Admission Policy of the Graduate School of Education

At the Faculty of Education, students will develop an expert knowledge of people, the mind and society. They will develop this through learning academic approaches that deal with phenomena relating to education and human beings. Students will also obtain a broad perspective, a deeper understanding of the unfamiliar, and the ability to think comprehensively, multilaterally, and judge critically. The Graduate School of Education strives to develop professionals who uphold and promote humanity with a sense of responsibility and a high standard of ethics so that they can foster cooperation among people from diverse backgrounds and contribute to building a harmonious society on a global scale.

Based on this understanding, the Graduate School of Education has set the following admissions criteria.

  1. Students must possess the necessary academic skills in order to carry out research in education, psychology, or related fields.
  2. Students must possess communication skills necessary for specialized research and the ability to think comprehensively, multilaterally, and critically.
  3. Students must possess the intention to make future contributions to solving domestic and international issues by leveraging the specialist knowledge acquired throughout their studies and the ability to communicate with people from diverse backgrounds.

The details of the admission policy are given below for each type of degree program.

Master’s Program

To realize the above policies, the entrance examination is comprised of a two-stage screening process in which applicants are evaluated on their overall performance: 1) a written examination that assesses the applicant’s specialized knowledge in education, psychology, or related fields, and academic skills in foreign languages; and 2) an oral examination based on the student’s research status report and research plan. For the special selection for international students examination, applicants undergo a two-stage screening process: the first is a document screening based on the submitted research status report and research plan and the second is a written examination that assesses the applicant’s specialized knowledge in the fields of education and psychology, the evaluation of an essay that is submitted by the applicant, and an oral examination based on that essay. The faculty also offers the Leadership Development Program in Educational Practice targeted at students who have already two or more years of working experience or engagement in social activities and who possess the motivation to acquire a wide range of knowledge and flexibility in thinking and to become a high level professional in the field of education equipped with outstanding practical leadership. Applicants will be carefully evaluated through the submission of a work experience report in place of a research status report, along with other documentation.

Doctoral Program

To realize the above policies, the doctoral program at the Graduate School of Education conducts a two-stage screening process: firstly, a written examination that assesses the applicant’s specialized knowledge in education and psychology, or related fields, and academic skills in foreign languages; and secondly, the evaluation of an essay that is submitted by the applicant and an oral examination based on that essay. The graduate school also offers a clinical psychology program designed for experienced licensed clinical psychologists who are seeking to undertake further research in the field. In this case, the admissions process will focus on a work history report in relation to clinical psychology and an essay submitted by the applicant.

Curriculum Policy of the Graduate School of Education

In order to achieve the objectives stated in the diploma policy, the Graduate School of Education offers a balanced and diverse curriculum that places emphasis on supporting students’ proactive participation in research, combining theory and practice, and offering interdisciplinary and international fieldwork opportunities.

Students use a course tree or numbering system to map out their registered courses in a systematic and structured manner. For each subject, they are assessed on their class performance based on regular examinations, term papers, classroom tests, and presentations. The assessment methodology and the course content are indicated clearly in each course syllabus.

For the master’s program, students are required 1) to develop expert knowledge and abilities by taking courses in specialized studies, advanced studies, advanced reading, and advanced seminars in their field of studies and 2) to acquire a high sense of responsibility and ethics in addition to research skills, logical and critical thinking, specialized communication skills, and a wide range of expert knowledge, through the completion of a master’s thesis under the supervision of two faculty members.

For the doctoral program, students are expected to further enhance their abilities mentioned above, with a view to becoming active players in the international arena. In order for students to become autonomous researchers or leaders in their specialized fields they are required 1) to submit a research plan at the start of each academic year, which is reviewed by an academic advisor, 2) to submit a research report by the end of each academic year explaining the content, achievements, and reflections of the research conducted during that year, as well as their research prospects, and be granted research guidance approval, and 3) to be enrolled for the prescribed period of time, receive research supervision, submit a doctoral dissertation, and pass the review and examination to be conferred a doctoral degree. For the clinical psychology program, students must complete the required courses and acquire the necessary number of credits.

Throughout the master’s and doctoral programs, students will be advised on participating in exchange programs, becoming TAs or RAs, presenting in academic conferences, submitting and publishing articles, and applying for research grants.

Diploma Policy of the Graduate School of Education

At the Faculty of Education, students will develop an expert knowledge of people, the mind and society. They will develop this through learning academic approaches that deal with phenomena relating to education and human beings. Students will also obtain a broad perspective, a deeper understanding of the unfamiliar, and the ability to think comprehensively, multilaterally, and judge critically. The Graduate School of Education strives to develop professionals who uphold and promote humanity with a sense of responsibility and a high standard of ethics so that they can foster cooperation among people from diverse backgrounds and contribute to building a harmonious society on a global scale.

The Interdisciplinary Studies in Education Division seeks to develop individuals who can play an active role within and outside Japan as world-class researchers and practical leaders or educational innovators capable of designing future education, who have acquired “phronesis” (practical wisdom). For students to cultivate “phronesis, they are expected to pursue the idea of what it means to be human and what education means to human beings through an interdisciplinary approach based on their respective specialization or through integrating scientific intellect and practical knowledge.

The objectives and degree conferral criteria for each of the graduate programs of the Division are given below:

Master’s Program

  1. Students must take the required courses that are set in line with the educational objectives of the graduate school, acquire the necessary credits, and pass the master’s thesis review and examinations to be awarded their degree. Credit courses include lectures, seminars, practical training, experiments, and fieldwork.

  2. Students will be acknowledged to have finished the course based on whether, by fulfilling the criteria conveyed in 1, they have achieved the educational objectives of the graduate school, namely, whether they have developed, as a result of their research activities, an expert knowledge of people, the mind, and society, which combines both theory and practice; whether they have honed outstanding research skills and obtained a broad perspective, a deeper understanding of the unfamiliar, and the ability to think comprehensively, multilaterally, and critically; whether they have thus acquired the attitude to uphold and promote humanity as well as a high sense of research ethics so that their specialized knowledge and abilities acquired through their studies can be put to practical use in various fields of society; and additionally, whether they have developed into individuals who continue to seek to raise their level of expertise as researchers.

[Requirements for Degree Conferral]

The master’s thesis is assessed based on whether it has academic significance and novelty in the field of education. Students are also assessed based on whether they have developed their ability to conduct research, logical and critical thinking, specialized communication skills, a wide range of professional knowledge, and academic research ethics.

Doctoral Program

Students will be acknowledged to have finished the course based on whether, through individual research and learning, they have developed an expert knowledge of people, the mind, and society, which combines both theory and practice; whether they have acquired distinguished and original research skills, a broad perspective, a deeper understanding of the unfamiliar, and the ability to think comprehensively, multilaterally, and critically; whether their attitude to uphold and promote humanity is reflected in their research achievements; and moreover whether they have developed into autonomous researchers who are equipped with high-level expert knowledge and can make significant contributions in their fields. For the clinical psychology program, students must complete the required courses set in line with the objectives of the graduate school and acquire the necessary number of credits.

[Requirements for Degree Conferral]

The doctoral dissertation is assessed based on whether it has academic significance and novelty in the field of education. Students are assessed based on whether they have developed their ability to plan and conduct research, logical and critical thinking skills, specialized communication skills, a wide range of professional knowledge, and a high standard of academic research ethics.