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

Kwassui Women's University

Basic Information of the Institution
Ownership: Private

Location: Nagasaki, Japan

Accreditation Status
Year of the Review: 2022
Accreditation Status: accredited（Accreditation Period: April 1, 2023 – March 31, 2030）

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Certified Evaluation and Accreditation Resultsfor Kwassui Women’s University
Overview
Kwassui Women’s University, founded on the spirit of Christianity, defines its
purpose as “providing higher education for women based on the Christian principles
in accordance with the Basic Act on Education and the School Education Act.” To
achieve its founding spirit and purpose, the University developed a three-year
medium-term objectives and plan starting in AY2019. To formulate the next midterm plan, the University established six committees to deliberate on “educationalreform,” “research,” “social contribution,” “management reform,” “student support,”and “branding.” Based on the results of these deliberations, the University has
developed a five-year medium-term plan starting in AY2022 through which it works
to enhance its educational and research activities.
With respect to internal quality assurance, the University has establishedthe Executive Committee as an organization responsible for promoting internal
quality assurance and created a system and assessment standards to conduct
substantial self-studies. However, the criteria to assess the appropriateness of these
activities are not clearly specified, and the self-study criteria are not standardized
among the faculties and graduate school. In addition, the review of progress after theExecutive Committee instructs the faculties and graduate school to work for
improvements is insufficient. These issues should be addressed for the internalquality assurance promotion organization to improve the management of the PDCA
cycles of the faculties and graduate school.
In terms of the University’s education, all faculties and the graduate school
have generally organized their curricula in accordance with the diploma andcurriculum policies, and present study models and curriculum trees showing theentire curriculum structure and relevance among subjects, allowing students to takecourses in a systematic and sequential way. The faculties and graduate school
combine multiple teaching methods, such as group work, discussions, fieldwork,overseas study tours, and graduation research, to encourage active student learningand more effective teaching. Regarding the assessment and evaluation of student
learning outcomes, the University has set the university-wide assessment policy, andin line with this policy, aims to visualize the learning outcomes using a rubric forsome liberal arts courses and department-designated subjects. In addition, it has1

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introduced the Self-Check for Learning Achievement Level for students to evaluate
their own learning outcomes. This tool is expected to help measure learning outcomesover time. However, the graduate school’s assessment and evaluation of learning
outcomes require improvements due to the imprecise connection between theevaluation criteria for masters’ theses and the diploma policy, and the assessment andevaluation of learning outcomes set out in the diploma policy are inadequate,
although the graduate school stipulate that academic achievement at the subject levelis assessed using the evaluation methods outlined in the syllabus, and that the learning
outcomes specified in the diploma policy are assessed based on the masters’ theses.
In line with the educational purpose of “facilitating people who continue
life-long learning and contribute to the development of local communities andinternational society,” one of the University’s outstanding efforts is the conclusion ofpartnership agreements with local governments, universities, high schools, andcorporations, and the University continues its social contribution activities based onthese agreements. It is also commendable that the University arranges for students toparticipate in social contribution activities as part of their coursework as a means topromote student growth outside the classroom.
There are several issues the University needs to address, however. With
respect to enrollment, the student quotas remain significantly unfulfilled at theundergraduate level. This is a serious problem that the University should correct bythoroughly managing its student quotas. In terms of finances, the balance of businessactivity income and expenditures has remained in the red and continues to deteriorate
in connection with the ongoing problem of unfilled student quotas. It is a pressing
issue for the University to improve its financial situation by fundamentally reviewing
the balance of payment structure, and developing and steadily implementing aspecific medium- to long-term financial plan to balance income and expenditures.
Going forward, JUAA expects the University to examine the functionalityof the internal quality assurance system centered on the Executive Committee, ensurethat the university-wide PDCA cycle is operating and dealing with problems
effectively, and enhance the University-specific initiatives.
Notable Strengths
Social Cooperation and Contribution
With the Center for External and Community Cooperation playing a central role,2Kwassui Women’s University

the University has long engaged in educational and collaborative activities underpartnership agreements concluded with local governments, corporations,universities, and high schools. For example, under partnership agreements witha Japanese airline and Nagasaki Prefecture, the University works on industryacademia-government collaboration-style PBL. As part of its collaboration with
Nagasaki Prefecture, students in the Seminar for Basic Study Skills a compulsory
course for first-year students, analyze possible ways to revitalize the local
community and working environments in the prefecture, and propose measures
for addressing various issues. It is commendable that these collaborativeeducational activities with different players in the local community are beneficial
not only for solving local issues and revitalizing the community, but also for
educating students.
Suggestions for Improvement
Internal Quality Assurance

The assessment criteria in the Self-Assessment Sheet present certain
shortcomings, and the self-study criteria are not standardized among the faculties
and graduate school. In addition, Rules for Promotion it Internal Quality
Assurance stipulates that when issues for improvement are identified, theExecutive Committee instructs the faculties, graduate school, and otherorganizations to work for improvements in light of the results of self-studies,
provides them with support, and requires the submission of improvement plans
as necessary, but the review of progress is insufficient after the Executive
Committee issues its instructions. This issue should be addressed for the internal
quality assurance promotion organization to improve the management of thePDCA cycles of the faculties and graduate school.

Educational Program and Learning OutcomesIn the graduate school, student learning outcomes are assessed on the basis ofmasters’ theses, but the connection between the assessment criteria for masters’
theses and the diploma policy is unclear. An assessment mechanism should bedevised for the learning outcomes set out in the diploma policy.

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Student Enrollment
The ratio of enrolled students to the student enrollment cap in the Graduate
School of English Literature and Language is low at 0.08, and requires
improvement to ensure that the graduate school’s student quotas are thoroughlymanaged.

Recommendation
Student Enrollment
The ratios of enrolled students to the student enrollment cap are low at 0.83 inall undergraduate programs; 0.85 in the Faculty of International Cultural Studies;
0.76 in the Department of Japanese Culture, Faculty of International CulturalStudies; 0.62 in the Department of Music, Faculty of Music; 0.80 in the Facultyof Wellness Studies; 0.78 in the Department of Nutritional Health, Faculty ofWellness Studies; and 0.75 in the Department of Child Development andEducation, Faculty of Wellness Studies. The average ratios of enrolled freshman
to the freshman enrollment cap over the past five years are low at 0.82 in theFaculty of International Cultural Studies; 0.69 in the Department of JapaneseCulture, Faculty of International Cultural Studies; 0.61 in the Department ofMusic, Faculty of Music; 0.81 in the Faculty of Wellness Studies; 0.78 in theDepartment of Nutritional Health, Faculty of Wellness Studies; 0.88 in theDepartment of Design and Science for Human Life, Faculty of Wellness Studies;and 0.79 in the Department of Child Development and Education, Faculty ofWellness Studies. This issue should be addressed to ensure that the student quotas
are thoroughly managed.

University Management and FinanceCertain progress has been identified in reducing expenditures through theimplementation of the Five-Year Management Reform Plan. However, thebalance of business activity income and expenditures remains in the red, and theratio of financial assets to the required reserve fund is low and deteriorating inconnection with the ongoing problem of unfilled student quotas. The University
should take corrective action to improve its financial situation by steadily

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implementing the new medium-term plan to balance income and expenditures.

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