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

Tezukayama University

Basic Information of the Institution
Ownership: Private

Location: Nara, Japan

Accreditation Status
Year of the Review: 2021
Accreditation Status: accredited （Accreditation Period: April.1.2022 – March 31, 2029）

Tezukayama University

Certified Evaluation and Accreditation Resultsfor Tezukayama University

Overview
Tezukayama University was founded in 1964, as part of the Tezukayama Gakuen
educational institution, which was established in 1941. The comprehensive university
currently comprises seven departments in six faculties as well as two graduate
schools. The university’s mission and purpose are for faculty members to teachstudents and guide them in research in suitable academic fields to foster individuals
with a broad international perspective, who have deep awareness and insight into
being Japanese, as well as having the educational background and creativity to meetthe demands of society. To fulfill this objective, the Fourth Tezukayama Gakuen
educational institution Mid-term Action Plan (referred to below as the “4th Mid-termAction Plan”), a six-year plan with AY2016 as the starting year, was formulated.
Achieving practical education and fostering individuals who can meet the needs ofthe community and society were set as the main goals, with initiatives underway
toward their fulfillment.
The University Council is the organization in charge of promoting internal
quality assurance. Each undergraduate and graduate division receives results ofchecks and reviews by the Check and Review Committee for Departments, etc.
(referred to below as “Departments, etc. Committee”), and the Check and Review
Committee checks and reviews from the perspective of the University as a whole,with educational aspects also being considered by the Educational ManagementCommittee. The Educational Management Committee shares the results of various
questionnaires, generic skill assessment tests, and other educational information.
Such reporting by the committee is compiled and discussed by the University Council
under the President, and the results are used as a basis for arriving at measures forimprovement and enhancement. Although the PDCA cycle of internal quality
assurance appears to be functioning sufficiently overall, many relevant committees
exist, among which cooperation and division of roles are unclear; thus, a structural
reorganization is desired.
Regarding education, all undergraduate and graduate divisions have organized
their curricula appropriately for the most part in accordance with the degree award
policy (diploma policy) and curriculum design and implementation policy(curriculum policy). A curriculum tree and curriculum map have been created to help
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students better understand. The Master’s Programs and Doctoral Programs in thegraduate schools both have curricula that keep in mind the positioning of coursework
and research activities. Additionally, Tezukayama Active Learning Education Square(TALES), the University’s original educational support system equipped with
eLearning functions, was developed and rolled out. An environment has been
prepared in which students can study, not only during class but also independently
outside of classes, and it is proving effective for remote classes due to the COVID19 pandemic.
Social cooperation and contribution activities include the diverse research
activities of the interdisciplinary Nara-gaku, which combines the University’s
intellectual resources and community resources. These research activities areoutstanding initiatives that bring communities and industries together and advancecooperation among them. They not only lead to community revitalization but alsooffer an opportunity for students to learn proactively through student participationstyle implementation. The activities of research labs and various centers inside theUniversity along with research outcomes are also contributing to the local community,and further advancement of activities going forward with the University as a hub forthe community can be anticipated.
However, there are several issues that should be improved. First, the thesis
examination criteria are the same in both the Master’s Program and the Doctoral
Program in the Graduate School of Psychology and are not clearly defined for each
degree program. Thus, this should be improved. Also, regarding quota management,
for several faculties/departments in the last five years, the average of ratios offreshman enrollment to the freshman enrollment cap and the ratios of student
enrollment to the student enrollment cap has been high. Graduate schools have a low
ratio of student enrollment to their student enrollment cap, so improvements arenecessary to ensure proper undergraduate and graduate student quota management.
Moving forward, the JUAA hopes that the University will solve these issuesby promoting efforts for internal quality assurance even more and make further
progress by developing distinctive university-specific initiatives.
Notable Strengths
Social Cooperation and Contribution
 With Nara as the domain, diverse research activities of interdisciplinary Naragaku, which combines intellectual resources of Tezukayama University andcommunity resources, brings communities and industries together and advances2Tezukayama University

cooperation among them. They also offer an opportunity for students to learn
proactively through student participation-style implementation. In addition,
various local cooperation activities through the project-based learning, activitiesof the Institute of Comprehensive Nara Cultural Studies, ArchaeologicalResearch Institute, Mental Health Care Center, Child-Raising Support Center,etc. along with research outcomes are also contributing to the local community,and further advancement of activities going forward with the University as a hub
for the community can be anticipated and commended.
Suggestions for Improvement
Educational Program and Learning Outcomes The thesis examination criteria are the same in both the Master’s Program andDoctoral Program in the Graduate School of Psychology and are not clearly
defined for each degree program. Thus, this should be improved.
Student Enrollment
 The ratios of student enrollment to the student enrollment cap in the Graduate
School of Psychology are low at 0.45 for the Master’s Program and 0.22 for theDoctoral Program. Therefore, significant improvements should be made in
graduate school quota management.
University Management and Finance Although the balance of income and expenditure for the current academic year
before transfer to capital fund, a target specified in the fiscal consolidation plan(university version), is on a positive trend with improvement in quota fulfillmentof students due to reorganization of the academic structure, expenditure remains
excessive and the target has not been achieved. Toward establishing a financialbase, continuous effort is required including measures for reduction in spending
as stated in the fiscal consolidation plan.
Recommendation
Student Enrollment
 In the last five years, the average of ratios of freshman enrollment to thefreshman enrollment cap has been high at 1.27 in the Department of Psychology,Faculty of Psychology, and 1.33 in the Department of Living Space Design,Faculty of Contemporary Human Life Science. The ratio of student enrollment
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to the student enrollment cap is high at 1.25 in the Department of Psychology,Faculty of Psychology. This should be corrected to ensure proper undergraduate
student quota management.

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