(February 22, 2022)

Professional Graduate Business School Standards

IntroductionI.

The Professional Graduate Business School Standards (hereinafter “Standards”)
are established by the Japan University Accreditation Association (hereinafter“JUAA”), a Certified Evaluation and Accreditation Agency, to evaluate andaccredit professional graduate business schools.
Professional graduate business schools subject to the Standards refer tograduate schools that meet the following requirements:(i) The basic mission is to contribute to the sustainable development of society
by cultivating human resources with the specialized knowledge and skills,
leadership abilities, high professional standards, and global perspective
necessary to manage companies and other organizations, with the aim ofdeveloping superior managers, entrepreneurs, highly specialized professionals,
and other businesspersons.
(ii) The degrees to be awarded match the school’s principal purpose andeducational content, and are appropriately titled master’s in businessadministration(professional),businessmanagement(professional),

international business (professional), accounting (professional), finance(professional), technology management (professional), or their equivalent.
II. As a guideline for universities to maintain and improve appropriate standards ofeducation and research, JUAA has established and revised such standards as the“University Standards” to evaluate and accredit universities. The Standards are
one of JUAA’s various standards, underpinned by the “University Standards”
positioned at the top.
III. The Standards comprise the following four major items:
1. Mission and Purpose

2. Educational Programs andLearning

Outcomes / Students
3. Faculty and Faculty
Organizations

4. Professional Graduate School
Management and Improvement/
Enhancement

IV. Each of the Standards’ major items includes the “text,” “basic requirements,”- 1 -and “perspectives of evaluation.”
The “text” defines the objectives of the major items and outlines the elements
necessary for all professional graduate schools to fulfill their basic mission, andfor each school to achieve its own purpose.
Specified based on the text’s objectives, the “basic requirements” and the“perspectives of evaluation” refer to the individual focal points that professional
graduate schools need to address when conducting self-studies, and that JUAA
must consider when conducting its certified evaluation and accreditation. The
basic requirements refer to legal and other fundamental matters that must be
confirmed as essential preconditions for evaluation (the specific range ofrequirements is defined separately). To interpret and apply each basic
requirement and perspective of evaluation, the schools are required tounderstand the objectives stated in the text and pay sufficient attention tointerconnections and other aspects.
V. Comments will be included in the following categories and requirements, if suchitems as commendations, distinctive features, or issues to be addressed are
identified through evaluations based on the text and the perspectives of
evaluation.
<Areas of serious concern>(i) Serious problems that require correction with respect to legal mattersrelated to professional graduate schools or the basic requirements for
professional graduate business schools.
The school receiving the “areas of serious concern” comment musttake specific measures to ensure that improvements are made.
<Suggestions for improvement>(i) Issues that do not apply to “areas of serious concern” but require correction
with respect to legal matters related to professional graduate schools or thebasic requirements for professional graduate business schools.
(ii) Requirements for professional graduate business schools to make
improvements and other additional efforts to enhance their distinctive
features based on the purpose established by each professional graduate
school.
- 2 -The school receiving the “suggestions for improvement” comment
must make efforts for improvement through specific plans andmeasures.
<Commendations>(i)

Items recognized as successful or effective efforts in fulfilling the basic
mission with respect to the basic requirements for professional graduate
business schools.

(ii) Items evaluated as successful or effective efforts in achieving the purpose
established by each professional graduate school and enhancing thedistinctive features.
<Distinctive features>(i) Items that do not apply to “commendations” with respect to the purpose
established by each professional graduate school but are evaluated as efforts
highly expected to produce positive outcomes or as distinctive approaches inline with the school’s own purpose.

Item

Basic

Legal matters

Items responding

requirements for

related toto eachprofessional

professional

professional

graduate business

graduate schools

graduate school’s

schools

purpose・Commendations ・Areas of serious ・Commendations
Evaluation
remarks

・Areas of serious concern
concern・Distinctive

・ Suggestions for features

・ Suggestions for improvement

・Suggestions for

improvement

improvement

VI. Decisions on whether the schools meet the Standards are made based on acomprehensive evaluation of the progress achieved in addressing the “areas ofserious concern.” The schools confirmed to have serious problems as aprofessional graduate school will be judged as having failed to meet theStandards.

- 3 -Professional Graduate Business School Standards
Enacted September 11, 2007
Revised November 16, 2007
Revised January 18, 2008
Revised January 20, 2012
Revised January 29, 2016
Revised January 27, 2017
Revised September 7, 2018
Revised February 22, 2022
1. Mission and Purpose
Management activities by companies, organizations, and other entities areindispensable for the development of society, and leaders who can shape society’s
future in response to such changes as diversification, globalization, and information
technology are needed to support today’s rapidly advancing world. To this end,
professional graduate business schools must carry out their basic mission tocontribute to the sustainable development of society by cultivating human resources
with the specialized knowledge and skills, leadership abilities, high professional
standards, and global perspective necessary to manage companies and otherorganizations, with the aim of developing superior managers, entrepreneurs, highly
specialized professionals, and other businesspersons.
Under this basic mission, each professional graduate business school must define the“principal purpose” in its school rules and regulations to meet the objectives of its
professional graduate school degree programs, in light of the mission and purpose of
the university that established the school. Each school is also required to reflect its
distinctive features in the principal purpose. Furthermore, professional graduate
business schools must develop medium- and long-term visions to achieve theirprincipal purpose, and to formulate effective strategies that direct their resource
allocations, organizational competencies, and value creation. Based on the strategies
adopted, they must also undertake educational activities, student support, facultyorganizations, and other initiatives, while appropriately monitoring the achievement
status of their principal purpose by assessing the effectiveness of these strategies.
○ Basic requirements- 4 -The basic requirements related to this key item are appropriate and correctly
indicated in the “basic requirement data,” and conform with legal and otherstandards.
○ Perspectives of evaluation
Item
Definition of

Perspectives of evaluation
1-1

purposeThe professional graduate school’s principal purpose is establishedunder the basic mission of professional graduate business schools,
in light of the mission and purpose of the university that establishedthe school. The principal purpose is clearly defined to present thevalue of professional graduate business schools, the aim of humanresource development, and other directions.

Medium- and1-2

Medium- and long-term visions and effective strategies for resource

long-term

allocations, organizational competencies, and value creation are

visions andformulated and implemented to achieve the professional graduate

strategies

school’s purpose.

- 5 -2. Educational Programs andLearning Outcomes / Students

Professional graduate business schools must properly design and manage theireducational programs and appropriately award diplomas to maintain the standards ofprofessional degrees in business administration, technology management, accounting,and other business fields. To this end, the schools must formulate a degree award
policy (diploma policy) that specifies the learning outcomes in line with their principal
purpose, and establish a curriculum design and implementation policy (curriculum
policy) based on the diploma policy. They should also disseminate these policies totheir students.
Based on their curriculum policy, professional graduate business schools are required
to systematically design the curricula with consideration given to providing educationthat bridges theory and practice. The schools must systematically organize subjects
aimed at developing the specialized knowledge (strategy, organization, marketing,finance, accounting, etc.) necessary to manage companies and other organizations.
The schools therefore need to design curricula aimed at achieving their principal
purpose by introducing class subjects with distinctive features and adopting othercreative approaches.
To bridge theory and practice and enhance practical education, professional graduate
business schools must introduce educational methods, in addition to lectures, that
help achieve the objectives set by each class subject. Such methods include interactive
and multi-directional lessons through debates, seminars, group learning, case studies,
field surveys, and internships. The schools’ classes must be conducted with anappropriate number of students, with consideration given to teaching methods,
facilities, equipment, and other educational conditions that produce the fulleducational effects. They are also required to facilitate student learning by preparing
and utilizing syllabuses, and by providing course guidance, consultation, and support
for class preparation and review.
Human resources enrolled at professional graduate business schools are expected to
become professionals with highly specialized skills, high ethical standards, and otherimportant qualities, who will play an active and leading role in building a prosperous
society. Accordingly, the schools must cultivate professionals able to meet today’s
challenges with critical and objective perspectives as they acquire the necessary
practical knowledge and skills backed by theory. The schools must also increase their- 6 -social value by offering a distinctive education based on their own strategies to achieve
the principal purpose, and by producing leaders who will help shape a future society.
Understanding the abilities and qualities acquired by students upon course completionis extremely important for professional graduate business schools to clarify theoutcomes of their education, assess the appropriateness, and make improvements
and enhancements where necessary. The schools must evaluate student learning
using appropriate methods and criteria to measure the achievements of each course
objective, and assess the educational outcomes by tracking the career paths ofgraduates. To provide an appropriate and effective education, it is important thatprofessional graduate business schools select applicants properly and fairly based on
their diploma policy that specifies the types of students desired and otherrequirements. In addition, the schools are required to carefully manage their student
quotas to continuously ensure a suitable educational environment and produce thefull educational effects. Furthermore, the schools must develop systems to help
students study effectively regardless of their individual circumstances, and especiallyassist them in choosing and designing their future career paths.
○ Basic requirements
The basic requirements related to this key item are appropriate and correctly
indicated in the basic requirement data, and conform with legal and other standards.
○ Perspectives of evaluation
Item
Diploma andPerspectives of evaluation
2-1

A diploma policy explicitly stating the expected learning outcomescurriculum

is formulated in line with the basic mission of professional graduate

policies

business schools. A curriculum policy is established under the
diploma policy, and the appropriateness of the educational
content and methods is clearly explained.

Curriculum
design and

2-2Class subjects necessary to fulfill the principal purpose and toachieve the expected learning outcomes are offered, with eachsubject organized in a systematic and incremental manner. The- 7 -class subjects

offered subjects are suitable for training highly skilled professionals
able to perform practices backed by theory, based on thefollowing requirements for professional graduate businessschools.
(1) Subjects to acquire the expertise (strategy, organization,marketing, finance, accounting, etc.) necessary to manage
companies and other organizations are provided.
(2) The curricula are appropriately designed from the perspectiveof cultivating human resources with leadership skills, highprofessional standards, and global perspective by acquiring
the reasoning, analysis, and communication skills required to
become superior businesspersons.
2-3

The curricula are designed to reflect the distinctive features ofprofessional graduate business schools, and effective educational
methods are adopted based on the strategy to fulfill the principal
purpose.

2-4

Classes conducted in various temporal and spatial settings, such as
distance education and e-learning, produce the full educational
effects by providing appropriate content and methods.

2-5Class hours and schedules are arranged so as not to hinder
students’ overall coursework.

Teaching

2-6

Appropriate class styles (lectures, seminars, practical training, etc.)
and methods (case studies, field surveys, etc.) and educational
materials are used based on the expected student learning
outcomes. Creative educational approaches, such as internships
and guest speakers, are adopted as necessary in coordination withorganizations in the relevant business fields.

2-7

The following efforts are made to produce synergistic effects thatfacilitate student learning.

- 8 -・Preparation and utilization of syllabuses・ Course guidance, consultation, and support for classpreparation and review
2-8Classrooms

and

other

necessaryfacilities

suitablefor

implementing the curricula are provided and used by anappropriate number of students.
2-9

Study rooms, lounges, and other spaces for student interaction areprovided to enhance the learning effects for students.

2-10

Libraries (reading rooms) house a sufficient collection of books
and other materials necessary to study and conduct educationaland research activities, with their operating hours andenvironments adequate to support learning and other educational
activities.

2-11

Sufficient facilities (including information infrastructure) for
learning and other educational activities are provided and utilized.

Learning

2-12outcomes

Appropriate methods and criteria are established to measure theachievements of course objectives in terms of class content andstyles, and student learning is assessed fairly and rigorously basedon the methods and criteria explicitly stated in advance tostudents.

2-13

A system to deal with student inquiries about grading and othermatters is developed, notified to students, and operated properly
to ensure the fairness and strictness of academic achievement
assessment.

2-14

The criteria and methods for course completion approval are
specified in advance to students, and degrees are properly
awarded to students who achieve the learning outcomes stated in
the diploma policy.

- 9 -

2-15

The educational outcomes of professional graduate businessschools are assessed based on student learning outcomes andgraduates’ future careers and plans. Improvement andenhancement measures are also taken as necessary based on theassessment results.

2-16

Multi-faceted approaches, such as seeking the opinions ofgraduates, students, and others, are adopted to evaluate
educational outcomes and to improve and enhance the curricula,contents, and methods.

Student

2-17

enrollment

An admission policy is established based on the diploma andcurriculum policies, and the types of students desired, admission
standards, screening methods, and other applicant requirements
are clearly stated.

2-18

The selection methods and procedures are made public in
advance, and applicants are selected properly and fairly under the
specified criteria and system.

2-19

Both the number of freshman enrollment to the freshmanenrollment cap and the number of student enrollment to thestudent enrollment cap are appropriately managed.

Student

2-20

supportConsultation and support for students’ future career paths andcareer designs are provided under an appropriate system.

2-21

Learning Support is provided under an appropriate system to assista wide variety of students with their studies, including working
adults, international students, and people with disabilities.

2-22

Necessary support is provided for students’ extracurricular
activities and graduates’ activities under an appropriate system.

- 10 -

3. Faculty and Faculty Organizations
Professional graduate business schools must assign a necessary and sufficient numberof full-time faculty members for education and research in order to fulfill their mission
and achieve their own purpose. Along with their faculty, the schools must makesufficient efforts with adequate care to turn students into professionals with highly
specialized skills, high ethical standards, and other important qualities, who will be able
to perform practices backed by theory. The schools are therefore required to assign
faculty members with excellent teaching skills, as well as outstanding researchachievements and advanced practical skills in their fields, while achieving a balance of
academic and practitioner faculty members. They must also organize full-time faculty
members to vitalize and sustain their educational and research activities, withconsideration given to faculty diversity in light of their members’ specialized fields.
Professional graduate business schools must properly appoint faculty members withoutstanding research achievements and advanced practical skills to maintain a highlevel of educational and research activities in the future. To this end, the schools must
fairly recruit, appoint, dismiss, and promote faculty members in accordance withspecified procedures and methods. It is also important that systematic efforts are
made to enhance their faculty members’ skills and abilities, facilitate mutual
understanding and collaboration between academic and practitioner faculty, andpromote their faculty’s research activities (academic and practical studies) andparticipation in the management activities of companies and other organizations.
Furthermore, the schools must specify the roles of full-time faculty and properly
evaluate their activities, as their required roles include not only teaching but also
school management and other administrative duties.
Professional graduate business schools must create and appropriately manage
educational and research conditions and environments to allow their full-time faculty
members to fully pursue educational and research activities and develop academic
creativity.
○ Basic requirements
The basic requirements related to this key item are appropriate and correctly
indicated in the basic requirement data, and conform with legal and other standards.

- 11 -

○ Perspectives of evaluation
Item
Policy on

Perspectives of evaluation
3-1

A faculty organization policy is established to clearly provide an

Facultyoverall blueprint of the faculty organization necessary to promoteorganization

the educational and research activities of professional graduate

structurebusiness schools.

Assignment of 3-2

Full-time faculty members are assigned to fulfill the school’s

suitably

principal purpose, and to fully provide education that bridges

qualifiedtheory and practice. A balanced number of academic andfacultypractitioner faculty members is set, with the entire faculty

members

acquiring teaching skills.
3-3

Subjects serving as the core curricula are, in principle, assigned toprofessors or associate professors, and the assignment of thesesubjects to adjunct faculty members is made in accordance withspecified standards and procedures.

3-4

Full-time faculty members are organized in light of faculty diversity,
without a marked bias toward any particular age group, and thecharacteristics of professional graduate business school programs.

Recruitment,

3-5

Recruitment, appointment, dismissal, and promotion of full-time

appointment,

faculty members are fairly conducted based on the appropriate

dismissal, andcriteria and procedures established to screen their abilities andpromotion ofachievements suitable for providing education that bridges theory

facultyand practice.

Facultydevelopment

3-6

Systematic training and other activities are conducted to enhancefull-time faculty members’ skills and abilities, with efforts made to
improvethepractical

knowledge,

teachingskills,andunderstanding of professional competencies required of university
instructors.

- 12 -

3-7

How research contributes to the education of professional
graduate business schools is clarified, and systematic support isprovided to encourage faculty members to conduct academic
research in their specialized fields as well as practical research to
improve and refresh their knowledge of corporate andorganizational management.

3-8

Full-time faculty members’ educational and research activities,
organizational

management,socialengagement

andcontributions, involvement with government and industry, andother responsibilities are properly evaluated.
Educational

3-9

Full-time faculty members are provided with appropriate

and researcheducational and research conditions (class hours, dedicatedconditions,research time, research grants, etc.), environments (laboratories,

environments,etc.), and personnel support (teaching assistants, etc.).

and personnel
support- 13 -

4. Professional Graduate School Management and Improvement/Enhancement
Professional graduate business schools must ensure appropriate management, strive
for constant improvement and enhancement, and conduct educational and research
activities in a steady and progressive manner. As part of this process, the schools are
required to clearly define the responsibility systems for planning, designing, andmanaging their education to ensure their decision-making and implementation
capabilities as a professional graduate school. The schools must also conduct
systematic self-studies on a regular basis to constantly improve and enhance theireducational and research activities.
Professional graduate business schools must commit to conducting educational andresearch activities that address social challenges and needs, help build a better society,and increase their social value. To this end, the schools must develop an appropriate
relationship with society as well as closely cooperate and collaborate with companies
and other organizations, with the aim of enhancing their education and contributing
extensively to the development of society. It is also extremely important that they
properly disclose information, fulfill their social accountability, and gain the public’s
understanding of their educational and research activities.
○ Basic requirements
The basic requirements related to this key item are appropriate and correctly
indicated in the basic requirement data, and conform with legal and other standards.
○ Perspectives of evaluation
Item
Professional

Perspectives of evaluation
4-1

graduate

A specific organizational system for professional graduate school
management is established and properly operated.

schoolmanagement

4-2

The responsibility systems for educational planning, design,
management, and other activities are clearly defined.

4-3

Educational content and faculty personnel are appropriately
coordinated with the relevant faculties and units, if any.

- 14 -

Self-studies

4-4

Systematic self-studies are conducted regularly under clearlyandspecified procedures and responsible systems, with the results

improvement

connected to improving and enhancing the school’s educational

activities

and research activities.
4-5

Appropriate actions are taken to address any externally identified
need for improvement.

Social

4-6

Public opinions are taken into consideration in professional graduate

engagement

school management and its improvement and enhancement by, forandexample, reflecting the opinions of the Collaboration Council for

information

Educational Program in the curricula.

disclosure
4-7

Information on the professional graduate school’s management,
activities, and self-review results are disclosed to fulfill its social
accountability. Efforts are also made to gain the public’s
understanding of the school’s mission, purpose, and activities.

4-8

All decisions and approvals pertaining to partnership agreements
and contracts with companies and other organizations are made inaccordance with appropriate procedures, with the funds properly
received and managed.

- 15 -