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

Fukuoka Institute of Technology

Basic Information of the Institution
Ownership: Private

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

Certified Evaluation and Accreditation Resultsfor Fukuoka Institute of Technology
Overview
The Fukuoka Institute of Technology (hereinafter referred to as the “Institute”) has threefounding principles: “cultivate the character of students and develop their education astrue citizens,” “pursue the cosmic truth and apply it to real life to contribute to society,”and “nurture globally-competent individuals based on the supreme human spirit offreedom, peace, and love.” In order to achieve its mission and purpose, the Institute has
consistently developed Mid-term Business Plans (hereinafter referred to as “MasterPlan”) since 1998, and is currently engaging in improving and ensuring educational
quality according to the Seventh Master Plan.
In order to ensure the quality of educational and research activities according tothe Master Plan, the Institute established the Institute-wide Internal Quality AssurancePromotion Meeting in 2017, which has formulated an internal quality assurance policy
and promoted initiatives for enhancing educational and research standards in cooperation
with the Self-Study Committee, Organization of Faculty Development, and other relevantorganizations. The Institute started verifying the efforts of each faculty and graduate
school in line with the institute-wide assessment policy in AY2019, and has clarified theroles of each division involved in self-study activities and identified issues that need tobe addressed. Therefore, the Institute's internal quality assurance system has started tofunction appropriately.
As for education, the Institute has implemented active learning-style classes(hereinafter referred to as “AL-style classes”) on an institute-wide basis since AY2014,and has created classrooms and other facilities and equipment to accommodate this newclass format. By increasing the number of subjects involving AL-style classes, theInstitute has tried to improve students’ retention of knowledge and develop an active
learning attitude. These are highly commendable endeavors that contribute to theenhancement of educational effects. In order to measure the learning outcomes indicatedin the degree award policy (diploma policy), the Institute has adopted the aforementioned
assessment policy since AY2019, made efforts to present students’ level of achievementof learning outcomes in numerical terms and visualize them on a radar chart, utilizing
grade guidelines and rubrics in the process, and established a system for improving theentire educational program, whereby the curriculum of each department is assessed
according to Class Review Forms. These endeavors are expected to lead to educational2

improvement going forward.
Furthermore, aiming to actively contribute to society through students’ learning
outcomes, the Institute has focused efforts on the promotion of social cooperation
activities linked with educational and research activities since AY2016. It iscommendable that students engage in solving the challenges facing the local community,
and that local development is promoted based on the achievements of these activities. TheInstitute has also focused on training the office staff who support these activities. The
LEAD Program was launched in AY2013 as part of the Institute’s staff development(hereinafter referred to as “SD”) efforts. The program is a joint skill development program
involving faculty and office staff members, and has greatly contributed to the quality
enhancement of individual faculty members and the promotion of faculty-staff
cooperation. This is a remarkable endeavor.
There are, however, issues that need to be corrected. First, there are issues with
the quota management implemented in some departments in the undergraduate program.
The Institute should make significant improvement in quota management for its
undergraduate program. Some graduate schools do not indicate the learning outcomes,
including knowledge, skills, and abilities, that students need to attain in order to receivea degree in the degree award policy, or do not present the basic ideas on curriculumorganization and implementation in the curriculum design and implementation policy(curriculum policy). This should be improved.
Going forward, the Institute should enable its internal quality assurance system
to function appropriately under the structure established in 2017, which will contribute totackling the issues mentioned above and enhancing the Institute’s distinctive initiatives.
Furthermore, we hope the Institute improves its program even further through verifying
the effectiveness of its educational and research activities in view of achieving the MasterPlan.
Notable Strengths
Educational Program and Outcome
 As an effort toward achieving the goal of “enhancing added value through aqualitative shift in education,” which is presented in the Master Plan, the Institute has
implemented active learning-style classes (AL-style classes) on an institute-widebasis by incorporating classes involving group work and flip teaching in lectures andseminar subjects in addition to practical training subjects and seminar activities. The3

Institute has created classrooms, learning commons, and other facilities andequipment to accommodate this new class format, hired senior students as class
supporters (CSs) to help junior students in AL-style classes, and implemented othermeasures in an active manner. It is commendable that these endeavors contribute tostudents’ retention of knowledge and development of an active learning attitude, andalso help CSs themselves deepen their learning experience.
 In order to assess the level of achievement of learning outcomes, each faculty clearlyindicates the relationship between the degree award policy and each subject in anEngagement Level List, has formulated an assessment policy, drawn up guidelines for
conducting assessment of academic achievement in line with the degree award policy,and established assessment tools such as an institute-wide rubric for assessing
activeness. The Institute has created a system whereby students conduct selfevaluation and receive feedback from faculty members via FIT-AIM, an interactive
learning support platform. The Organization of Faculty Development implements
measures to improve educational programs and methods based on the results of theself-evaluation and feedback. These endeavors lead to educational improvement
based on the results obtained by grasping and assessing learning outcomes.
Social Cooperation and Contribution
 In its social cooperation and contribution policy, the Institute states the intention toenhance educational activities through real cooperation with the local community. To
this end, the Institute has entered into comprehensive partnerships with the local
government, companies, and other entities, adopted project based learning (PBL) inseminars and practical training subjects, and enabled students to engage in solving
challenges faced by the local community. Based on the achievements of theseactivities, the Institute contributes to local development through recycling support thatleverages information and communication technology, the development of tourism
PR applications, and other projects. It is commendable that the Institute uses its
resources to contribute to the local community and provides students with practicallearning experiences through these endeavors.
University Management and Finance The Institute actively engages in staff development (SD) activities, developing an off4

campus training program for office staff held in the U.S. into a training program
involving faculty-staff cooperation called the Leadership of Education &Administration Development (LEAD) Program. In the LEAD Program, faculty andoffice staff members conduct a joint survey at American universities and thendisseminate and share the survey results. This has led to the development of theInstitute’s activities, including programs for providing enhanced support to students
with disabilities. It is commendable that the Institute has conducted SD involving
faculty-staff cooperation and thereby not only improved the quality of individual
faculty and staff members, but also promoted faculty-staff cooperation on an institutewide basis and enhanced internal initiatives.
Suggestions for Improvement
Educational Program and Outcome
 The Master's Programs in Information Electronics, Life, Environment and Applied
Chemistry, Intelligent Mechanical Engineering, Electrical Engineering, and Systems
Management Engineering in the Graduate School of Engineering and the Doctor'sProgram in the Graduate School of Engineering do not indicate the learning outcomes,
including knowledge, skills, and abilities, that students need to attain in order toreceive the relevant degree in the degree award policy. This should be improved.
 The Master's Program in Life, Environment and Applied Chemistry in the Graduate
School of Engineering and the Doctor's Program in the Graduate School ofEngineering do not present the basic ideas on curriculum implementation in thecurriculum design and implementation policy, and the Master’s Program in theGraduate School of Socio-Environmental Studies does not present the basic ideas on
curriculum organization and implementation in the curriculum design andimplementation policy. This should be improved.
Recommendation
Student Enrollment
 In the last five years, the average of ratios of freshman enrollment to the freshmanenrollment cap and the ratio of student enrollment to the student enrollment cap have5been high at 1.23 and 1.27, respectively, in the Department of Information andSystems Engineering in the Faculty of Information Engineering. The ratio of student
enrollment to the student enrollment cap is high at 1.23 in the Department ofInformation Electronics in the Faculty of Engineering. The Institute should makesignificant improvement in quota management for its undergraduate program.

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