Results for Certified Evaluation and Accreditation for Junior CollegeRyukoku University Junior College

Basic Information of the Institution
Ownership: PrivateLocation: Kyoto, Japan

Accreditation Status
Year of the Review: 2020
Accreditation Status: accredited （Accreditation Period: April.1.2021 – March.31.2028）

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Certified Evaluation and Accreditation Resultsfor Ryukoku University Junior College
Overview
Based on the founding “spirit of Pure Land Buddhism (Jodo Shinshu) ”, the mission andpurpose of Ryukoku University Junior College (hereinafter referred to as the “College”)
is “To provide specialized education based on the spirit of Jodo Shinshu, and to train
talented personnel, as a junior college under the Fundamental Law of Education and theSchool Education Act.” The College has also defined the (ideal) image of those to benurtured, based on the life of Shinran Shonin, the founder of Jodo Shinshu, and put it as“to nurture people who ‘seek truth, live in truth, and reveal truth,’. Aiming to practiceeducation based on the founding spirit, to create a new junior college, and to continue todevelop sustainably, the Ryukoku Strategic Plan 400 (hereinafter “RSP400”) wasestablished jointly with the affiliated university in 2019 as a long-term plan for the 20year period from AY 2020 through AY 2039, which is the 400th anniversary of theestablishment of the University. The plan is divided into three areas: “Mission: RSP400 ”,“Vision 2039 ”, and “Capabilities and Mindset to be nurtured ”. The five long-term
objectives for achieving these goals are also set, and a medium-term plan will beformulated every four years for a total of five terms. The College is working on enhancing
its education and research activities with this RSP400.
The College is one of the University-wide organizations which include theaffiliated university, and everything that involves internal quality assurance of the college
is conducted within the university-wide framework. The organization responsible for thepromotion of internal quality assurance is the “All-University Assessment Council”
responsible for implementing and promoting checks and reviews as an organization” and“reviews of various individual faculty members' activities.” University Accreditation
Committee established under the All-University Accreditation Council has verified theissues and points to be enhanced based on the checks and reviews of each organizationand summarizes the accreditation results. The College has established the “Junior College
Self-Check and Evaluation Committee” and is conducting self-Inspections andevaluations of the educational and research activities. In addition, in the field of academicmanagement, three organizations have been collaborating since 2019: namely the “AllUniversity Educational Policy Council”, the “Academic Conference”, and the “ThreePolicies Validation Committee”.
Regarding education, each department has organized its curriculum
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appropriately based on the degree award policy (diploma policy) and the curriculum
design and implementation policy (curriculum policy). Curriculum maps are created toenable students to take courses systematically by appropriately combining lectures,
exercises, readings, skill practice, experiments, practical training, etc., according to thecontent of the classes, in order to offer effective education while clarifying the sequentialand systematic nature of each class subject's curriculum. Also, there are several methodsof measurement used in the assessment of learning outcomes. In the future, in order toappropriately ascertain and assess the learning outcomes set out in the degree award
policy, it is desirable to work in line with the assessment policy scheduled formulated inAY 2020.
Various types of outstanding initiatives are seen. Liberal arts program forcitizens with intellectual disabilities are being offered by the Department of Social
Welfare, with the teachers from the College assigned as lecturers and the students asadvisors. Not only is this initiative an activity that distinctively contributes to the society,but it is also a meaningful opportunity for students and people with disabilities to learn
from each other. It is highly commendable that the “Researcher System” is established tohelp promote faculty research activities and this is showing significant results in wider
area of faculty research. It is commendable that in addition to the compulsory subject thatis offered to the freshman students for learning about the founding spirit of the Universitythat is foundational to its existence as a private university, the College is making various
other efforts to promote the understanding of its history and the founding spirit of theCollege. These efforts include visiting the Nishi Hongwanji Temple (Kyoto City), theorigin of the College during new student orientation, and regular preaching by thePresident on the founding spirit in the “President's Sermons.” What is more, the college
is actively accepting students with disabilities and making university-wide efforts toenhance the understanding of students with disabilities. “Office for Students withDisabilities” equipped with specialized staff members with expert knowledge has been
established, and the “Guidebook for Supporting Students with Disabilities” is distributed
to faculty and staff, etc. It can be said this is an initiative in keeping with the founding
spirit to provide equal educational opportunities to all students based on respect for thestudents’ human rights.
However, there are several issues that should be addressed. In the Department ofSocial Welfare and the Department of Childhood Care and Education, the maximum
number of credits that can be registered in a year is as high as 80, and the actual numberof credits registered has increased for a considerable number of students. Although thesyllabus describes the required preparation and review, the measures to substantiate the2Junior Collage, Ryukoku University

credits are insufficient. Improvements are required in light of the purpose of the credit
system. Regarding the Faculty Development Program (hereinafter referred to as “FD”),
further enhancement is desired through studying the implementation methods and topics,
and encouraging active participation of teachers, etc.
Moving forward, by engaging in internal quality assurance and studying the steps
required for improvement and progress under the guidance of the “All-University
Assessment Council,” these issues will be resolved, and by enhancing the distinctive
initiatives, further progress is anticipated toward the creation of a new Faculty of JuniorCollege which will continue to develop sustainably.
Notable Strengths
Education and Research Environment
 Many systems to help promote faculty research activities have been developed andutilized in multiple layers. In particular, the “Researcher System” is a system thatallows researchers to concentrate on research by being exempted from the obligationof education and such for a certain period of time, and there are actual cases of usage
by both overseas and domestic researchers (both for one year). It is commendable
that this initiative is showing significant results in a wider area of faculty research.
Social Cooperation and Contribution
 “Tomoiki University” (welfare and liberal arts program for citizens with intellectualdisabilities), was derived from the “Open College Fureai University Courses” of the
Department of Social Welfare,” and has been held every year since 2003 as a special
program to provide higher education to people with intellectual disabilities in aneasy-to-understand manner. In 2018, the program was selected as a recipient of the“Lifelong Learning Support Activities for Persons with Disabilities” Award, and wasawarded the Minister's Award by MEXT. Not only is the above-mentioned initiativea distinctive social contribution activity, but it is commendable that with the juniorcollege faculty members acting as lecturers and students acting as advisors, it is alsoa meaningful opportunity for students and people with disabilities to learn from eachother.

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Suggestions for Improvement
Educational Program and Learning Outcomes In the Department of Social Welfare and the Department of Childhood Care andEducation, the maximum number of credits that can be registered in a year is as highas 80, and the actual number of credits registered has increased for a considerable
number of students. Although the syllabus describes the required preparation andreview, the measures to substantiate the credits are insufficient. Improvements arerequired in light of the purpose of the credit system.

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