In this blog post, I’ll summarize and share my academic experiences, school activities, examples of acts of kindness and giving, and my career preparation process during my time at Business High School.
Academic Experiences and Reflections
I enrolled in Business High School thanks to the active support of my parents, who run a small business. I enrolled with the desire to help my parents and the dream of becoming a business leader; specifically, I wanted to research ways to efficiently manage global businesses and organizations as a business researcher. That is why I have always been interested in your university’s Department of Global Business Administration.
I have often heard that graduates of our high school excel in demonstrating their foundational competencies in college, and I believe one of the reasons for this is the breadth of the curriculum I encountered in high school. Going beyond simply studying economics, I acquired business knowledge that integrated theory and practice—centered on global business—including marketing, practical merchandising, practical finance, and accounting information systems. Rather than merely studying marketing or organizational management theories, I was able to naturally cultivate a business mindset by participating in hands-on activities such as buying and selling products and managing inventory.
Through practical finance and accounting courses, I learned how to calculate and evaluate profit structures that arise in actual business operations. Through these courses, I came to understand the role of a business management expert who comprehensively manages a company’s resources, and to gain a competitive edge by acquiring a wider range of knowledge, I earned the E-Commerce Management Certification. Additionally, as part of my efforts to cultivate a global mindset, I obtained a certificate in Business English (Basic Level), and my experience studying Business Japanese and Business Chinese in school also helped broaden my global perspective.
I believe that the solid foundation of business knowledge, practical experience, and basic foreign language skills I built at Business High School will serve as a strong foundation for further deepening my major-specific knowledge as I pursue a degree in Global Business Administration.
Description of Major Campus Activities and Reflections
During my time at school, I served as the head of the Welfare Department in the Student Council and played a leading role in planning and operating the Special Educational Welfare Support Program. Since our student council was able to operate relatively independently, we were able to address a wide range of proposals aimed at improving student welfare. One such initiative was the introduction of a welfare program in collaboration with the Office of Education’s “School Welfare Program Support Project.”
The Welfare Department decided to prioritize support for students—particularly those from low-income and near-poor households—who face difficulties accessing various opportunities due to financial constraints. The goal was to help students with the potential to become future business leaders avoid giving up on their dreams due to their circumstances. To this end, we independently proposed measures to support students who were unable to participate in overseas exchange, study abroad, or field trip programs.
After collecting case studies of welfare initiatives already implemented at other schools and survey data, we analyzed the information and devised a plan tailored to our school’s specific circumstances. After holding several meetings with teachers from the Welfare Department, the General Affairs Department, and the School Operations Committee, we established three main frameworks: after-school study programs, artistic enrichment programs, and career exploration programs.
The Welfare Department took on the role of designing the specific activities for these programs. As students ourselves, we conducted a survey to determine what kind of support the target students needed, and based on those results, we set priorities and structured the programs. The after-school learning program was designed to reduce academic disparities by dividing students into ability-based groups for key subjects in preparation for the College Scholastic Ability Test (CSAT), and by offering small, elite-level classes and one-on-one counseling. For the artistic and emotional support program, we arranged for students to attend local exhibitions or theater performances at least twice a month, allowing them to choose their own cultural experiences. The career exploration program was organized around hands-on field experiences, enabling students to gain firsthand exposure to companies related to their desired fields of study.
Through this process, I deeply realized the importance of planning, coordination, and practical execution. In particular, I experienced firsthand how effective it is to listen directly to students’ voices and incorporate their feedback; as the Student Council Welfare Director, I felt a great sense of fulfillment along with a strong sense of responsibility.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
During my time on the Student Council, I experienced on multiple occasions the need for immediate decisiveness and drive to solve problems. A prime example was the issue of waste separation on campus. I raised the concern that the janitorial staff’s practice of handling waste separation only on regular cleaning days was insufficient for maintaining hygiene, and we discussed solutions to this issue at a regular Student Council meeting.
My proposal was to designate the 14th of every month as “Waste Separation Day” and implement waste separation twice a month. I reasoned that relying solely on the existing end-of-month deep cleaning would result in too long a cycle between cleanups, and that conducting an additional check midway through the month would allow for more effective hygiene management. This was followed by a discussion on who would be responsible for the waste separation; the janitorial department proposed a rotating schedule by class, while the student council suggested recruiting volunteer students from the entire student body.
After discussion, the proposal to recruit volunteers from the entire student body was adopted, and I argued that voluntary participation would be more effective than making it mandatory. Volunteers were awarded school service credits, and recruitment was conducted on a semester basis rather than monthly, ensuring that once selected, they would carry out their duties responsibly for six months. The proposal was implemented immediately after it was approved, and within just one month, we received feedback that the recycling area had become noticeably cleaner.
Through this experience, I learned that when solving problems, it is important not only to gather diverse opinions but also to demonstrate the drive to quickly identify and implement the best solution. I also realized firsthand that an approach combining autonomy and responsibility can bring about tangible change.
Efforts and Preparation Related to Motivation for Application and Career Plans
Ever since entering high school, I have set a career goal of becoming a management researcher to study the efficiency of global organizational operations. This goal developed naturally as I observed my parents’ business, and my studies and activities at a business-focused high school were instrumental in giving concrete form to that dream.
As part of my career preparation, I obtained the E-Commerce Management Certification to broaden my understanding of e-commerce and distribution practices, and I earned a certificate in Business English (Basic) to develop fundamental communication skills for the international business environment. Studying business Japanese and business Chinese in high school has also become a significant asset from a global management perspective.
If I am accepted into your university’s Department of Global Business, I intend to build upon the foundation I laid in high school to deepen my knowledge of my major. I aim to develop the theoretical and practical competencies necessary to conduct research as a business researcher, focusing on the organizational operations and resource management efficiency of global companies. Based on the specialized knowledge and field experience I gain during my undergraduate studies, my long-term goal is to become a competitive business professional on the international stage.
