(February 21, 2023)

Standards for Professional Graduate School of Digital Contents

IntroductionI.

The Standards for Professional Graduate School of Digital Contents (hereinafter
the Standards) are established by the Japan University Accreditation Association(hereinafter the JUAA), a Certified Evaluation and Accreditation Agency, for
conducting certified evaluations and accreditations of professional graduate
schools of digital contents.
Professional graduate schools of digital contents subject to these Standards aregraduate schools that meet the following requirements.
(i) The basic mission is to foster human resources who will engage in education
and research involving the theory and practice of innovation leveraging
cutting-edge digital technologies, and who are equipped with the ability to
produce new industries and cultures through the creation and managementof contents in an era in which the future is unpredictable.
(ii) The degree to be awarded match the school’s principal purpose andeducational content, and is appropriately titled master of digital content
management (professional) or its 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. These Standards consist of the following four major items.
1. Mission and Purpose
2. Educational Programs and Learning Outcomes, Students
3. Faculty and Faculty Organizations
4. Professional Graduate School Management andImprovement / Enhancement
IV. Each of the Standards’ major items includes the “text,” “basic requirements,” 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, and foreach 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 school need to address when conducting self-studies, and that JUAA
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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.

Evaluation remarks will be included in the following categories and requirements,
if such items 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 matters related
to professional graduate schools or the basic requirements for professional
graduate schools of digital contents.
The school receiving the “area of serious concern” comment musttake specific measures to ensure that improvements are made.
< Suggestions for improvement >(i) Issues that do not apply to “area of serious concern” but require correction
with respect to legal matters related to professional graduate schools or thebasic requirements for professional graduate schools of digital contents.
(ii) Requirements for professional graduate schools of digital contents to make
improvements and other additional efforts to enhance their distinctive
features based on the purpose established by each professional graduate
school.
The school receiving the “suggestion 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 >
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(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
in line with the school’s own purpose.

Type of item

Basicrequirements for
professional
graduate schoolsof digital contents

Legal mattersrelated toprofessional
graduate schools

Items responding
to eachprofessional
graduate school’s
purpose

Evaluation
remarks•Commendations•Areas of serious
concern•Suggestions for
improvement•Areas of serious
concern•Suggestions for
improvement•Commendations•Distinctive
features•Suggestions for
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 the Standards.

- 3 -Standards for Professional Graduate School of Digital Contents
Enacted January 27, 2017
Revised September 7, 2018
Revised February 21, 2023
1. Mission and Purpose
The mission and purpose of a professional graduate school of digital contents is tofoster professionals who will engage in education and research involving the theory
and practice of innovation leveraging cutting-edge digital technologies, and who are
equipped with the ability to produce new industries and cultures through the creationand management of contents in an era in which the future is unpredictable.
Under this basic mission and in light of the mission and purpose of the university inwhich it is housed, the school must set forth a principal purpose consistent with theobjectives of its professional degree course (hereinafter the principal purpose) in its
school regulations. The principal purpose must reflect the school’s distinctive features.
Toward realizing its principal purpose, the school is recommended to draw up a
medium- to long-term vision, create specific plans indicating an original direction forresource allocation, organizational capabilities, and value creation, and put those plans
into action.
○ Basic Requirements
The basic requirements of this major item are correctly indicated in the “basic
requirement data” and are appropriate and conform with legal and other standards.
○ Perspectives of evaluation
Item

Perspectives of Evaluation

Setting apurpose1-1

The school has set its own purpose in line with the basic mission of
professional graduate schools of digital contents and with the mission
and purpose of the university in which the school is housed. The
purpose indicates a clear direction for the school’s value and the ideal
graduate that it aims to foster.

Medium- tolong-term
vision, and1-2

Toward realizing its purpose, the school has drawn up a medium- tolong-term vision and created specific measures indicating a direction
for resource allocation, organizational capabilities, and value creation,- 4 -measuresand puts those plans into action.

- 5 -2. Educational Programs and Learning Outcomes/Students
A professional graduate school of digital contents must appropriately design andmanage their educational programs in order to maintain the level of the professional
degree. To this end, the school must establish and communicate to the students a
degree award policy (diploma policy) articulating the learning outcomes consistent
with its principal purpose, and in line with this, a curriculum design and implementation
policy (curriculum policy).
The school is required to systematically design a curriculum based on the curriculum
policy, taking into consideration education that bridges theory and practice. In orderto foster the ability to produce new industries and cultures, it is important to equip thestudents with the knowledge and skills for the creation and management of contents,
taking into consideration the demands of society, trends in academic development,
and the diverse needs of the students. The school should keep this in mind and ensurethat the curriculum is designed to realize its principal purpose.
In order to bridge theory and practice as well as enhance practical education, theschool must incorporate educational methods suitable for achieving the educational
goals set for each course, including discussion, seminars, group learning, case studies,
field studies, internships, and other interactive and multidirectional class formats inaddition to lectures. To this end, it should conduct classes with an appropriate numberof students, taking into consideration the method of teaching, facilities and equipment,
and other educational conditions to fully achieve the educational outcomes. The
school is also required to realize smooth learning for the students through the
preparation and use of syllabus, course guidance, and consultation and support for
preparation and review.
Understanding the abilities and qualities acquired by the students upon completion of
the program is crucial for the school to assess the effectiveness of its educational
outcomes, inspect its appropriateness, and aim for improvement and enhancement.
In doing so, the school should use methods and criteria suitable for measuring theachievement of goals for each course to evaluate student learning, and track the
career paths of graduates to continue verifying the educational outcomes.
To provide an appropriate and effective education, it is important that professional
graduate schools of digital contents select applicants properly and fairly based on theirdiploma policy that explicitly states the types of students desired and otherrequirements. In addition, they are required to carefully manage their student quotas
to continuously ensure a suitable educational environment and produce the fulleducational effects.
- 6 -Furthermore, the schools must develop systems to help students study effectively,
and especially assist them in choosing and designing their future career paths.
○ Basic Requirements
The basic requirements of this major item are correctly indicated in the basic
requirement data and are appropriate and conform with legal and other standards.
○ Perspectives of Evaluation
Item

Perspectives of Evaluation

Diploma andcurriculum
policies

2-1

The school establishes a diploma policy articulating the expected
learning outcomes, in conformity with the basic mission of professional
graduate schools of digital contents. Based on the diploma policy, itestablishes a curriculum policy clearly explaining the validity of theeducational content and methods.

Curriculum
design andclass subjects

2-2

The curriculum offers the necessary classes for realizing the basic
mission and the school’s principal purpose and for the students toachieve the expected learning outcomes, taking into consideration thecoherent, sequential placement of courses. The curriculum is suitablefor fostering advanced professionals who can put theory to practice, inline with the following requirements of the relevant field.
(1)
The curriculum is designed from the perspective of the basic
mission of all professional graduate schools of digital contents,
which is to foster human resources who will engage ineducation and research involving the theory and practice ofinnovation leveraging cutting-edge digital technologies, and
who are equipped with the ability to produce new industries
and cultures through the creation and management ofcontents in an era in which the future is unpredictable.
(2)
The curriculum appropriately arranges subjects that deal withbasic content, advanced content, practical content, and casestudies for the development of human resources in the field ofdigital contents. It also incorporates learning about intellectual
property, which is necessary for the creation and managementof contents.
(3)
The curriculum takes into consideration the demands ofsociety, trends in academic development, and the diverse
needs of the students.

- 7 -Teaching

2-3Classes using various instruction models in terms of time and space(e.g., remote and e-learning formats) feature appropriate teachingcontent and methods to achieve educational effectiveness.

2-4

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

2-5

Courses incorporate class formats (e.g., lectures, seminars, andpractical training), methods (e.g., case studies and fieldwork), andeducational material effective for achieving the expected student
learning outcomes. It also cooperates with related institutions of therelevant professional field to provide internships, invite guest speakers,
and offer other creative forms of instruction as needed.

2-6

Mutually effective services are offered for smooth learning for the
students, such as the following.
• Preparation and utilization of syllabus• Course guidance, consultation, and support for class preparation
and review

Learning
outcomes

2-7

The school has classrooms and other facilities necessary to provide thecurriculum, and uses them to conduct classes with an appropriate
number of students.

2-8

The school maintains self-study rooms and a lounge for mutualinteraction between the students, which helps to enhance thestudents’ learning.

2-9

The school maintains a sufficient collection of books required forlearning and education and research activities, and an environment
prepared especially for their use.

2-10

The school maintains sufficient equipment, including information
infrastructure, required for learning and education and research
activities, and ensures they are used.

2-11

The school establishes methods and criteria suitable for measuring theachievement of goals in accordance with the contents of each course
and the form of study. It communicates information about themethods and criteria to the students and conducts a fair and rigorous- 8 -assessment of student learning.

Student
enrollment

Student
support2-12

To ensure fair and rigorous grading, a process is in place for handlingthe students’ inquiries concerning their grades. The process isappropriately implemented, and information about it is communicatedto the students.

2-13

The school processes course completion using the methods andcriteria communicated to the students, and appropriately awards
degrees to students who have achieved the learning outcomes
described in the diploma policy.

2-14

The school inspects its educational outcomes in line with the students’learning outcomes and the graduates’ career paths, and based on the
results, strives for improvement and enhancement as needed.

2-15

The school takes into consideration the opinions of its graduates andcurrent students, and otherwise takes a creative and multifaceted
approach to inspecting its educational outcomes and striving for the
improvement and enhancement of curriculums and their content anddelivery.

2-16

The school establishes an admissions policy in line with the diploma andcurriculum policies, describing the personal qualities and attributes ofthe students that it seeks and its criteria for determining the level ofenrolling students.

2-17

The school admits students in an appropriate and fair manner basedon selection criteria and procedures communicated to the public.

2-18

The school appropriately manages the ratio of enrolling students to thestudent quota, and the ratio of student body size to the admission
capacity.

2-19

The school has an appropriate consultation and support system withrespect to career paths and career designs.

2-20

The school has an appropriate learning support system for diverse
students, including working adults, international students, andstudents with disabilities.

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2-21

The school has an appropriate support system to help with theextracurricular activities of current students and the activities ofgraduates.

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3. Faculty and Faculty Organizations
In order to fulfill its mission as a professional graduate school of digital contents andrealize its school-specific goals and objectives, a professional graduate school of digitalcontents must maintain a sufficient number of full-time faculty members to meet its
education and research needs. The school seeks to develop advanced professionals
equipped with highly specialized skills and qualities including a sense of professional
ethics, and paying special attention to ensure they can put theory to practice. To thisend, the faculty organization should consist of teachers with superior researchachievements and high levels of practical experience in their major fields of study aswell as strong teaching skills, with a balanced mix of teachers boasting track recordsin academic research (academic faculty members) and expert-teachers with a practicalbackground (practitioner faculty members). The faculty organization should becapable of sustaining and improving the school’s education and research activities.
Diversity must be given consideration in line with the characteristics of the field.
To maintain the level of its education and research into the future, the school mustensure that faculty members with superior research achievements and practicalexperience are properly assigned. To this end, it is essential that the recruitment,
appointment, dismissal, and promotion of teachers are conducted fairly in accordancewith prescribed procedures and methods. The school should also promote schoolwide efforts to encourage the professional development of its teaching staff, work formutual understanding and cooperation between research-oriented teachers andpractice-oriented teachers, and facilitate the research activities of each faculty
member (academic and practical studies). Because the responsibilities of full-time
faculty members include not only the instruction of courses but also management andother administrative duties, the school should clearly define their roles andresponsibilities, and evaluate the activities of full-time teachers in an appropriatemanner.
The school should create and maintain optimal education and research conditions andenvironments for its full-time faculty to ensure quality teaching and research, andpromote academic creativity.
○ Basic Requirements
The basic requirements of this major item are correctly indicated in the basic
requirement data and are appropriate and conform with legal and other standards.
○ Perspectives of Evaluation- 11 -

Item
Policy on
facultyorganization
structure

Perspectives of Evaluation
3-1

The school establishes a policy on faculty organization structure thatprovides an overall blueprint of the faculty organization required to
implement the school’s education and research activities.

Assignment of 3-2
suitably
qualifiedfacultymembers

The school maintains a sufficient number of full-time faculty members
for realizing the basic mission and its principal purpose, and delivering
education that bridges theory and practice. The faculty organizationconsists of teachers with strong teaching skills, with a balanced mix ofteachers boasting track records in academic research (academic
faculty members) and expert-teachers with a professional background(practitioner faculty members).

3-3

As a rule, the school assigns full-time professors or associate
professors to foundational subjects that form the core of thecurriculum. It observes prescribed standards and procedures whenassigning a part-time or non-full-time faculty member to a core subject.

3-4

The full-time faculty is composed of a balanced age range and takes
into account diversity considerations in line with the characteristics ofthe relevant professional graduate school.

Recruitment,
appointment,
dismissal, andpromotion offaculty

3-5

The school establishes and observes appropriate criteria andprocedures for the recruitment, appointment, dismissal, andpromotion of full-time faculty members.

Facultydevelopment

3-6

The school promotes school-wide training and other efforts toencourage the professional development of its full-time faculty
members, working to enrich the practical knowledge not only ofpractitioner faculty members but also academic faculty members, andto enhance the teaching skills of all teachers and foster a better
understanding of the professional competencies required of university
faculty members.

3-7

The school presents a clear vision of research that contributes toprofessional graduate school education and provides school-wide
support to encourage academic faculty members to engage in- 12 -

academic research in their specialized fields, and practitioner faculty
members to enrich and innovate on their knowledge about thecreation and management of contents, and engage in continuous
practice-based research.

Teaching andresearch
conditions,
work
environment,
and personnel
support

3-8

Procedures are in place to properly evaluate the full-time faculty’s
education and research activities, organization management, andsocial engagement and contribution.

3-9

The school provides full-time faculty with appropriate teaching andresearch conditions (e.g., reasonable class schedules, guaranteed
research time, and research funding), work environment (e.g.,
provision of laboratories), and personal support (e.g., teachingassistants).

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4. Professional Graduate School Management and Improvement/Enhancement
Professional graduate schools of digital contents should ensure proper management,
pursue continuous improvement and enhancement, and promote education andresearch activities in a steady and progressive manner. As part of this process, it isimportant that the school clearly defines the roles and responsibilities associated withthe planning and design of education in order to facilitate and implement independent
decision-making. The school should also regularly and systematically perform selfstudies to promote constant improvement and enhancement of its education andresearch activities.
The school has the mission of conducting education and research activities in order to
identify the challenges and needs of society and help build a better world by deliveringvalue. To this end, it needs to engage with the community, and appropriately promotecollaboration and cooperation especially with external institutions including privatecompanies for the betterment of the school and to contribute broadly to thedevelopment of society. It is also crucial that the school observes appropriate
information disclosure practices and ensures accountability to promote a greater
understanding of its education and research activities in society.
○ Basic Requirements
The basic requirements of this major item are correctly indicated in the basic
requirement data and are appropriate and conform with legal and other standards.
○ Perspectives of Evaluation
Item
Professional
graduateschoolmanagement

Perspectives of Evaluation
4-1

The school establishes and operates an organizational structure forappropriate school management.

4-2

The school clearly defines the roles and responsibilities associated withthe planning and design of education.

4-3

The school promotes appropriate coordination with related
departments and graduate schools with respect to educational
content and faculty placement.

Self-study and 4-4
improvement

The school regularly and systematically performs self-study inaccordance with a prescribed procedure and under a system where- 14 -

activities

Community
engagement
andinformation
disclosure

responsibility is clearly assigned. It uses the results of its self-study forthe improvement and enhancement of education and research.
4-5

The school appropriately addresses issues that require improvementthat have been identified by an external agency.

4-6

The school reflects input from the Collaboration Council for
Educational Program into its educational programs and is otherwise
open to using opinions from the community to inform and improve
school management.

4-7

The school fulfills its accountability to society by disclosing informationon the status of its management and various activities. It works topromote a correct understanding of its mission and purpose, and theprogress of its activities.

4-8

Agreements and contracts to promote collaboration and cooperation
with private companies and other external institutions are concluded
following proper decision-making and approval procedures andensuring appropriate receipt and management of funds.

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