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

Tokyo University of Agriculture

Basic Information of the Institution
Ownership: Private

Location: Tokyo, Japan

Accreditation Status
Year of the Review: 2019
Accreditation Status: Accredited（Accreditation Period: April 1.2020 – March 31.2027）

Certified Evaluation and Accreditation Resultsfor Tokyo University of Agriculture
Overview
Tokyo University of Agriculture (hereinafter referred to as the “University”) states as its
educational and research purpose to promote “Practical Science,” in line with its founding
principles, and engages in the teaching and study of theories and applications related toagriculture in the broad sense, including areas such as life science, environmental science,informational science, and bioindustry. The University newly established and reorganized
its faculties and departments in accordance with the Second Mid-term Plan N2018 (2015to 2018) (hereinafter referred to as the “Mid-term Plan N2018”), and became acomprehensive agricultural university with 6 faculties (23 departments), namely theFaculties of Agriculture, Applied Bioscience, Life Sciences, Regional Environment
Science, International Agriculture and Food Studies, and Bioindustry, and the Graduate
Schools of Agriculture and Bioindustry in AY2018. In accordance with the Third Midterm Plan N2022 (2019 to 2022) (hereinafter referred to as the “Mid-term Plan N2022”),
the University has built on the organizational reforms implemented in the previous termin order to expand its coverage of agricultural areas in response to further social changes
and enhance education and research.
The University clarified its decision-making process in the previous term, andestablished an internal quality assurance structure with the University Council of Tokyo
University of Agriculture (hereinafter referred to as the “University Council”) as theresponsible organization in January 2018. Aiming to enhance its functions to support
PDCA cycle implementation in individual faculties and graduate schools, the University
is engaged in ensuring education quality. Under this new structure, the outcomes of theaction plans implemented for achieving the mid-term plan are checked and evaluated eachyear toward making improvements in the next year, and Self-Inspection and Evaluation
Committee of the University Council is given the responsibility of verifying theeffectiveness of the action plans. We hope the University makes this system function
effectively. Under the internal quality assurance system described above, with respect toeducation, the University has adopted a numbering system that indicates subject levels
and compulsory/optional subject classifications, and developed a curriculum tree thatindicates the relationship of the degree award policy with each subject and also shows
course registration years. Through these efforts, the University has encouraged active
student learning and enhanced first year education.
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The University conducts practical education and research that leverages Japan’s
broad climatic zones at various farm locations, and is fulfilling its role as a joint research
hub through initiatives such as the cutting-edge research activities conducted at the Nodai
Genome Research Center. These are distinctive endeavors. The University is committed
to disseminating its research findings. For example, the University makes its researchfindings available to the local community, companies, and other entities in the Food andAgriculture Museum, Culture Collection Center, etc. The University has regularly held
the International Students Summit (ISS) on Food, Agriculture and Environment, which
gathers faculty members and students from partner universities around the world, andstrived to stimulate international exchange. It is commendable that the University
conducts this kind of distinctive educational and research activity.
On the other hand, a degree award policy (diploma policy) and curriculum design
and implementation policy (curriculum policy) need to be established in somedepartments. Sufficient measures have not been implemented to give substance to credits
in some faculties. Other issues related to curricula and learning outcomes include theabsence of a limit as to the number of credits recognized as pre-obtained credits ingraduate schools and the absence of examination criteria for special assignment research.
These issues should be addressed.
The University implemented major reforms, including faculty and departmental
reorganization, in accordance with the Mid-term Plan N2018, established an internal
quality assurance system as part of the reform, and has improved system functionality.
Going forward, the University should therefore promote efforts to visualize learning
outcomes in line with the Mid-term Plan N2022, verify the effectiveness of internal
quality assurance by checking and evaluating the outcomes of the efforts, and ensure
improved quality assurance.
Notable Strengths
Education and Research Organization
 The University has established Abashiri Cold-climet Farm in Abashiri City,Hokkaido, Miyako Subtropical Farm in Miyakojima City, Okinawa, and Isehara Farmin Isehara City, Kanagawa, which is located in a temperate zone. Leveraging Japan’s
geographical features that are produced by a variety of climatic conditions ranging
from cold districts to subtropical zones, the University has established facilities forconducting practical education and research in various domestic and global climatic3

zones and has utilized the facilities for education and research. For instance, Isehara
Farm provides training opportunities and education to students from partner
universities around the world, making it a place where the University conducts
practical education and research in accordance with the wide range of agricultural
fields it covers. This is a commendable endeavor.
Education and Research Environment
 The Nodai Genome Research Center was established for the purpose of promoting
new research on agriculture and other fields. As a joint research, joint use hub, thecenter is open to other universities, public research institutions, and companies, has
contributed to a higher standard of research in genetic information analysis, and madecutting-edge research achievements. In order to develop the joint research hub evenfurther, the University has launched a matching fund joint research program with theNational Agriculture and Food Research Organization, with which it has concluded acomprehensive agreement. It is commendable that the University has strived todevelop a hub and framework for actively promoting joint research and produced
significant results.
Social Cooperation and Contribution
 Aiming to use its research findings to contribute to society, the University leverages
its unique resources and academic features to hold various events, including theBrewery Tasting Fair involving sake breweries run by graduates, at the Food andAgriculture Museum, which is a hub for disseminating the University’s researchfindings. The museum also functions as an educational hub, holding work experience
programs for local junior high school students and acting as a venue for junior andsenior high school off-campus learning. Culture Collection Center houses a variety ofmicroorganisms and has contributed to development efforts by companies. This is acommendable achievement.
 The University has held the International Students Summit (ISS) on Food, Agricultureand Environment annually since 2001. The event gathers students and faculty
members from partner universities around the world and involves discussions andpresentations on food, agriculture, the environment, and educational issues. TheUniversity has been developing its educational methods. In AY2019, for example,
conventional lecture-style sessions were changed to group sessions that encourage
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active student learning. Also, the University has implemented measures to improve
the summit program in response to social changes, including the establishment of aprogram that enables high school students to participate. It is commendable that thenumber of participant countries, universities, and students has been growing over theyears, and that the University has leveraged its distinctive features to contribute to thepromotion of international exchange and global educational activities, strived toimprove and enhance the summit program, and consistently engaged in the initiative.
Suggestions for Improvement
Educational Program and Outcome
 The Doctoral Course in the Department of Bioindustry, Graduate School ofBioindustry, does not have a degree award policy corresponding to each degree. Thisshould be improved.
 The Doctoral Course in the Department of Bioindustry, Graduate School ofBioindustry, does not have a curriculum design and implementation policy
corresponding to each degree, and the Department of Food, Aroma and CosmeticChemistry and Department of Business, Natural Resource and Economic
Development in the Faculty of Bioindustry, the Master Courses in the Department ofForest Science and Department of Agricultural Engineering in the Graduate Schoolof Agriculture, and the Doctoral Courses in the Department of Forest Science andDepartment of Agricultural Engineering in the Graduate School of Agriculture,
respectively, do not present the basic ideas on curriculum implementation. This shouldbe improved.
 All faculties set a limit on the number of credits that students can register for in asingle year in order to give substance to credits. However, this limit on credit
registration does not apply to teacher training course subjects, academic information
course subjects, and remedial subjects. Due to this, a considerable number of students
in the Faculties of Agriculture, Applied Bioscience, and Bioindustry actually registerfor credits in excess of the limit. Therefore, the aforementioned limit does not function
properly. The limit on credit registration is not applied to students who enrolled fromthe third year and who cannot obtain enough credits to advance to the fourth year even
if they register for the maximum number of credits allowed under the limit on credit
5registration, and other measures for giving substance to credits have not beenadequately implemented. Therefore, the University should improve the situation inview of the aim of the credit system.
 Each faculty member is given the discretion to allow students who get an “F” gradein the assessment of academic achievement to take a retest or submit an essay and,based on the results thereof, change their score to a “C” grade. That faculty members
are given the discretion to choose whether to conduct retests is problematic in termsof ensuring the fair and impartial assessment of academic achievement. This shouldbe improved.
 The Master Courses in the Graduate School of Agriculture and Graduate School ofBioindustry do not clearly indicate the examination criteria related to special
assignment research results.
 In the Graduate School of Bioindustry, efforts to grasp the learning outcomesindicated in the degree award policy have not yet been put into practice. Although all
faculties and the Graduate School of Agriculture have attempted to grasp the learning
outcomes indicated in the degree award policy, indicators for performing evaluation
based on the results obtained through grasping the learning outcomes have yet to bedeveloped. Therefore, the obtained results should be accumulated, analyzed, andutilized to improve education.
Recommendation
Educational Program and Outcome
 The graduate schools apply the University’s internal regulations when recognizing
pre-obtained credits, and the maximum number of pre-obtained credits is not
appropriately defined in the graduate school regulations. This should be corrected.

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