TOKUSHIMA BUNRI UNIVERSITY（徳島文理大学）
Evaluation summary
Standard 1. Mission and Objectives, etc.
The University’s founding principle of independence and cooperation are stipulated according tothe philosophy that the independence of people is not possible without the cooperation of others andthe cooperation of oneself, and this is consistent with the mission, goals and educational objectivesof each of the entire University’s undergraduate faculty and department, and the graduate school, andis made extremely specifically, clearly and widely amongst all the students through the Humanities
and Sciences that form the central pillar of the University’s liberal arts education.
Furthermore, in recent years the University’s educational principles have been defined according
to the founding principles, the three policies of diploma policy, curriculum policy and admission
policy have been stipulated in each specialist area, and in addition to the specific characteristics ofeach specialist field there are specific stipulations on the sort of professionalism that students areexpected to equip themselves with and the image of the ideal student. The educational and researchorganization has been appropriately created in order to realize the fostering of human resources whocan bring reform to society while adapting themselves to it.
Standard 2. Learning and Teaching
An entrance examination system is in place for the admission of high school students, working
adults and international students with an array of different qualities and backgrounds, and while theUniversity strives to secure individualistic human resources and is trying hard to create an attractive
university with very good facilities, it is essential that it makes even more concerted efforts to solicit
students for the sake of its future development.
The educational and research curriculum has been systematically configured. Guidance is provided
through a system in which each student reflects on the learning process based on a learning portfolio,
the use of faculty and staff groupware in which students’ learning and interview data is built up, andinterviews with teachers and tutors. In addition, the faculty itself is eagerly attempting to reform theUniversity’s education based on action plan sheets, cross-university liberal arts education, active
learning mechanisms, the fostering of social literacy through encouraging volunteer activities, thebroad development of internships and practicals, and attempts to improve the quality of guidance are
all underway.
Standard 3. Management, Administration and Finance
The Board of Directors and Board of Councilors are properly operated, discuss important matterspertaining to the University's incorporated entity and the University itself, and take on the role of final
decision-making. The Division Head Council over which the President presides as the Chairperson
attempts to ensure collaboration between the University's incorporated entity and the University, andits education and learning department and administrative department, and is functioning appropriately
as a body for the encouragement of communication.
To respond to the inquiries of the President, the Education Development Organization – which
promotes cross-faculty activities – is positioned as a body vital in attempting to improve the entire
University’s education and research and make operations more efficient. It performs the role ofputting forward and implementing recommendations about important education and research matters,
and attempts to share and permeate its activities in the Joint Faculty Council, which is the crossuniversity council.
With regards to the University’s finances, annual business plans are drawn up according to themedium-to-long-term plan, wastefulness is eliminated under appropriate budget management, andwhile achieving a fiscal balance the capital ratio of the University is maintained at a high level.
Standard 4. Self-Inspection and Evaluation
The basic policy and implementation plans for self-inspections and evaluations by the SelfInspection and Evaluation Committee have been formulated, under which self-inspection andevaluation is carried out as a cross-university activity and the results widely publicized on theUniversity website. Furthermore, external evaluations such as the Japan Accreditation Board forPharmaceutical Education’s educational evaluations and the evaluations of the Institution for
Rehabilitation Education Evaluation are conducted, and self-inspection and evaluation is encouraged.
The Educational and Research Support Group of the Academic Administration Division, acting as
the Self-Inspection and Evaluation Committee secretariat, plays the central role in collating data forevidence-based and highly transparent self-inspections and evaluations. Through the act of compiling
the Annual Report on Education and Research, the educational and research achievements of eachfaculty and the state of their committee activities is ascertained, and in addition to this surveys on thestate of faculty activities are conducted, revealing the amount of efforts that each faculty member isputting into educational and research activities.
In summary, with its founding principles as its axis, the mission, goals and educational objectives
in each of the University’s specialist areas are stipulated, an educational and research curriculum inline with them has been created, and against the backdrop of mutual relations with the local
community mechanisms are in place for improving the students’ learning levels and ability to findemployment. In anticipation of coming social changes, it is to be hoped that the University furtherimproves its self-inspection and evaluation activities, uses systems for encouraging PDCA, makes themost of its uniqueness and continues to vigorously exercise that uniqueness.
Note that with regard to the University’s unique initiatives regarding its mission and goals, thegeneral comments on “Standard A. Community contribution and collaboration” and “Standard B.
International interaction” should be referred to.