University Accreditation Results(Results for Certified Evaluation and Accreditation for university)

Otani University

Basic Information of the Institution
Ownership: Private

Location: Kyoto, Japan

Accreditation Status
Year of the Review: 2015
Accreditation Status: Accredited（Accreditation Period: April.01.2016 – March.31.2023）

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Certified Evaluation and Accreditation Resultsfor Otani University
Overview
Otani University has its roots in a dormitory for students that Higashi Hongan-ji Temple
established in 1665, which later became Shinshu University, and then Shinshu Otani
University. In 1949, after the new Japanese higher education system was introduced,Otani University (hereafter, the University) was founded as a university in the newsystem. Since then, the University has established and reorganized faculties,departments, and graduate schools. Currently, it operates as a university with theFaculty of Letters and the Graduate School of Letters. With its two campuses, one
located in Kyoto City, Kyoto Prefecture, and the other located in Otsu City, Shiga
Prefecture, it has been carrying out research and educational activities according to its
founding mission.
After its accreditation review by Japan University Accreditation Association(JUAA) in 2008, the University has made various efforts for improvements. For
example, it has established an Education Advancement Room, which constantlyexamines educational activities and makes suggestions in order to assure the quality ofstudent learning. It has also reorganized its curriculum to develop four subject groups in
the Faculty of Letters and three subject groups in the Graduate School of Letters so thatstudents can achieve the learning outcomes defined by the University’s policies ondegree award. Moreover, the University has made efforts to enrich learning supports
and to create and develop education and research environments. As a result, theUniversity has developed unique characteristics. In particular, it has developed anareathat features conveniences for students. In this area, several offices are situated onone floor, including: “Language Study Support Room (Global Square),” a support office
for language learning and study abroad programs; “Learning Square(Study SupportRoom),” an office where individual students can receive support for their learning
provided by learning support advisors who are always stationed there;
and“Comprehensive Research Room”, where assistant professors are always available
to offer students learning and research support. In addition, the area is connected by astairway to the library.
However, the University has several issues to address. In terms of student
enrollment, there is a problem with enrollment management. The University has not set
the maximum number of credits that students may register for in an academic year. TheGraduate School of Letters has difficulties systematically implementing its
improvement plans in educational content and methods. Furthermore, the Graduate
School of Letters should implement a systematic program of self-study. JUAA hopesthat the University will make improvements on these issues.
Notable Strength
Educational Content, Methods, and Outcome

It is commendable that the University has developed a varied and effective way touse facilities to enhance student autonomy and facilitate their interactions with eachother. In particular, the University has developed an area in which students canstudy and conduct research in a convenient manner. To this end, it has placed threeoffices— “Language Study Support Room (Global Square),” a support office for
language learning and study abroad programs; “Learning Square (Study SupportRoom),” an office where individual students can receive support for their learning
provided by learning support advisors who are always stationed; and“Comprehensive Research Room”, where assistant professors are always available

2to offer students learning and research support. These offices are located on thesame floor and are connected by a stairway to the library. In addition, a studio forgroup works has been created in the “Comprehensive Research Room”.
Suggestions for Improvements
Educational Content, Methods, and Outcome
The Graduate School of Letters has offered several combined classes that bothundergraduate and graduate students can take; however, the educational methods,e.g., assessment methods, have not been clearly differentiated. This should beimproved according to the purpose of each degree program respectively.

The maximum number of credits students can register in a year has been set high at
52 in the Department of Education and Psychology in the Faculty of Letters. Itshould be improved in accordance with the purpose of having a credit system.

The Graduate School of Letters has not held a systematic seminar of its own toimprove educational content and methods. This should be improved.

Internal Quality Assurance
The University’s “self-study regulations” refer to the implementation of self-study
based on the objectives and action plans set by all units related to education andresearch. Based on the regulations, the Faculty of Letters and the Administration
Office have conducted self-studies every year; however, the Graduate School ofLetters has not conducted self-studies. This should be improved. That is, thegraduate school should conduct appropriate self-studies and evaluations based on
the regulations and should evaluate achievements as they relate to the objectivesand action plans from the perspective of the whole university.

Area of Serious Concern
Enrollment
In the last five years, the average of the ratios of enrolled freshmen to the freshman
admission cap is low at 0.67, and the ratio of enrolled students to the student
enrollment cap is also low at 0.60 in the Department of Buddhist Studies in theFaculty of Letters,. This situation must be corrected.