MBA Online

Graduate School of Economics and Business Administration
Hokkaido University
Kita-ku Kita 9 Nishi 7, Sapporo 060-0809, JAPAN

Graduate School of Economics and Business Administration at Hokkaido University

Curriculum

Subjects common to All Faculties
In their first year after enrollment, students study “Subjects common to All Faculties” in which they master the fundamentals of economics and business administration before studying more specialized content. Here, a wide variety of academic disciplines are available; Students are exposed to not only the social sciences but the natural sciences and humanities as well.
The first year is crucial in that students acquire the “perspectives and ideas” needed to comprehend social phenomena in a realistic manner. Students are encouraged to learn foreign languages, which are essential for success in a global environment
Specialized Subjects
The study of specialized subjects begins in the second year. For example, second-year students study macroeconomics and microeconomics, and third- and fourth-year students study more advanced content in macroeconomics and microeconomics. The curriculum is designed to facilitate students in acquiring knowledge and ideas in specialized fields in incremental stages.
Intensive and Special Lectures
As economics and business administration rapidly becomes more specialized and diversified, it is more difficult for one university to conduct leading-edge research in all fields.
For this reason, we invite leading researchers, in fields that have not been designated by the curriculums, from other colleges and research institutions to give lectures on an intensive basis. These lectures last about one week and are scheduled for the end of the first half of the academic year.
We also invite policy-making professionals (from various government agencies) and professionals in finance and management (corporate entrepreneurs, financial experts, accountants) to give special lectures several times during the year. This provides students with an opportunity to learn about the realities at the forefront of economics and business administration.
Seminars
The greatest aspect of the curriculum is that seminars are designated as required subjects. All students in the Faculty of Economics and Business Administration belong to one set of seminars in their third and fourth years.
As seminars are scheduled at the end of the day, it is possible to extend discussion hours if necessary. The gathering of third- and fourth-year students together in one arena for discussion is rarely seen in other universities; based on their own experiences, senior students offer juniors sage advice on the “graduation thesis” and “job-hunting activities”.
Because the number of seminar students is small, only five to ten per college year, the instructors can offer students firsthand research guidance.
The relationships students cultivate in the seminar — between instructors and students, fellow students, and juniors and seniors —are a valuable asset for every student.
As the summation of research activity during the two-year seminar, as well as confirmation of four years of college life, all students write a graduation thesis. The Faculty of Economics and Business Administration has established the “Graduate Thesis Scholarship Program” in order to reward students who have penned exceptional graduation theses.

The Origin of Seminars

One major characteristic of the educational program at our faculty is the old tradition of small-group education with the seminar as its core. The founder of the seminar system, a system distinguished from lectures, in Japan is believed to be Inazo Nitobe.
Nitobe, the well-known author of “Bushido: The Soul of Japan,” was a graduate of Hokkaido University (formerly the Sapporo Agricultural Institute). Nitobe’s portrait was featured on the 5,000-yen banknote from 1984 to 2004.
In 1895 when Nitobe was the head of the Instruction Department at the Sapporo Agricultural Institute, he adopted the ’seminar’ as something equivalent to the ‘experiment’ in the natural sciences, and incorporated it into liberal arts education as a part of curriculum reform. This was the first time the seminar was adopted in education.