Results for Certified Evaluation and Accreditation for Junior College

Kansai Gaidai College

Basic Information of the Institution
Ownership: Private

Location: Osaka, Japan

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

Certified Evaluation and Accreditation Results for
Kansai Gaidai CollegeOverview
Kansai Gaidai College (hereinafter referred to as the “College”) began as Tanimoto
English School which was founded in Higashi-Sumiyoshi-ku, Osaka, in 1945, and wasofficially established as Kansai Gaidai College in 1953. Within the same entity, Kansai
Gaidai University was established in 1966, and the name of the junior college waschanged to Kansai Gaidai College in 1992. The College’s founding principles are “tonurture individuals with a well-rounded education who can contribute to theinternational community” and “to focus on practical learning in order to meet thechanging social needs and viewing the world from a fair-minded perspective.”
Improving and moving its campus over time, the College has established the Divisionof English and American Studies in Hirakata, Osaka, and carries out educational andresearch activities.
The Certified Evaluation and Accreditation for Junior College for AY2012 by
the Japan Association for College Accreditation pointed out the need for measures toreduce the number of dropouts and improvement in student guidance and support. Inresponse to this, the College has introduced the “Power-up Course,” which involves
interviews with class teachers and remedial education. As regards the request toincrease opportunities for students to present their research activities, the College has
generally taken appropriate measures such as issuing essay collections and regularly
holding research forums. Therefore, a certain level of improvement has been achieved.
The present certified evaluation and accreditation has shown that the College,
under the president’s leadership, is engaging in various activities for nurturing
individuals with the language skills, personality, and education needed to contribute to
the international community, toward achieving the College’s purpose and the humanresource development goals of the Division of English and American Studies. A featureof the College is that it provides K. G. C. Basics as a compulsory subject and strives toenable students to acquire the basic knowledge required in society and develop generalconfidence as individuals. This is highly commendable. With the aim of enhancing
students’ English skills and cultivating global awareness, the College offers various
study-abroad programs, including degree-seeking programs, and thereby provides
many students with the opportunity to study abroad. Also, the College has formed a2

Learning Coordination Committee consisting of faculty members in charge of English
compulsory subjects and is working on standardizing and improving the content ofEnglish classes and enhancing the educational effects thereof. These initiatives are inline with the College’s purpose, and we hope for further advancement anddevelopment of the initiatives.
Meanwhile, there are some issues. Faculty development (hereinafter referredto as “FD”) for enhancing faculty member quality in social cooperation, social
contribution, and administrative tasks is insufficient; a policy for student support has
not been stipulated; and the participation rate of faculty members in staff development(hereinafter referred to as “SD”) is low. In order to give substance to credits, theCollege sets a limit to the number of credits students can register for. However, as thelimit does not apply to some subjects, the College should make sure that the measureretains its intended effect. We hope the College develops a highly-objective system forinternal quality assurance through utilizing external evaluations and hearing theopinions of external parties, and thereby achieves further development going forward.
Notable Strengths
Educational Methods K. G. C. Basics uses an originally-developed common textbook. In the first year,
students develop basic skills through information literacy education and career
education that involves life planning and current topics. In the second year,
students improve their problem solving skills and communication skills throughengaging in groupwork, presentations, and other forms of active learning in class.
These achievements can be confirmed from the results of the “learning rubric,”
which involves students evaluating their own learning outcomes of each semester
when classes end. This is a commendable feature that contributes to the cultivationof resourcefulness and a broad range of knowledge necessary in society.

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