professional graduate business school standards

8/8/2019 Professional Graduate Business School Standards

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Professional Graduate Business School Standards

Japan University Accreditation Association


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Contents

Introduction ................................................................ ............................................. 1

ProfessionalGraduateBusinessSchoolStandards ...........................................................6

1.Mission,Goals,andEducationalObjectives .............................................................. 6

2.EducationalProgram,Instruction,andAchievement .................................................. 8

2.1Curriculum,etc.............................................................. ................................... 8

2.2Instruction,etc. ............................................................. ................................. 13

2.3

Achievement,

etc...................................................................... ...................... 19

3.Faculty..................................................................... ........................................... 21

4.StudentAdmissions ............................................................ ................................. 25

5.StudentsServices................................................................................................. 27

6.MaintenanceofEducationandResearchEnvironments ........................................... 29

7.Administration ..................................................................... ................................ 32

8.Self

study ................................................................ ........................................... 34

9.Accountability ..................................................................... ................................ 35


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Legend

In these Standards, the related ordinance, etc. are abbreviated as follows:

Ordinance No. 16: Standards for Establishing Professional Graduate School (Ordinance No. 16of the Ministry of Education, Culture, Sports, Science and Technology)

Notification No. 53: Stipulating the Requirements for Professional Graduate School

(Notification No. 53 of 2008 of the Ministry of Education, Culture, Sports, Science and

Technology)


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Introduction

1. The Professional Graduate School of Business Standards have been formulated by the Japan

University Accreditation Association (JUAA) to evaluate professional graduate schools of

business for accreditation as a certified evaluation agency. The Professional Graduate Schools ofBusiness Standards are intended for graduate schools that meet the following requirements.

1) The titles of degrees offered must include Master of Business (professional), Master of

Business Administration (professional), Master of International Business (professional),

Master of Accounting (professional), Master of Finance (professional), Master of

Management of Technology (professional), or other titles equivalent to these.

2) The school must aim to develop capable human resources with professional knowledge

required for the management of enterprise or other type of organization, and maintain a

high level of ethics as well as an international perspective.

3) Among the key competencies to cultivate in students, in addition to professional and

technical knowledge, the school must clearly target leadership abilities, such as foresight,

analytical thinking, strategic planning, effective management of advanced technology,

effective utilization of information technology, public and interpersonal communication

abilities, etc.

2. The JUAA has formulated and revised various standards including the University Standards

as the guidelines for universities to maintain and improve proper level of standards as well asthe criteria for JUAA to evaluate universities. The Professional graduate Business School

Standards are positioned as part of various standards set by the JUAA with the University

Standards placed at the top.

3. The Professional Graduate School of Business Standards have been formulated not only to

outline the essential conditions for establishing Professional Graduate Schools, but also to

contribute to the further improvement and development of existing professional graduate

schools of business while valuing their diversity and originality.

Using these Standards, the JUAA evaluates the qualifications of professional graduate schools

of business for accreditation. Evaluation for accreditation is made by identifying conformity to

these Standards.

4. The Professional Graduate School of Business Standards consist of the following nine main

sections:

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1.Mission,Goals,and EducationalObjectives

2.EducationalProgramand Instruction,and Achievements

3.Faculty

4.

Student

Admissions

5.StudentServices

6.MaintenanceofEducationandResearchEnvironments

7.Administration

8.Selfstudy

9.Accountability

5. Each main section of the Standards consists of main text and evaluation perspective.

The main text defines in broad outline the basic matters in each section that professional

graduate schools of business need in order to realize the mission and goals set by each school

and achieve their educational objectives, while in consideration of the aim of the professional

graduate business school program.

The evaluation perspective has two different functions. The first function is to enable

professional graduate business schools to be evaluated by facilitating the smooth

implementation of their self-study and the improvement of their educational and research

activities. The second function is to serve the JUAAs accreditation as a standard viewpoint or

approach for making evaluations.

The evaluation perspective is divided into the following two levels.

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[Level I]

The most fundamental matters required for professional graduate business school.

At this level, an evaluation is made on how each professional graduate business schoolmaintains students learning environments as well as conditions for faculty members own

education and research, etc., including organization of curriculum and actual allocation of class

subjects, the ratio of actual enrollment to the enrollment quota, the number of full-time faculty

members and the number of students per faculty member, quality of facilities and equipment, etc,

and the methods of education, etc. Thus the central issue is how each school strives to realize the

purpose of the business school program in terms of its own mission, goals, and educational

objectives (hereinafter, the mission, goals and educational objectives).

Among the matters specified on [Level I],

Items marked with indicate matters concerning compliance with applicable laws, ordinances,etc. The relevant laws, ordinances, etc. with applicable articles on which they are based are

shown in parenthesis after the evaluation perspective.

Note that there are some viewpoints of evaluation items in which the laws, ordinances, etc. on

which they are based are not shown. These are either [1] matters for which legal grounds can be

found in general laws, ordinances, etc. such as the School Education Act, University

Establishment Standards, Graduate School Establishment Standards, etc.; or [2] matters that

professional graduate business schools shall be required to observe after they are approved for

establishment, though legal grounds cannot be sought in them.

A professional graduate business school that has any serious problem with the compliance with

applicable laws, ordinances, etc. concerning the items marked with will not be accredited.However, depending on the conditions, this restriction may be mitigated by attaching

recommendation (*).

Also when there is minor problem with the compliance with an applicable law, ordinance, etc.,

a recommendation will be attached.

Items marked with are basic matters that JUAA requires professional graduate schools of

business to observe pursuant to the applicable law, ordinance, etc. If there is any school that has

any problem regarding any of these matters, recommendations will be attached. If there are any

serious problems, the school under evaluation will not be accredited.

Note that for items marked with and items marked with , there are cases where problemsare indicated with the intention to solicit further improvements as in the case of the following

level II items, instead of making recommendation since they are intended to be less significant

than recommendation.

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Level II

Matters on which self-study is highly desired to maintain and improve the quality of

education and research pursued by professional graduate school of business.

Professional graduate schools of business must clarify the results of self-study on the efforts

made to realize their own mission and goals, and achieve their educational objectives, and the

effects of such efforts.

In addition, professional graduate schools of business are also required to conduct proactive

self-study concerning their own specific efforts to realize their own mission, goals, and

educational objectives.

At this level, in addition to the perspective of Level I, evaluation is made from the perspective of

evaluating the progress toward achieving each schools mission, goals, and educational

objectives and the results of their efforts. More specifically, it shows evaluation with focus on

methods of implementing activities (such as study guidance for students, efforts to activate

students learning, mechanism for improving faculty members education and instruction

method, etc) and verification of the achievement level with respect to of each schools mission,

goals, and educational objectives, as well as the results of efforts as reflected by actual

educational results (situation of credit earning and completion of each subject, career placement

success rate after completion of graduate course, measurement of educational effects, etc.)

Regarding the items specified on Level II, if the conditions and results of efforts to realize the

mission and goals and to achieve the educational objectives, and characteristic efforts are

Insufficient

Insufficient in view of organization and operation of the system,

then, Problem (*) will be indicated and attached;

or if,

satisfactory as the results of efforts are sufficiently produced

satisfactory as the system is well-developed and functions effectively

then Merit (*) will be indicated and attached.

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The matters on Level I and Level II can be summarized as follows.

Level of evaluation

perspective

Matters relevant to the evaluation

perspectiveEvaluation

Level I Matters concerning the compliance with

the applicable law, ordinance, etc.

Decision of accreditation,

Recommendation, Problem

Level I Basic matters that the JUAA requires of

professional graduate business schools

according to applicable law, ordinance,

etc.

Recommendation, Problem

(However, decision against

certification if there is any

serious problem).

Level II

Matters on which self-study is desired on

a higher level, in order to continue to

maintain and improve the quality of

education and research conducted by

professional graduate business schools

Problem, Merit

() The results of certified evaluation of business school are categorized as 1) Decision of

certification, 2) Merit, 3) Problem, and 4) Recommendation, etc.

Based on the above, Recommendations are attached to items for which a relevant professional

graduate business school is strictly required to make plans for improvement and swiftly take

specific measures accordingly, and the relevant business school is obligated to prepare and

submit a report on improvement completion within two years.

On the other hand, a Problem (less severe than a Recommendation) is indicated and

attached for the purpose of further promoting continuous improvement by the relevant business

school, and though it does not necessarily oblige the improvement, the relevant school must

submit a response to report on the decision/status within two years.

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Professional Graduate Business School Standards

Determined on September 11, 2007Revised on November 16, 2007

Revised on January 18, 2008

1.Mission,GoalsandEducationalObjectives

The professional graduate business degree course is part of a category of postgraduate

educational courses specializing in cultivation of highly-specialized professionals who are active

at home and abroad, and is established with the objective of cultivating profound knowledge

and superior ability to shoulder a profession that requires high level of professionalism.

Each professional graduate business school must clearly establish its own mission, goals, and

educational objectives, and communicate them widely both inside and outside the campus. At

the same time, the school must examine consistently the appropriateness of its educational

objectives, educational programs, and methods and tools of instruction, etc., in order to optimize

effectiveness in achieving its goals and objectives, as well as adapting to dynamic changes in

social demands, etc. A school must constantly work to seek improvement and reform to realize

its mission and goals.

The mission is a social responsibility that reflects upon every aspect of the professional graduate

business degree course. The role that each professional graduate business school plays for the

benefit of society as a higher education institution is shaped by its mission. The goals are

principles, which all constituent members of each business school should aim to realize as a

unified organization, such as the educational policies the business school upholds as its

foundation, and image of ideal human resources it strives to develop. Moreover, the educational

objectives are concrete targets, which may be attained in order for the school to progress toward

realizing its goals, and which may be evaluated in terms of degree of achievement by an

appropriate method.

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LevelItem Evaluation perspective

I II

Appropriateness of

the mission, goals,

and educational

objectives.

1-1 Are mission and goals, and educational objectives clearly

established?

1-2 Do mission, goals, and educational objectives conform to the

purpose of the business school program?

(Article 2 of the Ordinance No.16)

1-3 Is the image of ideal human resources to be developed properly

defined in the mission, goals, and educational objectives?

1-4 Is the cultivation of professional ethics properly incorporated in

the mission, goals, and educational objectives?

1-5 Do the mission, goals, and educational objectives meet the needs

of human resources for business management at present and in

the expected future?

1-6 Is the cultivation of highly specialized professionals, who can be

successful as business management professionals at home or

abroad, clearly articulated in the mission, goals, and educational

objectives?

1-7 Does the business school have a medium-and long-term vision

or strategy, as well as an action plan to realize the mission and

goals?

Familiarization ofthe mission, goals,

and Educational

objectives

1-8 Are the mission, goals, and educational objectives disclosedto the general public through the school websites, school

prospectus, etc.?

1-9 Are the mission, goals, and educational objectives universally

known to all of the schools constituent members including

faculty, administrative staff, and students?

1-10 Are special efforts made and measures taken to ensure that

the mission, goals, and educational objectives are understood

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by the faculty and staff members, students, etc. and that they

are fully disclosed to the general public?

1-11 Are educational objectives appropriately evaluated with

respect to the status of achievement of the objectives, etc.?

Verification and

improvement of the

mission, goals, and

educational

objectives

1-12 Is there a mechanism adequately maintained for following

up on the result of this evaluation process in order to further

reform and improvement?

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2.EducationalProgram,Instruction, andAchievement

2.1Curriculum,etc.

Degree awarding is one of the important responsibilities for each professional degree course.Upon awarding a degree, professional graduate schools must assign an appropriate degree title

in the area of business management that fits the characteristics of the business management area

and education program, and the school must endeavor to maintain a quality standard of the

degree that can meet the expectations of the business world.

Regarding the certification of course completion and authorizing the shortening of period of

attendance, etc., schools must properly establish relevant criteria and methods based on the

characteristics of the relevant business areas and expectations of the business world, etc. Also, to

secure academic fairness and rigor, certification must be granted based on the criteria and

methods clearly presented to students in advance.

The professional graduate business degree course must be properly organized in accordance

with the purpose of the professional degree course program, i.e. to cultivate profound

knowledge and superior capabilities to enable a student to master a business that requires a high

level of specialized knowledge. Furthermore, each degree course must be consistent with the

mission and goals, and educational objectives of the professional graduate business school.

In organizing the curricula, it is essential to observe the applicable laws and ordinances, etc. and

to systematically allocate class subjects that suit the characteristics of the business management

area and can meet the expectations of the business world. It is also vital to cultivate professional

ethics and fundamental skills, as well as highly specialized professional knowledge, and to

provide practical class subjects to connect theory and practical application. Furthermore, it is

necessary to manage the curricula of degree courses to maintain the quality level of the

professional degree and to respond to students learning requirements.


I II

Title of degree and

criteria for granting

2-1 As the title of degree to be granted, is an appropriate name

assigned that represents the characteristics of the field of

business and the educational content?

2-2 Are the criteria and screening procedures, etc. for degree

granting clearly documented and are they well known by

students?

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2-3 Is an appropriate quality level maintained for the degree to be

granted so that it can meet the expectations of the business

world, in light of the characteristics of the field of business?

Completion of

course, etc.

2-4 Are the period of attendance and number of acquired credits

required for the certification of completion of the course

appropriately set with respect to the provisions of the applicable

ordinance and goals of the relevant business school? Also, is

due consideration paid to ensure that burden on students

learning is not excessive?

(Articles 2, 3, 15 of the Ordinance No.16)

2-5 Is the criteria and method for certifying the completion of the

course established in accordance with the goals of the relevant

business school, and is it well known by all students?


2-6 In case the period of attendance is shortened, is it set in

accordance with the legal regulation?


Also, is due consideration paid to ensure that adequate results

can be gained in light of the goals of the relevant business

school?

2-7 Are the criteria and method for shortening the period of

attendance clearly presented to students via the school rules,

etc.? Also, is the shortening of the period conducted in a fair and

strict manner based on the clarified criteria and method?

2-8 Is there any mechanism established for examining the

appropriateness of the criteria and method of certifying the

completion of the course or shortening the period of attendance?

Organization of

curricula

2-9 Are class subjects appropriate for achieving the professional

graduate business schools own educational objectives and

fulfilling the goals of the relevant legal regulations?


2-10 Is the curriculum systematically organized, and do class

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subjects encompass basic subjects appropriate for the

characteristics of the field of business, subjects for cultivating a

broad viewpoint and knowledge of related fields, subjects for

acquiring advanced knowledge, etc.?

2-11 Are the curricula appropriately organized from the viewpoint

of helping students to acquire professional knowledge required

for practical business management, business acumen, analytical

thinking, communication and presentation, etc., and do the

courses instill students with a high level of sense of ethics and

international view?

[Field of business and Management of Technology]

For example, are subjects dealing with contents concerning

management strategy, organizational behavior, finance,

accounting, marketing, technology, production management,

information management, etc. appropriately incorporated in

the curriculum?

2-12 Is the curriculum of each field organized based on the

following matters in accordance with the relevant business

schools own mission, goals, and educational objectives?

[Field of accounting]

For example, are subjects dealing with contents concerning

financial accounting, management accounting, auditing, etc.

appropriately incorporated in the curriculum?

2-13 Is due consideration paid to the organization of curricula to

respond to diverse needs of students, trends of academic

development, demands, from the society, etc.?

Learning in a

systematic and

phased manner

2-14 In order to have students learn subject classes in a

well-balanced manner for each school year, is an upper limit set

on the number of credits that each student may register for in

each year or each term?


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2-15 Regarding curriculum structure, are class subjects properly

allocated so that students may learn in a systematic and phased

manner?

2-16 Are appropriate credits assigned in consideration of the

characteristics and content of each class subject, method of

learning, and required study hours for the subject (including

preparation and review out of class), etc.?

Bridge between

theoretical education

and practical

education

2-17 Are pertinent measures taken for the organization of curricula,

educational programs, forms of learning, etc.?

2-18 Is any class subject offered to cultivate professional ethics?

Introductory

education and

supplementary

education

2-19 Is an introductory education program which responds to the

diverse backgrounds of enrolled students conducted?

2-20 Are any measures taken for students with lower basic

academic abilities such as supplementary education?

Internationalization

of education and

research

2-21 Is the strategy to embrace internationalization of education and

research clearly implemented by the relevant business school?

Also, are specific program for promoting internationalization

such as cooperation with overseas university established?

2-22 Does the business school has demonstrated results regarding

activities to promote internationalization such as cooperation

with overseas universities? Also, does the school have an

established plan for concrete activities?

Reflection of

opinions of faculty,

administration staff

and students

2-23 Are the opinions and requests of the business world and other

external sources, as well as input from students, reflected in the

process of organization of the curriculum and setting of

educational levels? Is the procedure for reflecting such opinions,

etc, clearly documented?

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Unique approaches 2-24 In case any unique approaches are taken for educational

programs, are the aim and content of such approaches effective

for the relevant business school to achieve its own mission,

goals, and educational objectives?

2-25 Is any mechanism maintained for examining the effectiveness

and results of the approach? Is there any mechanism maintained

for following up the result of examination to further

improvement?

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2.2Instruction, etc.

In order for professional graduate business degree courses to attain satisfactory educational

results, it is vital for professional graduate schools of business to introduce appropriate methods

of instruction suited to the characteristics of the field of business, above all to adopt methods ofinstruction that can combine both theory and practical applications to meet the expectations of

each professional field, and to maintain a system for implementing this effectively.

Professional graduate business degree courses must adopt the most effective teaching methods

according content of each individual class, such as dialogue or multi-sided discussions in class

based on case studies, external site inspections, or Q&A session and discussion.

Also, the schools must communicate teaching content, methods, requirements for completion,

etc., to students in advance.

For evaluation of academic achievement and credit approval, a proper mechanism for ensuring

fair and rigorous evaluations must be introduced in light of the purpose of the professional

graduate business degree course. In addition, relevant criteria and methods must be established

and clearly expressed in advance via the syllabus, etc., and the evaluation and approval process

must be made based on the documented criteria.

To attain their educational objectives, professional graduate schools of business must maintain alearning guidance and counseling system in light of the diversity of experience and knowledge

students have gained and acquired before enrolling at the school, and provide appropriate

learning guidance to further promote students motivation for learning.

It is important for professional graduate schools of business consistently and proactively to

examine their curricula, class contents, and teaching methods, and to make effective use of the

results of such self-examinations, in order to improve the quality of the schools education.

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Teaching methods,

etc.

2-26 Are proper educational methods and class types adopted to

improve practical education, including lectures, discussions,

exercises, group study, case study analysis, games,

simulations, field study, internships, etc.?

(Article 8, Paragraph 1 of the Ordinance No.16)

2-27 Are the quality level and effectiveness of practical education

properly understood and are measures taken for enhancing

them?

2-28 When remote teaching is conducted using various

technologies and media, is it intended for specialized fields

and class subjects for which adequate educational effects can

be expected?


2-29 When correspondence education is adopted for teaching, is it

intended for specialized fields and class subjects for which

adequate educational effects can be expected?


2-30 Is the size of each class, as defined by the number of students,

appropriate for attaining satisfactory results in consideration of

teaching content, method and facilities and equipment and

other educational conditions?


2-31 For class subjects for which individual teaching is required in

part, is the number of students appropriately determined?

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Class plan, syllabus

and learning

registration

2-32 Is a syllabus prepared, detailing the specific content and

teaching method of each class, listing materials to be used, and

outlining the yearly class schedule? Are learning expectations

specified in line with the aim of the curriculum organization?


2-33 Are class hours and time schedules, etc. prepared with due

consideration paid to effectiveness of students learning?

2-34 Are classes conducted properly according to the syllabus?

Credit approval and

evaluation of

performance

2-35 Are the criteria and methods for evaluation of performance

and granting of credit approval established in accordance with

the goals of the relevant business school and clearly presented

to students via a syllabus, etc.?


2-36 Are evaluation of achievement and credit approval conducted

in a unified fashion and fair and rigorous manner based on the

documented criteria?


2-37 For evaluation of achievement and granting of credit

approval, is a proper mechanism introduced to secure the

fairness and rigor of the evaluation process, for example by

responding to students complaints on evaluation of

achievement?

Completion of class

subjects at other

graduate school and

the like

2-38 If the credits a student has acquired for class subjects he/she

has completed at another graduate school are approved as

being equivalent to credits acquired at the relevant business

school, is such approval deemed useful for the students

education and is the decision made based on a method that

takes into consideration the integrity of the educational

standards and educational curriculum of the business school,

and is it in accordance with the legal standard?

(Articles 13 and 14 of the Ordinance No.16)

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Learning guidance,

etc.

Organized training,

etc. for improvement

2-39 Is pertinent learning guidance given according to the chosen

career track of each student, for example, by paying due

consideration to diverse backgrounds before enrollment and

career aspirations of the student?

2-40 Is a system for learning guidance and learning counseling by

faculty members maintained, for example, by offering

orientation for newly enrolled students and setting open office

hours? Is the learning support to students provided

systematically and effectively?

2-41 Is appropriate feedback provided systematically regarding

the results of examinations and evaluation of reports?

2-42 In the case of correspondence education or education using

diverse technologies and media, are learning support and

educational counseling properly provided?

2-43 Is a learning counseling system based on academic advisers

and teaching assistants, etc. maintained and is learning support

to students properly provided?

2-44 In the case of internships, etc., is there a mechanism for

confidentiality clearly documented in the regulations, etc. and

is appropriate guidance provided?

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2-45 Is there a system for conducting organized training and

research continuously and effectively (FD system)

maintained and properly implemented to improve the

teaching content and methods at the relevant professional

graduate business school and to enhance the qualifications ofthe faculty members?


2-46 Is evaluation of classes by students systematically

implemented, and are the results disclosed to the public?

Also, does a mechanism exist to follow up on the results of

evaluation of classes by students for the purpose of improving

the quality of education? Moreover, does such a mechanism

function effectively in practice?

2-47 Are the opinions and requests of students and faculty and

staff members reflected in FD activity?

2-48 Do FD activities, self-study, etc. function effectively to

improve the business schools educational program and

teaching methods, for example, in the ways they are reflected

in each faculty members educational program, classmanagement method, and teaching materials? Also, are any

measures taken for measuring the status and effectiveness of

these activities?

2-49 Is information on the status of students learning, etc. and

class contents/teaching methods of each faculty member, as

well as status of proactive efforts for improving education

and research, achievement, issues, etc. appropriately

communicated within the graduate business school campus,

among the people concerned with further improvement?

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Unique approaches 2-50 In the case of unique approaches taken for the educational

program, are the aim and content of such approaches effective

for the relevant business school to achieve its own mission,


2-51 Is any mechanism maintained for examining the achievement

of the approach? Is any mechanism maintained for following

up the result of examination for further improvement?

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2.3Achievement,etc.

Professional graduate business degree courses are expected to ensure that educational and

research activities are developed in accordance with the purpose of the professional graduate

degree course system and each professional graduate business schools own mission, goals, andeducational objectives, and to produce consistent educational results.

Also, it is essential for professional graduate schools of business to maintain a system to track the

degree granting status, career options of students who have finished the course, evaluation and

working status of students after completing the course, and to evaluate the programs

educational results in accordance with the schools own mission, goals, and educational

objectives. The results of such evaluation should be utilized to facilitate improvement of quality

of the schools education. In addition, it is desired that each school consistently examines its

educational content, method, results, etc.


I II

Number of degrees

to be granted

2-52 Are degrees granted appropriately in proportion to the

admission capacity and actual number of enrollment?

2-53 Is a system for investigating and analyzing the status of

granting degrees maintained? Also, are the results of such

investigations and reviews disclosed within the school and to

the public on a regular and continuous basis?

Tracking the status,

career choice

working status of

students who have

finished the courseof students after

completing the

course

2-54 Is there a system for tracking the career choice of students

who have completed the course? Also, are the tracked results

disclosed within the school and to the public on a regular and

continuous basis?

2-55 Is there a system for tracking the evaluation and working

status, etc. of students who have finished the course? Also,

are the tracked results disclosed within the school and to the

public on a regular and continuous basis?

Measurement of

educational effects

2-56 Is there mechanism for evaluating educational effects in

accordance with the mission, goals, and educational

objectives?

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2-57 Are students who have completed the course graduated

successfully in accordance with the mission, goals, and

educational objectives?

2-58 Is the relevant business school undertaking the development

of an index and criteria for evaluating educational effects?

2-59 Is there any mechanism for systematically following up the

on evaluations of educational results to ensure the

improvement of educational content and methods?

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3.Faculty

Professional graduate schools of business must establish an appropriate faculty organization and

allocate appropriate faculty members so that they may fulfill the purpose of the professional

degree course program and achieve their own mission, goals, and educational objectives. Inaddition, professional graduate schools of business must establish transparent procedures for

appointing faculty members who have a sufficient education and research ability, and

professional knowledge and experience to maintain education and research activities in the

future, and work to ensure fair application of such procedures.

Also, it is important for the schools to ceaselessly examine if their faculty organization functions

effectively, and work to improve and enhance it.


I II

Number of full-time

faculty members

3-1 Is the legal standard for the number of full-time faculty

members observed?

(Article 1, Paragraph 1 of the Notification of 53)

3-2 Is each full-time faculty member required to teach/lecture on

one major subject only?

(Article 1, Paragraph 2 of the Notification of 53. However,

Supplementary Provision 2 of Standards for Establishing

Professional Graduate School shall apply until 2013)

3-3 In principle, do professors represent at least half of the legally

required number of full-time faculty members?

(Article 1, Paragraph 3 of the Notification of 53)

Ability as a full-timefaculty member

3-4 Do faculty members fall under either one of the followingcategories and possess high-level instruction ability for their

responsible specialized area?

1. Those who have educational or research achievements in their

specialized area

2. Those who possess high-level technique or skills in their

specialized area

3. Those who possess other superior knowledge and experience

in the specialized area


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Practical faculty

members

3-5 Are practicing professionals included from among the full time

faculty members at a certain fixed percentage, as required for

the relevant field?

(Article 2 of the Notification No.53)

3-6 Do the faculty members with industry experience possess at

least 5 years or more experience in practice and have they

demonstrated, high-level practical ability?

(Article 2 of the Notification No.53)

Composition of

full-time faculty

members by area,

and allocation by

subject

3-7 Are full time faculty members allocated to teach basic level

subjects appropriate for the characteristics of the fields of

business, subjects for learning practical basic and skills, subjects

for cultivating broad viewpoints and knowledge of peripheral

domains, subjects for developing basic knowledge, subjects for

learning advanced knowledge, etc.?

3-8 Are full time professors or associate professors allocated in

principle for classes deemed as core subjects in terms of their

educational importance at the relevant professional graduate

business school?

3-9 Are practicing faculty members allocated for subjects that

emphasize development of practical abilities in the field of

business management?

3-10 If classes deemed as core subjects in view of educational

importance are taught by faculty members who hold concurrent

classes, is such allocation of the members implemented based

on the appropriate criteria and procedure?

Structure of full time

faculty members

3-11 To maintain the appropriate composition of full time faculty

members, is due consideration given to the balance, etc. of their

professional background, international experience, age, and

gender?

Recruitment,

appointment and

3-12 Are the basic policies for the structure of faculty organization

including professors, associate professors, visiting professors,

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promotion of faculty

members

fixed term professors, lecturers, assistants, etc. clearly

established, and is the faculty organization organized based on

these policies?

3-13 Are the criteria with appropriate content and regulations of

procedures for recruitment, dismissal, and promotion of faculty

members established and applied consistently? Particularly, is

educational leadership ability evaluated?

3-14 Are recruitment, appointment and promotion of faculty

members appropriately conducted in accordance with the

relevant regulations, under the responsibility of a full-time

faculty organization specific to the professional graduate

business school, such as a faculty council?

3-15 Does the system allow consideration to be given according to

the needs of education and research, for example, the

application of fixed term appointment and flexible treatment of

experts at home and from abroad who have high level of

expertise in specific fields?

3-16 Is due consideration given to the ensure successors for andsupporting substitute instructors for full-time faculty

members?

Education and

research conditions

for full-time faculty

member

3-17Are the class hours led by each full-time faculty member

determined within an appropriate range with due

consideration to the time required for preparation for

education and research activity?

3-18 Is an individual research budget for full-time faculty

members appropriately allocated?

3-19 Are faculty members guaranteed opportunities to engage in

research activity, such as by a system allowing a concentrated

research period (sabbatical leave)?

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Evaluation of

educational and

research activities,

etc.

3-20 Is there a mechanism for appropriately evaluating faculty

members educational activities?


members research activities?


members contribution to the management of the relevant

professional graduate business school?

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4.StudentAdmissions

For their professional graduate business degree course, professional graduate schools of business

must admit students who are highly qualified to develop professional capabilities. Upon

graduation, students must be qualified to work actively and successfully as a professional. Priorto admission, students must possess the basic academic ability to take advantage of various

educational activities provided by the relevant professional graduate business school.

Therefore, the schools must develop appropriate student recruitment and admission policies and

screening procedures that assure admission of sufficiently qualified students, and they must

admit students in a proper and fair manner such policies.


I II

Policies of

admissions of

students

4-1 Are policies, selection methods and procedures for admissions

that meet the purpose of the business school program and fulfill

the mission and goals, and educational objectives set by the

business school established and disclosed in advance to

applicants for admission and to the general public?

4-2 For selection of students, are students who fit the policies for

admissions, selection criteria and methods admitted based on

appropriate and objective evaluations?

4-3 Do student recruiting methods and selection methods provide

equally fair opportunities for all applicants eligible for

admission at the professional graduate business school?

4-4 Are explanatory meetings, open lectures, etc. held for

prospective students?

Implementation

system

4-5 Is the method for admission of students in accordance with the

student admission policies adopted, and is actual screening of

applicants conducted under a responsible implementation

system in an appropriate and fair manner?

Diverse ways of

screening

4-6 If more than one method for screening applicants exists, are the

prioritization of each method and the relation between them

defined appropriately?

Consideration for 4-7 Is there a mechanism or system to ensure applicants with

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applicants with

disabilities

disabilities, etc. may take an entrance examination?

Quota management 4-8 Are the ratio of enrollment number to enrollment quota and the

ratio of the actual number of enrollment to the admission

capacity properly controlled to consistently secure an

environment appropriate for education of the professional

graduate business school?

4-9 When the actual enrollment number is significantly above or

below the enrollment quota, is a proper adjustment made for

the relation between the enrollment quota and the actual

enrollment number, including remedial efforts to prevent a

recurrence?

Verification of

applicants screening

method

4-10 Is there an established organizational system and a mechanism

for constantly verifying appropriate methods of admitting

students including admissions policies, screening criteria,

screening methods, etc.?

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5.StudentsServices

The professional graduate business degree course must properly maintain counseling and

support systems to assist students in their school campus life as well as a counseling and

guidance system to assist students in deciding their future career, and the existence of suchsystems must be fully communicated to students.

In addition, in order to improve the support and guidance systems for students campus life and

to ensure that each student enjoys better specialized professional education, it is desired that, a

system be developed to enable feedback from students, via course subject evaluations, various

surveys and questionnaires, etc., with the aim of education system improvement.


I II

Establishment of

support and counseling

system

5-1 Is there an established support and counseling system for

students school life?

Maintenance of

students mental and

physical health

5-2 Is an appropriate counseling and support system for

maintaining and enhancing students emotional and physical

health established?

Response to various

harassments

5-3 Are there regulations for preventing any kind of harassment

and is a relevant counseling system properly established and

communicated to all students?

Economic support to

students

5-4 Is there an appropriate counseling and support system for

providing scholarships and other means of economic support to

students?

Development and

promotion of career

education

5-5 Is there a career education planning system to assist students in

the future after completion of the course, and is an appropriate

counseling and guidance system maintained?

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Counseling system

for future career

decision

5-6 Is an appropriate counseling and support system for assisting

students in their future career decision established?

Consideration to

students with

disabilities

5-7 Is an appropriate support system for admitting students with

disabilities, etc. established?

Consideration to

foreign students,

adult students

5-8 Is there an appropriate support system for accepting foreign

students, adult students, etc.?

Improvement

support andcounseling system

5-9 Is there a mechanism established for continuously examining

the support and counseling system for students school life?Also are necessary changes made for the continuous

improvement of this mechanism?

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I II

Maintenance of

human support

system

6-1 Is a support system to contribute to the education and research,

for teaching, technical and administrative staff, etc. maintained

to help develop capable human resources in line with the

relevant professional graduate business schools mission and

goals and educational objectives?

6-2 A system for facilitating educational results, such as a teaching

assistant system is adequately maintained.

Equipment andfacilities adapted to

the methods of

instruction

6-3 Are lecture rooms, laboratory rooms and other facilities andequipment properly established in proportion to the scale of the

professional graduate business school and in accordance with

the methods of instruction?


Space for students 6-4 Are environments where students may study freely or exchange

information such as study rooms and a student center,

adequately maintained and effectively used?

Maintenance of

laboratory, etc.

6-5 Are adequate environments for educational and research

activity for full time faculty members, including the

maintenance of individual laboratories, prepared?

Information related

facilities and human

system

6-6 Are information infrastructure and relevant supporting

personnel systems necessary for students learning and for

education and research by faculty members properly

established?

Maintenance and

improvement of

facilities and

equipment

6-7 Are facilities and equipment properly managed and modified in

response to changes in educational and research contents, social

circumstances, etc.?

Consideration to

students with

disabilities

6-8 Are appropriate facilities and equipment accessible for students

with disabilities and properly maintained?

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Maintenance of

books, etc.

6-9 Are various kinds of materials including books and electronic

media in sufficient quantity and quality for the school students

learning during the professional graduate business degree

course and for faculty members education and research

maintained in the library?

6-10 Are the rules on the use of library and the opening hours

determined with due consideration given to needs of students

learning in the professional graduate business degree course

and faculty members education and research?

6-11 Does the library information system enable the sharing and

mutual use of academic information and materials including

books with other graduate business schools and research

institutes, etc. at home and abroad?

Financial base 6-12 Does the relevant professional graduate business school's own

financial base enable the school to adequately pursue

educational activity, etc. at the school?

Improvement of

education research

environments

6-13 Are an organization and system for continuously examining

the educational and research environments established in order

to track the opinions and requests of students and faculty

members? Are these opinions and requests utilizes for the

improvement, etc. of facilities? Also, are necessary

improvements made for the betterment of the educational and

research environments?

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7.Administration

Universities that offer professional graduate business degree courses must maintain their own

organizational system for the administration of the relevant professional graduate business school. It

is the role of such an administration to define and document the school regulations based on the

relevant laws, ordinances, etc. and to strive to conform to them, so that they may fulfill the

professional degree course program and achieve the mission, goals, and educational objectives set for

the relevant business school.

Upon establishing and operating the administrative system and school regulations, etc. universities

must pay due consideration to enable originality, independence, appropriateness and efficiency of

decision making, autonomy of academic research, etc. of the administrative staff.

Furthermore, administration of the business school needs to be conducted in proper cooperation with

related faculties and departments and various other school-wide organizations.

Universities must work to improve the administration by appropriately examining and evaluating

the content of the school regulations to ensure that they properly reflect the social circumstances.

Universities also must appoint sufficient numbers of qualified administrative staff at the relevant

business school and ensure that it is adequately operated it and improved continuously, so that they

may fulfill the professional degree course program, and achieve the mission, goals, and educational

objectives set for the relevant business school.


I II

Maintenance of

in-school system and

regulations

7-1 Is a specific organizational system for the administration of the

relevant business school maintained and are appropriate

regulations for its activities established?

Observation of law,

ordinance, etc.

7-2 Are related laws, ordinances, etc. and school regulations

observed?

System for

management and

operation

7-3 Regardless of the initial conditions of establishment of the

professional graduate business school, are decisions made by

the school-specific, full-time faculty organization, such as a

faculty council, fully respected regarding important matters of

education, research, etc. concerning administration of the

professional graduate business school?

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7-4 Are appropriate standards established and properly followed

for the appointment, etc. of the chairperson of the

school-specific, full-time faculty organization that is responsible

for the administration?

Cooperation with

related

organizations

7-5 If the institution has established other faculties, departments,

etc. which are relevant to the professional graduate business,

are cooperation and role-sharing with those faculties and

departments properly maintained?

7-6 Are decisions and approvals properly and ethically handled on

agreements, contracts, etc. for promoting cooperation and

collaboration with enterprises, local government and other

outside organizations, as well as the receipt, management, etc.

of relevant funds?

Self-study and

improvement

7-7 Are examinations and evaluations of the content and form of

the internal school regulations properly conducted for the

administration of the relevant professional graduate business

school?

7-8 Are efforts for improving the administration properly made

based on the examination and evaluation results?

Establishment of

administrative staff

7-9 Does the established administrative staff have the proper

size/scale and functions to administer adequately the relevant

professional graduate business school and support its mission,


Management ofadministrative staff

7-10 Is the administrative organization effectively operated,including organic cooperation with various other organizations

as necessary?

Improvement of

administrative staff

7-11 Are measures taken and improvements implemented as

necessary for developing the quality of the administrative

staffs activities, including the introduction of systematic

training systems?

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8.Selfstudy

So that they may realize their own mission, goals, and educational objectives, professional

graduate schools of business must maintain a mechanism such as Plan-Do-Check-Action (PDCA)

and consistently check and evaluate to lead them to the further improvement and reform.

In addition, the results of self-study conducted by each business school must be disclosed to the

general public.


I II

Self-study 8-1 Is a mechanism and organizational system for self-studydeveloped, and is self-study implemented as an organizational

and continuous activity, based on appropriate items of

evaluation and established methods?

8-2 Are the results of self-study disclosed to the general public?

Maintenance of

mechanism for

improvement

8-3 Is there a mechanism for following up the results of self-study,

third-party evaluations, etc. to the improvement of educational

and research activities of the relevant professional graduate

business school?

Improvement based

on evaluation results

8-4 Are the results of self-study, third-party evaluation, etc.

effectively utilized for the improvement of educational and

research activities of the relevant professional graduate

business school?

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9.Accountability

Professional graduate schools of business must conduct school management transparently and

fulfill their accountability to society by actively disclosing information concerning the status of

their activities.


I II

Accountability 9-1 Does the professional graduate business school appropriately

disclose information concerning the schools organization and

management as well as the status of its activities through its

websites, prospectus, etc. to ensure correct understanding of the

school by society in general?

9-2 Are there regulations and a system established to respond to

requests from inside and outside the school for the disclosure of

information?

9-3 Is there a mechanism for verifying if the current disclosure of

information appropriately fulfills the schools accountability

established?

professional graduate business school standards

Documents