University Accreditation Results(Results for Certified Evaluation and Accreditation for university)

Soka University

Basic Information of the Institution
Ownership: Private

Location: Tokyo, Japan

Accreditation Status
Year of the Review: 2021
Accreditation Status: accredited （Accreditation Period: April.1.2022 – March 31, 2029）

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Certified Evaluation and Accreditation Resultsfor Soka University

Overview
The founding spirit of Soka University is to “be the highest seat of learning forhumanistic education,” “be the cradle of a new culture,” and “be a fortress for thepeace of humankind,” and it defines its purpose as “to impart knowledge broadly, toteach and research arts and sciences in depth, to promote holistic humandevelopment, and to contribute to the development of culture and the welfare ofhumankind.” In order to fulfill its founding spirit and purpose, the University has
drawn up a medium- to long-term plan, “Soka University Grand Design 2021–2030,”
and is working to enhance its educational and research activities.
Regarding internal quality assurance, the “Internal Quality Assurance
Promotion Committee” (“Promotion Committee”), chaired by the President, ispositioned as the body responsible for internal quality assurance, and a system has
been established to oversee all educational activities conducted in accordance withthe three policies (degree award policy, curriculum design and implementation policy,and admission policy), and to manage improvements and enhancements based on
checks and reviews conducted by the “All-University Self-Assessment Committee.”
It is hoped that going forward, this internal quality assurance system will be madefunctional and that appropriate revisions of the system will be made to improvelearning outcomes.
Regarding education, curricula have been appropriately organized based on thedegree award policy (diploma policy) and the curriculum design and implementation
policy (curriculum policy). In addition, for undergraduate education, faculty
members take a class design training course to promote class creation thatincorporates active learning, and workshops with standardized content are held by
each department. In addition, three “assessment gates” are established before
graduation, and students engage with their own learning based on rubric evaluations
in designated assessment courses, while faculty members also work to visualize
learning outcomes by examining students’ reflections on their work. These initiatives
have resulted in an increase in student study time, which is highly commendable.
In addition, the University’s faculty development (hereinafter “FD”) activities
are highly commendable for their systematic and continuous development ofmultifaceted training activities in line with the issues involved. For example, in1

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accordance with organizational positioning by the “School for Excellence in
Educational Development,” the “All-University FD/SD Committee” and its
implementing body, the “Center for Excellence in Teaching and Learning” (CETL)
work together to conduct FD activities in an organized and multifaceted manner. This
includes not only FD that incorporates training camps involving measures forpromoting active learning, but also FD for class improvement based on the
introduction of teaching portfolios. In student support, particularly study support, theprovision of services that lead to effective learning and improvement of academic
writing skills is commendable. These include study support services such as paper
writing, note-taking, and study counseling at the “Student Performance Acceleration
Center” (SPACe), which provides comprehensive support for student learning, andthe paper tutoring and diagnosis services offered at “learning seminars” conductedby faculty members who teach the university-wide compulsory Academic Writing
course and graduate student tutors.
However, there are issues to be improved, especially at the graduate schoollevel. Some graduate schools’ degree award policies do not indicate the knowledge,
skills, abilities, and other learning outcomes appropriate for the relevant degrees, andsome graduate schools have low ratios of student enrollment to the student
enrollment cap. This should be improved.
Going forward, the JUAA would like to see the University make greater
progress by resolving these issues through internal quality assurance efforts andfurther developing its distinctive initiatives.
Notable Strengths
Mission and Purpose At the beginning of the academic year, a briefing session for faculty members isheld in which the President himself gives explanations of the medium- to longterm plan, “Soka University Grand Design 2021–2030,” and the “President'sVision,” which defines specific action plans for each academic year, ensuringthat the plans are understood and shared throughout the University. It is alsocommendable that, based on a common understanding among the University’smembers, it is not only working systematically to fulfil its philosophy andpurpose by implementing the medium-term plan, but is also constantly
monitoring its progress in order to further enhance the plan, leading to early
realization of the plan and other positive results.

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Educational Program and Learning Outcomes In principle, all faculty members in the undergraduate program take “Class
Design Training,” which promotes the creation of classes incorporating active
learning, and training sessions with standardized content are conducted in eachfaculty. In addition, three “assessment gates” are established before graduation,and students engage with their own learning based on rubric evaluations indesignated assessment courses, while faculty members also work to visualize
learning outcomes by examining students’ reflections on their work.
Furthermore, the results of student class surveys are commented on by faculty
members and made public within the University, helping faculty members to
improve their classes and students to select classes. These efforts arecommendable as they stimulate student learning by increasing students’ out-ofclass study time.
Faculty and Faculty Organization
 Close cooperation between the University-wide FD/SD Committee and its
implementing body, the Center for Excellence in Teaching and Learning(CETL), takes place in accordance with organizational positioning by theUndergraduate Curriculum Education Organization. In addition to FD that
includes training camps involving measures for promoting active learning,
multifaceted training activities that meet the needs of each issue, such as FD forclass improvement based on the introduction of teaching portfolios, are being
conducted in a systematic and continuous manner, which is commendable.
Student Support
 The Student Performance Acceleration Center, an organization that provides
comprehensive support for student learning, offers learning support services
such as advice on paper writing and note-taking, as well as study counselling at
the counter (help desk). In particular, the “learning seminars,” conducted byfaculty members who teach the university-wide compulsory Academic Writing
course and graduate student tutors, have been used by a large number of students
and are commendable for contributing to effective student learning, improved
academic writing skills, and increased study time.
Education and Research Environment
 In accordance with its policies, such as the founding spirit and educational goals,
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the University has established a “Policy on the Improvement of the Environmentfor Education and Research,” and based on its medium- to long-term plan, “SokaUniversity Grand Design 2021–2030,” it has committed to campus development
as a measure to strengthen its operating base. This includes a medium- to longterm financial plan and a campus development plan that reflects student input. Inaddition, the plan sets targets for reducing greenhouse gas emissions in order toadvance the Sustainable Development Goals (SDGs). It is commendable that, inaccordance with this plan, the University is actively promoting energy
optimization and energy conservation in existing buildings, while enhancing thenetwork environment and developing the Learning Commons.
Social Cooperation and Contribution
 While developing various partnerships with private companies, various research
institutes, local communities, and elementary and junior high schools, in recentyears, the University has been working with researchers in developing countries
to solve local environmental problems, and has contributed to research activities
in the Asia region by holding international symposia and seminars at its overseas
offices established in four Asian countries. It is commendable that under its
medium- to long-term plan, the University has been conducting multifaceted
joint research not only with the local community but also internationally, and has
shared its research results with the international community.
Suggestions for Improvement
Educational Program and Learning Outcomes The degree award policies for the Master’s and Doctoral Programs in Sociology
at the Graduate School of Letters do not indicate the knowledge, skills, abilities,
and other learning outcomes appropriate for the relevant degrees. This should beimproved.
Student Enrollment
 The ratio of student enrollment to the student enrollment cap for the Doctoral
Program at the Graduate School of Law is low at 0.22. This should be improved
to ensure proper graduate student quota management.

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