The Ritsumeikan Trusten.ritsumeikan-trust.jp/file.jsp?id=246222&f=.pdf · Globalization is...

The Ritsumeikan Trust　Office of Planning and Operations Management1 Nishinokyo-Suzaku-cho, Nakagyo-ku, Kyoto 604-8520　TEL 075-813-8244　FAX 075-813-8252

http://www.ritsumei.jpPublished May 2015

The Ritsumeikan Trust

AY 2014

OperatingReport

AY 2014 Operating Report

Ⅰ. Institution Overview

1. Schools, Colleges, Departments and Graduate Schools of the Trust （As of May 1, 2014）

Ritsumeikan Senior High School （23 Fukakusa-Nishideyama-cho, Fushimi-ku, Kyoto）（1-1-1 Choshi, Nagaokakyo, Kyoto）* Relocated September 1, 2014

Ritsumeikan Uji Senior High School （33-1 Hachikenyadani, Hirano-cho, Uji, Kyoto）

Ritsumeikan Keisho Senior High School （640-1 Nishinopporo, Ebetsu, Hokkaido）

Ritsumeikan Moriyama Senior High School （250 Miyake-cho, Moriyama, Shiga）

Senior High Schools

Ritsumeikan Junior High School （23 Fukakusa-Nishideyama-cho, Fushimi-ku, Kyoto）（1-1-1 Choshi, Nagaokakyo, Kyoto）* Relocated September 1, 2014

Ritsumeikan Uji Junior High School （33-1 Hachikenyadani, Hirono-cho, Uji, Kyoto）

Ritsumeikan Keisho Junior High School （640-1 Nishinopporo, Ebetsu, Hokkaido）

Ritsumeikan Moriyama Junior High School （250 Miyake-cho, Moriyama, Shiga）

Junior High Schools

Ritsumeikan Primary School （22 Koyama-Nishi-kamifusa-cho, Kita-ku, Kyoto）

Primary School

Ritsumeikan University （1 Nishinokyo-Suzaku-cho, Nakagyo-ku, Kyoto）

● Suzaku Campus （1 Nishinokyo-Suzaku-cho, Nakagyo-ku, Kyoto）

School of Law, Graduate School of Management, Graduate School of Public Policy

●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 Policy Science, 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 Policy Science, 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

●Biwako-Kusatsu Campus （1-1-1 Noji-Higashi, Kusatsu, Shiga）

College of Economics, College of Business Administration, 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 Business Administration, Graduate School of Science and Engineering, Graduate School of

Technology Management, Graduate School of Sport and Health Science, Graduate School of Information Science and Engineering, Graduate

School of Life Sciences, Graduate School of Pharmacy

Ritsumeikan Asia Pacific University （1-1 Jumonjibaru, Beppu, Oita）

College of Asia Pacific Studies, College of International Management

Graduate School of Asia Pacific Studies, Graduate School of Management

Universities

Greeting from the Chairman of the Board of Trustees

— On the Issuance of the AY2014 Operations Report —We established Academy Vision R2020, 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 the vision. AY2014 marks the fourth year of the first phase （AY2011 - AY2015） of this plan.Globalization is currently the biggest issue facing higher education in Japan. At Ritsumeikan, each 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 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 by MEXT in AY2015. We understand that these selections were made both in recognition of our track record and in anticipation of our future efforts. At present, the schools are working to further elaborate upon their respective plans.In the Mid-Term Plan, top priority has been placed on improving the quality of our education and research.With respect to education, we have examined issues in various fields: We have been moving ahead with faculty organization development and facility improvement plans, implementing academic reforms in the colleges and graduate schools, and discussing the Ritsumeikan Model for Learning and educational programs for non-traditional students.At Ritsumeikan University, we opened the Graduate School of Pharmacy in AY2014 and will establish the Department of Pharmaceutical Sciences in the College of Pharmaceutical Sciences in AY2015. In AY2016, we are scheduled to open the College of Comprehensive Psychology.At Ritsumeikan Asia Pacific University, we worked with our stakeholders to formulate the Pillars of the APU2020 Second Half Plan, in light of achievements to date. As for the affiliated schools, we pushed forward with a 12-year integrated education system commences from the Ritsumeikan Primary School in line with the relocation of Ritsumeikan Junior and Senior High School to Nagaokakyo. In areas other than international education, the schools have been working on distinctive initiatives, including i） science education at Ritsumeikan Senior High School, Ritsumeikan Keisho Senior High School and Ritsumeikan Moriyama Senior High School, all of which were designated by MEXT as Super Science High Schools, ii） sustainability studies at Ritsumeikan Moriyama Senior High School, which was designated as a UNESCO School, and iii） dietary education efforts at Ritsumeikan Moriyama Junior and Senior High School, a MEXT-designated Super Shokuiku School.As for research, when we look at the number of new Grant-in-Aid subsidies awarded per field by MEXT, Ritsumeikan University ranks first in Human Geography, Management, and Sociology, while Ritsumeikan Asia Pacific University ranks 10th in International Relations. In this way, we have strived to enhance our basic research. We have also produced some distinctive research achievements, as evidenced by MEXT's selection of the Ritsumeikan Global Innovation Research Organization for its Center of Innovation Science and Technology-based Radical Innovation and Entrepreneurship Program.In April 2015, we opened the Osaka Ibaraki Campus of Ritsumeikan University. This new campus, which incorporates state-of-the-art facilities and services, is expected to serve as a positive stimulus for the entire Academy.This Report was formulated to communicate the Academy's initiatives 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.We kindly request your continued understanding and support.

Table of ContentsⅠ. Institution Overview1. Schools, Colleges, Departments and Graduate Schools of the Trust … 1

2. Founding ideals, Educational Philosophy and the Ritsumeikan Charter … 2

3. History of the Ritsumeikan Trust ……………………… 3

4. R2020: Aims of the Ritsumeikan Trust for 2020 …… 4

5. Executives ………………………………………………… 9

Ⅱ. Overview of Operations1. Ritsumeikan University (RU) Master Plan …………… 10

2. Ritsumeikan Asia Pacific University (APU) Master Plan …… 17

3. Master Plan for the Affiliated Schools ……………… 21

　3-1. Ritsumeikan Junior and Senior High School …… 23

　3-2. Ritsumeikan Uji Junior and Senior High School …… 25

　3-3. Ritsumeikan Keisho Junior and Senior High School …… 27

　3-4. Ritsumeikan Moriyama Junior and Senior High School …… 29

　3-5. Ritsumeikan Primary School ……………………… 31

4. Ritsumeikan Academy Master Plan …………………… 33

Ⅲ. Financial Overview ……………………………… 38

1. Key Points of the AY2014 Financial Report ………… 39

2. Cash Flow ………………………………………………… 46

3. Financial Activities ……………………………………… 46

4. Financial Position ………………………………………… 47

5. Financial Ratios …………………………………………… 47

Ⅳ. Basic Data …………………………………………… 48

May 22, 2015

Chairman of the Board of Trustees of the Ritsumeikan Trust

NAGATA, ToyoOmi

1


2. Ritsumeikanʼs founding ideals, the core educational philosophy and 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 Trust has formulated “The Ritsumeikan Charter” as followsin order to share the ideals and mission of Ritsumeikan among all of itsmembers and to disseminate them throughout the world.

　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 by

fully 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 just

and 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.

The Ritsumeikan Charter

The Ritsumeikan TrustJuly 21, 2006

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

October 1903 Name change to Kyoto Professional School of Law and Politics 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 University to Ritsumeikan University approved.

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

March 1944 Name change from Ritsumeikan University Professional School to Ritsumeikan 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 Ritsumeikan Foundation to Ritsumeikan 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.

August 1988 Ritsumeikan 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 offices moved. （Location: 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 offices changed. （Location: 8 Nishinokyo-Higashi Togano-cho, Nakagyo-ku, Kyoto）


3. History of the Ritsumeikan Trust （As of May 1, 2014）

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4.　　　　 Aims of the Ritsumeikan Trust for 2020

"Creating a Future Beyond Borders"

Developing a self-motivated learning environment within a diverse communityThe Ritsumeikan Academy will not be bound by the conventional learning style of merely communicating knowledge: we will promote the development of learner-centered communities to encourage mutual learning and we will transcend myriad borders including age, discipline, and nationality in order to become a place where learners can learn and grow in a more self-directed manner. The Ritsumeikan Academy aims to establish and strive for a new set of educational goals, based on which we cultivate students who can recognize issues on their own accord, seek solutions to these issues as well as discuss and implement solutions with a wide range of people.

Striving to become a unique research university that contributes to humankind, nature and societyThe Ritsumeikan Academy will transcend the many borders in research̶borders of discipline, organization, age, time and nationality̶and gather a diverse array of researchers from within and outside the Academy to promote the development of the Academy as place in which researchers can work together to hone their skills and create research output. We aim to become an Academy in which each and every faculty member maintains a constant positive attitude toward their research and where young researchers can cultivate their research skills and take them to the next level. The Ritsumeikan Academy will communicate the research output achieved through these endeavors to the world and actively contribute to the society.

Developing an institution where everyone can experience the joy of learningWe will promote the development of the Academy as a place where people can gather and having transcended borders of age, gender, nationality, discipline and experiencing the joy of learning. The people on our campuses will learn about the interconnectedness of countries, regions and the world and gain a sense of relationships between humankind and nature. Through this they will recognize their own development and their roles within the society. The people of Ritsumeikan will work together to create this kind of institution.

1 Becoming an Open Academy that Contributes to the Global Society and the Region

①Ritsumeikan, as an institution located in the Asia Pacific region, will develop links with the world and strive for coexistence with others amid continuing globalization in an effort to promote distinctive education, research and administration that contributes to the creation of a peaceful future.

②Ritsumeikan will improve the quality of its universities, schools, colleges and graduate schools as it promotes the creation of new teaching and research fields to respond to the problems of the future as a comprehensive academy.

③Ritsumeikan aims to become an academy that produces the next generation of leaders by providing learning opportunities in educational program which can be used internationally.

④Ritsumeikan aims to gather a diverse array of researchers from within and outside the academy and to build a place in which researchers can work together to mutually bolster their skills and produce education and research output.

⑤Ritsumeikan will engage in Academy development in which every constituent member plays a role which contributes to the creation of peace and democracy.

2 Learning Communities and Learner-Centered Education

①We will cultivate individuals who can transcend nationality, language and myriad other borders to understand others, work in teams, and acting on their own accord, carve out new paths in contemporary global society amid the progression of globalization.

②We will cultivate individuals with solid academic ability, high ethical standards and unique characters who can succeed on the global stage.

③We will promote learner-centered education by creating a variety of learning communities that transcend borders between the curricular and the extracurricular, domestically and internationally.

④We will achieve all-inclusive learner support by providing assistance for group learning as well as individualized support.⑤We will create graduate schools that respond to the needs of the times and the expectations of the society.

3 Aiming to Become a Distinctive Global Research University

①We will promote highly distinctive, Ritsumeikan-esque research.②We will promote global developments based on the internationalization of research.③We will strive to cultivate young researchers, with an eye on their course of life, by strengthening doctoral courses.④We will strive to cultivating human resources through academic research for the Knowledge Society.⑤We will promote research in the fields of the natural sciences, humanities and social sciences, and research that integrates these

fields, and publish research results publicly.

4 Development to Improve the Quality of Education and Research

①We aim for democratic academy development through the participation of various events.②We aim to develop an Academy that contributes to and is supported by the society.③We seek to further strengthen our domestic and international social networks.④As a comprehensive academy, we seek to further strengthen ties among Ritsumeikan University, Ritsumeikan Asia Pacific

University and our affiliated schools.⑤We will engage in campus development in accordance with the Master Plans of each university and school as well as the entire

Academy.

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 Ourselves

The 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 Future

We 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.

Aims of the Ritsumeikan Academy for 2020　　　 Academy Vision

Guidelines for action of Ritsumeikan Academy for 2020

Targets of the Ritsumeikan Academy for 2020

The Three Pillars of the Academy Vision

Aims of the Master Plan

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5 Ritsumeikan's Role as an Institution of Education and Research: In Light of the Great East Japan Earthquake①We reaffirm our mission and duty to create a future for humankind as an institution of education and research. We will promote

long-term, Ritsumeikan Academy-wide efforts to assist in the recovery of the affected areas and the reconstruction of the Japanese society.②We, as an institution of education and research, will make every effort to build a new post-disaster society, that is, a society that

saves energy, respects nature and is prepared for disasters by way of emotional bonds among people and between people and society as well as coexistence between people and nature.

［ Basic Objectives ］1 We will develop students with comprehensive human skills by way of learner-

centered education and all-inclusive learner supportRitsumeikan University will cultivate students with comprehensive human skills. In particular, we will develop students who 1） can learn with others in an atmosphere of mutual trust and empathy as they develop independently, 2） can grow by interacting with and contributing to society and 3） can act decisively with a social mindset as they coexist with others in a global society. In light of this ideal for human resources development, we hereby set the following basic objectives for student self-realization.①We will create diverse learning communities that transcend the border between the curricular and the extracurricular.②We will promote academics and support that focus on individual student growth with groups.③We will create a system for international education in which domestic and international students engage in mutual learning

"beyond borders".④We will promote support for self-directed growth through the lens of career development.⑤We will ensure conditions and provide support to realize learning that transcends the curricular and the extracurricular.

2 We aim to become a distinctive global research university

To fulfill the university's social responsibility for research, we will engage in global research and disseminate research output in an effort to become a global research university that contributes to the society. We hereby set the following basic objectives.①Ritsumeikan University will establish itself as a top-ranking Japanese university in terms of research capacity and aims to be

recognized as unique, world-class research centers and fields.②We will aim to maintain high level researches as we foster a research culture that allows researchers to devote themselves to

research and create a supportive environment for research.③Through industry-academia-government collaboration, we will promote commissioned research and joint research with the

national and local governments and companies, and we will contribute to the society by giving the fruits of this research back to the community.

3 We will promote campus development to support education, research and student life

We will achieve new, quality-assured academic developments in every college and graduate school by 2020 while we improve student amenities, student activity facilities and campus access / commuting conditions by opening the Osaka Ibaraki Campus and improving existing campuses.①We will promote campus development and improve each campus' unique facilities in order to support students' self-directed

extracurricular activities.②We will encourage the development of community spaces.③We will make improvements to dining and sports facilities and other amenities for students, faculty and staff.④We will promote campus development in an effort to contribute to and ensure harmony with the local community.⑤We will promote the development of campuses as regional centers of safety, environmental friendliness and disaster prevention.

Ritsumeikan University Master Plan

［ Basic Objectives ］1 APU will implement its basic ideals by cultivating human resources who can

contribute to the future development of the Asia Pacific region and human resources who can exhibit leadership in the global societyAPU will cultivate 1） global sense and perspective in Japanese students to allow them cooperate with people from various countries and regions from a position of mutual understanding, 2） globally-active international students that learn in a Japanese university, gain a proper understanding of Japan and who are active on the global stage, and 3） human resources that build amicable and trustworthy relationships between Japan and the countries of the world and that contribute to developing the future economies and societies in their respective countries and regions. In light of this ideal for human resources development, we hereby set the following basic objectives for student self-realization.①We will provide degree programs with international currency and work to further improve academic affairs.②We will develop international alliances with institutions of higher education around the globe and create a global learning

environment with credit transfer systems, dual degree programs and the like.③We will take full advantage of the fact that APU attract students from around the world in order to offer a campus life full of

intercultural exchange in both the curricular and the extracurricular programs. We will also promote education using AP House, our multicultural dormitory.

④We will contribute to the global society by providing youth from around the world with the chance to receive higher education and to study abroad in Japan.

2 APU aims to become a distinctive research hub in the Asia Pacific region

①We will strengthen the cultivation of researchers in order to bolster research capacity.②We aim to become a hub for Asia Pacific Studies.

Ritsumeikan Asia Pacific University （APU） Master Plan

［ Basic Objectives ］ We will cultivate human resources who will serve as core members of the Ritsumeikan Academy and who can communicate and apply the message of Ritsumeikan's education to the society1） By engaging in primary-secondary-tertiary integrated education, we will produce human resources who can give back to the society by exercising leadership in learning communities that transcend the curricular and the extracurricular, and who possess the communication skills and mentality to be core members of the Ritsumeikan Academy. 2） To achieve this, we will build new relationships between the high schools and the universities that transcend existing framework. 3） We will develop unique education and promote school development that will allow our primary school, junior high schools and high schools to "grow" students as venues for cultivating the next generation of society's leaders.We hereby set the following objectives.①We will establish a model for human resources created by integrated education and we will promote integrated education from

primary school to graduate school levels in a unified effort between the affiliated schools and the universities.②We will produce affiliated school alumni who can act as student leaders at the university.③We will promote education that ensure the solid development of students into proactive learners.④Through integrated education, we will strive to foster solid academic ability and to unlock individual talents in order to nurture

just and ethical global citizens who can contribute to the society.⑤We will promote characteristic education at each affiliated school to enable this type of human resources development. We will

also build a foundation to achieve this aim.

Master Plans for Integrated Education and the Affiliated Schools

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Ritsumeikan Primary SchoolWe will set 2020, the year in which the first cohort will graduate university, as "the year we develop individuals who can truly contribute to society having learned continuously under the Ritsumeikan Charter". For the duration of the Mid-Term Plan, we will work on improving education to provide our students with rich human skills and advanced academic ability. For the duration of the Mid-Term Plan （2011-2015）, we will further advance primary school education as we seek to complete the 4-4-4 consecutive education system, subsequently presenting a model to Japanese society for consecutive education undertaken by a comprehensive private academy and testing its efficacy.

Ritsumeikan Junior and Senior High School Ritsumeikan Junior and Senior High School, in line with its move to the Nagaokakyo Campus in September 2013, aims to be a school that 1） cultivates independence, a spirit of service and a Ritsumeikan Identity; 2） cultivates global leaders who can succeed on the world stage; and 3） develop human resources for medicine, science and technology on Japan's most environment-friendly campus.

Ritsumeikan Uji Junior and Senior High SchoolRitsumeikan Uji Junior and Senior High School aims to become a model for international integrated junior-senior high school education in the Asia Pacific region by cultivating students with "outstanding intellect and curiosity" and "global minds and rich personalities".

Ritsumeikan Keisho Junior and Senior High SchoolAs the Hokkaido hub of the Ritsumeikan Academy, Ritsumeikan Keisho Junior and Senior High School will engage in school development with the aim to become a school students can be proud of, a school where dreams become reality, a school that contributes to the society, a globally-linked school as well as a trusted and respected school.

Ritsumeikan Moriyama Junior and Senior High SchoolRitsumeikan Moriyama Junior and Senior High School will develop students well versed in science and math, establish frontier science courses, advance high school-university partnership programs, cultivate global communication skills in students and strengthen ties with the local communities and local companies.

Basic Objectives and Major Initiatives for Each Affiliated School

5. Executives

Position NameFull-Time or Part-Time

Chairman of the Board of Trustees NAGATA ToyoOmi Fu l l - t imeTrustee; Chancellor; President of Ritsumeikan University YOSHIDA Mikio Fu l l - t imeTrustee; Vice Chancellor; Vice President of Ritsumeikan University ICHIKAWA Masato Fu l l - t imeTrustee; Vice Chancellor; Vice President of Ritsumeikan University MATSUBARA Toyohiko Fu l l - t imeTrustee; Vice Chancellor; Vice President of Ritsumeikan University WATANABE Kozo Ful l - t imeTrustee; Vice Chancellor; President of Ritsumeikan Asia Pacific University KORENAGA Shun Ful l - t imeSenior Executive Trustee MORISHIMA Tomomi Fu l l - t imeExecutive Trustee of General Affairs SHIMA Keiko Fu l l - t imeExecutive Trustee of Financial Affairs TAKAHASHI Hideyuki Fu l l - t imeExecutive Trustee of Planning TATEYAMA Kazuyoshi Fu l l - t imeExecutive Trustee of Integrated Educational Affairs KAWASAKI Shoji Fu l l - t imeExecutive Trustee in charge of Ritsumeikan Asia Pacific University; Vice President of Ritsumeikan Asia Pacific University

IMAMURA Masaharu Fu l l - t ime

Trustee ANDO Mitsuji Pa r t - t imeTrustee ITAKA Koshi Par t - t imeTrustee KOMODA Morihiro Par t - t imeTrustee KONDO Yukio Par t - t imeTrustee SAWAMURA Satoshi Par t - t imeTrustee SEIKE Kunitoshi Par t - t imeTrustee TAKAGI Motaichi Par t - t imeTrustee NUNOGAKI Yutaka Par t - t imeTrustee MURAKAMI Kenji Pa r t - t imeTrustee YAMANAKA Makoto Par t - t imeTrustee WAKEBAYASHI Yasuhiro Par t - t ime

Position NameFull-Time or Part-Time

Trustee KUNIHIRO Toshifumi Par t - t imeTrustee （Vice President of Ritsumeikan Asia Pacific University）KAMIKO Akio Fu l l - t imeTrustee （Dean, Ritsumeikan University College of Law）TAKEHAMA Osamu Ful l - t imeTrustee （Dean, Ritsumeikan University College of Economics）MATSUMOTO Akira Fu l l - t imeTrustee （Dean, Ritsumeikan University College of Business Administration） IKEDA Shin Fu l l - t imeTrustee （Dean, Ritsumeikan University College of Social Sciences）ARUGA Ikutoshi Fu l l - t imeTrustee （Dean, Ritsumeikan University College of Letters）FUJIMAKI Masami Fu l l - t imeTrustee （Dean, Ritsumeikan University College of Science and Engineering）KASAHARA Kenichi Fu l l - t imeTrustee （Dean, Ritsumeikan University College of International Relations）MUN GyongSu Fu l l - t imeTrustee （Dean, Ritsumeikan University College of Policy Science）SHIGEMORI Tamihiro Fu l l - t imeTrustee （Dean, Ritsumeikan University College of Information Science and Engineering） NAKATANI Yoshio Fu l l - t ime

Trustee （Dean, Ritsumeikan University College of Image Arts and Sciences） SHINADA Takashi Fu l l - t imeTrustee （Dean, Ritsumeikan University College of Pharmaceutical Sciences） IMAMURA Nobutaka Fu l l - t imeTrustee （Dean, Ritsumeikan University College of Life Sciences）SATOMI Jun Ful l - t imeTrustee （Dean, Ritsumeikan University College of Sport and Health Science） TABATA Izumi Fu l l - t imeTrustee （Dean, Ritsumeikan Asia Pacific University College of Asia Pacific Studies） PISHVA,Davar Fu l l - t ime

Trustee （Dean, Ritsumeikan Asia Pacific University College of International Management） YOKOYAMA Kenji Fu l l - t ime

Auditor UEDA Kan Ful l - t imeAuditor OZAKI Takanori Par t - t imeAuditor TODA Yuichiro Par t - t ime

Fixed number of Executives: 40 Trustees, 3 Auditors

List of Trustees and Auditors *Trustees serve concurrently as Trust Councilors1

（Unit: Number of persons）Trust

HeadquartersRitsumeikan

UniversityRitsumeikan Asia Pacific University

RitsumeikanJr./Sr. HS

RitsumeikanUji Jr./Sr. HS

RitsumeikanKeisho Jr./Sr. HS

RitsumeikanMoriyama Jr./Sr. HS

RitsumeikanPrimary School

Total

FacultyF u l l - t i m e 0 1,267 175 124 129 100 98 58 1,951 Pa r t - t ime 0 1,831 88 48 38 40 27 13 2,085

StaffF u l l - t i m e 38 1,101 204 22 25 15 14 6 1,425 Pa r t - t ime 0 2,512 999 2 4 2 2 2 3,523

TotalF u l l - t i m e 38 2,368 379 146 154 115 112 64 3,376 Pa r t - t ime 0 4,343 1,087 50 42 42 29 15 5,608

Faculty and Staff （As of May 1, 2014）3

Position NameCouncilor （Chairman）（External） MATSUI Izuhiko

Councilor （External） ARAKI Sachihiko

Councilor （External） ISHII Toshihiro

Councilor （External） OTA Akihiro

Councilor （External） OKANO Masumi

Councilor （External） KASEI Tadashi

Councilor （External） KADOKAWA Daisaku

Councilor （External） KUDO Yasutaka

Councilor （External） SAITO Osamu

Councilor （External） SAITO Shigeru

Councilor （External） SAKAMOTO Kazuichi

Councilor （External） SATAKE Rikifusa

Councilor （External） SATO Yumiko

Councilor （External） SHIMOMURA Haruo

Councilor （External） SHINGU Kaoru

Councilor （External） SHINTATE Toshimi

Councilor （External） TAKAHASHI Takuji

Councilor （External） TANAKA Tsuneshichi

Councilor （External） TOKI Kenzo

Councilor （External） NARUSE Tadashi

Position NameCouncilor （External） NISHIMURA Yoshiyuki

Councilor （External） HAYASHI Yukio

Councilor （External） MAEDA Keiko

Councilor （External） MIKI Itsuro

Councilor （External） MURAOKA Osamu

Councilor （External） CASSIM, Monte

Councilor （External） YAMASHITA Akimasa

Councilor （External） YOSHIDA Seitaka

Councilor （Internal） ASANO Akito

Councilor （Internal） ISHII Hidenori

Councilor （Internal） ITAKI Masahiko

Councilor （Internal） ICHIKAWA Nobuhiro

Councilor （Internal） UKITA Kyoko

Councilor （Internal） OTA Takeshi

Councilor （Internal） OTAKE Toshitsugu

Councilor （Internal） OKA Junya

Councilor （Internal） OKAMOTO Naoki

Councilor （Internal） OGURA Takeshi

Councilor （Internal） KAMEI Katsuari

Councilor （Internal） KIDA Naruya

Position NameCouncilor （Internal） KITANO Keisuke

Councilor （Internal） KOHARA Takaharu

Councilor （Internal） ZHOU Weisheng

Councilor （Internal） TANAKA Satoshi

Councilor （Internal） TABATA Akio

Councilor （Internal） FOX, Charles Edward

Councilor （Internal） TSUKUMA Yoshimasa

Councilor （Internal） TOBINO Katsumi

Councilor （Internal） NAKANISHI Issei

Councilor （Internal） NAGANO Seido

Councilor （Internal） NARIYAMA Haruhiko

Councilor （Internal） NISHIKAWA Yukio

Councilor （Internal） HIGASHI Yoshie

Councilor （Internal） HOSONO Yukiko

Councilor （Internal） MATSUMOTO Katsumi

Councilor （Internal） MURAKAMI Takeshi

Councilor （Internal） YAMAI Toshiaki

Councilor （Internal） YAMAMOTO Kohei

Councilor （Internal） LI Yan

Fixed number of Councilors: 99 (including 40 Trustees)

List of Trust Councilors *Trustees omitted2（As of March 31, 2015）

（As of March 31, 2015）

98



In today's knowledge-based society, which requires advanced

theories and technologies and the ability to make creative

discoveries, universities are expected to play numerous roles as

the final educational institutions that students attend before

entering the real world.

One of those roles is the cultivation of global human resources.

In accordance with the spirit of the Ritsumeikan Charter, the

Academy Vision and the motto of 'Creating a Future Beyond

Borders', we have been promoting the R2020 Plan (mid-term

plan) since AY2011. In this Plan, we describe the students that

Ritsumeikan University strives to develop as students who "can

act decisively with a social mindset as they coexist with others

in a global society". Underpinning this ideal is the plan entitled

"Bridging the World and Asia: Human Development to

Collaborate across Cultures and Contribute Globally to Asian

Communities", which was selected in AY2014 for the Top

Global University Project. Under this plan, we are working out

the details of various initiatives, including an undergraduate

dual degree program with Australian National University.

The centerpiece of the R2020 Plan is the improvement of the

quality of education and research. To achieve this, we have

engaged in campus development, and we have held discussions

aimed at creating the Ritsumeikan Model of Learning in an

effort to cultivate students equipped with comprehensive

human skills through both curricular and extracurricular

activities.

Learning Commons are important for developing richness in

learning. Students, faculty and staff must congregate on our

campuses and intellectually stimulate each other by way of

communication and peer learning. We will create a diverse

array of communities and Learning Commons as we undertake

initiatives aimed at creating new values.

The following is a summary of the activities we undertook in

AY2014. In AY2015, we commenced new endeavors on the

Osaka Ibaraki Campus under the three-pronged academic

concept of 'Gateway to Asia', 'Co-creation' and 'Regional

Cooperation'.

We request the continued cooperation and support of all of our

stakeholders going forward.　

President of Ritsumeikan University

YOSHIDA, Mikio

Greeting from the President of Ritsumeikan University

1 Initiatives toward Learner-Centered Education

In AY2014, we continued undertaking academic improvements from the previous year in an effort to achieve our major goal of improving the quality of our education. The main action we took was the revision of existing Academic Reform Guidelines into new Academic Affairs Guidelines in light of improvements to educational conditions in recent years. We reorganized the items contained in the comprehensive review of academic affairs, the academic affairs policy for the upcoming academic year and the Self-Assessment Report based on these Guidelines, and we took measures to ensure that the verification of annual improvements and the setting of new issues would be made visible and shared on a university-wide basis.

To examine new kinds of learning that make the most of Ritsumeikan University's unique features, we established the Ritsumeikan Model for Learning Development Committee, which deliberated international education, academic calendars and other new learning systems as well as the digitization of education and learning support measures.

To support these reforms, we have continued promoting faculty organization development and striving to improve educational conditions.

Amid a nationwide decline in the number of students advancing graduate schools, we continue to struggle in recruiting graduate students to the Academy. We established a university-wide committee to examine reforms to graduate school academics, which has commenced discussions, and on the extracurricular front, we are working to strengthen career development support for graduate students. On the Kinugasa Campus, we completed construction on the new Kyuronkan Hall, a building housing shared research rooms for graduate students, and made other facility improvements concurrent with the establishment of a Graduate Student Commons.

2 Initiatives to Promote Globalization

Continuing from the Project for Establishing University Network for Internationalization （G30; AY2009-AY2013）, we were selected for Type B （Global Traction Type） funding under the Top Global University Project （SGU）. The total number of students sent overseas, a common indicator of globalization for both of these programs, was 1,700 (1,609 undergraduate and 91 graduate students), which represented a 5% increase year-on-year. In addition, regular international student intake reached 810 undergraduate and 598 graduate students, which was 36 less than the previous year. We accepted 859 non-regular international students, bringing the total intake to 2,267, or 25 more than last year.

In the G30 follow-up evaluation, we were given a grade of “A”, which means goals were more or less achieved. The SGU is a 10-year project, and in AY2014 we moved ahead with detailed discussions on i） a dual degree program with Australian National University, ii） an East Asian Global Leaders Program, in which students from the three countries of East Asia will study together, iii） a Foundation Course that makes use of different academic calendars to provide international students with pre-enrollment education, and iv） joint degrees with foreign universities.

3 Major Initiatives of the Colleges, Graduate Schools and Academic Centers

In the College of Policy Science, we implemented anticipatory curriculum reforms ahead of the opening of the Osaka Ibaraki Campus （OIC） in AY2015. In the College of Pharmaceutical Sciences, we filed an application with MEXT for the new four-year Department of Pharmaceutical Sciences and prepared for its opening in AY2015. We also pushed forward with preparations on our application for the College of Comprehensive Psychology, which will open at OIC in AY2016. In the College of Image Arts and Sciences, the curriculum reforms will go into effect in AY2015.

We continue to actively expand upon our internationalization efforts. On the heels of subsidies received by the College of Policy Science in AY2013, the College of Science and Engineering was selected for MEXT's AY2014 Re-Inventing Japan Project for its project entitled "International Industry-Academic Collaborative PBL for Developing Leading Engineers Bridging Japan and South Asia with Distinct Culture and Diversity". Similarly, the College and Graduate School of Engineering's Program for the Cultivation of Innovation Architects was selected for the AY2014 MEXT Enhancing Development of Global Entrepreneurs （EDGE） Program. With these awards and those received previously, we are actively engaged in global human resources development.

We made academic preparations in advance of OIC's opening in AY2015.

At the graduate level, we opened the new Graduate School of Pharmacy in AY2014. Furthermore, the Graduate School of Policy Science, Graduate School of Sport and Health Science, Graduate School of Science and Engineering, the Graduate School of Information Science and Engineering and the Law School all implemented curriculum reforms.

Ⅱ. Overview of Operations

1. Ritsumeikan University （RU） Master Plan

1110



4 Research Initiatives

This being the fourth year of the second Mid-Term Plan for Research Advancement （AY2011-AY2015）, a range of initiatives were undertaken in an effort to achieve the three basic objectives outline in the plan.

（１）Establish Ritsumeikan as a top-ranking Japanese university in terms of research capacity and build world-class research centers

①Grant-in-Aid track record

To improve Ritsumeikan's research competitiveness, we have undertaken initiatives to increase the number of successful Grant-In-Aid for Scientific Research Subsidy （"Grant-in-Aid"） applications and the amount of aid awarded, and we have striven to promote basic scientific research. As a result, 490 Grant-in-Aid applications were accepted in AY2014 for a total of ¥1,138.02 million placing us in the top three for the amount of grants received. Furthermore, in terms of the total number of new grants over the past five years, we ranked first in the nation in the fields of Human Geography, Management, and Sociology.

②Promote the R-GIRO Research Program for Hub Formation

In AY2012, we launched the R-GIRO Research Program for Hub Formation which aims to achieve distinctive, Ritsumeikan-esque research centers by creating new academic fields through the interdisciplinary fusion of the natural sciences and the humanities and by creating hubs therefore̶an absolute must for becoming a research university. In AY2014, we implemented nine projects under the auspices of R-GIRO.

（２）Foster a research culture that allows researchers to devote themselves to research and create a supportive environment for research

①Improve and enhance Academic Development Leave

In an effort to secure time when faculty members can concentrate on their research and use their research outcomes to advance our academics and promote our academic research, we enhanced and improved the Academic Development Leave System. In particular, we improved the usage of the system by increasing research allowances, allowing short-term usage, and creating new quota for young researchers and work-life balance.

②Establish the OIC research promotion framework

We outlined a research promotion system for Osaka Ibaraki Campus （OIC） based on the work of the Research Subcommittee of the OIC Preparatory Committee and the OIC Research Organization Preparatory Committee. More specifically, along with the establishment of the OIC Research Organization, we proposed opening a research center deemed suitable for OIC in light of the concept and research fields to be handled by the OIC Research Organization and linkages to the undergraduate and graduate academics to be undertaken at OIC. In addition, by holding regular meetings of Research Organization directors and devising interdisciplinary research projects, we proposed to actively promote collaboration to solidify the cooperative relationship between the OIC Research Organization and research organizations on other campuses. Furthermore, we established the OIC Research Office to serve as the secretariat for research promotion.

（３）Give "the fruits of research" back to society through industry-academia-government collaboration and regional cooperation

①Selection for COI

We are proactively promoting industry-academia collaboration at Ritsumeikan University, and initiatives include large-scale projects with research teams formed under the auspices of the research centers and the R-GIRO Research Program. As a result, one of the two research hubs selected as COI Trial Sites under MEXT's Center of Innovation Science and Technology-based Radical Innovation and Entrepreneurship Program （COI STREAM） in AY2013 was elevated to a full-fledged Center of Innovation. We were the first private university in the Kansai region to have ever been selected for this subsidy.

②Number one in commissioned research

According to a MEXT survey entitled "Status of Industry-Academia Collaboration at Universities, etc.", Ritsumeikan University ranked number one in Japan for the number of commissioned research projects from private companies in AY2012 （235 projects） and number two in AY2013 （242 projects）.

5 Student Support Initiatives

In terms of financial aid, we disbursed academic support scholarships to all students with annual household incomes of less than ¥3.29 million. However, despite the difficult economic situation of some guardians, the award rate for families with annual incomes under ¥4 million fell for the third straight year （to 89.2%）, which brings to light the structural limitations of this scholarship system. With regard to goal-based scholarships, the number of applicants for the +R

Incentive Scholarship for Individual Students increased significantly （147.5% year-on-year）, and the number of recipients of the Learning Community Development Subsidy for Groups has been rising for the past three years （AY2012: 68 → AY2014: 75）. Financial aid and scholarships like these not only enable students to pursue their studies with peace of mind, they also help to promote a structural shift in learning that transcends the borders of on and off-campus and curricular and extracurricular learning for both individuals and groups.

Furthermore, to strengthen assistance for a wide range of students with learning difficulties, focusing primarily on students with developmental disorders, we worked with the Colleges and other academic bodies to continue accumulating cases and to clarify a basic policy for self-understanding promotion efforts, group confidentiality and reasonable accommodations. We also enhanced training and support systems for student facilitators and mentors as we strived to improve the quality of peer support.

In terms of job placement support, we shared issues among the Colleges and Graduate Schools via the university-wide Career and Job Placement Committee, working group meetings and discussion meetings, and we promoted our career development and job placement support initiatives.

Since advancement and job placement support for March 2016 graduates will need to be adjusted in response to the delayed job hunting and recruitment period, we proactively collected information from companies and organizations and provided it to students, parents and faculty members. We also discussed and elaborated upon advancement and job placement support frameworks in line with the shift to a tri-campus organization upon the opening of the Osaka Ibaraki Campus in April 2015.

Looking at our job placement track record, the number of students securing jobs in the private sector remained robust, so we expect increases in the university's job placement and advancement rates. As for results from the "three key difficult examinations”, the total number of students who passed the career-track examination for national public servants was 28, or eight higher than the previous year （Rank: 17th in Japan （same as last year）. Concurrent with a 239-person drop in the nationwide number of students who passed the bar examination （for a total of 1,810 passing examinees）, the number of our students who passed the examination fell from 40 to 33; however, our nationwide rank in the number of passing students remained 13th, and we posted the best results out of the four major private universities in the Kansai region. Twenty-nine of our students passed the Japanese certified public accountant examination, or three more than last year, and our nationwide rank rose from 10th to 6th.

6 Admissions Policy Initiatives

Continuing from the previous academic year, three main types of general entrance examinations were held for AY2015: original university examinations, examinations held concurrently with National Center examinations, and National Center examinations. This year, in line with the changes to the high school curriculum （i.e., National Curriculum Standards）, we created shared questions that corresponded to both the new and old curricula, and we implemented entrance examinations so they were not confusing to examinees.

The number of applicants on general entrance examinations increased due to the opening of Osaka Ibaraki Campus and the establishment of the new Department of Pharmaceutical Sciences in the College of Pharmaceutical Sciences. The total number of applicants reached 87,668 or 100.8% of last year's applicant numbers, marking the first time in 13 years that applicant numbers increased for two consecutive years. Looking at examination types, our original university examinations attracted 56,954 applicants, or 104.1% of last year's number.

7 Campus Improvement Initiatives

To improve the quality of education and research, which is the objective of the R2020 Plan, we are currently undertaking campus development initiatives on Kinugasa Campus （KIC） and Biwako-Kusatsu Campus （BKC） in line with the opening of the new Osaka Ibaraki Campus （OIC）.Construction on OIC concluded in February 2015, and the campus opened in April. Meanwhile, construction on buildings for the new College of Psychology has commenced at OIC （and is slated for completion before the end of AY2015）.At KIC, the construction of Kyuronkan Hall, a graduate school academic facility, concluded in February 2015. Construction of the Hirai Kaichiro Memorial Library （i.e., the new library）, began in AY2013 and is slated for completion in December 2015. Work began in December 2014 on a new international education dormitory located near KIC （which is slated for completion in September 2015）.At BKC, construction of BioLink, a new science and engineering building, concluded in February 2015.

1312


（Unit: Number of persons）

College DepartmentEnrollment

CapacityTransfer Capacity

Number of Enrollees

Intake Capacity

Current Enrollment

Remarks

College of Law Department of Law 790 － 1,014 3,160 3,791

Total 790 － 1,014 3,160 3,791

College of Economics Department of Economics 535 － 598 2,140 2,391

Department of International Economics 200 － 257 800 956

Total 735 － 855 2,940 3,347

College of Business Administration

Department of Business Administration 610 － 694 2,440 2,819

Department of International Business Administration 150 － 179 600 739

Total 760 － 873 3,040 3,558

College of Social Sciences Department of Contemporary Sociology 900 － 969 3,600 4,070

Total 900 － 969 3,600 4,070

College of Letters Department of Humanities 1,105 － 1,172 4,417 4,993 Changed enrollment capacity in AY 2012 （1,102→1,105）

Total 1,105 － 1,172 4,417 4,993

College of Science and Engineering

Department of Applied Chemistry －－－－ 2 Student recruitment suspended in April 2008

Department of Electrical and Electronic Engineering 142 12 148 534 576 Changed enrollment capacity in AY 2012 （94→142）

Department of Mechanical Engineering 160 10 178 591 634 Changed enrollment capacity in AY 2012 （99→160）

Department of Civil Engineering 84 2 86 340 408

Department of Chemical and Biological Engineering －－－－ 2 Student recruitment suspended in April 2008

Department of Environmental Systems Engineering 69 2 68 280 318

Department of Photonics －－－ 81 107 Student recruitment suspended in April 2012

Department of Robotics 83 6 95 336 403 Changed enrollment capacity in AY 2012 （79→83）

Department of Mathematical Sciences 90 － 86 360 385

Department of Physical Sciences 80 － 74 320 349

Department of VLSI System Design* －－－ 76 109

Department of Electronic and Computer Engineering 94 8 108 290 291 Changed enrollment capacity in AY 2012 （74→94）

Department of Micro System Technology －－－ 76 129 Student recruitment suspended in April 2012

Department of Architecture and Urban Design 70 16 93 312 355 Revised 3rd-year transfer capacity in AY 2012 （0→16）

Total 872 56 936 3,596 4,068

College of International Relations Department of International Relations 305 － 295 1,214 1,407 Changed enrollment capacity in AY 2013 （302→305）

Total 305 － 295 1,214 1,407

College of Policy Science Department of Policy Science 360 － 377 1,440 1,644

Total 360 － 377 1,440 1,644

College of Information Science and Engineering

Department of Computer Science 110 － 114 440 487

Department of Information and Communication Science 110 － 114 440 499

Department of Media Technology 110 － 115 440 517

Department of Human and Computer Intelligence 110 － 115 440 506

Total 440 － 458 1,760 2,009

College of Image Arts and Sciences Department of Image Arts and Sciences 150 － 164 600 683

Total 150 － 164 600 683

College of Pharmaceutical Sciences Department of Pharmacy 100 － 99 600 641

Total 100 － 99 600 641

College of Life Sciences Department of Applied Chemistry 80 － 101 320 385

Department of Biotechnology 80 － 76 320 346

Department of Bioinformatics 60 － 77 240 281

Department of Biomedical Sciences 60 － 57 240 267

Total 280 － 311 1,120 1,279

College of Sport and Health Science Department of Sport and Health Science 220 － 236 880 959

Total 220 － 236 880 959

Total 7,017 56 7,759 28,367 32,449

*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.


1 Undergraduate Colleges （As of May 1, 2014）

8 Initiatives in Preparation for Opening the New Osaka Ibaraki Campus

Aiming to open Osaka Ibaraki Campus （OIC） in April 2015, the following subcommittees under the OIC Preparatory Committee engaged in several robust discussions throughout the 2014 academic year: Learning Support and Learning Commons; Graduate School Infrastructure; Research; Library; Student Affairs; Commemorative Opening Events; Social Outreach; and Administration. Reflecting on these discussions, we prepared to opened OIC and implement the three campus concepts of 'Gateway to Asia', 'Co-creation' and 'Regional Cooperation' by concluding campus construction and equipment installation in AY2014. Relocation concluded in March 2015, and we held the Osaka Ibaraki Campus Dedication Ceremony and Tour on March 29. With approximately 8% of the floor area of OIC dedicated to Learning Commons and the installation of rearrangeable classrooms that encourage active learning, we have created new learning environments. In addition to the concept of a university as a place where students learn, we placed the focus of OIC on the community and created an open, borderless campus engaged with the region, thereby enabling citizens to learn at the university and university students to learn in the community. In AY2014, we implemented and achieved our initial goals for a range of exploratory projects to encourage student-citizen collaboration, including the Community Library and restaurant, the opening of a Chamber of Commerce office to serve as a hub for industry-academia collaboration, and the Satoyama Project and Gardening Project̶two projects conducted in cooperation with local residents. On this campus, through interactions with a diverse array of people and the creation of new values, the conditions are ripe "to change how people view a university".

9 Developing a Community-Supported University

In relation to the Kyoto Tomorrow Cultural Asset Platform, a project aimed at preserving Kyoto's cultural assets for future generations, a meeting of the Kyoto Cultural Asset Network Council was held to strengthen ties with the owners of cultural assets and research activities were conducted. As for the Kyoto Community Museum Historic Corridor Project, a framework was developed to allow Advisory Volunteers support student research under the supervision of faculty members.

The Kyoto Museum for World Peace began discussing its Stage Three Plan in light of the 70th anniversary of the end of World War II. It also held bus tours and gave museum tours to freshmen to strengthen ties with undergraduate education. The number of visitors for AY2014 was 45,769 bringing total admissions since opening to 936,621.

The 2014 All Ritsumeikan Alumni Association Conference was held in Okayama, and 1,300 attended the general meeting and reception. An academic lecture open to the public was held to coincide with the conference and attracted 1,600 participants. The Alumni Association carried out activities for its Future Leaders Fund, a fund established in October 2012 to provide assistance to current students and the university, and raised ¥53 million by the end of the 2014 academic year.

In addition to its ongoing initiatives, including its academic lecture series, the Parents Association for Student Education Assistance sold 100-yen breakfast sets to promote healthy lifestyles among students. Cumulatively, 100,000 students had the breakfast sets, so this event was not only popular amoung them, but also it gained nationwide recognition. This year's Open College, an effort to invite parents to the school festival, brought more than 2,000 parents to KIC and BKC. This also received high praise from the students.

10 University Evaluation Initiatives

As usual, the self-assessment that we conduct every academic year has been summarized in a report and published on the homepage.

Since AY2013, we have been conducting external evaluations for each area of expertise. In AY2014, evaluations were conducted in the three Colleges （Law; Economics; and Information Science and Engineering） and four Graduate Schools (Law; Economics; Information Science and Engineering; and Management). These were invaluable opportunities to exchange opinions with an eye on future academic improvements.

In addition to this external evaluation, the Graduate School of Management also prepared for the Japan University Accreditation Association's certified evaluation for professional business schools that it is scheduled to undergo next academic year.

Ritsumeikan University Enrollment Figures

1514



Graduate School ProgramEnrollment

CapacityEnrollee Numbers

Intake Capacity

Current Remarks

Graduate School of Law Master's Program 60 23 120 56

Doctoral Program 10 1 30 9

Total 70 24 150 65

Graduate School of Economics Master's Program 50 16 100 71


Total 55 18 115 80

Graduate School of Business Administration Master's Program 60 22 120 49


Total 75 26 165 68

Graduate School of Sociology Master's Program 60 23 120 45


Total 75 37 165 101

Graduate School of Letters Master's Program 105 55 210 117


Total 140 73 315 197

Graduate School of Science and Engineering Master's Program 450 314 900 691

Doctoral Program 40 10 120 88 Changed enrollment capacity in AY 2012 （75→40）

Five-Year Doctoral Program －－－ 1 Student recruitment suspended in April 2007

Total 490 324 1,020 780

Graduate School of International Relations Master's Program 60 24 120 73


Total 70 30 150 109

Graduate School of Policy Science Master's Program 40 6 80 28


Total 55 10 125 50

Graduate School of Science for Human Services Master's Program 60 41 120 82

Total 60 41 120 82

Graduate School of Core Ethics and Frontier Sciences Five-Year Doctoral Program 30 18 150 143

Total 30 18 150 143

Graduate School of Language Education and Information Science Master's Program 60 33 120 86

Total 60 33 120 86

School of Law Professional Degree Program 100 42 360 146

Total 100 42 360 146

Graduate School of Technology Management Master's Program 70 24 140 81


Total 75 26 155 110

Graduate School of Management Professional Degree Program 100 42 200 75

Total 100 42 200 75

Graduate School of Public Policy Master's Program 60 22 120 53

Total 60 22 120 53

Graduate School of Sport and Health Science Master's Program 25 25 50 41

Doctoral Program 8 9 24 28 Established in April 2012

Total 33 34 74 69

Graduate School of Image Arts Master's Program 10 6 20 10

Total 10 6 20 10

Graduate School of Information Science and Engineering Master's Program 200 113 400 306


Total 215 115 445 328

Graduate School of Life Sciences Master's Program 150 112 300 206


Total 165 116 345 225

Graduate School of Pharmacy Four-Year Doctoral Program 3 2 3 2 Established in April 2014

Total 3 2 3 2

Master's Program Total 1,520 859 3,040 1,995

Doctoral Program Total 188 76 564 417

Five-Year Doctoral Program Total 30 18 150 144

Four-Year Doctoral Program Total 3 2 3 2

Professional Degree Program Total 200 84 560 221

Total 1,941 1,039 4,317 2,779

*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.


2 Graduate Schools （As of May 1, 2014）

President of Ritsumeikan Asia Pacific University

KORENAGA, Shun

Greeting from the President of Ritsumeikan Asia Pacific University

On April 1st, 2000, Ritsumeikan Asia Pacific University （APU）̶

Japan's first truly international university̶was founded on a

vision of freedom, peace and humanity, international mutual

understanding, and the future shape of the Asia Pacific region

through the cooperation of the people of Beppu City and Oita

Prefecture, together with many others both within and outside

Japan.

Including non-degree students, 2,659 international students

from 75 countries and regions and 3,137 domestic students

currently study at APU.

Last September, APU was selected by MEXT for the Top Global

University Project （Type B: Global Traction Type）. The concept

upon which APU is based is exceedingly rare, and we have

spearheaded the effort to globalize Japanese higher education

for the past 15 years based on the philosophy that diversity

breeds creativity. We believe this is why we were selected for

this subsidy. Over the next 10 years, we aim to realize Global

Learning, a new style of learning that takes full advantage of

our world-class multicultural and multilingual environment. By

expanding on the educational systems we have developed to

date, including dual language education, we plan to assess the

effectiveness of our education and enhance its international

compatibility.

Together with our students, faculty, staff, alumni and other

stakeholders, APU formulated the APU2030 Vision （i.e., a vision

of what APU will be like and of what we want APU to be like in

2030） and Pillars of the APU2020 Second Half Plan （i.e., an

action plan for AY2015～AY2020 aimed at realizing the

APU2030 Vision） in AY2014. The APU2030 Vision boldly

proclaims that "APU graduates possess the power to change

our world" before declaring that they will "pursue freedom and

peace with a deep respect for human dignity" [and] that "by

acting for the sake of both individuals and society, they can

change the world".

We believe that APU will remain a university that contributes to

creating the future, so, instead of resting on our laurels, we will

endeavor to implement the APU2030 Vision and further

develop Global Learning, and we will continue nurturing

talented human resources who will contribute to creating the

future of the Asia Pacific.

1 Initiatives in Education

One of the pillars of the APU2020 Second Half Plan is the new concept of Global Learning.

APU has steadily implemented curriculum reforms concurrent with the academic reforms enacted in AY2011 in an effort to produce and send forth talent who can succeed in the global society.

With an eye on the next round of academic reforms, the College of Asia Pacific Studies （APS） has held several faculty retreats to discuss issues including learning outcomes, assessment, rubrics and the like.

Meanwhile, the College of International Management （APM） and the Graduate School of Management （GSM） have worked to improve assurance of learning （AOL） as part of the process to obtain accreditation from AACSB. APM and GSM also hosted the annual conference of the Association of Asia Pacific Business Schools （AAPBS）, which celebrated its 10th anniversary in 2014. The meeting attracted 150 deans and other representatives from some of the world's best business schools.

2. Ritsumeikan Asia Pacific University （APU） Master Plan

1716



In terms of student mobility policy, APU implemented its Freshman Intercultural Relations Study Trip （FIRST） and conducted trips to Korea for domestic students and trips within Kyushu for international students. Also, thanks to efforts to strengthen TOEFL courses and add new programs, the number of students who participated on exchange programs reached a record high 77. We also improved various other overseas programs as part of our efforts under the Re-Inventing Japan Project and the Project for the Promotion of Global Human Resources Development.

At the graduate level, we adopted a new curriculum in AY2014 that we have been steadily implementing ever since.

2 Research Initiatives

Aiming to create a hub for the highly distinctive field of Asia Pacific Studies, APU administered a range of research subsidies, and having its research centers actively engage in research activities. In AY2014, the International Association for Asia Pacific Studies （IAAPS） co-hosted its fifth annual meeting with the government of Korea which was held in Incheon, Korea. The meeting attracted a record high of 150 participants.

APU received 29 Grant-In-Aid for Scientific Research Subsidies （including subsidies continuing from previous years）totaling ¥54.9 million （including indirect expenses）. We also ranked 10th in the number of new subsidies awarded for the field of International Relations.

3 Student Support Initiatives

We strived to raise the quality of the multicultural exchange policies that contribute to the learning and growth of APU students. In particular, we worked to increase the number of participants in various events, including Multicultural Weeks, Multicultural Camp, extracurricular activities, and regional exchange activities. In AP House, the student dormitory and international exchange hub, training programs were held for Resident Assistants （RA） and several events, including a peace exchange program, the World Festival （i.e., dorm festival） and field trips, were held in an effort to enhance AP House's standing as an international education dormitory.

We also enhanced the student counseling framework by appointing a full-time counselor to the Counseling Room.

Aiming to further enhance students' career development awareness, we implement ongoing career education measures commencing from the freshman year. In AY2014, we held a new event called Career Planning Week. APU has tied together these kinds of initiatives to achieve a 94.2% job placement rate for domestic students and an 86.0% rate for international students.

4 Admissions Policy Initiatives

Amid intensifying competition for international students, stepped up recruitment activities and an uptick in applicant numbers from ASEAN nations resulted in 1,373 applications from international students for our undergraduate programs (total for the fall of 2014 and the spring of 2015). We successfully fulfilled our recruitment quotas for both the fall of 2014 and the spring of 2015 by admitting 478 and 246 international students, respectively.

Domestic student intake remained robust given our improving reputation amid the increasing demand for global human resources from Japanese companies.

We revised some of our entrance examination types for AY2015 in order to secure students with whom APU's basic ideals and multicultural campus strike a chord.

5 Internationalizing and Advancing Networks

Since APU has become a model of how to internationalize education, research and administration for other Japanese universities, we have received numerous visitors, including former Prime Minister FUKUDA Yasuo, former United Nations Undersecretary AKASHI Yasushi, Asian Development Bank President NAKAO Takehiko, Mitsubishi Research Institute Chairman （and University of Tokyo President Emeritus） KOMIYAMA Hiroshi, as well as other government officials, foreign Ambassadors stationed in Japan and corporate executives, and we have promoted exchange with them in a wide range of fields. We also expanded opportunities to receive advice from the Advisory Committee （AC）. Another pillar of the APU2020 Second Half Plan is the myriad partnerships with our globally-active alumni.

To respond to the needs of companies that want to bolster their global human resources development initiatives, we operate the Global Competency Enhancement Program （GCEP）, which makes use of our multicultural and multilingual environment. In AY2014, 11 companies, including NEC Corporation and Sankyu Inc., sent 11 employees to receive training on the GCEP. In addition to the GCEP, we also held a Japanese language training program for employees of the Asian regional branches of the Bank of Tokyo-Mitsubishi UFJ and a three-day training session for local hires and Japanese employees of Mitsubishi UFJ Lease & Finance. In this way, we have developed a wide range of training programs for corporate partners.

6 University Evaluation Initiatives

In preparation for our next university accreditation screening by the Japan University Accreditation Association （JUAA） in AY2015, we created the AY2014 Self-Assessment Report and submitted it to JUAA.

Meanwhile, APM and GSM made steady progress towards obtaining accreditation from AACSB, an international business school accreditation agency.

We also steadily implemented institutional research （IR） activities to provide support for university administration.

1918



1 Undergraduate Colleges（Unit: Number of persons）

College Department Enrollment Capacity

Second-YearTransfer Capacity

Third-YearTransfer Capacity

EnrolleeNumbers

Intake Capacity Current Remarks

College of Asia Pacific Studies

Department of Asia Pacific Studies

600 12 18 696 2,490 2,786 Changed enrollment capacity in AY 2011 （643→618）

Changed enrollment capacity in AY 2012 （618→600）

Revised 2rd-year transfer capacity in AY 2012 （4→12）

Total 600 12 18 696 2,490 2,786

College of International Management

Department of International Management

600 22 31 701 2,543 2,731 Changed enrollment capacity in AY 2011 （590→615）

Changed enrollment capacity in AY 2012 （615→600）

Revised 2rd-year transfer capacity in AY 2012 （6→22）

Total 600 22 31 701 2,543 2,731

Total 1,200 34 49 1,397 5,033 5,517

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

2 Graduate Schools（Unit: Number of persons）

Graduate School Program Enrollment Capacity

Enrollee Numbers


Graduate School of Asia Pacific Studies Master's Program 60 41 120 84


Total 70 50 150 118

Graduate School of Management Master’s Program 40 34 80 49

Total 40 34 80 49

Total 110 84 230 167

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

1 Initiatives toward Developing Academic Ability

The affiliated schools pursued the Ritsumeikan Model for Learning in an effort to solidify the fundamental academic ability of our students, to leverage each school's characteristics to provide students with the academic skills that will allow them to study at the university level, and to help cultivate global human resources. In providing education, such as active learning, that piques students' interests and encourages more autonomy, we also promoted efforts to advance ICT education. At Ritsumeikan Moriyama Junior and Senior High School, important outcomes were achieved in the deployment of Ritsumeikan Intelligent Cyber Space （RICS）. To enhance the quality of our high school-university partnerships, we implemented programs by focusing on i） ways to ensure that both high school and university students could grow together, and ii） the promotion of each affiliated school's unique features. Using the results of an examination to verify fundamental academic ability, each school sought to improve its original remedial education initiatives.

With regard to global human resources development, we focused our energy on creating educational methods that enable students to develop a global perspective in problem solving, while cross-referencing the actual cases from each of the Super Global High School-designated affiliated schools, in addition to efforts to enhance language education. In AY2014, 47 affiliated high school students were accepted by 44 foreign universities （AY2013: 38 students, 32 universities）.One of our top high school-university partnership programs is Advanced Placement （AP）, a program by which students can take university subjects before graduating high school. In AY2014, 181 students from the three affiliated schools in the Kyoto-Shiga area took AP subjects.

2 Educational Program Initiatives

Following on the heels of Ritsumeikan Senior High School and Ritsumeikan Uji Senior High School, Ritsumeikan Keisho Senior High School was designated as a Super Global High School （SGH） in AY2015. These designations were based on our track record of high school-university partnerships up through AY2014, which includes not only the previous two SGH designations, but also a Super Shokuiku School （SSS） designation for Ritsumeikan Moriyama Junior and Senior High School, Super Science High School （SSH） designations for Ritsumeikan Senior High School, Ritsumeikan Keisho Senior High School and Ritsumeikan Moriyama Senior High School, the designation of Ritsumeikan Senior High School as a Science and Technology Human Resources Development Core School （i.e., an SSH-designated school in charge of international cooperation） in AY2013 as well as IB certification for Ritsumeikan Uji Senior High School.

At Ritsumeikan Uji Senior High School, we offer an integrated subject called Global Leadership Studies as part of the SGH immersion course, and created a foundation upon which students could pursue global topic-based research in English. At Ritsumeikan Moriyama Junior High School, we established the Frontier Science （FS） Course and are already seeing positive outcomes, as evidenced by earning the best standard score in Shiga Prefecture on a mock examination.

3 Multidimensional Assessment

In AY2013, we considered a variety of educational projects based on the results of a survey of Ritsumeikan University and Ritsumeikan Asia Pacific University alumni who had advanced from the affiliated schools. In terms of high school-university partnerships, we promoted educational improvements that take advantage of integrated education, including furthering a discussion on the education required to ensure that students can grow into adults who can perform after graduation. We continued to implement a common Class Evaluation Survey with all the students of affiliated school, incorporated the results into PDCA cycles for teachers and made efforts to improve the lectures. We surveyed guardians and actively disclosed information, including how the results were incorporated into the school evaluation.

Ritsumeikan Asia Pacific University Enrollment Figures （As of November 1, 2014） 3. Master Plan for the Affiliated Schools

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Principal, Ritsumeikan Junior and Senior High School

NARIYAMA, Haruhiko

We completed our relocation in September 2014, and with the opening ceremony and various other events, we successfully presented our stakeholders, students' parents, and local residents with a vision for Ritsumeikan's primary, junior high and high schools.

In addition to the Japan Super Science Fair, an initiative under the SSH Project, which is in the final year of its third term, we held the Rits Super Global Forum as part of our initial year SGH initiatives as well as related overseas training and research projects.

We will continue to implement measures aimed at establishing a 4-4-4 system, by having Ritsumeikan Primary School students study on the Nagaokakyo Campus in two two-week sessions, receive supervision from junior high and high school teachers and study with older students.

The MS Course, which aims to send students to difficult national universities, saw a total of 49 students win acceptance

Greeting from the Principal of Ritsumeikan Junior and Senior High School

Ritsumeikan Junior and Senior High School will celebrate its

100th anniversary in AY2015. In September 2014, concurrent

with the 10th anniversary of Ritsumeikan Primary School, the

school relocated from Fukakusa to Nagaokakyo as part of an

effort to fully deploy the 4-4-4 integrated primary and

secondary education system and to further the development of

global leaders.

Since its first Super Science High School （SSH） designation in

2002, Ritsumeikan Senior High School has been redesignated

twice and has continued to promote a blend of science

education and international education for 13 consecutive years.

In AY2014, 118 students from 18 countries and regions came

for the Japan Super Science Fair （JSSF）. Joint poster sessions in

English served as training for our students to advance science

and technology in cooperation with high school students from

overseas. These activities were highly acclaimed, and in

AY2015, the school was designated as the 4th Core SSH and

redesingated as a Science and Technology Human Resources

Development Core School under the SSH Project. This year's

selection was extremely competitive, limited to just 25 schools

nationwide, and we were the only private school to earn a

designation. In line with the Super Global High School (SGH)

designation earned in AY2014, we are now working to cultivate

global leaders in all fields.

In AY2015, the first cohort of students accepted from

Ritsumeikan Primary School will become third-year high school

students, making this an important year for assessing the

outcomes of our 12-year integrated education system. They

have exhibited their English skills and communication skills in

several international exchange activities, including the JSSF and

the Rits Global Summit held when they were in junior high

school. Going forward, we will take full advantage of the new

Nagaokakyo campus to propose active learning and other next

generation educational models as we aim to develop a global

school that is ahead of its time as part of the Ritsumeikan

integrated education system. In line with this, we will cultivate

talented individuals equipped with advanced academic ability

and human skills who can contribute to the society in the

future. We hope that students who study at this school will one

day become active on the global stage. Going forward, we

kindly request the support and guidance of all of our

stakeholders.

4 Plans for Each Affiliated School

* Please refer to the relevant sections for each affiliated school's plan.

5 Partner School Policy

We renewed our cooperative agreement with Heian Jogakuin-St. Agnes. Prior to the renewal, we summarized overall performance and clarified future issues and objectives. To implement measures to strengthen and advance collaboration between the affiliated schools and Ritsumeikan University and Ritsumeikan Asia Pacific University, regular meetings were held between the universities and each of the schools. Representatives from both sides engaged in a frank exchange of opinions in which they shared a policy direction for future initiatives and moved ahead with measures for assuring academic ability.

3-1. Ritsumeikan Junior and Senior High School

2322



Ritsumeikan jr. / sr. HS Enrollment Figures （As of May 1, 2014）


School Course Enrollment Capacity

Enrollee Numbers


Ritsumeikan Senior High School Full-time general course 360 359 1,080 1,020

Ritsumeikan Junior High School 215 228 645 712

to national universities including Kyoto University （2 students）, Osaka University （6 students）, Hokkaido University （2 students）, the University of Tsukuba （2 students） and Kobe University （8 students）, among others. This includes eight students who were accepted to medical schools at Kyoto Prefectural University of Medicine, Osaka City University and other institutions. Four other students were accepted to medical schools at private universities.

We also recorded several athletic and cultural achievements, including fifth place in the Pan Pacific Championships and a prize-winning entry in the All-Japan High School Calligraphy Competition.

Disaster recovery efforts were led by the junior high school and high school student councils for the fifth consecutive year and included the dispatch of volunteers to the Tohoku region and the broadening of reconstruction assistance through the "Warm Heart" initiative.

In AY2014, Ritsumeikan Uji Junior and Senior High School undertook myriad initiatives in an effort to develop a new model of international integrated junior high-high school education.

Upon earning the Super Global High School designation, we established a Global Leadership Seminar in the IM Course; it is a class in which students research international issues in English. In the IB Course, we significantly increased the number of students advancing to famous foreign universities, including Imperial College London and New York University Abu Dhabi （on a full scholarship）.Starting with second-year high school students, we adopted a system by which students can choose their course （Science or the Arts）, thus allowing them to systematically study in line with their potential paths of advancement, aptitudes and interests. In the Basic Inquiry and Topic-based Research classes, we have recorded excellent achievements in using the merits of the affiliated school to undertake high school-university partnership programs and promote comprehensive, interdisciplinary, exploratory learning. In light of our designation by MEXT as a Pilot School, we initiated several projects including the development of a social studies subject that encourages students to become involved in the community and

Principal, Ritsumeikan Uji Junior and Senior High School

FOX,Charles Edward

Greeting from the Principal of Ritsumeikan Uji Junior and Senior High School

Ritsumeikan Uji Junior and Senior High School celebrated its

20th anniversary in November 2014 （it was also the 50th

anniversary from the founding of our predecessor, Uji Senior

High School）, and we renewed our conviction to the further

advancement of education. We would like to thank all of our

stakeholders for their continued support and cooperation.

Under the four educational pillars of internationalization,

digitization, contribution and all-around excellence, the school

has worked to develop world-class human beings in pursuit of

the 10-faceted student ideal, i.e., students as inquirers,

th inke r s , communica to r s , and r i sk - take r s who a re

knowledgeable, principled, open-minded, caring, balanced, and

reflective.

In AY2009, we received the first International Baccalaureate

Diploma Program （IDDP） certification in the Kansai International

region, and in AY2014, we were designated by MEXT as a

Super Global High School （SGH）. We have earned an excellent

reputation as a leader of international education in the global

era.

We have created an excellent track record in our self-directed

activit ies and sports, an area in which we have been

traditionally strong. The track and field team placed second in

the Women's National Road Race, the baseball team played in

the National High School Baseball Invitational Tournament, the

baton twirling club won a gold medal at the nationals, the

Amer i can footba l l c lub p laced 4th in the nat iona l

championship, and the soccer club took second place in the

Kinki regionals. Moreover, several individual student athletes

have recorded numerous achievements in other areas including

shogi （Japanese chess）, rhythmic gymnastics, skating, abacus

and calligraphy.

In AY2015, we will harness the collective wisdom of all faculty

and staff to further build upon our achievements in education.

Since 2015 marks the 70th anniversary of the end of World

War II, the affiliated schools of Ritsumeikan, rooted in the

educational philosophy of peace and democracy, want to make

this the year which our awareness of international contribution

and history is deepened.

3-2. Ritsumeikan Uji Junior and Senior High School

2524



Principal, Ritsumeikan Keisho Junior and Senior High School

TABATA, Akio

Greeting from the Principal of Ritsumeikan Keisho Junior and Senior High School

We collaborated with Ritsumeikan University and Ritsumeikan Asia Pacific University to implement various lectures, including school subjects such as our distinctive integrated junior high-high school subjects of Justice, Asian Studies, Tourism Development and Entrepreneurship Education, and topic-based research, and we succeeded in sending highly motivated students to both universities.

We also realized achievements in getting students accepted to the most selective universities. Even among the most selective schools, 15 students were accepted, with one accepted to the University of Tokyo, one accepted to Kyoto University, and 13 accepted to medical schools. We also sent two students to Tohoku University, 16 to Hokkaido University, one to the University of Tsukuba and two to the National Defense Academy of Japan.

As for extracurricular activities, the debate club took home top honors in three national competitions̶the 68th Shiio Benkyo Memorial Cup, the 4th Adachi Mineichiro Memorial, and the 29th Annual Debate Contest of the Alliance for the Return of the Northern Territories. Twenty-seven track and field team members went to the high school nationals, and the cheerleading club participated in the Japan Cup Cheerleading Championships. Meanwhile, the brass band took 1st place in the high school division of the Japan Junior High and High School Wind and Percussion Solo Contest and won the Minister of MEXT Prize.

Through student exchange programs, we have developed close ties with our sister schools Anyang Foreign Language High School （South Korea）, Haga High School (Sweden), Lord Botetourt High School （USA） and Gresham High School （USA）. We

Since opening in 1996, Ritsumeikan Keisho Junior and Senior High

School has provided education based on the school goal of

"cultivating globally-viable 18 year-olds".

Always striving to produce students as we remained on the leading

edge of the times, issues and technology, we were designated a

Super Science High School （SSH） in AY2012 and a Super Global

High School （SGH） in AY2015. In AY2015, we will celebrate its

20th anniversary. We intend to show the world that, as Hokkaido's

core school for science and global education, the education that

we, the faculty, staff and students, have worked together to

develop at our school was not misdirected.

We run 70 science projects each year and send students on topic-

based training overseas to eight countries including Ecuador （the

Galapagos Islands）, Germany, Poland and Lithuania. In AY2014,

we successfully held the Ritsumeikan Keisho-Harvard University

Training Program, the first ever in Japan. We hope to foster

students who do not let pride get the best of them but who can

remain poised at the leading edge of the world at all times,

displaying confidence in what they have seen with their own eyes

and felt first hand. We also hope that the students' six years at

school are spent pondering and seeking for answers to the

question of who they are learning and living for.

Our school is home to students who want to attend Ritsumeikan

University or Ritsumeikan Asia Pacific University as well as students

who want attend to foreign universities or highly selective

universities in Japan. All of our students must think about who

they are learning for: they are learning for themselves and for

others. Imbued with this spirit, the “Ritsumeikan of the North” will

continue producing talented students for the world.

a career service learning （CSL） initiative in which first-year high school students contribute to the society while learning career design and social skills.

We now provide all students with tablets from the second year. By enhancing the wireless LAN in the classrooms and building a system to enable the downloading of materials from the school intranet, ICT devices can now be used in any classroom.

In the junior high school, we attempted new events and lectures since learning is grounded in a diversity of experiences. Second-year junior high school students held an exchange session with Ritsumeikan Asia Pacific University （APU） students, participated in a farm stay, attended talks by university professors and experienced university clubs. Meanwhile, the third-year students enjoyed new classes on theater styles and Go （an ancient game of strategy）. In addition, we made all second and third-year students give presentations on what they have learned, which will provide a link to high school-level exploratory learning.

In AY2015, we will strive to record even more impressive achievements.

Ritsumeikan Uji jr. / sr. HS Enrollment Figures （As of May 1, 2014）



Enrollee Numbers


Ritsumeikan Uji Senior High School Full-time general course 405 359 1,215 1,071

Ritsumeikan Uji Junior High School 180 161 540 537

3-3. Ritsumeikan Keisho Junior and Senior High School

2726



also send students on exchange via the Japan-France Inter-High School Network （COLIBRI） and on programs sponsored by the Government of Sakhalin, Russia.

As part of our SSH initiatives, we conducted training sessions in Hawaii, Australia and Korea. In AY2014, we held the first-ever Ritsumeikan Keisho-Harvard University Training Program.

We also undertook other content-rich initiatives as we entered our fourth year with the SSH designation. The natural sciences club's winning poster was selected for presentation at the All Japan High School Cultural Festival where it won the Chairman's Special Prize in the High School Division of the Japan Forestry Society Tournament. We were designated an SGH again in AY2015, and we expect this will serve as a powerful driving force for our global education moving forward.

Ritsumeikan Keisho will continue its three-pronged approach to education and use its dual SSH and SGH designation to help students achieve their aspirations and dreams and further enrich and enhance the Ritsumeikan brand of private education in Hokkaido.

Ritsumeikan Keisho jr. / sr. HS Enrollment Figures （As of May 1, 2014）



Enrollee Numbers


Ritsumeikan Keisho Senior High School Full-time general course 305 265 915 865

Ritsumeikan Keisho Junior High School 180 188 540 564

Greeting from the Principal of Ritsumeikan Moriyama Junior and Senior High School

Principal, Ritsumeikan Moriyama Junior and Senior High School

KAMEI, Katsuari

We were selected as an SSH upon inception and our designation is now in its second term. With our outstanding curricular and extracurricular science education, we successfully implemented a joint research program with 12 high school from six countries with 80 international students. We placed 26 out of 204 schools in the mid-term evaluation for the second phase of the SSH project that was conducted by MEXT in October 2014. MEXT also designated us as a Super Shokuiku School （SSS） in AY2014, and we were one of the only three private integrated junior high and high schools in Japan selected for this project. We offer a content-rich course for third-year junior high school students in cooperation with JA and the Ritsumeikan University College of Sport and Health Science, and this was featured on television.

In February 2015, we held the "ICT Open Lecture and Lake Biwa Presentation Session" for first-year junior high school students. The session attracted approximately 140 educators from around the country to learn about our initiatives in ICT education, including the Ritsumeikan Intelligent Cyber Space （RICS） learning system and to observe our progressive ICT-driven classes for junior high school students.

With regard to club achievements and extracurricular activities, our teams posted remarkable results. The high school girls' handball team won the triple crown （i.e., spring, prefectural and fall tournaments）, the American football team won the spring and fall tournaments, the boys' soft tennis team won the team competition in the fall tournament, the boys' tennis team won the team competition in the Prefectural Sports Festival, and the baton twirling club and brass

Since opening in AY2006, Ritsumeikan Moriyama Junior and

Senior High School has worked to establish an environment

that enables practical acquisition of skills and knowledge. We

have collaborated with the local community and Ritsumeikan

University to provide advanced, practical science education,

well-rounded liberal arts education and integrated arts and

science education that instills students with human skills. Based

on the educational objective of "learning locally and

communicating globally", we have created a progressive

educational system and focused our energies on international

education tailored to the globalization and the digital era. In

August 2014, continuing from the first phase of our Super

Science High School (SSH designation), we implemented a joint

research project on Lake Biwa with high school students from

six countries. As a result of these efforts, we placed 26 out of

204 schools in the mid-term evaluation for the second phase of

the SSH project, having only been open for less than 10 years.

The high school will celebrate its 10th anniversary in AY2015,

and the junior high school will celebrate its 10th anniversary the

following year. Coinciding with this, we will undertake new

school development efforts. In particular, as we enter the

second year of ICT education efforts we have been promoting

since AY2014, we have given all first and second year junior

high and high school students iPads in order to emphasize

studying at home, including project-based and flipped learning.

With a variety of programs and curricular making use of

integrated junior high-high school-university education and

unique initiatives with an eye on learning after advancement to

university, we aim to cultivate students who are full of

intellectual curiosity and the spirit of inquiry and who are

imbued with motivation to learn so they can one day become

active on the global stage.

3-4. Ritsumeikan Moriyama Junior and Senior High School

2928



Principal, Ritsumeikan Primary School

UKITA, Kyoko

Greeting from the Principal of Ritsumeikan Primary School

In terms of developing of solid academic ability, the advanced scholastic level of our students is evidenced by the results achieved on the National Norm-Referenced Test （NRT） and the National Survey of Scholastic Aptitude. On the mathematical thinking index, our sixth graders' scores reached 194% of the national average, thus maintaining the same high level of achievement from their fifth year （AY2013）. It should be noted that this year we switched from a two-semester system to trimesters. The aim is to firmly entrench single units of learning arranged around the long vacations in line with the student learning situation. Furthermore, we improved grading methods in an effort to make students even more motivated to learn.

To foster truly international human capital, we sent a total of 81 students on overseas training or study abroad programs: 24 on the Oxford Training Program （UK）, five to Rulang Primary School （Singapore）, 24 on short-term exchange to Prep School （Australia）, 14 on one-term exchange to Prep School （Australia）, and 14 to Polytechnic School （USA）. We also welcomed inbound exchange students from the Beijing University Primary School （our sister school） in May and the Japanese School in Abu Dhabi （UAE） in June. Every year, we invite 35 international students from Ritsumeikan Asia Pacific University to our World Week event. We expose our students to various foreign cultures by having them spend a week with these APU students.

Since opening AY2006, Ritsumeikan Primary School has

provided education under the four pillars of i） establishing a

definitive model of education, ii） raising global citizens, iii）

nurturing open-mindedness, and iv） cultivating ethics and

individuality. In AY2014, the first group of children who studied

all six years at the school reached the third stage. In AY2015,

we will complete our 12-year integrated education system now

that we will have a full twelve years of students enrolled.

The Ritsumeikan Charter declares that "...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 just and ethical global

citizens." This is precisely the kind of student that Ritsumeikan

aims to nurture from the primary level.

With the extracurricular Terakoya Project and the second stage

+R Dojo as well as the installation of ICT devices, we undertook

measures to ensure even more solid academic ability and

respond to more advanced learning needs, and we cultivated

students with a diverse array of future aspirations. We made

great strides in effectively using ICT in AY2014, which allowed

us to engage in teaching more tailored to each individual

student. In AY2014, Ritsumeikan Junior and Senior High School

relocated to the Nagaokakyo Campus. Rooted in the basic

concepts of global human resources development and the

creation of a Ritsumeikan integrated education model,

preparations for the second stage （i.e., fifth and sixth grade）are

underway at the Nagaokakyo Campus. In AY2014, second

stage students （i.e., fifth and sixth graders） began going to the

Nagaokakyo Campus, and we offered a program in which they

could take advantage of the campus's facilities and take

lectures taught by junior high school and high school teachers.

We are determined to further expand upon our 12-year

integrated education system with new junior high and high

school initiatives at Nagaokakyo.

band both won gold medals. In the junior high school, the girls' handball team won two tournaments （spring and fall） and the girls' tennis team won the team competition.

In the summer, the high school soccer team assisted in reconstruction efforts in Tohoku and played exhibition matches against schools from Tohoku. Also, a group of third-year high school students volunteered to assist in reconstruction efforts in Tohoku and undertook a used clothing drive as part of the UNESCO School's Education for Sustainable Development （ESD）. In this way, our students actively engaged in social contribution in AY2014.

Through these various curricular and extracurricular activities, we promoted education as only an affiliated school of Ritsumeikan can, and we instilled in our students a zest for living and social skills as well as a rich set of human skills that goes beyond just classroom learning.

Ritsumeikan Moriyama jr. / sr. HS Enrollment Figures （As of May 1, 2014）



Enrollee Numbers


Ritsumeikan Moriyama Senior High School Full-time general course 320 304 960 914

Ritsumeikan Moriyama Junior High School 160 159 480 448

3-5. Ritsumeikan Primary School

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To enrich students' sensibilities, we held a school festival that took advantage of each grade's unique characteristics. We also held a joint fifth and sixth grade choral competition on the Nagaokakyo Campus, which allowed fifth and sixth graders to interact and hear each other's singing. In AY2014, we continued to receive support from the Parents' Association, which sponsored art appreciation classes for each grade and the Saturday Afternoon Concert Series.　Continuing from AY2013, in cooperation with Parent's Association members, we supervised students as they came to and left school in order to cultivate a strong sense of ethics and independence. By establishing a new Committee Chairs' Meeting, we can now provide advice for Student Council activities that take into account to other committees' plans and the overall schedule, and this has enabled the leaders in the sixth grade to take ownership of their activities.

Continuing from the previous year, there was a major progress in ICT education in AY2014. Mathematics, English, social studies, physical education, music, life skills and other classes now make use of ICT devices, and efforts centered on the head of ICT are underway to gather information on precedents and accumulate information and to share this with all instructors. We also formulated a teaching plan for information morality education and implemented it jointly with the "Ritsumei" subject.

Ritsumeikan Primary School Enrollment Figures （As of May 1, 2014）


School Enrollment Capacity

Enrollee Numbers


Ritsumeikan Primary School 120 114 720 720

1 Democratic Academy Development through Participation

In 2014, the year in which the Chancellor election was held, the R2020 Academy Policy Drafting Committee （whose members are members of the Executive Board of Trustees） formulated a document called "Basic Policy for the Second Phase of R2020 and Beyond" in order to envision the second phase of R2020̶and even further out until 2025̶and to share the basic objectives and issues for achieving that vision of what Ritsumeikan should become with all of our stakeholders, including faculty, staff, students, alumni and parents. After an Academy-wide discussion and collection of opinions, this basic policy was finalized.

We have discussed campus development on a university-wide basis to enhance the quality of education and research on all of Ritsumeikan University's campuses: Kyoto, Biwako-Kusatsu and Osaka Ibaraki. Campus planning was furthered through a variety of initiatives, such as workshops, gatherings, and hearings, in which faculty, staff, undergraduate students and graduate students participated.

Meanwhile, the Executive Framework Review Committee discussed the roles of university and Trust-level executives and revised the relevant sections of the Ritsumeikan Trust's Act of Endowment. To further elaborate upon this, it was decided that a new framework would be put in place in January 2015 to coincide with the end of the Chancellor's term. We subsequently elected new executives commenced operations under this new system. In accordance with revisions to the School Education Act, we defined the President as the person who makes the final decision on school affairs, clarified the roles of the Faculty Council and created a clear set of rules regarding the delegation of some of the President's authority to the Vice President.

2 Developing the Academy into a Rewarding Workplace

We continued implementing the five-year Faculty Organization Development Plan initiated in AY2011 to increase the number of full-time faculty, and we improved academic affairs this year by adding more full-time faculty.

With regard to staff organization, we established the AY2015 administrative framework for Osaka Ibaraki Campus （OIC）, and in the latter half of the year, we finalized the staff assignments for OIC in preparation for the opening of the new campus. We continued efforts to reduce excessive overtime work among our staff, and for the fourth academic year in a row the amount of excessive overtime per staff member has dropped.

In accordance with the training-based personnel system, we defined the capacities that all staff and staff in each division should have, adopted Career Sheets and Career Support Sheets and held career interviews in every workplace.

To achieve work-life balance, we conducted faculty and staff questionnaires and decided to improve nursery care at the university when class days fall on holidays. Following the lead of Ritsumeikan Asia Pacific University, we prepared to roll out this service on all campuses of Ritsumeikan University from AY2015 onwards. As for benefits, we revised the lodging subsidy by adopting the Elavel Club system, thereby enabling us to accommodate a wide range of faculty and staff needs.

Regarding gender equality, we continue to elaborate upon measures rooted in the aforementioned work-life balance policy.

In the affiliated schools, we are working to reorganize the teachers so that, as much as possible, executive and other duties are divided evenly among everyone. Since affiliated school teachers deal with children, childcare and work-life balance are important issues, so we are promoting a cooperative framework that will allow everyone in the organization to take childcare leave when they need to do so. In AY2014, 16 full-time affiliated school teachers took childcare leave. The Faculty Research and Training Center held a year-long series of comprehensive training sessions for newly-appointed affiliated school teachers. With carefully selected topics ranging from fundamental issues to contemporary educational problems, the sessions not only provided young teachers with knowledge about and techniques for teaching, they also served to raise new teachers' awareness of education and boost their motivation.

4. Ritsumeikan Academy Master Plan

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3 Development of an Academy Identity among Faculty, Staff and Students across Multiple Campuses

To develop an Academy identity, we published the third and final volume of the History of Ritsumeikan in AY2014 and made it available both within and outside of the institution. We are also preparing for the opening of the Ritsumeikan Archive Center in the latter half of AY2015 so that the materials accumulated in the editing of the History of Ritsumeikan can be made available for a wide range of educational and research endeavors.

4 Financial Policy to Support the Academy Master Plan

Following the basic policy of financial operations for the first phase of the R2020 Plan, we took concrete steps in areas such as campus development and organization planning and faculty organization development.

5 Development of an Academy Aware of its Social Responsibility and Supported by Society

Regarding efforts to create a safe Academy, disaster prevention and fire brigades on each university and affiliated school campus led disaster preparedness drills, and we notified everyone about the updated content of our disaster prevention manuals. We also conducted disaster prevention drills at both Ritsumeikan University and Ritsumeikan Asia Pacific University. To teach undergraduate and graduate students about safety management and improve the science and engineering laboratory spaces, we held the Clean Lab campaign in which we cleaned and organized the laboratories and disposed of unnecessary equipment and materials.

Ritsumeikan's campuses became completely smoke-free in AY2013, and we continue to broaden non-smoking zones to areas surrounding the campuses. As a result of these efforts, we have made some headway. According to the questionnaires given during compulsory medical examinations, the percentage of undergraduate students who smoke on a daily basis has fallen dramatically from 9.7% in AY2008 to 3.4% in AY2014. We also positioned this smoke-free campus initiative as part of undergraduate academics by asking faculty to incorporate it into health and ethics education.

However, problems such as smoking in concealed areas and smoking on nearby streets persist, and there have been small fires that are thought to have been caused by cigarette butts, so we had to start approaching this initiative in terms of safety management. Therefore, from the standpoint of Academy crisis management, we decided to designate the areas where people throw their cigarette butts as fire prevention areas. This move appears to have helped prevent fires to some degree. No small fires likely caused by cigarette butts have broken out, and the number of cigarette butts found on the streets around the campus has fallen by about 68%. Going forward, we will need to promote long-term initiatives as we maintain a strict campus-wide smoking ban.

We carried out international cooperation projects as part of our efforts to contribute to international society. As a continuation of projects from previous academic years, we implemented the following initiatives: public policy creation training （for participants from Indonesia）, disaster prevention training （for participants from Indonesia）, JICA group training courses （for participants from multiple countries), Japanese language education （for participants from the United Arab Emirates）, staff training at the Malaysia-Japan International Institute of Technology, and short-term training programs for officials from Saudi Arabia, Jordan and Rwanda.

Since its opening 22 years ago, the Kyoto Museum for World Peace has embodied Ritsumeikan's educational philosophy of ‘Peace and Democracy’ through its various activities （such as exhibits, lectures, and educational support） that contribute to realizing world peace. Through the academic year ended March 31, 2015, 45,769 visitors came to the museum, bringing the overall total number of visitors to 936,621.

Furthermore, at the Tokyo and Osaka Umeda campuses, public lectures are regularly held on an ongoing basis and have played a role in the wider dissemination of Ritsumeikan's educational and research activities into society at large.

The Alumni Association's work for the Future Leaders Fund brought in approximately ¥53 million in support through the end of AY2014. Also, the Parents Association for Student Education Assistance implemented the 100 Yen Breakfast sets project to promote healthy lifestyles among the students, many of whom expressed their support for this. Cumulatively, 100,000 students availed themselves of the service.

Aiming to create a sustainable environment in the future, we undertook efforts to reduce CO2 emissions, save energy and conserve resources.

Spearheaded by the Ritsumeikan Global Environment Committee, we established medium to long-term goals for reducing our impact on the environment, and energy-saving measures were implemented at each school and on each campus. Despite an increase in campus area and the impact of weather phenomena, our electricity usage for AY2014 decreased 9.2% over AY2011 levels (Ritsumeikan Environment Report: http://www.ritsumei.ac.jp/rs/eco).

We used our homepage and the mass media to disseminate the education and research achievements of the Academy as well as the wide and varied achievements of our students at every level of education. We also began disclosing information with a new initiative called University Portrait.

6 Initiatives in Response to the Great East Japan Earthquake

Four years have passed since we established the Office for the Support of Post-Disaster Recovery in April 2011. Since then, we have promoted the strengthening of ties with our partners, developed new partners and reinforced our frameworks for sending students to provide support to the affected areas.

In December 2013, we signed a cooperative agreement with Fukushima Prefecture, and in June 2014, we jointly held an event called "Future from Fukushima in BKC" to coincide with 20th Anniversary of Biwako-Kusatsu Campus Appreciation Day. In January 2015, we used our Saturday Lecture Series to help eliminate harmful rumors and disseminate accurate information about Fukushima Prefecture. With an eye on developing new partnerships, we held a symposium at Ritsumeikan University in March 2015 （cosponsored by the Fukushima University Future Center for Regional Revitalization and Osaka University）.With our students playing an increasingly active role in interacting with local citizens and providing support for tourism festivals, summer festivals and Christmas events, we deepened our ties with Ofunato City.

In our partnership with Kesennuma City, we sent students to participate in the Kesennuma Tree House Construction Project̶a recovery assistance initiative spearheaded by a group of local residents.

As the types of volunteers required by the affected areas diversify and become more refined and the number of students involved in self-directed volunteer activities increases, we have striven to strengthen our support systems therefor. We established a new program that partially subsidizes travel expenses for students who visit affected areas during the vacations. We proactively provided assistance to a total of 97 students during the summer break （i.e., students interning at the Miyagi Prefecture Reconstruction Agency, students participating on a project to rebuild the Nanatakinoyu Hot Spring in Miyako City, Iwate Prefecture, and students participating in the Fukushima Prefecture Energy Conservation Summer School etc.） and spring break （i.e., students on the Volunteer Bus Tour to Ishinomaki, Miyagi Prefecture and students doing field work in Miyagi Prefecture etc.).

We continued sending students to our primary partner sites, and this year, 107 students led by 11 faculty and staff members participated in the Volunteer Bus Tour （to Kesennuma, Fukushima and Ofunato） and a dispatch program （to Ofunato） organized by an extracurricular student organization.

After typhoons and heavy rains hit the Kansai and Chugoku regions in August and September 2014, our students volunteered in initial reconstruction efforts in the cities of Fukuchiyama and Ayabe in Kyoto Prefecture and in Hiroshima City （Hiroshima Prefecture） as part of an inter-university partnership.

7 Steady Implementation of the R2020 Plan

In AY2014, the fourth year of the R2020 Plan, we firmly established a management cycle and continued to pursue the priority items in the plan.

In preparation for the second phase of the R2020 Plan from AY2016, we established the R2020 Academy Policy Drafting Committee to reflect on first-phase initiatives and formulate a basic policy for the second phase of R2020 and beyond. In AY2015, we plan to formulate the R2020 Phase Two Outline.

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【Explanation of Terms】AACSB: The 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.

Advisory Committee （AC）: A support organization for APU established in 1996. Members include former world leaders, ambassadors and Japanese business leaders.

AOL: Assurance of learning.

AP subjects: Advanced Placement subjects. High school-university partnership subjects developed and operated jointly by high schools and universities. A kind of high school-university partnership program.

Center of Innovation Science and Technology based Radical Innovation and Entrepreneurship Program （COI STREAM）: For this program, MEXT i） sets visions by using a backcasting method with the aim of realizing a desirable society and way of life, ii） identifies R&D challenges 10 years in the future in accordance with the visions, iii） breaks out the frameworks of traditional research fields and existing organizations, and iv) provides intensive support for industry-academia collaboration from basic research to practical application. COI STREAM intends not only to realize radical innovation but also to establish innovation platforms in Japan.

Core SSH: This is a program conducted by MEXT to provide additional support to SSH-designated schools to strengthen the functionality of science and math education as the core of the curriculum.

Enhancing Development of Global Entrepreneurs （EDGE） Program: A MEXT program that aims to i） develop human resources who can promote the creation of venture and startup companies based on a university's research and development outcomes, or the creation of new businesses at existing companies, and ii） form innovation ecosystems with project partners and related institutions.

Foundation Course: A preparatory course that offers pre-enrollment education in conjunction with the university admissions process. This course is designed primarily for international students and it aims to provide the basic knowledge and skills students will need upon enrollment before they actually enroll, thereby ensuring a smooth transition to learning at a Japanese university.

Frontier Science Course: A special course for advancement into science programs. Offered at Ritsumeikan Moriyama Junior and Senior High School, this course supports advancement to medical fields, such as medical and dental schools, or scientific fields, such as life science, mathematics and science and natural science courses, in highly selective universities.

Global Competency Enhancement Program （GCEP）: A program that utilizes APU's multicultural and multilingual environment̶where international students from 80 countries and regions comprise about half the student body̶for 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.

Global Leadership Studies: A topic-based research subject in the IM Course at Ritsumeikan Uji Senior High School in which students explore three topics̶international relations and environmental development, global entrepreneurship, and multicultural coexistence̶in accordance with the school's focus on cultivating global leaders.

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, students take all subjects except Japanese in English starting from the freshman year.

IM Course: This course, established at Ritsumeikan Uji Senior High School, requires one year of study overseas for the cultivation of excellent English skills and advanced academic abilities. Immersion classes are held from the time of enrollment, and in their first or second year, all participants study overseas in an English-speaking country. Upon their return, the IM Course continues, with students choosing to take classes held in English or take humanities or science courses.

International Baccalaureate Diploma Program （IBDP）: An international educational program created by the International Baccalaureate Organization headquartered in Geneva, Switzerland. If the program requirements are satisfied, students can obtain qualifications to enroll in one of over 20,000 renowned universities in 100 countries.

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.

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.

Kyoto Community Museum Historic Corridor Project: A group of citizens, temples, artists, merchants and universities from northwestern Kyoto city established in 2004. The Project cultivates human resources for regional development and revitalization and engages in industry-government-university cooperation on a variety of cultural projects.

MEXT: Ministry of Education, Culture, Sports, Science and Technology.

MS Course: A course at Ritsumeikan Senior High School designed to nurture truly outstanding students with high academic skills and well-rounded personalities who have the potential to become leaders in the medical and pharmaceutical world of the 21st century and who want to advance to medical, dental or pharmaceutical programs in college.

PBL: Project/Problem-based learning. Refers to learning oriented toward the identification and solution of problems.

PDCA Cycle: The Plan-Do-Check-Act Cycle. An iterative cycle used to reach an ultimate goal.

Peer Support: Activities and initiatives in which students learn from and assist each other.

Program for the Cultivation of Innovation Architects: RU's project selected by MEXT for the Enhancing Development of Global Entrepreneurs （EDGE） Program. It aims to cultivate Innovation Architects, that is, human resources equipped with a mindset that enables them to adapt to the continuous globalization and diversification of the world, who can form and lead teams, and who also possess the ability to create new value from a wide range of competing value systems and information.

Project for Establishing Core Universities for Internationalization （G30）: A MEXT program to support the creation of hubs for internationalization. Projects that create environments to facilitate study abroad in Japan are selected to receive comprehensive support from the government for the establishment of systems for foreign exchange student intake and/or the delivery of lectures in English, with the aim of producing advanced global human resources.

R-GIRO: Abbreviation for 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.

RICS: Ritsumeikan Intelligent Cyber Space. A new ICT education system at Ritsumeikan Moriyama Junior and Senior High School. It enables new kinds of learning practices, including adaptive learning （i.e., providing appropriate assignments optimally timed to individual student learning progress）, collaborative learning over social networking sites, and the collection and utilization of big data from academic and activity records.

Rits Global Summit: An event in which Ritsumeikan Junior & Senior High School invites students from foreign high schools it has close exchange relationships with. Students introduce their schools to each other and engage in cultural exchange, discussions, cooking classes and choral performances.

Rits Super Global Forum: 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: A 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 etc.

Student Mobility Policy: A policy to send Japanese students on study abroad. Increasing international mobility enables students to study with the "world as their campus"; it is also seen as effective for securing jobs with growth companies in Japan or overseas.

Super Global High School （SGH）: 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.

Super Science High School （SSH）: The system under which MEXT designates high schools that focus on science and mathematics education.

Super Shokuiku School （SSS）: A MEXT program to enhance shokuiku （dietary education） where model schools are designated for advanced food education initiatives through collaboration with related institutions and organizations.

Top Global University Program （SGU）: 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 i） top-class universities that offer world-class education and research by promoting internationalization through partnerships with excellent foreign universities and university reforms （Type A: Top-Class Institutions）, and ii） universities spearheading the internationalization （Type B: Leaders in Globalization）. The term "SGU etc." refers to both the Top Global University Project and the Go Global Japan Project.

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Ⅲ . Financial Overview

Incorporated Educational Institutions and Accounting Standards for Incorporated Educational Institutions

● Incorporated Educational InstitutionsAn 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 objective of making profit, incorporated educational institutions do not: their objective is to conduct education and research activities and to give the outcomes of those activities back to the society. In accordance with their respective founding principles and missions, these 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 institutions that receive subsidies from the national or local government （hereinafter, "private school subsidies"） are required to create financial statements based on the Accounting Standards for Incorporated Educational Institutions stipulated by the Minister of MEXT.

● Accounting Standards for Incorporated Educational InstitutionsDue 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-term sustainability. In light of this, MEXT established the Accounting Standards for Incorporated Educational Institutions as a uniform set of guidelines to ensure that incorporated educational institutions receiving private school subsidies perform proper accounting.

● Differences between Accounting for Incorporated Educational Institutions and Corporate AccountingFinancially 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 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 activities undertaken as part of school operations from a financial standpoint.

1. Key Points of the AY2014 Financial Report

（Unit:￥100mn）

Item AY2014Budget

AY2014Settlement Difference

Comparison with Last AY

AY13 Settlement Change

Revenue from Student Fees 567 569 △2 562 ＋6

Revenue from Processing Fees 27 28 △2 28 ＋0

Donation Revenue 8 8 △1 8 ＋1

Subsidy Revenue 109 105 4 104 ＋1

（National Government Subsidy Revenue） 78 73 5 78 △6

（Local Government Subsidy Revenue） 32 32 △0 25 ＋7

Asset Management Revenue 12 18 △6 16 ＋2

Revenue from Sales of Assets 21 22 △1 0 ＋22

Income from University-Owned Businesses 30 29 　 1 28 ＋2

Miscellaneous Revenue 11 19 △7 15 ＋3

Revenue from Borrowings 130 130 0 1 ＋130

Revenue from Advances Received 99 102 △3 102 △1

Other Revenues 136 121 15 134 △13

Revenue Adjustments △125 △127 2 △117 △10

Carryover from the Previous Year 223 223 △0 210 ＋12

Total: Revenues 1,248 1,248 △0 1,091 ＋157

Statement of Cash Flow for AY20141

● Cash Flow（Revenues）The total for the Revenue section is the ¥102,500 million of cash revenue for AY2014 plus the ¥22,300 million balance brought forward from the previous fiscal year.

As for revenue from student fees, we earned ¥56,900 million from student tuition and admissions fee payments and ¥2,800 million in processing fees primarily from entrance examination fee payments.

Revenue from subsidies reached ¥10,500 million. Subsidies from the national government included ordinary expense subsidies for private universities, Project for Establishing Core Universities for Internationalization subsidies （MEXT）, Promoting CO2 Reduction in Housing and Building subsidies （MLIT）. Meanwhile, subsidies from local governments includes affiliated school operating subsidies and financial support from Ibaraki City, Osaka Prefecture.

Revenue from property sales contain the income from the sale of the old campus in line with the relocation of Ritsumeikan Junior and Senior High School in September 2014.

Bank loans, which are recorded as revenue from borrowings, are earmarked for campus improvement project fees.

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Ⅲ. Financial Overview


（Unit:￥100mn）

Item AY2014Budget




Student Fees 567 569 △2 562 ＋6

Processing Fees 27 28 △2 28 ＋0

Donations 10 11 △2 10 ＋2

Subsidies 109 105 4 104 ＋1

（National Government Subsidies） 78 73 5 78 △6

（Local Government Subsidies） 32 32 △0 25 ＋7

Asset Management 12 18 △6 16 ＋2

Gains from Sales of Assets 0 0 △0 0 ＋0

Income from University-Owned Businesses 30 29 1 28 ＋2

Miscellaneous 12 21 △9 17 ＋4

Total Imputed Income 767 782 △15 765 ＋17

Total Amount of Allocated Capital Funds △86 △47 △39 △125 ＋78

Total Net Income 681 736 △55 640 ＋96

Personnel 372 375 △3 373 ＋2

（Faculty and Staff Personnel） 360 358 2 356 ＋2

（Reserve for Retirement Benefits） 12 16 △5 16 △0

Education and Research 320 297 22 287 ＋11

（Depreciation Cost） 61 60 1 61 △1

Institutional Administrations 56 53 2 52 ＋1

（Depreciation Cost） 7 8 △2 7 ＋1

Interest on Loans 0 0 △0 0 ＋0

Balance of Asset Disposal 48 51 △3 7 ＋44

Unrecoverable Reserves 0 1 △1 0 ＋1

Unrecoverable Amount 0 0 △0 0 ＋0

Reserve Fund 4 4

Total: Net Expenditures 799 778 22 719 ＋59

Net Income/Loss for This Fiscal Year △118 △42 △79 ＋37

Net Income/Loss Brought Forward from the Previous Fiscal Year △208 △208 △131 △77

Amount Reversed from Capital Funds 0 0 2 △2

Net Income/Loss to be Carried Forward to The Next Fiscal Year △327 △250 △208 △42

* 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. ‘Change’ refers to the year-on-year difference between AY2014 and AY2013

settlement amounts.

Statement of Financial Activities for AY20142

● Financial Activities （Net Revenue）Subtracting the ¥4,700 million allocated to capital funds from the imputed revenue of ¥78,200 million left a net revenue of ¥73,600 million.　

● Financial Activities （Net Expenditures）Net expenditures increased ¥5,900 million year-on-year to ¥77,800 million. The main reasons for this uptick was the recording of an asset stripping difference of ¥5,100 million due to the retirement of assets concurrent with the relocation of the Ritsumeikan Junior and Senior High School campus.

Meanwhile, depreciation costs included in education and research expenditures and Administrative expenditures reached ¥6,800 million.

Net expenditures outstripped net revenue by ¥4,200 million for this fiscal year.

（Unit:￥100mn）

Item AY2014Budget




Personnel Expenditures 372 371 0 369 ＋2

（Faculty and Staff Personnel Expenditures） 360 358 2 356 ＋2

（Retirement Allowance Expenditures） 12 13 △1 13 △0

Education and Research Expenditures 258 237 21 226 ＋11

Institutional Administrations Expenditures 49 45 4 45 △0

Loan Interest Expenditures 0 0 △0 0 ＋0

Loan Repayment Expenditures 10 10 0 8 ＋2

Facility-related Expenditures 274 264 10 141 ＋123

Equipment-related Expenditures 51 38 13 15 ＋23

Asset Management Expenditures 30 65 △36 69 △4

Other Expenditures 60 58 2 55 ＋3

Reserve Fund 4 4

Expenditure Adjustments △52 △112 59 △61 △50

Carryover into the Next Year 192 270 △78 223 ＋47

Total: Expenditures 1,248 1,248 △0 1,091 ＋157

* 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. ‘Change’ refers to the year-on-year difference between AY2014 and AY2013

settlement amounts.

● Cash Flow （Expenditures）Expenditures reached ¥97,800 million with ¥27,000 million carried forward to next fiscal year.

Personnel expenses increased ¥200 million year-on-year to ¥37,100 million due to efforts to strengthen the faculty organization in order to improve the quality of education in the universities and affiliated schools.

Education and research expenses increased ¥1,100 million year-on-year because of library material purchases and ICT infrastructure development costs incurred in line with the opening of the new campus.

Facility-related expenditures were ¥26,400 million and equipment-related expenditures were　¥3,800 million due primarily to the opening of the Ritsumeikan University Osaka Ibaraki Campus (in April 2015), the opening of the Ritsumeikan Junior and Senior High School Nagaokakyo Campus （in September 2014）, redevelopment work at Kinugasa Campus and the construction of a new science education facility at BKC.

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

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● Statement of Financial ActivitiesThe Statement of Financial Activities details revenues and expenditures for a given fiscal year to shed light on a university’s balance of payments, and it serves to show whether or not university management is sound.

While the Statement of Cash Flow covers all funds, the Statement of Financial Activities aims to show the change of an institution’s funds-on-hand; therefore, it does not include incoming and outgoing liabilities, but it does include revenues and expenditures that do not entail cash transactions （e.g., in-kind donations, depreciation cost etc.）.

・ Imputed Revenue

This refers to student fees, processing fees, donations, subsidies and other non-debt revenues taken in by an incorporated educational institution in a given fiscal year.

・ Net Revenue

Net revenue is the revenue that can be allocated to net expenditures. It is calculated by deducting the amount of transfers to the capital fund from imputed revenue.

・ Amount Allocated to 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. In school 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 books

Type 2: Amount of deposits or other funds set aside for the purpose of acquiring fixed assets in the future

Type 3: Amount for scholarship funds, research funds, and other funds

Type 4: Amount of operating funds required for administration （amount designated by the Minister of MEXT）

・ Net Expenditures

Net expenditures refer to the expenses incurred in a given fiscal year for personnel, education and research, administration, and so on. They include the non-cash reserve for retirement benefits （personnel expenses） and depreciation （education and research expenses and/or administration expenses）.

（Unit:￥100mn）Item End of AY2014 End of AY2013 Change

Fixed Assets 3,282 3,158 ＋125

Tangible Fixed Assets 2,312 2,150 ＋162

（Land） 699 737 △38

（Buildings and Structures） 1,340 1,060 ＋281

（Equipment for Education and Research） 93 80 ＋12

（Books） 142 139 ＋3

（Other） 39 135 △96

Other Fixed Assets 971 1,008 △37

（Securities） 1 1 0

（Specific Assets） 958 994 △35

（Other） 11 13 △2

Current Assets 305 252 ＋53

（Cash and Deposits） 270 223 ＋47

（Other） 35 30 ＋5

Assets: Total 3,587 3,410 ＋177

Statement of Financial Position for AY20143

● Statement of Financial Position （Assets）The Assets section shows all assets held as of the end of the fiscal year.

Tangible fixed assets, such as land, buildings and books, increased ¥16,200 million over the end of last fiscal year.

Specific assets include funds allocated to the reserve for retirement benefits （fixed liabilities）, Type 3 capital funds and facilities improvements. In AY2014, this amount decreased by ¥3,500 million over the end of last fiscal year due to assets put on reserve for Osaka Ibaraki Campus project fees.

（Unit:￥100mn）Item End of AY2014 End of AY2013 Change

Fixed Liabilities 266 137 ＋129

（Long-term Debt and School Bonds） 138 10 ＋128

（Reserve for Retirement Benefits） 120 120 ＋1

（Other) 7 8 △0

Current Liabilities 235 191 ＋44

（Short-term Debt and School Bonds） 2 10 △8

（Advances Received） 102 102 △1

（Other） 132 79 ＋53

Liabilities: Total 501 328 ＋173

Type 1 Capital Fund 3,147 3,030 ＋117

Type 2 Capital Fund 0 72 △72

Type 3 Capital Fund 137 137 0

Type 4 Capital Fund 52 51 ＋2

Capital Funds: Total 3,336 3,290 ＋47

Net Income/Loss △250 △208 △42

Liabilities; Capital Funds; Net Income/Loss: Total 3,587 3,410 ＋177

* 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 year-on-year difference between amounts at the end of AY2014 and the end of AY2013.

NotesItem End of AY2014 End of AY2013 Change

Accumulated Depreciation Costs 964 964 ＋0

Unrecoverable Reserves 1 0 ＋1

Amount of Reserves Not Yet Allocated to Capital Funds 127 32 ＋95

Market Value of Securities （Difference with Reported Value） 50 35 ＋15

4342



Other4

Audit Report

Type AmountAssets1　Endowment　　　　Land 2,293,518.41㎡ ¥69,859,948,105　　　　Buildings 794,076.23㎡ ¥122,132,648,457　　　　Books 3,084,418 ¥14,162,479,744　　　　Equipment 18,972 ¥10,044,962,786　　　　Construction in Progress ¥3,086,543,458　　　　Other ¥12,929,709,0352　Operating Assets　　　　Cash and Deposits ¥27,007,675,804　　　　Assets Held for School Trips ¥241,223,001　　　　Reserve Fund ¥95,833,881,493　　　　Securities ¥128,179,464　　　　Accounts Receivable ¥2,389,390,490　　　　Advance Payments ¥519,374,576　　　　Other ¥395,564,025Total Assets ¥358,731,580,438

Type AmountLiabilities1　Fixed Liabilities　　　　Long-term Debt and School Bonds ¥13,826,650,000　　　　Long-term Account Payable ¥683,591,670　　　　Reserve for Retirement Benefits ¥12,031,794,895　　　　Guarantee Deposits ¥60,000,0002　Current Liabilities　　　　Short-term Debt and School Bonds ¥155,330,000　　　　Account Payable ¥10,408,429,641　　　　Advances Received ¥10,157,264,019　　　　Deposits ¥2,567,351,904　　　　Cash Held for School Trips ¥241,223,001　　　　Suspense Receipts ¥922,640Total Liabilities ¥50,132,557,770 Net Assets ¥308,599,022,668

Total Assets ¥358,731,580,438 Endowment ¥232,216,291,585 　 Operating Assets ¥126,515,288,853

Total Liabilities ¥50,132,557,770Net Assets ¥308,599,022,668

Asset Inventory （Summary）

（As of March 31, 2015）

Audit ReportMay 15, 2015

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

OZAKI Takanori, Auditor of the Ritsumeikan Trust　　　　TODA Yuichiro, 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 2014 fiscal year commencing April 1, 2014 and ending March 31, 2015.

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 Ernst & Young ShinNihon LLC̶a third-party auditing firm. We also received an explanation of the auditing report from Ernst & Young ShinNihon 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.

● Statement of Financial PositionThe Statement of Financial Position provides a detailed account of assets, liabilities, capital funds and net income/loss 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; Capital Funds; Net Income/Loss

These sections show the sources of funds used to acquire assets. The total of these three sections is equal to the total of the Assets section.

The Liabilities section, which includes debts and the reserve for retirement benefits, refers to funds allocated to persons or organizations outside of the institution. Meanwhile, the total of the Capital Funds and Net Income/Loss sections is the institution’s funds-on-hand.

● Statement of Financial Position （Liabilities, Capital Funds, Net Income/Loss）This section shows the sources of funds used to acquire assets. Funds allocated to persons or organizations outside of the institution （i.e., liabilities） and the institution’s funds-on-hand （i.e., capital funds + net income/loss） account for 14% and 86% of overall assets, respectively.

Liabilities, including new loans for campus development projects, increased ¥17,300 million year-on-year.

Capital funds increased ¥4,700 million year-on-year to ¥333,600 million as of the end of AY2014 after accounting for increases from the acquisition of assets allocated to capital funds （e.g., land, buildings and books） and decreases stemming from asset disposal.

4544



2. Cash Flow （AY2010～2014）

3. Financial Activities （AY2010～2014）

（Unit:￥100mn）Item AY2010 AY2011 AY2012 AY2013 AY2014

Reven

ue

Revenue from Student Fees 579 574 564 562 569 Revenue from Processing Fees 25 27 27 28 28 Donation Revenue 6 6 16 8 8 Subsidy Revenue 91 96 93 104 105 Asset Management Revenue 15 17 14 16 18 Revenue from Sales Assets 0 0 52 0 22 Income from University-Owned Bussinesses 33 31 30 28 29 Miscellaneous Revenue 13 14 14 15 19 Revenue from Borrowings 0 0 0 1 130 Revenue from School Bonds 0 0 0 1 0 Revenue from Advances Received 109 100 97 102 102 Other Revenue 219 102 38 134 121 Revenue Adjustments △121 △125 △123 △117 △127 Carryover from the Previous Year 294 290 235 210 223 Total: Revenue 1,263 1,131 1,056 1,091 1,248

Expen

ditu

res

Personnel Expenditures 346 358 363 369 371 Education and Research Expenditures 213 218 212 226 237 Institutional Administrations Expenditures 50 47 48 45 45 Loan Interest Expenditures 1 1 0 0 0 Loan Repayment Expenditures 16 32 8 8 10 Facility-related Expenditures 236 62 66 141 264 Equipment-related Expenditures 18 19 12 15 38 Asset Management Expenditures 101 164 130 69 65 Other Expenditures 51 57 59 55 58 Expenditure Adjustments △60 △61 △53 △61 △112 Carryover into the Next Year 290 235 210 223 270 Total: Expenditures 1,263 1,131 1,056 1,091 1,248

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

(Unit:¥100mn)

Item AY2010 AY2011 AY2012 AY2013 AY2014Student Fees 579 574 564 562 569 Processing Fees 25 27 27 28 28 Donations 8 8 17 10 11 Subsidies 91 96 93 104 105 （National Government Subsidies） 72 76 73 78 73 （Local Government Subsidies） 19 19 20 25 32

Asset Management 15 17 14 16 18 Gains from Sales of Assets 0 0 3 0 0 Income from University-Owned Bussinesses 33 31 30 28 29 Miscellaneous 13 17 15 17 21 Total Imputed Revenue 764 771 762 765 782 Total Transfers to Capital Funds △224 △50 △120 △125 △47 Net Income: Total 540 720 643 640 736

Personnel 346 395 362 373 375 Education and Research 278 284 276 287 297 Institutional Administrations 57 53 55 52 53 Interest on Loans 1 1 0 0 0 Balance of Asset Disposal 5 5 4 7 51 Unrecoverable Reserves 0 0 0 0 1 Unrecoverable Amount 0 0 0 0 0 Total: Net Expenditures 688 738 698 719 778 Net Income/Loss for this Fiscal Year △148 △18 △56 △79 △42 Net Income/Loss Brought Forward from the Previous Fiscal Year 42 △106 △124 △131 △208 Amount Reversed from Capital Funds 0 0 49 2 0 Net Income/Loss to be Carried Forward to the Next Fiscal Year △106 △124 △131 △208 △250


900

800

700

600

500

400

300

200

100

AY2010 AY2011 AY2012 AY2013 AY20140

● Left-hand graph: Imputed revenue(Revenue before transfers to the capital fund are deducted)

● Right-hand graph: Net expenditures and transfers to the capital fund

Donations

Subsidies

Processing fees etc.

Personnel

Education andResearch

InstitutionalAdministrations

Capital Funds

Balance ofAsset Disposal

Student Fees

（￥100mn）

△200AY2013 AY2014AY2010 AY2011 AY2012

1,200

1,000

800

600

400

200

1,400

0

● Left-hand graph: Revenue● Right-hand graph: Expenditures

（￥100mn）

DonationRevenue

Subsidy Revenue

Revenue fromProcessingFees etc.

Facility-relatedExpendituresInstitutionalAdministrationsExpenditures

Equipment-relatedExpenditures

PersonnelExpenditures

Educationand ResearchExpenditures

ExpenditureAdjustments

AssetManagementExpendituresetc.

Revenue fromStudent Fees

RevenueAdjustments

4. Financial Position （AY2010～2014）

（Unit:￥100mn）

Item AY2010 AY2011 AY2012 AY2013 AY2014

Assets

Fixed Assets 2,961 3,049 3,111 3,158 3,282

Tangible Fixed Assets 2,104 2,111 2,066 2,150 2,312

Other Fixed Assets 857 938 1,045 1,008 971

Current Assets 315 263 247 252 305

Assets: Total 3,276 3,311 3,358 3,410 3,587

Liabilities

Long-term Liabilities 128 156 144 137 266

Current Liabilities 209 184 178 191 235

Liabilities: Total 337 340 322 328 501

Cap

ital Fun

ds

Type 1 Capital Fund 2,830 2,895 2,912 3,030 3,147

Type 2 Capital Fund 42 22 72 72 0



Capital Funds: Total 3,045 3,095 3,166 3,290 3,336

Net Income/Loss: Total △106 △124 △131 △208 △250

Liabilities; Capital Funds; Net Income/Loss: Total 3,276 3,311 3,358 3,410 3,587


500

1,000

1,500

2,000

2,500

3,000

3,500

AY2012△500

AY2014AY2010 AY2011 AY2013

0Liquid Assets

Tangible FixedAssets

Capital Funds

Current Liabilities

Fixed Liabilities

Other FixedAssets

● Right-hand graph: Assets● Left-hand graph: Liabilities; Capital Funds and Net Income/Loss

Net Income/Loss

（￥100mn）

5. Financial Ratios

● Financial Ratios for the Statement of Financial Activities （Unit:％）Type Ratio Calculation Grade AY2010 AY2011 AY2012 AY2013 AY2014 National Average

RevenuesStudent Fees Ratio Student Fees÷Imputed Income ～ 75.8 74.4 74.0 73.5 72.8 72.4 Donation Ratio Donations÷Imputed Income △ 1.0 1.0 2.2 1.3 1.4 2.2 Subsidy Ratio Subsidies÷Imputed Income △ 11.9 12.5 12.2 13.6 13.4 12.8

Expenditures

Personnel Ratio Personnel÷Imputed Income ▼ 45.3 51.2 47.5 48.8 48.0 52.4 Education and Research Ratio Education and Research÷Imputed Income △ 36.4 36.8 36.2 37.5 38.0 31.5 Institutional Administrations Ratio Institutional Administrations÷Imputed Income ▼ 7.5 6.9 7.2 6.8 6.8 8.8 Debt Interest Ratio Interest on Loans÷Imputed Income ▼ 0.1 0.1 - - - 0.3 Capital Funds Transfers Ratio Transfers to Capital Funds÷Imputed Income △ 29.3 6.5 15.7 16.3 6.0 12.1

Balance of PaymentsPersonnel Expenditure Dependence Ratio Personnel÷from Student Fees ▼ 59.8 68.8 64.2 66.4 65.9 72.4 Net Expenditures Ratio Net Expenditures÷Net Revenue ▼ 127.4 102.5 108.6 112.3 105.7 107.8

● Financial Ratios for the Statement of Financial Position （単位：％）Type Ratio Calculation Grade End of AY2010 End of AY2011 End of AY2012 End of AY2013 End of AY2014 National Average

Funds-on-hand

Funds-on-hand Ratio Funds-on-hand÷Total Funds △ 89.7 89.7 90.4 90.4 86.0 87.4 Net Income/Loss Ratio Net Income/Loss÷Total Funds △ △3.2 △3.7 △3.9 △6.1 △7.0 △12.2

Capital Funds Ratio Capital Funds÷Amount of Transfers Required for Capital Funds △ 97.3 98.4 98.8 99.0 96.3 97.1

Percentage of fixed assets to funds-on-hand

Fixed Asset Ratio Fixed Assets÷ Funds-on-hand ▼ 100.7 102.6 102.5 102.5 106.4 99.2 Fixed Assets to Long-term Capital Ratio Fixed Assets÷(Funds-on-Hand+Fixed Liabilities) ▼ 96.5 97.5 97.9 98.1 97.9 91.7

AssetsRatio of Fixed to Total Assets Fixed Assets÷Total Assets ▼ 90.4 92.1 92.6 92.6 91.5 86.7 Ratio of Liquid to Total Assets Current Assets÷Total Assets △ 9.6 7.9 7.4 7.4 8.5 13.3

Assets to Offset Liabilities

Liquidity Ratio Current Assets÷Current Liabilities △ 150.7 142.9 138.8 131.9 129.8 245.9 Advances Received Ratio Cash and Deposits÷Advances Received △ 266.1 235.0 216.5 218.6 264.7 327.9

Liabilities

Ratio of Fixed Liabilities to Total Funds Fixed Liabilities÷Total Funds ▼ 3.9 4.7 4.3 4.0 7.4 7.2 Ratio of Current Liabilities to Total Funds Current Liabilities÷Total Funds ▼ 6.4 5.6 5.3 5.6 6.6 5.4 Ratio of Total Liabilities to Total Funds Total Liabilities÷Total Assets ▼ 10.3 10.3 9.6 9.6 14.0 12.6 Ratio of Total Liabilities to Funds-on-hand Total Liabilities÷Funds-on-hand ▼ 11.5 11.4 10.6 10.6 16.2 14.4

*Funds-on-hand = Capital Funds + Net Income/Loss*Total Funds = Total Liabilities + Capital Funds + Net Income/Loss*National Average: National average value for AY2013 for incorporated universities excluding medical and dental universities （Source: Promotion and Mutual Aid Corporation for Private Schools of Japan. "FY2014 Private School Financials: University and Junior College Edition")）

*Values in the ‘Assessment’ field are from "FY2014 Private School Financials". 　△: Higher values are better ▼:Lower values are better～：Neither/nor

4746



（1）AY2015 enrollment capacities, applicant numbers and number of accepted applicants for each College, Graduate School and Affiliated School

（1）5 year trend in student numbers（Ritsumeikan University / Ritsumeikan Asia Pacific University / Affiliated Schools）（Unit: Number of persons）

2010 2011 2012 2013 2014 Ritsumeikan University No. of undergraduate students 33,120 32,982 32,524 32,280 32,449Ritsumeikan University No. of graduate Students 3,456 3,503 3,190 2,924 2,779Ritsumeikan Asia Pacific University No. of undergraduate students 5,706 5,421 5,262 5,330 5,517Ritsumeikan Asia Pacific University No. of graduate Students 254 224 195 164 167No. of affiliated school students 6,566 6,540 6,712 6,802 6,851Total 49,102 48,670 47,883 47,500 47,763*The numbers of Ritsumeikan Asia Pacific University undergraduate and graduate students are current as of November 1.

● Per Graduate School （Unit: Number of persons）Graduate School Programs Enrollment capacity No. of applicants No. of accepted

applicantsRitsumeikan University Graduate SchoolsDoctoral Program/Master's Program

Graduate School of Law Master's 60 57 28Doctoral 10 8 2

Graduate School of Economics Master's 50 40 19Doctoral 5 2 2

Graduate School of Business Administration

Master's 60 53 35Doctoral 15 3 3

Graduate School of Sociology Master's 60 47 31Doctoral 15 17 12

Graduate School of Letters Master's 105 87 61Doctoral 35 27 19

Graduate School of Science and Engineering


Graduate School of International Relations


Graduate School of Policy Science Master's 40 28 22Doctoral 15 4 4

Graduate School of Science for Human Services Terminal Master's 60 83 45Graduate School of Language Education and Information Science Terminal Master's 60 79 48

Graduate School of Technology Management Master's 70 28 26Doctoral 5 3 3

Graduate School of Public Policy Terminal Master's 60 36 30Graduate School of Sport and Health Science


Graduate School of Image Arts Terminal Master's 10 6 5Graduate School of Information Science and Engineering


Graduate School of Life Sciences Master's 150 126 114Doctoral 15 0 0

Master's sub-total 1,520 1,400 1,076Doctoral sub-total 188 95 72Total 1,708 1,495 1,148［Full-Term Doctoral Program］

Graduate School of Core Ethics and Frontier Sciences Full-Term Doctoral 30 29 26［Four-Year Doctoral Program］Graduate School of Pharmacy Doctoral 3 5 5［Professional Degree Program］School of Law Professional Degree 100 307 134Graduate School of Management Professional Degree 80 50 47Total 180 357 181Ritsumeikan Asia Pacific University Graduate Schools［Doctoral Program/Master's Program］Graduate School of Asia Pacific Studies Master's 60 25 18

Doctoral 10 5 4Graduate School of Management Master's 40 26 21Master's sub-total 100 51 39Doctoral sub-total 10 5 4Total 110 56 43

*Does not include transfer admissions (RU Graduate Schools); However, third-year transfer admissions for the Graduate School of Core Ethics and Frontier Sciences are included in the figures for general entrance examinations.

*The figures for Ritsumeikan Asia Pacific University are only for AY2015 spring admissions; However, the graduate school enrollment capacity is not divided into spring and fall categories.

● Per College （Unit: Number of persons）

College Enrollment capacity No. of applicants No. of acceptedapplicants

Ritsumeikan University

College of Law 790 7,811 3,512

College of Economics 735 9,149 3,827

College of Business Administration 760 10,654 2,886

College of Social Sciences 900 9,440 2,904

College of Letters 1,105 12,166 4,734

College of Science and Engineering 872 17,638 7,232

College of International Relations 282 2,594 913

College of Policy Science 340 3,641 1,264

College of Information Science and Engineering 440 5,201 2,009

College of Image Arts and Sciences 150 1,611 397

College of Pharmaceutical Sciences 160 2,151 880

College of Life Sciences 280 6,701 2,485

College of Sport and Health Science 220 2,562 637

Ritsumeikan University Total 7,034 91,319 33,680

Ritsumeikan Asia Pacific University

College of Asia Pacific Studies 460 1,902 871

College of International Management 325 1,447 597

Ritsumeikan Asia Pacific University Total 785 3,349 1,468

Ritsumeikan University/ Ritsumeikan Asia Pacific University Grand Total 7,819 94,668 35,148

*Does not include transfers (Ritsumeikan University).*The enrollment capacity for the College of International Relations does not include September admissions (Capacity: 23).*The enrollment capacity for the College of Policy Science does not include September admissions (Capacity: 20).*The figures for Ritsumeikan Asia Pacific University are only for AY2015 spring admissions.

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

Schools Enrollment capacity No. of applicants No. of acceptedapplicants

Ritsumeikan Senior High School 360 493 369

Ritsumeikan Junior High School 215 816 360

Ritsumeikan Uji Senior High School 405 410 269

Ritsumeikan Uji Junior High School 180 495 277

Ritsumeikan Keisho Senior High School 305 573 539

Ritsumeikan Keisho Junior High School 180 413 310

Ritsumeikan Moriyama Senior High School 320 361 310

Ritsumeikan Moriyama Junior High School 160 427 261

Affiliated Junior and Senior High Schools Total 2,125 3,988 2,695

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

Student numbers （As of May 1, 2014）1

Admissions statistics （as of March 31, 2015）2

Ⅳ. Basic Data （2）5 year trend in applicant numbers （by College and Graduate School）College （Unit: Number of persons）

2011 2012 2013 2014 2015

Ritsumeikan University

College of Law 6,607 6,800 7,058 6,927 7,811

College of Economics 8,168 8,785 7,731 7,826 9,149

College of Business Administration 6,076 8,128 7,103 8,667 10,654

College of Social Sciences 8,296 10,166 9,820 10,647 9,440

College of Letters 10,353 11,915 11,252 11,834 12,166

College of Science and Engineering 16,005 17,230 17,758 19,160 17,638

College of International Relations 3,435 3,517 2,533 2,867 2,594

College of Policy Science 3,635 3,685 3,591 3,600 3,641

College of Information Science and Engineering 4,219 5,252 5,359 5,308 5,201

College of Image Arts and Sciences 1,350 1,582 1,308 1,460 1,611

College of Pharmaceutical Sciences 2,117 2,235 2,430 2,191 2,151

College of Life Sciences 6,783 7,375 7,669 7,243 6,701

College of Sport and Health Science 2,645 2,203 2,607 2,568 2,562

Total 79,689 88,873 86,219 90,298 91,319


2011 2012 2013 2014 2015

Ritsumeikan Asia Pacific University (AY2015 spring enrollment)

College of Asia Pacific Studies 2,156 2,293 2,453 2,626 1,902

College of International Management 1,441 1,334 1,872 2,286 1,447

Total 3,597 3,627 4,325 4,912 3,349


2010 2011 2012 2013 2014

Ritsumeikan Asia Pacific University (AY2014 fall enrollment)

College of Asia Pacific Studies 182 183 250 286 365

College of International Management 453 362 432 475 561

Total 635 545 682 761 926

4948

Ⅳ. Basic Data


Graduate Schools

● Ritsumeikan University Graduate Schools: Doctoral Programs/Master's Programs （Unit: Number of persons）Graduate Schools Programs 2011 2012 2013 2014 2015Graduate School of Law Master's 95 57 68 53 57

Doctoral 5 3 4 2 8Graduate School of Economics Master's 29 29 47 30 40

Doctoral 0 1 2 2 2Graduate School in Business Administration Master's 57 40 48 44 53

Doctoral 6 1 2 4 3Graduate School of Sociology Master's 37 35 31 46 47

Doctoral 13 11 24 18 17Graduate School of Letters Master's 112 97 85 93 87

Doctoral 24 13 24 26 27Graduate School of Science and Engineering Master's 822 420 448 403 490

Doctoral 27 17 22 10 9Graduate School of International Relations Master's 72 50 37 57 36

Doctoral 6 9 9 14 4Graduate School of Policy Science Master's 17 21 18 11 28

Doctoral 12 4 3 6 4Graduate School of Science for Human Services Terminal Master's 95 90 75 104 83Graduate School of Language Education and Information Science Terminal Master's 63 57 67 43 79Graduate School of Technology Management Master's 86 79 54 33 28

Doctoral 4 10 2 2 3Graduate School of Public Policy Terminal Master's 68 54 50 30 36Graduate School of Sport and Health Science Master's 38 31 19 43 31

Doctoral ― 11 14 9 12Graduate School of Image Arts Terminal Master's 10 12 8 9 6Graduate School of Information Science and Engineering Master's ― 165 186 143 173

Doctoral ― 10 5 2 6Graduate School of Life Sciences Master's ― 136 94 133 126

Doctoral ― 9 2 4 0Sub-total Master's 1,601 1,373 1,335 1,275 1,400

Doctoral 97 99 113 99 95Total① 1,698 1,472 1,448 1,374 1,495

● Ritsumeikan University Graduate Schools: Five-Year Doctoral Program （Unit: Number of persons）Graduate Schools Programs 2011 2012 2013 2014 2015 Graduate School of Core Ethics and Frontier Sciences Full-Year Doctoral 23 33 31 26 29Total② 23 33 31 26 29

● Ritsumeikan University Graduate Schools: Four-Year Doctoral Program （Unit: Number of persons）Graduate Schools Programs 2011 2012 2013 2014 2015 Graduate School of Pharmacy Doctoral ― ― ― 2 5Total③ ― ― ― 2 5

● Ritsumeikan University Graduate Schools: Professional Degree Program （Unit: Number of persons）Graduate Schools Programs 2011 2012 2013 2014 2015School of Law Professional Degree 584 444 311 405 307Graduate School of Management Professional Degree 59 60 44 54 50Total④ 643 504 355 459 357

● Ritsumeikan University Graduate Schools: Total number of Applicants （Unit: Number of persons）Graduate Schools 2011 2012 2013 2014 2015Grand Total①+②+③+④ 2,364 2,009 1,834 1,861 1,886

● Ritsumeikan Asia Pacific University Graduate School Doctoral Program/Master's program（AY2015 spring enrollment）（Unit: Number of persons）Graduate Schools Programs 2011 2012 2013 2014 2015Graduate School of Asia Pacific Studies Master's 26 23 13 18 25

Doctoral 14 2 7 8 5Graduate School of Management Master's 14 24 9 16 26Sub-total Master's 40 47 22 34 51

Doctoral 14 2 7 8 5Total 54 49 29 42 56

● Ritsumeikan Asia Pacific University Graduate School Doctoral Program/Master's program（AY2014 fall enrollment）（Unit: Number of persons）Graduate Schools Programs 2010 2011 2012 2013 2014Graduate School of Asia Pacific Studies Master's 183 151 136 94 89

Doctoral 24 11 6 6 10Graduate School of Management Master's 47 62 42 28 42Sub-total Master's 230 213 178 122 131

Doctoral 24 11 6 6 10Total 254 224 184 128 141

（1）5 year trend in number of faculty and staff （Unit: Number of persons）

2010 2011 2012 2013 2014

Ritsumeikan University No. of faculty and staff 1,129 1,165 1,180 1,242 1,267

Ritsumeikan Asia Pacific University No. of faculty and staff 172 166 167 163 175

Affiliated School No. of faculty 454 480 483 493 515

Ritsumeikan Trust No. of full-time staff 681 703 727 735 729

Total 2,436 2,514 2,557 2,633 2,686

*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.

（2）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 Economics Department of Economics 46 47.8

Department of International Economics 22 39.8

College of Economics Total 68 45.2

College of Business Administration Department of Business Administration 50 51.3

Department of International Business Administration 18 38.9

College of Business Administration Total 68 48.1

College of Social Sciences Department of Social Sciences 103 37.0

College of Letters Department of Humanities 143 33.1

College of Science and Engineering Department of Electrical and Electronic Engineering 32 20.7

Department of Mechanical Engineering 26 28.3

Department of Civil Engineering 17 22.7

Department of Environmental Systems Engineering 17 18.7

Department of Robotics 17 22.4

Department of Mathematrical Sciences 21 17.5

Department of Physical Sciences 28 12.0

Department of Electronic and Computer Engineering 19 20.0

Department of Architecture and Urban Design 13 27.3

College of Science and Engineering Total 190 20.6

College of International Relations Department of International Relations 63 21.6

College of Policy Science Department of Policy Science 49 31.6


Department of Computer Science 24 20.3

Department of Information and Communication Science 22 21.7

Department of Media Technology 24 20.7

Department of Human and Computer Intelligence 20 24.1

College of Information Science and Engineering Total 90 21.6

College of Image Arts and Sciences Department of Image Arts and Sciences 23 28.5

College of Pharmaceutical Sciences Department of Pharmacy 39 16.0

College of Life Sciences Department of Applied Chemistry 13 27.5

Department of Biotechnology 17 19.2

Department of Bioinformatics 12 23.4

Department of Biomediacal Sciences 10 26.7

College of Life Sciences Total 52 23.7

College of Sport and Health Science Department of Sport and Health Science 29 30.9

*The number of enrolled students in the Department Electrical and Electronic Engineering in the College of Science and Engineering includes 107 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 129 students from the Department of Micro System Technology, a department for which student recruitment was discontinued.

*The total number of enrolled students in the College of Science and Engineering includes four students from departments for which student recruitment was discontinued, excluding those from the Department of Photonics and the Department of Micro System Technology.

*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.

Number of faculty and staff; student-teacher ratios （as of May 1, 2014）3

5150

Ⅳ. Basic Data


● 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 58 29.0

College of International Management Department of International Management 40 34.5

*In the "No. of enrolled students per full-time faculty member" field, 75 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.

（1）Ritsumeikan University: Number of students sent overseas per College and Graduate School in AY2014 （as of March 31, 2015）


College of Law

College of Economics

College ofBusiness

Administration

College of Social Sciences

College of

Letters

College of Science and Engineering

College of International

Relations

College of Policy Science


College of Image Arts and Science

College of Pharmaceutical

Science

College of Life

Sciences

College of Sport

and Health Science

GraduateSchools

118 113 153 176 343 79 174 126 76 16 6 34 23 90

*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）.

International 4

（2）5 year trend in regularly enrolled international student and short-term exchange student numbers（as of May 1, 2014）

Ritsumeikan University College

● Number of regularly-enrolled international Students （Unit: Number of persons）

College　　　　　　　　　　　　　　　　　　　　　　 AY 2010 2011 2012 2013 2014College of Law 17 17 32 34 29College of Economics 42 57 73 67 71College of Business Administration 177 174 159 149 166College of Social Sciences 98 106 106 99 87College of Letters 53 57 61 70 74College of Science and Engineering 85 74 54 51 52College of International Relations 108 108 138 162 184College of Policy Science 12 15 12 13 22College of Information Science and Engineering 59 61 58 47 34College of Image Arts and Sciences 14 17 19 25 25College of Life Sciences 13 13 16 18 17College of Sport and Health Science 0 1 1 3 5Total 678 700 729 738 766

● Number of short-term exchange students （Unit: Number of persons）

College　　　　　　　　　　　　　　　　　　　　　　 AY 2010 2011 2012 2013 2014College of Law 4 1 4 1 2College of Economics 0 0 4 6 7College of Business Administration 19 7 10 18 15College of Social Sciences 14 7 7 10 14College of Letters 36 22 29 28 31College of Science and Engineering 3 3 0 1 2College of International Relations 53 28 43 64 45College of Policy Science 1 0 0 2 5College of Information Science and Engineering 2 1 1 1 2College of Image Arts and Sciences 7 1 3 10 7College of Life Sciences 0 0 1 0 1Total 139 70 102 141 131

*Does not include short-term exchange students on the RSJP and RWJP operated by the Center for International Education.

Ritsumeikan University Graduate School

● Number of regularly-enrolled international students （Unit: Number of persons）

Graduate　　　　　　　　　　　　　　　　　　　　　　　　　　 AY 2010 2011 2012 2013 2014

Graduate School of Law 3 4 5 7 9

Graduate School of Economics 72 68 63 55 48

Graduate School of Business Administration 58 57 51 42 43

Graduate School of Sociology 13 16 11 14 15

Graduate School of Letters 29 27 24 25 30

Graduate School of Science and Engineering 107 115 106 89 96

Graduate School of International Relations 64 68 69 64 52

Graduate School of Policy Science 30 40 43 39 29

Graduate School of Science for Human Services 3 3 6 5 5

Graduate School of Core Ethics and Frontier Sciences 8 11 10 14 14

Graduate School of Language Education and Information Science 20 15 26 47 47

School of Law 0 1 0 0 0

Graduate School of Technology Management 11 8 14 16 22

Graduate School of Management 15 10 8 11 9

Graduate School of Sport and Health Science 0 3 1 1 2

Graduate School of Image Arts ̶ 1 1 1 1

Graduate School of Information Science and Engineering ̶ ̶ 2 19 50

Graduate School of Life Sciences ̶ ̶ 1 7 15

Total 433 447 441 456 487


Graduate　　　　　　　　　　　　　　　　　　　　　　　　　　 AY 2010 2011 2012 2013 2014

Graduate School of Law 0 0 0 1 2

Graduate School of Business Administration 0 0 0 4 3

Graduate School of Sociology 2 0 1 2 1

Graduate School of Letters 9 2 6 3 6

Graduate School of Image Arts ̶ 0 0 1 0

Graduate School of International Relations 5 13 1 7 6

Graduate School of Policy Science 0 0 0 0 1

Graduate School of Language Education and Information Science 2 1 1 2 0

Graduate School of Information Science and Engineering ̶ ̶ 0 0 1

Graduate School of Life Sciences ̶ ̶ 0 0 1

Total 18 16 9 20 21

*Does not include short-term exchange students on the RSJP and RWJP operated by the Center for International Education.

5352

Ⅳ. Basic Data


Ritsumeikan Asia Pacific University College


College　　　　　　　　　　　　　　　　　　　　　　 AY 2010 2011 2012 2013 2014


College of International Management 1,740 1,694 1,540 1,498 1,518

Total 2,550 2,446 2,267 2,184 2,286

Ritsumeikan Asia Pacific University Graduate School


Graduate 　　　　　　　　　　　　　　　　　　　　　 AY 2010 2011 2012 2013 2014

Graduate School of Asia Pacific Studies 206 176 153 120 109

Graduate School of Management 61 34 42 52 38

Total 267 210 195 172 147


College　　　　　　　　　　　　　　　　　　　　　　 AY 2010 2011 2012 2013 2014


College of International Management 56 18 24 22 33

Total 104 37 64 64 67

Number of graduate degrees conferred, number of students who passed examinations （career-trak examination for national public servants, bar examination, and Japanese certified pibulic account's examination） and advancement data （as of March 31, 2015）

5

（1）Number of graduate degrees conferred

Degree Number

Ritsumeikan University Graduate School Doctoral 92

Master's 948

Professional 90

Ritsumeikan Asia Pacific University Graduate School Doctoral 14

Master's 56

Career-track examination for national public servants Rank University Number

1 University of Tokyo 4382 Kyoto University 1603 Waseda University 1404 Keio University 925 Tohoku University 786 Osaka University 676 Hokkaido University 678 Hitotsubashi University 568 Kyushu University 56

10 Tokyo University of Science 5317 Ritsumeikan University 28

（National Personnel Authority announcement）

Bar examination Rank University Number

1 Waseda University 1722 Chuo University 1643 University of Tokyo 1584 Keio University 1505 Kyoto University 1306 Hitotsubashi University 647 Meiji University 638 Osaka University 559 Kobe University 44

10 Tohoku University 4213 Ritsumeikan University 33

（Ministry of Justice announcement）

Certified Public Accountant examination（Japan） Rank University Number

1 Keio University 1202 Waseda University 943 Chuo University 874 Meiji University 695 Doshisha University 436 Ritsumeikan University 297 Kansai University 298 Kwansei Gakuin University 289 Kobe University 279 Hosei University 27

（Mitakai survey of CPAs）

（2）Number of students who passed examinations （career-track examination for national public servants, bar examination, Japanese certified public accountant examination） and national ranking

5554

Ⅳ. Basic Data


External research funds （No. and amount）（Unit: ¥）

AY2014 No. of awards AmountPublic research funds 　Grants-in-Aid for Scientific Research（MEXT / JSPS）＊1 543 1,201,922,093 　Program for the Strategic Research Foundation at Private Universities 11 248,897,000 　Other public research funds 63 697,071,156 Research funds derived from industry-university collaboration 　Commissioned research 323 377,990,089 　Joint research 93 132,424,122 　Scholarship donations etc. 110 126,603,095 　Subsidies from private foundations 55 80,964,652 　Revenue from patents etc.＊2 20 4,909,118 　　Other revenue＊3 42 21,668,100 Total 1,260 2,892,449,425 ＊1 Includes MEXT Special Researcher Fellowships.＊2 Royalties, licensing and transfer fees.＊3 Revenue from research consortium membership dues and revenue from usage of the SR Center by non-university personnel.

Research funds at Ritsumeikan University （as of March 31, 2015）6

（3）5 year trend in advancement dataRitsumeikan University

Ritsumeikan Asia Pacific University

AY2012 AY2013 AY2014AY2010 AY2011

Humanities Colleges （Unit:％）

0

20

40

60

80

100 97.8 98.1

82.1 82.0

98.9 98.1

85.2 86.6

97.8

86.9

AY2013 AY2014AY2010 AY2011 AY2012

Science Colleges （Unit:％）

0

20

40

60

80

100 99.4 99.3

91.3 91.0

99.6 99.2

91.1 91.0

99.4

94.4

AY2013 AY2014AY2010 AY2011 AY2012

Humanities Graduate Schools （Unit:％）

0

20

40

60

80

100 99.0

74.9 77.9 75.2

95.8 97.1 97.5

72.6

97.0

68.0

AY2013 AY2014AY2010 AY2011 AY2012

Science Graduate Schools （Unit:％）

0

20

40

60

80

100 99.4 99.7 99.8

94.1 95.8 95.5

99.2

96.1

99.6

96.0

AY2012 AY2013 AY2014AY2010 AY2011

0

20

40

60

80

100

Overall （Unit:％）

94.4 91.094.7 95.1 92.9

AY2013 AY2014AY2010 AY2011 AY2012

0

20

40

60

80

100 97.6 94.2

Domestic Students （Unit:％）

95.6 96.0 95.1

AY2013 AY2014AY2010 AY2011 AY2012

International Students （Unit:％）

0

20

40

60

80

10090.3 90.0

86.093.6 93.6

*K n o w n a d v a n c e m e n t r a t e =（ J o b placement+Advancement+Other） ÷No.of graduates×100.

* A d v a n c e m e n t r a t e =（ J o b p l a c e m e n t + 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 intent ion of search ing for employment, ind iv idua l s engaged in par t - t ime work , individuals who returned to their home countries, individuals on study abroad etc.

Known advancement rateAdvancement rate

Job Placement Rate

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*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.

5756

Ⅳ. Basic Data

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