Institutional Thematic Assessment :Internationalization of Higher Education

National Institution for Academic Degrees and University Evaluation

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I. Overview1

II. AssessmentSchedule

4III. GuidanceforSelfǦAssessment

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IV. DocumentAnalysisProcedure

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V. FinalEvaluationReportǦExampleǦ

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I. OverviewThe National Institution for Academic Degrees and University Evaluation (NIADǦUE) performs
thecertifiedevaluationandaccreditationsysteminJapanstipulatedinArticle109oftheSchool
Education Law.  Apart from the stipulation, NIADǦUE carries out the institutional thematic
assessments focusing on the missions of individual universities, at the request of institutions.
From2013,NIADǦUEwillconductanewthematicassessmentof‘InternationalizationofHigher
Education’asthethematicassessmentC;inadditiontothetwootherassessments:‘A:Research
Activities’and‘B:CommunityEngagement.’
1.  Purposes
Theprimarymissionofauniversityistocarryouteducationalactivitieswhileimbuingstudents
with rich qualities of humanity and developing the human resources who will benefit society.
Amidsttherapidglobalizationofsocietiesoverrecentyears,highereducationisalsoexpected
to adapt to a globalized world. Many universities are in fact initiating various activities to
internationalizetheireducationalprograms.
NIADǦUE’s regular evaluations (institutional certified evaluation and accreditation) take theinternationalization of education into account. However, as specific standards for
internationalizationhadnotyetbeendeveloped,thethematicassessmentCwasestablishedto
determine the state and distinctive features of internationalization at each university. By
focusing on internationalization, this assessment works to enhance the overall quality ofinternational education while providing support for universities that use educationalinternationalizationtocreateadistinctiveinstitutionalcharacter.  Activitiestopromoteeducationalinternationalizationmayincludethefollowingthreeelements: 1) Developinganinternationalizedacademicprograminanappropriatelearningenvironment(organizingclassesandthesiswritinginforeignlanguages,providingshortǦtermstudyand
shortǦtermstay/visit
programs,
offering
double/joint
degreeprograms,
developing/providing quality international curricula, establishing international exchange
centers and/or overseas branch offices, employing international teaching staff and/or
Japanese teaching staff with international teaching and research experience, staffingadministrativepersonnelwithforeignlanguageskills; 2) admitting international students (including fullǦtime, shortǦterm study/stay students with
study/living/jobǦplacementsupportforsuchstudents);and 3) dispatching domestic students abroad (including shortǦterm study/visit students with
study/livingsupportforsuchstudents).
Inthethematicassessmentoninternationalization,thelevelattainedineachoftheseelements
is graded using a benchmark within Japanese higher education. Based on the grading, theoverall degree to which each university is reaching its educational internationalization goals is
assessedfromthefourperspectivesdescribedinthefollowingsection.  1

2.  AssessmentCriterionandPerspectives
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CriterionCǦ1:  Whetheraninstitution’sactivitiestopromoteeducationalinternationalizationarebeing
effectivelyimplementedandyieldinggoodresultsinlightofitsgoals. Perspectives
The assessment on internationalization will consist of the three elements of activities:
developmentofaninternationalteachingandlearningenvironment,admissionofinternational
students,anddispatchofdomesticstudentsabroad.
In carrying out the assessment, the state of the university’s activities to promote educationalinternationalization in these elements is analyzed and assessed from the following four
perspectives.
CǦ1Ǧi:
Whether a suitable plan and concrete objectives have been established by theuniversitytoachievetheinternationalizationofitshighereducation,andwhetherits
planandgoalsarewidelydisseminatedtothepublic.
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CǦ1Ǧii: Whethertheplansarebeingeffectivelyimplemented.
CǦ1Ǧiii: Whether good results are being attained from the university’s educationalinternationalizationactivitiesbasedontheireffectivenessandstudentsatisfaction.
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CǦ1Ǧiv: Whethereffortsarebeingtakentomakeprogramimprovements.
Thethreeelementswillexaminethefollowingpointsofthestateofinternationalization.
1) Developmentofaninternationalteachingandlearningenvironment: • Internationalizationofteachingcontentandmethods(e.g.,provisionofclassestaughtinaforeignlanguage,development/provisionofaqualityinternationalcurricula)
• Internationalization of organizational structure (e.g., establishment of international
exchangecenterand/oroverseasbranchoffice,employmentofinternationalteaching
staff,hiringofadministrativestaffwithforeignlanguageskills)
2) Admissionofinternationalstudents:• Numberofinternationalstudentsenrolled• Effectivedesignanddeliveryofcurricula• Supportstructureforinternationalstudents• Internationalpublicityactivities,etc.
3) DispatchofJapanesestudentsabroad:
• Numberofoutboundstudents• Effectivedesignanddeliveryofcurricula • Supportstructureforoutboundstudents• Provisionofinformationonstudyingabroad,etc.
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3.  AssessmentResults
Thefollowingtworesultsoftheassessmentareshowninthefinalreport.
i. Attainmentlevelofuniversity’sgoals
Based on an analysis of the state of internationalization using the above criteria, eachuniversity’s overall degree of goal attainment is assessed on a fourǦpoint scale: Excellent,
Good,Satisfactory,orUnsatisfactory.
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ii. Assessmentofeachelement
In addition to the above assessment, the level attained in each of the three elements is
graded against the same fourǦpoint scale using a benchmark within the Japanese higher
education.  Only when the grading of ‘Excellent’ or ‘Good’ is pronounced, it will be
mentionedinthefinalreport. Following an analysis of each element, ‘Good Practices,’ ‘Areas for Further Development,’and‘AreasNeedingImprovement’willbeextracted. 
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II. AssessmentScheduleMaytoJune
SeminarEndofSeptember
Application.Briefingmeeting
Instructionsessions
Academicyearinwhichtheprocessisconducted
EndofJune
Submissionof selfǦassessmentreportNIADǦUE outlines the framework and method of theinstitutional thematic assessment at a seminar on
evaluationactivities.

NIADǦUE receives applications for the assessment from
universities.
NIADǦUE sets a briefingmeeting for an individual applicantuniversity as well as provides instruction sessions on arequestbasis.
Training
for
external
evaluators
Universities carry out selfǦassessment and produce aselfǦassessment report with reference to the guidelines.
(RefertoIII.GuidanceforSelfǦAssessment)

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SubcommitteesreviewtheselfǦassessmentreport(Referto

JulytoJanuaryDocumentanalysis andsitevisitEndofJanuary Notificationofadraftof
resultFebruary StatementofobjectionsMarch
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IV. Document Analysis Procedure), go on site visits, and
summarizeinitialfindings.  Thefindingsarethenreviewed
bythemainCommitteeandadraftofassessmentresultis
created.
NIADǦUEnotifiestheuniversityofthedraftresult.

Theuniversitymaymakeremarks/objectionstothedraft.

The main Committee finalizes the result after consideringtheobjections.Thefinalresultispublishedintheformofa
document, which is sent to the university and its founder,andmadepublic.(RefertoV.FinalEvaluationReport)
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III.
GuidanceforSelfǦAssessment:
FactorsforAnalysisandExampleSourcesofEvidenceTheInstitutionalThematicAssessmentCtargetsactivitiesthatpromotetheinternationalization
of higher education, with focus on the following three aspects: Developing an international
teachingandlearningenvironment,admittinginternationalstudents,anddispatchingJapanesestudentsabroad.
Thefollowingfour(CǦ1ǦitoCǦ1Ǧiv)assessmentperspectivesaresetbasedonaplanǦdoǦcheckǦact(PDCA) concept. When preparing their selfǦassessment reports, universities are to clearly
articulatetheprogressbeingmadeintheserespects. CǦ1EvaluationCriterion(Objective): 
Whether an institution’s activities to promote educational internationalization are being
effectivelyimplementedandyieldinggoodresultsinlightofitsgoals.
CǦ1Ǧi  Whether a suitable plan and concrete objectives have been established by theuniversity to achieve the internationalization of its higher education, and whether itsplanandgoalsarewidelydisseminatedtothepublic.
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Analysisfactors:
• Afterclarifyingtheuniversity’sbasicpolicyregarding educationalinternationalization,an
analysisisconductedastowhetheritsplaniscapableofachievingthoseobjectives. • Ananalysisisalsodoneontheextenttowhichtheplansandobjectivesaredisseminated
tobothinternalandexternalstakeholdersvia,forexample,publicationsandwebsites. 
Examplesofevidencesources:
• Documentsontheinstitution’sbasicpolicyandgoalsforeducationalinternationalization
• Documents that refer to its plans and specific objectives for attaining educationalinternationalization.
• Publications and websites that give public access to the institution’s educationalinternationalizationgoalsandtoitspolicyandplansforachievingthem.
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CǦ1Ǧii  Whethertheplansarebeingeffectivelyimplemented.

Analysisfactors:
1) The degree to which an international teaching and learning environment is beingdeveloped is analyzed from the following vantage points: Internationalization of theuniversity’s organizational structure, internationalization of its teaching content and
methods,anditsinternationaldisseminationofeducationalinformation.
Theseitemsmayalsobeconsideredwhenanalyzingthe‘admissionofinternationalstudents’and‘dispatchofJapanesestudentsabroad,’takingintoaccountthecircumstancesofeachuniversity. • Internationalization of organizational structure may include establishing international
exchange centers and/or overseas branch offices, employing international teaching
staff and/or Japanese teaching staff with international teaching and research
experience, staffing administrative personnel with foreign language skills, and
implementingstaffandfacultydevelopmentorientedtointernationalization.
• InternationalizationofteachingcontentandmethodsforJapanesestudentsmayinclude
teaching classes and writing theses in foreign languages, developing/providing qualityinternational curricula (e.g., introduction of a semester/quarter system, autumn
enrollment,acoursenumberingsystem,systematizedacademicassessmentbasedona
results assessment of GPA system adoption and grade distribution), organizing
exchange events between overseas and domestic students, executing academic
exchange agreements with overseas universities, and participating in international
networks. • International dissemination of educational information includes the extent to which
actions are taken in reference to the guidelines ‘example information related to
international information dissemination’ (The 4th Interim Report on the MediumǦ toLongǦTerm Perspectives for University Education, Subdivision on Universities, CentralCouncilforEducation,29June2010).2) Admission of international students is analyzed from the following vantage points: The
numberofinternationalstudentsenrolled,effectivedesignanddeliveryofcurricula,types
of support for international students, and initiatives for promoting international student
admission. • Number of international students enrolled should include the respective number of
students for fullǦtime degrees, double/joint degrees, shortǦterm study (by
creditǦtransfersystem),andshortǦtermstays(e.g.,summerprograms)ineachprogram.
• Effectivedesignanddeliveryofcurriculamayincludeteachingclassesandwritingtheses
in foreign languages, providing lectures on Japanese language and culture, devising
creditǦtransfermechanismsand/ordouble/jointdegreeprograms,andtailoringcontentandimplementationofshortǦtermstudyandshortǦtermstayprograms. 
Double/joint degree programs should be implemented with reference to the relevantsectionsoftheGuidelinesforBuildingOrganizedandContinuousEducationalCooperation
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includingDoubleandJointDegreeProgramsbetweenDomesticandOverseasUniversities
(Working Group on the Promotion of University Globalization, Central Council for
Education,10May2010).
• Types of support for international students may include multilingual websites andinternal documents, academic support by tutors, international student
accommodations, counseling services, financial support, career support, forminginternational student networks, and conducting exchange events between them and
membersofthelocalcommunity.
• Initiativesforpromotinginternationalstudentadmissionmayincludeaspecialentrance
exam system for overseas students, a “oneǦstop” enrolment procedure, international
publicityactivities,andbriefingsforprospectiveoverseasapplicants.
3) DispatchofJapanesestudentsabroadisanalyzedfromthefollowingvantagepoints:  The
numberofoutboundstudents,effectivedesignanddeliveryofcurricula,typesofsupportfor outbound students, and promotional activities for dispatching Japanese students
abroad.• Number of outbound students should include the respective number of students for
double/joint degrees, shortǦterm study (by creditǦtransfer systems), and shortǦterm
stays(e.g.thoseinsummerprograms)ineachprogram. • Effective design and delivery of curricula may include clarifying the status of overseas
courseswithintheframeworkofthehomeuniversity’scurriculum,offeringpreparatory
education on foreign language and crossǦcultural studies, establishing standards for
transferringcreditsobtainedabroad,andimplementingdouble/jointdegreeprograms,
andshortǦtermstudyandstayprograms. 
Double/joint degree programs should be implemented with reference to relevantsectionsoftheGuidelinesforBuildingOrganizedandContinuousEducationalCooperation
includingDoubleandJointDegreeProgramsbetweenDomesticandOverseasUniversities
(Working Group on the Promotion of University Globalization, Central Council for
Education,10May2010).
• Promotional activities for dispatching Japanese students abroad may include providing
information on overseas study (through fairs (briefings) and individual consultations),
devising methods for selecting outbound students, providing counseling support for
participatingstudents,andfinancialsupport.
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Examplesofevidencesources:
1) Documents that give details of activities related to the development of the institution’sinternational teaching and learning environment, such as the roles of its international
officesandoverseasliaisonoffices,facultystaffing,employmentofinternationaleducators
and/or Japanese teaching staff with international teaching and/or research experience,
employing administrative personnel with foreign language skills, implementing staff and
faculty development oriented to internationalization, development of classes taught in
foreign languages for Japanese students, the design and delivery of internationally
compatible curricula, the number of exchange events and of their participants, theexecutionofacademicexchangeagreementswithoverseasuniversitiesandparticipationin7internationalnetworks,andtheuseofpublicationsandwebsitestodisseminateinformation
abroadontheinstitution’sinternationalinitiatives. 2) DocumentsthatgivedetailsofactivitiesrelatedtotheadmissionofinternationalstudentssuchastheOverseasStudentAdmissionReport(Appendices1,2,3and5–mandatory),thedevelopment of classes taught in foreign languages, the development of courses onJapanese language and culture, the provision of creditǦtransfer mechanisms and/or
double/joint degree programs, the content and implementation of shortǦterm study and
shortǦtermstayprograms,useofmultilingualwebsitesandinternaldocuments,contentofacademicsupportbytutors,numberofroomsusedforinternationalstudentdomicileand
number of residents, status of counseling services, record of financial support, content of
career support, international student networking and exchange activities between themand members of the local community, content of special entrance exam system for
international students, content of “oneǦstop” enrollment system, use of publications and
websites to promote international student admission, and the number of overseas study
fairs(briefings)heldandoftheirparticipants.
3) Documents that give details of activities related to the dispatch of Japanese students
abroad, such as Dispatchment Report (Appendices 4 and 5 – mandatory), content of
preparatory education on foreign languages and crossǦcultural studies, standards for
transferring credits obtained abroad, double/joint degree programs, content and
implementation of shortǦterm study and shortǦterm stay programs, number of overseas
studyfairs(briefings)andoftheirparticipants,useofpublicationsandwebsitestopromote
student overseas dispatch, the status of counseling services, and record of financial
support.CǦ1Ǧiii  Whether good results are being attained from the university’s educationalinternationalizationactivitiesbasedontheireffectivenessandstudentsatisfaction.
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Analysisfactors:
• Theextenttowhichauniversityhasattaineditsplansandobjectivesisanalyzedbythe
number of international students enrolled, the number of Japanese students
dispatched abroad, the number of graduates and of credits earned, the status of
studentsaftergraduation,andthedegreeofstudentsatisfaction.
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Examplesofevidencesources:
• DocumentsthatsummarizetheoutcomesofactivitiesapplicabletoCǦ1Ǧii.
• Pertinentdocumentsthatshowthenumberofgraduatesfromprogramsthatprovide
degrees, and the number of credits earned and of students attending those degree
programs(approximatelythreeyearsofrecords);mandatory.
• Documentsthatshowthestatusofstudentswhohave graduatedfromtheprograms
(approximatelythreeyearsofrecords).
• Documents that show the degree of student satisfaction and of their goal/planattainment,suchastheresultsofstudentsurveys.
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CǦ1Ǧiv  Whethereffortsarebeingtakentomakeprogramimprovements.

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Analysisfactors:
• Thestatusofauniversity’scontinuouseffortsisanalyzedusingsourcesofevidencethatshow how it goes about ascertaining the effectiveness of its activities to promote
educationalinternationalizationandapplyingtheresultstoenhancingthequalityofits
educationalprograms.(Sucheffortsmayincludetheentireinternationalizationprocess
fromplanningtoimplementationandthePDCAcycle). • Theseeffortsarealsoanalyzedbyspecificcasesinwhichproblemidentificationhasled
toqualitativeimprovementsinactivitiestopromoteeducationalinternationalization. 
Examplesofevidencesources:zDocuments that show the organizational structure and that examine the state of theinstitution’s higherǦeducation internationalization activities and examination
methodologies.
zDocuments,ifapplicable,thatshowthestateofexternalreview(conductedbypersonsnot employed by the university) including the structure of the review team and thereviewmethodology.
zReferencesofselfǦassessmentreportsandexternalevaluationreports.zSelfǦassessment report and evaluation report in the latest certified evaluation and
accreditation(mandatory).
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Numberofcopiestobesubmittedstipulatedbyseparatenotice.
zSpecific cases in which an examination of an institution’s educationalinternationalizationactivitieshasshownasimprovementinproblemareas  
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IV. DocumentAnalysisProcedureFortheselfǦassessment,theevaluationcriterion(objective),‘Whetheraninstitution’sactivities
to promote educational internationalization are being effectively implemented and yieldinggoodresultsinlightofitsgoals,’isassessedfromthefourdescribedperspectives:(1)Whethera
suitable plan and objectives have been established and disseminated, (2) whether the plan is
being effectively implemented, (3) whether good results are being obtained, and (4) whethereffortsarebeingtakentomakeprogramimprovements.  Analyzingeachoftheseperspectives,
the degree to which the objective is being achieved is evaluated; and various aspects of theuniversity’s program are extracted and scored on three levels: excellent (good practices),
furtherdevelopmentexpected,andimprovementneeded. (1)Assessmentbasedontheperspectives
1. Itisconfirmedthatalltherelevantperspectiveshavebeenanalyzedbytheuniversity.
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2. If it’s found that any perspectives have not been analyzed by the university, it will be
requestedtodoso.
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3. If the university has established and analyzed its own perspectives based on its ownsituation and goals, it is examined whether they coincide with the objective of thisselfǦassessment.  (2)Analysesanddecisionsbyrespectiveperspectives
1. TheselfǦassessmentreportistoprovide‘FactsandFigures’and‘theAnalysisResultswith
Attendant Reasons’ on each perspective. External evaluators analyze the state of theuniversity’s initiatives and activities visǦàǦvis each perspective taking into consideration
theproposedsourcesofevidence. Also analyzed with reference to the proposed sources of evidence is the attainment of
goals visǦàǦvis each perspective when stated in the university’s selfǦassessment report.
This is the case when a university has established specific plans and objectives for
attaininggoalsthatamplifyitsinstitutionaldistinctivenessanduniquecharacteristics.
Specific to Assessment C are basic analyses of the university’s ‘development of aninternational teaching and learning environment,’ ‘admission of international students,’and‘dispatchofdomesticstudentsabroad’atthisstage.
2. Based on the results of the initiatives/activity analysis in (2)Ǧ1, the overall state of eachperspective is analyzed using a suitable method in light of the goals of the subject
university.Then,adecisionismadeonthestateofeachperspectiveandindicatedusingthegradesshowninTable1.

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Table1:Decisiononperspectives
Decision
Good
Satisfactory Objectiveshave Objectiveshave
beenfullyattained.
beenattained.
Description  Excellentinitiatives
 Initiativeshavebeen
exampleshavebeenidentified.
implemented. XXhavebeenclearly  XXhavebeen
established.
established.

Unsatisfactory Objectiveshavebeen
partiallyattained. Initiativeshavenot
beenimplemented. XXhavenotbeen
established.

A decision is deferred when sources of evidence are insufficient or when
initiatives/activitiesarenotanalyzableduetoanuncleardescriptioninthereport.

3.

Regarding(2)Ǧ2,evidenceprovidedforjudgingcomponentsoftheuniversity’sactivities
as ‘Good’, ‘Satisfactory’, or ‘Unsatisfactory’ is to be noted.  Components that are
articulatedunclearlyorthatlacksupportingevidencearealsotobenoted.
4. Theanalysisofeachperspectiveiscarriedoutfromtheperspectiveoftheuniversityasa
whole.Whenappropriate,however,aspecificperspectivemaybeanalyzedonafaculty
orresearchunitlevel. Whenauniversityincludesanoutstandingfacultyorresearchunitthatwarrantsspecial
mention,adescriptionofitsactivitiesshouldbeprovided.
(3)Conclusion
1. Conclusionis made ona fourǦpoint scale as determined by the combined results of theanalysesanddecisionsoneachperspectiveinlightoftheAssessmentC’sobjective.The
‘CriteriaforJudgment’showninTable2areusedwhendecidingthe‘ConclusionScale.’  Table2:GradingScalesforConclusion
ConclusionScale
CriteriaforJudgment
Analyses of the respective perspectives revealed the initiatives and
Excellent
activities as being excellent, and the institutional goals have been
highlyattained.

Analyses of the respective perspectives revealed the initiatives andGood
activities as being good, and the institutional goals have been
sufficientlyattained.

Although the analyses of the respective perspectives found some
Satisfactory
initiativesandactivitiestoneedimprovement,theinstitutionalgoalshavegenerallybeenattained. AnalysesoftherespectiveperspectivesfoundtheimplementationofUnsatisfactory
the initiatives and activities to be problematic, and the institutionalgoalsnottohavebeenattained.
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
SpecifictoAssessmentCisthegradingoftheattainmentlevelofthefollowingelements:
‘development of an international teaching and learning environment,’ ‘admission ofinternational students (undergraduate and postgraduate programs),’ and ‘dispatch of
domesticstudentsabroad(undergraduateandpostgraduateprograms).’Thegradingas
showninTable3usesabenchmarkutilizedinJapanesehighereducation.

Table3:GradingScaleforEachElement
GradingScale
ExcellentAttainmentofalevelfarexceedingthebenchmarkGoodAttainmentofalevelabovethebenchmark
Satisfactory Attainmentofalevelthatsatisfiesthebenchmark
Unsatisfactory AttainmentofalevelbelowthebenchmarkOnlygradesof‘Excellent’or‘Good’areincludedinthefinalreport.
 
2.

Extraction of ‘Good Practices,’ ‘Areas for Further Development,’ and ‘Areas Needing
Improvement’
Basedontheanalysisanddecisiononeachperspective,componentsareextractedthat
haveacloserelationshiptothegoalssetbytheuniversity,andeachisgivenagradeof‘GoodPractices,’‘AreasforFurtherDevelopment,’or‘AreasNeedingImprovement.’

Table 4 describes the criteria for extracting ‘Good Practices,’ ‘Areas for FurtherDevelopment,’and‘AreasNeedingImprovement.’

Table4:DescriptionforExtraction Excellentinitiativesinlightoftheinstitutionalgoals.
 Initiatives that amplify the institutional distinctiveness and uniquecharacteristics of the university and have produced favorable results
GoodPracticesinlightofitsgoals.
 Initiatives advanced with favorable results toward improving theuniversityintermsoftheassessmentcriterion(objective).
 Initiatives achieved beyond the benchmark used in Japanese higher
education.
 Initiatives that have already produced positive results and are
AreasforFurther
expectedtoyieldoutstandingresultsvisǦàǦvistheuniversity’sgoals.
 Initiatives that amplify the university’s distinctiveness and unique
Developmentcharacteristicsandareabouttoyieldfavorableresults.
AreasNeeding  Initiativesthatneedimprovementinlightoftheuniversity’sgoals.
Improvement  InitiativesfoundtoneedimprovementvisǦàǦvisthebenchmarks.





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V. FinalEvaluationReportǦExampleǦXXUniversityI.  SummaryThe attainment of the goals of XX University is regarded as XXXXX(Excellent/Good/Satisfactory/Unsatisfactory)basedontheInstitutionalThematicAssessmentCoftheinternationalizationofitshighereducation.
Theassessmentfoundthatthestateofitsadmissionofinternationalstudents(undergraduates)
is XXXX (Excellent/Good/Satisfactory/Unsatisfactory), and that of its development of aninternational
teachingand
learning
environment
is
XXXX
(Excellent/Good/Satisfactory/Unsatisfactory).

TheGoodPracticesextractedthroughtheassessmentinclude:
Admissionofinternationalstudents,............................................................. AreasforFurtherDevelopmentinclude:................................................................................................................................................
TheAreasNeedingImprovementinclude:................................................................................................................................................

 



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13

II.ResultsInstitutionalThematicAssessmentC:InternationalizationofHigherEducation
Criterion:
CǦ1 Whether an institution’s activities to promote educational internationalization are being
effectivelyimplementedandyieldinggoodresultsinlightofitsgoals.
Conclusion
The attainment of the goals of XX University is regarded as XXXX(Excellent/Good/Satisfactory/Unsatisfactory).

The state of admission of international students (undergraduates) is found to be XXXX(Excellent/Good/Satisfactory/Unsatisfactory). The state ofthe development of an international
teachingand
learning
environment
is
found
to
be
XXXX
(Excellent/Good/Satisfactory/Unsatisfactory).

KeyFindings
CǦ1Ǧi  Whether a suitable plan and concrete objectives have been established by theuniversitytoachievetheinternationalizationofitshighereducation,andwhetheritsplanand
goalsarewidelydisseminatedtothepublic.
…………………………………………………………………………………………………………
…………………………………………………………………………………………
Fromtheabovefindings,itisdeterminedthatthestateofthisperspective(CǦ1Ǧi)isXXXX.
CǦ1Ǧii  Whethertheplansarebeingeffectivelyimplemented. Initiativesarebeingcarriedouttodevelopaninternationalteachingandlearningenvironment,suchas......................
Excellent initiatives are being carried out to promote the admission of international students,suchas.......……………..………….
Fromtheabovefindings,itisdeterminedthatthestateofthisperspective(CǦ1Ǧii)isXXXX.






14


CǦ1Ǧiii  Whether good results are being attained from the university’s educationalinternationalizationactivitiesbasedontheireffectivenessandstudentsatisfaction.
…………………………………………………………………………………………………
The admission of international students has………………………..; thus, the following
impressiveresultshavebeenobtained. ………………………………………………………………...
Fromtheabovefindings,itisdeterminedthatthestateofthisperspective(CǦ1Ǧiii)isXXXX.
CǦ1Ǧiv  Whethereffortsarebeingtakentomakeprogramimprovements. …………………………………………………………………………………………………………
…………………………………………………………………………………………
Fromtheabovefindings,itisdeterminedthatthestateofthisperspective(CǦ1Ǧiv)isXXXX.
Asanaggregateoftheabove,theattainmentofthegoalsofXXUniversityisregardedasXXXX.

GoodPractices
Admissionofinternationalstudents,………………………………………………………

AreasforFurtherDevelopment…………………………………………………………………………………………………………
………………………………………………………………………………………

AreasNeedingImprovement………………………………………………………………………………………………





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15

Institutional Thematic Assessment:Internationalization of Higher Education
1st English version Published in 2013
National Institution for Academic Degrees and University Evaluation
1-29-1 Gakuen-Nishimachi, Kodaira, Tokyo 187-8587 Japan
http://www.niad.ac.jp