Master's Course

In the master's course, master's degrees are conferred upon persons who have taught and researched scholarship and its applications based on a foundation of general and specialized education at the undergraduate level; acquired the following in light of the educational and research purposes stipulated by each program; and completed the prescribed curriculum and passed both the thesis defense and the final examination.

1. Broad and deep scholarship

2. Ability to conduct research in the program area

3. Superior ability for assuming positions that require a high degree of specialization

Educational and Research Purposes by Program

Education and Psychology Program

Cultivate people who will investigate various educational conditions for humankind to coexist peacefully and creatively and who will fill leadership roles for the realization thereof both in Japan and abroad in various academic disciplines involving education.

Public Policy and Social Research Program

The abilities and knowledge that students should acquire upon completion of the master's course are defined for each degree as follows.

Master of Arts in Public Administration
In the Master of Arts in Public Administration specialization, students obtain the specialized knowledge of policy studies, law, political science, and related fields. Also, students obtain the ability to comparatively analyze policies and laws using the theories and applications in these fields and to uncover the normative significance of politics and law in society.

Master of Arts in International Relations
In the Master of Arts in International Relations specialization, students obtain the ability to comprehensively understand theories of international relations and related social science disciplines as well as their practical application to contemporary global issues.

Master of Arts in Social and Cultural Analysis
In the Master of Arts in Social and Cultural Analysis, students acquire specialized knowledge in sociology and cultural anthropology, seeing connections to other fields. In addition, students obtain the ability to use critical analysis from the perspectives of sociology and cultural anthropology.

Master of Arts in Media and Language
The Master of Arts in Media and Language specialization equips students with the ability to conduct advanced, specialized research using social science methods related to media and language. Students also develop the ability to carry out interdisciplinary research, focusing on the relationships between media, language, and related fields.

Master of Arts in Public Economics
The Master of Arts in Public Economics provides students with the specialized knowledge and theories necessary to comprehensively understand and analyze economic and management issues. Additionally, students gain expertise in research methods, using both qualitative and quantitative approaches.

Master of Arts in Peace Studies
The Master of Arts in Peace Studies provides students with the necessary abilities to contribute to peace-building at the local, global, and national levels. To this end, students obtain theoretical and methodological expertise and knowledge in peace studies.

Comparative Culture Program

Cultivate people who will deeply and comparatively research a wide variety of cultural phenomena using problem-oriented methods and who will fill leadership roles that combine a liberal arts spirit and a high level of training in the humanities, with foresight and a sense of responsibility.

Natural Sciences Program

Cultivate people who will conduct specialized training and research in various natural science and related disciplines and who will fill leadership roles that understand specialized fields within the context of the natural sciences as a whole and also position the sciences within the context of society.

Doctoral Course

In the doctoral course, doctoral degrees are conferred upon persons who have thoroughly investigated the depths of theories of scholarship and their applications acquired in a master's course; acquired the following for contributing to the development of culture; and completed the prescribed curriculum and passed both the dissertation defense and the final examination.

1. Ability to independently conduct research as a researcher

2. High level of research ability necessary for engaging in specialized work and rich scholarship that serves as a foundation therefor

Master's Course

In light of the diploma policy, and in order to foster broad and deep scholarship across the humanities and sciences, the master's course designs its curriculum as follows.

Students take a total of 30 units as follows: at least 1 School-wide Interdisciplinary Course (2 units); at least 2 Foundation Courses (4 units) from their selected program; at least 4 Specialization Courses (8 units) from their selected area of concentration; at least 3 Research Courses (6 units) from their selected program; at least 3 courses (6 units) from among Foundation Courses, Specialization Courses, and Research Courses of their selected program/concentration; and at least 2 School of Arts & Sciences courses (4 units) as electives. In addition to taking courses, students receive research guidance and submit a master's thesis.

1. The master's course offers a curriculum that enables students to take a mix of courses for deepening specialization and cultivating rich scholarship.

2. The master's course offers graduate education that maintains specialization in foundation areas and allows development of a wide range of areas, including cutting-edge technology and new areas.

3. The master's course systematically designs foundation courses, advanced courses, and courses regarding research methods; develops abilities to write academic papers; and provides guidance regarding the master's thesis.

4. Students mainly take courses during the first year and write the master's thesis during the second year.

5. Research advisors note changes in advisees' academic performance each term and give appropriate advice in accordance with the situation so that advisees will fulfill graduation requirements.

6. Research advisors guide students in a manner that enables the students to determine and deepen research topics through individual seminars.

Program Details

Education and Psychology Program

In the Education concentration, students compare internationally and analyze structurally views of human beings and the world that form the basis of education, educational systems and issues of various countries (including developing countries), and basic challenges surrounding curricula and education laws of schools around the world; and explore basic policies regarding education measures for the future. In addition, in the area of educational technology, students research utilization of e-learning, computers, and audiovisual equipment in the teaching and learning process; their effectiveness; and distance learning. In the area of educational communication, students research the characteristics, social functions, and effectiveness of interpersonal communication and mass communication. In the area of educational sociology, students research various characteristics of educational systems, schools, families, communities, social structures, and cultural situations; the structures, functions, and meanings of education; and educational measures. Students also learn about qualitative and quantitative research methods in education research.

In the Psychology concentration, faculty conduct research that views psychology as a broad academic discipline and educate people who will be of service as practitioners based on liberal arts principles. They provide education and research guidance rooted in proven research methods that are international, interdisciplinary, flexible, and rigorous (experimental methods, survey methods, observational methods, etc.). This concentration promotes advanced research based on a viewpoint that encompasses science and humanity. It cultivates people who can conduct research and practice psychology on the ground in order to respond to the societal need to cultivate advanced specialists.

In the Language Education concentration, students first learn linguistics, psychology, and related knowledge in the field of education, which are the basis of the theory and practice of teaching English and Japanese as foreign languages. After acquiring the linguistic knowledge of their target language(s), students engage in research of more concrete academic areas, such as first language acquisition, second language acquisition, teaching of foreign languages, development of educational materials and curricula, bilingual education, and early foreign language education. In addition, as part of learning by doing, students teach English and Japanese language classes and aim to integrate theory and practice.

Public Policy and Social Research Program

Master of Arts in Public Administration
In the field of Public Administration in the Politics and International Studies concentration, students comprehensively deepen their understanding of law, policy, and their political backgrounds through the Program Foundation Courses in social science fields such as law, policy studies, and political science. Students also deepen their specialized understanding of the comparative study of law and policy and the normative significance of these issues through the Specialization Courses. In addition, students learn research design and methodology from the School-wide Interdisciplinary Courses and the Program Foundation Courses according to their own needs.

Master of Arts in International Relations
The curriculum of the field of International Relations in the Politics and International Studies concentration focuses on international relations. The Program Foundation Courses provide students with a comprehensive understanding of basic concepts and theories of international relations and also of associated fields such as international law, politics, public policy and international organizations. The Specialization Courses allow students to develop a deeper theoretical and empirical understanding of international relations by taking an interdisciplinary approach to subjects such as comparative politics & government, political thought, international politics & diplomacy, international public opinion research, gender & international relations and related subjects such as public management and local government which have implications for policy research.

Master of Arts in Social and Cultural Analysis
The Social and Cultural Analysis concentration provides the foundation of methodological and theoretical frameworks for studying various social and cultural phenomena using sociological and/or cultural anthropological approaches through the Program Foundation Courses. Further development is provided through the Specialization Courses. Students are taught to apply qualitative and/or quantitative research methods to their research projects.

Master of Arts in Media and Language
In the Media and Language concentration, students acquire theories and research skills necessary to conduct specialized research for communication and media through the Program Foundation courses. The development of learning in these studies is acquired in the Specialization Courses. By establishing the Program Foundation and the Specialization Courses in these main fields and by actively utilizing courses in other areas of concentration, students enhance their ability to apply their learning in both scholarly and practical manners.

Master of Arts in Public Economics
The Public Economics curriculum is designed to provide a robust and comprehensive education that balances theoretical knowledge with practical skills. We aim to develop both qualitative and quantitative skills for economics and business through the Program Foundation Courses. Further development of enhanced knowledge of economics and business is provided through the Specialization Courses.

Master of Arts in Peace Studies
The Peace Studies concentration offers a broad range of courses in the areas of peace, conflict, and security. Students are expected to take the Program Foundation Courses which provide a general overview of the field. Students further take the Specialization Courses of the field and undertake empirical research in consultation with their graduate thesis advisor.

Comparative Culture Program

In the Japanese Culture Studies concentration and the Transcultural Studies concentration, students first take the Foundation Course "Methods in Comparative Culture" (mandatory) and Foundation Courses related to their selected area of concentration in order to further deepen their knowledge of their undergraduate field(s) of study from the standpoint of comparative culture. They then take courses in alignment with their concentration and research theme and aim for correct understanding of issues from a broad point of view. In "Research" courses, faculty provide individual research guidance.

Program-wide Courses exist in order to enable students to learn comparative research methods in alignment with various fundamental and essential cultural constructions that go beyond areas of concentration, become proficient in such methods, and forge an even broader and certain comparative perspective.

Natural Sciences Program

In the Mathematics and Information Science concentration, students distill issues, apply theories, and employ computer science in order to become aware of processes for resolving real issues and at the same time learn their area of concentration. In addition, they cultivate communication skills that enable them to impart that information to non-specialists in both Japanese and English.

This concentration aims to cultivate not only researchers but also persons with the potential to become active in any and all places in society with their problem-solving abilities. Students acquire basic theories and methods of their field of study on top of their undergraduate field(s) of study, expose themselves to cutting-edge research, and actively engage in real issues.

In the Material Science concentration, students conduct experiments and theoretical research. In experimental fields, students aim to acquire basic experimental skills and theoretical understanding of materials from experimental results, and in theoretical fields, they aim to connect and integrate material science, theoretical science, and computer science.

In the Life Science concentration, research is being conducted in three fields: botany, zoology, and microbiology. In addition to these specialized fields, faculty provide guidance regarding scientific ways of thinking and basic research methods.

Doctoral Course

In light of the diploma policy, the doctoral course aims to cultivate people who are equipped with both a high degree of specialization and an interdisciplinary perspective and designs its curriculum as follows.

1. In "Advanced Research" courses, faculty individually advise students through readings and discussions of text and discussions based on students' study plans.

2. Faculty provide appropriate guidance and advice regarding preparation of the Annual Study Report.

3. Faculty push students to delve into topics and data and engage in issues and research for increasing precision so that students can advance to doctoral candidacy.

4. Faculty provide research guidance for at least 3 academic terms following advancement to doctoral candidacy.

5. Faculty provide guidance and advice regarding preparation of the Study Plan for Dissertation, taking into consideration the steps until the submission of the dissertation.

6. Faculty provide appropriate guidance and advice regarding preparation of the Final Draft of a Doctoral Dissertation, taking students' circumstances into consideration.

7. Faculty provide guidance and advice so that students in principle publish at least one paper related to their dissertation in an external academic journal before submission of the dissertation.

8. Faculty provide guidance and advice regarding preparation of the dissertation, taking into consideration the points indicated during the evaluation of the final draft.

International Christian University (ICU) has as its principle "to serve God and humankind"; upholds three commitments: international, Christian, and academic; and puts into practice a liberal arts education that crosses academic boundaries.

In accordance with these three commitments, ICU Graduate School (GS) was established with the purpose of further development in both education and research through research in various fields based on academic knowledge cultivated at the undergraduate level. GS is seeking students equipped with independent research and problem-solving skills in addition to specialized knowledge in order to cultivate leaders with a high degree of specialization who will serve as a bridge between Japan and the world based on a bilingual Japanese and English education.

To accept such students, GS has an admissions system that enrolls students in April and September. By closely reviewing application materials submitted in either Japanese or English (document screening) and conducting thorough interviews, GS evaluates and judges applicants' academic qualities, aptitudes, interests, and enthusiasm from multiple angles.

Master's Course

Education and Psychology Program

The Education and Psychology (EP) program asks students to engage with past research and the doings of those who have come before them from all angles; consolidate their own awareness of issues; and think matters through without easily coming to conclusions. EP accepts students who engage in the quest for and application of knowledge in an interdisciplinary manner; maintain a multifaceted point of view; acquire solid and rich specialized knowledge; and have the motivation to contribute to society through creative proposals. This program aims to cultivate students who respect the awareness of issues of various individuals and who spare no effort to complete unique research that only they can conduct.

Public Policy and Social Research Program

Master of Arts in Public Administration
The Public Administration in the Politics and International Studies concentration seeks students who are intellectually flexible and not rigidly bound by existing academic frameworks and have high motivation to pursue their own academic field while holding diverse perspectives. Since many of the courses are conducted in advanced academic English, the Public Administration seeks students who have enough English capability.

Master of Arts in International Relations
The International Relations in the Politics and International Studies concentration seeks students with good analytical skills and preferably a basic understanding of international relations theory and/or related social science disciplines. The International Relations field expects applicants who can conduct research in an area of international relations under the guidance of a diverse and international faculty with English as the main language of instruction. Furthermore, we seek students who can develop a broader outlook on contemporary global issues given an opportunity to take part in stimulating discussions with faculty and students from different nationalities and cultural backgrounds.

Master of Arts in Social and Cultural Analysis
The Social and Cultural Analysis concentration seeks students who wish to pursue research in the field of sociology or cultural anthropology. Since many　classes are offered in English, students are expected to have a high level of proficiency in English. We seek students who wish to deepen their specialized research through stimulating discussions with internationally-minded professors and engaged students from all over the world.

Master of Arts in Media and Language
The Media and Language concentration seeksstudents who possess the basic academic knowledge and abilities required for advanced specialized research in media and language, who strive to pursue their specialized research from multiple angles without beingconstrained by existing disciplinary boundaries. We also seek students eager to challenge misunderstandings and prejudices that occur amidst diverse values around the world from a global perspective. Since many courses are offered in English, we seek students who have a high level of proficiency in English and can improve themselves through interactions with students and faculty of diverse backgrounds from Japan and abroad.

Master of Arts in Public Economics
The admissions process aims to select diverse and dynamic students who demonstrate high academic potential and a strong interest in business and economics.

Master of Arts in Peace Studies
The Peace Studies concentration seeks students with an interest in peace studies who seek to work for international, governmental and non-governmental organizations. This concentration offers many courses in English and aims to improve communication skills using English in lively, multicultural discussions on key global issues relating to peace, conflict and development. Therefore, effective English language skills are required and a background in related social science disciplines such as international relations, law, development or politics is highly desirable. Students are expected to have high quality analytical skills and be able to conduct empirical research under the supervision of their advisor.

Comparative Culture Program

The Comparative Culture (CC) program is seeking students who can compare and test existing cultural research in diverse fields from a broad point of view and who can independently deepen their learning and research by crossing existing boundaries such as citizenship and culture. CC cultivates people who elevate the learning obtained via the program to a deep understanding of humankind and who fill leadership roles equipped with both foresight regarding the future of humankind and ethics through the unification of a liberal arts spirit and a high level of training in the humanities.

Natural Sciences Program

The Natural Sciences (NS) program actualizes a superior natural science research environment by taking advantage of the characteristics of small group education and through close communication between faculty and students. In addition, by opening the doors to various graduate schools conducting cutting-edge natural science research and providing an optimal research environment through cooperative relationships with universities and research institutes in Japan and abroad, NS enables students to foster specialized abilities as well as practical English abilities. This program is seeking students who do not stop at attainment of specialized knowledge and skills; who acquire a high level of communication skills; and who try to explore paths in the direction of natural science research through involvement with society and with the possibility of making diverse contributions to society.

Doctoral Course

In order to cultivate leaders with an even higher degree of specialization based on a bilingual Japanese and English education, GS's doctoral course is seeking students who are equipped with independent research and problem-solving abilities; independently conduct research as a researcher; have motivation to acquire the rich scholarship that serves as a foundation therefor; actively participate in scholarly activities off campus, such as conferences; and who spare no effort as a researcher.

As members of a liberal arts institution devoted to academic excellence and the pursuit of truth, ICU students are expected to maintain the highest levels of honesty and integrity in all their endeavors. Scholarship is naturally built upon past achievements. Accordingly, it is a serious violation of academic integrity to pass off the thoughts, ideas, words, phrases or research of another person as if those achievements were one's own. All work submitted by students for evaluation by their teachers must be original work. Students are expected to properly acknowledge all sources of information that is not the product of their own research or thinking.
Violations of the academic integrity policy fall into three categories:

1. Cheating:

Cheating is defined as:

1. Copying from another student on an examination.
2. Exchanging information with another student during an examination.
3. Bringing notes or 'cheat sheets' into an examination, or writing answers out on a desktop prior to an examination.
4. Using electronic devices (for example, cell phones, electronic dictionaries or pocket computers) for unauthorized access to answers on an exam.

2. Plagiarism

Plagiarism is defined as the passing off of another's work, ideas, or results as one's own. It primarily occurs in written papers and commonly involves:

1. Copying without attribution passages from books or articles written by another author.
2. Copying without attribution text or information from an internet source.

3. Misrepresentation of Unoriginal Work as Original Work

This violation occurs when students:

1. Submit a paper, assignment, lab book, or lab results already used in one course for credit in another course.
2. Submit a paper, assignment, lab book or lab results already used by another student in one course for credit in one's own course.
3. Commercially purchase a paper or lab results and submit it without acknowledgment of its origin.

All ICU faculty, staff, and students are expected to learn and understand ICU's policy on academic integrity. Any question a student has regarding the policy should be taken to a professor for clarification prior to submitting work for grading. All academic work will be evaluated by professors with the assumption that students know and understand the academic integrity policy.

Students may not submit work that contains violations of the academic integrity policy and then seek leniency claiming that they were ignorant of the policy.

Punishment for violations of the academic integrity policy vary depending upon the severity of the offence and whether the offence is a first or repeat offence. The minimum punishment will be a failing grade for the course in which the violation occurred.

1. Introduction

You are probably aware of the generative AI, which has recently become a hot topic. As a form of artificial intelligence that is evolving at an accelerating pace, it is gaining attention as a convenient tool, but at the same time, various potential dangers have been pointed out. Here, we present the basic perspective of International Christian University (ICU) on the use of generative AI.

ICU's mission is to nurture individuals who possess free and independent ability to think and critique, and make rational judgments based on truth and freedom, and accept responsibility for these decisions. In other words, students are expected to think independently, critically evaluate their thoughts, pursue high academic and ethical standards, and apply them in society.

2. What is Generative AI?

In the context of ICU's academic standards, how can the use of generative AI be positioned? Generative AI is a program that learns from massive amounts of data, such as existing documents and images on the internet or other databases, and can output answers to questions posed by users (prompts) in natural language or other forms.

Generative AI is highly likely to be integrated into daily life just as internet search engines were, and it is necessary for all of us living in the 21st century to use these tools, examine their pros and cons, explore solutions, consider new forms of communication that transcend differences in language, culture, and disabilities, evaluate the significance of human languages, and discover their progressive usages.

3. ICU's Academic Integrity Policy

Considering what is stated above, we, as a university that proclaims itself as the "University of Tomorrow," do not wholly deny the use of generative AI. On the other hand, using work created by generative AI as if it were your own creation for the purpose of grade evaluation is considered "plagiarism" as defined by ICU's Academic Integrity Policy. The policy states:

it is a serious violation of academic integrity to pass off the thoughts, ideas, words, phrases or research of another person as if those achievements were one's own. All work submitted by students for evaluation by their teachers must be original work. Students are expected to properly acknowledge all sources of information that is not the product of their own research or thinking.

Furthermore, there are concerns about the academic objectivity, ethical aspects, and safety of generative AI, as follows:

To use generative AI appropriately, meticulous care and specialized knowledge are required, and it is necessary to critically examine the output and correct any issues. Relying on generative AI may mean abandoning human endeavour to craft words and sentences to communicate with others, and hinder your growth in creativity, critical thinking, and skills such as information gathering, organization, discussion, writing, and language learning.

4. ICU's Policy

In light of these considerations, ICU emphasizes the process of critical thinking among students. Therefore, when students engage in assignments, we expect them to think, research, reflect, and compose their responses in their own words. Texts created by generative AI, even with some alterations, will not be considered as their own work and will be deemed in violation of the Academic Integrity Policy. Tasks that are required to be completed by themselves should not be performed by generative AI. Violations of these policies will be treated as breaches of the Academic Integrity Policy.

This does not apply if the instructor specifically instructs students to use AI. Please consult with your course instructor regarding the AI usage policy for each course. In the absence of special instructions, this policy will apply.

5. Precautions When Using Generative AI

Exercise caution when using generative AI. Do not input personal information about yourself or others, others' copyrighted works, unpublished research results, or confidential information. Choosing to opt-out and not allowing the system to learn from the information input is the minimum necessary precaution. However, please be aware that privacy concerns may remain even when opting out.

6. In Conclusion

ICU is more concerned with the thought process leading to the outcome, rather than the outcome itself. It is through this process that "freedom and independence in ability to think and critique" can be acquired. When responding to assignments, we expect students to think, compose, revise, critically examine, and carefully craft their work, using their creativity and critical thinking.