(July 9, 2019)

Standards for Professional Graduate Schools of
Public Relations

Explanatory Notes
Laws and regulations relevant to the Standards are abbreviated as follows:[SEA]: School Education Act[MOESEA]: Ministerial Ordinance for Enforcement of the School
Education Act (Ordinance of the Ministry of Education,
Science and Culture No. 11 of 1947)[SEU]: Standards for Establishment of Universities (Ordinance ofthe Ministry of Education, Science and Culture No. 28 of
1956)[SEGS]: Standards for Establishment of Graduate Schools(Ordinance of the Ministry of Education, Science andCulture No. 28 of 1974)[SEPGS]: Standards for Establishment of Professional Graduate
Schools (Ordinance of the Ministry of Education, Culture,
Sports, Science and Technology No. 16 of 2003)[Public Notice No. 53] : Items Prescribing Necessary Matters Concerning
Professional Graduate Schools(Ministry of Education, Culture, Sports, Science andTechnology (MEXT) Public Notice No. 53 of 2003)-1-

IntroductionI.

The Standards for Professional Graduate Schools of Public Relations(hereinafter the “Standards”) were established by the Japan University
Accreditation Association (hereinafter “JUAA”) as a certified evaluation
and accreditation agency for professional graduate schools of public
relations to evaluate and accredit professional graduate schools in this field.
Professional graduate schools of public relations subject to the Standards
refer to graduate schools that meet the following requirements:(i) The basic mission is to cultivate human resources capable ofdesigning, planning, and implementing public relations strategies basedon an academic understanding of public relations studies, with highprofessional ethical standards and long-term management perspectives,in a global society with a rapidly changing media environment.
(ii) The degree to be awarded shall be Master of Information andCommunication Studies (professional) or its equivalent.

II. As a guideline for universities to maintain and improve appropriate
standards of education and research, JUAA has established and revised
such standards as the “University Standards” to evaluate universities.
The Standards are positioned as one of the JUAA standards, with the“University Standards” placed at the top.
III. The Standards comprise the following seven key items:
1. Mission and Purpose
2. Curriculum and Learning Outcomes
3. Student Enrollment
4. Faculty and Faculty Organization
5. Student Support
6. Education and Research Environment
7. Self-study
IV. Each key item of the Standards is composed of the “text” and “perspectivesof evaluation” stated in each criterion.
The “text” outlines the elements necessary for all professional graduate
schools of public relations to fulfill the basic mission, and for each school toachieve its own purpose.
The “perspectives of evaluation” refer to more specific descriptions of the-2-requirements necessary to satisfy the elements stated in the “text,” and are
categorized into the F (Fundamental), L (Legal), and A (Advanced) groups
described below according to their characteristics.
The “perspectives of evaluation” serve the following two functions:(i) As specific perspectives for professional graduate schools of public
relations to conduct self-study .
(ii) As specific perspectives for JUAA evaluators to conduct certified
evaluation and accreditation of professional graduate schools of
public relations.
Professional graduate schools of public relations applying for JUAA’s
Certified Evaluation and Accreditation are accordingly required to conduct
self-study in line with the “perspectives of evaluation,” and to compile theresults in a self-study report based on the objectives stated in the “text.”
Meanwhile, JUAA evaluators refer to the “perspectives of evaluation” toevaluate whether the schools’ self-study meets the objectives of the “text.”◆The “perspectives of evaluation” are categorized into the following threegroups:[F (Fundamental) group]
Basic requirements for professional graduate schools of public relations.

This group evaluates the basic requirements for professional graduate
schools of public relations. In other words, the evaluation focuses onwhether such schools fulfill the basic mission of cultivating human resources
capable of designing, planning, and implementing public relations strategies
based on an academic understanding of public relations studies, with highprofessional ethical standards and long-term management perspectives, in a
global society with a rapidly changing media environment, and whether theschools provide and appropriately manage the curricula and other basic
content necessary to fulfill this basic mission, thereby implementing effective
education activities.
Evaluators may add the following “Comments” concerning the F groupperspectives:(i) Items recognized as successful or effective efforts in fulfilling the basic
mission will be featured as “Commendations.”(ii) Items identified as problems to be addressed will be presented as-3-

“Recommendations,” but may be presented as “Suggestions for
improvement” depending on the type and extent of the problems.

[L (Legal) group]
Legal matters related to professional graduate schools

This group evaluates the schools’ compliance with the Standards for
Establishment of Professional Graduate Schools and the relevant laws andregulations. The names and article numbers of the laws and regulations are,in principle, indicated in parentheses following the descriptions of“perspectives of evaluation.”
Evaluators may add the following “Comments” concerning the L groupperspectives:(i) Items identified as problems to be addressed will be presented as“Recommendations,” but may be presented as “Suggestions for
improvement” if the problems are considered minor.
[A (Advanced) group]
Requirements for professional graduate schools of public relations toenhance their distinctive features based on their purposes.

This group evaluates the distinctive features, strengths, and other aspects
promoted by professional graduate schools of public relations to achieve
their own purposes.
Evaluators may add the following “Comments” concerning the A groupperspectives:(i) Items evaluated as successful or effective efforts in achieving the
purpose will be featured as “Commendations.”(ii) Items that do not apply to (i) but are evaluated as efforts highly
expected to produce positive outcomes or as distinctive approaches inline with each school’s purpose will be featured as “Distinctive
features.”(iii) Items identified as requiring further efforts will be presented as“Suggestions for improvement.”-4-◆ F, L, and A groups are summarized in the table below.
Category of theperspectives of
evaluation

Definitions[F (Fundamental)[L (Legal)[A (Advanced)

group]

group]

group]

Basic requirements

Legal matters

Requirements tofor professional

related toenhance distinctive

graduate schools ofprofessionalfeatures based on

public relations

graduate schools

each school’s
purposeComments- Commendations- Recommendations- Commendations- Recommendations- Suggestions for- Distinctive features- Suggestions for

improvement

improvement- Suggestions for
improvement(*) Regarding comments- The comments of “Recommendations” and “Suggestions for
improvement” included in the certified evaluation and accreditation
results require the following responses:▸ “Recommendations”: “Improvement plans” must be formulated
to take specific measures and ensure improvements are made.
▸ “Suggestions for improvement”: “Problem-solving plans” must be
formulated to make improvements through specific measures.
-

Professional graduate schools of public relations presented with
“Recommendations” or “suggestions for improvement” are required torespond appropriately based on the comments.

(*) Regarding decisions- Decisions on whether the schools meet the Standards are made based on
a comprehensive evaluation of the progress achieved in addressing the“Recommendations.” The schools confirmed to have serious problems as
a professional graduate school of public relations will be judged to havefailed to meet the Standards.
- Professional graduate schools of public relations recognized as meeting
the Standards are required to take the following steps after receiving theCertified Evaluation and Accreditation:▸ Six months after receiving the certified evaluation andaccreditation results, the schools must comprehensively explain
their “improvement plans” and “problem-solving plans” at a-5-

meeting of the Professional Graduate Public Relations School
Certified Evaluation and Accreditation Committee.
▸ For the items pointed out as Recommendations,” two academic
years after explaining the “improvement plans” the schools must
submit a progress report describing both the background of thecomments made in the results and the process from designing theimprovement plans to completing the improvements. Submissionof the progress report must be made after the improvements havebeen completed appropriately.

-6-

Standards for Professional Graduate Schools of Public Relations
Enacted July 9, 2019
1. Mission and Purpose
Criterion 1: Setting and appropriateness of the objectives
The basic mission shared by professional graduate schools of public relations
is to cultivate human resources capable of designing, planning, andimplementing public relations strategies based on an academic understandingof public relations studies, with high professional ethical standards and longterm management perspectives, in a global society with a rapidly changing
media environment.
Under this basic mission, each professional graduate school of public
relations must define its own purpose that meets the objectives of its
professional graduate school degree program system, in light of the mission andpurpose of the university that established the school. It is recommended thatthe purpose reflect the school’s distinctive features.
PerspectiveNo.
1-1

Perspectives of evaluation
Objectives are defined under the basic mission imposed

Categories
F

L

A

○

on all professional graduate schools of public relations.
1-2○

The inherent purpose of the professional graduate
school of public relations is matched to the objectives ofthe professional degree program.
(“SEPGS” Article 2, Paragraph 1)

1-3○

What are the distinctive features of the purpose?

Criterion 2: Dissemination of the purpose
Professional graduate schools of public relations must widely disseminate
their own purposes to the general public through its websites, brochures, andother means while raising awareness among their academic and administrative
staff, students, and other school members.
Perspective
No.
1-4

Perspectives of evaluation
The purpose defined by each school is widely known to
the general public through websites, brochures, and-7-

Categories
F

L
○

A

other means.
(“MOESEA” Article 172-2, Paragraph 1)
1-5

Efforts are made to raise the awareness of each school’s
purpose among academic and administrative staff,
students, and other school members.

-8-○

2. Curriculum and Learning Outcomes
Criterion 3: Curriculum design
Professional graduate schools of public relations must appropriately design
and implement curricula to fulfill their shared basic mission and achieve theirown purposes, thereby connecting their curricula to awarding degrees at an
appropriate level. To this end, the schools must formulate a diploma policy thatspecifies the learning outcomes in line with the mission and purpose, andestablish a curriculum policy based on the diploma policy. The schools also needto disseminate these policies to students.
Professional graduate schools of public relations are required tosystematically design the curricula aimed at bridging theory and practice basedon the curriculum policies. The schools must create curriculum content in lightof the tendencies surrounding the public relations field, academic trends,
diverse student needs, and other issues. Class hours and schedules must be
arranged in line with students’ courses, and credits are to be granted inaccordance with the relevant laws and regulations; the characteristics of classsubjects, study hours, and other factors must also be considered. The schools
are therefore recommended to design the class subject content to enhancetheir distinctive features based on their own purposes.
PerspectiveNo.
2-1

Perspectives of evaluation
Diploma and curriculum policies are articulated andCategories
FL○

disseminated to students.
2-2

Curricula are systematically designed based on the
curriculum policy established under the diploma policy ,with an awareness of bridging theory and practice. The
curriculum design is based on the following items:(“SEPGS” Article 6)(1) Curricula are designed from the perspective of thebasic mission of professional graduate schools of
public relations. This means cultivating humanresources capable of designing, planning, andimplementing public relations strategies basedon an academic understanding of public relations
studies, with high professional ethical standards
and long-term management perspectives, in a
global society with a rapidly changing media
environment.

-9-

○

○

A

(2) Various subjects are appropriately arranged to serveas the basis for fostering human resources in the
public relations field, developing knowledge ofitssurrounding

domainsandbroader

perspectives, and teaching advanced knowledge
and practical approaches while incorporatingcase studies and other methods.
(3) Arrangements are made for students to study
systematically in stages.
2-3Class hours and schedules are arranged in line with○students’ courses.
2-4○

Credits are granted in accordance with laws andregulations and in light of the characteristics of classsubjects, content, course types, study time required forcourse completion (including preparation and review
outside the classroom), and other factors.
(“SEU” Articles 21, 22 and 23)

2-5Curricula are carefully designed in response to social○

demands, academic trends, diverse student needs, andother issues.
2-6

A Collaboration Council for Educational Program
consisting of the members listed below is established todesign and implement curricula smoothly and efficiently
in coordination with the industry and other sectors. The
council is made up of a majority of members other than
(1).
(1) Faculty and other staff members appointed by thepresident or the head of the professional
graduate school of public relations.
(2) People working in the public relations field or
involved in relevant organizations (professionalorganizations,tradeassociations,researchgroups formed by people working in the public
relations field or managing related businesses,
and other entities) in wide-ranging regions, with awealth of practical experience in the public
relations field.

- 10 -○

(3) Local government officials, people involved inorganizations established by local businesses,
and relevant people from other regions (but canbe excluded if they fail to meet certain education
qualifications).
(4) People other than faculty or other staff membersof the university to which the professional
graduate school of public relations belongs andare recognized as necessary by the university’spresident or the professional graduate school’s
head.
(“SEPGS” Article 6-2)
2-7○

Curricula are designed in view of the opinions of the
Collaboration Council for Educational Program as well as
trends surrounding the public relations field.
(“SEPGS” Article 6, Paragraph 2)2-8○What are the distinctive features of class subjects in linewith each school’s purpose?

Criterion 4: Class methods
Professional graduate schools of public relations must introduce educational
methods that bridge theory and practice. To produce the full effects ofeducation, the schools must conduct classes with an appropriate number ofstudents with consideration given to teaching methods, facilities, equipment,
and other conditions of education. In addition, the schools must offer the mosteffective class styles and methods with the aim of achieving learning outcomesby adopting such lessons as case studies and field surveys, as well as by focusing
on bi-directional and multi-directional approaches through question and answer
sessions and debates. To conduct remote classes using various media or
distance learning, the schools must provide class subjects that are expected to
produce the full effects of education. The schools are therefore recommended
to introduce teaching methods that foster human resources with highprofessional ethical standards and long-term management perspectives, and to
adopt distinctive class methods based on their own purposes.
Perspective
No.

Perspectives of evaluation- 11 -

Categories
F

L

A

2-9

The appropriate number of students for a class subject

○

○

○

○

○

○

is determined in light of class methods, facilities,
equipment, and other conditions to produce the full
effects of education.
(“SEPGS” Article 7)
2-10

In addition to lectures, various class styles and methods,
including debates, seminars, practical training, grouplearning, case studies, field surveys, and internships, areadopted to enhance practical education.
(“SEPGS” Article 8, Paragraph 1)

2-11

Remote classes using various media cover subjects thatare expected to produce the full effects of education.
(“SEPGS” Article 8, Paragraph 2)

2-12

○

Distance learning covers subjects that are expected to
produce the full effects of education.
(“SEPGS” Article 9)

2-13

○

What are the teaching methods introduced to foster
human

resources

with

high

professional

ethicalstandards and long-term management perspectives?
2-14○

What are the distinctive features of class methods in linewith each school’s purpose?

Criterion 5: Syllabus
Professional graduate schools of public relations must explicitly specify tostudents the annual class plans, specific content of each lesson, teaching
methods, educational materials, course requirements, and other information
through the syllabuses. The schools must also conduct classes appropriately
according to the syllabuses, with changes in the syllabus content specified to
students in an appropriate manner.
Perspective
No.
2-15

Perspectives of evaluation
Annual class plans, specific content of each lesson,
teaching methods, educational materials, course
requirements, and other information are explicitly
specified to students through the syllabuses.
(“SEPGS” Article 10, Paragraph 1)- 12 -

Categories
F

L

○

○

A

2-16

Classes are conducted according to the syllabuses, with○changes in the syllabus content specified to students in
an appropriate manner .

Criterion 6: Course guidance and study consultation
Professional graduate schools of public relations must take the necessary
measures to provide students with well-balanced curricula. As part of thesemeasures, the schools must offer appropriate course guidance that includes
capping the number of credits students can register for in a year or semester.
Course guidance and study consultation must be provided to students in lightof their diverse experience and knowledge before enrollment, while focusing on
further promoting students’ learning motivation with a view to career
opportunities after course completion. In addition, internships, practicaltraining, and relevant programs must be implemented under appropriate
guidance, with guidelines on confidentiality stipulated in the rules andregulations. The schools are therefore recommended to adopt distinctive
approaches to course guidance and study consultation in line with their own
purposes.
Perspective
No.
2-17

Categories

Perspectives of evaluation

F

L

A

○

The number of credits students can register for in a year
or semester is capped to provide students with a wellbalanced curriculum in each academic year.
(“SEPGS” Article 12)

2-18

Appropriate course guidance and study consultation areprovided to students in light of their diversity (academic○

background, work experience, and other aspects).
2-19Internships, practical training, and relevant programs are
implemented

underappropriate

guidance○withguidelines on confidentiality stipulated in the rules andregulations.
2-20

What are the distinctive features of course guidance and○study consultation in line with each school’s purpose?

Criterion 7: Assessment of academic achievement
Professional graduate schools of public relations must establish appropriate
grading criteria and methods to assess academic achievement fairly and strictly,
and explicitly specify the criteria and methods to students in advance through- 13 -

syllabuses and other means. Academic achievement must be assessed based onthese specified criteria and methods. In addition, a system to deal with inquiries
from students about grading and other matters must be developed, notified to
students, and operated properly.
Perspective

Perspectives of evaluation

No.
2-21

Appropriate criteria and methods for assessing academic

Categories
F

L

○

○

○

○

A

achievement are established and explicitly specified to
students.
(“SEPGS” Article 10, Paragraph 2)
2-22

Academic achievement is assessed fairly and strictly
based on the criteria and methods specified in advanceto students.
(“SEPGS” Article 10, Paragraph 2)

2-23

A system to deal with inquiries from students about
grading and other matters is developed, notified to○

students, and operated properly to ensure fairness andstrictness of the academic achievement assessment.

Criterion 8: Granting of credits, course completion
Professional graduate schools of public relations must grant credits, approvecourse completion, and shorten enrollment periods based on the criteria andmethods specified in advance to students to ensure these procedures are
conducted fairly and strictly. In addition, degrees to be awarded must be named
in consideration of the characteristics and educational programs in the public
relations field.
Perspective

Perspectives of evaluation

No.
2-24

Credits earned by students for courses taken at anotherCategories
FL○

graduate school or before admission to a professional
graduate school of public relations are recognized byprofessional graduate schools in accordance with laws
and regulations, with full consideration given to
consistency with the school’s educational level andcurriculum.
(“SEPGS” Articles 13 and 14)
2-25

The enrollment period and the number of credits- 14 -○Arequiredforcoursecompletion

approval

areappropriately defined in accordance with laws andregulations.
(“SEPGS” Article 2, Paragraph 2; Articles 3 and 15)
2-26○

The criteria and methods for course completion
approval are explicitly specified to students.
“SEPGS” Article 10, Paragraph 2)

2-27

○

Shortening of the enrollment period is implemented
with the length shortened to less than half of the regularstudy period and students required to enroll for at least
one year . Consideration is also given to producing
sufficient outcomes in light of each school’s purpose.
(“SEPGS” Article 16)

2-28

The criteria and methods for shortening the enrollment○

period are explicitly specified to students in advancethrough school rules and other means, with a fair andstrict system operated based on the specified criteria
and methods.
2-29

Degrees to be awarded are named in consideration of○○

the characteristics of the public relations field and theeducational programs of professional graduate schoolsof public relations.
(“Degree regulations” Article 5-2, Article 10)

Criterion 9: Assessment of learning outcomes
Professional graduate schools of public relations must monitor and evaluate
the required student learning outcomes and grasp their career opportunities
and plans after course completion. The schools must release information on
their graduates’ future career paths internally and publicly. The schools mustalso develop mechanisms for improving their curricula, content, and methods
based on monitored learning outcomes, graduates’ future plans, and otherinformation.
Perspective
No.
2-30

Categories

Perspectives of evaluation
Student

learning

outcomesaremonitored

evaluated in line with each school’s purpose.

- 15 -

F
and

○

L

A

2-31

Graduates’ future careers and plans are monitored and○○released internally and publicly .
(“MOESEA” Article 172-2, Paragraph 1)
2-32

Mechanisms for improving the curricula, content, and○methods are developed based on the results ofmeasuring and evaluating student learning outcomes,
degree awarding, graduates’ future careers and plans,
and other information.

Criterion 10: Improvement and enhancement of curricula, content, andmethods
Professional graduate schools of public relations must regularly verify theappropriateness of their curricula, content, and methods to make
improvements. The schools must reflect student opinions through course
evaluations and other means as well as reflect external views. The schools are
therefore recommended to improve their curricula and content byimplementing distinctive approaches in line with their own purposes to further
enhance their strengths.
Perspective
No.
2-33

Categories

Perspectives of evaluation
Student

opinionsarereflected

throughF
courseLA○

evaluations and other means to improve curricula,content, and methods.
2-34

Views of the Collaboration Council for Educational○

Program are considered when improving the curricula,content, and methods.
(“SEPGS” Article 6, Paragraph 3)
2-35

What are the distinctive features of improving thecurricula, content, and methods, including seeking theopinions of graduates and others, in line with eachschool’s purpose?

- 16 -○

3. Student Enrollment
Criterion 11: Admissions policy and quota management
Professional graduate schools of public relations must establish a clear
admissions policy and define appropriate selection criteria, methods, andprocedures based on the policy to fulfill the basic mission and achieve their own
purposes. The schools must release their admissions policies, selection methods,
and procedures to the public in advance to ensure fair and appropriate selectionof new students.
Professional graduate schools of public relations must effectively manage
the number of freshman enrollments to the freshman enrollment cap and thenumber of student enrollments to the student enrollment cap in order tosustain a suitable educational environment.
The schools are therefore recommended to adopt distinctive approaches tostudent enrollment to achieve their own purposes.
Perspective

Categories

Perspectives of evaluation

No.
3-1

F

L

○

○

A

An admissions policy is articulated and made public.
(“MOESEA” Article 165-2, Paragraph 1 and Article 1722, Paragraph 1)
3-2

Appropriate selection criteria, methods, andprocedures are defined based on the admissions○

policy .
3-3

Selection methods and procedures are released in○advance to applicants and the general public.
3-4

Students who meet the specified selection criteria and○procedures under the admissions policy are acceptedin the selection process.
3-5

The number of freshman enrollments to the freshman○○enrollment cap and the number of student enrollments
tothestudent enrollment cap are

effectively

managed.
(“SEGS” Article 10, Paragraph 3)
3-6What are the distinctive initiatives of student
enrollment in line with each school’s purpose?

- 17 -○

4. Faculty and Faculty Organization
Criterion 12: Faculty organization
Professional graduate schools of public relations must establish a facultyorganization policy to form an appropriate faculty organization, in order to fulfill
the basic mission and achieve their own purposes. The schools must
appropriately assign faculty members in compliance with relevant laws andregulations, with professional graduate schools expected to provide educationthat bridges theory and practice. It is also important that the schools arrange
the faculty carefully to prevent an age distribution imbalance and take othertypes of diversity into consideration.
Perspective

Categories

Perspectives of evaluation

No.

F

4-1

A faculty organization policy is established.

○

4-2

The number of full-time faculty members meets the○L○legal standards.
(“Public Notice 53,” Article 1, Paragraph 1)
4-3○More than half the legally required number of full-time
faculty members, in principle, consists of professors.
(“Public Notice No. 53,” Article 1, Paragraph 7)

4-4

Full-time faculty members meet one of the following○○

criteria and acquire advanced teaching abilities in their
specialized fields.
1. Faculty with education or research achievementsin their specialized fields
2. Faculty with advanced techniques and skills intheir specialized fields
3.

Facultywithoutstandingknowledge

andexperience in their specialized fields(“SEPGS” Article 5, Paragraph 1)
4-5Practitioner faculty members account for about 30○

percent or more of the number of full-time facultyrequired for professional graduate schools of public
relations.
(“Public Notice No. 53,” Article 2, Paragraphs 1 and 2)
4-6

Practitioner faculty members have at least five years of○professional experience with advanced practical skills.
(“Public Notice No. 53,” Article 2, Paragraph 1)
4-7“Deemed full-time faculty members” are assigned as- 18 -○

A

practitioner faculty in accordance with laws andregulations concerning the numbers of faculty andcredits for class subjects they teach, and are also
responsibleforcurriculum

designandotherorganizational management.
(“Public Notice No. 53,” Article 2, Paragraph 2)
4-8○

Full-time faculty members who also belong to otherfaculties or academic units (doctorate, master’s, orother professional degree courses) are assigned inaccordance with laws and regulations concerning thenumber of faculty and the period of time.
(“SEPGS” Article 5, Paragraph 2 and “Public Notice No.
53” Article 1, Paragraph 2)

4-9

Full-time faculty members are organized appropriately○

based on the faculty organization policy and in light ofthe basic mission of professional graduate schools.
Faculty members are also appropriately assigned
subjects focusing on theory or practice to fully develop
education that bridges the two.
4-10

Subjects serving as the core of the curricula are, in○

principle, assigned to professors or associate
professors, and the assignment of these subjects tonon-full-time faculty members is made in accordancewith specified standards and procedures.
4-11○

Full-time faculty members are organized carefully toprevent an age distribution imbalance.
(“SEGS” Article 8, Paragraph 5)

4-12Faculty members are organized in light of gender and○other types of diversity that reflect the characteristicsof the public relations field.

Criterion 13: Recruitment, appointment, dismissal, and promotion of faculty
members
Professional graduate schools of public relations must establish transparent
criteria and procedures to employ faculty members with education and researchabilities, advanced techniques and skills, and expertise and experience in orderto maintain their education and research activities in the future and conduct fairrecruitment practices.

- 19 -

Perspective

Perspectives of evaluation

No.
4-13

Recruitment, appointment, dismissal, and promotion of

Categories
F

L

A

○

faculty members are fairly conducted based on thecriteria and procedures under the appropriately defined
regulations.

Criterion 14: Faculty development
Professional graduate schools of public relations must conduct systematictraining and research to enhance their faculty members’ skills and abilities. It isalso important for the schools to help practitioner faculty members in particularimprove their practical knowledge and teaching skills in order to maintain andraise the educational standards of professional graduate schools.
Perspective
No.
4-14

Perspectives of evaluation
Systematic training and research are conducted toCategories
F

L

○

○

enhance the faculty’s skills and abilities.
(“SEPGS” Article 11)
4-15

Efforts are made to help practitioner faculty members
in particular improve their practical knowledge andteaching skills.

- 20 -○A

Criterion 15: Evaluation of full-time faculty members' education and research
activities
Professional graduate schools of public relations must evaluate theeffectiveness of their full-time faculty members’ education and research
activities as well as their contribution to organizational management andsociety, and make efforts to help them improve and advance their various
activities.
Perspective
No.
4-16

Categories

Perspectives of evaluation

F

Full-time faculty members’ education and research
activities and their contribution to organizational

L

A

○

management and society are appropriately evaluated.
4-17

What are the distinctive features of evaluating the fulltime

facultymembers’

educationandresearch

activities and their contribution to organizational
management and society in line with each school’s
purpose?

- 21 -○

5. Student Support
Criterion 16: Student Support
Professional graduate schools of public relations must develop and manage
systems that provide appropriate support for students, particularly working
students and international students, thereby assisting students in designing
their careers and choosing future career paths after course completion. The
schools should also create support systems to meet student needs, including
independent activities and alumni associations. The schools are therefore
recommended to offer student support in line with their own purposes toenhance their distinctive features.
Perspective

Perspectives of evaluation

No.
5-1

Support systems for working students and international

Categories
F

L

A

○

students are developed and operated.
5-2

Consultation and support systems are developed and○operated to assist students in designing careers andchoosing future career paths after course completion.
5-3

What support systems are developed and provided to○meet student needs, including independent activities
and alumni associations, and how do the schools
coordinate and cooperate with alumni associations andother groups?
5-4What are the distinctive features of student support inline with each school’s purpose?

- 22 -○

6. Education and Research Environment
Criterion 17: Facilities and Equipment
Professional graduate schools of public relations must provide facilities andequipment based on school size and education style. These facilities andequipment must be owned by the schools or shared with the universities towhich they belong, with consideration given to promoting effective learning andstudent interaction. The schools are also recommended to design facilities andequipment that enhance their distinctive features.
Perspective

Perspectives of evaluation

No.
6-1

Lecture halls, seminar rooms, and other facilities andCategories
F

L

○

○

A

equipment are provided based on the size andeducation styles of professional graduate schools of
public relations.
(“SEPGS” Article 17)
6-2

An educational environment for students, including○

study rooms for self-directed learning and lounges forinteraction, is provided and used effectively.
6-3

Information infrastructure is provided for students to○study and faculty to conduct education and research
activities.
6-4○

What are the distinctive features of facilities andequipment in line with each school’s purpose?

Criterion 18: Management of library and other materials
Professional graduate schools of public relations must systematically manage
a sufficient collection of library and other materials, including electronic journals,
for students to study and faculty to conduct education and research activities,
with the library’s (library room) opening hours, policies, and environment
adopted in light of the study needs of students and the education and research
activities of faculty. The schools are also recommended to provide library andother materials in line with their own purposes to enhance their distinctive
features.
Perspective
No.

Perspectives of evaluation- 23 -

Categories
F

L

A

6-5

A sufficient collection of library and other materials,○

including electronic journals, is systematically managed
for students and faculty of professional graduate
schools of public relations to study and conduct
education and research activities, respectively.
6-6

The library’s (library room) opening hours, policies, and○environment are adopted in light of students andfaculty of professional graduate schools of public
relations studying and conducting education andresearch activities, respectively.
6-7○

What are the distinctive features of managing thelibrary and other materials in line with each school’s
purpose?

Criterion 19: Improvement of the education and research environment for
full-time faculty members
Professional graduate schools of public relations must improve theireducation and research environment as well as other conditions and individual
support systems to allow full-time faculty members to develop academic
creativity and fully commit themselves to education and research activities. The
schools are recommended to make efforts to enhance their distinctive featuresin line with their own purposes.
PerspectiveNo.
6-8

Categories

Perspectives of evaluation

F

Hours of classes taught by full-time faculty members are○

decided in light of class preparation and education andresearch activities.
6-9

The education and research environment provides full-○time faculty members with sufficient support, including
individual

research

grantsandindependent

laboratories.
6-10

Opportunities are provided for full-time faculty
members to engage in education and research activities○(e.g. sabbatical system).
6-11

Individual support systems for education and research
activities,

includingadministrative

provided.

- 24 -

support,

are

○

L

A

6-12

What are the distinctive features of the efforts toimprove the education and research environment for
full-time faculty members in line with the purposes ofprofessional graduate schools of public relations?

- 25 -○

7. Self-study
Criterion 20: Self-study
Professional graduate schools of public relations must introduce mechanisms
such as the Plan-Do-Check-Act (PDCA) cycle and constantly conduct self-studyof their education and research activities and other initiatives in order to fulfill
the basic mission and achieve their own purposes, with the results reflected in
making improvements. The schools must respond appropriately to suggestions
for improvement presented by the certified evaluation and accreditation
agency. The schools are also recommended to connect the results of self-study
and certified evaluation and accreditation to improving their education,
research, and other activities with the aim of enhancing their distinctive
features.
PerspectiveNo.
7-1

Categories

Perspectives of evaluation
Mechanisms including organizational self-study systems

F

L

○

○

A

are introduced to conduct systematic and sustainableself-study based on evaluation items concerning the
education and research activities of professional
graduate schools of public relations.
(“SEA” Article 109, Paragraph 1 and “MOESEA” Articles
158 and 166)
7-2

Mechanisms are developed to connect the results of○self-study and certified evaluation and accreditation to
improving education, research, and other activities.
7-3

Suggestions for

improvement presented by

the○certified evaluation and accreditation agency and otherentities are appropriately addressed.
7-4

What are the distinctive initiatives of the efforts toimprove education and research activities, including
conducting external evaluations and gathering opinionsfrom graduates, in line with each school’s purpose?

- 26 -○