curriculum

Statistics is essential for marketing, and a wide variety of statistical methods are used. In the exercises, we will first learn in detail about marketing research methods. It includes practical content necessary for research. Next, we will learn statistical approaches and skills for various marketing problems. The data analysis skills required for marketing are basic knowledge of statistics such as probability distribution, hypothesis testing, and estimation, multivariate analysis, which is often used in practice, and data analysis using a computer. Some people may be put off by multivariate analysis because they are not good at math, but when using multivariate analysis in marketing, it is possible to understand it without developing difficult formulas. Rather than understanding mathematics, it is more important to know what multivariate analysis can do, which method is appropriate for what analytical purpose, and how to interpret the data from the analysis results. In the age of artificial intelligence (AI), data analysis is an essential item for business people. In this exercise, even liberal arts students will be able to handle business data and learn the basics to become a marketer.

・Yui Komukai (4th grade)
① In the Amaya seminar, we mainly study business economics. We learn about marketing research using statistics. We also participate in a presentation competition called the Hachioji Consortium, which has the theme of regional revitalization, and put what we have learned in class into practice. In their graduation theses, many of the seminar students use statistical analysis to deepen their research.

② Using what we learned in class, we set our own themes and wrote reports using statistics. I investigated customer satisfaction at my part-time job. Preparations for the Hachioji Consortium began in the first semester of the third year, and we held a seminar camp in the summer. In the second semester, we finalized the content of our presentations and participated in the competition in December. In the fourth year, we mainly worked on writing our graduation thesis.

・Yu Suyama (3rd year)
1. Learn statistical analysis in marketing. Students will acquire basic knowledge of marketing strategies and study statistical approaches to social issues. In addition, students will take a supplementary class on business statistics taught by Professor Amaya to delve deeper into statistics and develop more advanced problem-solving skills.
② First, we learned about the basics of marketing, such as corporate strategy and competitive strategy, and then learned about hypothesis testing and multivariate analysis. In Exercise II, we split into three groups and each group took up a social issue and conducted research to find a solution. (Example: The theme of the issue in the food and beverage industry is "Developing a strategy to maintain business even with COVID-19.")

We will study the value that organizations create to achieve sustainability. These values are diverse, including value created by business, value for customers, social value, value for the natural environment, value related to employees, and shareholder value, and organizations create these values over the long term in collaboration with related stakeholders. We will learn evaluation and analysis methods and ways of thinking to understand this process as a story. Companies publish their corporate social responsibility (CSR) efforts in related reports, and recently, an increasing number of companies are publishing integrated reports that add financial information to these reports to express the story of the company's long-term value creation. Looking at these reports, for example, it can be used as a reference to see whether the SDGs have been incorporated into actual corporate activities. In addition, ESG (environmental, social, and governance) investments, which evaluate CSR and SDG efforts and purchase stocks and corporate bonds, have become mainstream. Keywords related to organizational sustainability change with the times, but they are universal in that the purpose is to create value, so we will make them the research theme of the seminar, analyze and evaluate companies that create value, participate in the Nikkei Stock League, make virtual investments in these companies, and write a report on their stories.

・Yuki Sato (4th grade)
In the third year, students will learn about CSR and the management knowledge necessary for its implementation, and will participate in a business contest called the Nikkei Stock League to write a report. In the fourth year, students will work on writing their graduation thesis on a topic that interests them. Professor Hiraoka is well-versed in timely social sciences in addition to his specialty of accounting, and he provided guidance from a variety of perspectives when writing reports.

・Kouike Koshu (3rd year)
Towards the goal of the Stock League, the seminar students work together to raise their awareness. Even when there are differences of opinion in the process of writing reports and portfolios, the motto is "We all talk together and overcome the issue." In this seminar, the more you work independently, the stronger you become, and Professor Hiraoka supports you in that.

In recent years, I have been considering the relationship between local communities as places of living, corporate management, and people. It is necessary that such relationships are bound together by abundant trust and empathy. Based on this, I will pursue corporate management that respects the diversity of individuals and enriches the local community economically and spiritually. The United Nations' SDGs call for the global protection of diverse human rights. I would like to think together about a new society and corporate management.
As part of seminar activities, in the first semester of the third year, students deepen their knowledge by reading specialist books in groups and giving reports, and in the second semester, they use problem-solving learning to make presentations at the Hachioji Consortium Student Presentation Event.
We would like to learn and discuss how and for whom we should conceive and create the ideal form of "society and business."

Students will thoroughly study the world's leading introductory book on "organizational behavior theory," the theoretical foundation of human resource management. To do so, students will prepare for class every week and submit an LTD report. In class, students will deepen their understanding through related presentations and small group discussions. In the third year, students will read through a 500-page specialized book.
In the fourth year, students will study various topics from the perspective of human resource management theory with a humanistic perspective and begin writing their graduation thesis. Students will then work on their graduation thesis on a topic of their own choosing, sharing it with their seminar students multiple times to improve it and complete a satisfactory thesis. The goal is to graduate with high ability and motivation based on situational leadership.
Students will be responsible for running spring and summer projects outside of class. The purpose of these projects is to develop the ability to plan and run training for human resource development based on theories of human resource management and organizational behavior, and to form win-win relationships between the organization and the individual together with other members.

・Koichi Nishiya (4th grade)
In Kuriyama's seminar, we study human resource management, which is the softer side of business administration. Of the three areas of management - people, things, and money - we learn about managing people. In class, we use textbooks on applied psychology and sociology. The leadership and motivation theories we learn in the seminar are also useful in everyday life.

・Ichiro Oka (3rd year)
We are studying human resource management theory that emphasizes human potential and dignity. We discuss ways to sublimate and utilize the potential talents that everyone has into strengths, and we also plan training sessions. In addition, each seminar student utilizes the knowledge they have gained in class in other activities to further deepen their learning.

The content of lessons will be adjusted based on the needs of the seminar students.
[3rd year first half] Action learning (hereinafter referred to as "question conference") This course will teach students problem solving and leadership development using this method. To understand the method, students will start by experiencing a QC session. After practicing and improving their QC skills, students will understand how team learning occurs and how problem solving is promoted. The instructor will AL Certified Coach is.
[3rd Year Second Semester]
(1) We will use Google Colaboratory to learn introductions to Python and machine learning.
(2) Using Raspberry Pi, create a simple program that reads data from a temperature and humidity sensor and turns on an LED if the conditions are comfortable.
(3) Students will decide on a graduation research topic and conduct a literature search and introduction to related prior research.
[First semester of fourth year] Students will decide on a topic for their graduation research and proceed with their research, taking into account their future career goals.
[Fourth year second semester] First, students will be asked to give mid-term presentations on their graduation research in order. Based on the content of these presentations, students will receive individual guidance and aim to complete their graduation research.

・Hidemi Yokokawa (4th grade)
①Our seminar aims to develop the 21st century skills advocated by ATC21S. Among these, we develop the cooperative and problem-solving abilities necessary in society by acquiring skills related to "ways of thinking" and "ways of working" through action learning methods. In addition, we also conduct team building through indoor project adventures.

② In the action learning (questioning session), by asking 5W1H questions that cannot be answered with YES/NO, a team brain was born and interactive communication skills were acquired. In addition, there was an opportunity to deepen knowledge about cutting-edge technologies such as AI, and students' intellectual curiosity was further heightened by discussing their thoughts with each other.

・Hideki Aoyama (3rd year)
1) Themes related to knowledge information processing, educational technology, etc.
② In the seminar, we discussed the characteristics of IT technologies such as AI and future changes in society, along with timely information. In addition, by reading and summarizing literature and papers and presenting them in the seminar, we learned how to create a logical structure. Then, we discussed the content we had researched and considered the issues and prospects.

"Finance" is said to be the lifeblood of the economy. In modern times, the flow of "money (funds)" in society is changing, and depending on how it is used, it can make society better or worse. With this in mind, Nakamura's seminar will tackle global social problems based on knowledge of finance and accounting. The research theme, ESG investment and social finance, is investment in companies that are meaningful to society and aim to solve inequality, poverty, and environmental problems. Grameen Bank for the poor, founded by Nobel Peace Prize winner M. Yunus, is one example of this. Scholarships are also a financial mechanism that supports students' dreams. In this way, "philosophy" is important in how money is used, and after learning the mechanisms of finance, seminar students will work hard on their research with the desire to change society to solve social issues such as inequality and poverty.
In the first semester of the third year, students will study in the seminar program, accumulating and sharing basic knowledge through group reading and presentations in specialized books. Next, as part of problem-solving independent study, students will compete in student competitions such as the Nikkei Stock League and the Bank of Japan Student Grand Prix in the second semester, honing their analytical skills in social issues. They will also learn the research process, which involves literature and interview surveys and financial data analysis, in order to thoroughly consider what a "sustainable company" is. In the fourth year, students will compile a "graduation thesis" as a culmination of what they have learned in the seminar activities.

Ai Nishiumi (4th grade)
The appeal of the seminar is that each student is independent and devoted to their studies. Each student is interested in social issues and is working to solve them with sustainable thinking. Many students are also active in activities outside of the seminar, and it is inspiring to see them working hard in various places. Under the guidance of Professor Nakamura, who is cheerful and cares about the growth of his students, this seminar allows students to learn about finance, the foundation of society, and hone their thinking and human skills through discussions with peers who can compete with each other.

Ayana Nomi (4th grade)
In Nakamura's seminar, students learn about the role of finance, which is the foundation of society, through materials on socially responsible investment (SRI). After acquiring basic knowledge of finance, students will study social issues that interest them and deepen their learning by discussing with their peers. Many students are proactively involved in activities outside of the seminar, and they are able to inspire each other. Professor Nakamura is also always available to give advice on their studies and future career paths, allowing them to deepen their learning and develop their human skills.

Until now, corporate evaluations have focused only on financial aspects, but in recent years, social aspects, especially environmental response, have also become important. In this seminar, we will acquire the ability to comprehensively evaluate companies through the analysis of integrated reports (corporate reports that combine both financial and non-financial data). In the first half, in order to acquire basic understanding, we will read texts on the essence of environmental issues (such as the mechanism of global warming and global trends in the plastic problem), what environmental management is, and ESG investment (an investment form that takes into consideration the environment, society, and governance). Specifically, we will deepen our understanding by deciding on a reporter, summarizing the contents of the text, raising issues and discussing them, or by discussing in an LTD format. In particular, ESG investment has been attracting attention in recent years along with the promotion of the SDGs, which aim to achieve them by 2030, and it can be said that it is an important theme that can cultivate analytical skills from both the perspective of corporate activities and financial perspectives. Based on the knowledge acquired through reading, in the second half, we will actually analyze a company of our own choosing.

・Momoka Horiuchi (4th grade)
1) Through discussions based on the contents of environmental teaching materials and resources, students will learn about the essence of environmental issues and what environmental management is. Through these discussions, students will deepen their knowledge of ESG investment and SDGs, and learn about the changes in the world caused by efforts to address social and environmental issues. Furthermore, students will output their learning through fieldwork and projects in preparation for exhibits at the Eco-Products Exhibition.

2) We learned about the food waste issue and launched a reduction project. In developed countries, food waste occurs throughout the supply chain, while in developing countries, it occurs at the pre-consumption stage, and measures are required on a regional basis. In Japan, excessive safety-consciousness among consumers and business practices are the causes. By encouraging a change in awareness through the project, we learned the importance of "Think Globally, Act Locally."

・Yoko Takahashi (3rd year)
①We are studying environmental issues from a corporate perspective with global environmental issues as a common theme. We also actively conduct fieldwork to solve environmental issues, and in recent years have been working on a project to reduce food waste.
②Through textbooks and lectures by external Lecturer, we learned about the current situation and issues of environmental activities in companies, and then researched and thought about what we can do. From there, we realized that each individual's actions are important, and through the project, we are challenging ourselves every day to make changes.

In Oba's seminar, after studying the history of Japanese companies, students read classics that are still read today even though they are over 100 years old, and consider questions such as "What are the foundations and characteristics of Japan, and what lies at the foundation of people overseas, such as in America, Europe, and China?"
History is a treasure trove of wisdom, and the classics in particular have the power to withstand the passage of time. I think the significance of studying history is to inherit universal wisdom and enhance one's own abilities. For example, important documents include Max Weber's "The Protestant Ethic and the Spirit of Capitalism," Eiichi Shibusawa's "The Analects and the Abacus," and China's "The Analects of Confucius."
In the Oba seminar, students acquire the ability to read and understand difficult literature, and their presentation skills improve through presentations in the seminar. Through understanding the content and question and answer sessions, students can acquire the knowledge necessary for business people who compete on a global scale. This knowledge based on history may be a feature that other seminars do not have.
Practical knowledge is important for those who will enter the workforce after graduation, but at the same time, in today's rapidly changing world, knowledge that is immediately useful quickly becomes outdated and useless. In the Oba seminar, we study history and aim to acquire universal wisdom that is applicable in any era.

・Yamato Inoue (4th grade)
I am mainly studying business history. I am acquiring the ability to clarify and understand the actions, history, and background of companies and entrepreneurs from a historical perspective. I focus on one company, give a presentation, and deepen my understanding by exchanging opinions with other seminar students. By learning the process of connecting knowledge gained from the past to modern society, I am improving my problem-solving ability.

・Yoshimi Takagi (3rd year)
You can learn about the history of major Japanese companies, the reasons for their success, and the mindset of their managers. We will give presentations in groups using one textbook. The history of major companies is always interesting. After each presentation, there is time for questions and answers, impressions, and opinions, so it is also interesting to be able to learn about each person's thoughts.

In Okada's seminar, students acquire strategic thinking skills and learn to explain and predict social situations. Decision makers facing game situations (situations in which multiple players who can make decisions independently participate in a single game) do not only have to consider their own actions, but also the actions of their opponents, which requires complex reasoning. This way of thinking has a wide range of applications, as many situations in modern society can be described as game situations. In short, this allows students to understand how to win adult arguments. Of course, this does not guarantee that they will actually win.

・Li Guangyi (3rd year)
①What will you learn in this seminar?

The theme of this course is "Game Theory and Human Behavior." By studying game theory, you can always think from the other person's point of view and analyze human behavior one step ahead. It can also be used to explain and predict situations in a wide range of applications, from negotiation strategies in corporate management to conflicts and cooperation between nations.
② What we actually learned
In the first half of the class, we analyzed several cases using game theory. After that, we split into groups and discussed specific exercises in depth in each group. After deciding on a theme, we researched materials and received advice from the teacher. Finally, we presented what we had accomplished.

Diversity is an important concept in modern society, and how to deal with diversity is an important issue for companies as well. However, diversity needs to be considered from various angles. We consider diversity from various levels, such as diversity between countries (e.g., the relationship between capitalist diversity and companies), diversity within a country (e.g., differences due to regional characteristics, industry, and company size), and diversity within a company (e.g., diversity management), and start from the question of why companies must deal with diversity and what challenges they must overcome. First, in the spring semester of the third year, all students read and discuss literature together, deepening their understanding of the major challenge of diversity and companies while also acquiring critical review techniques. In the fall semester of the third year, students will work in groups on themes brought by the seminar students, and based on what they have learned, they will write their own graduation thesis of their choice in the fourth year. Working on an academic thesis of over 20,000 characters will be the culmination of their university studies.

We will learn about humanistic management and financial data analysis. We will study finance, which is literacy as a member of society, data analysis, which is necessary to objectively determine facts, and humanistic management, which is the core of Soka University's Faculty of Business Administration in a balanced manner.
"Finance" is the blood flow of society, and if that blood flow stops, society will collapse. "Data analysis" cultivates the ability to persuade those around you by identifying and thinking about the facts. Furthermore, I believe that without the soul of "humanism," management will simply be a means or method for making money. In this way, the goal of the seminar is to help students acquire the hard skill of "financial data analysis" and the soft skill of "humanistic management."
Specifically, students will learn and use the statistical software R to develop their data analysis skills while using big data. For example, they will analyze customer information from big data and consider marketing issues that utilize the characteristics of a specific product. In addition, students will analyze the business environment and strategies surrounding domestic and foreign companies selected by each individual based on financial data and company IR information, and will actively participate in business contests.

・Mori Manami (4th grade)
While studying "Financial Theory," I am conducting comparative analysis of companies in the daily necessities industry from the perspectives of strategy, finance, and data. In addition, I also value honing my interpersonal skills with the goal of becoming a necessary human resource in my third year of working life. The company analysis gave me a clear idea of what kind of work I want to accomplish and what kind of future I want to achieve.

・Yuu Ariyoshi (3rd year)
Shimura Seminar is a seminar where we learn about marketing and financial analysis. Seminar students can choose the type of business competition according to their field of interest! I participated in a business competition on marketing strategy, and was able to learn product strategy know-how through practice. There are some difficult parts, but I feel that there is always a support system in place from teachers and seniors.

By learning knowledge and theories about business models, one area of business strategy, students aim to develop the ability to utilize these knowledge and the problem-solving skills that are important for business people, specifically the ability to think logically, consider things from multiple angles, take action independently, and work in a team.
To achieve this, students learn about management strategy and business models in class, and outside of class they work in teams to develop value proposals that use various business frameworks to solve social issues, and take part in presentation competitions outside of school.
When making proposals, we keep the SDGs in mind, take up social issues close to home, devise and test original, feasible business models to solve those issues, and then compile the final results.

・Shuya Arai (5th grade)
① We specialize in business strategy and study corporate strategies using materials mainly related to business models. In addition to classroom lectures, in the sub-seminar, students work in teams to select a social issue, conduct research on government and companies, and actually devise a business model. In addition, by participating in presentations outside of school, students can simultaneously develop basic social skills.

②In class, we learned about "profit-generating mechanisms" using actual corporate examples. In the sub-seminar, we were able to further deepen the knowledge we learned in class by having a practical learning environment.

・Konatsu Suwabe (3rd year)
1) Students primarily learn knowledge of business strategy, and spend a year devising a business model to solve a social problem based on the philosophy of "nurturing and producing wise people who can solve social problems in order to realize a world based on humanism."
②I devised an information website specializing in the topic of social reintegration of people with high-level brain dysfunction. In addition to classroom learning, I gained the strength to face difficulties through fieldwork, such as interviewing experts and people with disabilities.

・Tomokazu Watanabe (4th grade)
①You will mainly learn about the management strategies of domestic and international companies.

② We learned about the differences in management strategies between Korea and Japan. From the experiences of Professor Yoshimoto, who worked in Korea for many years, we learned about the characteristics of each country's management strategies and working styles. In addition, each seminar student wrote a paper on a topic of interest and discussed industry trends related to each topic.

・Tsuyoshi Yonemori (3rd year)
1) Learn "input and output of business strategy theory."
In the first phase, with the aim of "making it possible to utilize business strategy theory" when thinking about going from 0 to 1, the input is taken from books, and the output is made use of in planning workshops that explore familiar topics such as discussions about actual measures and popular topics from the perspective of business strategy theory.

②First, using a textbook called "Introduction to Business Strategy," the students learned how companies have recovered from sluggish performance and become industry leaders. After that, using case study materials, the students analyzed the current situation of the companies, identified issues, created business strategies, and discussed them, referring to SWOT analysis and the 5 Forces model.