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

Komazawa Women's University

Basic Information of the Institution
Ownership: PrivateLocation: 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 Komazawa Women’s University
Overview
The founding principles of Komazawa Women’s University (hereinafter referred to as the“University”) are Zen Master Dōgen’s “shōnen [right mindfulness]” and “gyōgaku
ichinyo [unity of practice and study].” Its purpose is “to nurture modern women capableof self-realization who can create new culture and have a rich personality, in view of rapidchanges in social structure, such as developments in globalization, information
technology, and women’s social participation.” Komazawa Gakuen Educational
Foundation, the managing entity of the University, formulated a medium-term plan in
AY2013. The plan has a long-term vision extending 15 years, up to AY2027 which will
mark the 100th anniversary of the school’s foundation. It divides the 15-year period into
three parts and presents “10 Pillars (strategic plans),” such as “Our goal as a school
integrating pre-primary, secondary and tertiary education.” The school has been
implementing the five-year Komazawa Gakuen Second Medium-term Plan since AY2019.
In AY2018, in order to improve student enrollment, the University reorganized its Facultyof Humanities into the College of Human Studies, adopted a college system whereby
multiple academic divisions were established under the College of Human Studies, andlaunched the new Faculty of Nursing. The University currently has one college, twofaculties (Faculty of Human Health, Faculty of Nursing), and one graduate school, and isimplementing various activities aiming at providing “caring education.”With regard to education, the University has revised the three policies (degreeaward policy, curriculum design and implementation policy, admission policy) andintroduced a Learning Achievement Confirmation Table. This table shows therelationship between degree award policy (diploma policy) and educational objectives ina rubric format. The Policy on Assessment of Learning Outcomes is presented in a matrix
format. We hope these initiatives are developed further. As part of its efforts to provide
caring education and support to students, the University implements “tailor-madeeducation” in order to respond to the needs of each student in a meticulous manner.
The homeroom system in place at the University is an excellent feature, allowing
students to receive advice and support relating to matters such as university life and classregistration. The University summarizes the results of the basic academic skills test held
every year for first- to third-year students and student interviews carried out based on
students’ credit acquisition status in the “Student Profile” on the portal site. This2information is then shared among and utilized by homeroom teachers and student support
divisions. When considered necessary, the University also conducts individual interviews
based on the results of the annual mental health checkup which is taken by all students.
It is commendable that these various student support initiatives based on faculty-staff
cooperation have led to a reduction in the dropout rate.
However, the roles and cooperative structure of the organizations involved ininternal quality assurance are unclear. Also unclear are the management methods
regarding regular checks and reviews by each college (faculty), graduate school, anddivision and the measures for improvement to be implemented based on the results of thechecks and reviews that the Executive Council, the organization which promotes theinternal quality assurance system, is responsible for. These issues should be addressed.
Going forward, the University should develop an internal quality assurance system that
rectifies the above issues and ensure that it functions stably. As for faculty, the University
had an insufficient number of professors to meet the requirements of the Standards for
Establishment of Universities in AY2018. Although that issue has already been addressed,
the University should be sure to manage the number of its faculty members appropriately
going forward. Other issues that need to be addressed include fulfilling the student quota
in the graduate school, developing examination criteria for research supervisors, anddeveloping its financial base through formulation and implementation of a medium-tolong-term plan including numerical targets.
Going forward, we hope the University enhances its internal quality assurance
system centered around the Executive Council and further develops the “tailor-madeeducation” it aims to provide in response to individual student needs.
Notable Strengths
Student Support
 The University provides “caring education” and support to students. For example, it
has a homeroom system in place to offer advice and other support relating touniversity life and class registration, and to monitor students’ learning and university
life. As a key function of the student support system, the University summarizes theresults of the basic academic skills test held every year for first- to third-year students
and student interviews conducted based on students’ credit acquisition status in the“Student Profile” on the portal site, then shares the information with homeroom
teachers and student support divisions. The University also conducts individual3interviews based on the results of the annual mental health checkup for all students
when considered necessary. It is commendable that these various student support
initiatives based on faculty-staff cooperation have led to a reduction in the dropoutrate.
Suggestions for Improvement
Internal Quality Assurance The roles and cooperative structure of the organizations involved in internal quality
assurance are unclear. Also unclear are the management methods regarding regularchecks and reviews by each college (faculty), graduate school and division and themeasures for improvement implemented based on the results of the checks andreviews that the Executive Council, the organization responsible for promoting theinternal quality assurance system, is responsible for. Therefore, the University should
address these issues and ensure that the internal quality assurance system functions
stably.
Student Enrollment
 The ratio of student enrollment to the student enrollment cap in the Master’s Coursein the Graduate School of Human Sciences is low at 0.34. Therefore, the University
should thoroughly implement graduate school quota management to improve thesituation.
Faculty and Faculty Organization
 The Graduate School of Human Sciences clearly indicates the examination
procedures for research supervisors but does not clearly indicate the examination
criteria.
University Management and Finance Regarding financial ratios, the net income from business activity (imputable netincome) ratio has been lower than the average of universities with multiple faculties,
and the amount of excess expenditures carried over to a following financial year has
been increasing over the years. Therefore, the University should formulate and4

implement a medium-to-long-term plan including numerical targets to improve its
financial situation as soon as possible and work on establishing the financial basenecessary for implementing educational and research activities.

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