(February 22, 2022)

Standards for Professional Graduate Schools ofIntellectual Property Studies

IntroductionI.

The Standards for Professional Graduate Schools of Intellectual Property Studies(hereinafter “Standards”) are established by the Japan University Accreditation
Association (hereinafter “JUAA”), a Certified Evaluation and Accreditation
Agency, to evaluate and accredit professional graduate schools of intellectual
property studies.
Professional graduate schools of intellectual property studies subject to theStandards refer to graduate schools that meet the following requirements:(i) The basic mission is to cultivate intellectual property professionals withspecialized knowledge and skills related to intellectual property, who will play
an active role in creating such new values as open innovation support byacquiring the broad insights, management skills, negotiating power, andglobal perspective necessary to utilize intellectual property in businesses,
governments, research institutes, and other organizations.
(ii) The degree to be awarded matches the school’s principal purpose andeducational content, and is appropriately titled master’s in intellectual
property (professional) or its equivalent.

II. As a guideline for universities to maintain and improve appropriate standards ofeducation and research, JUAA has established and revised such standards as the“University Standards” to evaluate and accredit universities. The Standards are
one of JUAA’s various standards, underpinned by the “University Standards”
positioned at the top.
III. The Standards comprise the following four major items:
1. Mission and Purpose

2. Educational Programs and Learning
Outcomes / Students

3. Faculty and Faculty

4. Professional Graduate School

Organizations

Management and Improvement/
Enhancement

IV. Each of the Standards’ major items includes the “text,” “basic requirements,” and“perspectives of evaluation.”- 1 -The “text” defines the objectives of the major items and outlines the elements
necessary for all professional graduate schools to fulfill their basic mission, and foreach school to achieve its own purpose.
Specified based on the text’s objectives, the “basic requirements” and the“perspectives of evaluation” refer to the individual focal points that professional
graduate schools need to address when conducting self-studies, and that JUAA
must consider when conducting its certified evaluation and accreditation. The
basic requirements refer to legal and other fundamental matters that must be
confirmed as essential preconditions for evaluation (the specific range ofrequirements is defined separately). To interpret and apply each basic requirement
and perspective of evaluation, the schools are required to understand theobjectives stated in the text and pay sufficient attention to interconnections andother aspects.
V. Comments will be included in the following categories and requirements, if suchitems as commendations, distinctive features, or issues to be addressed are
identified through evaluations based on the text and the perspectives of
evaluation.
<Areas of serious concern>(i) Serious problems that require correction with respect to legal matters related
to professional graduate schools or the basic requirements for professional
graduate schools of intellectual property studies.
The school receiving the “areas of serious concern” comment musttake specific measures to ensure that improvements are made.
<Suggestions for improvement>(i) Issues that do not apply to “areas of serious concern” but require correction
with respect to legal matters related to professional graduate schools or thebasic requirements for professional graduate schools of intellectual property
studies.
(ii) Requirements for professional graduate schools of intellectual property
studies to make improvements and other additional efforts to enhance their
distinctive features based on the purpose established by each professional
graduate school.
- 2 -The school receiving the “suggestions for improvement” comment
must make efforts for improvement through specific plans andmeasures.
<Commendations>(i) Items recognized as successful or effective efforts in fulfilling the basic
mission with respect to the basic requirements for professional graduate
schools of intellectual property studies.
(ii) Items evaluated as successful or effective efforts in achieving the purpose
established by each professional graduate school and enhancing thedistinctive features.
<Distinctive features>(i) Items that do not apply to “commendations” with respect to the purpose
established by each professional graduate school but are evaluated as efforts
highly expected to produce positive outcomes or as distinctive approaches inline with the school’s own purpose.

Item

Basic

Legal matters

Items responding

requirements for

related toto eachprofessional

professional

professional

graduate schools

graduate schools

graduate school’sof intellectual

purposeproperty studies
・Commendations ・Areas of serious ・Commendations
Evaluation
remarks

・Areas of serious concern
concern・Distinctive

・ Suggestions for features

・ Suggestions for improvement

・Suggestions for

improvement

improvement

VI. Decisions on whether the schools meet the Standards are made based on acomprehensive evaluation of the progress achieved in addressing the “areas ofserious concern.” The schools confirmed to have serious problems as aprofessional graduate school will be judged as having failed to meet the Standards.

- 3 -Standards for Professional Graduate Schools of Intellectual Property
Studies
Enacted November 19, 2010
Revised June 23, 2015
Revised September 7, 2018
Revised February 22, 2022
1. Mission and Purpose
The key mission of professional graduate schools of intellectual property studies is toestablish the human resource foundation to fulfill the roles expected of the intellectual
property field in a future society. To this end, the schools must cultivate intellectual
property professionals with specialized knowledge and skills related to intellectual
property, who will play an active role in creating such new values as open innovation
support by acquiring the broad insights, management skills, negotiating power, andglobal perspective necessary to utilize intellectual property in businesses,
governments, research institutes, and other organizations.
Under this basic mission, each professional graduate school of intellectual property
studies must define the “principal purpose” in its school rules and regulations to meetthe objectives of its professional graduate school degree programs, in light of the aimof the Intellectual Property Basic Act as well as the mission and purpose of theuniversity that established the school. Each school is also required to reflect its
distinctive features in the principal purpose. Furthermore, professional graduate
schools of intellectual property studies are recommended to develop appropriate
visions to achieve their principal purpose, and to formulate and implement specificmeasures that direct their resource allocations, organizational competencies, andvalue creation.
○ Basic requirements
The basic requirements related to this key item are appropriate and correctly
indicated in the “basic requirement data,” and conform with legal and otherstandards.
○ Perspectives of evaluation

- 4 -

Item
Definition of

Perspectives of evaluation
1-1

purposeThe professional graduate school’s purpose is established under thebasic mission of professional graduate schools of intellectual
property studies as well as the mission and purpose of the universitythat established the school. The school’s purpose is clearly defined
to present the value of professional graduate schools of intellectual
property studies, the aim of human resource development, andother directions.

Medium- and1-2

Medium- and long-term visions and specific measures for resource

long-term

allocations, organizational competencies, and value creation are

visions andformulated and implemented to achieve the professional graduate

measuresschool’s purpose.

- 5 -2. Educational Programs and Learning Outcomes / Students
Professional graduate schools of intellectual property studies must properly design
and manage their curricula to maintain the standards of professional degrees. The
schools must formulate a degree award policy (diploma policy) that specifies thelearning outcomes in line with their principal purpose, and establish a curriculum
design and implementation policy ( curriculum policy ) based on the diploma policy.
They should also disseminate these policies to their students.
Based on their curriculum policy, professional graduate schools of intellectual property
studies must systematically design the curricula with consideration given to providing
education that bridges theory and practice. The schools must systematically organize
subjects aimed at cultivating the specialized knowledge (intellectual property legal
systems, strategies, utilization, R&D management, management and businessstrategies, etc.) necessary to utilize intellectual property in businesses, governments,
research institutes, and other organizations. It is especially important that students
acquire knowledge and skills related to intellectual property practices in businesses
adopting global perspectives and cutting-edge technologies. With these needs in mind,
the schools are required to design curricula aimed at achieving their principal purpose.
To bridge theory and practice and enhance practical education, professional graduate
schools of intellectual property studies must introduce educational methods, inaddition to lectures, that help achieve the objectives set by each class subject. Suchmethods include interactive and multi-directional lessons through debates, seminars,
group learning, case studies, field surveys, and internships. The schools’ classes must
be conducted with an appropriate number of students, with consideration given toteaching methods, facilities, equipment, and other educational conditions that
produce the full educational effects. They are also required to facilitate student
learning by preparing and utilizing syllabuses, and by providing course guidance,
consultation, and support for class preparation and review.
Understanding the abilities and qualities acquired by students upon course completionis extremely important for professional graduate schools of intellectual property
studies to clarify the outcomes of their education, assess the appropriateness, andmake improvements and enhancements where necessary. The schools must evaluate
student learning using appropriate methods and criteria to measure the achievementsof each course objective, and assess the educational outcomes by tracking the career- 6 -paths of graduates.
To provide an appropriate and effective education, it is important that professional
graduate schools of intellectual property studies select applicants properly and fairly
based on their diploma policy that explicitly states the types of students desired andother requirements. In addition, the schools are required to carefully manage theirstudent quotas to continuously ensure a suitable educational environment andproduce the full educational effects.
Furthermore, the schools must develop systems to help students study effectively,
and especially assist them in choosing and designing future career paths.
○ Basic requirements
The basic requirements related to this key item are appropriate and correctly
indicated in the basic requirement data, and conform with legal and other standards.
○ Perspectives of evaluation
Item
Diploma andPerspectives of evaluation
2-1

A diploma policy explicitly stating the expected learning outcomescurriculum

is formulated in line with the basic mission of professional graduate

policies

schools of intellectual property studies. A curriculum policy isestablished under the diploma policy, and the appropriateness ofthe educational content and methods is clearly explained.

Curriculum

2-2Class subjects necessary to fulfill the basic mission and the principal

design andpurpose and to achieve the expected learning outcomes areclass subjects

offered, with each subject organized in a systematic andincremental manner. The offered subjects are suitable for training
highly skilled professionals able to perform practices backed bytheory, based on the following requirements for professional
graduate schools of intellectual property studies.
(1)

The curricula are designed from the perspective of fostering
logical thinking, analysis, communication, and negotiation
skills, in addition to the specialized knowledge (intellectual- 7 -property

legalsystems,

strategies,

utilization,

R&D

management, management and business strategies, etc.)
necessary to utilize intellectual property in businesses,
governments, research institutes, and other organizations.
(2)

The curricula are designed to cultivate intellectual property
professionals with high professional standards, withconsideration given to teaching students how to develop a
global perspective and to acquire practical skills through theknowledge of innovative businesses using data science andother cutting-edge technologies as well as internships andother business opportunities.

2-3

Classes conducted in various temporal and spatial settings, such as
distance education and e-learning, produce the full educational
effects by providing appropriate content and methods.

2-4Class hours and schedules are arranged so as not to hinder students’
overall coursework.

Teaching

2-5

Appropriate class styles (lectures, seminars, practical training, etc.)
and methods (case studies, field surveys, etc.) and educational
materials are used to achieve the expected student learning
outcomes. Creative educational approaches, such as internships
and guest speakers, are adopted as necessary in coordination withorganizations in the relevant intellectual property fields.

2-6

The following efforts are made to produce synergistic effects thatfacilitate student learning.
・Preparation and utilization of syllabuses・ Course guidance, consultation, and support for classpreparation and review

2-7Classrooms and other necessary facilities suitable for implementing
the curricula are provided and used by an appropriate number ofstudents.

- 8 -

2-8

Study rooms, lounges, and other spaces for student interaction areprovided to enhance the learning effects for students.

2-9

Libraries (reading rooms) house a sufficient collection of books andother materials necessary to study and conduct educational andresearch activities, with their operating hours and environments
adequate to support learning and other educational activities.

2-10

Sufficient facilities (including information infrastructure) for learningand other educational activities are provided and utilized.

Learning

2-11

outcomes

Appropriate methods and criteria are established to measure theachievements of course objectives in terms of class content andstyles, and student learning is assessed fairly and rigorously basedon the methods and criteria explicitly stated in advance to students.

2-12

A system to deal with student inquiries about grading and othermatters is developed, notified to students, and operated properly toensure the fairness and strictness of academic achievement
assessment.

2-13

The criteria and methods for course completion approval are
specified in advance to students, and degrees are properly awarded
to students who achieve the learning outcomes stated in the
diploma policy.

2-14

The educational outcomes of professional graduate schools ofintellectual property studies are assessed based on student learning
outcomes and graduates’ future careers and plans. Improvement
and enhancement measures are also taken as necessary based on
the assessment results.

2-15

Multi-faceted approaches, such as seeking the opinions ofgraduates, students, and others, are adopted to evaluate
educational outcomes and to improve and enhance the curricula,- 9 -contents, and methods.
Student

2-16

enrollment

An admissions policy is established based on the diploma andcurriculum policies, and the types of students desired, admission
standards, screening methods, and other applicant requirements
are clearly stated.

2-17

The selection methods and procedures are made public in advance,
and applicants are selected properly and fairly under the specified
criteria and system.

2-18

Both the number of freshman enrollment to the freshmanenrollment cap and the number of student enrollment to thestudent enrollment cap are appropriately managed.

Student

2-19

supportConsultation and support for students’ future career paths andcareer designs are provided under an appropriate system.

2-20

Learning Support is provided under an appropriate system to assista wide variety of students with their studies, including working
adults, international students, and people with disabilities.

2-21

Necessary support is provided for students’ extracurricular activities
and graduates’ activities under an appropriate system.

- 10 -

3. Faculty and Faculty Organizations
Professional graduate schools of intellectual property studies must assign a necessary
and sufficient number of full-time faculty members for education and research in orderto fulfill their mission and achieve their own purpose. Along with their faculty, theschools must make sufficient efforts with adequate care to turn students into
professionals with highly specialized skills, high ethical standards, and other importantqualities, who will be able to perform practices backed by theory. The schools are
therefore required to assign faculty members with excellent teaching skills, as well as
outstanding research achievements and advanced practical skills in their fields, whileachieving a balance of academic and practitioner faculty members. They must alsoorganize full-time faculty members to vitalize and sustain their educational andresearch activities, with consideration given to faculty diversity in light of theirmembers’ specialized fields.
Professional graduate schools of intellectual property studies must properly appoint
faculty members with outstanding research achievements and advanced practicalskills in their fields to maintain a high level of educational and research activities in the
future. To this end, the schools must fairly recruit, appoint, dismiss, and promotefaculty members in accordance with specified procedures and methods. It is also
important that systematic efforts are made to enhance their faculty members’ skills
and abilities, facilitate mutual understanding and collaboration between academic andpractitioner faculty, and promote faculty research (academic and practical studies)and other activities. Furthermore, the schools must specify the roles of full-time faculty
and properly evaluate their activities, as their required roles include not only teaching
but also school management and other administrative duties.
Professional graduate schools of intellectual property studies must facilitate andappropriately manage educational and research conditions and environments to allow
their full-time faculty members to fully pursue educational and research activities anddevelop academic creativity.
○ Basic requirements
The basic requirements related to this key item are appropriate and correctly
indicated in the basic requirement data, and conform with legal and other standards.

- 11 -

○ Perspectives of evaluation
Item
Policy on

Perspectives of evaluation
3-1

A faculty organization policy is established to clearly provide an

Facultyoverall blueprint of the faculty organization necessary to promoteorganization

the educational and research activities of professional graduate

structureschools of intellectual property studies.

Assignment of 3-2

Full-time faculty members are assigned to fulfill the school’s basic

suitably

mission and principal purpose, and to fully provide education that

qualifiedbridges theory and practice. A balanced number of academic andfacultypractitioner faculty members is set, with the entire faculty acquiring

members

teaching skills.
3-3

Subjects serving as the core curricula are, in principle, assigned toprofessors or associate professors, and the assignment of thesesubjects to adjunct faculty members is made in accordance withspecified standards and procedures.

3-4

Full-time faculty members are organized in light of faculty diversity,
without a marked bias toward any particular age group, and thecharacteristics of professional graduate school of intellectual
property programs.

Recruitment,

3-5

Recruitment, appointment, dismissal, and promotion of full-time

appointment,

faculty members are fairly conducted based on appropriate criteria

dismissal, andand procedures.

promotion offaculty
Facultydevelopment

3-6

Systematic training and other activities are conducted to enhancefull-time faculty members’ skills and abilities, with efforts made to
improve the practical knowledge of practitioner and academic
faculty, teaching skills of all faculty members, and understanding of- 12 -

the professional competencies required of university instructors.
3-7

How research contributes to the education of professional graduate
schools of intellectual property studies is clarified, and systematic
support is provided to encourage academic faculty members to
conduct academic research in their fields, and practitioner faculty
members to continue practical research and other activities, while
improving and refreshing the practical knowledge of intellectual
property.

3-8

Full-time faculty members’ educational and research activities,
organizational management, social engagement and contributions,and other responsibilities are properly evaluated.

Educational

3-9

Full-time faculty members are provided with appropriate

and researcheducational and research conditions (class hours, dedicatedconditions,research time, research grants, etc.), environments (laboratories,

environments,etc.), and personnel support (teaching assistants, etc.).

and personnel
support- 13 -

4. Professional Graduate School Management and Improvement/Enhancement
Professional graduate schools of intellectual property studies must ensure appropriate
management, strive for constant improvement and enhancement, and conduct
educational and research activities in a steady and progressive manner. As part of thisprocess, the schools are required to clearly define the responsibility systems forplanning and designing their education to ensure their decision-making andimplementation capabilities as a professional graduate school. The schools must also
conduct systematic self-studies on a regular basis to constantly improve and enhancetheir educational and research activities.
Professional graduate schools of intellectual property studies must commit to
conducting educational and research activities that address social challenges andneeds, help build a better society, and increase their social value. To this end, theschools must develop an appropriate relationship with society as well as closelycooperate and collaborate with companies and other external organizations, with theaim of enhancing their education and contributing to the development of intellectual
property activities, including the promotion of open innovation. It is also extremely
important that they properly disclose information, fulfill their social accountability, andgain the public’s understanding of their educational and research activities.
○ Basic requirements
The basic requirements related to this key item are appropriate and correctly
indicated in the basic requirement data, and conform with legal and other standards.
○ Perspectives of evaluation
Item
Professional

Perspectives of evaluation
4-1

graduate

A specific organizational system for professional graduate school
management is established and properly operated.

schoolmanagement

4-2

The responsibility systems for educational planning, design, andother activities are clearly defined.

4-3

Educational content and faculty personnel are appropriately- 14 -

coordinated with the relevant faculties and units, if any.
Self-studies

4-4

Systematic self-studies are conducted regularly under clearlyandspecified procedures and responsible systems, with the results

improvement

connected to improving and enhancing the school’s educational

activities

and research activities.
4-5

Appropriate actions are taken to address any externally identified
need for improvement.

Social

4-6

Public opinions are taken into consideration in professional graduate

engagement

school management and its improvement and enhancement by, forandexample, reflecting the opinions of the Collaboration Council for

information

Educational Program in the curricula.

disclosure
4-7

Information on the professional graduate school’s management
and activities is disclosed to fulfill its social accountability. Efforts arealso made to gain the public’s understanding of the school’s
mission, purpose, and activities.

4-8

All decisions and approvals pertaining to partnership agreements
and contracts with companies and other external organizations are
made in accordance with appropriate procedures, with the funds
properly received and managed.

- 15 -