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

Bunkyo Gakuin University

Basic Information of the Institution
Ownership: Private

Location: Tokyo, Japan

Accreditation Status
Year of the Review: 2020
Accreditation Status: accredited （Accreditation Period: April.1.2021 – March.31.2028）

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Certified Evaluation and Accreditation Resultsfor Bunkyo Gakuin University
Overview
Bunkyo Gakuin University prescribes “independence and coexistence” as its founding
spirit, and “sincerity, diligence, and benevolence” as its school motto. Based on thisfounding spirit and motto, “B's Vision for 2024” was formulated as a mid-to-long termplan, and it has been recognized that various activities for enhancing education andresearch, including maintenance of the facilities, are being carried out according to theplan established there.
Regarding internal quality assurance, although the PDCA cycle is acknowledged
for each faculty / graduate school and each department, the policy for each criterion is notprecise, and checks and reviews based on the policy are not properly conducted. The
systematic division of roles and sharing of responsibilities between the “Internal Quality
Assurance Committee”, which is the organization in charge of internal quality assurance
for education and learning, and the “Expanded Internal Quality Assurance Committee”,
which is the University-wide internal quality assurance promotion organization
established since AY 2019 is unclear. Also, since the methods of improvement andguidance for checking and review activities for each faculty / graduate school and eachdepartment are also unclear, it cannot be readily said that a University-wide management
system has been established, and since actual operations have not been carried out, theprocess of linking those results to improvements also remains imprecise. In addition, inAY 2020, the “University-wide Policy for Internal Quality Assurance” was established,
and the “Check and Review Committee”, “Internal Quality Assurance Committee” andthe “Benchmark Committee” were abolished. Therefore, as part of substantial alterations
made, the name of the existing “Expanded Internal Quality Assurance Committee” waschanged and the organization reorganized into the “Internal Quality AssuranceCommittee.” Since the regulations concerning internal quality assurance for eachcommittee have not been established and actual operations are still in the stage of futureplanning, we hope these will be actualized for further improvement and implementation,and that internal quality assurance will be revised to function properly in accordance withthe same policy.
With regard to education, all faculties and graduate schools generally organize
appropriate curricula based on the degree award policy (diploma policy) and curriculum
design and implementation policy (curriculum policy). In undergraduate programs, active1

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learning type lessons centered on PBL, in which students independently solve problems,
are conducted mainly through exercises and practical training subjects. By appropriately
combining course work and research work in master's programs, consideration is given
to an education that allows the simultaneous progress of completing a systematic
curriculum and creating a master's thesis or research project. However, some graduate
schools do not present basic ideas on organizing and implementing the curriculum. Thisshould be improved. In addition, some graduate schools have not formulated examination
criteria for research results of specific subjects, and this should be revised so that thesecan be determined and made public. Furthermore, with regard to ascertaining andassessing the learning outcomes of students specified in the degree award policy, attempts
are being made to measure the learning outcomes using various indicators, but therelationship between the goals defined in the degree award policy and the learning
outcomes, as well as being unable to say that the relationship between them and eachindex is clearly organized, beckons improvements from the “Academic IR Committee”
and the “Internal Quality Assurance Committee” which will be newly reorganized fromAY 2021.
On the matter of student support, the “SLF (Student Leaders Forum) Committee(hereinafter referred to as the “SLF Committee”)” has been established based on theregulations with the aim of elevating student motivation and fostering leaders. A system
in place to reflect the opinions of students in University reform via the regular exchangesof opinions between student representatives and the University is a superb feature. Thereare cases where the campus environment is being improved as a result of discussions atthe “SLF Committee,” and it will be an opportunity to improve checks and reviews of
University student support in the future, so further development is expected.
A range of programs for social cooperation and social contribution activities arebeing implemented in various faculties and centers, and although substantial
contributions to the local community are being acknowledged, those programs are beingimplemented in each faculty and center, so in the future they are expected to develop intosocial contribution activities based on management of the entire University.
In general, various efforts are being made in each faculty and graduate school aswell as in each department at Bunkyo Gakuin University. On the other hand, there aresome inadequate points cropping up in the formulation of University-wide policies, andindividual activities are not based on the management of the entire University, so it cannot
be said that University-wide checks and reviews are being carried out sufficiently. Goingforward, under the leadership of the University President, these problems will be resolved
by means of efforts centered on the “Internal Quality Assurance Committee” which is2

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scheduled to be reorganized from AY 2021. We also hope that the medium- to long-termplan will be achieved by further developing the excellent efforts that are currentlyunderway.
Notable Strengths
Student Support
 The establishment of the “SLF Committee” as a formal organization based on theregulations as an opportunity that allows students to make direct proposals to theUniversity regarding student support is founded on the motivation of students, thedevelopment of leaders, and the latest activities. This has led to a “revitalization ofthe University” such as promoting exchanges between students and cultivating a
deeper understanding of diversity, and it can be commended because it is expected tobe an opportunity to improve the checks and reviews of student support at theUniversity in the future.
Suggestions for Improvement
Educational Program and Learning Outcomes The curriculum design and implementation policy does not present the basic ideas oncurriculum implementation in the Master's Program in Human Studies, Graduate
School of Human Studies, and on curriculum organization and implementation in theMaster's Program in Health Care Science, Graduate School of Health Care Science.
This should be improved.
All faculties and graduate schools are trying to measure learning outcomes using
various indicators such as class evaluation questionnaires and PROG tests, but as therelationship between these factors and the goals and learning outcomes defined in thedegree award policy as well as the relationship between these and each indicator isunclear, this should be improved.

Student Enrollment
 The ratio of student enrollment to the student enrollment cap is low at 0.15 for the3

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Master's Program in English Communication and 0.38 for the Master's Program in
Human Studies. Therefore, the University should significantly improve graduate
school quota management.
Recommendations
Internal Quality Assurance Although the “Internal Quality Assurance Committee” and “University Common
Task Force” have been positioned as organizations that promote internal quality
assurance, the authority and distribution of roles at each organization as well as theprocess and methods of support for the improvement of the “Faculty and Graduate
School Task Force” by the “Internal Quality Assurance Committee” are unclear.
Since this is not actually in operation, it cannot be said that the internal quality
assurance set-up and system that includes University-wide management has been
properly constructed. In addition, the policies for each criterion have not beenclarified, while checks and reviews based on the policies have not been carried out
appropriately. Based on the “University-wide Policy for Internal Quality Assurance”
devised in AY 2020, the University should ideally correct this so that the internal
quality assurance system will function properly in order to enhance education andimprove learning outcomes.
Educational Program and Learning Outcomes In the Master's Programs in the Graduate School of Business Administration,
Graduate School of Human Studies, and Graduate School of Health Care Science,
examination criteria for research results of specific subjects have not been formulated,
and this should be revised so that these can be determined and made public.
Student Enrollment
 In the last five years, the average ratios of freshman enrollment to the freshmanenrollment cap and the ratio of student enrollment to the student enrollment cap havebeen low at 0.72 and 0.68, respectively, for the Faculty of Human Studies, Social
Welfare and Social Work Department. The University should significantly improvefaculty quota management.
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