This blog post examines specific structuring strategies for naturally connecting self-directed learning experiences within a sample business administration academic plan and demonstrating suitability for the major.

What motivated your application, and how have you prepared for this field?

Watching the U.S.-originated financial crisis that shook the world in 2008 sparked many questions. I studied its causes and the consequences it brought about. Through this process, I gained a basic understanding of subprime mortgages, moral hazard in U.S. financial institutions, and the intricate global economic structures intertwined like a spider’s web. Among these, I learned a stark example: how the moral hazard of leading U.S. financial firms caused the global economy to collapse almost overnight. This experience made me keenly aware of the critical importance of corporate management.
This became the catalyst for my interest in business administration, leading me to diligently read the economic sections of newspapers daily. I also read autobiographies of renowned business leaders and self-improvement books, reflecting deeply on the qualities necessary for a business leader. Furthermore, realizing the importance of corporate ethics as a business leader, I contemplated extensively on how I would operate a company if I became one. Based on this interest and effort, I decided to apply to your esteemed institution.

What were your self-directed learning experiences and extracurricular activities during high school?

I have a habit of making plans and thoroughly executing them. I believe I had a plan for my high school life even before starting, and I have successfully implemented that plan to this day. In my first year, I diligently pursued reading and club activities alongside my academic studies. Starting in my second year, I have focused intensely on my coursework. Because I have the habit of setting and executing my own plans, my parents never have to tell me to study. In class, instead of a passive learning attitude, I actively engaged by asking teachers so many questions that I earned the nickname ‘the student who bothers the teacher’.
I believe these experiences constitute self-directed learning. For extracurricular activities, I participated in the high school alliance volunteer club ‘○○○○○’. Last year, due to budget constraints, I proposed the ‘Companionship for the Elderly Living Alone’ volunteer activity. This initiative gained recognition in the community and even earned me a commendation from the provincial governor.

Describe your self-directed learning experiences and school/extracurricular activities during high school

Last year, during the ‘○○○○○’ volunteer activity, we faced a situation where donating necessities like rice and instant noodles was difficult due to a tight budget. While discussing what kind of volunteer activity to do for the elderly living alone, a conflict of opinions arose.

Describe your weaknesses and your efforts to overcome them in detail

Last year, during the ‘○○○○○’ volunteer activity, we faced a situation where donating necessities like rice and instant noodles was difficult due to a tight budget. During a meeting to decide what volunteer activities to offer the elderly living alone, conflicting opinions arose.
I proposed the ‘Conversation Companion’ volunteer activity, where we visit the homes of elderly individuals living alone to keep them company. However, there was internal opposition. The reasons cited were that it would be time-consuming, and if it were a one-time event, it could potentially cause further distress to the elderly individuals. While the argument had merit, I believed my suggestion was most suitable given our lack of budget and strongly pushed for it. This led to arguments and discord. Ultimately, my idea gained significant support and was implemented. However, I realized that even when convinced of one’s rightness, forcefully imposing one’s views can cause internal strife. Now, I strive to listen more attentively to others.

Describe your leadership activities and achievements during high school in detail

To study English efficiently, I personally established an English conversation club within the school. Initially, member participation was low, and few students joined, perhaps feeling burdened by the idea of conversing in English. Consequently, even existing members gradually became more passive. To address this, I initiated English discussions in open spaces accessible to anyone, regardless of membership, and held regular meetings twice a week. As more students participated, even those who initially struggled gained confidence. Their voluntary efforts began to improve their skills.
As the club’s atmosphere grew more vibrant, the school officially recognized the English conversation club and even assigned a supervising teacher. Although I sometimes felt like giving up when participation was low initially, devising solutions and leading the group through those challenges was a valuable experience that helped me grow my leadership skills.