CAMPUS Asia Monitoring+
Joint Monitoring Report
Good Practices from CAMPUS Asia Consortium
among China, Japan and Korea
2016-2019© CAMPUS Asia Joint Monitoring Agencies
Higher Education Evaluation Center of the Ministry of Education(HEEC)
National Institution for Academic Degrees and Quality Enhancement of Higher Education(NIAD-QE)
Korean Council for University Education(KCUE)Preface
CAMPUS Asia (“Collective Action for Mobility Program of University Students in Asia”) is an initiative
launched under the governments of China, Japan and Korea, with the aim of promoting exchange andcooperation with quality assurance among universities and mutual understanding among students fromthe three countries through various forms of exchange programs, and ultimately contributing tostrengthening the competitiveness of universities and nurturing the next generation of talents in Asia.
In accordance with the agreement at the 4th Meeting of the China-Japan-Korea Committee for Promoting
Exchange and Cooperation among Universities (hereinafter referred to as “Committee Meeting”), thethree quality assurance agencies, i.e., Higher Education Evaluation Center of the Ministry of Education(HEEC) in China, National Institution for Academic Degrees and Quality Enhancement of Higher
Education (NIAD-QE) in Japan, and Korean Council for University Education (KCUE) in Korea werecommissioned to cooperatively conduct quality assurance activities of CAMPUS Asia programs. Before
the pilot programs came to an end in 2015, the three quality assurance agencies had conducted
monitoring activities twice on the ten CAMPUS Asia pilot consortia.
In September 2016, Mode 2 of the three-mode expansion scheme was successfully launched and 9 new
full-fledged consortia were jointly selected by the three countries to launch CAMPUS Asia programs. In
2018 and 2019, the 3rd joint monitoring–referred to as Monitoring+ (Plus)–was conducted based onmonitoring criteria and guidelines discussed at the 6th Committee Meeting. The general principles for
Monitoring+ include: 1. Promoting quality enhancement of international collaborative academic programs;
2. Conducting monitoring based on joint criteria and procedures; 3. Reviewing consortium-wide progress
and achievements to identify the programs’ good practices; 4. Examining the degree of cooperation
among participating HEIs with respect to resource integration and quality assurance activities asinternational collaborative academic programs; 5. Examining each program’s continuous quality
improvement; and 6. Valuing students’ opinions and ideas regarding CAMPUS Asia.
At the 7th Committee Meeting in September 2019, the results of Monitoring+ were shared and confirmedby the 7th Committee. The objectives of this report are to summarize and share good practices of the 9full-fledged Mode 2 consortia based on the 5 criteria of Monitoring+ and to put forward hopes for further
initiatives. All in all, over 100 good practices were identified, some of which are particularly noteworthy as
they were not identified in the past 2 monitoring activities. As examples of good practices, in terms of“Criterion 1: Objectives and Implementation”, inter- and intra-campus program committees were identified
as excellent communication platforms between and within the participating universities, which enable
CAMPUS Asia programs to operate smoothly. In terms of “Criterion 2: Collaborative Development of
Academic Program”, some short-term workshops providing hands-on courses offer participating students
an opportunity to gain practical knowledge from experts in various global companies and organizations
based on well-managed campus-industry collaboration programs, and also to travel and study in all three
countries. In terms of “Criterion 3: Student Support”, student exchange and program transparency is
promoted through the dissemination of information utilizing program website and provision of predeparture student support. In terms of “Criterion 4: Added-value of the Collaborative Program”,

CAMPUS Asia Monitoring+ Joint Monitoring Reportiestablishment of smooth credit transfer system and issuance of certificate of completion boost appeal of
CAMPUS Asia programs and enhance the participating students’ sense of gain. In terms of “Criterion 5:
Continuous Quality Assurance”, effective review methodology is applied to facilitate CAMPUS Asia
programs to develop international collaborative academic programs with quality assurance.
It has been a decade since the proposal of CAMPUS Asia as an exchange project in 2009. During thepast decade, the governments, universities, and quality assurance agencies of the three countries haveworked closely through Trilateral Summit Meetings, Trilateral Education Ministers’ Meetings, Committee
Meetings, QA Council Meetings, various forms of course programs, and monitoring activities of ChinaJapan-Korea. As outcomes of the 7th Committee Meeting, the 7th Committee agreed to work more closely
to pursue further development of CAMPUS Asia and a draft of a Mode 3 expansion scheme for CAMPUS
Asia was proposed. It is foreseeable that CAMPUS Asia will usher in a new stage of development. It is
our hope that the monitoring outcomes in this report will be used throughout the higher education
community and serve to help stakeholders in each country involved in the design and operation ofinternational collaborative academic programs in making further improvements to their program.
December 2019
CAMPUS Asia Joint Monitoring Committee members

ii

CAMPUS Asia Monitoring+ Joint Monitoring ReportComparison with JMR2016
The structure of this final report for Monitoring+ is generally based on “CAMPUS Asia Pilot Program Joint
Monitoring Report–Useful Tips on How to Design an International Cooperative Academic Program”(JMR2016), the final report that was released in 2016 for the second monitoring conducted on the
CAMPUS Asia Pilot Program (2011-2015). The following is a list of some of the major updates made inthis report in comparison with JMR2016.
The report on the whole was updated to reflect the monitoring activities that have taken place since
the release of JMR2016.
Some of the Criterions, Sub-criterions and GP Elements of good practices and their descriptions
have been added, removed or updated in the report. (Chapter 2 and 3)
Some of the good practices described in JMR2016 have been included as examples in the report.
(Chapter 3)
Descriptor tags (Short Long DD/JD) are now included with each of the good practices described in
the report. (Chapter 3)
Supplementary Materials have been added as references to some of the good practices describedin the report. (Chapter 3)

CAMPUS Asia Monitoring+ Joint Monitoring Reportiii

Contents
Chapter 1.
China-Japan-Korea Quality Assurance Initiative for CAMPUS Asia ········································· 1
1. CAMPUS Asia Initiative ································································································ 3
2. CAMPUS Asia Monitoring - Quality Assurance Initiative - ···················································· 5
3. CAMPUS Asia Monitoring+ ···························································································· 6
Chapter 2.
Overview of Good Practices in International Cooperative Academic Programs Obtained
Through CAMPUS Asia Monitoring+ ···················································································· 9
Chapter 3.
Good Practices by Criterion Obtained Through CAMPUS Asia Monitoring+ ····························· 21
Layout of This Chapter ··································································································· 23
Criterion 1. Objectives and Implementation
1-1. Achievement of Objectives···················································································· 24
1-2. Organization and Administration ············································································ 29
Criterion 2. Collaborative Development of Academic Program
2-1. Curriculum Integration ························································································· 35
2-2. Academic Staff and Teaching ················································································ 41
Criterion 3. Student Support
3-1. Student Admission ······························································································ 43
3-2. Support for Learning and Living ············································································· 46
Criterion 4. Added-value of the Collaborative Program (Outcomes)
4-1. Student Satisfaction ···························································································· 51
4-2. Credit Transfer and Degree Awarding ····································································· 54
Criterion 5. Continuous Quality Improvement ······································································ 59
Supplementary Materials ································································································ 62
Appendix ························································································································ 71
List of Joint Monitoring Committee /Joint Monitoring Panel Members ······································· 73
Joint Guidelines for Monitoring International Cooperative Academic Programs in CAMPUS Asia ··· 74
1. Introduction ·········································································································· 76
2. Objectives of the guidelines ····················································································· 77
3. Guidelines············································································································ 77
3-1. General principles ·························································································· 77
3-2. Implementation system···················································································· 77
3-3. Procedures ··································································································· 78
3-4. Criteria and viewpoints ···················································································· 79
3-5. Considerations when conducting monitoring ························································ 82
3-5-1. Considerations for the quality assurance agencies········································· 82
3-5-2. Considerations for the reviewers ································································ 83

iv

CAMPUS Asia Monitoring+ Joint Monitoring ReportChapter 1
China-Japan-Korea
Quality Assurance Initiative
for CAMPUS Asia

CAMPUS Asia Monitoring+ Joint Monitoring Report1

2

CAMPUS Asia Monitoring+ Joint Monitoring ReportChapter 1.
China-Japan-Korea Quality Assurance Initiative
for CAMPUS Asia
1. CAMPUS Asia Initiative
CAMPUS Asia is a government-led joint initiative with the aim of promoting exchange and cooperation
with quality assurance among universities in China, Japan, and Korea. CAMPUS Asia stands for“Collective Action for Mobility Program of University Students in Asia.”
The CAMPUS Asia initiative can be traced to a proposal for high-quality inter-university exchange madeat the 2nd China-Japan-Korea Trilateral Summit held in Beijing, China in October 2009. In response tothis proposal, the China-Japan-Korea Committee for Promoting Exchange and Cooperation among
Universities launched in April 2010, and discussed the concept of CAMPUS Asia.
The CAMPUS Asia initiative inaugurated a trilateral exchange program on a pilot basis (2011-2015),
launching 10 exchange programs among China, Japan, and Korea in 2011 through joint screening by thethree countries. The international cooperative academic programs finally started toward the promotion of
student exchange, mutual recognition of credits, establishment of multiple degree programs, etc., at theconsortium consisting of universities in the three countries.
Following the successful pilot program, the education ministers of the three countries expressed theirintention to expand financial support for the CAMPUS Asia Program, at the first Trilateral Education
Ministers' Meeting, held in Seoul, Korea, in January 2016. Based on that intention, in the fall of the same
year, 17 programs (nine new and eight continuing), listed in the table below, were selected as full-fledged(Mode 2) programs.
The following is a description of the basic framework for the CAMPUS Asia Mode 2 programs.
Undergraduate and Graduate programs
Any field of study. Exchange of one semester or more based on joint curriculum at the undergraduatelevel program and exchange culminating in the awarding of a Double Degree for the graduate-level
program is recommended. The recommended period of exchange is at least three months.
With respect to number of student participants, based on the principle of mutual interest, student
exchange is conducted with a balanced number of inbound and outbound students among theparticipating countries.

CAMPUS Asia Monitoring+ Joint Monitoring Report3List of 17 CAMPUS Asia Full-Fledged (Mode 2) Programs
9 New Programs (Since 2016 to Present)
Program name/abbreviation
East Asia Liberal Arts Alliance for Enhancement of
Liberal Arts Education and Training of "CoCreative" Leaders (Asian regional experts
education projects) / BeST

China

Consortia
Japan

Korea

The University of
Tokyo

Seoul National
University

Chiba University

Yonsei University

Tokyo University of
the Arts

Korea National
University of Arts

Peking University

Waseda University

Korea University

International Graduate Program for Teacher
Education in East Asia/ IGPTE

Beijing Normal
University

Tokyo Gakugei
University

Seoul National
University of
Education

China-Japan-Korea intercollegiate Cooperative
Project for Nurturing Leading Infrastructure
Engineers/ NLIE

Shandong
University

Nagasaki University

Sungkyunkwan
University

Osaka University

Yonsei University

Shanghai Ocean
University

Tokyo University ofMarine Science andTechnology

Korea Maritime
and Ocean
University

Tongji University

Kyushu University

Pusan National
University

Plant & Environment Innovation Program/ CADL
Japan-China-Korea International Animation Cowork Curriculum / Co-work
East Asian Global Leadership Program for Multilayered Conflict Resolution and Social Innovation/
ENGAGE

Peking University
Tsinghua University
Zhejiang University
Communication
University of China

Peking University
Tsinghua University
Program for nurturing medical research leaders tosolve global health problems / NMRLCollaborative Education Program in Marine
Science and Technology, Based on “China-JapanKorea Version” of ERASMUS / OQEANOUS
Cooperative Educational Program for Fostering
Human Resources to Lead Development of
Sustainable Urban and Architectural Environment
in Asia / SUAE Asia

Shanghai Jiao Tong
University
Tianjin University ofTraditional Chinese
Medicine

8 Continuing Programs (Since 2011 to Present)
Consortia
Japan
Hitotsubashi
University

Korea
Seoul National
University

Peking University

The University of
Tokyo

Seoul National
University

Asiancrats: A Prime Professional Human
Resource Development Program for the East
Asian Higher Education Area/ Common Good

Jilin University

Okayama University

Sungkyunkwan
University

Cooperational Graduate Education Program forthe Development of Global Human Resources inEnergy and Environmental Science andTechnology - A New Challenge/ EEST

Shanghai Jiao Tong
University

Kyushu University

Pusan National
University

Program name/abbreviation
Asia Business Leaders Program II (Advanced)/
ABL
Beijing-Seoul-Tokyo (BESETO) Dual Degree
Master’s Program on International and Public
Policy Studies/ BESETO

4

China
Peking University

CAMPUS Asia Monitoring+ Joint Monitoring ReportPlan for a Joint Campus representing Korea,
China and Japan which will foster leaders in East
Asian humanities/ Joint Campus
Training Human Resources for the Developmentof an Epistemic Community in Law and Political
Science to Promote the Formation of “juscommune” in East Asia/ Jus Commune

Guangdong
Universityof Foreign Studies

Ritsumeikan
University

Renmin Universityof China
Tsinghua University

Nagoya University

Shanghai Jiao Tong
University

Dongseo
University
Sungkyunkwan
University
Seoul National
University

Program for Careers on Risk Management
Experts in East Asia/ Risk Management

Fudan University

Kobe University

Korea University

Advanced TKT CAMPUS Asia Consortium/ TKTTsinghua University

Tokyo Institute ofTechnology

KAIST

2. CAMPUS Asia Monitoring - Quality Assurance Initiative The China-Japan-Korea Quality Assurance Council, launched in March 2010 by quality assurance
agencies in China, Japan, and Korea (HEEC of China, NIAD-QE of Japan, and KCUE of Korea), agreed
to carry out quality monitoring for CAMPUS Asia pilot programs. This is a joint initiative to support
CAMPUS Asia through quality assurance.
During the pilot program period (2011-2015), the monitoring were conducted twice. The first monitoring
was conducted in 2013, when the three agencies independently monitored the programs in accordancewith each country's legislation and quality assurance requirements and method.
The second monitoring in 2015 was, in contrast, jointly conducted by the threeagencies with common criteria and procedures. Good practices found throughsecond monitoring of the programs have been compiled and released in the final
report, “CAMPUS Asia Pilot Program Joint Monitoring Report–Useful Tips on How to
Design an International Cooperative Academic Program” (hereafter referred to as“JMR2016”).
After the two rounds of monitoring, in 2017, the three quality assurance agencies jointly produced “Joint
Guidelines for Monitoring International Cooperative Academic Programs in CAMPUS Asia” (See page 74
for the full text) which specifies the criteria and methods for quality assurance of international cooperative
academic programs based on the experience of trilateral joint monitoring. Based on the guidelines, thethree agencies conducted monitoring on the 9 new full-fledged (Mode 2) programs between 2018 and2019. This undertaking to monitor the programs was named “Monitoring+ (Plus)”, to reflect the fact that amonitoring method which has evolved since the previous monitoring was utilized.

CAMPUS Asia Monitoring+ Joint Monitoring Report

5

2020
Release theMonitoring+
results2018 - 2019
2017
2016
(Mode 1:)
Pilot
Program2015

Releasethe second
monitoring
results

Monitoring+with 3 programs
Createassigned to eachmethods for country
Monitoring+

2014

The second
monitoring2013
Share monitoring jointly by the
results among the three countries
The first
2012
monitoring in three countries andeach country discuss the second
monitoring method
Createcriteria
April 2011and methods
Create the for the firstmonitoring monitoring
framework

Mode 2:Full-fledged
ProgramFigure 1. CAMPUS Asia Monitoring Timeline

3. CAMPUS Asia Monitoring+
Basic Principles
Monitoring criteria, process and implementation structure was established for Monitoring+ following theprinciples in the Joint Guidelines. Given below are the basic principles of Monitoring+.
Promote quality enhancement of international collaborative academic programs
Conduct monitoring based on joint criteria and procedures
Review consortium-wide progress and achievements to identify the programs’ good practices
Examine the degree of cooperation among participating HEIs with respect to resource integrationand quality assurance activities as international collaborative academic programs
Examine each program’s continuous quality improvement
Value students’ opinions and ideas regarding CAMPUS Asia

Implementation Structure
A Joint Monitoring Committee and Joint Monitoring Panel consisting of academics and experts of China,
Japan, and Korea with knowledge in the field of internationalization of higher education and joint programs

6

CAMPUS Asia Monitoring+ Joint Monitoring Reportas well as representatives of quality assurance agencies were established for Monitoring+. (See page 73
for the List of Joint Monitoring Committee and Joint Monitoring Panel Members.)
The Joint Monitoring Committee made decisions regarding important matters for Monitoring+ and finalized
the joint monitoring report. The Joint Monitoring Panel members carried out document studies of the selfassessment reports submitted by the consortium, conducted site visits, and produced monitoring reports.

Joint Criteria
To ascertain the current status of each program and its quality enhancement initiatives, the programs
were monitored based on the joint criteria for Monitoring+ consists of the 5 criteria plus 8 sub-criteria
below. These criteria are generally identical to the criteria used in the second monitoring. Please refer to
Chapter 2 “Overview of Good Practices in International Cooperative Academic Programs Obtained
Through CAMPUS Asia Monitoring+” for more details about each of the Criterions.
Criteria

Sub-criteria
1.1. Achievement of Objectives

1. Objectives and Implementation

1.2. Organization and Administration

2. Collaborative Development of Academic Program

2.1. Curriculum Integration
2.2. Academic Staff and Teaching
3.1. Student Admission

3. Student Support

3.2. Support for Learning and Living
4.1. Student Satisfaction

4. Added-value of the Collaborative Program(Outcomes)

4.2. Credit Transfer and Degree Awarding

5. Continuous Quality Improvement

Monitoring Process
Building on a common quality assurance framework and deepened mutual confidence among the three
quality assurance agencies of China, Japan, and Korea gained through previously conducted monitoring
programs, Monitoring+ was conducted with three programs assigned to each of the three agencies, withthe agency of each country made responsible for conducting monitoring on its assigned programs. As theresult of discussion among the three agencies, each agency was assigned the following programs.
China (HEEC)Japan (NIAD-QE)

Korea (KCUE)

IGPTE

BeST

CADL

NLIE

ENGAGE

Co-workOQEANOUSNMRL

SUAE Asia*See Page 4 for the full name of the programs
Monitoring+ was conducted according to the procedures provided below.

CAMPUS Asia Monitoring+ Joint Monitoring Report72018 June - Oct
Each consortia writes a single Self-Assessment Report
The written Self-Assessment Report is shared among
the three quality assurance agencies

Self-Assessment

2018 Nov - Dec
Document analysis is conducted in each country by thepanel members of China/Japan/Korea
The results of document analysis are shared among thethree quality assurance agencies

Document Analysis

2019 Jan - Mar
Site visit is conducted by the panel members ofChina/Japan/Korea at a site and on a date at which allparticipating universities of a consortium are expected
to gather
Each quality assurance agency is given an option toparticipate in site visits conducted in other countries as
an observer
The site visit results are shared among the three quality
assurance agencies

Site Visit

2019 Nov
China-Japan-Korea Joint
Monitoring Committee

Joint monitoring results are finalized and published

Figure 2. Procedures of CAMPUS Asia Monitoring+

8

CAMPUS Asia Monitoring+ Joint Monitoring ReportChapter 2
Overview of Good Practices
in International Cooperative Academic
Programs Obtained Through
CAMPUS Asia Monitoring+

CAMPUS Asia Monitoring+ Joint Monitoring Report

9

10

CAMPUS Asia Monitoring+ Joint Monitoring ReportChapter 2.
Overview of Good Practices
in International Cooperative Academic Programs
Obtained Through CAMPUS Asia Monitoring+Criterion 1.
Objectives and Implementation
Criterion 1-1.
Achievement of Objectives
Successful implementation of a cooperative academic program with foreign universities requires program
goals and vision, including goals for strong international cooperation and a vision for the human resources
the program intends to develop, to be fully considered among the participating universities and clearly
established. It is important for this vision to clearly specify the expected learning outcomes with respect
to knowledge, skills and character. By sharing through appropriate channels, it is also important for all
members of the program, including administrative staff, faculty and students, to come to a common
recognition of these goals and to coordinate them in conjunction with the university’s international strategy.
Furthermore, in order to establish and implement a new program, not only is it important to set short tomedium-term goals and targets, long-term vision and strategy must be formulated and carried out.
Many of the monitored programs had established original program goals that bring together the featuresand strengths of the participating universities. These goals were shared in the program througharticulation in written agreements and memorandums of understanding and in periodic meetings among
the participating universities. In addition, some programs were identified through monitoring to haveprogram goals in alignment with the university-wide international strategy.
Good practices for ‘Achievement of Objectives’ identified through the monitoring of the CAMPUS Asia
Mode 2 programs can be categorized under one of the elements below.

GOOD PRACTICE (GP) ELEMENTS IN CRITERION 1-1
I.
Joint establishment of original program goals and basic framework
II.
Specification and sharing of desired knowledge, skills, and character
III. Sharing of program goals with participating universities, faculty, staff and students
III-i. Sharing of program goals through agreements and memorandums of understanding
III-ii. Sharing of program goals through regular meetings among the participating universities
III-iii. Sharing of program goals among faculty, staff, and students
IV. Coordination of goals with a university-wide international strategy
See Page 24-28 for details

CAMPUS Asia Monitoring+ Joint Monitoring Report11Criterion 1-2.
Organization and Administration
Having an appropriately established and functioning program implementation structure is essential toachieve the goals of an international cooperative academic program. As international cooperative
academic programs are programs jointly operated by the participating universities, sharing the burden of
responsibility equally and balanced student mobility among the participating universities is essential.
Bearing this in mind, it is especially important for the participating universities to thoroughly discuss andspecify in writing, such as in an agreement, a basic policy regarding the program’s governing structure,
responsibilities to students, and sharing of financial roles.
In practice, any time any of the various problems arise, it is necessary for the participating universities towork together to jointly resolve the problem at hand. To this end, it is necessary to have established aneffective administrative structure as well as to have developed tools that enable routine sharing of
information among all participating universities in order to build trust among the participating universities
and smoothly carry out the operation of the program. A program coordinator dedicated to handling theseadministrative affairs and liaising with partner universities is vital to the operation of a program. An
interdepartmental system of cooperation within each participating university is also important for aninternational cooperative academic program. Cooperation of faculty within each participating university
is particularly essential in order to implement a program with a sufficient line up of courses which are inline with the purpose of the program.
Decision-making committees are established in each CAMPUS Asia program, and under thesecommittees, participating universities came together to share issues and know-how with each other andto review the method of program implementation and other related issues. CAMPUS Asia program
coordinators in charge of day-to-day operation of the program at each participating university routinely
communicate and coordinate with faculty, staff, students and other departments utilizing various meansof communication. In addition to interdepartmental cooperation for routine operation of the program,efforts to streamline the university-wide system of cooperation were also identified.
Good practices for ‘Organization and Administration’ identified through the monitoring of the CAMPUS
Asia Mode 2 programs can be categorized under one of the elements below.

GOOD PRACTICE (GP) ELEMENTS IN CRITERION 1-2
I.
II.
III.
IV.
V.

12

Organization defined in an agreement or guidelines
Establishment of an effective organizational structure
Establishment of an effective administration
Implementation of system and tools enabling frequent exchange among the participating
universities
Effective structure for intra-university cooperation
See Page 29-34 for details

CAMPUS Asia Monitoring+ Joint Monitoring ReportCriterion 2.
Collaborative Development of Academic Program
Criterion 2-1.
Curriculum Integration
In curriculum design, it is important to create added-value as an international cooperative academic
program by bringing together the features and strengths of each participating university and to havecoherence among individual courses provided by the participating universities as a single program. Joint
development and implementation of original courses among participating universities can be beneficial.
Although such an undertaking may require some effort, if successful, such courses can be expected tohave content of high educational value and become a centerpiece for the program. Scrupulous discussion
among the participating universities at the program design phase and in regular reviews after programcommencement is also needed. At the same time, provision of student-centered teaching as well as goodlearning methods designed to motivate students to learn actively must be devised in order to bring about
learning outcomes from student exchange more effectively. Language of instruction is one of many
considerations that must be thoroughly discussed in conducting international cooperative academic
programs. Not only does the academic discipline and burden of learning a language by students need tobe considered in a decision to conduct a course in an internationally accepted language like English orin the local language, both the bilateral and reciprocal nature of the program must also be consideredamong participating universities.
Examples seen in the programs included curriculum designed to take advantage of the strengths of eachparticipating university and the provision of hands-on courses together with local governments and theindustry sector. Moreover, each program implemented initiatives to deepen students’ cross-cultural
understanding by providing courses in the local language and opportunities to experience the local culture.
Summer programs and joint workshops were invaluable as part of the curriculum. Encouraging students
to learn proactively through methods such as through PBL was identified as one of the good practices
that required a new element category be created.
Good practices for ‘Curriculum Integration’ identified through the monitoring of the CAMPUS Asia Mode
2 programs can be categorized under one of the elements described below.

GOOD PRACTICE (GP) ELEMENTS IN CRITERION 2-1
I.
II.
II-i.
II-ii.
III.
IV.

Cooperation in program design and implementation
Designing a curriculum that takes into consideration the features of each university andcooperation among participating universities
Provision of hands-on courses in cooperation with local governments, private-sectorbusinesses, and others
Establishment of an original curriculum
Short-term programs and seminars, etc.
Measures for effective learning and mutual understanding

CAMPUS Asia Monitoring+ Joint Monitoring Report13

IV-i.
IV-ii.
IV-iii.

Provision of classes in English
On-site learning of language and culture, etc.
Curriculum designed to motivate students to learn actively

See Page 35-40 for details

Criterion 2-2.
Academic Staff and Teaching
When implementing an international cooperative academic program, it is essential to secure academic
staff with high international capabilities and expertise appropriate to its goals and educational content. It
is also important to systematically provide support and incentives for academic staff so that they maintaina high level of motivation to contribute to the program, and to provide them with faculty development,
including training in international capabilities.
In addition to securing excellent teaching staff, each of the programs in CAMPUS Asia appointed program
coordinators with multi-lingual language skills to coordinate the programs. Human resource development
initiatives for academic staff in charge of international cooperative education were also identified throughmonitoring. These initiatives include faculty training for new teaching methods and faculty exchange withother participating universities.
Good practices for ‘Academic Staff and Teaching’ identified through the monitoring of the CAMPUS Asia
Mode 2 programs can be categorized under one of the elements described below.

GOOD PRACTICE (GP) ELEMENTS IN CRITERION 2-2
I.
I-i.
I-ii.

Academic staff
Faculty and staff with a high level of international capabilities
Implementation of faculty development (FD)See Page 41-42 for details

14

CAMPUS Asia Monitoring+ Joint Monitoring ReportCriterion 3.
Student Support
Criterion 3-1.
Student Admission
With respect to the recruitment of students to participate in an international cooperative academic
program, it is important for the participating universities to discuss and clearly establish a selection
method (standards and selection system) in light of the goals and educational content of the program. At
the same time, information about the program must be disseminated widely. The use of program website
and leaflets are standard practice for such purpose. Other effective measures include opening
participation in the CAMPUS Asia symposiums and seminars to the entire campus in order to give theparticipants a glimpse of the program. A program must also find ways to gain student interest foradmission into the program, as well as motivate students who are already part of a program to continue
in its participation.
There were CAMPUS Asia programs identified to have standardized some of the admissions processes
based on discussion among the participating universities, including the use of a common student
application form and the establishment of a common student selection and admission criteria. It was also
discovered that many programs are actively disseminating information about the program, including
program objectives, entry requirements and course curriculum, through the holding of public symposiums,
development of program websites, etc. Some CAMPUS Asia programs introduced short-term programs
as a strategy for gaining interest of the students to continue on to the longer term programs.
Good practices for ‘Student Admission’ identified through the monitoring of the CAMPUS Asia Mode 2
programs can be categorized under one of the elements described below.

GOOD PRACTICE (GP) ELEMENTS IN CRITERION 3-1
I.
I-i.
I-ii.
I-iii.

Student admission
Establishment of a method for student selection
Dissemination of information in diverse ways about the program
Motivation for students to continue the program and progress
See Page 43-45 for details

CAMPUS Asia Monitoring+ Joint Monitoring Report

15

Criterion 3-2.
Support for Learning and Living
It is important to provide inbound and outbound students with appropriate support, such as provision ofprogram course and housing information, at the preparation stage as well as during and after participation.
It is also essential for the participating universities to mutually recognize the type of support needed by
the students at each stage as well as to coordinate and appropriately delegate the responsibility for eachtype of support among the participating universities.
The programs paid close attention to learning and living support for students participating in the program,and it was evident that time and manpower was abundantly allocated to its development. With view tothe idea that many benefits to students, both in terms of learning outcomes and beyond, come from
activities beyond the lecture halls and research laboratories, the participating universities of CAMPUS
Asia programs have put forth extended effort to ensure students receive full exposure to life experienceson and off the campus. In its capacity to bring students of the CAMPUS Asia programs together, alumni
associations play a significant role for both graduates of the program and current students. It is also worth
mentioning that mutual support and interaction have started at the suggestion of students themselvesand have evolved continuously. One such example is a case in which teaching assistants became thevoice of students by filling the gap between the students, administrative staff and faculty so as to ensure
student concerns and opinions did not go unnoticed.
Good practices for ‘Support for Learning and Living’ identified through the monitoring of the CAMPUS
Asia Mode 2 programs can be categorized under one of the elements described below.

GOOD PRACTICE (GP) ELEMENTS IN CRITERION 3-2
I.
II.
III.
III-i.
III-ii.
IV.

16

Pre-departure student support for study abroad
Student support during study abroad
System of mutual support among students
Arrangement of tutors and teaching assistants (TAs)Peer learning, social events, and alumni associations
Collection and dissemination of learning information from host universities
See Page 46-50 for details

CAMPUS Asia Monitoring+ Joint Monitoring ReportCriterion 4.
Added-value of the Collaborative Program (Outcomes)
Criterion 4-1.
Student Satisfaction
It is important to establish appropriate methods for measuring the learning outcomes of students who
participated in a program (e.g., knowledge, skills, and character) based on the initially established vision
for the development of human resources, and to conduct those measurements continuously. Also, it isdesirable that the participating universities discuss and use uniform measurement methods. Furthermore,
it is important to continuously survey the progress and learning outcomes of graduates.
Many programs were identified to have measured learning outcomes through student satisfaction surveys,
achievement surveys, and post-exchange presentation of academic papers, and that they shared thecollected and analyzed results among the participating universities.
Good practices for ‘Student Satisfaction’ identified through the monitoring of the CAMPUS Asia Mode 2
programs can be categorized under one of the elements described below.

GOOD PRACTICE (GP) ELEMENTS IN CRITERION 4-1
I.
I-i.
I-ii.
I-iii.

Monitoring of learning outcomes
Conduct and analysis of student satisfaction and achievement surveys
Monitoring of learning outcomes through students’ reports, works, etc.
Monitoring of learning outcomes through presentations, etc.
See Page 51-53 for details

CAMPUS Asia Monitoring+ Joint Monitoring Report17

Criterion 4-2.
Credit Transfer and Degree Awarding
With respect to credit transfer, it is essential to start by understanding the credit systems in participating
universities to build a foundation for transferring credits earned abroad, and then consider and establish
a system for transferring credits, keeping educational content and its level in mind, with a view toward
ensuring credit validity. It is important to develop this within a framework in which a common
understanding of learning outcomes as well as a common system for evaluation of learning outcomes isclearly established. Particularly in the case of multiple degree programs, as credits needed for completionof a program must be partially earned from the partner university, it is essential to thoroughly consider
and establish, for example, what courses are required to be taken or can be taken by students, in addition
to having in place a system of smooth recognition of credits.
With respect to grading, it is important to start by understanding the grading systems in each participating
university and then to establish, in light of that understanding, a system for converting grades. In programs
that award multiple degrees, it is essential for the participating universities to thoroughly discuss andagree on a degree awarding policy and review procedure.
In one case example, participating universities conducted research on proven international cooperative
academic programs in Europe in order to gain insight into good practices for developing its own guidelines
with respect to credit transfer and grading system. In case of Double Degree programs, the level ofdevelopment varied from program to program, but what was constant for each program is the level ofeffort expended on meetings, cooperation and careful planning among the participating universities in the
preparation and implementation of the program.
Good practices for ‘Credit Transfer and Degree Awarding’ identified through the monitoring of the
CAMPUS Asia Mode 2 programs can be categorized under one of the elements described below.

GOOD PRACTICE (GP) ELEMENTS IN CRITERION 4-2
I.
I-i.
I-ii.
II.
III.
IV.

18

Conversion methods and limit management in credit transfer
Establishment of a foundation for credit transfer through prior adjustment
Establishment through deliberation among the participating universities of a conversion
method for credit transfer
Recognition of research activities (credits for research activities)
Issuance of certificate of completion
Policy on double degree awarding
See Page 54-58 for details

CAMPUS Asia Monitoring+ Joint Monitoring ReportCriterion 5.
Continuous Quality Improvement
As answering the question on how to accomplish quality assurance in an international cooperative
academic program with foreign universities is one of the important keys to the success of this kind of
program, it is important for participating universities to discuss and collaboratively establish a sharedsystem of quality assurance that is systematic and continuous in its effect. It is also important to use joint
academic boards and committee meetings held periodically among the participating universities to review
the status of program implementation and discuss operational issues. Widely publishing anddisseminating information on the program’s educational content, students’ learning outcomes, andteaching effects in an appropriate form is an effective means to attain broad recognition andunderstanding of the program by the public and encourage the next generation of students to join the
program. Also, a financial scheme must be devised among the participating universities with a view tolong-term operation of the program.
Each CAMPUS Asia program conducted reviews and implemented a system to analyze those results andmake improvements to the program. Also, joint academic boards and committee meetings are held
periodically among the participating universities to discuss how to make the program better. There areprograms identified to have already agreed among the participating universities to continue the program
after the government grant period comes to an end and conduct discussions toward program continuationand further development. There are even cases identified of programs already having secured funding
for such.
Good practices for ‘Continuous Quality Improvement’ identified through the monitoring of the CAMPUS
Asia Mode 2 programs can be categorized under one of the elements described below.

GOOD PRACTICE (GP) ELEMENTS IN CRITERION 5
I.
I-i.
I-ii.
II.
III.

Self-assessments and their use to make continuous improvements
Joint self-assessment conducted by participating universities
External reviews
Dissemination of information (PR and promotion)
Agreements and other preparation for program sustainability
See Page 59-61 for details

CAMPUS Asia Monitoring+ Joint Monitoring Report

19

20

CAMPUS Asia Monitoring+ Joint Monitoring ReportChapter 3
Good Practices by Criterion
Obtained Through
CAMPUS Asia Monitoring+

CAMPUS Asia Monitoring+ Joint Monitoring Report

21

22

CAMPUS Asia Monitoring+ Joint Monitoring ReportChapter 3.
Good Practices by Criterion
Obtained Through CAMPUS Asia Monitoring+
Layout of This Chapter
CRITERIONSUB-CRITERIONGOOD PRACTICE (GP)ELEMENTAn outline of important
points related to GP I in
an international academic
cooperative program

Examples of goodpractice identified for
GP I in CAMPUS Asia
programs throughMonitoring+
DESCRIPTOR TAG
Program type from which the good practicedescribed is identified
Short= short-term programLong= long-term program
DD/JD = double degree and/or joint degree
Examples of goodpractice for Criterion 1-1
from JMR2016

Examples of further
expectations for Criterion
1-1 identified in CAMPUS
Asia programs throughMonitoring+

CAMPUS Asia Monitoring+ Joint Monitoring Report23

Criterion 1. Objectives and Implementation
1-1. Achievement of Objectives
GP I.
Joint establishment of original program goals and basic framework.............................................................................................................................................................
The goals of the academic program must be clearly articulated based on sufficient discussion among theparticipating universities at the stage of program design. For international cooperative academic programs inparticular, it is expected that goals and a basic framework are jointly established through cooperation withother participating universities to combine the features and strengths of each participating university and takethe program to a level that could otherwise not be reached.
.............................................................................................................................................................
Short Long DD/JD
The long term goal of CADL is the stable establishment of Global Design Network in East Asia andthe development of sustainable and healthy environment in urban areas. China, Japan and Korea
share similar problems such as the decline in agriculture, the need for food education and inequality
in the standard of life in urban areas, and there is an urgent need to solve these problems. In viewof these problems, the program was established on the premise of achieving three objectives: (1) tonurture students for advancing a transition to “total design for urban agriculture and environment”;(2) to promote innovative double degree programs; and (3) to set up a triple option program
consisting of double degree, major minor double degree and transferable degree. The goal has beenshared through MOUs and regular meetings among the participating universities.
Short Long DD/JD
The participating universities of Co-work share the goal of nurturing global talents while reflecting in
the program the characteristics, environment, and strengths of each university. The participating
universities of the program has a defined program goal of “nurturing international leaders who will
actively contribute to the future of collaborative animation production and research” while reflecting
in the program the characteristics, environment, and strengths of each university. In the process ofachieving this goal, students of the participating universities form mixed groups to work together onan entire animation-making process from planning to production and culminating with the screeningof a completed film.
Long DD/JD
The objective of SUAE Asia includes the development and implementation of a double-degree
Master’s program for nurturing human resources in the field of architecture and urban planning. The
program has also set a goal to implement a cooperative educational program based on environment
education model of Kyushu University; develop an international standard model for urban andarchitectural environment education and develop academic degrees with completion and certification
process unified among the participating universities; build a common academic affairs web system
to evaluate, manage and support the proposed education program; establish a portal site for public
relations and dissemination of information on the program as a model for international standard; anddevelop the accreditation system for urban and architectural environment education to guarantee
the quality of education.

24

CAMPUS Asia Monitoring+ Joint Monitoring ReportGP II.
Specification and sharing of desired knowledge, skills, and character…………………………………………………………………………………………………………………...
When establishing the goals of an international cooperative academic program, it is important to clearly
articulate and share among the participating universities the learning outcomes, including knowledge, skills,
and character expected of the human resources the program is aiming to develop. Specific skills and character
defined in the goals provide a compass for the formation of educational content and can be referred to atdifferent stages of program operation, with a view toward measuring learning outcomes.
…………………………………………………………………………………………………………………...
Short Long DD/JD
Worldwide aging of society is changing the social landscape, and medical treatment must also
respond appropriately to this change. There is an urgent task to train leaders with a broadinternational perspective who are needed in this new social structure, particularly in the Asian
communities with a cultural background different from that of the western culture. With this social
issue at hand, NMRL has set a goal of raising research leaders in medicine and public health totackle the problem. Not only are students expected to acquire expertise in medical knowledge andtechnology, interdisciplinary knowledge, skills, awareness of the socio-economy / humanities andhigh-level problem-solving skills, the program further specifies the need for students to attain a senseof ethics and harmony, and learn to think comprehensively in both flexible and logical manner tobecome problem-oriented global research leaders.
Short Long DD/JD
In OQEANOUS, the participating universities share a mission to train high-level international
professionals with competency in “sustainable development and use of oceans”, “protection andpreservation of environment” and “establishment of an environment-friendly industrial structure”. The
program also aims to develop “truly global human resources” who learn with and from other students
from China, Japan, and Korea, overcome language barriers to understand different perspectives
within their own country as well as that of other countries, and work to solve issues that involve ouroceans, such as protection of limited ocean resources and their use in a sustainable manner, andexhibit leadership that transcends national borders in the areas of industry, government, andacademia. At the working level, the program aims to nurture students who can propose projects thatwill resolve issues related to the oceans in their own fields, work collaboratively in other fields(outside of their own) and with other people (researchers from other countries) who could bring suchprojects to fruition, effectively engage in research even within limited boundaries, and have thecapability and wherewithal to solve problems as part of a team.

GP III.
Sharing of program goals with participating universities, faculty, staff andstudents………………………………………………………………………………………………………………..….
It is important for all program members at all participating universities, including faculty, staff, and students,
to have a shared awareness of program goals. Utilizing means appropriate to the program, including face-toface meetings and written agreements such as memorandum of understanding, is desired.
………………………………………………………………………………………………………………..….

CAMPUS Asia Monitoring+ Joint Monitoring Report25III-i.
Sharing of program goals through agreements and memorandums ofunderstanding
Short Long DD/JD
The program objectives and vision for NLIE were stipulated in the memorandums of understanding,academic agreement and statement of mutual understanding. According to the statement of mutual
understanding, the program goal is to collaboratively provide international education at a high levelto students from Shandong University, Nagasaki University and Sungkyunkwan University, throughthe provision of infrastructure development related courses as well as through education enabled
based on close cooperation with public institutions and domestic and international corporations, withthe aim of nurturing leading infrastructure engineers with superb academic background and practicalskills who can contribute to Asian infrastructure development and its maintenance.
Short Long DD/JD
At the initial stage of cooperation in the establishment of IGPTE, the participating universities
reached an agreement on general goals and future plans for the program, which include theintegration of international educational resources and training of human resources that can adapt tothe continually evolving modern society. Several rounds of meetings were held among theuniversities with the focus of discussion on goals, strategies, and specific plans for implementing the
program. Consensus is shared over the issues of curriculum design, credits transfer, admission
requirements, etc. After several rounds of discussion, an agreement was also reached among someof the participating universities on setting up a masters double degree program in Foreign Language
Linguistics and Foreign Language Teaching Methodology.

III-ii.
Sharing of program goals through regular meetings among the participating
universities
Short Long DD/JD
In addition to the regularly held face-to-face and online faculty meetings, CAMPUS Asia Faculty
Meeting, Council on International Education Personnel, Annual International Symposium andseminars held for NMRL provide a stage for the participating universities to come together in a single
location to discuss program goals and other key topics.

III-iii.
Sharing of program goals among faculty, staff, and students
Short Long DD/JD
At International CAMPUS Asia Faculty Meetings, thefaculty of participating universities of NMRL cometogether to discuss key topics include program goals,
such as the establishment of agreements, framework
for credit transfer, grades management, academic
degreesandstudent
support.
Programachievements, updates, changes in academic andadministration policy are shared, and operating
shortcomings and difficulties are discussed to draw
up program improvement plans. At the Council onInternational Education Personnel held annually by

26

International CAMPUS Asia Faculty Meeting

CAMPUS Asia Monitoring+ Joint Monitoring Reportthe project directors, professors, and staff of the participating universities, informational exchange
session is held to discuss and determine plans and goals for education and research, program
implementation guidelines, course/training syllabus, program assessment, credit transfer, andconstruction and operation of internal/external quality assurance. At the annually held International
Symposium held in 2017, more than 200 participants that include students, faculty members,
government officials and representatives of research institutions and companies participated in thethree-day event in which the program outcomes were shared.

GP IV.
Coordination of goals with a university-wide international strategy…………………………………………………………………………………………………………….....….
When program goals fall in line with international strategies at the university-wide level and they are
stipulated, it becomes possible to obtain university-wide cooperation and assistance in various situations inprogram operation. At the same time, the program can be expected to have effects inside the university suchas the broadening of scholarly horizon and increased motivation for learning as a result of spillover beyond
the program.
……………………………………………………………………………………………………............…….
Short Long DD/JD
The goals of each participating university of OQEANOUS are in alignment with the purpose ofoperating such international joint programs. The goals of Shanghai Ocean University include
cultivation of international talents, advancing cooperative educational programs among Chinese andinternational universities, bolstering joint training of international talents, and ultimately to be in theposition to serve as well as influence a wider international audience. The international strategy ofTokyo University of Marine Science and Technology is to create a highly internationalized campus
suited for the global era by accepting diverse array of students and researchers from abroad andcultivating diverse human resources that are globally-inclined. One of the goals of Korea Maritime
and Ocean University is to establish and maintain international collaborations with other institutions.
Short Long DD/JD
Peking University aims to cultivate leaders with an international perspective through its numerous
international programs. At Waseda University, its medium to long-term goals include nurturing“students of the highest caliber and character who show promise in being able to contribute to theworld”, conducting “research that will ultimately contribute to real world peace and happiness inhuman society”, producing “graduates who will contribute to the public good as global leaders” andbecoming “Asia’s premier ‘model university’ adaptable to a changing world”. At Korea University, apart of the core vision of the university is to take lead in creating a new future by developing
knowledge that can help to change and lead the world. In line with these university-wide international
strategies of the participating universities, one of the primary goals of ENGAGE is to nurture the next
generation of East Asian Leaders who engage in conflict resolution with commitment to global peace.
Short Long DD/JD
In Co-work, the participating universities defined the goal of the program as “nurturing international
leaders who will actively contribute to the future of collaborative animation production and research.”
This goal is fulfilled through intensive seminars, forums, and symposiums organized by the partner
universities. The shared objectives are carried out in practice and are also a part of the global
strategy of each participating university.

CAMPUS Asia Monitoring+ Joint Monitoring Report27

Hopes for Further Initiatives
In light of the current circumstances of the CAMPUS Asia programs, the following are the main
expectations for future initiatives in regards to Achievement of Objectives.

● Establishment of clear links between overall program goals and specific regional goals
and issues− Specification of objective goals and issues specific to each participating country and clear
establishment of their links to the overall program goals● Regular consortium meetings for discussion on long-term vision and strategies− Regularly hold meetings among the participating universities to establish vision for the
program and sustainability of the program beyond the government subsidy period and discussvarious strategies, including involving industries and international organization in the program

28

CAMPUS Asia Monitoring+ Joint Monitoring ReportCriterion 1. Objectives and Implementation
1-2. Organization and Administration
GP I.
Organization defined in an agreement or guidelines………………………………………………………………………………………………………………..….
In international cooperative education involving several countries and universities, it is important from theperspective of quality assurance for the participating universities to deliberate the basic policy for the program,including its operating structure, responsibility toward students, and division of financial responsibility, and toclearly articulate those matters in writing, such as in a formal agreement or guidelines.
……………………………………………………………………………………………………………….......
Short Long DD/JD
In OQEANOUS, the framework for short- to medium-term objectives and goals are establishedbased on the following agreements:- MOU- Agreement on Student and Credit Exchange- Credit Transfer Scheme in East Asia (CTSEA) Guidelines- Agreement for the Double Degree Program of the Master's Level- Learning Agreement
Of these, the Agreement on Students and Credit Exchange clearly outlines the division of roles within
the university as well as the responsibilities of students in relation to scholarships, boarding fees,
health insurance, and living expenses.

GP II.
Establishment of an effective organizational structure…………………………………………………………………………………………………………..……....
When implementing an international cooperative academic program, it is essential to have a fully functioning
organizational structure established in an appropriate form. In addition to establishing an executive committee
composed of relevant persons, including representatives of all participating universities, it is also important
to implement working groups composed of working-level personnel that makes decisions related to program
operation and have a place where the participating universities can come together to discuss important topics
and make key decisions regarding the operation of the program.
………………………………………………………………………………………………………………......
Short Long DD/JD
In NLIE, the operation, implementation and management of the program, are managed by theConsortium Steering Committee, consisting of 36 staff members from the three participating
universities (See figure on the next page). These staff members include university representatives,
program executive managers, academic staff members responsible for program implementation, andadministrative staff members from the International Office and Postgraduate Education Office. The
Committee regularly review the quality of the program syllabus, criteria for credit transfer system andadmission criteria, to ensure the standard for the program to be consistently high. The program alsoestablished an Assessment Committee, comprising of both internal and external reviewers, with theaim of monitoring and assessing the execution of the program to ensure quality and continuous
improvement of the program.

CAMPUS Asia Monitoring+ Joint Monitoring Report29Organizational Structure of the program for NLIE

Short Long DD/JD
In ENGAGE, Intercampus Program Committee (ICPC) was established as a platform for discussion
on topics including creation of a unified curriculum, Summer/Spring Programs, student exchange,
symposia, recently held programs and medium-to-long-term issues between the participating
universities. It was established in the first academic year of the program and held over 10 face-toface meetings since the program launch. Video conferencing is held at a frequency of once every
two months. Before each ICPC meeting, all partners draw up and share their agenda to streamline
and bring the topics of discussion into focus. After each meeting, detailed minutes are drawn up andshared to clarify the tasks. In addition to ICPC, a Program Committee established at eachparticipating university, work cooperatively with ICPC to work towards the implementation ofuniversity programs and teaching methods.
Short Long DD/JD
In OQEANOUS, a joint executive committee consisting of faculty members and educational affairs
staff from the participating universities was established. The committee was commissioned to makejoint decisions regarding a credit exchange system based on standards and academic achievement
assessment criteria of the participating universities.
DD/JD
In SUAE Asia, the CAMPUS Asia Committee, represented by the Education Steering Committee of
each participating university, is charged with the role of organizing and implementing the programs,
coordinating the double degree program and reviewing the final thesis of students, certifying
completion of the program by students, performing internal and external reviews, and developing theaccreditation system. Program coordinators appointed at each university hold working-levelmeetings among the participating universities to discuss changes and share information.

30

CAMPUS Asia Monitoring+ Joint Monitoring ReportGP III.
Establishment of an effective administration…………………………………………………………………………………………………………….....…..
Routine sharing of information and problem solving between participating universities and implementation,
at each participating university, of a structure that handles functions, including the delegation of
responsibilities, in a flexible and workable way, is necessary in the operation of an effective program. Staff
positioned to handle overall coordination of the program and maintain smooth communication withparticipating universities is also expected. In addition to establishing committees composed of representatives
from each participating university, it is also important to hold working-level meeting for daily information
sharing, liaison and coordination at an appropriate frequency.
……………………………………………………………………………………………………………….......
Short Long DD/JD
In NMRL, program coordinators, many of whom are multilingual, are assigned to the CAMPUS Asia
office of each participating university to support inbound and outbound students. The breakdown ofstaff assigned to the CAMPUS Asia office at each participating university is as follows:
Osaka University CAMPUS Asia office- 1 Professor, General Director of CAMPUS Asia Program fluent in English and Japanese- 1 Specially Appointed Associate Professor fluent in English and Japanese- 1 Specially Appointed Assistant Professor fluent in English, Chinese and Japanese- 1 staff member who speaks in English, Chinese, Japanese and Korean- 2 staff members who speak in English and JapanesePeking University CAMPUS Asia office- 1 Professor, Director of CAMPUS Asia Program, Vice Dean of School of Public Health fluent
in English, Chinese and Japanese- 1 Associate Professor fluent in English, Chinese and Japanese- 1 staff member fluent in English and Chinese
Yonsei University CAMPUS Asia Office- 1 Professor, Director of CAMPUS Asia Program fluent in English and Korean- 1 Professor fluent in English and Korean- 1 staff member fluent in English, Japanese and Korean
Tianjin University of Traditional Chinese Medicine CAMPUS Asia Office- 1 Professor, Vice Dean, Director of CAMPUS Asia Program fluent in English, Chinese andJapanese- 1 Lecturer fluent in English and Chinese- 1 staff member fluent in English, Chinese and Japanese
Short Long DD/JD
CADL operates a co-advisor system in which an advisor is appointed to all inbound and outboundstudents at each of the participating universities. The advisors assist students with accommodationand provide guidance on various issues, such as on making cultural adjustment, health and campus
life in general. The advisors are also given a dual role as coordinators for the program, playing key
roles in managing administrative issues of students.

CAMPUS Asia Monitoring+ Joint Monitoring Report31

Short Long DD/JD
Each participating university of Co-work has coordinators positioned to manage academic affairs
and support exchange students of the program. At Korea National University of Arts, a generalmanager and a coordinator are appointed to the task. At Tokyo University of the Arts, two staff
members assigned to coordinate the program provide support for exchange students, assist program
implementation and development, and liaison with contacts in and outside the university.
Communication University of China appointed five teachers to manage academic affairs and support
exchange students, two of whom are coordinators in charge of general affairs. The basic policies forthe program are established through bi-monthly online meetings held by the CAMPUS Asia steeringcommittee represented by the CAMPUS Asia offices of each participating university and otherdepartments that support the program. The meetings are participated by relevant personnel fromrelevant departments according to the issues at hand, such as financial support, institutional policies
and regulations. When workshops and forums are hosted at one of the participating universities,
such opportunities are utilized to hold intensive meetings to discuss current issues and discuss ways
to further develop the program.
Short Long DD/JD
In IGPTE, program meetings were held regularly among the participating universities from the very
early stages of cooperation. In these program meetings, operation of the programs is discussed indetail, issues are shared, problems are identified and analyzed, and suggestions for solutions areproposed. In addition, eight separate meetings were held in a period of two years between theadministrative teams of the participating universities to discuss issues pertaining to theadministration of the program.

GP IV.
Implementation of system and tools enabling frequent exchange among theparticipating universities………………………………………………………………………………………………………..………….
It is important to prepare tools that enable routine sharing of information, in order to ensure smoothcommunication among participating universities. Moreover, routine information sharing can be instrumental
in forming a foundation for advancing the program by facilitating close cooperation and making it available
for all participating universities to refer to information regarding faculty, staff, and laboratories involved in
the program in a timely and effective manner.
………………………………………………………………………………………………………..………….
Short Long DD/JD
In NMRL, the professors of the participating universities confer with each other about course electing
models, operation plans, revision of syllabus, credit transfer requirements, etc., via web conferencing,emails, and phone calls. Issues of prime importance are discussed at the Council on International
Education Personnel. Face-to-face, Skype and WeChat meetings are utilized by CAMPUS Asia
officers when assisting professors with designing of the curriculum. Information is shared among theprofessors of the participating universities at CAMPUS Asia International Faculty meetings held
annually.
Short Long DD/JD
In IGPTE, the coordinators of the participating universities keep in contact with one another throughemails or phone calls to ensure that relevant staff can work together to deal with problems in a timely
manner and improve the quality of program cooperation.

32

CAMPUS Asia Monitoring+ Joint Monitoring Report

Short Long DD/JD
In NLIE, the program coordinators, in addition to communicating through the more traditional modesof communication, such as through phone calls and participation in meetings, discuss and solve
problems encountered in the program, propose solutions and make adjustment plans through daily
communication enabled through the effective use of online communication systems such as E-mailand instant messaging applications.

GP V.
Effective structure for intra-university cooperation………………………………………………………………………………………………………………..….
In order to run an international cooperative academic program smoothly, it is important to consider an
effective structure for intra-university cooperation based on the needs of the program and formally organize
and enlist support from other departments (e.g., international affairs, student support) in the university.
……………………………………………………………………………………………………………..…….
Short Long DD/JD
In OQEANOUS, each participating university has its own working mechanism for the administrationof the program with different offices within each university managing the administration of the
program in coordination. At Shanghai Ocean University, the Financial Department, International
Exchange Office, Graduate School, Academic Affairs Department and College of International
Cultural Exchange all work cooperatively on the program. At Tokyo University of Marine Science andTechnology, International Exchange Promotion Office was established to make decisions on
international strategies for the university and plan new projects accordingly. Later, Global Education
and Research Office was newly created to carry out specific planned initiatives under the directionof the Director of International Affairs. The support and cooperation of the entire university is enjoyedby the program primarily through the Academic Support and International Division. At Korea Maritime
and Ocean University (KMOU), the program is implemented through the CAMPUS Asia OQEANOUS
Program Unit with the support of other organizations within the university including school affairs
assisted by the Graduate School, international staff cooperation provided by Center for International
Affairs, and budget management and execution handled by KMOU R&DB Foundation.
Short Long DD/JD
At Waseda University, as part of its effort to enable ENGAGE to further reach out across theuniversity, the Program Committee was repositioned under the Vice President for International Affairs
and faculties from each department were included as committee members.
Short Long DD/JD
Within each participating university in NLIE, the administrative staff from different offices work
together and coordinate. At Shandong University, the program is led by the Vice President of theuniversity, School Deans and School Vice Deans act as Program Managers and are responsible forprogram implementation, academic staff members from academic departments form the Academic
Committee and Entrance Examination Committee, the International Office is responsible for living
and study support of the exchange students, and the educational contents are reviewed by the
Postgraduate Education Office. At Nagasaki University, leadership for program management andimplementation is provided by the Vice President for International Exchange in close cooperation
with faculty members from different courses in the graduate school of engineering, the day-to-day
support for outbound and inbound students is provided by the student support division of thegraduate school of engineering, and the overall progress and financial management of the programis monitored by the international planning division. At Sungkyunkwan University, the program isrepresented by the School Dean who is also responsible for the curriculum design, academic staff
members from academic departments form the Academic Committee and Entrance Examination

CAMPUS Asia Monitoring+ Joint Monitoring Report33Committee, living and study support for exchange students is provided by the International Office,and the educational content is monitored and reviewed by the Postgraduate Education Office.

Examples from JMR2016● Enhancement of lectures through cooperation with other departments in the university
In the Common Good program, Okayama University has established a CAMPUS Asia Officewithin the university-wide International Center (the current Center for Global Partnerships andEducation) and arranged for specialized teaching staff to provide unique lectures and instruction
under the theme of Common Good. Additionally, through cooperation with other faculties andgraduate schools, the program has increased the number of cooperative lectures that are selectedfrom existing ones and recognized as ”CAMPUS Asia titled courses”, in order to enhance thecurriculum.

Hopes for Further Initiatives
In light of the current circumstances of the CAMPUS Asia programs, the following are the main
expectations for future initiatives in regards to Organization and Administration.

● Continuous discussion to resolve issues related to differences in academic calendar− Resolve issues constantly arising from differences in academic calendar based on flexible
solutions reached through continuous discussion among the participating universities

34

CAMPUS Asia Monitoring+ Joint Monitoring ReportCriterion 2. Collaborative Development of Academic Program
2-1. Curriculum Integration
GP I.
Cooperation in program design and implementation…………………………………………………………………………………………………………..……….
The participating universities of an international cooperative academic program should conduct in-depth
deliberation from the program design phase and continue to discuss and make necessary adjustments tomatters including the operation of systems related to credits and degrees, grading methodology, and modesof teaching even after program implementation is complete.
………………………………………………………………………………………………………………..….
Short Long DD/JD
At the beginning stages of cooperation, the participating universities of IGPTE reached an agreementon the general goals and future plans for the program, which include the integration of international
educational resources and development of human resources that meet the need of the developing
modern society. CAMPUS Asia common classes, while drawing on the unique characteristics of theparticipating universities, are designed cooperatively and reviewed each year in light of the type ofcharacter the program aims to develop.
DD/JD
In building a double degree program, the participating universities of CADL worked collaboratively
to make adjustments necessary to cater to the differences in regulations of the three countries andto tune the details of the program agreement including organization, allocation of funds, anddelegation of roles among the participating universities.
Short Long DD/JD
The syllabus for NLIE, with a curriculum that combines courses, lectures, laboratory practice, field
trips and engineering projects in the area of civil engineering, underground space engineering,transport engineering, water resources, environmental engineering and hydraulic engineering, iscollaboratively developed drawing on the strong background in academic research and closeindustrial cooperation shared among the participating universities.

GP II.
Designing a curriculum that takes into consideration the features of each
university and cooperation among participating universities……………………………………………………………………………………………………………..…….
In designing a curriculum, each participating university should make use of its characteristics to create addedvalue as an international cooperative academic program. Ideally, classes provided at all participating
universities have coherence as a single program with clearly-defined expected learning outcomes.
……………………………………………………………………………………………………………..…….

CAMPUS Asia Monitoring+ Joint Monitoring Report35II-i.
Provision of hands-on courses in cooperation with local governments, privatesector businesses, and others
Short Long DD/JD
The PBL short-term workshops of CADL are designed to takeadvantage of the corporations and industries that are local to thecountry of the host university and provide participating students
with opportunities to acquire practical knowledge from the experts
in various global companies and organizations. The workshops
held in cooperation with external corporations enable students togain hands-on experience handling practical problems
encountered by these corporations and attend special lectures byprofessionals in the industry.

PBL short-term workshop

Short
The internship program of SUAE Asia provides participating students with an opportunity toexperience different internationally recognized practices in architecture and urban planning. In thecase of double degree program students in the practice course, participation is compulsory and 6
credits are earned for completion of an internship.

II-ii.
Establishment of an original curriculum
Short Long DD/JD
In NMRL, as part of its original curriculum, laboratories of participating universities collaborate bydividing research tasks in order to take advantage of their respective area of expertise and maximize
the program’s capacity for education and research. For example, in the study of transporters toanalyze molecular functions and dynamics, expertise on examining the function of amino acidtransporters on amino acid signaling and proteome and metabolome analysis for the role oftransporters in cell and tissue functions is provided by the Department of Bio-system Pharmacology
at Osaka University, while Tianjin University of Traditional Medicine examined the mechanisms bywhich the aging process is delayed and controlled by traditional Chinese medicine.
Short Long DD/JD
In IGPTE, as part of its teacher education, the exchange students are given opportunities to observe
classroom sessions at the affiliated schools of the participating universities. Students also haveopportunities to take field trips aimed at enhancing their cultural awareness.
Short
In Co-work, practical workshops using cutting-edge technologies are conducted by each university,with XR (augmented reality/virtual reality/mixed reality) workshops hosted by Korea National
University of Arts and Interactive Game workshops hosted by Tokyo University of the Arts. In theprocess of establishing and developing the workshops, the participating universities discuss
scheduling and conditions for student participation. Information is shared and student learning
outcomes are reviewed to improve future workshops.

36

CAMPUS Asia Monitoring+ Joint Monitoring ReportGP III.
Short-term programs and seminars, etc.
………………………………………………………………………………………………………………..….
One of many benefits of short-term programs, such as summer programs and seminars, is that they provide
opportunities for students that would otherwise not be available, including a way for students who cannot study
abroad for an extended period of time to participate in international cooperative academic programs. The shorttime frame also makes it easier for programs to develop joint courses taught by academic staff members fromall participating universities.
………………………………………………………………………………………………………..………….
Short Long
In the summer/winter session of BeST, the students travel and study among three countries in aperiod of two to three weeks and participate in lectures, group works, field trips, language training,
etc. One of the goals of the summer/winter session is to motivate students to apply for the one-year
or one-semester exchange program.
Short Long DD/JD
In IGPTE, International Symposiums on teacher
training of East Asia are held through ICUE
(International Consortium for Universities of
Education in East Asia) and is aimed at promotinginter-school and cross-border sharing of educational
resources within the East Asia region and providing
the participants of the symposiums with a wealth of
information on international practices. Students of theparticipating universities are invited to attend theStudent presentation
symposiums and professors are invited as guest
speakers. “The Construction of a Community of
Shared Future for Higher Education in Asia”, a forum held in 2018, consisted of four parts: Presidents
Forum, Scholars Forum, Students Forum, and teacher-student communication meeting.
Short
The participating universities of SUAE Asia offer
various short-term seminars and programs for its
students. The Summer and Winter workshops give
students the opportunity gain practical knowledge
through various project-based activities based indifferent global cities on specific themes related to thefield.

CAMPUS Asia Winter School Exhibition poster

CAMPUS Asia Monitoring+ Joint Monitoring Report37

GP IV.
Measures for effective learning and mutual understanding…………………………………………………………………………………………………………..……….
In order to more effectively bring about learning outcomes through student exchange, international
cooperative academic programs are encouraged to implement creative educational methods, such as making
supplemental language training available to participating students, expanding the number of courses taught
in English, and designing education contents that promote active student participation. Fieldtrips and lecturesby the host university that immerse students in the local culture is also effective in furthering mutual
understanding beyond borders.
………………………………………………………………………………………………………..………….

IV-i.
Provision of classes in English
Short Long DD/JD
In OQEANOUS, lectures in the designated courses accepted for credit transfer are all conducted in
English. At Shanghai Ocean University, over 40 core courses are taught in English every semester,and currently, more are in the process of implementation. At Tokyo University of Marine Science andTechnology, all of the subjects associated with the program are taught in English for a total of morethan 130 subjects involving English-language lectures, with more expected to added. At Korea
Maritime and Ocean University, a total of 41 courses attended by inbound students in 2017 to 2018
were taught in English, and the entire 2018 summer school was conducted in English.

IV-ii.
On-site learning of language and culture, etc.
Short Long
The students of BeST are encouraged to take a few of the courses at the participating universities
in the language of the host country. In order to achieve this goal, the universities offer students
opportunities to learn languages of the three countries (Chinese, Japanese and Korean). For
example, the University of Tokyo offers a special Korean language course for its students andJapanese language courses for semester- or year-long exchange students.
Short Long DD/JD
In IGPTE, the College of Chinese Language and Culture (TCCLC) at Beijing Normal University
encourages inbound students to participate in cultural exploration activities and language practiceinternships in which the students have opportunities to communicate in and practice Chinese andlearn more about the Chinese society and culture.
Short LongIn Co-work, local language training courses specifically tailored for the program and cultural eventsare made available to inbound students. At Tokyo University of the Arts, students are given
opportunities to take various levels of Japanese language courses and participate in fieldtrips andother cultural events.

38

CAMPUS Asia Monitoring+ Joint Monitoring ReportIV-iii.
Curriculum designed to motivate students to learn actively
Short Long DD/JD
In CADL, Project Based Learning (PBL) is conducted, in cooperation with the industry sector, andenable the participating students to gain hands-on experience and learn skills that lead to improving
their employability. The following are a few examples of workshops that were held:
Yonsei University hosted a workshop in collaboration with Korea Telecom. The workshop
required students to propose a village designs that considered tourism, industrial development
for agricultural and mountainous areas, and expansion of convenience facilities for residents as
solutions to revitalize the local community and halt the hollowing out phenomenon at Uiyaji
Village in PyeongChang that followed the Winter Olympics.
Zhejian University hosted a workshop in collaboration with Alibaba Group. The goal of theworkshop was to propose new era service design for improvement of life quality. (July 2018)
Chiba University hosted a workshop to train students as designers in the process of establishinga game system as a means to overcome historical, cultural, and linguistic barriers between theparticipating students. (February 2018)
Yonsei University hosted CAMPUS Asia Design Exhibition and Forum, an event that included
sharing of academic and artistic outcomes among the participating universities from amultidisciplinary perspective. (January 2018)
Short
The curriculum for the summer and winter schools held jointly by the participating universities of
SUAE Asia are composed of joint lectures, seminars, field trips and workshops. The curriculum
focuses on social and international issues in the local communities of China, Japan and Korea andprovides students with an opportunity to gain hands-on experience in practical subjects. For example,
the objective of the project for 2017 summer school was analysis of the Akasaka area of Fukuoka
City in Japan for possible future urban development.
Short
In the Spring Program of ENGAGE, the first half of the
program was dedicated to a study trip to Iwate to learn about
the social innovation that followed the Great East Japan
Earthquake and tsunami. The second half of the program
promoted actively learning through workshop/discussion
utilizing theatrical techniques to explore the multi-layered
issues experienced by local people affected by the disaster.
Students also produced and performed mock presentations ofrecovery support plan that made references to various sociallyinnovative approaches.

2018 Spring Program for ENGAGE

CAMPUS Asia Monitoring+ Joint Monitoring Report

39

Examples from JMR2016● Provision of lectures, etc., through mutual exchange of academic staff
In the BESETO program, faculty members from all three countries get together at one university
and give lectures during the summer program. It has been agreed in a Joint Academic Board
Meeting to establish joint courses in the near future based on the experience of the summer
program. The participating universities will identify one existing course with a high level ofcompatibility and develop it into a joint course for the consortium, titling the same name andappointing at least one academic staff from each university as a supervisor.
In the ABL program, joint research is conducted within the consortium based on an agreement.
The results are presented at annual symposiums held by the three universities to share withfaculty, staff members and students.
● Ingenuity in academic programs focused on research activities
The TKT program provides programs at three levels to allow student participation fromundergraduate to graduate levels: (a) semester long exchanges with course study and/or lab work,(b) summer programs and (c) research-oriented joint educational programs. While participation inbasic research laboratories is the main component, students are also invited to experienceadvanced applied research and to learn local languages and cultures.

Hopes for Further Initiatives
In light of the current circumstances of the CAMPUS Asia programs, the following are the main
expectations for future initiatives in regards to Curriculum Integration.

● Expansion of student base
− Development of joint online courses to expand the student base and establish a new facet forbranding the program− Open course participation to other students to expand the student base and promote theprogram beyond its boundaries● Development of internship opportunities− Further expansion of internship opportunities to advance practical skills and promote
employability of students participating in the program− Establishment of international internship opportunities with industries and research institutions
leading to branding of the program and its students

40

CAMPUS Asia Monitoring+ Joint Monitoring ReportCriterion 2. Collaborative Development of Academic Program
2-2. Academic Staff and Teaching
GP I.
Academic staff……………………………………………………………………………………………………………..…….
It is essential for implementation of a quality international cooperative program to have faculty and staff
members with high international capabilities appropriate to its goals and educational content. It is also
important to provide academic staff with incentives and a support system, to establish a system that retains
and actively involves them in the program, and to support the competency development and careerdevelopment of faculty and staff members including enhancement of their international capabilities.
……………………………………………………………………………………………………………..…….

I-i.
Faculty and staff with a high level of international capabilities
Long DD/JD
SUAE Asia provides all of its courses in English with the support of well-qualified teaching faculty.
In addition, nearly all faculty and staff members of the program in each of the participating universities
have experience in transnational education and research. In addition, the teaching faculty and staffof the participating universities are encouraged and supported by the program to participate ininternational conferences as a means to develop their international capabilities.
Short
The participating universities of Co-work invite internationally renowned educators with globallycompetitive expertise in their respective fields to teach as faculty for courses in short-term programs,
workshops, etc.
Short Long DD/JD
In NLIE, an international development program is established by Shandong University to build
international capabilities of staff. The activities of this development program includes recruitment toincrease the number of experts from leading universities overseas and the dispatch of staff members
to universities overseas for staff development.
Short Long DD/JD
In NMRL, a CAMPUS Asia secretariat with faculty and staff who can communicate in English,
Chinese, Japanese or Korean is established at each participating university. (See p.31 [Criterion 12 GP. III] for the list of faculty and staff.)
Short Long DD/JD
All the courses in CADL are taught in English with the support of faculty members with experiencein study and employment in China, Japan and Korea.

CAMPUS Asia Monitoring+ Joint Monitoring Report41

I-ii.
Implementation of faculty development (FD)
Short Long DD/JD
In ENGAGE, the participating universities held joint workshops for faculty and staff on threeoccasions to address how to introduce new teaching methods, develop common understanding ofinternships, fieldwork, structure of summer programs and content, introduce and provide training for
new teaching methods such as active learning and project-based learning, and review feedback fromexternal evaluation committee in order to make plans and implement academic contents andprogramming. In addition, faculty and staff members of participating universities participated in the
Waseda University spring program along with students for a chance to gain hands-on experience
with new teaching methods and discuss how these new methods can be improved.
Short Long DD/JD
In CADL, Professor Su-hong HWANG of Yonsei University and Professor Ikjoon CHANG of Chiba
University published a conference paper on the educational effect of PBL based on the outcomesachieved from the global workshop held in 2016 and 2017. It was presented at the 2017 International
Association of Societies of Design Research (IASDR) conference, and both professors arecontinuing their research to develop more effective educational methods.

Examples from JMR2016● Providing incentives to academic staff members involved in the program
Okayama University in the Common Good program has a point-based evaluation system in eachfaculty alongside a university-wide academic staff evaluation system. Evaluations in thesesystems are reflected in bonuses and their own records. In many faculties, staff members involved
in CAMPUS Asia earn points for the evaluation through teaching the courses, paper presentations
by their students, and other activities.

Hopes for Further Initiatives
In light of the current circumstances of the CAMPUS Asia programs, the following are the main
expectations for future initiatives in regards to Academic Staff and Teaching.

● Continuous exchange and recruitment of faculty− Facilitate uninterrupted brain circulation through continuous exchange and recruitment offaculty● Establishment of research collaboration among academic staff of participating
universities as a platform for promotion of academic exchange among students− Promotion of academic exchange among students facilitated through research collaboration
among academic staff as a platform

42

CAMPUS Asia Monitoring+ Joint Monitoring ReportCriterion 3. Student Support
3-1. Student Admission
GP I.
Student admission……………………………………………………………………………………………………………..…….
With respect to student recruitment, it is important for the participating universities to discuss and clearly
establish a selection method (standards and selection system) in light of the goals and educational content ofan academic program. Also, utilizing various mediums for dissemination of program information andrecruitment content, implementation of original student selection method, and other creative efforts uniqueto the program can go a long way in attracting students who possess a level of academic ability and motivation
appropriate to the goals and educational content of the program. A program must also find ways to gain
student interest for admission into the program, as well as motivate students who are already part of a program
to continue in its participation.
……………………………………………………………………………………………………..…………….

I-i.
Establishment of a method for student selection
Short Long DD/JD
In NMRL, the same admission criteria for student selection is adopted by all participating universities
to ensure uniformity of student quality. In addition, a common application form for student admission
to be used by all participating universities was created for the program.
Common Application Form: See Supplementary Materials pp.62-67
Long DD/JD
The adopted admission criteria for NLIE were established jointly by the participating universities
through consortium meetings with the intent of ensuring the expected learning outcomes, in termsof academic knowledge and practical skills in view of program objectives and designed educational
contents, are achieved by students at the completion of the program. In addition, the participating
universities share roles in the student selection process, with the initial student selection made by
the home university and the final selection by the host university.
Short LongIn Co-work, the application, transcript, study plan and language abilities of candidate students areverified by the faculty of the host university, and common requirements as well as university-specificconditions are articulated to students prior to selection.

I-ii.
Dissemination of information in diverse ways about the program
Short Long DD/JD
Recruitment and publicity for OQEANOUS are performed through various channels including
websites, fairs and promotional events. During visits to host universities for exchange andparticipation in workshops and other affairs, the participating universities visiting the host university
seize the opportunity to promote the program to visiting students. A website dedicated to the program
established by the participating universities actively provide the latest information on events andrecruitment. CAMPUS Asia fairs are regularly held to provide information about the program and to
recruit students.

CAMPUS Asia Monitoring+ Joint Monitoring Report43

Short Long DD/JD
In NMRL, an international symposium made open to students and the public is held annually at
Osaka University and is also expected to be held by Tianjin University of Traditional Chinese
Medicine, Peking University, and Yonsei University. The symposium is participated by students,
faculty members, and officials from domestic/international universities and research institution,companies, and government offices and is designed to encourage and enhance the participants’
understanding and motivation to participate in the CAMPUS Asia program, as well as to raise generalpublic awareness. Professors of the program from the participating universities give presentations
and program outcomes are shared during the symposium.
Short LongSUAE Asia launched a website to provide information on the educational content of the programand as a portal to the database for research and education conducted by the program. Also, thestudent admission process is made transparent to students, with all relevant information posted on
its website in advance of student application submission and selection process.
Short Long DD/JD
In NLIE, websites and leaflets are designed with the intent of introducing the program to students
and to familiarize them with both the educational and daily experiences to be expected at the three
universities. It also serves to address concerns potential students of the program may have about
studying abroad and encourages them to join the program.
Short Long DD/JD
In ENGAGE, “Waseda Meets Global Leaders”, a CAMPUS Asia seminarseries organized by Waseda University serve to expose CAMPUS Asia
students to experts and practitioners in the field of conflict resolution andsocial innovation, thereby offering students real-world examples of potential
career paths that lay ahead. The seminar is open to participation by all
students, faculty and staff, as well as the general public, and serves as aconduit for promotion of the program beyond the program participants. This
event and other CAMPUS Asia events are publicized via mailing lists andsocial media networks such as Facebook and Twitter.
CAMPUS Asia Seminar flyer

Short Long
Korea National University of Arts and Tokyo University of the Arts publish the career achievements(including works created and awards received) of graduates of Co-work on their respective websites
as part of its effort to publicize the program.

CAMPUS Asia program leaflets(from left to right: ENGAGE, NLIE, Co-work)

44

CAMPUS Asia Monitoring+ Joint Monitoring ReportI-iii.
Motivation for students to continue the program and progress
Short Long DD/JD
In ENGAGE, the Spring and Summer Intensive Programs serve as an entry point for longer-term
student mobility. A number of students who participated the intensive programs went on to apply forthe longer-term programs.
Short LongThe original one-stop production workshop offered by Co-work was divided into two separate
sessions, with each session hosted in a different country to enable the students to experience diverse
environments and facilities in a global setting. In addition, the open nature of the program coupledwith final project presentation by students of the program provide students of the short-term programwith a glimpse of what to be expected in the long-term program.
Short Long DD/JD
The summer program of OQEANOUS for fourth-year undergraduates enable students to go to host
universities to take graduate-level courses for credits and visit research institutes to get an early startin research activities to prepare for the graduate-level program.

Hopes for Further Initiatives
In light of the current circumstances of the CAMPUS Asia programs, the following are the main
expectations for future initiatives in regards to Student Admission.

● Establishment of balanced student exchange− Coordination of effort among the participating universities to promote a balanced exchange ofstudents● Matching of students with academic staff− University-coordinated matching of students with appropriate academic staff to ensure
academic success of students

CAMPUS Asia Monitoring+ Joint Monitoring Report45

Criterion 3. Student Support
3-2. Support for Learning and Living
GP I.
Pre-departure student support for study abroad…………………………………………………………………………………………………………..……….
Provision of basic information about the host university, pre-departure student orientation, guidance by
program supervisors, and language lessons are some examples of important pre-departure support provided
for study abroad in international cooperative academic programs. Before students start their study abroad,they must also be given academic advice and other related information of the partner university. For thisreason, the participating universities need to share information related to each other’s class contents andsupport for learning and to provide academic advice to their students accordingly.
……………………………………………………………………………………………………………..…….
Short Long DD/JD
At Tokyo University of Marine Science and Technology, pre-departure orientations are held for
OQEANOUS, wherein the program coordinators explain to students matters such as insurance,
travel expense, and paperwork schedule. E-learning for language skills is made freely available tostudents unsure of their language abilities in addition to the availability of language courses in Korean
and Chinese. Similar pre-departure support is also provided by Korea Maritime and Ocean University
for its students.
Long DD/JD
In NLIE, an academic supervisor is assigned to each exchange student at both the home and host
universities, and the supervisors at the host and home universities collaborate in providing researchguidance for the students. Moreover, the academic supervisors at the host university, withexperience conducting research overseas, actively supervise exchange students regarding credit
accumulation, provide research guidance and report to the home university about progress made byexchange students in coursework and research activities.

GP II.
Student support during study abroad……………………………………………………………………………………………………………..…….
In addition to the provision of information on campus life, academic needs, medical care and other useful
information, counseling services, language support and opportunities to experience the local culture areexamples of the many services that a host university can offer the inbound students to make the overall study
abroad experience worthwhile. It is also important that the home and host universities take appropriate
measures to coordinate and provide a wide range of support for students.
…………………………………………………………………………………………………………..……….
Short Long DD/JD
In NMRL, the student support center under the CAMPUS Asia office functions as a “one-stop service”
to assist CAMPUS Asia inbound students with all of their needs, including individual counselling,
provision of information on living, learning, training/supplemental classes, safety andaccommodation support. These support services are provided through program websites, emails,
phone calls and as well as through in-person interviews.

46

CAMPUS Asia Monitoring+ Joint Monitoring Report

Short Long DD/JD
In IGPTE, participating universities provide various support and services to inbound students. At
Beijing Normal University, inbound students are provided with a Student Handbook which includes
detailed instructions for learning and living while at the university. Students are also provided withorientation after arrival and academic counseling by the teaching staff. Free course in the Chinese
language is made available to students who have applied for the regular academic courses
instructed in Chinese. Tokyo Gakugei University has in place a mechanism to assign Japanese
students as tutors to all inbound students of the program. Japanese students planning to study
abroad in East Asia are preferentially assigned as tutors so as to encourage students to help eachother and create a virtuous cycle of mutual support. Seoul National University of Education (SNUE)
has in place a conversation partner system in which an inbound student is matched one-to-one withan SNUE student in order to help inbound students adjust to life both on and off the campus andpromote friendship. In addition, “Korean Language Class for foreign students” is provided as asupplemental class free of charge to inbound students.
Short Long DD/JD
In SUAE Asia, medical care, accommodation, and opportunities to gain cultural experiences are justsome of the provision of support provided to inbound students at host universities. Support forlearning and living are also provided by teaching assistants of the host university who are assigned
to each inbound student.
Short Long DD/JD
The inbound students of CADL are provided with information on medical support, safety measures,and other information useful to students for campus life and enriching cultural experience whileabroad. At Chiba University, 6 staff members proficient in English and/or Chinese are assigned to
the International Support Desk (ISD) to provide inbound students with consultation. In addition, theISD website provides information useful to students such as information on entrance examination,accommodation, scholarship, insurance, campus life, tuition fee and job hunting. In addition, staff at
the Center for International Research and Education accompany inbound students to banks and city
council in order to help students transition to life in Japan.

GP III.
System of mutual support among students………………………………………………………………………………..………………………………….
In international cooperative academic programs, the establishment of systems of mutual support among
students from the three countries plays an important part in the goal of the program to deepen mutual
understanding among international students. Examples of such initiatives include the use of teachingassistants (TAs), tutors and peer learning. Supporting the networking activities of students, such as throughthe establishment of an alumni association and by providing a stage for alumni students to present theirresearch work to the faculty and students of the program, is also desired.
………………………………………………………………………………………………..………………….

III-i.
Arrangement of tutors and teaching assistants (TAs)
Short Long DD/JD
In ENGAGE, undergraduate Teaching Assistants (TAs) are assigned to lead the Summer/Spring
programs and produce program newsletters. This arrangement enables the TAs to become a bridgeand close the gap between students and the CAMPUS Asia faculty and staff. Student opinions are

CAMPUS Asia Monitoring+ Joint Monitoring Report47

communicated to faculty and staff directly through the TAs so that improvements can be made to theprogram.
Short Long DD/JD
Tokyo Gakugei University has in place a mechanism to assign Japanese students as tutors to all
inbound students of IGPTE. Japanese students planning to study abroad in East Asia are
preferentially assigned as tutors in order to encourage students to help each other and create avirtuous cycle of mutual support.

III-ii.
Peer learning, social events, and alumni associations
Short Long DD/JD
In ENGAGE, opportunity to network among CAMPUS Asia students is provided through planned
events. At Waseda University, students who have completed a long-term program receive the title“CAMPUS Asia Ambassador”. Under the title, these students engage in various activities to reachout to current CAMPUS Asia students and potential applicants and inform them about their first-handlong-term study aboard experiences. Also, the CAMPUS Asia Newsletter published every month andissued to all students who have taken CAMPUS Asia courses introduces and provides information
on new student-led initiatives as well as events with which each participating university is engaged.
CAMPUS Asia Newsletter Issue No. 3: See Supplementary Materials pp.68-69
Short Long DD/JD
At the CAMPUS Asia Design Workshop held as part of the 4th Zhejiang University Graduate Summer
School for CADL, not only were the students of the participating universities invited to attend,
students from Singapore University of Technology and Design and Beijing Institute of Graphic
Communication were also invited to attend. This enabled students to experience procedures
practiced by other universities and learn from each other during the workshop.
Short Long DD/JD
In NMRL, alumni meetings are held annually and serve the purpose of cultivating, perpetuating anddeepening friendship among the alumni members. Active exchange in medical science, public healthand medical research among the Alumni Association members is facilitated through information
provided via emails and posting on the program website.

GP IV.
Collection and dissemination of learning information from host universities……………………………………………………………………………………………………………..…….
Before students start their study abroad, they must be given academic advice and other related information ata partner university. For that reason, universities must gather learning information from host universities. The
participating universities need to share information related to each other’s class contents and support forlearning and to provide academic advice to their students accordingly.
………………………………………………………………………………………………..………………….
Short Long DD/JD
The participating universities of OQEANOUS provide the students with various support for learningand living prior to their departure for study abroad. Pre-departure information provided by the
program includes course listings, submitted by the professors, collated by the program administrationof each participating university and uploaded to a dedicated program website. At Shanghai Ocean

48

CAMPUS Asia Monitoring+ Joint Monitoring ReportUniversity, outbound students are given in advance basic information about the host universities andare provided with university handbooks and course directories for reference.

Examples from JMR2016● Shared housing
In the program of the Joint Campus and the Common Good, buildings are leased out to therespective universities as shared housing where students from all the countries live together, thus
creating an environment that provides interaction outside the classroom. Students living in sharedhousing also participate in community activities, thus making it an opportunity to understanddifferent society and culture.
● Provision of student dorms and university-leased apartments
Many universities provide housing support such as student dorms and university-leased
apartments. For instance, Hitotsubashi University in the ABL program provides on-campus
accommodation for inbound students on a term-long exchange. It also prepares hotels for thoseon a short-term intensive exchange and international student dorms for those in the double degree
program. The university, from time to time, provides housing support to students who wish tochange their accommodation.
● Preparing and sharing a program guide and joint syllabi
The pamphlet for the Joint Campus program, “Program Guide of CAMPUS Asia”, provides
information including program objectives, student selection process, program schedule, an outlineof the curriculum at the three universities, a list of courses, the corresponding course at the home
university, and the number of credits and other requirements needed for graduation. The Program
Guide has been distributed to students to ensure they understand the program. Furthermore, withrespect to the class subjects provided during the Joint (Mobile) Campus, joint syllabi are preparedin a unified form.
● Web-based course management system
The participating universities of the Joint Campus program built in cooperation a unified online
course management system that can be used in all three languages. Using this system, students
can register courses, view the program syllabus, and check their grades no matter which country
they are in.
● Risk management
The EEST program specifies in its memorandum of understanding that a home university must
confirm the status of overseas travel insurance coverage of its students.
Tokyo Institute of Technology in the TKT program provides inbound students with a fieldtrip to theLife Safety Learning Center, where they can learn what to do during an emergency such as incase of an earthquake or fire.
● Career support
Many programs provide opportunities for overseas internships at major corporations andinternational organizations related to their respective fields as well as career guidance andcounseling, etc., as part of their support for finding employment. In the Joint Campus program,participating academic staff in all three countries prepared overseas internship opportunities
where students can make use of what they learned in the program, lectures on careers andcompany visits.

CAMPUS Asia Monitoring+ Joint Monitoring Report49In addition, in Kyushu University in the EEST program, a letter of recommendation from the person
responsible for the program is issued to companies to support students’ job hunting.
● Student clubs, language cafes
All of the participating universities in the Joint Campus program have established a CAMPUS
Asia Cafe as a cooperative learning space to facilitate interaction among exchange students andlocal students not participating in the program, in addition to shared housing where interaction
among students are also encouraged.
The Common Good program holds student workshops that brought together students from China,
Japan, and Korea. An outcome of the workshop was that students launched the CA Club as anorganization for students to think about CAMPUS Asia. The club is functioning as a place forstudents to interact and learn with each other.

Hopes for Further Initiatives
In light of the current circumstances of the CAMPUS Asia programs, the following are the main
expectations for future initiatives in regards to Support for Learning and Living.

● University-aided provision of information for extracurricular opportunities− Provision of information and opportunities for entrepreneurship and business incubation for
exchange students− Provision of information on career opportunities and employment for exchange students● Provision of language lessons for outbound students− Sufficient provision of program-supported opportunities for students to take language lessons
prior to studying abroad● University-supported formation and operation of CAMPUS Asia student alumni
association− Provision of support by the participating universities for the CAMPUS Asia student alumni
association for both its formation and operation

50

CAMPUS Asia Monitoring+ Joint Monitoring ReportCriterion 4. Added-value of the Collaborative Program (Outcomes)
4-1. Student Satisfaction
GP I.
Monitoring of learning outcomes…………………………………………………………………………………………………..……………….
Applying appropriate evaluation methods to gauge the level of student satisfaction, evaluate the program’s
added-value, and measure learning outcomes relative to what was expected is important in terms of quality
assurance. Also, it is important to establish valid evaluation methods through deliberation among theparticipating universities and to continuously employ such methods in periodic reviews.
……………………………………………………………………………………………………..…………….

I-i.
Conduct and analysis of student satisfaction and achievement surveys
Short Long DD/JD
In order to carry out an objective evaluation of OQEANOUS, the participating universities created acommon survey form after having jointly discussed survey methods. To ensure the quality of thecourses, the survey is taken by students of the program at each participating university after
completing a course and its results are shared among the participating universities at program
meetings.
OQEANOUS CTSEA Survey form: See Supplementary Materials p.70
Short Long DD/JD
In NLIE, the learning outcomes are measured in two ways. First, students returning to their home
university is asked to fill out a questionnaire survey mainly to gauge the level of student achievement
and learning at host universities. Student satisfaction in the educational contents, curriculum,
language learning lessons, field trips, and living support are some of the topics investigated basedon the survey. Second, research summaries required to be submitted by exchange students at thecompletion of their exchange are utilized to help the program staff and faculty understand theacademic achievement levels attained by the students.
Short Long DD/JD
In CADL, a student satisfaction survey is conducted immediately after the completion of theworkshop. There are three categories of questions in the survey: environmental factor, interest factor
and educational factor. The result of the survey is used to make quantitative assessment of the
program, as well as to collect the opinions of the students. It is also utilized in planning for future
programs and improving program operation.
Long DD/JD
Based on the Double Degree Agreement, the SUAE Asia committees of the participating universities
conduct detailed discussion about the requirements for completing the double degree program andpropose ways to improve the quality of learning outcomes of the program. The proposals are put into
practice with the approval of the committee.

CAMPUS Asia Monitoring+ Joint Monitoring Report51

I-ii.
Monitoring of learning outcomes through students’ reports, works, etc.
Short Long DD/JD
The participating students of IGPTE are required to submit a report at the completion of study abroad.
The report, which is used as a main measure of learning outcomes, is expected to reflect back anddescribe the learning experiences and achievements of the students during the exchange. The
students are also encouraged to include in the report any problems encountered during the program.
Short Long DD/JD
In CADL, all activities and products of the program are archived in a brochure format. These
brochures, in addition to their archival purpose, are used to report the results of the program to the
Ministry of Education and other stakeholders.

I-iii.
Monitoring of learning outcomes through presentations, etc.
Short Long DD/JD
In NMRL, as a means for measuring the learning outcomes at the completion of study abroad aswell as to monitor and improve the program, students are evaluated based on oral presentation
about their experiences in the program and student supervisors are asked to fill out student
evaluation forms. Additionally, students are requested to write a report about the program and its
curriculums in order to measure student development, competency and the attainment of educational
goals by the program. These reports are shared with the CAMPUS Asia staff to ensure quality of theeducational contents and student satisfaction.

Examples from JMR2016● Use of course study and research plans common across participating universities
In the TKT program, which focuses on research activities, implementation plans including goals
are designed through in-depth discussions frequently held among the participating universities.
In particular, participating universities have agreed to use the Study and Research Plan and the
Study and Research Record for their students. These Plans and Records are commonly usedamong the participating universities for coordination between inbound and outbound academic
advisors in providing guidance and advice to students before studying abroad and when verifying
learning outcomes after returning. Before studying abroad, students prepare a plan for study andresearch activities based on advice from their academic advisors. Following the plan, students
conduct research abroad and compile their results after returning. Academic staff members advise
their students according to these plans exchanged between the home and host universities sothat advisors share students’ study progress and learning outcomes.
● Periodic reports by students while studying abroad
Kobe University in the Risk Management program monitors students’ learning progress andoutcomes through monthly reports submitted by outbound and inbound students. The
accumulated reports are used, as necessary, for qualitative assessments of matters that do notshow up in numbers and for understanding problems in learning. Likewise, several other programs
make use of periodic reports from students for following their learning progress and measuring
their learning outcomes.

52

CAMPUS Asia Monitoring+ Joint Monitoring Report

● Monitoring of learning outcomes through language proficiency tests
The Joint Campus program uses Chinese, Japanese, and Korean language proficiency tests toobjectively verify the results of language learning through the program. It has been confirmed
through comparison of language proficiency tests conducted in the first and fourth years that mostparticipating students learned two foreign languages to a high level. Also, the results arecompared and analyzed against those of students not on the CAMPUS Asia program at
Ritsumeikan University. Unlike the non-participating students, the CAMPUS Asia students scorehigher on listening tests than grammar tests, verifying that the program’s characteristics arereflected in their results.
● Monitoring of learning outcomes based on career paths and enrollment in upper levels ofschooling
The Joint Campus program has established the goal of developing leaders in humanities in East
Asia for the next generation. Its vision is to develop human resources who have acquired
knowledge of Japanese, Chinese, and Korean cultures, literature, history, etc., as well as thelanguage abilities of those three countries, who are capable of resolving regional problems byanalyzing them in light of humanistic knowledge, and who play active roles in companies andpublic institutions in the region. After students from all three countries lived and moved together
from university to university in China, Japan, and Korea, learned and stimulated each other foraround two years, many of them found employment in global companies where they can makeuse of that experience. In this way, results are steadily coming out toward achievement of thegoal.

Hopes for Further Initiatives
In light of the current circumstances of the CAMPUS Asia programs, the following are the main
expectations for future initiatives in regards to Student Satisfaction.

● Establishment of a common framework for expected learning outcomes and theirassessment− Establishment of a common framework for both the learning outcomes and their assessment
to maintain consistency in the learning outcomes by students from each participating
university− Establishment of a common criteria for measuring learning outcomes particularly for double
degree programs to ensure consistency between participating universities

CAMPUS Asia Monitoring+ Joint Monitoring Report53

Criterion 4. Added-value of the Collaborative Program (Outcomes)
4-2. Credit Transfer and Degree Awarding
GP I.
Conversion methods and limit management in credit transfer……………………………………………………………………………………………………………..…….
It is important to consider and establish appropriate credit transfer systems among participating universities
or at individual universities so as not to cause disadvantages for students due to differences between theparticipating countries in the number of lesson hours, credit calculation methods, etc.
………………………………………………………………………………………………………..………….

I-i.
Establishment of a foundation for credit transfer through prior adjustment
Short
Through prior adjustment among the participating universities, Co-work established that eachparticipating university shall provide core courses or guide students in their individual research andthat the host university shall issue transcripts or study certificates at the completion of the semester,which are then verified by the home university before academic credits are recognized. In addition,
the participating universities of the program have agreed to common principles for credit recognitionin which the home university is required to grasp the total credits needed by outbound students
before they can begin their studies at a host university.
Long DD/JD
In NLIE, the upper limit of transferable credits that can be earned at each of the participating
university is stipulated in the academic regulations of each university. The participating universities
also deliberated and reached an agreement regarding the conversion of lesson hours to credits andgrading standards. In addition, the method for transfer and recognition of credits between theparticipating universities are periodically checked and reviewed for appropriateness throughconsortium meetings.
Long DD/JD
For SUAE Asia, mutual understanding about the criteria and the examination process for awarding
degrees among the participating universities were established through SUAE Committee meetings,
and a program-based credit transfer system was adopted with the execution of double degree
program agreements in accordance with the related general policies of each participating university.
The agreements also stipulate the details of the program-based credit transfer system as well as
almost the entire examination process, including the process of inviting faculty members from partner
universities as examiners. In addition, transcripts issued and their grading methods are reviewed incoordination by the academic staff of the SUAE offices of the participating universities, in cooperation
with relevant departments within each university, to ensure their validity.
Short Long DD/JD
In CADL, the credit exchange policy was agreed and finalized among the participating universities
through prior adjustment and detailed in the memorandum of understanding, including a policy on
upper limit of transferable credits earned at the host university for the double degree program.

54

CAMPUS Asia Monitoring+ Joint Monitoring ReportI-ii.
Establishment through deliberation among the participating universities of aconversion method for credit transfer
Short Long DD/JD
The Credit Transfer Scheme in East Asia (CTSEA) Guidelines, which provide common credit
definition based on student workload, was established by the OQEANOUS committee represented
by the participating universities of OQEANOUS. The workload system in the guidelines was
designed based on lessons learned from the European Credit Transfer System (ECTS) by theparticipating universities who invited external experts from Turkey with expertise on ECTS to give atalk on the credit transfer system under ERASMUS and also made visits to Norway and Portugal to
study about the credit transfer system. The credits earned at a host university are recognized by thehome university based on the “Agreement on Student and Credit Exchange” executed among theparticipating universities.
CTSEA Guidelines: Credit Conversion
The following table illustrates credit conversion among the participating universities based on CTSEA:
University
CTSEA
SHOU
TUMSAT
KMOU
Credit Conversion
1CTSEA
1credit
1credit
1creditStudent Studying Hour
29hrs.
30hrs.
30hrs.
45hrs.
16hrs.
15hrs.
15hrs.
Teaching Hours** Hours shown represent standard conversion per course. The actual hours may vary for certain courses.

CTSEA Guidelines: Comparative Grading Scale
Range of the number of credits
required for the completion ofa Master’s programSHOU

TUMSAT

KMOU

30 credits for the
3-year system

30 credits for the
2-year system

32 credits for the
2-year system
A+ :
A:
B+:
B:
C+ :
C:
D+ :
D:
F:

4.5 (95-100)
4.0 (90-94)
3.5 (85-89)
3.0 (80-84)
2.5 (75-79)
2.0 (70-74)
1.5 (65-69)
1.0 (60-64)
0.0 (0-59)

Grades and notation policies

Excellent(A) 85–100,
Good(B) 75–84,
General (C) 65–74,
Pass(D) 60–64,
Fail(F) 0–59.

Very good (A) 80–100,
Good (B) 70–79,
Passing (C) 60–69,
Fail (F) 0–59.

Presence or absence of GPA

AbsentAbsentPresent

University’s own regulations
on credit transfer withoverseas partner universities

Up to 1/2 of credits
required for
graduation

Up to 10 credits
required for graduation

Up to 1/2 of credits
required for
graduation

CTSEA Guidelines: Score Conversion Table
The following table illustrates the recommended conversion of grade for participating universities:
Reference Grade
A
B
C
D
F

Score
90-100
80-89
70-79
60-69
0-59

SHOU
A
A, B
B, C
C, D
F

TUMSAT
A
A
B
C
F

KMOU
A+, A
B+, B
C+, C
D+, D
F

CAMPUS Asia Monitoring+ Joint Monitoring Report

SHOU:
Shanghai Ocean University
TUMSAT:
Tokyo University of Marine Scienceand Technology
KMOU:
Korea Maritime and Ocean University

55

Short Long DD/JD
The participating universities of IGPTE consulted one another to reach an agreement for the MoU
on Credit Transfer for IGPTE by which a system was established for the transfer and recognition of
credits at each of the participating universities and to recognize one credit earned at a host
universities as being equal to one credit at the home university.

GP II.
Recognition of research activities (credits for research activities)……………………………………………………………………………………………………………..…….
It is not easy to establish a system for a transfer of credits earned for research activities at a partner university.
Nevertheless, it is important to institute a system that grants credits for students’ research activities ininternational cooperative academic programs and recognizes them in a visible form.
……………………………………………………………………………………………………………..…….
Short
In NMRL, Osaka University implemented a system that enables short and medium-term inboundstudents to earn 1 credit per academic week for a maximum of 6 credits for education and researcheach semester. In addition, these students are accepted as “Special Auditors” with the privilege of
earning credits.

GP III.
Issuance of certificate of completion………………………………………………………………………………………………………..………….
Certificates and other forms of recognition issued to students for completing certain program requirements
can serve as a tangible token of achievement for accomplishments that might otherwise only be acknowledgedin the student transcripts.
………………………………………………………………………………………………………..………….
Short Long DD/JD
In ENGAGE, students who have participated in the exchange program and taken certain classes forthe program at the host university as well as at their home university are issued a certificate ofcompletion, jointly conferred by the participating universities.

GP IV.
Policy on double degree awarding………………………………………………………………………………………………………..………….
When implementing double degree programs, it is important for the participating universities to first andforemost adequately discuss and agree upon a policy for degree awarding. Also, it is important, from theperspective of quality assurance in degree awarding, to deliberate the review method, establish rigorous
procedures, and to put them into practice responsibly among the participating universities.
…………………………………………………………………………………………………………..……….
Short Long DD/JD
In order to guarantee the quality of students admitted to the double degree program of NMRL,
interested students must first be recommended by the supervisor of the home laboratory. Various
foreign language ability tests (TOEFL iBT, IELTS and TOEIC) are used for student selection with theadmission score set to the same standard as the international student standards for universities in

56

CAMPUS Asia Monitoring+ Joint Monitoring Reportthe United States. To ensure uniformity of student quality across the program, the same student
selection criteria is adopted by each of the participating universities. As part of its program, Ph.D.
candidates must participate in lectures and practices, conduct research and are mentored for
doctoral dissertation by faculties of both the home university and host university. Doctoral candidates
are expected to defend their thesis at both universities based on the defense process and degree
awarding standards set by the respective universities. When the conditions for acquiring a Ph.D.
degree are fulfilled at both universities, the degree is granted to the student by each university.
Bilateral agreements for double-degrees between universities enable credits to be transferred
between universities. They also set forth the student selection method, student responsibility, degree
awarding, tuition, the roles of each participating university and other academic and administrative
understanding between the participating universities. The course details are listed in the joint
application form and cotutelle agreements.
Long DD/JD
The policies for the double degree program of SUAE Asia, including the credit transfer system,
criteria for awarding degrees and the examination process, were discussed in meetings between theparticipating universities and stipulated in the Double Degree Program Agreement. The programbased credit transfer system stipulated in the Agreement are in accordance with the related generalpolicies of each participating university. The transcripts and grading methods are reviewed andcoordinated by the academic staff from the CAMPUS Asia offices of the participating universities
under the cooperation of relevant departments at each university. The CAMPUS Asia Committee
comprised of the members of the SUAE Committee, the education steering committee at eachparticipating university for the SUAE Asia program, is charged with reviewing and corroborating
thesis examination results. Only one thesis is required to be submitted by the students of the double
degree program.

Process for attaining a double degree in SUAE Asia

CAMPUS Asia Monitoring+ Joint Monitoring Report57Long DD/JD
In the double degree program of NLIE, a common policy is established based on the MOU on the
Double Degree Program and its Implementation Guidelines executed bilaterally among theparticipating universities and academic regulations and review process at each of the participating
universities, whereby degrees are awarded from two universities following a successful degree
awarding review conducted by both universities provided that the student has obtained thenecessary credits at both home and host universities and passed a thesis defense.

Examples from JMR2016● Coordination among participating universities regarding a grading system
In the Jus Commune program, the participating universities agreed upon guidelines regarding a
grading system at the joint Quality Assurance Council. Based on the guidelines, the academic
staff assigns draft grades which are reported to and approved by the Council. When the Council
deliberates on draft grades, it actually checks the basis of grades, including class attendance,class participation, reports, and written tests, to ensure grading consistency and standards.
In the EEST program, the Grading Conversion Table is developed and used, showing how tonormalize different grading among the participating universities to a 100-mark system forrespective subjects. The grading standard is also discussed and confirmed by academic staff ofthe three universities● Establishment of a grade confirmation system common across participating universities
The Joint Campus program developed an online course management system. Using this system,
faculty and staff members at the universities in all three countries can upload and make available
syllabi and grades in each country’s language. Regarding syllabi, the participating universities
jointly deliberated and standardized the items to include. They also put together information on
grading systems into a format that is available to students before they participate in the Joint(Mobile) Campus. By building an online environment, the program enabled grades to be posted
immediately at the conclusion of each term, without waiting for the grade announcement period
at the home university, so that students can easily check syllabi and their own grades no matter
which country they are in.

Hopes for Further Initiatives
In light of the current circumstances of the CAMPUS Asia programs, the following are the main
expectations for future initiatives in regards to Credit Transfer and Degree Awarding.

● Development of curriculum taking into account the strengths and weaknesses of eachparticipating university− For courses with equivalent credits, the curriculum is developed in the way that enables
weaknesses of one participating university to be covered by the strengths of another● Development of a joint core-curriculum for double degree− Joint development of a core-curriculum for the double degree program by the participating
universities in order to design a curriculum that is particularly meaningful with respect to thedegree type58

CAMPUS Asia Monitoring+ Joint Monitoring ReportCriterion 5. Continuous Quality Improvement
GP I.
Self-assessments and their use to make continuous improvements………………………………………………………………………………………………………..………….
When assessing program quality, it is essential for the participating universities to jointly conduct student
questionnaires, analyze learning outcomes, and verify the curriculum in order to assure that their humanresources development coincides with the program goals. The systematic use of joint academic board andsteering committee meetings regularly convened by the participating universities to discuss program
improvement is one of the effective ways by which to make continuous improvements to the program.
Program reviews by external evaluators are also a welcome initiative in terms of internal quality assurance
and the promotion of further improvement.
………………………………………………………………………………………………………..………….

I-i.
Joint self-assessment conducted by participating universities
Short Long DD/JD
A plan was adopted for OQEANOUS for the monitoring and evaluation of the program. This plan
includes the establishment of a Quality Assurance Committee (QAC) at each participating university.
One of the functions of the QAC is to prepare a checklist by which each participating university canconduct internal evaluations to ensure that education is being carried out according to the learning
agreement. The checklist ensures that the program is evaluated through methods including thereview of syllabus contents, review of materials used to assess academic achievement including
examination scripts and reports, and interview of faculty members or students. The academic
achievement of students is expected to be assessed by the QAC comprehensively based onquestionnaires given to students and companies involved in the program. Meetings (QA promotion
meetings) are expected to be held on a regular basis to conduct mutual inspections of the internal
evaluation systems.
Short Long DD/JD
In NMRL, CAMPUS Asia Workshop Medical and Public Health CAMPUS Asia (CAMPH), a CAMPUS
Asia workshop, is held annually at Yonsei University School of Medicine. After the workshop andlectures, CAMPUS Asia faculty Medium Term Conference is held to review the results and outcomesof the program in order to solve specific problems encountered, as well as to promote operational
efficiency and effectiveness of the program.
Short Long DD/JD
In Co-work, the CAMPUS Asia steering committee meetings in the summer and winter are utilized
to conduct reviews of the overall condition of the program. In the review, the program iscomprehensively evaluated by the review committee and issues regarding admissions, certificates,
credits and other support issues are discussed with the relevant departments. The short-term andlong-term programs for the current year are evaluated comprehensively and the programs for thefollowing year are planned. Mutual reviews are conducted regularly among the participating
universities to ensure the level of educational contents at the participating universities.
Short Long DD/JD
In ENGAGE, Program Committee at each participating university and Intercampus Program
Committee established to coordinate and implement the CAMPUS Asia program serve as a conduit

CAMPUS Asia Monitoring+ Joint Monitoring Report59to facilitate a systematic loop of input and feedback, leading to the overall improvement of the
program.
Short Long DD/JD
The educational contents of NLIE are continuously monitored by having exchange students of the
program at each participating university take a survey. Student study data are collected and analyzed.
Quality of teaching is also monitored and controlled. Closing reports by students are collected at theend of the exchange to monitor student satisfaction, academic staff and the situation at the host
university. In addition, the steering committee of the program regularly review the program syllabus,
credit transfer system and admission criteria to ensure that the program is consistently of highstandard.

I-ii.
External reviews
Short Long DD/JD
In NLIE, the program steering committee regularly reviews the quality of syllabus, the criteria for
credit transfer system and the admission criteria, to ensure the standard for the program isconsistently high. The Assessment Committee, comprised of internal and external members, monitor
and assess the execution of the program to maintain quality as well as to improve the program
continuously. Suggestions made by the committee are considered by the participating universities
as the guidelines for improving the quality of the program.
Short
An accreditation committee comprised of four professors from universities overseas held a meetingin August 2017 at Kyushu University and evaluated SUAE Asia during a forum held at the end of thesummer program. The program was assessed based on categories including “setting goals for the
program”, “inter-university consortium and collaboration”, “collaborative education program”,“evaluation system and information sharing” and “overall evaluation”. In addition, international
conferences, with participants that include external experts, are held by the participating universities,
not only to provide students of the program with a platform for presenting their researchachievements, but also to provide a window with a view of the program to enable the external experts
to monitor the program.

GP II.
Dissemination of information (PR and promotion)……………………………………………………………………………………………………………..…….
Disseminating information, such as program’s educational contents and learning outcomes widely on and off
campus through websites, events, and other means, can help to generate greater awareness of the program,which can then lead to acquisition of more students and further support from society (e.g., financial assistancefrom industries, the government sector, and alumni). It is also an important element in terms of continuationand development of the program.
………………………………………………………………………………………………………..………….

60

CAMPUS Asia Monitoring+ Joint Monitoring Report

Short Long DD/JD
In ENGAGE, information about the program, including a listing anddetails about the upcoming courses, is published on the CAMPUS Asia
website dedicated to the program and serves as a tool in disseminating
information about the CAMPUS Asia program to the wider public andbeyond the stakeholders of the program.

Website for CAMPUS Asia ENGAGEGP III.
Agreements and other preparation for program sustainability…………………………………………………………………………………………………………..……….
It is important to continuously operate and develop a program, even after financial support from thegovernment and other sources come to an end. Participating universities must thoroughly discuss and cometo an agreement regarding how to develop the program as a going concern while ensuring quality and devise
a concrete plan based on the know-how and experience that they have acquired by running an international
cooperative education program.
…………………………………………………………………………………………………………..……….
Short LongIn BeST, as part of its effort to promote continuity of the program, the University of Tokyo hasinternally secured funding for the program beyond its first 5 years of program operation based on afund pooled from businesses with which the university is in academic-industrial cooperation.
Long DD/JD
SUAE Asia was approved and accredited as one of the official Korea UNESCO Education for
Sustainable Development (ESD) projects. The accreditation contributes to a wider recognition andunderstanding of the program as a model for ESD. Additionally, the program is able to leverage theadded recognition and visibility of the program to expand its activities and collaboration with the local
community both in the public and private sector.

Hopes for Further Initiatives
In light of the current circumstances of the CAMPUS Asia programs, the following are the main
expectations for future initiatives in regards to Continuous Quality Improvement.

● Consideration of input from the industry sector− Listen to voices of the industry sector to continually maintain currency and relevancy of the
program● Promote accessibility of upper-level programs to undergraduates− Make graduate-level programs and above more accessible for participation to undergraduates
so as to contribute to the development and sustainability of the program● Coordinate internal and external quality assurance framework among the participating
universities− Conduct internal and external quality assurance in coordination among the participating
universities to enhance program success and establish accountability

CAMPUS Asia Monitoring+ Joint Monitoring Report61Supplementary Materials
Criterion:
Element:
Program:Material:

3-1
GP I-i. Establishment of a method for student selection
NMRL
Common Application Form
1 / 6 Page

62

CAMPUS Asia Monitoring+ Joint Monitoring ReportNMRL/Common Application Form
2 / 6 Page

CAMPUS Asia Monitoring+ Joint Monitoring Report63

NMRL/Common Application Form
3 / 6 Page

64

CAMPUS Asia Monitoring+ Joint Monitoring ReportNMRL/Common Application Form
4 / 6 Page

CAMPUS Asia Monitoring+ Joint Monitoring Report65

NMRL/Common Application Form
5 / 6 Page

66

CAMPUS Asia Monitoring+ Joint Monitoring ReportNMRL/Common Application Form
6 / 6 Page

CAMPUS Asia Monitoring+ Joint Monitoring Report67Criterion:
Element:
Program:Material:

3-2
GP III-ii. Peer learning, social events, and alumni associations
ENGAGECAMPUS Asia Newsletter Issue No. 3
1 / 2 Page

68

CAMPUS Asia Monitoring+ Joint Monitoring ReportENGAGE/CAMPUS Asia Newsletter Issue No. 3

2 / 2 Page

CAMPUS Asia Monitoring+ Joint Monitoring Report69Criterion:
Element:
Program:Material:

70

4-1
GP I-i. Conduct and analysis of student satisfaction and achievement surveys
OQEANOUSOQEANOUS CTSEA Survey form

CAMPUS Asia Monitoring+ Joint Monitoring ReportAppendix

CAMPUS Asia Monitoring+ Joint Monitoring Report

71

72

CAMPUS Asia Monitoring+ Joint Monitoring ReportList of Joint Monitoring Committee /Joint Monitoring Panel Members(As of November 2019)

Joint Monitoring Committee
China

Japan

Korea

LI ZhiSATOW Toyoshi

AHN Se-Keun

Deputy Director-General, Higher

Chancellor, J.F.Oberlin University

President, Korea University

Education Evaluation Center ofand Affiliated School

the Ministry of Education

Accreditation Institute, SeniorDirector, Korean Council for

NINOMIYA Akira

University Education

SHI Jinghuan

Special Professor, Aichi Mizuho

SEO Dong Seok

Executive Deputy Dean, InstituteJunior College

Director, Internationalof Education, Tsinghua University

Emeritus Professor, Hiroshima

Cooperation Division, Korean

University

Council for University Education

LIU Baocun

OKAMOTO Kazuo

HONG Jun Hyun

Director, Institute of International

Advisor, National Institution forVice President for Internationaland Comparative Education,

Academic Degrees and Quality

Affairs, Professor, School of

Beijing Normal University

Enhancement of Higher

Public Service, Chung-Ang

Education

University

China

Japan

Korea

FAN Shiming

OBI Shinnosuke

CHOI Dong Ju

Associate Professor, School of

Dean, International Center

Professor, School of Global

International Studies, Peking

Professor, Faculty of Science andService, Executive Director of

University

Technology, Keio University

Institute of Global Governance,

Joint Monitoring Panel

Sookmyung Women’s University

LUO Yan

KASUYA Hideki

CHOE Young Jin

Associate Professor, Institute ofProfessor, Graduate School ofProfessor, English and Cultural

Education, Tsinghua University

Medicine, International Medical

Studies, Chung-Ang University

Education, Nagoya University

YAN Ping

TAKENAKA Toru

KIM Seon-Joo

Associate Professor, School ofProfessor, Research Department,

Professor, Department of Life-

Education, Renmin University of

National Institution for Academic

long Education & Counseling,

Degrees and Quality

Pukyong National University

China

Enhancement of Higher
Education

CAMPUS Asia Monitoring+ Joint Monitoring Report73Joint Guidelines for
Monitoring International
Cooperative Academic
Programs in CAMPUS Asia

June 2017

Higher Education Evaluation Center of Ministry of Education (HEEC)
National Institution for Academic Degrees and Quality Enhancement of Higher Education (NIAD-QE)
Korean Council for University Education (KCUE)

74

CAMPUS Asia Monitoring+ Joint Monitoring ReportContents
1. Introduction ···································································································· 76
2. Objectives of the guidelines··············································································· 77
3. Guidelines ······································································································· 77
3-1. General principles ····················································································· 77
3-2. Implementation system ············································································· 77
3-3. Procedures ······························································································ 78
3-4. Criteria and viewpoints ·············································································· 79
3-5. Considerations when conducting monitoring················································· 82
3-5-1. Considerations for the quality assurance agencies ······························· 82
3-5-2. Considerations for the reviewers ······················································· 83

CAMPUS Asia Monitoring+ Joint Monitoring Report75

1. Introduction
CAMPUS Asia (Collective Action for Mobility Program of University Students in Asia) is a
program launched based on a trilateral summit agreement among the governments of China,
Japan, and Korea, and is designed to carve out a better future for Asia. Its objectives are topromote exchange and cooperation with quality assurance among higher education institutions(HEIs) in the three countries, create a shared sense of community in terms of history and culture
in Northeast Asia, and nurture in future leaders a vision of regional peace and coexistence throughtrilateral educational exchanges. In 2010, the three governments agreed to commence the
CAMPUS Asia pilot program, and 10 pilot programs were selected for participation in October
2011.
Three quality assurance agencies—i.e., the Higher Education Evaluation Center of the
Ministry of Education in China, the National Institution for Academic Degrees and University
Evaluation (currently the National Institution for Academic Degrees and Quality Enhancement ofHigher Education) in Japan, and the Korean Council for University Education in Korea—set up the
China-Japan-Korea Quality Assurance Council in 2010. Recognizing the modality of quality
assurance in international education as a common issue, the Council agreed to carry out quality
monitoring of the CAMPUS Asia pilot programs. This monitoring was intended not to confirm
attainment of minimum quality standards, but to identify good practices from the standpoint ofeducational quality and disseminate them at home as well as abroad.
The three quality assurance agencies conducted monitoring activities twice for the 10 pilot
programs. The first monitoring was conducted independently in each country in 2013, following
the country’s relevant regulations, quality assurance system, and methods. After that, themonitoring criteria and each country’s methods were comparatively analyzed and the threeagencies jointly established a common framework for quality assurance, which includes criteria,
principles, and processes, before conducting the second monitoring in 2015. In the second
monitoring, panel members from the three countries jointly performed document reviews andsite visits, based on common self-assessment reports provided by the consortium for each
CAMPUS Asia program. The monitoring results were compiled in a report featuring examples ofgood practices, which was widely disseminated.
The three governments then promoted CAMPUS Asia as a full-fledged program following
the completion of the pilot period, selecting a total of 17 programs (including 9 new ones) for
participation in the fall of 2016. They also agreed to continue discussing the feasibility of further
expansion to other nations in Asia. The three quality assurance agencies plan to conduct
monitoring on the full-fledged programs as well. In so doing, they are expected to refer to theseguidelines and further expand their monitoring efforts based on the experience gained in the pilot
period and the structure of close cooperation established among the three countries while
collaborating with the national governments and the participating HEIs.
We hope that these monitoring activities and the ongoing dissemination of good practices
contribute to the enhancement of the quality of international cooperative academic programs
including CAMPUS Asia, to the fostering of excellent students who acquire appropriate learning
outcomes with respect to the goals of the respective programs and strengthen international
cooperation among the quality assurance agencies.

76

CAMPUS Asia Monitoring+ Joint Monitoring Report2. Objectives of the guidelines
The three quality assurance agencies formulated these joint guidelines based on
experiences gained through the establishment of a common quality assurance method for future
quality assurance initiatives on CAMPUS Asia programs.
The first objective of the guidelines is to specify a method of monitoring international
cooperative academic programs so that the three agencies and the reviewers can clearly
understand the monitoring criteria, processes, and methods and, thereby, carry out themonitoring of CAMPUS Asia programs in a consistent fashion.
The second objective is to serve as a helpful model for other quality assurance agencies
conducting monitoring or evaluation of international cooperative academic programs, especiallywhen working with partner agencies in other countries, and for HEIs in their internal quality
assurance work with regard to international cooperative education.
Through their experience of joint monitoring of CAMPUS Asia, the three quality assurance
agencies developed the unified quality assurance framework described here and also built a senseof mutual trust. This encourages them to apply the common quality framework to conduct theirmonitoring activities in an abridged form (e.g., joint recognition of monitoring results obtained byeach country).
We hope that these guidelines will contribute to the improvement of quality assurance
initiatives both within and beyond the three participating countries. The three agencies involved
will review these guidelines periodically and improve them as needed in light of global trends inquality assurance and the circumstances of international collaborative education at each
institution.
3. Guidelines
3-1. General principles
Promote quality enhancement of international collaborative academic programs
Conduct monitoring based on joint criteria and procedures
Review consortium-wide progress and achievements to identify the programs’ goodpractices
Examine the degree of cooperation among participating HEIs with respect to resource
integration and quality assurance activities as international collaborative academic programs
Examine each program’s continuous quality improvement
Value students’ opinions and ideas regarding CAMPUS Asia
3-2. Implementation system
The Joint Monitoring Committee is the decision-making body for conducting the monitoring.
A Monitoring Panel is set up under the Committee to carry out the actual process.
The Joint Monitoring Committee consists of three experts from each of the three countries who
are designated by the quality assurance agencies. One from each country represents the country’s

CAMPUS Asia Monitoring+ Joint Monitoring Report77quality assurance agency. The Committee exists to confirm, finalize, and officially release the joint
monitoring report. It is preferable for Joint Monitoring Committee members to have knowledge
and experience of international collaborative academic programs and quality assurance.
The Monitoring Panel consists of three experts from each country appointed by each country’s
quality assurance agency, serves to review self-assessment reports and write document review
reports, conduct site visits, and write final monitoring reports on each consortium.
●

It is preferable for Monitoring Panel members to have knowledge and experience ofinternational collaborative academic programs and their quality assurance as well as those of
the field of specialization of the program to be reviewed.

●

Roles within the Monitoring Panel, such as those of its chairperson and coordinator, should
be clarified.
The members of the Joint Monitoring Committee and the Monitoring Panel are not entitledto be part of the decision-making process on any matter pertaining to programs with which they
are associated.
3-3. Procedures
The overall procedures for monitoring are as follows:
1. The quality assurance agencies hold an orientation program for Monitoring Panel members toenable them to deepen their knowledge and understanding of monitoring activities. When
holding different orientation programs separately in different countries, the three quality
assurance agencies should cooperate for the content to be the same at all the programs.
2. The quality assurance agencies hold an orientation program for the consortia to explain theobjectives of monitoring and its implementation. They cooperate so as to provide the sameor similar information for institutions in all countries.
3. Each consortium is required to produce and submit one common (joint) self-assessment
report produced by all participating HEIs in the consortium, describing its good practices andissues for improvement under each criterion.
4. Monitoring Panel members conduct document reviews based on the submitted selfassessment reports.
5. Monitoring Panel members conduct site visits to ask about matters that are not clear fromdocument reviews. Interviews with the officials responsible for the program, with faculty andstaff members involved in the program, and with students are included in the site visit
schedule. An exchange of views and opinions with the officials responsible for the program
takes place at the end of the visit. It is preferable to conduct site visits at a time whenrepresentatives of the participating HEIs in each country can be present.
6. Monitoring Panel members produce a draft monitoring report on a consortium based on the
results of their document review and site visit. If the draft report is produced in the local
language, a version in English is also prepared.

78

CAMPUS Asia Monitoring+ Joint Monitoring Report

7. Monitoring Panel members share the draft monitoring report on a consortium with all panel
members from the three countries so as to collect their comments and revise the draft report
where necessary.
8. Before finalizing the draft monitoring report on a consortium, the consortium itself has theopportunity to review it and ensure that there are no factual errors. If any errors were to be
identified, Monitoring Panel members would conduct deliberations and revise the report where
necessary.
9. Monitoring Panel members then share finalized monitoring reports on a consortium with thethree quality assurance agencies, which will draw up a draft joint monitoring report based on
the monitoring reports on each consortium.
10. The Joint Monitoring Committee finalizes the joint monitoring report.
11. The quality assurance agencies make the finalized joint monitoring report widely available tothe public in book form, online, and at symposia.
3-4. Criteria and viewpoints
To ascertain the current status of each program and its quality enhancement initiatives,
the following monitoring criteria on quality should be applied. When monitoring with respect toeach criterion, refer to the viewpoints listed thereunder. However, the envisioned viewpoints are
not limited to those listed here.
1. Objectives and Implementation
1-1. Achievement of Objectives•

The vision for fostering human resources is clearly defined via discussion among theparticipating institutions.

•

The goals are clearly articulated, including expected learning outcomes in terms ofstudents’ knowledge, skills, and attitudes. Participating institutions exhibit a sharedrecognition of these program goals.

•

The program goals are shared among the staff members and students of the participating
institutions and are understood in the same, unequivocal way at each institution.

•

The program goals function as guidelines for developing and implementing the academic
program.

1-2. Organization and Administration•

Basic policies on the multi-institutional operational structure, institutions’ responsibilities
with regard to students, and the allocation of expenses are clearly articulated in a writtenagreement signed and put into effect by the participating institutions.

•

Periodic meetings are held among the participating institutions; a mechanism forreviewing program implementation and related issues is established, and responsibility foraddressing common issues is shared.

•

Where academic supervision is applicable, an appropriate supervisory system isestablished and implemented cooperatively among the participating institutions.

CAMPUS Asia Monitoring+ Joint Monitoring Report79•Within each institution, responsibility for conducting the international collaborative
academic program is clearly defined along with a suitable support system involving otherdivisions (e.g., international, student support, and quality assurance).

•

The participating institutions have agreed to sustain the program, and the operational
structure and plans for sustaining the program are actively reviewed. Also, institutionwide approval to sustain the program is obtained from the management of each institution.

2. Collaborative Development of Academic Program
2-1.Curriculum Integration•

The curriculum is jointly designed by the participating institutions.

•

Information on curriculum and courses at each institution is shared by and across theparticipating institutions.

•

The educational content is suited to achieving the program goals.

•

The educational content complies with the expected learning outcomes (e.g., student
knowledge, skills, and attitudes).

•The educational content and methods are suited to international collaborative education.

•

The relationship between the teaching methods and content and the expected learning
outcomes is clarified.

2-2. Academic Staff and Teaching•

A sufficient number of qualified faculty and staff members are deployed for the sustained
implementation of the international collaborative academic program.

•

The system for the provision of educational content (e.g., joint supervision by dispatchingfaculty, distance learning) which faculty members of partner institutions join is
implemented.

•

Faculty and staff development and capacity building for attaining international
competencies are conducted.

•

Incentives and a support for the work environment are provided to attract faculty andstaff members who are skilled in international education and can contribute to thesustainability of the program.

•

The teaching methods used are acceptable and suitable for international students (e.g.,multilingual textbooks, classes taught in English and access to after-class or extracurriculartutorials).

3. Student Support
3-1. Student Admission•

Information on the program is disseminated widely in order to recruit motivated students.

•

The student selection process (selection criteria and system) is suited to the educational
objectives and content and are jointly established and carried out by the participating
institutions.

•80

The expected number of students has been secured.

CAMPUS Asia Monitoring+ Joint Monitoring Report•

The academic level of admitted students is appropriate for the program’s objectives andcurriculum.

3-2. Support for Learning and Living•

Participating institutions share with students the information necessary for course
selection and enrollment, including sufficient guidance prior to participating students’
departure from their home countries.

•

Various types of learning support are provided for participating students, including
language training, supplemental classes, and support from teaching assistants.

•

Various types of living support are provided for the participating students, including
orientation, counseling, disaster risk management, and career support.

•

A sufficient learning environment is provided for participating students, including libraries,
information technology, and laboratory facilities.

•

Sufficient scholarships and accommodation support are provided appropriately forparticipating students.

•

Participating institutions support exchange and interaction among students and alumni.

4. Added Value of the Collaborative Program (Outcomes)
4-1. Student Satisfaction•

Based on the expected learning outcomes, an appropriate method for measuring learning
outcomes is established, and learning outcomes are measured regularly.

•

The relationship among students’ course enrollment, credit acquisition, and learning
outcomes is analyzed.

•

Appropriate learning outcomes aligned with the program objectives are achieved.

•

Students are highly satisfied with the program content and exhibit high levels ofachievement.

•

The results of a student satisfaction survey and student achievement survey are sharedacross participating institutions.

•Learning outcomes with added-value resulting from the international collaborative
program are obtained.

•

The status of graduates is tracked regularly and is shared among the participating
institutions.

4-2. Credit Transfer and Degree Awarding•

The credit systems of the partner institutions are mutually understood, and a programbased credit transfer system is established.

•

As regards a program that awards two degrees upon completion, criteria for awarding
degrees and methods of review at each institution are shared, and the criteria andmethods of review are discussed periodically among the participating institutions.

CAMPUS Asia Monitoring+ Joint Monitoring Report81•Grading methods are coordinated among the participating institutions with each institution
conducting strict assessments so as to ensure the validity of the awarded credits.

•

As regards a program that awards two degrees upon completion, the achieved learning
outcomes are appropriate for a CAMPUS Asia program.

5. Continuous Quality Improvement•

Feedback from students is periodically gathered in multiple ways, in such manners as
through questionnaires, interviews, and student participation in review committees, andis incorporated into the program review.

•

A program review is carried out based on an analysis of information gathered on thelearning progress of students, learning outcomes achieved, curriculum, teaching and its
contents, and other information.

•

An external review, including inputs from an advisory committee, is conducted.

•

The results of program reviews are shared and discussed among the participating
institutions to contribute toward further program improvement and development.

•

Participating institutions discuss and consider measures for quality improvement andfuture initiatives based on the self-assessment results.

•

The results of the review are appreciated by the international affairs, quality assurance,and student support divisions of each institution, and necessary measures are taken at
the institutional level.

•

The participating institutions agree to sustain and enhance the program through quality
improvement. Also, institution-wide approval from the management of each institution tosustain the program is obtained.

•

Some effects of the program’s implementation on students who are not in the program
are recognized.

3-5. Considerations when conducting monitoring
3-5-1. Considerations for the quality assurance agencies(1) Adequate and appropriate resources, both human and financial, should be available to carryout consistent monitoring. It is preferable to obtain financial support from the government
in one’s own country.
(2) Objectivity, transparency, and independence of the quality assurance agencies should bemaintained. The independence of the reviewers should be ensured to carry out objective
and fair monitoring.
(3) Active communication and cooperation among quality assurance agencies from the three
countries, participating institutions, and organizations concerned should be ensured in all
monitoring activities.
(4) Systems leading to continuous improvement through quality assurance activities should be
developed.

82

CAMPUS Asia Monitoring+ Joint Monitoring Report3-5-2. Considerations for the reviewers(1) Active communication and cooperation: Reviews are to be conducted with active
communication and cooperation among the reviewers from the three countries.
(2) Monitoring documents and information: Documents and information obtained during
monitoring are not to be used or provided for purposes other than monitoring activities.
(3) Liaison and coordination: If uncertainties or inquiries about the CAMPUS Asia programs
are recognized during the document review and the preparation of reports, the quality
assurance agency in charge of queries should be contacted. Directly contacting the HEIs is
discouraged.
(4) Objective and unbiased review: Reviews are to be conducted objectively and in an
unbiased manner.
(5) Dialog during site visit:● Before each interview, the reviewers should hold a meeting to thoroughly discuss thefacts to be confirmed and remarks to be made during the interview.
● Regarding inquiries from the HEIs during the site visit, the reviewers carrying out the site
visit should, in principle, be unanimous on their responses. Should you wish to offer yourpersonal opinions, it would be appropriate to convey to the interviewees that the views
are personal and not those of the review team.
● The reviewers should refrain from asking interviewees about personal issues.
● The reviewers should take care so that interviewees are not detrimentally affected bytheir responses but ensure confidentiality.
● The reviewers should not debate with interviewees or criticize the HEIs.
● Should the interviewees criticize CAMPUS Asia initiatives or the monitoring process, itwould be advisable to listen for the reasons behind their opinions and avoid making any
counterarguments. However, if there are misunderstandings, correct information should
be conveyed.
● At the end of the site visit, the reviewers should thoroughly discuss the facts to be includedin the report.
(6) Points to keep in mind when producing each report (document review report, site visit
report, and final report)● Reports should be produced with objectivity and fairness based on the facts verified in the
document review and the site visit.
● Especially when making negative observations, care should be taken to provide detailed
and objective reasoning that led to that observation.
Any contradictions should be avoided within a report.

CAMPUS Asia Monitoring+ Joint Monitoring Report83

CAMPUS Asia Monitoring+
Joint Monitoring Report
Good Practices from CAMPUS Asia Consortium
among China, Japan and Korea
2016 - 2019

© CAMPUS Asia Joint Monitoring Agencies
Higher Education Evaluation Center of the Ministry of Education(HEEC)
National Institution for Academic Degrees and Quality Enhancement of Higher Education(NIAD-QE)
Korean Council for University Education(KCUE)