to live for the future.” The Academy will foster learning and the development of individual talents in order to nurture just and ethical global citizens.

The Ritsumeikan Charter　Ritsumeikan traces its roots to Prince Saionji's private academy of the same name, established in 1869. It was officially founded in 1900 by his protégé, Kojuro Nakagawa, as the Kyoto Hosei Gakko (Kyoto School of Law and Politics), later to take on the name “Ritsumeikan.” The name is derived from a passage in the Jinxin chapter of the Discourses of Mencius, and means “a place to establish one's destiny through cultivating one's mind.”　Ritsumeikan's founding ideals are “freedom and innovation” and reflecting upon its wartime experience, it committed itself to a core educational philosophy of “peace and democracy” after World War II.　Ritsumeikan has faced the challenges of the times by pursuing an independent path to rise above adversity and has become the comprehensive private educational institution that it is today through extensive cooperation and support from both within and outside Japan.

　Ritsumeikan, as a Japanese institution located in the Asia Pacific region, is committed to sincerely reflecting upon history and to building an institution where many cultures coexist in the spirit of international mutual understanding.　Ritsumeikan will build relationships of trust, through research and education, as well as sports and cultural activities, and establish its roots in the local community, to create an academic institution open to international society.　Ritsumeikan will strive to strengthen links with society and promote its institutional development byfully utilizing the characteristics of a private academic institution, the participation of its faculty, staff, and students, and the support of alumni and parents, while respecting the principles of autonomy, democracy, transparency, non-violence, and justice.

　Ritsumeikan will pursue the creation of universal values based on academic freedom and search for solutions to the pressing issues facing humankind, with its educational endeavors based on its founding spirit and educational ideals, bearing in mind “to believe in the future, to live for the future.” Ritsumeikan will foster learning and the development of individual talents in order to nurture justand ethical global citizens.　Ritsumeikan, as an institute of education and research, pledges to promote peace, democracy and sustainable development in Japan and throughout the world, in keeping with the spirit of this Charter.

July 21, 2006 The Ritsumeikan Trust


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1-2. R2020 – Our Vision for Ritsumeikan in 2020 –

In accordance with the spirit of the Ritsumeikan Charter, we have proposed the R2020 Academy Vision as an image of the Ritsumeikan Academy in the year 2020.

"Creating a Future Beyond Borders"

To create a peaceful and sustainable future for humankind and the world:

Our aim is to transcend the myriad “borders” of ourselves, organizations,

regions, nations and systems and, making use of the

capacities acquired from that process, to become an Academy imbued with

the spirit of contributing to the future.

Transcending OurselvesThe term “self” refers to the identities of each and every one of us as well as to the

various groups to which we belong. We will expand our potential by striving to

transcend existing borders and boundaries while recognizing

the values of each other through our studies at the Ritsumeikan Academy.

Creating Our FutureWe will create a wide range of communities, networks and new values,

while Each and every one of us strives to create the future and

create an Academy that will serve as a solid grounding for our future.

R2020 Academy Vision


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Ritsumeikan University will continue to improve the quality of education and research based on its mission to (1) cultivate human resources who can be leaders in the global community and (2) contribute to solving the issues facing global society. With a focus on globalization in the fields of education and research, we aim to raise the level of our education and research to the standard demanded by a society that is globalizing in every aspect. We will undertake efforts to establish self-directed

learning habits, elevate our graduate schools, raise the level of our research, and promote the globalization of education and research since we have determined that this will contribute significantly to the sophistication of our education. In light of this, we have defined the following 10 Basic Issues and will strive to establish Ritsumeikan University’s status within the global community.

Overview of the 10 Basic Issues

Organizational Issues Underpinning the Basic IssuesBasic Issue 10

New Endeavors in Campus DevelopmentBasic Issue 8

Our Social Contributions and the Full-fledged Deployment of Educational Programs for Non-Traditional StudentsBasic Issue 6

Further Strengthening of Networks and Enhancement of Our PresenceBasic Issue 9

New Admission Policies and Models for High School-University Partnerships and Integrated EducationBasic Issue 7

Promotion of Reforms and New Academic Endeavors in Each College and Graduate SchoolBasic Issue 5

Promotion of the Ritsumeikan Global Initiative: Ritsumeikan Global Academy

Promotion of the Globalization of Education and Research

Key Strategic Basic Issue 4

Creation of a Ritsumeikan Model for Learning: Promoting a Qualitative

Shift in Teaching and Learning

Establishment of Self-directed Learning Styles

Strategic Basic Issue 1

Promotion of Graduate School Reforms

Elevation of the Graduate Schools


Becoming a Distinctive Global Research University

Elevation of Research


Ritsumeikan University Second Half Plan


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Ritsumeikan Asia Pacific University (“APU”) began elaborating upon its APU2020 Second Half Plan in March 2014 in parallel with the formulation of the APU2030 Vision. It has since stipulated a basic policy direction while seeking input from its alumni and various other stakeholders. As part of the R2020

The value of the Ritsumeikan continuum of education lies in each level, from the primary school up through to the graduate school, working in tandem under an integrated set of educational principles based on the Ritsumeikan Charter. Convinced that

Second Half Plan, APU defined nine basic issues, including the creation of “Global Learning,” and it listed concrete indicators or standards for each issue as well as action plans for the achievement thereof.

the academic development of the Academy in future lies with affiliated school education both in qualitative and quantitative terms, we have identified the following six basic issues in the Second Half Plan.

APU Global Learning

Basic Issue 1

Ritsumeikan Top Global Schools Project

Basic Issue 1

Reforms to Enhance Research Capacity and the Ability to

Disseminate Research Outcomes

Basic Issue 4

Creating Social Networks and Ritsumeikan’s Branding and

Entrance Examination Strategies

Basic Issue 4

Governance Reforms

Basic Issue 7

Assuring and Improving the Quality of Education and Research in the

College of International Management / Graduate School of Management

Basic Issue 2

Realizing the Affiliated School Version of the Ritsumeikan Model for Learning—

Nurturing Independent Learners

Basic Issue 2

Diversity-driven Student Life

Basic Issue 5

Developing Organizations and Conditions Conducive to

Supporting New Developments in Each School

Basic Issue 5

Faculty and Staff Organization Reforms

Basic Issue 8

Assuring and improving the quality of education and research in the College of Asia Pacific Studies / Graduate School of Asia Pacific Studies—Undergraduate and

Graduate School Reforms

Basic Issue 3

Designing a System for Transitioning from Ritsumeikan’s High Schools to Its Universities and Graduate

Schools

Basic Issue 3

APU Global Admissions Reforms

Basic Issue 6

Enhancing Education in Cooperative Schools and

Considering Cooperative Policies

Basic Issue 6

Cooperation with Stakeholders

Basic Issue 9

Ritsumeikan Asia Pacific University Second Half Plan

Second Half Plan for Integrated Primary and Secondary Education and the Affiliated Schools


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August 1988 • Ri tsumeikan Junior and Senior High School moved. (Location: 23 Fukakusa-Nishideyama-cho, Fushimi-ku, Kyoto)

April 1994 • Biwako-Kusatsu Campus (Kusatsu, Shiga) opened.

August 1994 • Merger with Uji Academy (Uji Senior High School, Uji Special Training School) approved.

• Name changed from Uji Senior High School to Ritsumeikan Uji Senior High School.

December 1995 • Merger with Keisho Academy (Sapporo Senior High School of Economics) approved.

• Name changed from Sapporo Senior High School of Economics to Ritsumeikan University Keisho Senior High School.

March 1997 • Establishment of Ritsumeikan University Keisho Senior High School full-time general course approved.

April 1997 • Ritsumeikan University Keisho Senior High School moved. (Location: 640-1 Nishinopporo, Ebetsu, Hokkaido)

July 1998 • Abolishment of Uji Special Training School approved.

December 1999 • Establishment of Ritsumeikan Asia Pacific University approved.

• Establishment of Ritsumeikan Keisho Junior High School approved. Notification of name change from Ritsumeikan University Keisho Senior High School to Ritsumeikan Keisho Senior High School submitted and accepted.

April 2002 • Ritsumeikan Uji Senior High School moved. (Location: 33-1 Hachikenyadani, Hirono-cho, Uji, Kyoto)

October 2002 • Establishment of Ritsumeikan Uji Junior High School approved.

December 2002 • Establishment of Ritsumeikan Asia Pacific University Graduate School approved.

October 2005 • Establishment of Ritsumeikan Moriyama Senior High School approved.

March 2006 • Establishment of Ritsumeikan Primary School approved.

September 2006 • Trust o f f ices moved. (Locat ion: 1-7 Nishinokyo-Togano-cho, Nakagyo-ku, Kyoto)

• Suzaku Campus (Nakagyo-ku, Kyoto) opened.

October 2006 • Establishment of Ritsumeikan Moriyama Junior High School approved.

April 2007 • Ritsumeikan Moriyama Junior and Senior High School moved. (Location: 250 Miyake-cho, Moriyama, Shiga)

February 2013 • Address of the Trust of fices changed. (Location: 8 Nishinokyo-Higashi Togano-cho, Nakagyo-ku, Kyoto)

September 2014 • Ritsumeikan Junior and Senior High School moved. (Location: 1-1-1 Choshi, Nagaokakyo, Kyoto)

April 2015 • Osaka Ibaraki Campus (Ibaraki, Osaka) opened.

2. History of the Ritsumeikan Trust (as of May 1, 2016)

May 1900 • Establishment of Kyoto Hosei School (Kyoto School of Law and Politics) approved.

October 1903 • Name change to Kyoto Profession School of Law approved.

September 1904 • Establishment of Kyoto University Law and Politics approved.

September 1905 • Establishment of Seiwa School (private junior high school) approved.

April 1906 • Name changed from Seiwa School to Seiwa Junior High School in accordance with the School Ordinance.

December 1913 • Establishment of the Ritsumeikan Foundation approved. Name change from Kyoto University Law and Politics to Ritsumeikan Private University approved.

• Name change from Seiwa Junior High School to Ritsumeikan Junior High School approved.

July 1919 • Name change from Ritsumeikan Private Universi t y to Ri tsumeikan Universi t y approved.

June 1922 • Establishment of Ritsumeikan University under the old University Decree approved. Establishment of undergraduate division and professional school approved.

March 1944 • Name change from Ritsumeikan University Profess iona l Schoo l to R i tsumeikan Professional School approved.

April 1947 • Establishment of Ritsumeikan Junior High School approved in accordance with educational system reforms.

March 1948 • Establishment of Ritsumeikan University approved in accordance with the School Education Act.

April 1948 • Establishment of Ritsumeikan Senior High School and Ritsumeikan Evening High School (renamed Ritsumeikan Senior High School Part-Time Program in 1952) approved.

March 1950 • Establishment of Ritsumeikan University Junior College approved. Establishment of Ritsumeikan University Graduate School (Master's Program) approved.

February 1951 • Organization changed from the Ritsumeikan Foundation to the Ri tsumeikan Trust approved. (Location: 410 Nakagoryo-cho, Teramachi Higashi-iru, Hirokoji Dori, Kamigyo-ku, Kyoto)

June 1953 • Abolishment of Ritsumeikan Professional School approved.

December 1954 • Abolishment of Ritsumeikan University Junior College approved.

March 1968 • Ritsumeikan Senior High School Part-Time Program closed.

June 1979 • Change of Trust office location approved (Office moved in September).

(Location: 56-1 Toji-in Kitamachi, Kita-ku, Kyoto)

April 1981 • Move from Hirokoji Campus (Kamigyo-ku, Kyoto) to Kinugasa Campus (Kita-ku, Kyoto) completed.


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3. Schools, Colleges, Departments, and Other Organizations of the Trust (as of May 1, 2016)

Kinugasa Campus

56-1 Toji-in Kitamachi, Kita-ku, Kyoto

College of Law

College of Social Sciences

College of Letters

College of International Relations

College of Image Arts and Sciences

Graduate School of Law

Graduate School of Sociology

Graduate School of Letters

Graduate School of International Relations

Graduate School of Science for Human Services

Graduate School of Core Ethics and Frontier Sciences

Graduate School of Language Education and Information Science

Graduate School of Image Arts

School of Law

Graduate School of Public Policy

College of Economics

College of Science and Engineering

College of Information Science and Engineering

College of Pharmaceutical Sciences

College of Life Sciences

College of Sport and Health Science

Graduate School of Economics

Graduate School of Science and Engineering

Graduate School of Sport and Health Science

Graduate School of Information Science and Engineering

Graduate School of Life Sciences

Graduate School of Pharmacy

College of Business Administration

College of Policy Science

College of Comprehensive Psychology

Graduate School of Business Administration

Graduate School of Policy Science

Graduate School of Technology Management

Graduate School of Management

Biwako-Kusatsu Campus

1-1-1 Noji-Higashi, Kusatsu, Shiga

Suzaku Campus

1 Nishinokyo-Suzaku-cho, Nakagyo-ku, Kyoto

Osaka Ibaraki Campus

2-150, Iwakura-cho, Ibaraki, Osaka

Ritsumeikan University

R i t s u m e i k a n A s i a Pacific University

1-1 Jumonjibaru, Beppu, Oita

College of Asia Pacific Studies

College of International Management

Graduate School of Asia Pacific Studies


R i tsumeikan Senio r High School

1-1-1 Choshi, Nagaokakyo, Kyoto

Ritsumeikan Uji Senior High School

33-1 Hachikenyadani, Hirono-cho, Uji, Kyoto

Ri tsumeikan Keisho Senior High School

640-1 Nishinopporo, Ebetsu, Hokkaido

Ritsumeikan Moriyama Senior High School

250 Miyake-cho, Moriyama, Shiga

R i tsumeikan Jun io r High School

1-1-1 Choshi, Nagaokakyo, Kyoto

Ritsumeikan Uji Junior High School

33-1 Hachikenyadani, Hirono-cho, Uji, Kyoto

Ri tsumeikan Keisho Junior High School

640-1 Nishinopporo, Ebetsu, Hokkaido

Ritsumeikan Moriyama Junior High School

250 Miyake-cho, Moriyama, Shiga

Ritsumeikan Primary School

22 Koyama-Nishi-kamifusa-cho, Kita-ku, Kyoto


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4. Number of Students at Each Level

4-1. Ritsumeikan University (as of May 1, 2016) (Unit: Number of Persons)

College Department EnrollmentCapacity

TransferCapacity

Number ofEnrollees

IntakeCapacity

CurrentEnrollment Remarks

College of Law College of Law 790 - 832 3,160 3,795

Total 790 - 832 3,160 3,795

College of EconomicsDepartment of Economics 535 - 619 2,140 2,419

Department of International Economics 200 - 228 800 944

Total 735 - 847 2,940 3,363

College of BusinessAdministration

Department of Business Administration 610 - 681 2,440 2,884

Department of International Business Administration 150 - 173 600 730

Total 760 - 854 3,040 3,614

College of Social Sciences Department of Social Sciences 900 - 943 3,600 4,029

Total 900 - 943 3,600 4,029

College of Letters Department of Humanities 905 - 1,017 4,220 4,851 Changed enrollment capacity in AY 2016 (1,105 –> 905)

Total 905 - 1,017 4,220 4,851

College of Scienceand Engineering

Department of Electrical and Electronic Engineering 142 12 172 592 643

Department of Mechanical Engineering 160 10 192 660 716

Department of Civil Engineering 84 2 99 340 401

Department of Environmental Systems Engineering 69 2 83 280 309

Department of Photonics - - - - 10 Student recruitment suspended in April 2012

Department of Robotics 83 6 97 344 425

Department of Mathematical Sciences 90 - 104 360 387

Department of Physical Sciences 80 - 102 320 354

Department of VLSI System Design* - - - - 6

Department of Electronic and Computer Engineering 94 8 96 392 407

Department of Micro System Technology - - - - 10 Student recruitment suspended in April 2012

Department of Architecture and Urban Design 70 16 84 312 334

Total 872 56 1,029 3,600 4,002

College of International Relations Department of International Relations 305 - 286 1,220 1,404 Changed enrollment capacity in AY 2013 (302 –> 305)

Total 305 - 286 1,220 1,404

College of Policy Science Department of Policy Science 360 - 366 1,440 1,652

Total 360 - 366 1,440 1,652

College of InformationScience and Engineering

Department of Computer Science 110 10 120 450 512 Changed transfer capacity in AY 2016 (0 –> 10)

Department of Information and Communication Science 110 10 119 450 490 Changed transfer capacity in AY 2016 (0 –> 10)

Department of Media Technology 110 10 119 450 487 Changed transfer capacity in AY 2016 (0 –> 10)

Department of Human and Computer Intelligence 110 10 119 450 485 Changed transfer capacity in AY 2016 (0 –> 10)

Total 440 40 477 1,800 1,974

College of Image Arts and Sciences Department of Image Arts and Sciences 150 - 151 600 686

Total 150 - 151 600 686

College of Pharmaceutical Sciences

Department of Pharmacy 100 - 109 600 614

Department of Pharmaceutical Sciences 60 - 54 120 98 Established in April 2015

Total 160 - 163 720 712


Department of Applied Chemistry 80 - 88 320 359

Department of Biotechnology 80 - 82 320 331

Department of Bioinformatics 60 - 60 240 258

Department of Biomedical Sciences 60 - 66 240 261

Total 280 - 296 1,120 1,209

College of Sport and Health Science Department of Sport and Health Science 220 - 246 880 971

Total 220 - 246 880 971

College of Comprehensive Psychology Department of Comprehensive Psychology 280 - 318 280 318 Established in April 2016

Total 280 - 318 280 318

Total 7,157 96 7,825 28,620 32,580

*In April 2012, the Department of VLSI System Design changed its name to the Department of Electronic and Computer Engineering.*Since College of Information Science and Engineering students are allowed to choose their major upon entering their sophomore year, the total number of freshman in this table has been equally divided among the Departments. Any students remaining after this division have been divided between the two Departments with the highest numbers of enrollees.

*Enrollee numbers are not the number of students currently enrolled as of May 1st, but the number of students who passed the second round of enrollment processing less those who declined admission.


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(Unit: Number of Persons)

Graduate School Program EnrollmentCapacity

Number ofEnrollees

IntakeCapacity


Graduate School of LawMaster's Program 60 9 120 36

Doctoral Program 10 3 30 8

Total 70 12 150 44

Graduate School of EcomonicsMaster's Program 50 16 100 74


Total 55 18 115 85

Graduate School of Business AdministrationMaster's Program 60 27 120 59


Total 75 28 165 75

Graduate School of SociologyMaster's Program 60 22 120 55


Total 75 33 165 124

Graduate School of LettersMaster's Program 105 58 210 127


Total 140 75 315 220

Graduate School of Science and EngineeringMaster's Program 450 319 900 735


Total 490 330 1,020 804

Graduate School of International RelationsMaster's Program 60 19 120 92


Total 70 24 150 121

Graduate School of Policy ScienceMaster's Program 40 21 80 75


Total 55 24 125 99

Graduate School of Science for Human Services Master's Program 60 41 120 88

Total 60 41 120 88

Graduate School of Core Ethics and Frontier Sciences Five-Year Doctoral Program 30 20 150 153

Total 30 20 150 153

Graduate School of Language Education and Information Science Master's Program 60 38 120 104

Total 60 38 120 104

School of Law Professional Degree Program 70 30 270 94 Changed enrollment capacity in AY 2016 (100 –> 70)

Total 70 30 270 94

Graduate School of Technology ManagementMaster’s Program 70 26 140 66


Total 75 32 155 92

Graduate School of Management Professional Degree Program 80 53 160 100 Changed enrollment capacity in AY 2015 (100 –> 80)

Total 80 53 160 100

Graduate School of Public Policy Master's Program 60 20 120 41

Total 60 20 120 41

Graduate School of Sport and Health ScienceMaster’s Program 25 18 50 43


Total 33 29 74 86

Graduate School of Image Arts Master's Program 10 4 20 8

Total 10 4 20 8


Master’s Program 200 123 400 297


Total 215 128 445 324

Graduate School of Life SciencesMaster’s Program 150 129 300 252


Total 165 139 345 276

Graduate School of Pharmacy Four-Year Doctoral Program 3 4 9 11 Established in April 2014

Total 3 4 9 11

Master’s Program 1,520 890 3,040 2,152


Five-Year Doctoral Program 30 20 150 153

Four-Year Doctoral Program 3 4 9 11

Professional Degree Program 150 83 430 194

Total 1,891 1,082 4,193 2,949

*Enrollee numbers are not the number of students currently enrolled as of May 1st, but the number of students who passed the second round of enrollment processing less those who declined admission. Enrollee numbers for the Graduate School of Core Ethics and Frontier Sciences also include third-year transfer students.


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4-2. Ritsumeikan Asia Pacific University (as of November 1, 2016) (Unit: Number of Persons)

College Department Enrollment Capacity

Second-Year Transfer

Capacity

Third-Year Transfer Capacity

Number of Enrollees

Intake Capacity

Current Enrollment Remarks

College of Asia Pacific Studies

Department of Asia Pacific Studies 600 12 18 621 2,472 2,865

Total 600 12 18 621 2,472 2,865

College of International Management

Department of International Management 600 22 31 566 2,528 2,688

Total 600 22 31 566 2,528 2,688

Total 1,200 34 49 1,187 5,000 5,553

*Enrollee numbers are the total number of students admitted in Spring and Fall.


Graduate School Program EnrollmentCapacity

Number ofEnrollees

IntakeCapacity


Graduate School of Asia Pacific StudiesMaster's Program 60 36 120 75


Total 70 39 150 104

Graduate School of Management Master’s Program 40 33 80 74

Total 40 33 80 74

Total 110 72 230 178

*Enrollee numbers are the total number of students admitted in Spring and Fall.

4-3. Ritsumeikan Junior and Senior High School (as of May 1, 2016) (Unit: Number of Persons)

School Course Enrollment Capacity Enrollee Numbers Intake Capacity Current Remarks

Ritsumeikan Junior High School 215 235 645 681

Ritsumeikan Senior High School Full-time general course 360 361 1,080 1,035

4-4. Ritsumeikan Uji Junior and Senior High School (as of May 1, 2016) (Unit: Number of Persons)


Ritsumeikan Uji Junior High School 180 161 540 501

Ritsumeikan Uji Senior High School Full-time general course 405 369 1,215 1,113

4-5. Ritsumeikan Keisho Junior and Senior High School (as of May 1, 2016) (Unit: Number of Persons)


Ritsumeikan Keisho Junior High School 180 181 540 548

Ritsumeikan Keisho Senior High School Full-time general course 305 310 915 866

4-6. Ritsumeikan Moriyama Junior and Senior High School (as of May 1, 2016) (Unit: Number of Persons)


Ritsumeikan Moriyama Junior High School 160 158 480 474

Ritsumeikan Moriyama Senior High School Full-time general course 320 304 960 897

4-7. Ritsumeikan Primary School (as of May 1, 2016) (Unit: Number of Persons)

School Enrollment Capacity Enrollee Numbers Intake Capacity Current Remarks

Ritsumeikan Primary School 120 123 720 713


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Position Name "Full-Time or Part-Time

Chairman of the Board of Trustees ToyoOmi NAGATA Full-time

Trustee; Chancellor; President of Ritsumeikan University Mikio YOSHIDA Full-time

Trustee; Vice Chancellor; Vice President of Ritsumeikan University Masato ICHIKAWA Full-time

Trustee; Vice Chancellor; Vice President of Ritsumeikan University Toyohiko MATSUBARA Full-time

Trustee; Vice Chancellor; Vice President of Ritsumeikan University Kozo WATANABE Full-time

Trustee; Vice Chancellor; President of Ritsumeikan Asia Pacific University Shun KORENAGA Full-time

Senior Executive Trustee Tomomi MORISHIMA Full-time

Executive Trustee of General Affairs Keiko SHIMA Full-time

Executive Trustee of Financial Affairs Hideyuki TAKAHASHI Full-time

Executive Trustee of Planning Kazuyoshi TATEYAMA Full-time

Executive Trustee of Integrated Educational Affairs Shoji KAWASAKI Full-time

Executive Trustee in charge of Ritsumeikan Asia Pacific University; Vice President of Ritsumeikan Asia Pacific University

Masaharu IMAMURA Full-time

Trustee Mitsuji ANDO Part-time

Trustee Koshi ITAKA Part-time

Trustee Morihiro KOMODA Part-time

Trustee Yukio KONDO Part-time

Trustee Satoshi SAWAMURA Part-time

Trustee Kunitoshi SEIKE Part-time

Trustee Motaichi TAKAGI Part-time

Trustee Yutaka NUNOGAKI Part-time

Trustee Kenji MURAKAMI Part-time

Trustee Makoto YAMANAKA Part-time

Fixed number of Executives: 41 Trustees, 3 Auditors

Position Name "Full-Time or Part-Time

Trustee Yasuhiro WAKEBAYASHI Part-time

Trustee Toshifumi KUNIHIRO Part-time

Trustee; Vice President of Ritsumeikan Asia Pacific University Hidetaka YOSHIMATSU Full-time

Trustee; Dean, Ritsumeikan University College of Law Masaaki MIYAI Full-time

Trustee; Dean, Ritsumeikan University College of Economics Akira MATSUMOTO Full-time

Trustee; Dean, Ritsumeikan University College of Business Administration Shin IKEDA Full-time

Trustee; Dean, Ritsumeikan University College of Social Sciences Ikutoshi ARUGA Full-time

Trustee; Dean, Ritsumeikan University College of Letters Masami FUJIMAKI Full-time

Trustee; Dean, Ritsumeikan University College of Science and Engineering Kenichi KASAHARA Full-time

Trustee; Dean, Ritsumeikan University College of International Relations Akihiko KIMIJIMA Full-time

Trustee; Dean, Ritsumeikan University College of Policy Science Tamihiro SHIGEMORI Full-time

Trustee; Dean, Ritsumeikan University College of Information Science and Engineering

Yoshio NAKATANI Full-time

Trustee; Dean, Ritsumeikan University College of Image Arts and Sciences Takashi SHINADA Full-time

Trustee; Dean, Ritsumeikan University College of Pharmaceutical Sciences Nobutaka IMAMURA Full-time

Trustee Dean, Ritsumeikan University College of Life Sciences Kazuo KOJIMA Full-time

Trustee; Dean, Ritsumeikan University College of Sport and Health Science Tadao ISAKA Full-time

Trustee; Dean, Ritsumeikan University College of Comprehensive Psychology Takao SATO Full-time

Trustee; Dean, Ritsumeikan Asia Pacific University College of Asia Pacific Studies Hiroshi TODOROKI Full-time

Trustee; Dean, Ritsumeikan Asia Pacific University College of International Management

Toshitsugu OTAKE Full-time

Auditor Kan UEDA Full-time

Auditor Takanori OZAKI Part-time

Auditor Yasuhiko WATANABE Part-time

5. Executives (Trustees and Auditors) (as of March 31, 2017)


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7. Principals (as of March 31, 2017)

8. Overview of Faculty and Staff (as of May 1, 2016)

President of Ritsumeikan University

MikioYOSHIDA

President of Ritsumeikan Asia Pacific University

ShunKORENAGA

President of Ritsumeikan Junior and Senior High School

President of Ritsumeikan Primary School

Haruhiko NARIYAMA

President of Ritsumeikan Uji Junior and Senior High School

Charles Edward FOX

President of Ritsumeikan Keisho Junior and Senior

High School

Nobuyuki KUNO

President of Ritsumeikan Moriyama Junior and Senior

High School

Katsuari KAMEI

Faculty Staff

Full - time Part - time Full - time Part - time

The Ritsumeikan Trust 0 0 32 0

Ritsumeikan University 1,308 1,832 1,088 2,790

Ritsumeikan Asia Pacific University 173 84 199 979

Ritsumeikan Junior and Senior High School 127 39 20 4

Ritsumeikan Uji Junior and Senior High School 131 41 25 4


Faculty Staff

Full - time Part - time Full - time Part - time

Ritsumeikan Keisho Junior and Senior High School 107 33 15 2

Ritsumeikan Moriyama Junior and Senior High School 94 29 13 5

Ritsumeikan Primary School 61 19 6 3

Total 2,001 2,077 1,398 3,787

*The number of faculty and staff for each department that records personnel expenses is stated based on the concept of posting by department, such as a breakdown of funds by school corporate accounting standards.

Position NameCouncilor(Chairman; External) Izuhiko MATSUI

Councilor (External) Sachihiko ARAKI

Councilor (External) Toshihiro ISHII

Councilor (External) Akihiro OTA

Councilor (External) Masumi OKANO

Councilor (External) Tadashi KASEI

Councilor (External) Daisaku KADOKAWA

Councilor (External) Yasutaka KUDO

Councilor (External) Osamu SAITO

Councilor (External) Shigeru SAITO

Councilor (External) Kazuichi SAKAMOTO

Councilor (External) Rikifusa SATAKE

Councilor (External) Yumiko SATO

Councilor (External) Haruo SHIMOMURA

Councilor (External) Kaoru SHINGU

Councilor (External) Toshimi SHINTATE

Councilor (External) Takuji TAKAHASHI

Councilor (External) Tsuneshichi TANAKA

Councilor (External) Kenzo TOKI

Councilor (External) Tadashi NARUSE

*Trustees omitted.

Position NameCouncilor (External) Yoshiyuki NISHIMURA

Councilor (External) Yukio HAYASHI

Councilor (External) Keiko MAEDA

Councilor (External) Itsuro MIKI

Councilor (External) Osamu MURAOKA

Councilor (External) Monte CASSIM

Councilor (External) Akimasa YAMASHITA

Councilor (External) Seitaka YOSHIDA

Councilor (Internal) Akito ASANO

Councilor (Internal) Hidenori ISHII

Councilor (Internal) Masahiko ITAKI

Councilor (Internal) Nobuhiro ICHIKAWA

Councilor (Internal) Takeshi OTA

Councilor (Internal) Junya OKA

Councilor (Internal) Naoki OKAMOTO

Councilor (Internal) Takeshi OGURA

Councilor (Internal) Katsuari KAMEI

Councilor (Internal) Naruya KIDA

Councilor (Internal) Keisuke KITANO

Councilor (Internal) Nobuyuki KUNO

Fixed number of Councilors: 100 (including 41 Trustees)

Position NameCouncilor (Internal) Takaharu KOHARA

Councilor (Internal) Weisheng ZHOU

Councilor (Internal) Satoshi TANAKA

Councilor (Internal) Charles Edward FOX

Councilor (Internal) Yoshimasa TSUKUMA

Councilor (Internal) Katsumi TOBINO

Councilor (Internal) Issei NAKANISHI

Councilor (Internal) Seido NAGANO

Councilor (Internal) Haruhiko NARIYAMA

Councilor (Internal) Yukio NISHIKAWA

Councilor (Internal) Akira HASEGAWA

Councilor (Internal) Yoshie HIGASHI

Councilor (Internal) Yukiko HOSONO

Councilor (Internal) Katsumi MATSUMOTO

Councilor (Internal) Takeshi MURAKAMI

Councilor (Internal) Toshiaki YAMAI

Councilor (Internal) Kohei YAMAMOTO

Councilor (Internal) Lailani LaynesaALCANTARA

Councilor (Internal) Yan LI

6. Councilors (as of March 31, 2017)


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9. Organization Chart (as of March 31, 2017)

• Office of Human Resources• Office of Payroll and Employee Benefits

• Division of Human Resources

• Office of General Planning and Development• Office of Planning and Operations Management• Office of Global Planning and Partnerships• Office for the Preparation of the College of Gastronomic Arts and Sciences• Office of Public Relations

• Division of General Planning and Development

• Office of Finance and Accounting• Office of Facilities Management• Office of Purchasing and Contracts

• Division of Financial Affairs

• Office of Academic Affairs• Office of Academic Coordination• Office of General Education• Office of Academic Affairs at BKC• Office of Academic Affairs at OIC• Office of Graduate Studies• Office of Language Education Planning and Development• Office of Teacher Education

• Division of Academic Affairs

• Office of Admissions• Office of Entrance Examination Public Relations• International Admissions Office

• Division of Admissions

• Office of Research Planning and Development• Research Office at Kinugasa Campus• Research Office at BKC• Research Office at OIC

• Division of Research

• Office of International Education at Kinugasa Campus• Office of International Affairs at BKC• Office of International Affairs at OIC

• Division of International Affairs

• Community Relations Division• Office of Alumni Affairs and Parental Outreach• Tokyo Campus

• Division of Social Outreach

• Office of Student Affairs at Kinugasa Campus• Office of Student Affairs at BKC• Office of Student Affairs at OIC• Office for Athletes and Sports Services• Office of Medical Services

• Division of Student Affairs

• Office of Career Services at Kinugasa Campus• Office of Career Services at BKC• Office of Career Services at OIC

• Division of Career Services

• Office of Library Services• Office of Library Administration• Office of the Ritsumeikan Historical Materials Center• Office of the Kyoto Museum for World Peace

• Division of Academic Information

• Office of Information Technology Services• Office of Information Infrastructure

• Division of Information Technology Services

• Board of Trustees (Executive Board of Trustees)

• Office of General Affairs• Office of the Secretary• Office of Administration at Kinugasa Campus • Office of Regional Collaboration at Biwako-Kusatsu Campus• Office of Regional Collaboration at Osaka Ibaraki Campus• Office of Safety Management

• Division of General Affairs• Ritsumeikan Trust / Ritsumeikan University


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• Ritsumeikan Trust / Ritsumeikan University

• Board of Trustees (Executive Board of Trustees)

• Office of Inspections and Auditing

• College of Law/Graduate School of Law • Administrative Office, College of Law

• Administrative Office, Ritsumeikan Primary School• Ritsumeikan Primary School

• Administrative Office, Ritsumeikan Moriyama Junior and Senior High School

• Ritsumeikan Moriyama Junior and Senior High School

• Administrative Office, Ritsumeikan Keisho Junior and Senior High School

• Ritsumeikan Keisho Junior and Senior High School

• Administrative Office, Ritsumeikan Uji Junior and Senior High School

• Ritsumeikan Uji Junior and Senior High School

• Administrative Office, Ritsumeikan Junior and Senior High School

• Ritsumeikan Junior and Senior High School

• Student Office• Career Office• Academic Office• Research Office• Admissions Office-International• Admissions Office-Domestic• Administration Office• Office of the President

• Ritsumeikan Asia Pacific University, University Administration and Student Services

• (College of Asia Pacific Studies/ Graduate School of Asia Pacific Studies)• (College of International Management/ Graduate School of Management)

• Ritsumeikan Asia Pacific University

• Office of Integrated Primary and Secondary Education• (Administrative Offices at each affiliated school)

• Division of Integrated Primary and Secondary Education

• Administrative Office; College of Comprehensive Psychology

• College of Comprehensive Psychology

• Administrative Office, College of Policy Science• College of Policy Science/ Graduate School of Policy Science

• Administrative Office, College of Business Administration

• College of Business Administration/ Graduate School of Business Administration

• Administrative Office, College of Sport and Health Science

• College of Sport and Health Science/ Graduate School of Sport and Health Science

• Administrative Office, College of Life Sciences• College of Life Sciences/ Graduate School of Life Sciences

• Administrative Office; College of Pharmaceutical Sciences

• College of Pharmaceutical Sciences/ Graduate School of Pharmaceutical Sciences

• Administrative Office, College of Information Science and Engineering

• College of Information Science and Engineering/ Graduate School of Information Science and Engineering

• Administrative Office, College of Science and Engineering

• College of Science and Engineering/ Graduate School of Science and Engineering

• Administrative Office, College of Economics• College of Economics/ Graduate School of Economics

• College of Image Arts and Sciences/ Graduate School of Image Arts and Sciences

• Administrative Office, College of Image Arts and Sciences

• Administrative Office, College of International Relations

• College of International Relations/ Graduate School of International Relations

• Administrative Office, College of Letters• College of Letters/Graduate School of Letters

• Administrative Office, College of Social Sciences• College of Social Sciences/ Graduate School of Sociology

• Administrative Office, Inter-Faculty Graduate Schools at Suzaku Campus

• Graduate School of Legal Studies (Law School)• Graduate School of Public Policy

• Administrative Office, Inter-Faculty Graduate Schools at OIC

• Graduate School of Technology Management• Graduate School of Management

• Administrative Office, Inter-Faculty Graduate Schools at Kinugasa Campus

• Graduate School of Science for Human Services• Graduate School of Core Ethics and Frontier Sciences• Graduate School of Language Education and Information Science

Ⅱ. Overview of InitiativesR2020 Second Half Plan Progress Report

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1. Ritsumeikan University

Creation of a Ritsumeikan Model for Learning: Promoting a Qualitative Shift in Teaching and LearningStrategic Basic Issue 1

1. Strengthen first-year education as the foundation for learningWe positioned first-year education as a key issue in the R2020 Second Half Plan, made corresponding budget allocations under the strategic policy budget, expanded budget allocations under the faculty policy framework, and accordingly developed an organization to undertake initiatives.

2. Visualize learning and learning outcomes from the point of admission until graduationWe conducted a Learning and Growth Survey aimed at new students, enrolled students, and prospective graduates, and analyzed the self-awareness of students while undertaking initiatives that clarified the learning path of students at each college.

3. Enrich the learning commons and develop and utilize various learning and teaching methodsIn the Committee for the Elaboration of the Ritsumeikan Model for Learning, we established working groups for each campus, and examined the state of Learning Commons in accordance with the characteristics of each campus. In addition, we have reviewed the Teaching Assistant (TA) guidelines, examined ICT deployment, and moved forward with initiatives that aim to enhance faculty competencies geared toward student support, all with the aim of introducing active learning and other educational methodologies In addition, the classrooms established with the opening of the Osaka Ibaraki Campus (OIC) in AY2015 are being used in a stable manner.

4. Improve foreign language proficiencyIn addition to encouraging the creation of indicators for English language education reform at each college, we aimed to enhance the faculty organization to help promote reforms. At the Confucius Institute, a total of 695 students attended Chinese language lectures, while 1,300 students participated in culture-oriented lectures, including lectures that foster an understanding of China. 5. Provide the liberal arts base required by global societyWe aimed to increase English-medium liberal arts subjects in the immediate future by offering 27 international liberal arts subjects, establishing a system for part-time lecturers in charge of international education subjects, and making related appointments from AY2017 (starting with one lecturer). At the same time, we positioned liberal arts education in the age of globalization as one pillar of our reforms geared toward the AY2020 liberal arts education reforms and initiated discussions.

6. Develop infrastructure for global learningThe enhancement of Japanese education has become a high priority issue due to the increased intake of international students, and we have expanded budget allocations through the faculty policy framework. In addition, with a view to supporting the promotion of globalization of undergraduate education, we started providing assistance in the form of a budget to strengthen teaching capacity from AY2017.


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university with peace of mind, we moved forward with a review of financial aid scholarships, the renewal (including earthquake-proofing) of the Student Center on the Kinugasa Campus, and the redevelopment of venues for extracurricular and self-directed activities at the Biwako-Kusatsu Campus. With an eye toward the 2020 Tokyo Olympics and Paralympics, we worked to promote stronger cooperat ion with our affiliated schools and strived to develop scholarships and other systems to support the education of athletes that intend to participate in the Olympics while still enrolled at the schools.

Promotion of Graduate School ReformsStrategic Basic Issue 2

1. Definitively elaborate mid-term plans and academic reforms for each graduate schoolWe aimed to steadily implement the medium-term plans compiled for each graduate school in AY2015, and we moved forward with a review of the Three Policies, the creation of curriculum maps, and other initiatives.

2. Undertake initiatives to enhance academic affairs in all graduate schools From AY2016, we started holding research theory pre-seminars and common seminars as extracurricular programs. We also made use of the system that lets students take subjects in other graduate schools to start offering common graduate school subjects.

3. Flesh out a strategy for recruiting internally advancing studentsTo secure internal advancements, which is an important factor in recruiting new graduate students, we requested a review of GPA standards for internal advancement from each graduate school in AY2016, as well as an examination of enhancement and utilization of graduate school subjects early enrollment programs and graduate school advancement programs. Some graduate schools have started specific initiatives in this direction.

4. Flesh out a strategy for recruiting international studentsWe actively participated in international student fairs and orientations and moved forward with public relations act iv i t ies. In addit ion, we w o r k e d t o e x p a n d o u r net work by, fo r example, concluding agreements on recommendation-based admission with overseas graduate schools. We also accepted international students receiving public scholarships, including 151 recipients of government-funded scholarships and 224 recipients of International Cooperation Agency (JICA) or foreign government scholarships.

7. Provide support to advance and energize various kinds of extracurricular self-directed learning and activitiesTo further promote self-directed learning among students, we conducted a comprehensive review of scholarships for regular programs ahead of implementation from AY2017.As part of efforts to enhance and invigorate a diverse range of self-directed learning and activities in curricular and extracurricular programs, we formulated key issues for the R2020 Second Half Plan, developed systems to launch programs geared toward compatibility promotion, and aimed to implement these in earnest from AY2017. In light of the decline in the participation rate for extracurricular and self-directed programs accompanying the shift to three campuses, we looked at the state of promotion of exchange among the campuses.To ensure students can enjoy a comfortable, safe life at the

5. Flesh out a strategy for recruiting adult learners We aimed to put in place an environment that is conducive to graduate e n r o l l m e n t b y a d u l t learners, and developed an accelerated completion program in combination with recognition of credits acquired prior to enrollment, as well as systems that accommodate gradual completion under long-term enrollment.

6. Conduct a fundamental review of our graduate school tuition policyWe held another review of the positioning of education and research at Ritsumeikan University graduate schools and decided to reduce the tuition fees for master’s programs from AY2017. This should help accelerate the training of the highly skilled human resources needed by knowledge-based societies.

7. Forge ahead with the 4th Graduate School Career Path Development Support ProgramOur Career Path Development System reached its fourth year of operation, and we conducted initiatives to further deepen cooperation with research divisions and the Career Center.

8. Hold discussions with an eye on applying to the tentatively named MEXT Outstanding Graduate School Program in connection with research policiesIn the first half of AY2016, we solicited idea proposals across the university and selected candidates at the Academy-wide Screening Committee in the fall. While aiming to brush up the finalized candidates’ skills, we also put out a broad call for participation to other graduate schools, and started preparations for applications.


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1. Encourage all faculty members to apply for grants-in-aid and develop a track recordIn AY2016, we selected a total of 335 Research Promotion Programs (Grant-in-Aid Acquisition Type). As a result, the number of applications for grants-in-aid increased significantly from 544 in AY2015 to 638 in AY2016 (up by 94). Among private universities, Ritsumeikan University was ranked third in terms of the total amount received and fourth in terms of selected projects for a fifth consecutive year. Among nationwide universities, it remained in the top 30 in both categories.

2. Promote industry-university alliancesAmong individual implementation items in MEXT’s “AY2015 Implementation Conditions Related to Industry-Academia Cooperation at Universities, etc.,” Ritsumeikan University ranked first in the number of implemented projects commissioned by private-sector companies for a second consecutive year. Moreover, in terms of industry-academia cooperation with local communities, we came in first among private universities in the Kinki Region category under research projects jointly implemented with or commissioned from same-Prefecture companies or local governments.

3. Provide support to researchers and foster young researchers and female researchersWe accepted applications for the Research Specialist Program, and selected a total of 11 researchers (humanities and social sciences: 8, natural sciences: 3). In addition, the application guidelines for the first time highlighted that we would actively hire female researchers from the perspective of gender equality.In AY2016, we applied and were selected for the third round of MEXT’s Diversity Research Environment Realization Initiative (Distinctive-Type). Among the 28 distinctive types, we were selected for seven, and were the only private university in western Japan to be selected.

4. Promote research exchange and collaboration within and outside of the universityWe accepted applications for the Hirai Kaichiro Overseas Researchers Support Grant Program, and decided to accept one young researcher (from China). We also accepted applications for the Sonja and Shuichi Kato Young Researcher Education Program (which includes Ritsumeikan graduate students), and we plan to dispatch one researcher in AY2017. We launched the ANU-RU Visiting Researcher’s Program, and the Kinugasa and Osaka Ibaraki campuses each welcomed one research from Australian National University (ANU) to engage in joint research.

5. Globally disseminate research outcomesU n d e r t h e R e s e a r c h F i n d i n g s I n te r n a t i o n a l Dissemination Program, we selected a total of 94 projects over the full year in AY2016 (humanities and social sciences: 44, natural sciences: 50). In addition, u n d e r t h e R e s e a r c h Findings International Dissemination System, we selected a total of 139 projects over the full year in AY2016 (humanities and social sciences: 64, natural sciences: 75). We also started accepting applications for AY2017 projects for both of these programs.

6. Promote problem-based research and interdisciplinary research spanning the arts and sciencesPosi t ion ing R i tsumeikan Global Innovat ion Research Organization (R-GIRO) as the main organization, we applied and were selected for the Private University Research Branding Project, a large-scale recruitment project by MEXT. Four of our projects were selected under the Asia and Japan Research Promotion Program in AY2016, and research began in line with the program. Applications for the same program were also accepted for AY2017, and five of our projects were selected. We also established the Examination Committee for the Elaboration of the Outstanding Graduate School Vision headed by the President as chairman, and fleshed out our vision with an eye toward the application.

7. Train and retain global standard researchersAs part of the basic infrastructure necessary to apply to become an Outstanding Graduate School, we proposed the Introduction of a R i tsumeikan Univers i t y Cross-Appointment System and Enactment of Corresponding Regulations across the university, and we received approval from the Executive Board of Trustees in February 2017. On this basis and subject to some degree of effort management, faculty affiliated with the College of Information Science and Engineering were directly hired by private-sector companies from April 2017. This initiative garnered attention from various quarters as the first domestic case example of a cross-appointment system under which faculty members head to private-sector companies.

Becoming a Distinctive Global Research UniversityStrategic Basic Issue 3


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1. Promote international student intakeWe admitted a total of 2,903 international students (regular: 1,889; non-regular: 1,014). We prepared to start operating new scholarship programs for international students from AY2017. In addition, we formulated a concrete proposal for the establishment of a Ritsumeikan Pre-College involving cooperation with Japanese language schools. We prepared for the establishment of the Information Systems Science and Engineering (ISSE) Course in AY2017, and applied to MEXT for a new joint degree department formed by the College of International Relations and American University (to be established in AY2018).

2. Increase the number of domestic students sent abroadWe sent a total of 1,791 students overseas (Undergraduate: 1,683; Graduate: 108). We improved the content of the University of Washington program, changed host institutions in the United Kingdom and Germany, and developed a new Global Fieldwork Project. In addition, we prepared to start operating a new overseas dispatch scholarship program from AY2017. From AY2017, we reviewed the state of support systems for self-directed club activities, launched a Project-Type Grant System, under the umbrella of which we developed systems that support club efforts geared toward internationalization.

3. Create venues for peer learning between international and domestic studentsUnder the Committee for Elaboration on the Ritsumeikan Model for Learning, we established working groups for each campus, and examined the state of study support in accordance with the needs of each campus. As part of this effort, we decided to elaborate on our Beyond Borders Plaza vision with an eye toward AY2018. We also decided to develop an international dormitory near the Osaka Ibaraki Campus, and started construction of the facility. We considered how to operate the international dormitory currently under development as a place for learning. In addition, we prepared for the start of operation of the Intercultural Exchange Grant Program from AY2017.

4. Strengthen the global dissemination of informationFrom AY2016, in conjunction with the inauguration of the Division of Communications and Public Relations, we fleshed out the functions of the Global Asia Information Dissemination Center (tentative name) centering on cooperation between the Office of International Cooperation and the Division of International

A f fa i rs and o ther un i ts under the supervision of the Division of Communications and Public Relations. We submitted proposals for the establishment of overseas offices in Vietnam and China in the Global Ini t iat ives Promotion Headquarters Committee, and decided o n t h e p o l i c i e s t o b e established in AY2017 in the Executive Board of Trustees. Thereafter, we finalized a policy to utilize an office of the Japan Society for the Promotion of Science as a representative office in Beijing, China, and a policy to establish an office at the Foreign Trade University in Hanoi, Vietnam. In addition, we strengthened the online dissemination of English-language information at the Public Relations Office.

5. Reform academic systems in response to globalizationThe introduction of a new academic calendar and subject numbering system are issues that require ongoing examination, and we started preparations for reforms to various semester-based academic systems, which we aim to roll out in 2018.

6. Promote international cooperation projectsWe worked on programs such as the Indonesia Public Policy Planning Training Program, the Vietnam-Japan University Establishment Project, the Malaysia-Japan International Institute of Technology (MJIIT) Staff Training Program, the Egypt-Japan University of Science and Technology (E-JUST) Establishment Project, and JICA Group and Region-Focused Training Programs. We implemented a PAX School program via the Japan-UK Research and Education Network for Knowledge Economy Initiatives (RENKEI), and implemented network-building and exchange with renowned foreign universities. In addition, we implemented Japanese-medium education at the Applied Technology High School Abu Dhabi (ATHS). We conducted training for ATHS students at the Ritsumeikan Uji Senior High School.

7. Promote the globalization of staffWe conducted overseas dispatch training programs at a stable pace, sending two staff abroad through the Self-Improvement Leave of Absence Program, dispatching one Japan Society for the Promotion of Science (JSPS) international cooperation member, and also sending students to the original University of British Colombia (UBC) program and APU work training programs. We are also making progress with enhancing average foreign language proficiency levels of faculty members.

8. Improve global campus infrastructureWe decided to establish Beyond Borders Plazas on all campuses in AY2018.

College of International Relations concludes agreement regarding the implementation of a joint degree with American University

Promotion of the Ritsumeikan Global Initiative: Ritsumeikan Global AcademyKey Strategic Basic Issue 4


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Asia Program was launched following significant enhancements from AY2016. It received an S rating (highest rating) in the ex-post evaluation for MEXT’s Re - Invent ing Japan Project , for which it was selected for a second consecutive year. We conducted the Global PBL Program for Innovative Mind and Intelligence (AIMS), dispatching 23 domestic students and admitting 23 international students. We offered a new Asian Community Leadership Seminar at the Kyung Hee University (Korea) and Tamkang University (Taiwan).

3. Create new academic disciplinesWe received the approval for the establishment of the Graduate School of Professional Teacher Education, and prepared for its establishment on our Suzaku Campus in AY2017. We prepared for the opening College of Gastronomy Management, which is expected to be established in AY2018. As for our vision on graduate schools in the humanities field, we integrated our examination of a reorganization of the Graduate School of Science for Human Services and the addition of a graduated school to the existing College of Comprehensive Psychology, and decided to establish a Graduate School of Human Sciences scheduled for AY2018.

4. Promote cross-campus or Academy-wide educational programsFor the bachelor level Cross-Campus Program, we examined the potential establishment of a common program from the perspective of learning support. We started operating common subjects at graduate schools.

1. Move forward with academic reforms in existing colleges and graduate schoolsIn the College of Law and the College of Social Sciences, we will reduce capacities from AY2018, and accordingly aim to improve curriculum conditions. In the College of Information Science and Engineering, we will undertake academic reforms, including the addition of English-based programs, from AY2017. In the College of Economics, we will initiate academic reforms aimed at further enhancing internationalization from AY2017. In the College of Pharmaceutical Sciences, we started preparations for the addition of a new Graduate Department of Drug Discovery.

2. Develop global standard academic programs, including joint bachelor's degree programs, joint degrees, and double degrees with foreign universitiesWe applied to MEXT for the establishment of a new joint degree department (to be opened from AY2018) operated by the College of International Relations and American University. We also held deliberations with the Australian National University (ANU) as well as internal discussions with an eye toward establishing a joint bachelor’s degree with ANU. The Japan-China-Korea Campus

1. Use JMOOC to disseminate mathematics contentAmong measures to promote the key points of the R2020 Second Half Plan, the utilization and development of JMOOC was proposed as part of initiatives to globalize education and research, and the proposal was approved for implementation from AY2017. Accordingly, the Division of Social Collaboration will report policies on future initiatives to the Executive Board of Trustees, and we plan to create and offer four annual programs over a period of four years starting from AY2017.

2. Enhance programs offered by the Ritsumeikan Academic Center (ACR) that leverage Ritsumeikan's distinctive features and strengthen networks with program participantsWe positioned Shirakawa Mojigaku (i.e., research on East Asian characters conducted by the Shirakawa Shizuka Institute) as an ACR master brand, and decided to develop it into a core “Ritsumeikan-esque” project. We certified a cumulative total of 515 Chinese character educators in the Chinese Character Educator Qualification Certification Program, which constitutes

the mainstay business. We implemented MOT open school programs on five occasions with 28 student participants. These programs also contributed to the enhancement of the curriculum of the Graduate School of Technology Management (MOT). In other initiatives, our human capital program with the J-League provided 200 class-hours (360 hours) of instruction to 33 participants. We provided eight class-hours (56 hours) of lectures for 15 participants in a course on training talent for the 6th Sector Industrialization in Hokkaido. In addition, we offered a Practical English for Finance Program (35 participants), a Food Business and Innovation Leader Program (23 participants), a Lifelong Learning University Event at Himeji City (70 participants), and Adult Learning Workshops for Senior Citizens (41 participants).

3. Continue and expand upon the functions of the Office for the Support of Post-Disaster Recovery (established in 2011)We designed and implemented programs across various areas. After Kumamoto was struck by earthquakes in April, we implemented response measures, and sent a team of volunteers

Initiation Fieldwork (Korea)

Promotion of Reforms and New Academic Endeavors in Each College and Graduate SchoolBasic Issue 5

Our Social Contributions and the Full-fledged Deployment of Educational Programs for Non-Traditional StudentsBasic Issue 6


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1. Reconsider the current state of admission selection procedures (general entrance examination and special entrance examinations such as the AO entrance examination)Cont inu ing f rom AY2016, three main types of general entrance examinations were he ld fo r AY2017: o r ig ina l un i ve rs i t y exa m ina t i o ns , examinations held concurrently w i t h N a t i o n a l C e n t e r examinations, and National Center examinations. The total number of applicants for the general entrance examinations was 96,126, or 101.3% year-on-year. As in AY2015, the number remained above 90,000 and marked a fourth consecutive year of growth in applications. The increase was on par with those seen at nationwide undergraduate programs in economy and business, and we also achieved steady growth in applicants at our four science and engineering colleges. Looking at applicants by region, an increase in 2,394 applicants from the Kinki region suggests the continued impact of the Osaka Ibaraki Campus. The share of applicants from outside of the Kinki area stood at 47.9%, a modest decline from AY2015, but the nationwide distribution of the applicants, which is characteristic for the university, was maintained. The AY2016 Admissions Policy Committee conducted an examination of admissions selection conditions, but further examination of (1) the Aptitude Assessment Test for Prospective University Enrollees (tentative name) scheduled to be introduced as an entrance examination from AY2021, and (2) the admissions

policy to be targeted by Ritsumeikan University from the perspective of high school-university partnership reforms are issues that will require further follow-up.

2. Strengthen cooperation with the affiliated schoolsWe developed training systems that take advantage of high school-university partnerships. For example, we reviewed the Athlete and Creator Scholarship Program to allow applications from students enrolled in AY2018, thus expanding eligibility for the scholarship to also include students at affiliated schools (who previously were outside of the scope of eligibility) from the first year.

3. Retain global human resources from schools other than the affiliated schoolsWe held a TEAP Academic Writing Seminar together with the Eiken Foundation of Japan in August 2016, and aimed to strengthen our network with English language instructors and career path advisors centered on the Super Global High Schools (SGHs). We aimed to secure more applicants for the international student entrance examinations for international students (first and second terms) and improve convenience for exam-takers by adding a new examination site in Shanghai, China to supplement the existing one in Seoul, South Korea.

4. Create Ritsumeikan Models for Learning in the primary, secondary, upper secondary, tertiary, and post-graduate levelsWe introduced all aspects of university life to enrolled high school students, and arranged periodic opportunities for informal gatherings and discussions while aiming to share challenges in response to calls from the affiliated schools to help build motivation and goals for high school students and encourage them to advance to the university. We also dispatched current students, and implemented projects that introduce club, c i rc le and other s tudent-led activit ies. Ritsumeikan Moriyama Senior High School and the College of Information Science and Engineer ing began discuss ing a h igh school-university partnership program.

to help with agriculture projects in May and October. We reflected on the five-year track record of the Office for the Support of Post-Disaster Recovery and based on such reflection, shared information related to challenges and deliberated. In addition, we coordinated lectures for the special Saturday Program, and conducted a symposium at Inochi no Tsudoi. We held periodic deliberations in Ofunato City and conducted workshops jointly organized with the city to connect students with local residents and companies. In addition, under our cooperation agreement with Fukushima Prefecture, we held the kick-off event for the “Take on the Challenge, Fukushima Juku,” and started recovery support activities in Fukushima Prefecture from AY2017.

New Admission Policies and Models for High School-University Partnerships and Integrated EducationBasic Issue 7


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New Endeavors in Campus DevelopmentBasic Issue 8

Further Strengthening of Networks and Enhancement of Our PresenceBasic Issue 9

1. Elaborate upon a Campus Improvement Plan for the Kyoto Campuses (Kinugasa and Suzaku) with particular emphasis on efforts to further alleviate the space restrictions on the Kinugasa CampusAs part of development efforts for the Biwako-Kusatsu Campus under the R2020 Second Half Plan, we turned the former library building site into a plaza (East Plaza) in March 2017 following completion of the Hirai Kaichiro Memorial Library, and we renovated the Gakujikan Hall. We also fleshed out a renovation plan for the Zonshinkan Hall, and formulated a

plan for the Student Center. Tak ing advan tage o f t he c h a r a c t e r i s t i c s o f e a c h campus, we aim to establish B e y o n d B o r d e r s P l a z a s (BBP) at the Biwako-Kusatsu Campus (BKC) and Kinugasa Campus f rom AY2 018 . In addition, we established a learning station and faculty l o u n g e a t t h e K i n u g a s a Campus in AY2017. As a result, three of our campuses now feature a faculty lounge.

2. Elaborate upon an improvement plan for BKCAs part of development efforts for the Kinugasa Campus under the R2020 Second Half Plan, we developed a Sports and Health Commons. In an effort to respond to the health and sports demands of regular students, and faculty and staff, we also concurrently established our first-ever on-campus pool. In addition, we started construction geared toward making the Quince Stadium a Type-4 certified athletic field, enhanced the activities of the track and field club operating out of the stadium, and expanded the sports functions of the BKC Front Zone, which

1. Create a system that promotes lifelong ties with students (and alumni)The following annually recurring initiatives progressed largely according to plan: (1) cooperation with alumni associations in various prefectures, (2) organization of the All-Ritsumeikan Alumni Tournament 2016 in Kanazawa, (3) expansion of overseas alumni associations, (4) introduction of a faculty supervision organization system for the administrative divisions of Japan as an initiative to strengthen sustainable relations with alumni and their guardians, and (5) the Alumni Association Educational Fund for Future Leaders, which provides financial aid to motivated students. In terms of expanding initiatives with overseas alumni associations, we are working on several key issues such as providing opportunities involving the university and its alumni, which are expanding their activities onto the global stage, and moving forward with the promotion of globalization among, as well as cooperation

is also accessible to the local community. We also expanded the café and student commons functions v i a t h e c o m p l e t i o n o f the Spor ts and Heal th Commons. In addition, we formulated a development policy for a Beyond Borders Plaza (BBP) to be established on the second floor of the Central Arc, and a development plan for facilities and equipment at the College of Gastronomy Management, which is expected to be established in AY2018.

3. Fleshing out future expansion and development plans for Osaka Ibaraki Campus (OIC)Under the Committee for Elaboration on the Ritsumeikan Model for Learning, we established a working group (for OIC), and confirmed the basic direction for learning support. While sharing the fact that learning support factoring in the characteristics of the OIC campus and post establishment-changes will be a challenge, we looked at actual usage conditions to see if the commons are being broadly leveraged as a place for student learning activities, and aimed to promote usage by through public relations and initiatives aimed at students and faculty. We launched the OIC Future Vision Review Committee, and started an examination geared toward formulating an OIC Campus Master Plan. The development policy for the OIC international dormitory was formulated, and construction of facilities is underway on the site formerly occupied by the Ibaraki Chamber of Commerce & Industry, with the opening scheduled for AY2018.

4. Promote improvements on Suzaku CampusOn the Suzaku Campus, the development of faci l i t ies accompanying the establishment of the Graduate School of Professional Teacher Education was completed in March 2017.

with, currently enrolled students. In AY2016, we launched five new Alumni A s s o c i a t i o n c h a p te r s located respectively in Dalian, Tianjin, and the Yangtze Delta area in China, Manila in the Philippines, and Sao Paolo in Brazil, bringing the total number of chapters up to 29. The Alumni Association Educational Fund for Future Leaders that has since 2012 worked to support its alma mater and junior students mainly with the help of Alumni Association chapters was able to reach the cumulative target for the academic year of ¥100 million and its annual target of ¥28 million. In terms of spending plans, we added the categories Study Abroad Support, Growth Support, Extracurricular Activity Support, and Research Support

Hirai Kaichiro Memorial Library

East Plaza

Sports and Health Commons


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Ritsumeikan University’s Plenary Council, and signed various confirmation documents. We also planned to examine the future state of the Academic Affairs Committee, and the state of academic operations for each campus.

5. Develop an environment in which we efficiently leverage ICT as an education and research institution and in a secure manner We introduced the Office 365 email system and by making the service available to users, we improved the convenience and safety of the university email system, which underpins the communication functions that form the backbone of our education and research activities.

Organizational Issues Underpinning the Basic IssuesBasic Issue 10

to the existing category Facility Development Support, and started raising funds for the Study Abroad Support and Growth Support categories under the +R Alumni Association Educational Fund for Future Leaders from AY2017.

2. Promote the solicitation of donations under the supervision of the Network Promotion Office MeetingWe held a Network Promotion Headquarters Committee Meeting once in each semester and focused on a basic policy to raise funds. We also shared information about conditions and achieved our fundraising goal for the academic year. From AY2017, we plan to start raising funds under a project name in line with key universities set by the university. In addition, we established themes along a diverse range of interests and support enthusiasm, and put in place a crowdfunding platform to also raise funds from parties unrelated to the university in addition to alumni, student guardians, and faculty and staff. This will begin in earnest in AY2017.

3. Promote thorough information publication and disclosureWe launched the Division of Communications and Public Relations in April 2016, and continued to work on initiatives such as aggregation of Academy-related information, Academy internal network formation, dissemination of Academy-related information, dissemination of global information, and crisis management public

1. Make strides in student recruitmentWe continued initiatives geared toward securing suitable enrollees in AY2017. Changes to admission capacity from April 2017 were implemented according to schedule.

2. Formulate and elaborate upon the New Faculty Organization Development PlanWe formulated a New Faculty Organization Development Plan (2016–2020). We established a priority policy framework for faculty organization to promote key issues outlined in the R2020 Second Half Plan, and as we confirmed policy challenges, we allocated fixed numbers of faculty members to the colleges and institutions. In addition, we established a new full-time faculty system.

3. Formulate and elaborate upon the Staf f Organization Development PlanWe fo rmu la ted a bas ic po l icy fo r s ta f f o rgan iza t ion development in June 2016, outlined our thinking related to staff organization development through AY2020 as well as the scale of required staff. For outstanding issues, we established a Staff Organization Design Examination Working Group under the Managing Directors' Conference, and compiled proposed measures the execute operations in a sustainable and stable manner.

4. Establish multi-campus university governance structuresBased on student conditions, we repeatedly discussed the current state of Academy-wide deliberations, held the AY2016

relations announcements. The progress with and results of such initiatives were reported to the Executive Board of Trustees each semester. The Office of Global Planning and Partnerships and the Office of Public Relations aggregated and analyzed information related to global university and other rankings, and examined related measures and challenges.

4. Strengthen ties with Kyoto, Shiga, Osaka, and other local communities, governments, and organizations with whom we cooperateUnder the Tomorrow’s Kyoto Cultural Heritage Platform, we implemented the second phase of the World Heritage Project-based Learning Project in cooperation with the Consortium of Universities in Kyoto. In addition, we conducted various other projects involving archiving, symposiums, and forums. To support the Rajomon One-tenth Scale Model Project undertaken as part of creating new cultural assets, we set up a Donation Implementation Committee, accumulated donations worth ¥40 million, and completed the installation work in November. In the Kyoto Community Museum Historic Corridor Project, the Kyoto Historic Corridor Fan Club (roughly 100 members) took the lead in organizing Historic Corridor Walks, Historic Corridor Rakutabi (Kyoto Tour) Walks, and Kyoto Study Seminars. In addition, they conducted various education projects for children, and initiatives in the Kinugasa region.

Plenary Council of the University


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1. Classroom reforms: Offer multicultural cooperative learningWe selected eight subjects to serve as Model Lectures for Multicultural Cooperative Learning in the 2016 fall semester, and activities were undertaken by a support group of the instructors of these subjects. The instructors compiled actual cases f rom the m o d e l l e c t u r e s t h e y t a u g h t t o c r e a t e t h e Practical Handbook for Multicultural Cooperative Learning, and this was distributed to all faculty members at the Faculty Discussion Meet ing in March 2017.

2. Pursue global-standard academic systems: Implement assu rance o f l ea rn ing (AO L) ac t i v i t i es and sub jec t numberingThe AOL Subcommittee played a central role in discussing the formulation of rubrics for APS. Academic systems were established as part of the 2017 academic reforms. The Education Quality Improvement Subcommittee continues to discuss a proposed subject numbering system slated to go into operation in AY2018. Also, an opinion exchange session was held to get feedback from exchange students about their classes.

3. Develop programs that util ize the dormitory for f irst-year experience: Further utilize the AP House international education dormitoryA committee was launched a n d d i s c u s s i o n s w e r e commenced in the first half of AY2016. We also shared a roadmap for discussions f o r t h e s e c o n d h a l f o f t h e a c a d e m i c ye a r. T h e rea l locat ion o f do rmi to r y students is proceeding as planned.

4. Develop outbound overseas programs for Japanese students: Encourage Japanese students to gain overseas experienceWe implemented SECOND, a new overseas study program. We also developed new internship and field study programs (e.g., SOLVE Program) in cooperation with the colleges.

APU Global LearningBasic Issue 1

SECOND participants draw straw to determine their destinationsSECOND field research

International education dormitory(APU PLAZA OITA)

2. Ritsumeikan Asia Pacific University


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Assuring and Improving the Quality of Education and Research in the College of Asia Pacific Studies / Graduate School of Asia Pacific Studies: Undergraduate and Graduate School Reforms

Basic Issue 3

1. Discuss undergraduate reforms with an eye on securing international accreditationWith an eye on the 2017 academic reforms, the Next Academic Reforms Promotion Committee began meeting at the end of AY2015, and it presented its finalized “Implementation Guidelines for the 2017 Academic Reforms” to the Faculty Council Meeting in July 2016.

2. Implement internationally-compatible AOLThe colleges and graduate schools worked with the Division of Academic Affairs to review their respective Three Policies. The AOL Subcommittee formulated a Diploma Policy and rubric for APS. It is currently working on a curriculum map.

3. Assure the quality of the faculty organizationBy way of the AACSB Promotion Committee and other venues, we will share the policy on AACSB standards and faculty qualifications with the faculty and design a detailed system in AY2017.

4. Consider obtaining TedQual accreditationWe have collected information on the application method and screening criteria with regard to obtaining TedQual accreditat ion from the United Nations World Tourism Organization (UNWTO).

5. Develop an Honors Program (tentative name)We cont inued operat ing the program we launched in September 2016 and were able to steadily recruit the next batch of students.

6. Develop "J/E + AP Language" programsFor English subjects, in was decided in the 2017 Academic Reforms Implementat ion Guidel ines that the Common European Framework of Reference for Languages (CEFR)-compliant Progress Test would be used to assess student achievement. In the meetings of the Japanese and AP Language teams, discussions are being held on detailed proposals for the CEFR-compliant assessment of student achievement, and regular repor ts wil l be issued to the Academic Affairs Committee. In light of the decline in the number of participants, English Immersion Programs for the 2016 winter session were postponed. With regard to AY2017, we are currently in negotiations with several universities as we strive to develop a new program more suited to the needs of our students. Concurrent with the establishment of required subjects in the new curriculum, we are keeping an eye on the

number of students taking AP language subjects, and we plan to consider e f f o r t s t o i n c r e a s e enrollee numbers. Until n ow, we we re unab le to sufficiently ascertain the English proficiency o f s t u d e n t s w h o h a d completed their required Eng l i sh sub jec ts , bu t t h a n k s t o i n i t i a t i v e s undertaken as part of the Top Global University Project (SGU Project), we are now able to better assess the actual student situation. Under the SGU Project, we are pursuing measures both inside and outside the classroom, such as TOEFL and TOEIC courses, to boost student English proficiency. Under the 2017 academic reforms, we deliberated using the long vacations to help students strengthen their English proficiency af ter completing their required subjects, and we have confirmed that this scheme will begin in the summer of 2017.

1. Acquire international accreditationIn August 2016, The College of International Management (APM) and the Graduate School of Management (GSM) successfully obtained accreditation from AACSB, were thus certified as a provider of world-class business education.

2. Place in the top 30 of the QS Asia Business School Ranking (by AY2023)We are actively participating in QS-sponsored events and communicating information about APU as we undertake branding.

3. Establish the Asian Business School AllianceA PM and GS M shared a de ta i l ed p roposa l on the creation of the Asian Business School Alliance with the Division of Academic Affairs, and together they selected potential partner universities with whom they have begun negotiations.

Assuring and Improving the Quality of Education and Research in APM and GSM

Basic Issue 2

Acquire AACSB accreditation


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1. Strengthen research fields for which APU is well-knownWe invited outside researchers to APU three times for a seminar on the development of Asia Pacific Studies, panel discussions at the AP Conference, and another session. Next year, we aim to summarize and disclose the results of these discussions which have continued since before APU opened.

2. Build and strengthen networksA reco rd h igh o f nea r l y 500 researchers from 80 institutions in 20 countries attended the AP Conference. More of our researchers presented at conferences in Japan and around the world by virtue of an increase in the number of subsidies granted

1. Regularly attract students from 100 countries and regions: Increase intake from Africa, the West and South AsiaIn the fall of 2016, we welcomed students from six new countries: El Salvador, Somalia, Vanuatu, Burkina Faso, South Sudan, and Azerbaijan.

2. Offer partnership education with high schools around the worldWe held the Academic and Cu l tu ra l E xper ience (ACE) Camp in August 2016, which attracted 39 students from 14 countries.

3. Adopt an Admissions Officer systemWe discussed a draft proposal of this system in the 2016 fall semester. Issues remain regarding the benefits for these officers and how they should be managed after employment, so more in-depth discussions will be held in AY2017.

4. Establish an alumni admissions associates systemWe developed this concept by creating the Admissions Ambassadors Program.

5. Elaborate upon a new Admissions Policy with an eye on 2020Keeping an eye on the discussions of the High-School-University Partnership Reform Committee, brainstorming sessions were held in the Division of Admissions Meeting.

1. Promote intercultural cooperation in campus life and student activitiesWe established a committee in the spring semester of AY2016 and began holding sessions. In the fall semester, we reached a consensus on a roadmap for future discussions. Although we did not finalize a policy before the end of the academic year, we should be able to put a policy in place in early AY2017 about sending students to foreign case competitions. We also refined the schedule and content of the orientations.

2. Strengthen campus managementWith regard to countermeasures for contagious diseases, we took steps to encourage students to complete surveys that would allow us to gather information on overseas travel. In order to provide steady support to students with disabilities, we began holding regular committee meetings, analyzed the situation, and started cooperating with affiliated schools. Concerning the adoption of programs for first-year students, on the academic side, we established the F irst-Year Education Subcommittee, and we offered a pre-enrollment education program focused on strengthening English ability. On the student life side, we successfully improved the orientations.

Diversity-driven Student Life

Basic Issue 5

APU Global Admissions Reforms

Basic Issue 6

ACE Camp

for presenting at conferences from 23 in AY2015 to 31 in AY2016.

3. Enhance the international reputation of research outcomesWe invited outside lecturers to APU to give two seminars on how to submit manuscripts to English journals. A discussion was held on support for encouraging faculty to publish in better journals and participate in academic conferences. We placed the International Association for Asia Pacific Studies (IAAPS) under the umbrella of the International Cooperation and Research Division and agreed to hold internal discussions on how to administer the Association going forward. To disseminate the outcomes of our research, we opened a Facebook page for the Ritsumeikan Center for Asia Pacific Studies (RCAPS) and expanded the AP Conference. We also decided to create the APU Researchers Catalog (ARCAT) as a tool for the dissemination of research outcomes.

AP Conference

Reforms to Enhance Research Capacity and the Ability to Disseminate Research OutcomesBasic Issue 4


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1. Cooperate with alumniIn addition to developing new internships supervised by alumni and offering Japanese and language subjects in cooperation with alumni, we also invited alumni to give lectures to students who want to advance to graduate school. We invited alumni to a Global Competency Enhancement Program (GCEP)-related event in Tokyo, held a lecture at the general meeting of the Singapore chapter of the Alumni Association, and held seminars for graduate student and researchers. 2. Strategic international partnershipsWe held multiple discussions with potential key overseas hubs (e.g., St. Edward's University, Carroll College and Kyung Hee University)

1. Establish the APU Governing Advisory Board (composed of educators, alumni, and company representatives from both Japan and overseas) (AY2017)We collected information on suitable methods for running an international university, and we continue to hold hearings with stakeholders. In the future, we aim to develop a system that will allow for the auditing of university administration and the verification of operational performance from both an international and a multilateral perspective.

2. Strengthen institutional research (IR) functionsWe continued conducting institutional research (IR) to provide support for university administration. The primary aim of these efforts is to consistently collect, analyze, and utilize student data from the point of enrollment until the time of graduation. By analyzing this data, we were able to create a report that will contribute to university policy-making.

1. Encourage cross-divisional collaboration through the participation of a diverse array of faculty and staffWe established a working group to promote diversity and began taking action in step with the gender equality initiatives of the Trust. We fleshed out the multicultural FD/SD center concept and established the Institute for Professional Excellence in Global Learning.

2. Establish a multicultural FD/SD centerWe finalized the frameworks, functions, and roles of the Institute for Professional Excellence in Global Learning in late AY2016, and began preparations for a full-fledged rollout in AY2017.

3. Reform the faculty hiring system to enhance faculty mobilityWe revised the specially-appointed faculty member system. Discussions on revisions to the part-time lecturer and visiting professor systems are ongoing.

4. Raise staff to a global-standard levelWe proposed a staff training policy for AY2016 and offered training sessions based thereupon. Three staff members in the TOEIC training sessions scored 800 points or higher on the test. Although we were able to send staff to visit institutions overseas and attend conferences, we have yet to begin preparing for a program that will allow staff to earn credits toward a master’s degree.

to revise dual degree program content and flesh out the details of new programs. This, in turn, helped us strengthen ties with these partners.APM and GSM shared a detailed proposal on the creation of the Asian Business School All iance with the Division of Academic Affairs, and together they selected potential partner universities with whom they have begun negotiations.

3. Cooperate with companies and the community to develop global human resourcesWe strengthened the Global Competency Enhancement Program (GCEP), a program that takes advantage of our multicultural and multilingual campus. We welcomed many employees from globalizing companies as trainees in topic-based training programs.

GCEP(Global Competency Enhancement Program)

Governance ReformsBasic Issue 7

Faculty and Staff Organization ReformsBasic Issue 8

Cooperation with StakeholdersBasic Issue 9


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3. Integrated Primary and Secondary Education and the Affiliated Schools

Regarding the English proficiency of our affiliated school students, the average TOEFL-ITP score at the point of high school graduation was 443.1 (Target: 480), while 142 students (11.3%) scored 500 or higher (Target 300; 30%). Meanwhile, the percentage of students passing Eiken Level Pre-2 at the point of junior school graduation was 68.7% (Target: 100%), and the percentage of primary school students passing Eiken Level 3 (380 points on GTEC) was 19.3% (Target: 100%). We offered 551 Project lectures for students aiming to score higher than 550 on TOEFL, and 17 affiliated school students attended the intensive summer session and classes held every other Saturday during the second semester. Participants recorded a n a v e r a g e s c o r e improvement of 3 3 .1 points. Our achievements in international education

Achievement on various performance indicators is as follows: average GPA (first-year GPA) after enrolling in university: 2.8 (Target: at least 3.0); ratio of all Academy commendations accounted for by graduates of the affiliated schools (ratio of Saionji Scholarship recipients): 11.3% (Target: 20%); ratio of affiliated school graduates accounting for internal advancement to graduate schools: Humanities: 9% / Science: 10% (Target: 15%). In terms of high school-university partnerships, we streamlined our programs with the colleges and worked on

initiatives are as follows: number of annual number students who participated in overseas training and/or long-term study abroad: 2,341 (Target: 3,000); annual international student intake: 667 (Target: 1,000); number of students who received awards or commendations at domestic or international tournaments pertaining to global issues: 93 (Target: 100); number of students who scored 550 or higher on TOEFL-ITP (the level required for admission to a foreign university): 25 (this number only represents students who advanced on an internal recommendation; Target: 100); number of students who advanced to APU: 36 (Target: 50); number of Gap Term study abroad participants: 32 (Target: 150); number of students who joined international programs after admission to university: 192 (Target: 500). Regarding MEXT’s Super Global High School (SGH) project, Ritsumeikan Senior High School and Ritsumeikan Uji Senior High School were granted the second highest mark (on a six-step scale) on their mid-term evaluation. Meanwhile, all of the schools, including Ritsumeikan Keisho Senior High School, held research presentation sessions at which students presented their research findings in English.

organizing students aiming to advance to Ritsumeikan university into Core Staff. Approximately 100 alumni participated in Academic Navigation Day (a pre-enrollment event) in January, making for a highly successful event. We held a retreat for the Leaders Program (NLP) for third-year high school students in Ogatsu in the city of Ishinomaki in Miyagi Prefecture, and 26 students attended. The students studied leading cases of regional revitalization and globalization, and the retreat served to boost their motivation for university life.

Rits Super Global Forum

Ritsumeikan Top Global Schools ProjectBasic Issue 1

Achievement on various performance indicators is as follows: percentage of students who study two or more hours outside of class: 25% (Target: 100%); percentage of students voluntarily participating in activities that serve society and/or self-improvement activities: 25.2% (Target: 100%); Number of students receiving commendations from the Academy each academic year: 15 (Target: 30). All of high schools offered courses in English, science, and mathematics in the third semester of the third year to help students brush up on the basic skills required for university-level education. We also held the Science R-Top Program (Mathematics Course) for third-year high school students aiming to attend science colleges and 33 attended. On the course, they learned about which areas they should review before enrollment as they prepare to transition

from high school-level to university-level mathematics. In cooperation with Rita Labo, we developed educational materials and put them into practice for the Ritsumei subject and a Career Education at Ritsumeikan Primary School, Ritsumeikan Uji Junior and Senior High School, and Ritsumeikan Moriyama Junior and Senior High School. Ritsumeikan Keisho Senior High School was re-designated as a Science and Technology Human Resources Development C o re S cho o l a f te r t he successful selection of its application for continuation for the Super Science High School (SSH) project. Japan Super Science Fair

Realizing the Affiliated School Version of the Ritsumeikan Model for Learning: Nurturing Independent LearnersBasic Issue 2

Designing a System for Transitioning from Ritsumeikan's High Schools to Its Universities and Graduate SchoolsBasic Issue 3


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Three trainees underwent training at graduate school, and nine were sent on short-term overseas language training to boost their English skills. We held different training sessions for teachers of different ages, including Kyoshi Juku (a training program for new teachers), Mid-level Leader Training, and School Leader Training, and we offered open-class research sessions organized by subject. In this way, we strived to boost

To encourage the self-directed management of the high school-university partnership education provided by our partner schools, we strengthened ties with Ritsumeikan Asia Pacific University and reviewed initiatives with an eye on pursuing more effective partnerships. After encouraging students from the affiliated schools to attend high school-university partnership programs on offer, 12 signed up for Gap Term Study Abroad and 29 joined the 551 Project. We also renewed our cooperative agreements with Osaka Hatsushiba Academy and Nara Ikuei Academy and agreed to continue our respective partnerships with them.

As part of efforts to form social networks, we cooperated with Kyoto City, the Kyoto City Board of Education, local companies , loca l un ivers i t ies , and loca l schoo ls as a member of the Kyoto Educat ion D iscussion Forum. Teachers from the af f i l iated schools cooperated with a voter education initiative, and students from the affiliated schools participated in the high school student presentation competi t ion. In May, we held Ritsumeikan Day, a joint admissions information session for our junior and senior high schools, and more than 1,000 people attended. This event afforded us an invaluable opportunity to publicize our affiliated schools.

the teaching and leadership capacities of as many teachers as possible. We reached a consensus on the qualities expected of a Ritsumeikan teacher, including strict adherence to a policy of non-violence, moral fortitude and etiquette, and advanced people skills, and we demanded all teachers to strive to acquire these qualities. In an effort to flesh out an affiliated school version of the Team School policy, as we discussed ways to promote teacher-staff collaboration, Ritsumeikan Keisho Junior and Senior High School took the lead by outsourcing entrance examination duties. As a result of two rounds of open recruitment to locate outstanding teachers, we hired 26 new teachers. The Gender Equality Promotion Committee formulated action plans for each school. Based on this 40% of the newly hired teachers were female, and three women were appointed to executive positions in the schools. With this, we have achieved the target set to redress gender distributions for permanent teachers by securing a 30.2% ratio of female teachers (Target: at least 30%). In terms of infrastructure, we discussed a future vision for Ritsumeikan Uji Junior and Senior High School, expanded classrooms at Ritsumeikan Keisho Junior and Senior High School, and formulated an IR infrastructure plan for Ritsumeikan Moriyama Junior and Senior High School.

Creating Social Networks and Ritsumeikan's Branding and Entrance Examination StrategiesBasic Issue 4

Developing Organizations and Conditions Conducive to Supporting New Developments in Each SchoolBasic Issue 5

Enhancing Education in Cooperative Schools and Considering Cooperative PoliciesBasic Issue 6


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3-1. Ritsumeikan Primary School and Ritsumeikan Junior and Senior High School

In AY2016, we clarified the direction for an integrated organization to support the promotion of the 4-4-4 system of integrated primary and secondary education. More specifically, we decided to appoint a Representative Principal as the chief executive for the 12-year integrated education for Ritsumeikan's elementary, junior high, and high schools, and separate Principals for the elementary, junior high, and senior high schools. We will also restructure the organizational divisions, appoint an Office Director with

At the elementary school, we began the creation of a “Can-Do List” with a view to cultivating firm academic abilities and started initiatives to make achievement goals transparent. We measured the state of acquisition of arithmetic skills and Japanese character knowledge throughout the year, and conducted initiatives based on concrete objectives such as ensuring that

students can finish 100 arithmetical calculations within two minutes and that all students pass (o r a t leas t obta in a 90% score on) Japan Kanj i Apt i tude Tests. In primary education,

responsibility over the 12-year integrated education for elementary, junior high, and high schools, and conduct day-to-day school operations under a collective leadership system. In addition, as meetings that span both campuses, such as the R-12 Working Group Meeting and the R-12 Planning Operation Meeting, are being held increasingly regularly, we are in the process of unifying their operation. Going forward, we will develop mechanisms that further clarify the advantages of the 12-year integrated education system.

we further strengthened academic abilities, thus fulfilling our responsibility to firmly establish such abilities. In the first stage, study focused on firm development of basic and fundamental aspects such as robotics and ICT-related education derived from module time and programming fundamentals, English language lessons under the supervision of native-speaker instructors, and Ritsumei Subject classes in which students learned about lifestyle. In the second phase, study centered on diverse experiences and learning that aimed to cultivate independence. In the third stage, we leveraged learning in the CE, SS, GL and MS Courses, respectively, and developed practical education by cultivating students “who are capable of discovering issues, voluntarily and independently address these, and generate new value.”

Integration of School Management and Organization to Support Promotion of the 4-4-4 System of Integrated Primary and Secondary Education

Basic Issue 1

Achievement of Academic Issues in 4-4-4 System of Integrated Primary and Secondary EducationBasic Issue 2


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We aimed to further enhance the quality of lessons at the Ritsumeikan Junior and Senior High School, and started implementing two initiatives in this respect. The first initiative was the establishment of a Lesson Delivery Improvement Committee, and the second the organization of lesson study gatherings. By further expanding strengths and improving weaknesses, we aimed to enhance the competencies of the faculty, realize easy-to-understand lessons and skill-building lessons, tighten lesson discipline, expand basic academic ability, and enhance topic-based research. At the Nagaokakyo Campus, we promoted open-class initiatives, had faculty in the mathematics and English departments mutually organize open-class lessons on a regular basis, and conducted internal and external open-class lesson study gatherings. In particular, the open-class lesson study gathering held on January 31 implemented a total of nine lesson studies (kokugo

[Japanese language study for Japanese learners], junior high school mathematics, high school mathematics, social studies, junior high school science, high school science, junior high school English, high school English, IT) from the first year of junior high school to the third year of high school. In addition to all faculty from the school, some 100 teachers from other schools observed the lessons and by holding subsequent joint review sessions, we were able to support a constructive and dynamic exchange of opinions geared toward improved lesson development. Going forward, we will maintain the 12-year integrated education vision as a common awareness, and flexibly and creatively accommodate conditions pertinent to all students, including those who enroll from the junior or senior high school, while moving forward with the concrete development of creative education.

In AY2016, 53 of our students (mainly from the MS Course) were accepted at national and public universities, including five at Kyoto University and nine at Osaka University. In addition, 51 students were accepted at universities specializing in medicine,

dentistry or pharmaceutical sciences. In AY2016, the number of students outside of the MS Course who took entrance examinations at other universities also trended upward.

Enhance the Medical Science (MS) Course and Improve the Rate of Advancement to Other Universities

Basic Issue 5

Improve Working Conditions to Promote the Aforementioned Educational Issues

Basic Issue 6

Issues presently under consideration are faculty organization to support educational development, the provision of training to support faculty growth, measures to secure the necessary time for such initiatives, and the development of facilities to fully leverage the environment of the Nagaokakyo Campus and further pursue integrated education with the Kitaoji Campus. Another key challenge is reforming the state of education at the school to produce a more effective and efficient structure with an eye toward “the development of global leaders who generate new value and contribute to the future,” which is the objective of our 12-year integrated education for elementary, junior high and high schools.

Approach toward Unique Issues in Integrated primary and secondary Education for Junior High and High SchoolsBasic Issue 3

Through SSH activities, SGH initiatives, the Australia Adelaide training for third-year junior high students (which has been a work in progress until today) and the Student-Planned and Operated School Trips (voluntarily and independently created by second-year high school students), and other initiatives, In AY2016, 727 students were dispatched from the Nagaokakyo Campus, while 343 students were admitted from overseas at the Nagaokakyo Campus. Among SSH initiatives, the Japan Super Science Fair (JSSF) was a major success, welcoming high school students from a record 23 countries and regions. In addition, we held the Rits Super Global Forum (RSGF) in November as part of our SGH initiatives. Attendance reached a new record with a total of 250 participants consisting of (1) 60 students of 10 schools from nine countries and regions around the world; (2) 78 students made up of the school’s second and third-year high school GL Course and selected

members of the first-year high school GJ Course, (3) roughly 20 TAs who were graduate students of Ritsumeikan University taking par t in study abroad, and (4) roughly 60 students f rom the G C l a s s (J G l o b a l J u n i o r s) who joint ly par t icipated in the even t , i nc lud ing w i t h pos te r presentations. These SSH and SGH forums with international high school students are part of a select number of initiatives that allow Japanese high school students to research and debate in English with their overseas counterparts, and have become established case examples for the school.

Japan Super Science Fair

Rits Super Global Forum

Expansion and Development of Distinctive Character of SGH and SSH Projects, and Dissemination of Positive OutcomesBasic Issue 4


33

Among the Ritsumeikan affiliated schools, the Ritsumeikan Uji Junior and Senior High School has the advantage of being able to provide education with a long-term view that spans the six years from junior high to high school and factors in prospects for subsequent advancement to university. Under these conditions, the school encourages students to call into question their way of life, and accordingly aims to cultivate genuinely independent learners through various educational activities. While the main focus for the junior high school was on building basic academic ability, other initiatives that were intended to stimulate reflection about future paths included having the second-year students engage in exchange with APU students and visit the Kinugasa Campus, and having the third-

From the second year of high school, the Humanities and Sciences Courses that focused on high school-university par tnerships established Research Fundamentals as a lesson to acquire academic skills, and provided instruction that was distinctive in their respective fields. In “Scientific Inquiry Elective A” in the Humanities Course, we implemented lessons that mimic the level of academic specialization found at Ritsumeikan University’s Colleges, and decided to newly establ ish a Food Design e lect ive subject in AY2017 accompanying the establishment of the College of

year students undergo training at university science campuses and participating in individual interviews with the Principal. At the high school, the first year was positioned as career education. The Career Navi and Lesson +R events invited a total of 107 university students, working professionals, and university faculty throughout the year, and high school students participated in lessons intended to provide ideas regarding the selection of a university faculty and future profession. Surveys conducted following these initiatives showed that satisfaction levels were high not only among the high school students, who were the learners, but also the university students and working professionals who served as instructors, and that the initiatives deepened exchange among groups of different ages.

Gastronomy Management. The Science Course held college-specific lectures linked to Ritsumeikan University on six occasions throughout the year, conducted other lectures that introduced advanced science and engineering and college-specific campus tours, and additionally organized lectures to enhance science and mathematics abilities. In the IM course, the number of third-year high school students rose to a record high of 79. Students with TOEFL ITP scores of 550 or above totaled 16, also a record high, and the average score for course students stood at 523, exceeding the AY2015

Career Education that Questions LifestylesBasic Issue 1

Development of High School Courses that Aim to Enhance High School-University Partnerships and Transition to Independent Junior High School IPS Class

Basic Issue 2



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We have gained a reputation for the internationalization pursued under our R2020 plan, and this is apparent in changes in enrollment numbers. Student number projections are putting facility-related challenges into clearer perspective. In AY2016, we established the Future Vision Review Committee for the school in the Academy, and discussed our future vision accordingly. The Education Policy Committee that convenes at the school is in the midst of actively examining curriculum reform proposals. MEXT published

outcome. In the third year as an SGH designated by MEXT, we continued to carry out activities from a global viewpoint such as the MIT Entrepreneurship Training Program and initiatives and activities in Thailand and Laos, and held a SGH Research Presentation Meeting. In the IB course, the diploma score (maximum score of 45 points) averaged 33.95, marking

i ts proposed Nat iona l Curriculum Standards, and since this coincides with a pending shift to a new educational curriculum, we plan to examine the proposal in earnest in AY2017.

a record high, and three students achieved a score of 40 or more, also a record. Thirty-seven students advanced internally from the junior high school to the high school IM Course, while 19 junior high school IPS graduates advanced internally to the high school IB Course.

In terms of cultivating comprehensive human skills, the largest event was the Kohusai (Culture Festival) in which the students independently took charge of the planning and operation in the “First Year of Reforms.” In addition, amid tense world conditions, the students learned about peace and human rights. The students contributed to the post-disaster restoration, and engaged in extracurricular activities, which the school excels in, thus accumulating a large number of noteworthy achievements.

There were 332 returnee students enrolled, accounting for 21% of the total school population of 1,613 students. We he ld a m e e t ing w i t h g u a r d i a n s o f r e t u r n e e students, and offered support to adapt to the environment i n Japan . I n add i t i o n to an overseas t ra in ing t r ip to Aus t ra l ia in wh ich a l l students participated, we also organized optional training on the Cebu Island in the Philippines, in which 40 students participated. We conducted a new English composition guidance program as well as a short-term intensive English program held during the summer break, and a record-high 81% of the third-year junior high school graduates obtained the Eiken Level Pre-2. Of the eight training trip programs to be attended by all students, two programs to France were suspended due to the threat of terrorist attacks and replaced with other programs. In the Global Challenge Program, which is subsidized by the school’s Education Support Group, 56 students were dispatched to a total of 10 areas. Seventeen students were dispatched on short-term study-abroad programs. Thirty-three international students (both short and long-term) were admitted. We organized annual English recitation and presentation meetings led by the English department. Seventeen students of the IB, IM and Humanities Courses are expected to advance to overseas universities.

Promotion of a Wide Array of School Activities including Sports and Cultural Activities

Basic Issue 5

Education that Fosters Ability to Respond to Internationalization

Basic Issue 3

Advanced Intraschool Sharing of Information through the Promotion of Informatization

Basic Issue 4

From AY2016, we fully transitioned materials distributed in faculty meetings to electronic data, thus contributing to a paperless environment. In conjunction with the policy of allowing second and third-year high school students to bring their own tablets, we upgraded the school's network environment, and moved to a bring-your-own-device (BYOD) approach from AY2017. We made progress with the sharing of digital educational materials among faculty. In addition, we deepen discussions about having junior high school students bring their own tablets, and are taking steps to realize this at an early stage.

Discussions that Include Facility Improvements to Support Educational ActivitiesBasic Issue 6


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In junior high school entrance examinations, we saw an increase in applicants for the Seminar and Individuality entrance examination, who are the students who effectively select Ritsumeikan Keisho Junior High School as their first choice. As a result, the number of applicants for the Seminar and Individuality entrance examination was 117.1% of the AY2015 outcome. Adding in applicants taking the general entrance examination, we attracted a total of 334 exam-takers, putting us in top position for entrance examination applicants among private junior high schools in Hokkaido. The multiple of applications to admission capacity for the first time reached 1.52x, and the ratio of actual enrollees to successful applicants rose to a record-high 87.8%. In this way, we realized our goal of being the first choice school in Hokkaido, where students traditionally favor public high schools. In addition, the entrance examination was failed by one-third of all applicants, making it the most difficult examination to

With regard to promotion of global education, we were able to achieve all our numerical objectives in AY2016. We admitted 252 students from overseas (Target: 210), and the overall intake from overseas (students, faculty, related parties, etc.) was 310 (no target). We dispatched 153 students on long-term study abroad (Target: 130), and the total number of students dispatched on overseas

date. There were 208 SP applicants (110.2% of AY2015), the multiple of applications to admission capacity was 5.0x, and the ratio of actual enrollees to successful applicants was 95.2%, rising 6.8pt from the 88.4% recorded in 2015. As a result, a total of 193 new students were accepted. In the high school entrance examination, applicants from junior high schools in Sapporo City declined by 28 from AY2015 and applicants from junior high schools located in suburban areas of Sapporo by 11. However, applicants from regional junior high schools only saw a modest decline of three students (to 208) from AY2015. As a result, a total of 313 new students were accepted. One noteworthy characteristic is that the number of applicants for the regional entrance examinations, which assumes that the applicants will take up residence at the school, is trending upward. As a result, the girls’ dormitory ran at full capacity, so we established a new designated dormitory.

training & long-term study abroad or overseas training was 615 (Target: 605). In light of the above, we can conclude that global education at the school made significant strides over the last year.

Creation of Conditions to Aim for Achievement Keisho Boarding School Vision by 2024Basic Issue 2

Creation of the School of Choice for Students from all over Japan and Asia by Leveraging our Image as the No. 1 Model School for Education in Hokkaido

Basic Issue 1

Overseas training



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In AY2016, 132 third-year high school students advanced internally to RU or APU. The high number was the result of active initiatives such as encouraging students to participate in RU and APU campus tours and R-Navigation events from their first year at the school. Twenty students advanced to APU, marking a new record. We cleared our AY2017 TOEFL ITP objectives (550: two students, 500: 10 students, average score: 440) across the board (550 or above: two students, 500 or above: 12 students, average score: 440.9). We applied to renew our SSH designation for the next phase, conducted curriculum reforms geared toward SGH enhancement, and plan to implement the changes from AY2017. As for active learning, we continued to examine initiatives by subject. On the overseas training front, we developed a training program on Sakhalin island, removed the Netherlands and Belgium as destinations, and added several Scandinavian countries (e.g., Finland, Norway and Sweden) as destinations. In our fifth and final year of the first SSH certification phase, we won the silver medal at the Japan Biology Olympiad, and presented at the American Geophysical Union Meeting. In the Hokkaido Senior High School Science Research Presentation Contest, we won the Research Presentation Category General Prize and three Gold Prizes in the poster exhibit category. We also won the Japanese Student

We set a target of Tokyo Medical 25 for AY2016 to help support achievement of our Tokyo Medical 50 objective for AY2020. Ultimately, 26 students were accepted, corresponding to an achievement rate of 104%. The breakdown was as follows: University of Tokyo: 1, Kyoto University: 3, medical school departments: 22. The distribution for medical school departments was as follows: Kyoto University Faculty of Medicine: 1, Keio University School of Medicine: 1, Hokkaido University School of Medicine: 1, Sapporo Medical University: 2, Asahikawa

Science Prize. In this way, we accumulated the highest number of achievements since the opening of our school. In light of the performance and achievements of our students, and based on findings received from the 16th examination in

the Keisho SSH Phase 2 Application Preparation Project Meeting, we aimed to secure Phase 2 certification as an SSH, created a plan with new targets. We applied accordingly, and were able to receive the Phase 2 certification. Another noteworthy achievement is that we were concurrently certified for the Science and Technology Human Resources Development Priority Framework. We entered our second year as an SGH-designated school, and held the first SGH Research Task Presentation Meeting in February. With the participation of observers and Direction Committee members from two schools outside of Hokkaido and six schools in Hokkaido, we held a total of eight presentations (three research task presentations, three overseas training presentations, and two research task article presentations), providing an overview of the past two years.

Medical University: 6, Nagoya City University Medical School: 1, overseas medical schools: 1, and private medical schools: 9. Especially worthy of note is that only two applicants from Hokkaido passed the special (tokushoku) entrance e x a m i n a t i o n f o r Ky o t o University, both of whom hailed from our school.

Full-scale Introduction of Junior High and High School 2-4 System

Basic Issue 5

Development of Systems and Environments that Support the Reforms

Basic Issue 6

With regard to our examination of the 2-4 system, we set up a 2-4 System Examination Working Group, and considered enrollment at the “first year of the four-year high school program.” At the same time, we created a system f o r t r a n s f e r s t u d e n t entrance examinations, i m p l e m e n t e d s u c h examinations three times per year (July, September, March), and accepted six transfer students.

To enhance classes using active learning and problem-based learning, we established the AL & PBL Working Group, which explored and discussed case studies and initiatives at other schools. On the facilities front, we renovated four special classrooms as part of classroom reconstruction work in AY2016. Three of these now have the specifications to facilitate active learning lessons. We considered releasing some faculty who are supervising the third-year high school SP Course from their club advisor duties from AY2017, so they can focus on after-school study and academic guidance for students.

Enhancement of Internal Advancements (Both in terms of Quality and Quantity) through Expansion of High School Ritsumeikan Courses

Basic Issue 3

Creation of the “No. 1 School for Advancement in Hokkaido” through Enhancement of Junior High and High School SP Courses

Basic Issue 4


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We promoted educational activities based on the Ritsumeikan Charter, and moved forward with the cultivation of human resources who can be active as global citizens. More specifically, we established a Global Class for third-year high school students (31 students enrolled). This Course aims to cultivate a high level of English language proficiency, and the average TOEFL ITP score was 472.6. Five students achieved scores of 500 or above, and six students passed Pre-Level 1 or higher on the Eiken Test in Practical English Proficiency. In addition, we added Critical Thinking as an individual subject designated by the school. In the subject, students engage in debate and presentations about the global environment, which is a challenge for mankind as a whole, international disputes, and other topics. In this way, the students acquired the logical thinking skills, the ability to effectively express themselves, and language proficiency necessary to play an active role on the global stage. With the aim of cultivating human resources with a scientific background who can contribute to the world, we conducted the Lake Biwa International Science Fair led by our Advanced Science Class (38

We changed the name of our Integrated Education (for Junior High and High Schools) Course to Academia Course (AMC), and we started to further enhance our school organization and conduct institutional reforms based on human resource development through our six-year integrated education for junior

enrolled students). We invited 16 students from five different schools in four foreign countries, and 17 students from five SSH schools in Japan. The event took place over four days and students engaged in research of global environmental issues, focusing specifically on the water environment, which has been an ongoing SSH research topic for the school since its establishment. We held the fourth ICT open-class lesson study gathering, conducted open classes and research discussions for junior high and senior high schools, and these were attended by roughly 200 people active in education and ICT fields from around the country. Our open classes, and specifically those centering on active learning utilizing iPads, are attracting a rising number of observer groups from across Japan each year. In terms of advancement to other universities, our efforts to get students into medical schools in Tokyo and Osaka paid off in their fifth year. As a result, we were able to send students to renowned national and public universities as follows: University of Tokyo: 1, Kyoto University: 4, medical school departments: 2, Osaka University: 2, Nagoya University: 1, Kyushu University: 1, and Ochanomizu University: 1.

high and high schools. The junior high school Frontier Science Courses (FSC) reached its final year, and we encouraged the enhancement of academic ability across the school in accordance with the ideals established when the course was launched. We started discussions on curriculum reform ahead

School Development that Reinforces Position as Top School in Shiga PrefectureBasic Issue 1

Restructuring of New Courses and Enhancement of CurriculaBasic Issue 2


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At a pace of once a month, we conducted regular deliberations with the BKC Office for Athletes and Sports Services, and strengthened high school-university partnerships and cooperation in the field of sports. We positioned the Baseball Club as a new designated primary club, putting it in the same category as the American Football Club, the Men’s Basketball Club, and the Women’s Handball Club. The Brass Band Club, Soccer Club, Soft Tennis Club, and Track and Field Club were positioned as designated premier clubs with entrance examination implications, and we accepted new students with the ability to compete

To further enhance and upgrade the classrooms that utilize ICT equipment, we formulated a five-year plan to expand the number of projectors and white boards. By changing the layout of faculty offices in the junior high school and the senior high school, we

of the reorganization of the junior high FSC into a Frontier Course (FC) and the establishment of high school first-year advanced classes, high-school second-year global classes, and advanced science classes. The Curriculum Committee started deliberating and considering the enhancement of high school-university partnerships (development of top-up programs geared toward students advancing to Ritsumeikan University, advanced programs with BKC colleges, career education from junior high school, autonomous learning program positioned as a gap year

for the third term of the third year of high school, etc.). We highlighted the distinctive education of the school through two open-class weeks held in the spring and fall, respectively. As a pioneer in ICT-based

in these areas. We collaborated with BKC project groups, and worked to enhance junior high and high school activities. We introduced iPads in club activities, and used them to leverage findings from motion analysis and accumulated data into competitive events. These efforts yielded a certain degree of results. We ranked fifth in the overall category of the Shiga Prefecture High School Athletic Federation.

aimed to generate a sense of unity and further advance lesson practice. Among elements included in the future vision for education at the school, we started discussions on facility and equipment development.

education, we developed and built new teaching methodologies focused on subjects such as kokugo (Japanese for Japanese speakers), science, and English. For some kokugo and English lessons, we implemented flipped classrooms and adaptive learning. Led by our Research and Development Division, we explored partner schools overseas, and concluded an exchange agreement for study abroad with the Taipei Municipal Zhong-zheng Senior High School. We also entered into a partnership with the Windermere High School in the UK. We started a top-up program for junior high school English, which, along with the catch-up program, became a major pillar of our English language education.

We restructured the allocation of school administration work, and with the aim of clarifying our six-year integrated education for the junior high and high school, we created a junior and senior high school general supervisor position, thus bringing the development of our integrated education to the forefront. We have significantly revised our views on annual events since the school was founded. Accordingly, we have abolished and consolidated events, and concurrently redeveloped our educational activities and events while securing the necessary lesson hours and using an appropriate cycle. We changed the location of faculty inside high school classrooms, aiming to create a stronger sense of unity.

Development of Staff and Faculty Organization

Basic Issue 5

Stable Entrance Examination Policy

Basic Issue 4

We established a Public Relations Committee with cross-a l located schoo l management du t ies , and act ive ly disseminated educational activities not only to prospective entrance examination applicants and their guardians but to all our stakeholders through the issuance of school information and internal communication tools. We also established the FSC Pre-application Scholarship. We created a new uniform to coincide with the school’s 10th anniversary. We announced the new uniform, highlighted the appeal of the school’s educational curriculum, and updated our website a record 300 times.

High School-University collaborative club activities

Promotion of Extracurricular ActivitiesBasic Issue 3

Development and Expansion of FacilitiesBasic Issue 6


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programs in each division were implemented as planned. In the affiliated schools, we invited lawyers and other professionals to provide training on risk management for accidents and incidents. Furthermore, we held a discussion session on revising our regulations and creating a manual regarding personal information protection and information disclosure. Based on the “Summary of Deliberations of the Executive Framework Review Committee” (reported at the April 2014 Board of Trustees), we have deliberated the issues that remain, including the executive framework at Ritsumeikan Asia Pacific University and reforms to the executive framework that will ensure appropriately agile Academy management. In AY2016, the Committee successfully drafted measures to improve the process for the selection of the president at Ri tsumeikan Asia Pacif ic University. We will continue these deliberations going forward. We also established a special subsidiary company to employ people with disabilities.

Basic Policy on Financial Operations for the Second Half of R2020We are moving ahead with financial management based on the Basic Policy on Financial Operations for the Second Half of R2020 that we formulated in AY2016. When we need to make policy decisions on issues pertaining to new academic endeavors, student support, and the like, we do so while verifying the budget estimates laid out in the Basic Policy on Financial Operations. In addition, we have decided to set undergraduate tuition for AY2018 at the same level as AY2017 in light of the discussion at the Ritsumeikan University Plenary Council. Finally, we brought online systems for purchasing, accounting, and asset management to address the issue of rationalizing and streamlining accounting duties.

Basic Approach to the Promotion FrameworkWith regard to the promotion of the R2020 Second Half Plan, the Operations Management Committee will formulate annual operations plans rooted in the Second Half Plan and assess their progress twice an academic year, one in the middle of the year and once at the end. By having the Operations Management Committee assume these duties, we will not need to put a new promotion framework in place.

Establishment of PDCA Cycles l inked to the Academic Management PlanBased on the discussions of the IR Task Force underneath the Operations Management Committee, we created a list of indicators and targets for the R2020 Second Half Plan, and we adopted tools for analyzing this data.

4. The Ritsumeikan Trust (Comprehensive Academy Development)

Master Plan

Consider organizational issues for underpinning such linkages within the AcademyWe steped up regular visits by executives to the affiliated schools and strengthened efforts to provide information on APU by participating in school-organized events.T h e A c a d e m y - w i d e Scholarship Policy Review Committee worked out the details of a scholarship system for exchange between Ritsumeikan University and Ritsumeikan Asia Pacific University, and it moved forward with partnerships between the affiliated schools and the universities.

Undertake faculty organization development; improve the quality of faculty; promote FDIn AY2016, we conducted a comprehensive review of the specially-commissioned faculty member system and defined issues for future consideration. We also began discussing faculty systems for our academic organizations. APU finalized its academic reforms.

Staff Organization Development to Enhance the Capabilities of Staff who can Tackle Academy IssuesIn step with the government's efforts to promote work style reforms, awareness has been raised about the need to review duties and ensure their effective implementation as well as the importance of improving the quality work, so we put in place a framework to discuss these matters in a focused manner. Three years have passed since we enacted the policy for a training-based personnel system, and our planned capacity building initiatives have taken root. We promoted reforms to permanent staff member duties. Also, by examining organizational design that takes into account the unique features of each division as part of the total personnel expense budget stipulated in the Basic Policy for the Staff Organization Development Plan, we were able to make progress on discussions about improving the capacity of our permanent staff members as career-track employees.We further clarified the distinction between duties that should be outsourced and duties that Ritsumeikan staff should handle internally, and with the cooperation of our wholly-owned subsidiary Creotech Co., Ltd., we are discussing ways to strengthen ties with an eye on pursuing appropriate business tie-ups.

AdministrationAs we promote gender equality and other kinds of diversity throughout the Academy, we are in the midst of discussion to clarify the actions and stances that the Academy is expected to take at this point in time. We were able to strengthen our response to routine consultations directed to the Office of Legal Compliance and claims filed via the confidential informant system. Training


40

Glossary

■ Number

[4-4-4 System] A three-stage educational system that seeks to

connect Ritsumeikan's primary, secondary and upper secondary

academics. The first stage covers grades one through four in the

primary school, the second stage covers grades five and six in the

primary school and grades one and two at the junior high school

level, and the third stage begins with the third year of junior high

school and lasts until the third year of high school. By providing

students with systematic learning within an integrated education

framework, we aim to foster individuals with advanced academic

ability, international perspective and human skills at each stage of

development.

■

[AACSB] Association to Advance Collegiate Schools of Business.

An independent international accreditation agency for management

education.

[Active learning] A collective term for teaching and learning methods

that encourage the active participation of learners in the learning

process, as opposed to just listening to faculty give lectures. By

actively engaging in their studies, learners can acquire universal

skills, including intellectual, ethical and social skills, liberal arts

skills, knowledge, and experiences. It also encompasses discovery

learning, problem-based learning, experiential learning and inquiry-

based learning.

[Adaptive learning] A method of instruction in which students are

provided with appropriate assignments optimally timed to their

student learning progress. Adaptive learning in this day and age is

typified by the use of ICT and social media to optimize academic

content and learning levels.

[AIMS] AIMS Programe. ASEAN International Mobility for Students

Programme. An undergraduate student exchange program run by

countries belonging to the Regional Centre for Higher Education

and Development of the Southeast Asian Minister of Education

Organization (SEAMEO-RIHED).

[ANU] The Australian National University.

[AOL] Assurance of Learning.

[APM] Ritsumeikan Asia Pacific University College of International

Management.

[APS] Ritsumeikan Asia Pacific University College of Asia Pacific

Studies.

[APU] Ritsumeikan Asia Pacific University.

[AP House] The student dormitory at Ritsumeikan Asia Pacific

University where domestic and international students live side-by-

side.

■

[BKC] Biwako-Kusatsu Campus.

■

[CEFR] Common European Framework of Reference for Languages.

CEFR is a guideline to describe learners’ language proficiency in

concrete terms of what they can do with the language in question. It

is divided into six levels (A1, A2, B1, B2, C1 and C2).

[CE Course] A wide-ranging humanities and social sciences-based

high school-university partnership program at Ritsumeikan Senior

High School that aims to instill in students the skills required for social

design. In this course, students participate in the Super Law Program

and take high school-university partnership subjects to develop an

interest in social issues and raise their awareness about resolving

them. They also learn to form their own opinions.

[Cross-Appointment System] A system that allows researchers

to belong to two or more institutions, be they universities, public

research institutes, or companies, in accordance with an agreement

between the respective institutions. With a certain degree of effort

management, this system enables researchers to pursue research,

development and/or teaching activities at all of the institutions to

which they belong.

■

[DD] Double degree. Under a double degree system, a student

who completes educational programs of the same level at (at least)

two partnered universities and fulfills the respective graduation

requirements is granted degrees from both institutions.

■

[EQUIS] European Quality Improvement System. A business and

management education accreditation scheme operated by the

European Foundation for Management Development (EFMD).


41

■

[Fast Track Program] A program that allows students to finish their

undergraduate studies in three years and advance to graduate

school early.

[FD] Faculty Development. The process by which faculty work to

systematically improve and enhance their teaching content and

methods.

■

[Gap Term Study Abroad Program] A study abroad program for

third-year students in all four of Ritsumeikan's affiliated high schools

that makes use of the “gap” between high school graduation and

university enrollment a term that can last anywhere from one to

three months. Programs are currently held at the University of British

Columbia(UBC, Canada) and Dublin City University(DCU, Ireland).

[Global Boarding School Project] Modeled after Western boarding

schools that produce internationally viable human resources, this project,

which aims to recruit students from both near and far, is the centerpiece

of Ritsumeikan Keisho Junior and Senior High School’s future vision.

[Global Competency Enhancement Program (GCEP)] A program

that utilizes APU’s multicultural and multilingual environment where

international students from approximately 80 countries and regions

comprise about half the student body for corporate human resources

development. Company employees are accepted as trainees,

and they take subjects offered in English while living in the student

dormitory(AP House) with other students.

[GL Course] A course offered by Ritsumeikan Senior High School that

aims to cultivate global leaders with a strong interest in international

issues and the ability to think about Japan’s future role in the world.

[GSA] Ritsumeikan Asia Pacific University Graduate of School of Asia

Pacific Studies.

[GSM] Ritsumeikan Asia Pacific University Graduate School of

Management.

■

[IB] International Baccalaureate. An international educational program

created by the International Baccalaureate Organization. The

program was established to provide students with an internationally

recognized university entrance qualification and secure their path to

university enrollment.

[IB Course] A course at Ritsumeikan Uji Senior High School based on

the International Baccalaureate Diploma Program (IBDP), a program

in which students can obtain qualifications to enroll in universities

around the world. In this Course, which aims to equip students with

the English skills, intellectual ability, and spirit of inquiry they will need

to study at foreign universities, students take all subjects except

Japanese in English starting from the freshman year.

[ICT] Information and Communication Technology.

[IM Course] A course at Ritsumeikan Uji Senior High School that

requires students to participate in the International Preparatory

Stream (IPS; an immersion class that starts upon admission) and

complete one year of study overseas so they may cultivate excellent

English skills and advanced academic ability.

[Internal quality assurance] The process by which an institution of

higher education takes responsibility to guarantee the quality of its

various activities by assessing them and implementing reforms or

making improvements as a result of said assessments.

[IPS Class] An immersion class to prepare junior high school

students who want to join the IB Course at Ritsumeikan Uji Senior

High School. Students in this class spend three years of junior high

school studying mathematics, science, and social studies in English.

[IR] Institutional research. An organized effort to inform planning and

decision-making in institutions of higher education by effectively

analyzing and reporting data.

■

[Japan Super Science Fair(JSSF)] An event in which several

mathematics and science high schools from around the world

participate and students deepen exchange through research

presentations, workshops and other activities.

[JD] Joint Degree.Under a joint degree system, a student who

completes a single educational program offered jointly by multiple

partnered universities is granted one degree.

[Joint Program] Using an original curriculum designed jointly by

Ritsumeikan University and the University of British Columbia(UBC)

in Vancouver, Canada, this program aims to boost the academic

ability and language proficiency of students and grow them into

internationally minded individuals by way of their daily life in Canada.

■

[MS Course] A course at Ritsumeikan Senior High School designed

to nurture truly outstanding students with high academic skills and

well-rounded personalities that have the potential to lead in the

medical and pharmaceutical world of the 21st century and look to

advancing to medical, dental, or pharmaceutical courses in college.


42

■

[Numbering] The process of systematizing a curriculum by assigning

numbers to lecture subjects and categorizing them in a way that

shows students the steps and/or order they should follow in pursuing

their course of study.

■

[OIC] Osaka Ibaraki Campus.

■

[PBL] Project/Problem-based learning. Refers to learning oriented

toward the identification and solution of problems.

[PDCA] The Plan-Do-Check-Act Cycle. An iterative cycle used to

reach an ultimate goal.

■

[QS] Quacquarelli Symonds. A publisher of global university rankings.

■

[R-GIRO] Ritsumeikan Global Innovation Research Organization. An

organization established in April 2008 to promote systematic, university-wide

research to work on the serious and urgent problems of the 21st century.

[RCAPS] Ritsumeikan Center for Asia Pacific Studies. Established

in July 1996, the basic goal of RCAPS is to create the discipline of

Asia Pacific Studies. It also serves to carry on the research outcomes

related to the Asia Pacific achieved throughout the Academy to date.

[Rits Super Global Forum(RSGF)] An event organized as part of the

SGH Project by Ritsumeikan Senior High School in which high school

students from throughout Japan and around the world gather to give

presentations on what they have learned, share experiences and an

awareness of issues with each other, and engage in discussions with

the aim of learning the importance of seeking solutions to problems.

■

[Science and Technology Human Resources Development Core

School] An initiative to provide additional support to SSH-designated

schools so they can uniformly promote strategic efforts together with

the SSH Project with regard to the cultivation of human resources

for science and technology by way of regional hub formation and

continuing overseas partnerships, and so on.

[SD] Staff Development. Institutional efforts targeting staff that aim

to increase the quality of administration and teaching and research

support.

[SGH] Super Global High School. A program in which MEXT

designates high schools that cooperate with domestic universities

promoting internationalization, companies and international

organizations to engage in the cultivation of human resources who

can identify and solve global social issues and who can succeed

in global business. The program encourages the development and

deployment of high quality curricula and the improvement of systems

therefor.

[SGU] Top Global University Project (Note: The abbreviation 'SGU'

is based on the Japanese project name.) A MEXT program that

aims to boost the international compatibility of Japan's higher

education and ultimately enhance its international competitiveness

by providing priority funding to a) top-class universities that offer

world-class education and research by promoting internationalization

through partnerships with excellent foreign universities and

undertaking university reforms, and b) universities spearheading

internationalization.

[SP Course] A course with an educational program that incorporates

project-based learning (PBL) and active learning for students of

Ritsumeikan Keisho Junior and Senior High School who want to

advance to the most elite universities.

[SSH] Super Science High School. The system under which MEXT

designates high schools that focus on science and mathematics

education.

[SS Course] Super Science Course. A course at Ritsumeikan Senior

High School designed to engage in the research and development

of educational systems for cultivating the fundamental skills students

need to become globally-active scientists.

■

[Three Policies] An umbrella term for the Admissions Policy,

Curriculum Policy and Diploma Policy.

[TOK] Theory of Knowledge. The core of the International

Baccalaureate Diploma Program (IBDP). It aims to cultivate

logical thinking and objectivity by making students evaluate the

body of knowledge of individual academic disciplines from an

interdisciplinary point of view.


43

Incorporated Educational Institutions and Accounting Standards for Incorporated Educational Institutions

An incorporated educational institution refers to the legal entity established for the purpose of opening a private school as provided for in the School Education Act and the Private School Act.While companies operate for the sake of profit, incorporated educational institutions do not: their objective is to conduct education and research activities and to give the outcomes of those activit ies back to society. In accordance with their respective founding principles and missions, these

Due to the highly public nature of private schools, they are expected to be stable and to operate on a break-even basis to ensure long-lasting education and research activities. In light of this, MEXT established the Accounting Standards

Financially speaking, companies are producing entities that produce and sell goods to recover the capital they have invested and to generate profits, which are then used to make new capital investments or improve existing facilities. Meanwhile, incorporated educational institutions secure revenues by admitting students and collecting fees from them, but if expenditures increase, increasing revenues to offset those outlays is difficult. In other words, they are

institutions are highly public in that they engage in teaching and research, and they are also highly autonomous.In accordance with the Private School Promotion Subsidy Act, incorporated educational inst i tut ions that receive subsidies from the national or local government ("private school subsidies") are required to create financial statements based on the Account ing S tandards for Incorporated Educational Institutions stipulated by the Minister of MEXT.

for Incorporated Educational Inst i tut ions as a uniform set of guidelines to ensure that incorporated educational institutions receiving private school subsidies perform proper accounting.

consuming entities.Therefore, the purpose of corporate accounting is to disclose to shareholders the performance of profit-making business activities and the financial situation of a company, while the purpose of accounting for incorporated educational institutions is to assess and disclose the health of education and research act iv i t ies under taken as par t of school operations from a financial standpoint.

Incorporated Educational Institutions

Accounting Standards for Incorporated Educational Institutions

Differences between Accounting for Incorporated Educational Institutions and Corporate Accounting


44

1. Settlement of Accounts

(in 100 million of JPY)

Item FY2016 Budget

FY2016 Settlement Difference

Revenues

Revenue From Student Fees 574 580 6

Revenue From Processing Fees 28 31 3

Donation Revenue 9 26 17

Subsidy Revenue 89 90 1

(National Government Subsidy Revenue) 70 70 0

(Local Government Subsidy Revenue) 19 20 0

Revenue from Sales of Assets 0 0 0

Income from University-Owned Businesses 31 32 1

Income from Interest and Dividends 14 19 4

Miscellaneous Revenue 17 17 0

Revenue from Borrowings 0 0 0

Revenue from Advances Received 102 105 3

Amount Reversal from Specified Assets and Other Revenues 20 64 44

Revenue Adjustments ∆121 ∆119 ∆1

Carryover from Previous Year 212 212

Total: Revenues 975 1,057 82

Expenditures

Personnel Expenditures 388 378 ∆10

Education and Research Expenditures 251 248 ∆ 3

Instisutonal Administrations Expenditures 53 48 ∆ 5

Loan Interest Expenditures 0 0 0

Loan Repayment Expenditures 2 2 0

Facility-related Expenditures 62 38 ∆24

Equipment-related Expenditures 19 16 ∆2

Deposits for Specified Assets 41 130 89

Accounts Payable from Previous Fiscal Year and Other Expenditures 57 56 ∆1

Reserve Fund 6 ∆6

Expenditure Adjustments ∆52 ∆59 ∆8

Carryover into Next Year 149 201 52

Total: Expenditures 975 1,057 82

*Due to rounding up, totals may not match the sum of individual items.*Items listed in parentheses are breakdowns of the items above them.*‘Difference’ refers to the budget amount less the settlement amount.

Cash Revenues After excluding the balance carried forward from the previous academic year from the Revenues section total of JPY 105.7 billion, cash revenues for FY2016 came to JPY 84.5 billion. We earned JPY 58.0 billion in revenues from student fees such as student tuition and admission fees. Revenues from entrance examination fee payments and other fees totaled JPY 3.1 billion. Revenues from subsidies amounted to JPY 9 billion, and consisted of ordinary expense subsidies for private universities, affiliated school operating subsidies, as well as subsidies received through the Top Global University Project (SGU) and the Re-Inventing Japan Project (MEXT). In other revenues, revenues from a reversal of reserve specified assets came to JPY 4.6 billion, and were allocated to FY2016 campus maintenance and the like.

Cash Expenditures After excluding the balance carried forward to the next academic year from the Expenditures section total of JPY 105.7 billion, cash expenditures for FY2016 came to JPY 85.6 billion. Personnel expenses totaled JPY 37.8 billion reflecting efforts to strengthen the faculty organization in order to improve the quality of education at the universities and affiliated schools. Education and research expenses amounted to JPY 24.8 billion, and included cost related to the Top Global University Project (SGU), operating costs for the universities and affiliated schools, and costs associated with scholarships to support learning and growth among students (issued under systems individually managed by the universities and affiliated schools). Facility-related expenses came to JPY 3.8 billion and equipment-related expenses to JPY 1.6 billion, reflecting construction work for Hirai Kaichiro Memorial Library and BKC Sports and Health Commons at Ritsumeikan University.

1-1. Statement of Cash Flow for FY2016


45

Educational Activity Revenues and ExpendituresEducational activity revenues and expenditures show revenues and expenditures from educational and research activities that are included under ordinary revenues and expenditures. Revenues totaled JPY 75.5 billion reflecting student payments, fees, donations, and ordinary expense subsidies. Expenses came to JPY 74.2 billion, including personnel expenses, education and research expenses and administrative expenses, producing a final outcome of JPY 1.3 billion in net income for FY2016. Meanwhile, education and research expenses and administrative expense in Statement of Operations include depreciation costs.

Non-Educational Activity Revenues and ExpendituresNon-educational activity revenues and expenditures show revenues and expenditures from financial activities that are included under ordinary revenues and expenditures. Revenues comprised of interest, dividend and other income totaled JPY 1.9 billion, while expenditures, which included loan interest and other income, amounted to JPY 100 million, producing a final outcome of JPY 1.8 billion in net income.

Ordinary Net Income/Loss Tallying up the totals for educational activity and non-educational activity revenues and expenditures, the final outcome was JPY 3.1 billion in ordinary net income.

Special Revenues and Expenditures Special revenues and expenditures, which reflect one-time revenues and expenditures, donation to Hirai Kaichiro Memorial Library, and the final outcome was JPY 1.5 billion in net income for FY2016.

Net income/loss for current academic year Tallying up the totals for educational activity, non-educational activity and special revenues and expenditures, the final outcome for the current academic year after subtracting JPY 3.6 billion included allocated to capital funds was net income of JPY 1 billion.

1-2. Statement of Operating Activities for FY2016


Item FY2016 Budget

FY2016 Settlement Difference

General Account; Educaton and Reseach

Student Fees 574 580 6

Processing Fees 28 31 3

Donations 9 6 ∆2

Subsidies 89 88 ∆1

Income from University-Owned Businesses 31 32 1

Miscellaneous 18 18 0

Total: Revenues 749 755 6

Personnel 385 377 ∆8

Education and Research 319 311 ∆8

(Depreciation Cost) 68 63 ∆4

Instisutonal Administrations 58 54 ∆4

(Depreciation Cost) 5 7 2

Unrecoverable Amount 0 0 0

Total: Expenditures 762 742 ∆20

Income/Loss ∆13 13 26

General Account; Others

Income from Interest and Dividends 14 19 4

Other Revenues 0 0 0


Interest on Loan 0 0 0

Other Expenditures 0 1 1

Total: Expenditures 0 1 1

Income/Loss 14 18 4

Income/Loss of General Account 1 31 30

Special Account

Gains from Sales of Assets 0 0 0

Other Revenues 3 24 21


Balance of Asset Disposal 5 8 3

Other Expenditures 0 1 1

Total: Expenditures 5 9 4

Income/Loss ∆2 15 17

Reserve Fund 6 ∆6

Net Income/Loss before Allocated Capital Funds ∆7 46 53

Total Amount of Allocated Capital Funds ∆79 ∆36 43

Net Income/Loss for This Fiscal Year ∆86 10 95

Net Income/Loss Brought Forward from Previous Fiscal Year ∆242 ∆242 0

Amount Reversed from Capital Funds 3 3 0

Net Income/Loss to be Carried Forward to Next Fiscal Year ∆324 ∆229 95

Total Revenues of Statement of Operations 766 798 32

Total Expenditures of Statement of Operations 773 752 ∆21

*Due to rounding up, totals may not match the sum of individual items.*Items listed in parentheses are breakdowns of the items above them.*‘Difference’ refers to the budget amount less the settlement amount. *Total Revenues of Statement of Operations= Revenues from Cureent Account + Revenues from Special Account

*Total Expenditures of Statement of Operations= Expenditures from Cureent Account + Expenditures from Special Account + Reserve Fund


46

Assets The Assets section shows all assets held as of the end of the fiscal year. Tangible fixed assets, such as land, buildings, equipment and books, declined by JPY 2.6 billion from the end of last academic year to JPY 231.2 billion owing to campus maintenance projects and other factors. Specified assets, which include assets allocated to the reserve for retirement benefits (fixed liabilities), Type 3 and Type 4 capital funds and future facility maintenance, increased by JPY 8.2 billion from the end of last academic year to JPY 108.8 billion.

Liabilities and Net Assets This Liabilities and Net Assets section shows the sources of funds used to acquire assets. Liabilities accounted for 12.4% of total assets and net assets made up 87.6%.

The Liabilities section increased by JPY 200 million from the end of the previous academic year to JPY 45.1 billion.

The Net Assets section increased by JPY 4.6 billion from the previous academic year to JPY 318.9 billion supported by an increase in capital funds from acquisitions of assets allocated to capital funds (e.g., buildings, education and research equipment/fixtures, and books).

1-3. Statement of Financial Position for FY2016


Item End of FY2016

End of FY2015 Change

Assets

Fixed Assets 3,419 3,360 59

Tangible Fixed Assets 2,312 2,338 ∆26

(Land) 700 699 0

(Buildings and Structures) 1,370 1,353 16

(Equipment for Education and Research) 88 94 ∆6

(Books) 145 144 1

Specified Assets 1,088 1,005 82

(Reserve Assets for Type 3 Capital Fund) 137 137 0

(Reserve Assets for Type 4 Capital Fund) 54 53 1

(Reserve Assets for Retirement Benefits) 120 121 ∆2

Other Fixed Assets 20 17 3

Current Assets 220 232 ∆11

(Cash and Deposits) 201 212 ∆11

Assets: Total 3,639 3,592 48

Liabilities

Fixed Liabilities 263 265 ∆1

(Long-term Debt and School Bonds) 135 137 ∆2

(Reserve for Retirement Benefits) 120 121 ∆2

Current Liabilities 187 184 3

(Short-term Debt and School Bonds) 2 2 1

(Advances Received) 105 105 ∆0

(Deposits) 27 24 3

Liabilities: Total 451 449 2

Net Assets

Capital Funds 3,418 3,385 33

(Type 1 Capital Fund) 3,227 3,194 33

(Type 2 Capital Fund) 0 0 0



Net Income/Loss ∆229 ∆242 13

Net Assets: Total 3,189 3,143 46

Liabilities and Net Assets: Total 3,639 3,592 48

*Due to rounding up, totals may not match the sum of individual items.*Items listed in parentheses are breakdowns of the items above them.*‘Change’ refers to the budget amount less the settlement amount.


47

Statement of Operating ActivitiesThe Statement of Operating Activities classifies business revenues and expenditures for a given academic year into (1) revenues and expenditures from educational activities, (2) revenues and expenditures from non-educational activities, and (3) special revenues and expenditures. It presents a clear picture of the balance of revenues and expenditures for each category, and calculates changes in the net assets of incorporated educational institutions (changes in capital funds and carried-forward net income/loss).While the Statement of Cash Flow covers all funds, the Statement of Operating Activities aims to show the change of an institution's bet assets; therefore, it does not include incoming and outgoing liabilities (e.g., borrowing and deposits), but it does include revenues and expenditures that do not entail cash transactions (e.g., in-kind donations, depreciation cost).

【Categories of Activity Revenues and Expenditures】• Educational Activity Revenues and Expenditures: Among ordinary revenues and expenditures, this category

consists of revenues and expenditures from educational and research activities.

• Non-Educational Activity Revenues and Expenditures: Among ordinary revenues and expenditures, this category

consists of revenues and expenditures from activities other than education and research (chiefly financial activities).

• Special Activity Revenues and Expenditures: This category consists of one-t ime revenues and

expenditures such as asset sales and asset disposals.

【Capital Funds】To conduct education and research activities, incorporated educational institutions must have capital funds to maintain assets such as buildings, equipment, books and cash-on-hand. According to the standards for incorporated educational institution accounting, the amount of funds

to acquire assets during the fiscal year is included in the capital funds. The Accounting Standards for Incorporated Educational Institutions define four types of capital funds as follows:Type 1: Acquisition cost of tangible fixed assets, such as land, buildings, equipment, supplies and booksType 2: Amount of deposits or other funds set aside for the purpose of acquiring fixed assets in the futureType 3: Amount for scholarship funds, research funds, and other fundsType 4: Amount of operating funds required for administration (amount designated by the Minister of MEXT)

【Income/Loss】• Net ordinary income/loss (net income/loss from educational

activities + net income/loss from non-educational activities): This shows the balance of ordinary revenues and

expenditures for a given academic year.

• Net income/loss for given academic year prior to allocation to capital funds (ordinary net income/loss + special net income/loss):

This shows the balance of ordinary revenues and expenditures for a given academic year after including one-time revenues and expenditures. The net income/loss amount represents the change in net assets of an incorporated educational institution for a given academic year.

• Net income/loss for the current academic year, net income/loss for the current academic year carried forward from the previous academic year, net income/loss for the current academic year to be carried forward to the next fiscal year:

This shows the net income/loss after allocation to the capital funds, and reflects the long-term balance of revenues and expenditures.

Statement of Financial PositionThe Statement of Financial Position provides a detailed account of assets, liabilities, and net assets (i.e., capital funds and income/loss carried forward) as well as the balances for each. It aims to provide a clear picture of an incorporated educational institution's financial situation.

【Assets】This section shows all assets held as of the closing date.

【Liabilities and Net Assets】These sections show the sources of funds used to acquire assets. The total of the Liabilities and Net Assets sections is equal to the total of the Assets section.The Liabilities section, which includes loans and the reserve for retirement benefits, reflects funds originating from other persons or organizations outside of the institution, while the Net Assets section (capital funds + carried-forward net income/loss) reflects the institution's own funds.

Statement of Cash FlowThe Statement of Cash Flow presents a clear picture of all revenues and expenditures relating to activities for a given fiscal year as well as the details regarding cash intake and outlays.


48

Total Assets ¥363,949,637,037

Endowment ¥233,016,367,129

Operating Aassets ¥130,933,269,908

Total Liabilities ¥45,081,041,712

Net Assets ¥318,868,595,325

Type Amount

Assets

1 Endowment

Land 2,300,164.44 m2 ¥69,950,302,505

Buildings 819,580.51 m2 ¥122,987,836,363

Books 3,137,882 ¥14,520,838,194

Equipment 18,692 ¥9,556,495,683

Construction in Progress ¥203,989,191

Other ¥15,796,905,193

2 Operating Assets

Cash and Deposits ¥20,051,999,374

Assets Held for School Trips ¥151,723,962

Reserve Fund ¥108,755,229,449

Securities ¥123,999,743

Accounts Receivable ¥1,384,319,915

Advance Payments ¥409,029,694

Other ¥56,967,771

Total Assets ¥363,949,637,037

(as of March 31, 2017)

Type Amount

Liabilities

1 Fixed Liabilities

Long-term Debt and School Bonds ¥13,465,990,000

Long-term Account Payable ¥854,722,523

Reserve for Retirement Benefits ¥11,965,117,230

Guarantee Deposits ¥60,000,000

2 Current Liabilities

Short-term Debt and School Bonds ¥205,330,000

Account Payable ¥5,168,447,016

Advances Received ¥10,518,272,170

Deposits ¥2,691,438,811

Cash Held for School Trips ¥151,723,962

Total Liabilities ¥45,081,041,712

Net Assets ¥318,868,595,325

1-4. Asset Inventory (Summary)

1-5. Audit Report

Audit ReportMay 19, 2017

To: The Board of Trustees and Trust Council of the Ritsumeikan TrustFrom: Kan UEDA, Full-time Auditor of the Ritsumeikan Trust Takanori OZAKI, Auditor of the Ritsumeikan Trust Yasuhiko WATANABE, Auditor of the Ritsumeikan Trust

In accordance with Article 37, Paragraph 3 of the Private School Act and Article 16, Item 3 of the Ritsumeikan Trust Act of Endowment, we, the auditors, hereby report on the operations and status of property of the Ritsumeikan Trust for the 2016 fiscal year commencing on April 1, 2016 and ending on March 31, 2017.

1. MethodWe, the auditors, examined the operations and status of property of the Ritsumeikan Trust by attending meetings of the Board of Trustees and the Trust Council, receiving reports from the Trustees and other executives on the performance of duties, viewing important management documents, and liaising with Deloitte Touche Tohmatsu LLC—a third-party auditing firm. We also received an explanation of the auditing report from Deloitte Touche Tohmatsu LLC and a report on the internal audit by the Office of Inspections and Auditing, and we carefully examined the financial statements.

2. Results(1) We deem the operations of the Ritsumeikan Trust to be appropriate, and we deem the financial statements to be

appropriate representations of the status of property as of the end of the fiscal year in question. (2) We deem that there exists no misconduct with regard to the operations or property of the Ritsumeikan Trust and no

serious acts in violation of the laws of Japan or the Act of Endowment.


49

2. Year-to-year Changes


Item FY2012 FY2013 FY2014 FY2015 FY2016

Revenues

Revenue From Student Fees 564 562 569 572 580

Revenue From Processing Fees 27 28 28 31 31

Donation Revenue 16 8 8 9 26

Subsidy Revenue 93 104 105 112 90

Revenue from Sales of Assets 52 0 22 0 0

Income from University-Owned Businesses 30 28 29 29 32

Income from Interest and Dividends 11 14 16 18 19

Miscellaneous Revenue 17 17 21 20 17

Revenue from Borrowings − 1 130 − −

Revenue from Advances Received 97 102 102 105 105

Amount Reversal from Specified Assets and Other Revenues 38 134 121 101 64

Revenue Adjustments ∆123 ∆117 ∆127 ∆114 ∆119

Carryover from Previous Year 235 210 223 270 212

Total: Revenues 1,056 1,091 1,248 1,154 1,057

Expenditures

Personnel Expenditures 363 369 371 375 378

Education and Research Expenditures 212 226 237 237 248

Instisutonal Administrations Expenditures 48 45 45 49 48

Loan Interest Expenditures 0 0 0 0 0

Loan Repayment Expenditures 8 8 10 2 2

Facility-related Expenditures 66 141 264 76 38

Equipment-related Expenditures 12 15 38 27 16

Deposits for Specified Assets 130 69 65 118 130

Accounts Payable from Previous Fiscal Year and Other Expenditures 59 55 58 114 56

Expenditure Adjustments ∆53 ∆61 ∆112 ∆56 ∆59

Carryover into Next Year 210 223 270 212 201

Total: Expenditures 1,056 1,091 1,248 1,154 1,057

* Numerical value from 2012 to 2014 are recalculated based on the revised accounting standards for incorporated educational institution for the reference. * Due to rounding up, totals may not match the sum of individual items.

2-1. Historical Cash Flow (FY2012 ~ 2016)

0

200

400

600

800

1000

1200

1400

20162015201420132012

(Unit: FY)

Left-hand graph : Revenues Revenue From Student Fees

Revenue From Processing Fees

Donation Revenue

Subsidy Revenue

Income from University- Owned Businesses

Income from Interest and Dividends

Amount Reversal from Specified Assets and Other Revenues

Carryover from Previous Year

Right-hand graph : Expenditures Personnel Expenditures

Education and Research Expenditures

Instisutonal Administrations Expenditures

Facility-related Expenditures

Equipment-related Expenditures

Deposits for Specified Assets

Carryover into Next Year

■

■

■

■

■

■

■

■

■

■

■

■

■

■

■


50


Item FY2012 FY2013 FY2014 FY2015 FY2016

General Account; Educaton and Reseach

Student Fees 564 562 569 572 580

Processing Fees 27 28 28 31 31

Donations 6 8 8 8 6

Subsidies 92 95 90 95 88

Income from University-Owned Businesses 30 28 29 29 32

Miscellaneous 16 19 18 18 18

Total: Revenues 735 739 742 754 755

Personnel 362 373 375 378 377

Education and Research 276 287 297 301 311

Instisutonal Administrations 55 52 53 56 54

Unrecoverable Amount 0 0 1 0 0

Total: Expenditures 693 712 726 734 742

Income/Loss 42 28 16 20 13

General Account; Others

Income from Interest and Dividends 11 14 16 18 19

Other Revenues 0 0 6 3 0

Total: Revenues 11 14 22 21 19

Interest on Loan 0 0 0 0 0

Other Expenditures 0 0 0 0 1


Income/Loss 11 14 21 20 18

Income/Loss of General Account 53 42 37 40 31

Special Account

Gains from Sales of Assets 3 0 0 0 0

Other Revenues 13 11 18 20 24

Total: Revenues 16 11 18 20 24

Balance of Asset Disposal 4 7 51 3 8

Other Expenditures 0 0 0 0 1


Income/Loss 12 4 ∆33 17 15

Net Income/Loss before Allocated Capital Funds 64 46 4 57 46

Total Amount of Allocated Capital Funds ∆120 ∆125 ∆47 ∆48 ∆36

Net Income/Loss for This Fiscal Year ∆56 ∆79 ∆42 8 10

Net Income/Loss Brought Forward from Previous Fiscal Year ∆124 ∆131 ∆208 ∆250 ∆242

Amount Reversed from Capital Funds 49 2 − 0 3

Net Income/Loss to be Carried Forward to Next Fiscal Year ∆131 ∆208 ∆250 ∆242 ∆229

Total Revenues of Statement of Operations 762 765 782 795 798

Total Expenditures of Statement of Operations 698 719 778 738 752

*Numerical value from 2012 to 2014 are recalculated based on the revised accounting standards for incorporated educational institution for the reference. *Due to rounding up, totals may not match the sum of individual items.*Total Revenues of Statement of Operations= Revenues from Cureent Account + Revenues from Special Account*Total Expenditures of Statement of Operations= Expenditures from Cureent Account + Expenditures from Special Account + Reserve Fund*2014 expenditures from special account includes the gain on disposal of fixed assets (5.1 billion Japanese yen) at the Ritsumeikan Junior and Senior High School which was relocated to Nagaokakyo city.

2-2. Historical Operating Activities (FY2012 ~ 2016)

0

100

200

300

400

500

600

700

800

20162015201420132012

(Unit: FY)

Left-hand graph : Revenues of Statement of Operations

General Account Education and Research

General Account Others

Special Account

Right-hand graph : Expenditures of Statement of Operations

General Account Education and Research

General Account Others

Special Account

■

■

■

■

■

■


51

3. Financial Ratios

Financial Ratios for the Statement of Operating Activities (Unit:%)

Type Ratio Calculation FY2012 FY2013 FY2014 FY2015 FY2016

Revenues

Student Fees Ratio Student Fees ÷ General Revenues 75.5 74.6 74.5 73.8 74.9

Donations Ratio Donations ÷ General Revenues 0.8 1.0 1.1 1.1 0.8

Subsidies Ratio Subsidies ÷ General Revenues 12.3 12.6 11.8 12.3 11.4

Expenditures

Personnel Ratio Personnel Expenditures ÷ General Revenues 48.5 49.5 49.1 48.7 48.7

Education and Research Ratio Education and Research Expenditures ÷ General Revenues 37.0 38.1 38.9 38.8 40.2

Institutional Administrations Ratio Institutional Administrations ÷ General Revenues 7.4 6.9 6.9 7.2 7.0

Balance of Payments

Personnel Expenditure Dependence Ratio Personnel ÷ Student Fees 64.3 66.3 65.9 66.1 65.0

Balance of Payments in General Accounts; Education and Reseach

Income/Loss of General Accounts; Education and Reseach ÷ Revenues in General Accounts; Education and Reseach 5.7 3.7 2.2 2.6 1.7

Balance of Payments in General Accounts Income/Loss of General Accounts ÷ General Revenues 7.0 5.5 4.9 5.2 4.0

*Numerical value from 2012 to 2014 are recalculated based on the revised accounting standards for incorporated educational institution for the reference. *General Revenues = Revenues from General accounts

Financial Ratios for the Statement of Financial Position (Unit:%)

Type Ratio Calculation FY2012 FY2013 FY2014 FY2015 FY2016

Assets Ratio of Fixed to Total Assets Fixed Assets ÷ Total Assets 92.7 92.6 91.5 93.6 93.9

Ratio of Liquid to Total Assets Current Assets ÷ Total Assets 7.3 7.4 8.5 6.4 6.1

Liabilities Ratio of Fixed Liabilities to Total Assets Fixed Liabilities ÷ Total Assets 4.3 4.0 7.4 7.4 7.2

Ratio of Current Liabilities to Total Assets Current Liabilities ÷ Total Assets 5.3 5.6 6.6 5.1 5.1

Constitution of the acquisition source of assets

Ratio of Net Assets to Total Assets Net Assets ÷ Total Assets 90.4 90.4 86.0 87.5 87.6

Ratio of Total Liabilities to Total Assets Total Liabilities ÷ Total Assets 9.6 9.6 14.0 12.5 12.4

Ratio of Total Liabilities to Net Assets Total Liabilities ÷ Net Assets 10.6 10.7 16.2 14.3 14.1

Assets to offset liabilities

Liquidity Ratio Current Assets ÷ Current Liabilities 138.7 132.0 129.6 125.6 117.5

Advances Received Ratio Cash and Deposits ÷ Advances Received 216.5 218.2 265.9 200.9 190.6

*Numerical value from 2012 to 2014 are recalculated based on the revised accounting standards for incorporated educational institution for the reference.


Item FY2012 FY2013 FY2014 FY2015 FY2016

Assets

Fixed Assets 3,111 3,158 3,282 3,360 3,419

Tangible Fixed Assets 2,066 2,150 2,312 2,338 2,312

Specified Assets 1,030 994 958 1,005 1,088

Other Fixed Assets 15 14 12 17 20

Current Assets 247 252 305 232 220

Assets: Total 3,358 3,410 3,587 3,592 3,639

Liabilities

Fixed Liabilities 144 137 266 265 263

Current Liabilities 178 191 235 184 187

Liabilities: Total 322 328 501 449 451

Net Assets

Capital Funds 3,166 3,290 3,336 3,385 3,418

Type 1 Capital Fund 2,912 3,030 3,147 3,194 3,227

Type 2 Capital Fund 72 72 − − −

Type 3 Capital Fund 132 137 137 137 137

Type 4 Capital Fund 51 51 52 53 54

Net Income/Loss ∆131 ∆208 ∆250 ∆242 ∆229

Net Assets: Total 3,036 3,082 3,086 3,143 3,189

Liabilities and Net Assets: Total 3,358 3,410 3,587 3,592 3,639

*Numerical value from 2012 to 2014 are recalculated based on the revised accounting standards for incorporated educational institution for the reference.

*Due to rounding up, totals may not match the sum of individual items.

2-3.Historical Financial Position (FY2012 ~ 2016)

∆500

0

500

1000

1500

2000

2500

3000

3500

4000

20162015201420132012

(Unit: FY)

Left-hand graph : Assets

Tangible Fixed Assets

Specified Assets

Other Fixed Assets

Current Assets

■

■

■

■

Right-hand graph : Liabilities and Net Assets

Fixed Liabilities

Current Liabilities

Capital Funds

Net Income/Loss

■

■

■

■


52

1. Student Numbers


2012 2013 2014 2015 2016


No. of Undergraduate Students 32,524 32,280 32,449 32,301 32,580

No. of Graduate Students 3,190 2,924 2,779 2,819 2,949

Ritsumeikan Asia Pacific University

No. of Undergraduate Students 5,262 5,330 5,517 5,656 5,553

No. of Graduate Students 195 164 167 188 178

Affiliated School No. of Students 6,712 6,802 6,851 6,820 6,828

Total 47,883 47,500 47,763 47,784 48,088

*The numbers of Ritsumeikan University and Affiliated Schools students are current as of May 1. The numbers of Ritsumeikan Asia Pacific University undergraduate students are current as of November 1.

Ritsumeikan University ／ No. of Undergraduate Students

2012 2013 2014 2015 2016

Ritsumeikan University ／ No. of Graduate Students

Ritsumeikan Asia Pacific University ／ No. of Undergraduate Students Ritsumeikan Asia Pacific University ／ No. of Graduate Students

Affiliated School ／ No. of Students Total

32,000

32,200

32,400

32,600

32,800

33,000

2,500

2,700

2,900

3,100

3,300

3,500

5,000

5,200

5,400

5,600

5,800

6,000

150

160

170

180

190

200

6,500

6,600

6,700

6,800

6,900

7,000

2012 2013 2014 2015 2016

2012 2013 2014 2015 2016 2012 2013 2014 2015 2016

2012 2013 2014 2015 2016 2012 2013 2014 2015 2016

(Unit: AY) (Unit: AY)



32,524

32,280

32,449

32,301

32,580

3,190

2,9242,779

2,819

2,949

5,262

5,330

5,517

5,656

5,553

195

164

167

188

178

6,712

6,802

6,851

6,820

6,828

47,883

47,500

47,763

47,784

48,088

47,000

47,400

47,800

48,200

48,600

49,000


53

2. Admissions Statistics (as of March 31, 2017)

Ritsumeikan University / Per College (Unit: Number of persons)

College Enrollment Capacity

No. of Applicants

No. of Accepted Applicants

College of Law 790 7,686 2,890

College of Economics 795 9,804 3,608

College of Business Administration 825 12,003 2,562

College of Social Sciences 900 12,546 2,675

College of Letters 980 11,105 3,161

College of Science and Engineering 959 18,887 6,641

College of International Relations 303 2,952 989

College of Policy Science 370 3,795 1,123

College of Information Science and Engineering 475 4,981 1,944

College of Image Arts and Sciences 160 1,697 372

College of Pharmaceutical Sciences 160 2,316 1,010

College of Life Sciences 325 6,415 2,702

College of Sport and Health Science 235 2,494 617

College of Comprehensive Psychology 280 3,606 817

Total 7,557 100,287 31,111

*Does not include transfers.*The enrollment capacity for the College of International Relations does not include September admissions (Capacity:32).*The enrollment capacity for the College of Policy Science does not include September admissions (Capacity:40).

Ritsumeikan University / Per Graduate School (Unit: Number of Persons)

Graduate School Programs Enrollment Capacity

No. of Applicants


Graduate School of LawMaster's 60 32 16

Doctoral 10 3 1

Graduate School of Ecomonics

Master's 50 51 21

Doctoral 5 3 2

Graduate School of Business Administration

Master's 60 76 43

Doctoral 15 3 2

Graduate School of SociologyMaster's 60 68 45

Doctoral 15 11 7

Graduate School of LettersMaster's 105 100 76

Doctoral 35 21 18

Graduate School of Science and Engineering

Master's 450 401 355

Doctoral 40 18 17

Graduate School of International Relations

Master's 60 45 32

Doctoral 10 6 4

Graduate School of Policy Science

Master's 40 25 18

Doctoral 15 6 4

Graduate School of Science for Human Services Master's 60 78 36

Graduate School of Language Education and Information Science

Master's 60 80 50

Graduate School of Technology Management

Master's 70 23 20

Doctoral 5 4 4

Graduate School of Public Policy Master's 60 33 26

Graduate School of Sport and Health Science

Master's 25 16 14

Doctoral 8 10 10

Graduate School of Image Arts Master's 10 9 7


Master's 200 153 149

Doctoral 15 8 7

Graduate School of Life Sciences

Master's 150 121 115

Doctoral 15 5 5

Graduate School of Core Ethics and Frontier Sciences

Five-Year Doctoral 30 16 15

Graduate School of Pharmacy Four-Year Doctoral 3 2 2

School of Law ProfessionalDegree 70 182 78


ProfessionalDegree 80 51 37

Graduate School of Professional Teacher Education

ProfessionalDegree 35 37 37

Master's Program 1,520 1,311 1,023

Doctoral Program 188 98 81

Five-Year Doctoral Program 30 16 15

Four-Year Doctoral Program 3 2 2

Professional Degree Program 185 270 152

Total 1,926 1,697 1,273

*The number of applicants and number of accepted applicants include only the figures for AY2017 April admissions.The graduate school enrollment capacity is not divided into spring and fall categories.*The figures do not include transfer admissions in the number of applicants and number of accepted applicants. However, third-year transfer admissions for the Graduate School of Core Ethics and Frontier Sciences are included in the number of applicants and number of accepted applicants.

Ritsumeikan Asia Pacific University / Per College (Unit: Number of persons)

College Enrollment Capacity

No. of Applicants


College of Asia Pacific Studies 490 1,507 863College of International Management 370 1,344 721

Total 860 2,851 1,584

*Only for AY2017 spring admissions.

Ritsumeikan Asia Pacific University /Per Graduate School (Unit: Number of Persons)

Graduate School Programs Enrollment Capacity

No. of Applicants



Master's 60 31 23Doctoral 10 8 8

Graduate School of Management Master's 40 20 18

Master's Program 100 51 41Doctora Program 10 8 8 Total 110 59 49

*The figures for Ritsumeikan Asia Pacific University are only for AY2017 spring admissions; The graduate school enrollment capacity is not divided into spring and fall categories.

Affiliated Junior and Senior High Schools (Unit: Number of Persons)

Schools Enrollment Capacity

No. of Applicants


Ritsumeikan Junior High School 215 786 353

Ritsumeikan Uji Junior High School 180 492 285

Ritsumeikan Keisho Junior High School 180 334 220

Ritsumeikan Moriyama Junior High School 160 387 246

Ritsumeikan Senior High School 360 551 362

Ritsumeikan Uji Senior High School 370 467 287

Ritsumeikan Keisho Senior High School 305 474 459

Ritsumeikan Moriyama Senior High School 320 451 329

Total 2,090 3,942 2,541

*Applicant numbers and the number of accepted applicants for the junior and senior high schools do not include the number of students who advanced internally.


54

5 Year Trend in Applicant Numbers (by College and Graduate School) Ritsumeikan University / College (Unit: Number of Persons)

College 2013 2014 2015 2016 2017

College of Law 7,058 6,927 7,811 8,328 7,686

College of Economics 7,731 7,826 9,149 8,808 9,804

College of Business Administration 7,103 8,667 10,654 9,661 12,003

College of Social Sciences 9,820 10,647 9,440 11,362 12,546

College of Letters 11,252 11,834 12,166 11,423 11,105

College of Science and Engineering 17,758 19,160 17,638 18,381 18,887

College of International Relations 2,533 2,867 2,594 3,204 2,952

College of Policy Science 3,591 3,600 3,641 4,733 3,795

College of Information Science and Engineering 5,359 5,308 5,201 5,049 4,981

College of Image Arts and Science 1,308 1,460 1,611 1,814 1,697

College of Pharmaceutical Science 2,430 2,191 2,151 2,268 2,316

College of Life Sciences 7,669 7,243 6,701 6,035 6,415

College of Sport and Health Science 2,607 2,568 2,562 2,540 2,494

College of Comprehensive Psychology − − − 5,047 3,606

Total 86,219 90,298 91,319 98,653 100,287

5 Year Trend in Applicant Numbers (by College and Graduate School) Ritsumeikan University / Graduate Schools (Unit: Number of Persons)

Graduate Schools Programs 2013 2014 2015 2016 2017

Graduate School of LawMaster's 68 53 57 27 32

Doctoral 4 2 8 3 3

Graduate School of EconomicsMaster's 47 30 40 41 51

Doctoral 2 2 2 3 3

Graduate School in Business AdministrationMaster's 48 44 53 73 76

Doctoral 2 4 3 2 3

Graduate School of SociologyMaster's 31 46 47 42 68

Doctoral 24 18 17 13 11

Graduate School of LettersMaster's 85 93 87 102 100

Doctoral 24 26 27 24 21

Graduate School of Science and EngineeringMaster's 448 403 490 392 401

Doctoral 22 10 9 13 18

Graduate School of International RelationsMaster's 37 57 36 40 45

Doctoral 9 14 4 11 6

■College of Law

■College of Economics

■College of Business 　Administration

■College of Social 　Sciences

■College of Letters

■College of Science 　and Engineering

■College of International 　Relations

■College of Policy 　Science

■College of Information 　Science and Engineering

■College of Image Arts 　and Science

■College of Pharmaceutical 　Science

■College of Life Sciences

■College of Sport and 　Health Science

■College of Comprehensive 　Psychology

2013 2014 2015 2016 2017

(Unit: AY)

0

20,000

40,000

60,000

80,000

100,000

120,000


55



Graduate School of Policy ScienceMaster's 18 11 28 35 25

Doctoral 3 6 4 4 6

Graduate School of Science for Human Services Master's 75 104 83 106 78

Graduate School of Language Education and Information Science Master's 67 43 79 69 80

Graduate School of Technology ManagementMaster's 54 33 28 38 23

Doctoral 2 2 3 6 4

Graduate School of Public Policy Master's 50 30 36 36 33

Graduate School of Sport and Health ScienceMaster's 19 43 31 21 16

Doctoral 14 9 12 11 10

Graduate School of Image Arts Master's 8 9 6 6 9

Graduate School of Information Science and EngineeringMaster's 186 143 173 146 153

Doctoral 5 2 6 7 8

Graduate School of Life SciencesMaster's 94 133 126 159 121

Doctoral 2 4 0 11 5

Graduate School of Core Ethics and Frontier Sciences Five-Year Doctoral 31 26 29 25 16

Graduate School of Pharmacy Four-Year Doctoral − 2 5 4 2

School of Law Professional Degree 311 405 307 239 182

Graduate School of Management Professional Degree 44 54 50 72 51

Graduate School of Professional Teacher Education Professional Degree − − − − 37

Master's Programs 1,335 1,275 1,400 1,333 1,311

Doctoral Programs 113 99 95 108 98

Five-Year Doctoral Programs 31 26 29 25 16

Four-Year Doctoral Programs − 2 5 4 2

Professional Degree Programs 355 459 357 311 270

Total 1,834 1,861 1,886 1,781 1,697

0

500

1,000

1,500

2,000

2013 2014 2015 2016 2017

(Unit: AY)

■Graduate School of Law / Master's

■Graduate School of Law / Doctoral

■Graduate School of Economics / Master's

■Graduate School of Economics / Doctoral

■Graduate School in Business Administration / Master's

■Graduate School in Business Administration / Doctoral

■Graduate School of Sociology / Master's

■Graduate School of Sociology / Doctoral

■Graduate School of Letters / Master's

■Graduate School of Letters / Doctoral

■Graduate School of Science and Engineering / Master's

■Graduate School of Science and Engineering / Doctoral

■Graduate School of International Relations / Master's

■Graduate School of International Relations / Doctoral

■Graduate School of Policy Science / Master's

■Graduate School of Policy Science / Doctoral

■Graduate School of Science for Human Services / Master's

■Graduate School of Language Education and 　Information Science / Master's

■Graduate School of Technology Management / Master's

■Graduate School of Technology Management / Doctoral

■Graduate School of Public Policy / Master's

■Graduate School of Sport and Health Science / Master's

■Graduate School of Sport and Health Science / Doctoral

■Graduate School of Image Arts / Master's

■Graduate School of Information Science and Engineering / Master's

■Graduate School of Information Science and Engineering / Doctoral

■Graduate School of Life Sciences / Master's

■Graduate School of Life Sciences / Doctoral

■Graduate School of Core Ethics and Frontier Sciences / Five-Year Doctoral

■Graduate School of Pharmacy / Four-Year Doctoral

■School of Law / Professional Degree

■Graduate School of Management / Professional Degree

■Graduate School of Professional Teacher Education / Professional Degree


56

(Unit: AY)

0

1,000

2,000

3,000

4,000

5,000

■College of Asia Pacific Studies／■College of Asia Pacific Studies

2012 2013 2014 2015 2016(Unit: AY)

0

200

400

600

8,00

1,000

1,200

■College of Asia Pacific Studies／■College of Asia Pacific Studies

2013 2014 2015 2016 2017

2013 2014 2015 2016 2017

(Unit: AY)

0

10

20

30

40

50

60

■Graduate School of Asia Pacific Studies(Master's)■Graduate School of Asia Pacific Studies(Doctoral)■Graduate School of Management(Master's)

2012 2013 2014 2015 2016(Unit: AY)

0

50

100

150

200

■Graduate School of Asia Pacific Studies(Master's)■Graduate School of Asia Pacific Studies(Doctoral)■Graduate School of Management(Master's)

Ritsumeikan Asia Pacific University / CollegeSpring Enrollment (Unit: Number of Persons)

College 2013 2014 2015 2016 2017

College of Asia Pacific Studies 2,453 2,626 1,902 1,949 1,507

College of International Management 1,872 2,286 1,447 1,417 1,344

Total 4,325 4,912 3,349 3,366 2,851

Ritsumeikan Asia Pacific University / CollegeFall Enrollment (Unit: Number of Persons)

College 2012 2013 2014 2015 2016

College of Asia Pacific Studies 250 286 365 411 429

College of International Management 432 475 561 594 533

Total 682 761 926 1,005 962

Ritsumeikan Asia Pacific University / Graduate SchoolsSpring Enrollment (Unit: Number of Persons)



Master's 13 18 25 16 31

Doctoral 7 8 5 4 8

Graduate School of Management Master's 9 16 26 22 20

Master's Programs 22 34 51 38 51


Total 29 42 56 42 59

Ritsumeikan Asia Pacific University / Graduate SchoolsFall Enrollment (Unit: Number of Persons)



Master's 136 94 89 64 67

Doctoral 6 6 10 6 3

Graduate School of Management Master's 42 28 42 44 36

Master's Programs 178 122 131 108 103


Total 184 128 141 114 106


57

Faculty and Staff Numbers (Unit: Number of Persons)

2012 2013 2014 2015 2016

Ritsumeikan University No. of Facultyand Staff 1,180 1,242 1,267 1,288 1,308

Ritsumeikan Asia Pacific University

No. of Facultyand Staff 167 163 175 174 173

Affiliated School No. of Faculty 483 493 515 514 526

Ritsumeikan Trust No. of Full-Time Staff 727 735 729 723 716

Total 2,557 2,633 2,686 2,699 2,723

*Affiliated school faculty refer to permanent teachers, full-time instructors, IBDP special instructors, special contract teachers, specially-appointed teachers, part-time advisors, and continuously-employed teachers.

*Full-time staff of the Ritsumeikan Trust refers to staff who work at Ritsumeikan University, Ritsumeikan Asia Pacific University and the affiliated schools as well as staff seconded to outside institutions.

3. Faculty and Staff Numbers (as of May 1, 2016)

Student-Teacher Ratios / Ritsumeikan University (Unit: Number of Persons)

College Department No. of Full-Time Faculty

No. of Enrolled Students Per Full-Time Faculty Member

College of Law Department of Law 62 55.8

College of EconomicsDepartment of Economics 47 47.4Department of International Economics 25 35.0

Total 72 43.1

College of Business AdministrationDepartment of Business Administration 52 50.6Department of International Business Administration 17 40.6

Total 69 48.2College of Social Sciences Department of Social Sciences 100 37.7College of Letters Department of Humanities 128 35.7

College of Science and Engineering

Department of Electrical and Electronic Engineering 32 19.8Department of Mechanical Engineering 31 22.7Department of Civil Engineering 17 22.3Department of Environmental Systems Engineering 16 19.3Department of Robotics 17 23.6Department of Mathematrical Sciences 24 15.5Department of Physical Sciences 28 12.2Department of Electronic and Computer Engineering 19 20.7Department of Architecture and Urban Design 9 37.1

Total 193 20.0College of International Relations Department of International Relations 65 21.0College of Policy Science Department of Policy Science 53 29.5

College of Information Science and Engineering

Department of Computer Science 23 21.3Department of Information and Communication Science 24 19.6Department of Media Technology 26 18.7Department of Human and Computer Intelligence 18 25.5

Total 91 21.0College of Image Arts and Sciences Department of Image Arts and Sciences 27 24.5

College of Pharmaceutical SciencesDepartment of Pharmacy 31 19.2Department of Pharmaceutical Sciences 10 9.8

Total 41 17.0


Department of Applied Chemistry 16 21.1Department of Biotechnology 20 15.8Department of Bioinformatics 15 17.2Department of Biomediacal Sciences 15 17.4

Total 66 17.8College of Sport and Health Science Department of Sport and Health Science 35 26.2College of Comprehensive Psychology Department of Comprehensive Psychology 28 11.0

*The number of enrolled students in the Department Electrical and Electronic Engineering in the College of Science and Engineering includes 10 students from the Department of Photonics, a department for which student recruitment was discontinued.

*The number of enrolled students in the Department of Mechanical Engineering in the College of Science and Engineering includes 10 students from the Department of Micro System Technology, a department for which student recruitment was discontinued.

*In April 2012, the Department of VLSI System Design changed its name to the Department of Electronic and Computer Engineering.*In the "No. of enrolled students per full-time faculty member" field, the number of faculty who belong to other undergraduate academic bodies have been equally divided among the Colleges and Departments based on their respective intake capacities.

Student-Teacher Ratios / Ritsumeikan Asia Pacific University (Unit: Number of Persons)

College Department No. of Full-Time Faculty

No. of Enrolled Students Per Full-Time Faculty Member

College of Asia Pacific Studies Department of Asia Pacific Studies 52 31.4College of International Management Department of Management 41 34.1

*In the "No. of enrolled students per full-time faculty member" field, the number of full-time faculty who belong to the Center for Language Education and the Education Development and Learning Support Center have been equally divided between the Colleges based on their respective intake capacities.

2012 2013 2014 2015 2016(Unit: AY)

■Ritsumeikan University (No. of Faculty and Staff)／■Ritsumeikan Asia Pacific University (No. of Faculty and Staff)／■Affiliated School (No. of Faculty)／■Ritsumeikan Trust (No. of Full-Time Staff)

0

500

1,000

1,500

2,000

2,500

3,000


58

4. International Exchange


College etc Number of Students Sent Overseas

College of Law 126

College of Economics 151

College of Business Administration 178

College of Social Sciences 152

College of Letters 396

Total 1,743

*Covers programs operated by the Center for International Education, the Colleges, the Graduate Schools and other academic centers (i.e., credit transfer and for-credit programs).



College of Science and Engineering 114

College of International Relations 173

College of Policy Science 128

College of Information Science and Engineering 122

College of Image Arts and Science 28



College of Pharmaceutical Science 8

College of Life Sciences 31

College of Sport and Health Science 26

College of Comprehensive Psychology 3

Graduate Schools 107

Number of Students Sent Overseas (as of March 31, 2017)

Regularly Enrolled International Student and Short-Term Exchange Student Numbers (as of May 1, 2016)

Ritsumeikan University / College (Unit: Number of Persons)

CollegeNumber of Regularly-Enrolled International Students Number of Short-Term Exchange Students

2012 2013 2014 2015 2016 2012 2013 2014 2015 2016

College of Law 32 34 29 27 25 4 1 2 9 2

College of Economics 73 67 71 56 53 4 6 7 5 1

College of Business Administration 159 149 166 165 184 10 18 15 22 25

College of Social Sciences 106 99 87 88 100 7 10 14 12 11

College of Letters 61 70 74 85 91 29 28 31 60 50

College of Science and Engineering 54 51 52 61 81 0 1 2 3 3

College of International Relations 138 162 184 206 227 43 64 45 49 45

College of Policy Science 12 13 22 30 48 0 2 5 16 17

College of Information Science and Engineering 58 47 34 47 60 1 1 2 2 3

College of Image Arts and Sciences 19 25 25 29 40 3 10 7 6 2

College of Pharmaceutical Science 0 0 0 0 0 0 0 0 0 0

College of Life Sciences 16 18 17 16 19 1 0 1 3 4

College of Sport and Health Science 1 3 5 7 12 0 0 0 0 0

College of Comprehensive Psychology − − − − 9 − − − − 0

Total 729 738 766 817 949 102 141 131 187 163

2012 2013 2014 2015 2016(Unit: AY)

0

50

100

150

200

2012 2013 2014 2015 2016(Unit: AY)

0

200

400

600

800

1000

■College of Law／■College of Economics／■College of Business Administration／■College of Social Sciences／■College of Letters／■College of Science and Engineering／■College of International Relations／■College of Policy Science／■College of Information Science and Engineering／■College of Image Arts and Science／■College of Pharmaceutical Science／■College of Life Sciences／■College of Sport and Health Science／■College of Comprehensive Psychology

Number of Regularly-Enrolled International Students Number of Short-Term Exchange Students


59

Ritsumeikan University / Graduate School (Unit: Number of Persons)

Graduate SchoolsNumber of Regularly-Enrolled International Students Number of Short-Term Exchange Students

2012 2013 2014 2015 2016 2012 2013 2014 2015 2016

Graduate School of Law 5 7 9 9 6 0 1 2 1 1

Graduate School of Economics 63 55 48 43 63 0 0 0 0 1

Graduate School of Business Administration 51 42 43 51 55 0 4 3 3 1

Graduate School of Sociology 11 14 15 20 26 1 2 1 1 0

Graduate School of Letters 24 25 30 34 54 6 3 6 8 12

Graduate School of Science and Engineering 106 89 96 78 85 0 0 0 1 0

Graduate School of International Relations 69 64 52 61 77 1 7 6 8 2

Graduate School of Policy Science 43 39 29 39 69 0 0 1 1 0

Graduate School of Science for Human Services 6 5 5 6 8 0 0 0 0 0

Graduate School of Language Education and Information Science 26 47 47 58 69 1 2 0 4 0

Graduate School of Technology Management 14 16 22 23 25 0 0 0 0 0

Graduate School of Public Policy 0 0 0 0 0 0 0 0 0 0

Graduate School of Sport and Health Science 1 1 2 2 2 0 0 0 0 0

Graduate School of Image Arts 1 1 1 0 1 0 1 0 1 0

Graduate School of Information Science and Engineering 2 19 50 55 65 0 0 1 3 0

Graduate School of Life Sciences 1 7 15 20 26 0 0 1 1 0

Graduate School of Core Ethics and Frontier Sciences 10 14 14 15 17 0 0 0 0 0

Graduate School of Pharmacy 0 0 0 0 0 0 0 0 0 0

School of Law 0 0 0 0 0 0 0 0 0 0

Graduate School of Technology Management 8 11 9 10 25 0 0 0 0 0

Total 441 456 487 524 673 9 20 21 32 17

2012 2013 2014 2015 2016(Unit: AY)

0

5

10

15

20

25

30

35

2012 2013 2014 2015 2016(Unit: AY)

0

100

200

300

400

500

600

700

800

■Graduate School of Law／■Graduate School of Economics／■Graduate School of Business Administration／■Graduate School of Sociology／■Graduate School of Letters／■Graduate School of Science and Engineering／■Graduate School of International Relations／■Graduate School of Policy Science／■Graduate School of Science for Human Services／■Graduate School of Language Education nad Information Science／■Graduate School of Technology Management／■Graduate School of Public Policy／■Graduate School of Sport and Health Science／■Graduate School of Image Arts／■Graduate School of Information Science and Engineering／■Graduate School of Life Sciences／■Graduate School of Core Ethics and Frontier Sciences／■Graduate School of Pharmacy／■School of Law／■Graduate School of Technology Management



60

■Graduate School of Asia Pacific Studies／■Graduate School of Management

20132012 2014 2015 2016(Unit: AY)

0

50

100

150

200

■College of Asia Pacific Studies／■College of International Management■College of Asia Pacific Studies／■College of International Management

20132012 2014 2015 2016(Unit: AY)

0

500

1,000

1,500

2,000

2,500

3,000

20132012 2014 2015 2016(Unit: AY)

0

20

40

60

80

100


Graduate School (Unit: Number of Persons)

Graduate SchoolsNumber of Regularly-Enrolled International Students

2012 2013 2014 2015 2016

Graduate School of Asia Pacific Studies 153 120 109 115 106

Graduate School of Management 42 52 38 59 78

Total 195 172 147 174 184

Ritsumeikan University International Students (Unit: Number of Persons)

Conutry/Area

Degree-Seeking Students

Non-DegreeExchangeProgramStudents

Total Conutry/Area



Total Conutry/Area



TotalUnder

graduate Gruduate Undergraduate Gruduate Under

graduate Gruduate

China 478 381 22 881 Tanzania 0 4 0 4 Sweden 2 0 5 7

Korea 358 36 6 400 Kenya 0 3 0 3 Uzbekistan 1 6 0 7

Indonesia 12 58 13 83 Cote d'Ivoire 0 2 0 2 Italy 0 2 4 6

Taiwan 20 19 12 51 Ethiopia 0 2 0 2 U.K. 1 1 3 5

Thailand 6 22 10 38 Liberia 0 1 0 1 Kyrgyz 0 5 0 5

Malaysia 14 17 1 32 Morocco 0 1 0 1 Spain 0 1 3 4

Vietnam 4 22 0 26 Mauritania 0 1 0 1 Russian Federation 1 1 1 3

Myanmar 1 16 0 17 South Africa 0 1 0 1 Norway 1 0 2 3

Bangladesh 1 12 0 13 Madagascar 0 1 0 1 Iceland 0 0 3 3

Hong Kong 5 0 7 12 Sudan 0 1 0 1 Estonia 2 0 0 2

India 6 4 0 10 Africa Subtotal 1 20 0 21 Hungary 0 2 0 2

Singapore 4 0 0 4 U.S.A 15 5 40 60 Ireland 0 0 2 2

Laos 0 4 0 4 Mexico 0 4 4 8 Trukmenistan 1 0 0 1

Mongolia 3 0 0 3 Canada 2 1 3 6 Belgium 1 0 0 1

Pakistan 1 1 0 2 Venezuela 1 0 1 2 Portugal 0 1 0 1

Nepal 1 1 0 2 Colombia 0 1 1 2 Bulgaria 0 1 0 1

Cambodia 0 2 0 2 Brazil 0 1 0 1 Switzerland 0 1 0 1

Macau 1 0 0 1 Chile 0 1 0 1 Finland 0 0 1 1

Sri Lanka 0 1 0 1 North America & South America Subtotal 18 13 49 80

Czech Republic 0 0 1 1

Brunei 0 1 0 1 Slovak Republic 0 0 1 1

Philippines 0 0 1 1 Australia 2 0 8 10 Europe Subtotal 12 24 50 86

Asia Subtotal 915 597 72 1,584 New Zealand 0 0 1 1 Total 949 673 180 1,802

Afghanistan 0 13 0 13 Papua New Guinea 1 0 0 1 Kinugasa Campus 483 258 125 866

Saudi Arabia 0 6 0 6 Oceania Subtotal 3 0 9 12 Biwako-Kusatsu Campus 225 241 12 478

Middle East Subtotal 0 19 0 19 France 1 1 13 15 Osaka Ibaraki Campus 241 174 43 458

Egypt 1 3 0 4 Germany 1 2 11 14

*The term "International Students'' denotes those students who possess a "college student visa''.

Ritsumeikan Asia Pacific University / College (Unit: Number of Persons)

CollegeNumber of Regularly-Enrolled International Students Number of Short-Term Exchange Students

2012 2013 2014 2015 2016 2012 2013 2014 2015 2016

College of Asia Pacific Studies 727 686 768 919 1,015 40 42 34 50 39

College of International Management 1,540 1,498 1,518 1,587 1,646 24 22 33 35 58

Total 2,267 2,184 2,286 2,506 2,661 64 64 67 85 97


61

6. Number of Students Passing Difficult Examinations

5. Number of Degrees Granted (as of March 31, 2017)

Degree Number

Ritsumeikan University Graduate School

Doctoral 77

Master's 1,037

Professional 78

Ritsumeikan Asia Pacific University Graduate School

Doctoral 4

Master's 82

Career-Track Examination for National Public ServantsRank University Number

1 University of Tokyo 4332 Kyoto University 1833 Waseda University 1334 Keio University 985 Tohoku University 856 Osaka University 837 Hokkaido University 828 Kyushu University 639 Chuo University 5110 Tokyo Institute of Technology 4920 Ritsumeikan University 26

(National Personnel Authority announcement)

Bar Examination

Rank University Number1 Keio University 1552 Waseda University 1523 University of Tokyo 1374 Chuo University 1365 Kyoto University 1056 Hitotsubashi University 637 Osaka University 428 Kobe University 419 Kyushu University 369 Meiji University 3613 Ritsumeikan University 29

(Ministry of Justice announcement)

Certified Public Accountant Examination (Japan)Rank University Number

1 Keio University 1392 Waseda University 962 Chuo University 964 Meiji University 725 University of Tokyo 366 Doshisha University 337 Ritsumeikan University 298 Kwansei Gakuin University 278 Hosei University 2710 Kobe University 26

(Mitakai survey of CPAs)

Ritsumeikan Asia Pacific University Students (Unit: Number of Persons)

Country / Area Undergraduate Graduate

Non-Degree

Students

Special Auditing Students

Total Country / Area Undergraduate Graduate

Non-Degree

Students


Total Country / Area Undergraduate Graduate

Non-Degree

Students


Total

Korea 518 8 0 1 527 Kenya 11 3 0 0 14 Tonga 6 0 0 0 6

Vietnam 474 26 0 1 501 Nigeria 4 1 0 0 5 New Zealand 1 0 0 0 1

China 435 9 5 2 451 Ethiopia 1 4 0 0 5 Marshall Islands 1 0 0 0 1

Indonesia 327 9 0 0 336 Botswana 4 0 0 0 4 Micronesia 1 0 0 0 1

Thailand 268 17 0 0 285 Mozambique 2 1 0 0 3 Oceania Subtotal 41 1 0 4 46

Bangladesh 80 7 0 0 87 Morocco 1 2 0 0 3 Uzbekistan 87 6 0 0 93

Sri Lanka 68 3 0 0 71 Senegal 0 2 0 0 2 Germany 3 2 2 3 10

Taiwan 63 1 0 6 70 Tanzania 0 2 0 0 2 France 3 0 0 5 8

Nepal 49 4 0 0 53 Uganda 1 0 0 0 1 U.K. 1 0 0 6 7

India 38 6 0 0 44 Liberia 1 0 0 0 1 Kyrgyz 0 7 0 0 7

Mongolia 24 4 0 0 28 Egypt 0 1 0 0 1 Tajikistan 0 7 0 0 7

Myanmar 23 3 0 0 26 Ghana 0 1 0 0 1 Norway 4 0 0 1 5

Cambodia 12 4 0 0 16 South Africa 0 1 0 0 1 Sweden 2 0 0 2 4

Malaysia 10 0 0 4 14 Africa Subtotal 25 18 0 0 43 Finland 2 0 0 1 3

Philippines 7 4 0 1 12 U.S.A 45 7 14 9 75 Italy 1 0 0 2 3

Singapore 7 2 1 2 12 Canada 3 1 0 4 8 Spain 1 0 0 2 3

Hong Kong 4 0 0 6 10 Mexico 4 1 0 2 7 Estonia 2 0 0 0 2

Pakistan 4 2 0 0 6 Guayana 0 2 0 0 2 Netherlands 2 0 0 0 2

Laos 1 5 0 0 6 Ecuador 1 0 0 0 1 Lithuania 2 0 0 0 2

Brunei 1 0 0 3 4 Colombia 1 0 0 0 1 Russian Federation 2 0 0 0 2

Bhutan 2 0 0 0 2 Antigua and Barbuda 0 1 0 0 1 Portugal 1 0 0 1 2

Maldives 1 0 0 0 1 Chile 0 1 0 0 1 Austria 0 0 0 2 2

Asia Subtotal 2,416 114 6 26 2,562 Nicaragua 0 1 0 0 1 Switzerland 0 0 0 2 2

Afghanistan 0 12 0 0 12 Haiti 0 1 0 0 1 Iceland 1 0 0 0 1

Iran 2 1 0 0 3 Argentine 0 0 0 1 1 Kazakhstan 1 0 0 0 1

Yemen 2 0 0 0 2 Venezuela 0 0 0 1 1 Georgia 1 0 0 0 1

U.A.E 1 0 0 0 1 North America & South America Subtotal 54 15 14 17 100

Denmark 1 0 0 0 1

Lebanon 1 0 0 0 1 Belgium 1 0 0 0 1

Saudi Arabia 0 1 0 0 1 Samoa 13 1 0 0 14 Moldova 1 0 0 0 1

Turkey 0 0 1 0 1 Fiji 13 0 0 0 13 Europe Subtotal 119 22 2 27 170

Middle East Subtotal 6 14 1 0 21 Australia 6 0 0 4 10 Total 2,661 184 23 74 2,942

*The term "International Students'' denotes those students who possess a "college student visa''.


62

20132012 2014 2015 2016(Unit: AY)

20132012 2014 2015 2016(Unit: AY)

20132012 2014 2015 2016(Unit: AY)

ー●　 Humanities Colleges ／ー●　 Science College ／ー●　 Humanities Graduate Schools ／ー●　 Science Graduate Schools

ー●　 Humanities Colleges ／ー●　 Science College ／ー●　 Humanities Graduate Schools ／ー●　 Science Graduate Schools

ー●　 Overall ／ー●　 Domestic Students ／ー●　 International Students

60

70

80

90

100

95

96

97

98

99

100

80

85

90

95

100

7. Post-graduation Career Paths (as of March 31, 2017)

Ritsumeikan University / Advancement Rate (Unit: %)

2012 2013 2014 2015 2016

Humanities Colleges 85.2 86.6 86.9 88.3 89.5

Science Colleges 91.1 91.0 94.4 95.6 94.1

Humanities Graduate Schools 77.9 75.2 72.6 78.5 75.6

Science Graduate Schools 96.0 95.5 96.1 94.9 96.4

*Advancement Rate = (Job Placement + Advancement) ÷ No. of Graduates × 100.*The Number of Graduates Includes Spring Semester and Accelerated Program Graduates.*Successful hires: This figure refers to individuals who were successfully hired (as a private company employee, public servant or faculty member), individuals who continue their studies while seeking employment, individuals who go on to work in a family business, individuals who sign a professional sports contract, individuals who start a business, and individuals with prospective employment.

*Advancement: This refers to advancement to graduate schools in Japan, universities or graduate schools in other countries, other universities and other post-secondary schools.

Ritsumeikan University / Known Advancement Rate (Unit: %)

2012 2013 2014 2015 2016

Humanities Colleges 98.9 98.1 97.8 97.5 97.9

Science Colleges 99.6 99.2 99.4 99.7 99.2

Humanities Graduate Schools 99.0 97.5 97.0 98.3 97.9

Science Graduate Schools 99.6 99.8 99.2 99.7 99.8

*Known Advancement Rate = (Job placement + Advancement + Other) ÷ No. of Graduates × 100.*Advancement Rate = (Job Placement + Advancement) ÷ No. of Graduates × 100.*The Number of Graduates Includes Spring Semester and Accelerated Program Graduates.*Successful hires: This figure refers to individuals who were successfully hired (as a private company employee, public servant or faculty member), individuals who continue their studies while seeking employment, individuals who go on to work in a family business, individuals who sign a professional sports contract, individuals who start a business, and individuals with prospective employment.

*Advancement: This refers to advancement to graduate schools in Japan, universities or graduate schools in other countries, other universities and other post-secondary schools.

*Other: This figure refers to individuals who are preparing for certification testing or applying to a graduate school, individuals who intend to continue their job search, individuals with no intention of searching for employment, individuals engaged in part-time work, individuals who returned to their home countries, individuals on study abroad etc.

Ritsumeikan Asia Pacific University / Job Placement Rate (Unit: %)

2012 2013 2014 2015 2016

Overall 92.9 94.4 91.0 91.6 96.7

Domestic Students 95.1 97.6 94.2 94.0 98.5

International Students 90.3 90.0 86.0 87.5 93.5

*Job placement rate = Successful hires ÷ job seekers × 100.*Includes fall graduates.*Successful hires: This figure refers to individuals who were successfully hired (as a private company employee, public servant or faculty member), individuals who continue their studies while seeking employment, individuals who go on to work in a family business, and individuals who start a business.


63


Number Amount(JPY)

Public Research Funding

Grants-in-Aid for Scientific Research (MEXT / JSPS) *1 587 1,254,130,000

MEXT-Supported Program for the Strategic Research Foundation at Private Universities 9 185,524,000

Private University Research Branding Project 1 106,009,000

Other Public Research Funding 62 718,155,653

Research Funding for Industry-Academia Cooperation

Contracted Research 307 410,343,724

Joint research 156 214,664,565

Grants and Subsidies etc. 105 96,633,016

Private Research Founding 116 87,706,668

Revenue from Patents etc*2 20 4,096,015

Other revenue*3 53 8,908,800

Total 1,416 3,086,171,441

*1: Including Grant-in-Aid for JSPS Fellows and fund for the Promotion of Joint International Research (Fostering Joint International Research) .*2: Royalties, Licensing and Transfer Fees.*3: Revenue from Research Consortium Membership Dues, Rental Fee for SR Center by Non-university Personnel.

Ritsumeikan University / Job placement statistics by industry

Industry Ratio

Manufacturing 20.4%

Distribution 13.4%

Finance 15.2%

Service 34.3%

Mass Communication 3.6%

Public Servant 8.1%

Faculty Member 3.1%

Others 1.9%

*The number of graduates includes first semester(Graduated from September 2016) and accelerated program graduates.

*Others include those who: Continue their studies while seeking employment, go on to work in a family business, sign a professional sports contract, start a business and who failed to clearly report their career decision.

*About the type of industry classification, I classify it by this school's original index.*Because the ratio by industry is rounded off to the second decimal place, the total may not be 100%.

Ritsumeikan Asia Pacific University / Job placement statistics by industry

Industry Ratio

Manufacturing 15.9%

Distribution 12.6%

Finance 7.7%

Service (Include telecommunication industry and Mass communication.) 46.8%

Public Servant 2.3%

Others 14.7%

*Includes September 2016 and March 2017 graduates. *Includes graduate students who completed their degrees.*Includes international Students.*Civil Service includes graduates who work for administrative organizations in japan as well as overseas.

*Others include those who: Chose employment in foreign countries, go on to work in a family business, start a business, or who failed to clearly report their career decision.

*Because the ratio by industry is rounded off to the second decimal place, the total may not be 100%.

8. Research Funds (as of March 31, 2017)

Manufacturing20.4%

Distribution 13.4%

Finance 15.2%

Service 34.3%

MassCommunication3.6%

Public Servant8.1%

Faculty Member 3.1% Others 1.9%

Manufacturing15.9%

Distribution 12.6%

Finance 7.7%Service(Include telecommunication industry and Mass communication.)46.8%

Public Servant 2.3%

Others 14.7%

The Ritsumeikan Trust Office of Planning and Operations Management1 Nishinokyo-Suzaku-cho, Nakagyo-ku, Kyoto 604-8520TEL 075-813-8244 FAX 075-813-8252http://en.ritsumeikan-trust.jp/

Published May 2017

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