Results for Certified Evaluation and Accreditation
for Professional Graduate Business School

Graduate School of Management, GLOBIS University

Basic Information of the Institution
Ownership: PrivateLocation: Tokyo, Japan

Accreditation Status
Year of the Review: 2020
Accreditation Status: accredited （Accreditation Period: April.1.2021 – March.31.2026）

Graduate School of Management, GLOBIS University

Certified Evaluation and Accreditation Results
for Graduate School of Management, GLOBIS University

The Graduate School of Management, GLOBIS University (hereinafter the “GraduateSchool”) is committed to developing leaders with Kokorozashi (a personal mission thatunifies the passions and skills of a professional to create positive change in society) as
well as comprehensive and creative thinking skills in order to make GLOBIS the “No.
1 business school in Asia”. The Graduate School’s goal for education and research isstated as follows: “In responding to the needs to educate management professionals inJapanese and Asian societies, the Graduate School of Management aims to cultivate
practical business leaders and management professionals who follow a well-roundedcode of professional ethics who will ‘create and innovate’ businesses. The purpose isto contribute to practical research in the creation of businesses and models of business
innovation unique to Japan and Asia”. The Graduate School’s educational mission is toproduce visionary business leaders of Japan and the world who can create and innovatesociety by offering opportunities to develop skills that combine theory and practice,opportunities to build lifelong interpersonal networks, and opportunities to discover
your Kokorozashi and lifestyle (career).
The “2022 Vision” was established in 2017 as the medium- to long-term
vision for the Graduate School. The vision is to become number 1 in Japan in thefollowing five areas: “Student numbers for each campus”, “Number of regionscovered”, “Amount of Technovate content” “Level of student satisfaction”, and“Quality of alumni services”, and the Graduate School has taken specific actions toachieve this vision. For instance, flexible programs are provided that allow students tocomplete courses through a combination of in-person and online classes. The Graduate
School has five main campuses (Tokyo, Osaka, Nagoya, Sendai, and Fukuoka), as wellas two specially set-up campuses (Yokohama, Mito) that offer classes for non-degree
students. Together, these seven campuses recorded over 2,000 students in AY2020 andhave produced more than 5,000 graduates to date. Leveraging its large student base,the Graduate School offers a variety of networking opportunities during enrollment
and after graduation that support value creation via interpersonal relationships between
students and alumni, which is a remarkable endeavor. In line with its educational
mission, the Graduate School added the “Technovate” discipline to the curriculum in2018 in addition to the existing “Management Philosophy (Kokorozashi)” discipline.
The curriculum offers a variety of distinctive courses to develop individuals who can1

Graduate School of Management, GLOBIS University

meet the needs and demands of today’s society. The Graduate School has alsoenhanced its support to students in addition to educational activities. One example isfinancial support to students through funds, such as “GLOBIS Venture Challenge” (aunique business plan contest) and “GLOBIS Alumni Growth Investment” (aninvestment program which invests in startup companies founded by enrolling students
or graduates which have a high potential for growth). These initiatives are highly
remarkable as they have successfully helped students start and grow a business. The
Graduate School undertakes unique initiatives to improve organizational capabilities
to support these student services. For example, the “Staff Retreat” is a distinctive
training camp style activity involving office staff and full-time faculty, in which staff
members develop their skills through learning how to plan and organize educational
events and provide guidance to students on taking courses, among other aspects.
However, the Graduate School must still address the issues raised in theprevious Certified Evaluation and Accreditation for Professional Graduate BusinessSchool.
Firstly, regarding the need to create a faculty organization suitable for
conducting educational activities that bridge the gap between theory and practice, thisevaluation found that practitioner faculty members make up a significant percentageof the faculty, and that faculty appointments do not necessarily require candidates tohave research achievements. As this imbalance in faculty has an impact on education,
the Graduate School should create a faculty capable of bridging the gap between theoryand practice by encouraging full-time faculty to engage in research activities,
increasing the percentage of academic faculty members, etc. This issue was raised in
the previous Accreditation Results, and the Graduate School is strongly urged to make
improvements to ensure that it can deliver the appropriate education as a professional
graduate school.
Secondly, improvements should be made regarding the overemphasis onpractical education in the educational program resulting from the faculty-related issues
noted above. Furthermore, although the Graduate School’s students learn throughusing case studies to engage in group discussions and class debates, which in itself isa worthwhile educational method, it is also important for students to engage in moredetailed discussions and lecturers to provide theory-based explanations in courses
designed to provide the basic knowledge and skills in management. To that end,
regarding the fact pointed out in the previous Accreditation Results that 1 or 1.5 credits
are assigned to all courses according to the necessary hours of in-class and out-of-classstudy, the Graduate School should reconsider the number of awarded credits according2Graduate School of Management, GLOBIS University

to the course content to ensure adequate learning.
Thirdly, the Graduate School noted in response to the previous Accreditation
Results that there is no need to make improvements to student surveys because theresults of the surveys given at the start and end of each course are aggregated andanalyzed and then used to improve class content. However, the information aggregatedand analyzed from survey results and improvement initiatives based on those results
should be provided to students as feedback. Additionally, while educational quality inthe Graduate School is measured by the level of student satisfaction and is ensured
only through student surveys, the Graduate School needs to engage in initiatives aimed
at further enhancing educational quality going forward, such as developing a system
for gathering opinions and feedback on course content from diverse parties.
Fourthly, regarding support for students with disabilities, the previous
Accreditation Results noted that the support systems and procedures should beevaluated in advance, but the Graduate School considered this unnecessary becausesuch cases are dealt with on an individual basis. However, it would be advisable toevaluate the support measures in advance and provide clarification to prospective
students and the general public on what facilities, equipment, and support systems areavailable.
Fifthly, the Graduate School has increased the enrollment quota with a viewto scale up and expand its educational campuses, but appropriate quota management
is required as over-enrollment has been a continual issue. With regards to the previous
recommendations in terms of setting a limit on the maximum number of credits thatstudents can register for each year, substantial improvements have been made. Namely,
the Graduate School instructs students to take their study hours into consideration
when registering for courses. However, as school documents state that students canregister for up to 30 credits each year, they should be revised to reflect the actual
situation.
In addition to the issues mentioned above, the current evaluation identified
further areas where improvement is required. The Graduate School needs to better
ensure objectivity and impartiality in evaluations during second round interviews
when selecting applicants, given the fact that these interviews are currently conductedby a single examiner. In addition, although the English and Japanese programs offer
two types of Master of Business Administration (MBA) degrees, the programs sharethe same degree award policy and curriculum design and implementation policy. Thisshould be corrected.
The fundamental issue underlying both the first and second issue is the3Graduate School of Management, GLOBIS University

Graduate School’s attitude to theory and research. Namely, the Graduate School aims
to distance itself from other professional graduate business schools by intentionallyfocusing on practical education, regarding practical framework as theory and practicalcase study analysis as research. While this kind of practice-oriented education meets
student needs and represents a unique value of the Graduate School, theories based onacademic research must be incorporated to develop the framework itself if students areto learn the skills needed to adapt to an ever-changing business environment.
Furthermore, as the Graduate School’s approach to research through practical casestudy analysis is an important aspect of business education, the Graduate School
should capitalize on its considerable 1,880-person admission capacity (as of AY2020)
to give back to society by sharing the research findings obtained from businesseducation in academic conferences, etc., and take the research even further by buildingon academic feedback and critique.
This Certified Evaluation and Accreditation for Professional Graduate
Business School has found that the Graduate School is actively engaged in reforms
that reflect the needs of students and society to become the “No. 1 business school inAsia”, and its ability to quickly incorporate such new initiatives is remarkable.
Furthermore, in terms of education, it is apparent that the Graduate School strives toimprove student satisfaction and maintain an environment suitable for group
discussions involving case studies. To enable features like these to be built upon furtherand develop an even better education, the Graduate School should work on creating afaculty capable of bridging the educational gap between theory and practice andpromoting research activities, among other areas. We hope the Graduate School
capitalizes on this opportunity to address these issues and develop even further towardgaining domestic and global recognition as a “visionary leader who creates andinnovates society”.

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