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

Momoyama Gakuin University / St. Andrew's University

Basic Information of the Institution
Ownership: Private

Location: Osaka, Japan

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

Momoyama Gakuin University (St. Andrew’s University)

Certified Evaluation and Accreditation Resultsfor Momoyama Gakuin University(St. Andrew’s University)

Overview
Founded on the philosophy of “Fostering ‘Citizens of the World’ Based on theChristian Spirit,” Momoyama Gakuin University has established its educational
objectives as follows. “We encourage our students to cultivation of a rich characterbased on a Christian spirit and to acquire a wealth of knowledge and culture. We also
conduct highly specialized academic research and impart the results of such researchto our students. Thereby, we will nurture human resources who can play an activerole in the world at large as "Citizens of the World" and contribute to the developmentof international society and culture.” In order to achieve its founding philosophy andpurpose, the University has formulated the new Momoyama Gakuin University
Medium-term Plan (hereinafter “University Medium-term Plan”) in light of theachievements and issues of the previous medium-term plan, striving to improveeducational and research activities through measures such as establishment of theFaculty of Business Design.
Internal quality assurance is promoted by the University Self- Assessment andReview Conference that verifies the effectiveness of educational and research
activities on a university-wide level, on the basis of which the University makes
consistent and continuous improvements. The University clearly defines theuniversity-wide policies and procedures for internal quality assurance, positioning
the Annual Activity Plan (Report) and Self-Assessment Sheet as the two pillars of
the PDCA cycle in its faculties, graduate schools, and other organizations. On auniversity-wide level, the University implements initiatives for improving andenhancing its internal quality assurance system on a regular basis through managing
the progress of the University Medium-term Plan and annual business plans.
However, due in part to the fact that the current structure was launched in 2019, someissues have been identified in relation to internal cooperation between organizationsand the self-study method. Going forward, the JUAA hopes the University makes
improvements in that area, among others.
As for education, each faculty and graduate school has established a degree
award policy and curriculum design and implementation policy in line with theUniversity’s founding philosophy and educational purpose, offers subjects that are1

Momoyama Gakuin University (St. Andrew’s University)

suitable for the respective degree programs, and organizes its curriculum in asystematic manner. The Common and General Education Organization established in2015 implemented a curriculum reform for common education subjects, giving eachbasic subject a specific number. In this way, the University offers a system that allows
students to take a variety of subjects from departments other than their own andthereby expand their academic horizons. Departmental education subjects, which aredepartment-specific specialized subjects, include basic subjects for acquiring theknowledge, abilities, and skills necessary in the respective fields, as well as related
subjects, specialized seminars, and other subjects that are designed for courses aimed
at the acquisition of more specialized knowledge and skills or other desired models.
Guidance for taking courses is provided by the academic affairs division staff ofindividual faculties, student staff of the Learning Support Center, and seminarteachers who are equivalent to homeroom teachers. In order to identify learning
outcomes, these personnel gather basic information such as the earned credit
distribution, GPA distribution, graduation rate during the course of study, degree
award rate, and school leave and withdrawal rate (including expelled students), andeach faculty conducts its own initiatives, such as the Student Article Contest, Student
Research Presentation Session, Study Area Certification, and Legal Quiz. Since
September 2020, the University has been considering ways to build on the experienceof the COVID-19 pandemic to improve its educational program in the President’s
Office Meeting and other venues.
Remarkable initiatives include student support provided by student staff. On auniversity-wide level, assistance is provided by staff that specialize in information
device support, student library staff, and resident assistants (RAs) that support
international students. Faculty-specific learning support is also provided. Theseprograms allow student support to be provided from the student’s perspective, while
also enabling the students providing support to develop empathic skills, practicalskills, leadership, and other abilities, and have produced significant results, which ishighly commendable.
However, there are several issues that should be improved. As some graduate
schools have low ratios of student enrollment to the student enrollment cap. Thisshould be improved to ensure proper graduate student quota management. Regarding
the faculty, there is room for improvement in graduate school-specific faculty
development in some graduate schools. As for staff development there are issues suchas low participation rate. Therefore, improvements should be made in these areas.
Going forward, the JUAA hopes the University solves these issues through2Momoyama Gakuin University (St. Andrew’s University)internal quality assurance efforts and accelerates its remarkable initiatives for further
development of its program.
Notable Strengths
Student Support
 The University offers student support by students in a range of areas within andoutside the curriculum. The University has a system in place that allows senior
students to provide various kinds of learning support to first-year students inclasses in some faculties and departments. In addition, the University haslearning supporters working in the Learning Support Center, student staff thatassist other students experiencing trouble using the University’s ICT system andvarious tools as well as responding to related inquiries, student staff that assist
library users and also plan events and share information to promote library use,
and resident assistants (RAs) of the International Center that assist international
students in everyday life while living in a boarding house designated by theUniversity. These programs involving student support by students allow students
receiving support and students providing support to help and learn from eachother, leading to the development of communities in which both junior andsenior students can learn together. These programs involving student support bystudents are commendable as they contribute to fulfilling the University’s
mission and purpose and have produced significant results.
Suggestions for Improvement
Student Enrollment
 The ratios of student enrollment to the student enrollment cap are low at 0.15 for
the Graduate School of Letters Master's Course, 0.00 for the Graduate School ofLetters Doctoral Course, and 0.22 for the Graduate School of Business
Administration Doctoral Course. This should be improved to ensure proper
graduate student quota management.

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