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

Ferris University

Basic Information of the Institution
Ownership: Private

Location: Kanagawa, Japan

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

Ferris University

Certified Evaluation and Accreditation Resultsfor Ferris University
Overview
Ferris University, founded on the spirit of “education for women based on Christianfaith,” sets forth the educational philosophy of “For Others.” The University defines
its purpose as “providing higher education to women and conducts specialized
scholarly research, with a love of truth and peace, in order to realize our goal of
cultivating graduates who can contribute to the general welfare of humanity.” To
achieve the founding spirit and purpose, the University has formulated the long-term
University Grand Design “Ferris Univ. 2030” (hereafter, the “Long-term Plan”) andthe medium-term “21-25 Plan” to enhance its educational and research activities.
Regarding the University’s internal quality assurance, the Internal Quality
Assurance Promotion Committee headed by the president was formed in AY2019 as
an organization promoting internal quality assurance. The committee reports the selfstudy results to the University Council and the Graduate School Council. Following
its reporting, the president formulates an action plan based on the review results andrequests the divisions in charge to respond after the plan is discussed and approvedby the University Council and the Graduate School Council in accordance with theregulations. The University is working to assure the quality of education under thissystem.
As for the University’s education, all faculties and graduate schools haveappropriately designed their curricula based on the diploma and curriculum policies.
In AY2017, the University established the Center for the Liberal Arts (CLA) under
the long-term Ferris Univ. 2020 plan to explore new approaches to its traditional
liberal arts education. CLA is actively undertaking various initiatives, and it is highly
commendable that the Project Seminar in the Ferris+ Practical Education Program
offers experience-based learning linked to addressing real-life challenges as an
essential element of university education.
The University has also undertaken an outstanding initiative in the Career
Practicum (short-term/long-term), with a peer support system established for upperyear students to provide pre-practicum students with assistance based on theirexperiences to encourage mutual professional growth. A mechanism is in place foron-site trainers, supervisors, and career development office staff to provide feedback
after practical training to enhance its effectiveness. These efforts indicate that the1Ferris University

University is effectively implementing support measures based on its faculty-staff
collaboration and career support policies.
Moreover, the University has made impressive efforts to improve thequality of its faculty and staff in line with the staff development (SD) implementation
policy. New measures include conducting SD training sessions, such as the Mediumterm Plan and Project Planning Briefing Seminar, Financial White Paper Study
Session, Crisis Management Briefing Seminar, and Harassment Prevention Briefing
Seminar; clearly informing staff of training on campus through the Administrative
Staff Training Guide and other means; offering web tools for viewing training videos
online; and introducing the Staff Self-Development Support System that provides
subsidies for correspondence courses and qualifications.
There are several issues the University needs to address, however. First,student learning outcomes are measured using a rubric and other means, but themeasurement methods do not correspond to the learning outcomes stated in thediploma policies of the faculties and departments. The graduate schools have notadequately measured the learning outcomes stated in their diploma policies, andinadequacies have also been found with student quota management. These issues
should be addressed.
In the coming years, the University is expected to ensure that the Internal
Quality Assurance Promotion Committee plays a central role in managing the internal
quality assurance system, and to progress further by appropriately operating theuniversity-wide PDCA (Plan-Do-Check-Act) cycle to constantly undertake reviews
and improvements while enhancing its distinctive initiatives.
Notable Strengths
Educational Program and Learning OutcomesThe Center for the Liberal Arts (CLA) has actively adopted various educational
programs. The Ferris+ Practical Education Program introduced the Project
Seminar as a required subject to provide experience-based learning for students
to formulate and propose solutions and plans that address various real-life
challenges under the guidance of full-time faculty members. All course
participants record their activities and other information in the Ferris+ Notebook ,and their supervisors check and provide feedback as needed. Individualinterviews are also conducted by the CLA chief and career development office2Ferris University

staff at the course’s end to reflect on the learning activities. It is commendable
that CLA provides students with specific guidance and carefully monitors theirlearning outcomes.
Student Support


The Career Practicum (short-term/long-term) is offered as career education thatincorporates a peer support system providing opportunities for students whounderwent the practicum in the previous academic year to offer advice andreassure pre-practicum students based on their experiences as well as reflect on
their own activities. These approaches ensure that pre-practicum students are
well-prepared for the upcoming career training, and help experienced students
progress in their career paths. A mechanism is also in place for on-site trainers,
supervisors, and career development office staff to provide feedback after thepracticum in order to enhance its effectiveness. This support helps students gain
insights into various aspects and understand what they can do for society andothers. It is commendable that the University is promoting faculty-staff
collaboration and mutual support among students based on its careerdevelopment policy.

University Management and Finance
The University’s SD implementation policy stipulates that the University
conducts such SD activities as University Management Training, University
Reform Training, and Sessions for Acquiring Knowledge and Improving Skillsin the Operational Domain. Based on this policy, the University collaborates withfaculty and staff to hold various sessions, including the Medium-term Plan andProject Planning Briefing Seminar, Financial White Paper Study Session, Crisis
Management Briefing Seminar, and Harassment Prevention Briefing Seminar.
The University also clearly informs its staff of training on campus through theAdministrative Staff Training Guide and the Administrative Staff Training
System. To promote self-development, web tools have been offered for viewing
training videos online, and the Staff Self-Development Support System has been
introduced to provide subsidies for correspondence courses and qualifications. It
is commendable that the University’s systematic efforts to introduce newmeasures are enhancing the quality of its faculty and staff in line with the SD3

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implementation policy.
Suggestions for Improvement
Educational Program and Learning Outcomes

The undergraduate programs monitor and evaluate the student learning outcomes
specified in the diploma policy using a rubric and other means, but the methods
are inadequate for measuring the learning outcomes stated in the policy. The
graduate schools have failed to adequately measure the learning outcomes statedin the programs’ diploma policies. These issues should be addressed.

Student Enrollment
The ratios of student enrollment to the student enrollment cap are low at 0.25 in
the Master’s Programs of the Graduate School of Humanities, 0.24 in the Ph.D.
Programs of the Graduate School of Humanities, 0.24 in the Master’s Programsof the Graduate School of Music, and 0.33 in the Master’s Programs of theGraduate School of Global and Intercultural Studies. No students are enrolled in
the Ph.D. Programs of the Graduate School of Global and Intercultural Studies.
This situation should be addressed with the graduate schools’ student quotas
thoroughly managed.

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