2-1　Education

2-1-1　Student enrollment

Following the final intake in AY2024, the Sophia University Junior College Division ceased recruiting new students beginning in AY2025. Accordingly, the annual admission quota for the Department of English Language is zero, while its total enrollment capacity is 250 students.

From AY2012 to AY2015, enrollment remained below the Division’s total enrollment capacity because of broader social conditions. In response, the Department has undertaken admissions outreach activities since AY2016 to make its educational programs more visible. These activities include class visits that allow prospective applicants to observe regular classes.

As a result, the number of incoming students increased, and the annual admission quota was filled from AY2017 onward. In AY2019, the number of incoming students was the highest recorded during the previous ten years. In AY2021 and AY2022, however, the number of applicants declined sharply because of the COVID-19 pandemic, and enrollment fell substantially below capacity.

As the number of applicants in AY2023 remained unchanged from the previous year, Sophia School Corporation announced in April 2023 that the Junior College Division would cease recruiting new students after the final admissions cycle in AY2024.

The final incoming class, admitted in AY2024, consisted of 64 students. In AY2025, only second-year students remained, with a total enrollment of 67 students.

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(calculations conducted as of May 1 of each academic year)

2-1-2　Graduates

The number of graduates varies each year according to the number of incoming students, withdrawals, and other factors.

2-1-3　Admissions trends

The Sophia University Junior College Division ceased recruiting new students after the final admissions cycle in AY2024.

2-1-4　Students on leave of absence and withdrawals

The number of students taking leaves of absence or withdrawing has fluctuated from year to year but has generally remained around 40. The number declined to 23 in AY2023 because of a decrease in total enrollment, then fell further to 16 in AY2024 and 6 in AY2025. Since AY2013, Institutional Research activities have been conducted to identify issues related to leaves of absence and withdrawals. Efforts have also been strengthened to reduce such cases through improvements in the curriculum, classes, and student support systems. To prevent mismatches between students’ expectations and the actual learning environment after enrollment, the Division carefully explains its educational environment at open-campus events and similar occasions. Beginning in AY2024, two sub-advisors were assigned to each student in addition to the existing academic advisor system. A comprehensive support system has also been established, including three-way meetings among the academic advisor, guarantor, and student for students experiencing academic difficulties.

2-1-5　Number of courses offered

The semester system was introduced in AY2005, and the number of courses offered has remained largely unchanged since then. In AY2012, the Sophia University Non-matriculated Student Program was introduced. This program allows Junior College Division students to enroll in selected courses offered by Sophia University in addition to courses offered by the Division, thereby expanding their course-selection options.

2-1-6　Sophia Community College : number of courses offered and student enrollment

Because student admissions were suspended from AY2025, Sophia Community College closed at the end of AY2024. Only language courses were offered in AY2024.

2-2　Global Features

2-2-1　Study abroad programs

The number of participants in study abroad programs declined in AY2011 and subsequently remained at approximately 40 participants, following the Great East Japan Earthquake in March 2011. In AY2012, the Junior College Division replaced its study abroad provider with one that had a strong international network and enhanced its support for study abroad programs. In AY2014, the destinations for short-term overseas language programs were limited to the University of Gloucestershire and Bond University, both of which offered well-established educational programs and high-quality instruction. In AY2015, the Division introduced new overseas study tours, including the Federated States of Micronesia Intercultural Study Tour, which was jointly developed with Sophia University. In AY2020, short-term overseas language programs and study tours were canceled because of the COVID-19 pandemic. In AY2021, in light of the ongoing COVID-19 situation, overseas study tours were not offered. Instead, students were given the opportunity to participate in an online language course provided by the University of Auckland in New Zealand. In AY2022, the summer session of the short-term overseas language program and study tours were canceled. However, the spring session of the short-term overseas language program in New Zealand was held as travel restrictions were eased in Japan and other countries. In AY2023, recruitment for both the summer and spring sessions of the short-term overseas language program resumed. However, both sessions were canceled because the minimum number of participants was not reached. In AY2024, the programs were organized jointly with Sophia University, making their implementation possible. Students were able to participate in the summer and spring short-term overseas language programs in New Zealand, as well as a study tour to Korea.

2-3　Campus Life

2-3-1　Scholarships

The selection process for Tuition Support Scholarships was revised in AY2013. More stringent criteria were introduced to identify students facing financial hardship and to ensure that scholarships were provided to those most in need of support. In AY2016, an increase in applications for New Student Scholarships resulted in a greater number of recipients. In AY2017, the number of recipients of Tuition Support Scholarships also increased. However, as the number of students receiving scholarships from the Japan Student Services Organization has increased since AY2018, both the number of applicants for and the number of recipients of Tuition Support Scholarships have declined. Student financial support was further enhanced in AY2019 through the establishment of the Sophia Campus Support Scholarship for Single-parent Students. Beginning in AY2020, the national higher education study-support system was fully implemented. Under this system, eligible students receive reductions or exemptions in tuition and admission fees in addition to grants from the Japan Student Services Organization. From AY2023 onward, the number of recipients of support under this national system also declined because of the decrease in student enrollment. In AY2024, recruitment for the Alumni Association Scholarship and the Sophia Campus Support Scholarship for Single-parent Students was suspended because of the decline in the number of enrolled students. In FY2025, as new applications were no longer accepted from students outside the scope of the national higher education study-support system, the University provided support for households with multiple dependent children through its Academic Encouragement Scholarship Program. This support included a full tuition exemption and a living allowance grant.

2-3-2　Percentage of students registered in an extracurricular student organization

Although the number of incoming students had shown an upward trend, the number of students participating in extracurricular student organizations declined in line with the decrease in the number of organizations. While many new organizations were established each year, some were unable to continue because they could not find successors to manage their activities. As a result, the number of organizations declined. Long-established organizations have also been dissolved because of shrinking membership. The number of students participating in student organizations has declined since AY2017. However, some students may participate in organizations outside the Junior College Division or may be primarily involved in volunteer activities. In AY2020, because all spring-semester classes were conducted online due to the COVID-19 pandemic, student organizations faced extremely difficult circumstances in recruiting new members and continuing their activities. Nevertheless, organizations that were able to operate online remained active and achieved a 44% participation rate among incoming students. In AY2021, classes were offered in a hybrid-flexible format. The participation rate in student organizations fell to 35%, possibly because students were divided between those attending classes on campus and those taking online classes from home. In AY2022, although the total number of students decreased, the participation rate rose slightly to 38%. In AY2023, all classes returned to face-to-face instruction, and the number of extracurricular activity groups declined along with the decrease in the number of students.

2-3-3　Service Learning

Service learning connects learning gained through community engagement and volunteer service with learning in the classroom. Participating students enroll in courses related to each activity and carry out their activities by applying the knowledge and skills acquired in those courses. The College Friend and Community Friend programs were incorporated into practical training courses in AY2019. The English Friend program was similarly incorporated in AY2025.

• Community Friend: Supports Japanese-language learning and academic study for children and residents with connections to countries other than Japan at local public facilities.
• College Friend: Supports Japanese-language learning and academic study for children with connections to countries other than Japan at public elementary and junior high schools in Hadano City.
• English Friend: Provides English-language activities for elementary school students from Hadano City who visit the Hadano Campus.
• Kids English Friend: Reads English picture books to young children at the Hadano City Library and other locations.

2-4　Career Options

2-4-1　Employment trends

Junior College Division students receive many job offers because employers have high expectations for their English proficiency. Their abilities have been highly evaluated across a wide range of industries, from clerical positions in manufacturing to positions in the service sector.

(calculations conducted as of May 1 of each academic year)

2-4-2　University transfer trends

The number of students transferring to four-year universities after graduating from the Junior College Division previously averaged around 80 per year. This number has declined in proportion to the overall student population. Over the past five years, nearly 90% of students wishing to transfer have successfully done so. Although the rate was 81.8% in AY2025 because of the smaller student body, the number of students with undecided plans has remained relatively stable at approximately five on average. The Junior College Division provides university-transfer guidance several times each year. This guidance includes advice on selecting faculties and departments, understanding the format and schedule of transfer entrance examinations, preparing for transfer, and completing application procedures. Most students transfer to Sophia University after passing either the special transfer admissions examination for Junior College Division students, Types A and B, or the general transfer admissions examination.

(calculations conducted as of May 1 of each academic year)

2-5　Library

2-5-1　Library collection trends

The library began collecting statistics on the number of books in its collection in AY2012, when computerization was completed. Computerization made it possible to search for, request, receive, and return books held by Sophia University’s Central Library and other libraries. The library primarily selects books that provide a foundation for academic research, as well as specialized books in the humanities. Since AY2024, book purchases have declined because of the decrease in the number of students, resulting in a more gradual increase in the total number of books in the collection. In FY2025, as the number of users of the Junior College library declined in preparation for the closure of the Junior College Division, the library reviewed its operational procedures and reorganized its collection.

2-5-2　Library use trends

Taking into account annual differences in the number of days the library is open, the numbers of library users and borrowed books have remained relatively stable. To encourage the borrowing of books in Western languages, the Department of English Language has organized exhibitions and other events featuring such books. As a result, the number of borrowed books in Western languages has shown an upward trend since AY2018. In AY2020, the number of borrowed books decreased because the library was closed from April through June due to the COVID-19 pandemic, followed by restrictions on access to campus. However, the library introduced a postal lending service and continued to provide flexible services to users even while the library was closed. The number of library users also declined in AY2020, possibly because of the temporary closure of the library during the COVID-19 pandemic. In AY2021, however, the number of users recovered as more students came to campus to attend hybrid-flexible classes. In AY2022, fully face-to-face classes resumed for the first time since before the COVID-19 pandemic, and the number of library users increased from the previous year. Since AY2023, however, the number of users has declined in line with the decrease in the number of students. In FY2025, preparations were made for the closure of the Junior College Division.

2-6　Faculty Members

2-6-1　Number of regular faculty members and Student-Teacher ratio

*Regular faculty members include full-time faculty members, specially contracted professors, specially appointed faculty members, and non-regular full-time faculty members.

2-6-2　Faculty members by nationality

Faculty members of various nationalities teach liberal arts and specialized courses in addition to language courses. By taking non-language courses taught in English, students can further develop their practical English skills while acquiring specialized knowledge.

(calculations conducted as of May 1 of each academic year)

2-6-3　Foreign faculty members and faculty members with a foreign degree

2-6-4　Percentage of female faculty members