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

Kanazawa University

Basic Information of the Institution
Ownership: National

Location: Ishikawa, Japan

Accreditation Status
Year of the Review: 2021
Accreditation Status: accredited （Accreditation Period: April.1.2022 – March 31, 2029）

Kanazawa University

Certified Evaluation and Accreditation Resultsfor Kanazawa University

Overview
Based on the ideology of “a research university dedicated to education, while opening
up its doors to both local and global society,” Kanazawa University has taken as its
objective “to contribute to the development of science and culture through education
and research activities as a multidisciplinary university in order to meet the public’s
needs for education, research, and community service,” and has set out its basic goals
in the Charter of KU. In addition, the University has been working to enhance theUniversity’s educational and research activities by drawing up a medium-term planto achieve the medium-term goals of the national university corporation and theYAMAZAKI Plan which serves a set of guidelines for university reform.
With respect to internal quality assurance, a university-wide self-check andevaluation is conducted by the “Planning and Evaluation Committee,” theorganization responsible for internal quality assurance, and departmental self-checkand evaluation is conducted by the review committees of each department, etc.
These results of these assessments are used as a basis for appropriate measures toimprove and enhance the quality of the University. However, it would be preferable
if the division of roles between the Planning and Review Council and otherorganizations involved in internal quality assurance, and the relationship withdepartmental self-study and researcher information were presented more clearly.
In terms of education, the University has introduced a system of colleges andschools in the undergraduate program, as well as drawing up a curriculum map andcurriculum tree for all academic classes, which clearly indicate the relationships
between class subjects and years of study to achieve learning outcomes, allowing
students to take courses in a systematic and sequential manner. In addition, theUniversity has designed a curriculum that allows gradual specialization through a“Late Specialization” that assigns students to courses within their college from theirsecond year onward. In addition, the University has established its own educational
policy, the “Kanazawa University Global Standard” (hereinafter “KUGS”), which isbased on “GS Subjects.” This policy is commendable as a distinctive initiative that
fosters basic knowledge of the specific abilities indicated in the educational policy
from the stage of core education, and effectively links them to specialized courses
through the provision of “GS Courses for Undergraduates” and “GS Courses for1

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Postgraduates.”
Regarding the admission of students, the University has been able to reform its
entrance examination system by taking advantage of its unique characteristics, suchas the introduction of unified General Admission to Liberal Arts Education Division
and Science Education Division, which allow students to decide after admission
which college or school they wish to enter, and a special entrance examination that
evaluates the abilities of students from a diverse range of backgrounds. These efforts
are to be commended. The environment for education and research is highly
commendable in that the University has recruited a diverse faculty to deliver resultsin education and research, and that the “Research Professor System,” which provides
an environment dedicated to research, and the “Internal COE Program,” which
supports the creation of research centers and cutting-edge research, have led tooutstanding results, including the formation of international research centers and thecreation of new research fields. Furthermore, the views expressed at the Conference
for Kanazawa University Stakeholders, which is the University’s own initiative forsocial cooperation activities, are continuously reflected in university policies, leading
to tangible results such as improved soundproofing at the international student
dormitory, the “Hokuriku Future Co-creation Forum” held in collaboration with local
governments, and the establishment of the Noto Center for Fisheries Science andTechnology in Noto Town, making it a distinctive and outstanding initiative.
However, there are several issues that should be improved. First, in several
graduate schools, either the method or schedule of research supervision, or both, are
not defined as part of the research supervision plan, the specific criteria for evaluating
achievements in specific subjects are not defined, and the degree award policies(diploma policies) are not written with different learning outcomes appropriate forthe relevant degree programs. Furthermore, several educational programs andgraduate schools do not indicate their basic approach to their respective content andcurriculum design and implementation policies. This should be improved.
Going forward, the JUAA hopes that the University will resolve these issues
through internal quality assurance initiatives and make further strides forward bydeveloping its many distinctive initiatives.
Notable Strengths
Mission and Purpose The YAMAZAKI Plan was drawn up as a set of guidelines for university reformwith a vision of what the University will look like in 10 to 20 years. Under the2Kanazawa University

President’s leadership, the University has implemented university-wide reforms
that have produced positive results, including efforts to strengthen education andresearch capabilities, globalization, and the governance that will serve as thefoundation for such efforts. It is also commendable that, taking into account theresults of self-study by the internal quality assurance promotion organization,etc., and the transformation of social systems as we move toward the 4th
Industrial Revolution and Society 5.0, the University has developed a nextgeneration plan for its fourth medium-term goal period, and has established anadministrative structure to strengthen the University’s functions.
Education and Research Organizations
 In order to implement the University’s philosophy and objectives, the University
is using such policies as the YAMAZAKI Plan and the “Next Challenge
Educational Organization Reform Plan: Roadmap to 2020” as a basis forstrategically promoting the development of education and research organizations
that respond to social changes with a sense of urgency, while making the mostof the University’s strengths and characteristics. The research centers affiliatedwith each research area are established for a time-limited period of 10 years, after
which their performance is periodically evaluated, and a system is in place torestructure them into university-wide organizations and provide them withsupport, resulting in the establishment of the Nano Life Science Institute aimed
at creating a world-class research center. In particular, it is commendable that theachievements of organizations launched to promote outstanding research have
led to the creation unique and pioneering education and research organizations,such as the newly established the Division of Transdisciplinary Sciencesat the Graduate School of Frontier Science Initiative, which is the only institution
in Japan to award the degree of “Doctor of Science (Transdisciplinary Science).”
Educational Program and Learning Outcomes In accordance with KUGS, the University‘s independently establishededucational policy, the Institute of Liberal Arts and Science has been establishedto promote core education in the undergraduate and graduate programs, with “GSSubjects” to develop fundamental skills to be active in global society, and“common education subjects” consisting of six subject categories for first-year
education. Another commendable distinctive initiative is that the University isworking to foster basic knowledge of the specific abilities indicated in the3Kanazawa University

educational policy from the stage of core education, and effectively link them tospecialized courses through the provision of “GS Courses for Undergraduates”
and “GS Courses for Postgraduates.”
Student Enrollment
 Under KUGS, the University‘s independently established educational policy, theUniversity has expanded its distinctive “Late Specialization” by adopting unified
General Admission to Liberal Arts Education Division and Science Education
Division from AY2018. Furthermore, starting from the AY2021 entrance
examination, the University has introduced the KUGS Special Entrance
Examination, which evaluates applicants’ independence, diversity, andcooperative spirit, and the “Special Talent Admission (CHOZEN Selection),”which aims to identify unique talents. It is commendable that the University
welcomes students with qualities, abilities, and ambitions that are in line with theUniversity’s philosophy by establishing systems to evaluate the abilities ofstudents from diverse backgrounds.
Faculty and Faculty Organization
 The systematic and strategic allocation of faculty members to strengthen
education and research capabilities, active recruitment and training of young
researchers through the use of the Outstanding Researcher Program, and thesecuring and training of women researchers through recruitment for female andthe Research Partner Program have resulted in increases in the proportions ofyoung faculty members, women faculty members, and non-Japanese faculty
members. In addition, the Research Professor System, which provides
environments dedicated to research, has resulted in the appointment ofresearchers with outstanding world-class research capabilities, including a Nobel
Prize winner, and has ensured a diverse faculty for producing results in education
and research.
In order to invigorate faculty members’ education and research activities, a new
performance evaluation system has been introduced to reflect evaluation resultsin salaries and other benefits. In particular, the introduction of a system of peer
review conducted by multiple faculty members for performance evaluations offaculty members who are paid on a monthly basis has enhanced the objectivity
and fairness of the evaluations and reduced the burden on the evaluators. The4

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JUAA also commends the University for being one of the first in Japan tointroduce a performance-based salary system, which has attracted attention fromoutside the University and is creating a ripple effect throughout the country.
Student Support
 The KUGS Support Network has been established as a system enabling
cooperation among various organizations, departments, and consultation
services related to student support, providing comprehensive support in various
areas including academic and career development support, centering on theSupport Network Headquarters supervisory body. In particular, it is noteworthy
that, despite being a large university with a large number of students, theUniversity continues to provide fine-tuned support by assigning advising faculty
members to all students and connecting them to the various sections of the KUGS
Support Network for inquiries received through interviews and other means. Inorder to make these efforts related to student support more substantive, all faculty
members are provided with a Faculty and Staff Essential Students Support
Guidebook, and support is also provided through training and other programs. In
addition, the chatbot system introduced in AY2019 to improve convenience forstudents is highly commendable as a pioneering effort to meet their needs.
Education and Research Environment
 Under the President’s strong leadership, a “Strategic Research Promotion
Program Policy” has been set out, and internal COE Program, including the“CHOZEN Project,” “SAKIGAKE Project,” and “JIKO-CHOKOKU Project,”has been implemented as unique measures to support the development ofresearch centers and cutting-edge research. By reducing the burden on faculty
members participating in these projects in terms of teaching and other duties, andby giving them priority opportunities to devote themselves to research, theprojects are helping to create international research centers and new research
fields. It is commendable that the CHOZEN Project has led to outstandingachievements, such as the plan for the Nano Life Science Institute, which wasselected as a AY2017 WPI project, combining the three projects: “Bio AFM,”“Cancer” and “Supramolecular.” In terms of facilities, a system is in place toensure that thorough use is made of the University’s educational and researchresources, such as by conducting annual usage surveys under the Facility
Management Committee and rearranging laboratories to effectively utilize

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existing space for new educational and research organizations. These efforts toimplement sophisticated environmental improvements for education andresearch can be evaluated as outstanding initiatives.
Social Cooperation and Contribution
 The Noto Satoyama and Satoumi SDGs Meister Program, based in thedepopulated and aging Noto region, which lacks higher education institutions,offers a one-year lecture and practical training course on the current situation andpotential of the Noto region, and has certified many graduates as Meisters.
Graduates of the program have been working to solve regional issues by applying
the skills they have developed. As such, this is an excellent initiative that willlead to the concentration of people, revitalization, and regeneration in the region.
University Management and Finance As a multidisciplinary university rooted in the local community, the “Conferencefor Kanazawa University Stakeholders” has been held annually since AY2015 toelicit a diverse range of opinions from current students, alumni, local residents,and local government officials, and to apply them to the administration of theUniversity. The opinions expressed at the council are reflected in themanagement of the University, and it is commendable that the council has led toconcrete improvements and reforms, with a number of university policies
reflecting the opinions of stakeholders, such as improved soundproofing at theinternational student dormitory, the “Hokuriku Future Co-creation Forum” heldin collaboration with local governments, and the establishment of the Noto
Center for Fisheries Science and Technology in Noto Town.
Suggestions for Improvement
Educational Program and Learning Outcomes With respect to degree award policies, in the Graduate School of Human andSocio-Environmental Studies’ Division of Humanities (Master’s Course),
Division of Economics (Master’s Course), Division of Regional DevelopmentStudies (Master’s Course), Division of International Studies (Master’s Course),
and Division of Human and Socio-Environmental Studies (Doctoral Course);
Graduate School of Natural Science and Technology’s Division of Mathematicaland Physical Sciences (Master’s and Doctoral Courses), Division of Material
Chemistry (Master’s and Doctoral Courses), Division of Mechanical Science and6

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Engineering (Master’s and Doctoral Courses), Division of Electrical Engineeringand Computer Science (Master’s and Doctoral Courses), Division ofEnvironmental Design (Master’s and Doctoral Courses), and Division of NaturalSystem (Master’s and Doctoral Courses); Graduate School of Medical Sciences’
Division of Pharmaceutical Sciences (Doctoral Course), Division of Pharmacy(Doctoral Course); and Graduate School of Law’s Division of Law and Politics(Master’s Course), although there are multiple degrees to be awarded, there are
no appropriate learning outcomes such as knowledge, skills, and abilities to beacquired given for the different programs. This should be improved.
With respect to curriculum design and implementation policy, no basic approach
to curriculum implementation is given for the College of Human and Social
Sciences’ School of Teacher Education; College of Medical Pharmaceutical and
Health Sciences’ School of Health Sciences (Department of Nursing); GraduateSchool of Natural Science and Technology’s Division of Material Chemistry(Master’s Course), Mechanical Systems Engineering Course, Division ofMechanical Science and Engineering (Master’s Course), and Division ofElectrical Engineering and Computer Science (Doctoral Course); and Graduate
School of Law’s Division of Legal Affairs (Professional Course). Similarly, nobasic approach to curriculum design and implementation is given for theGraduate School of Natural Science and Technology’s Division of NaturalSystem (Master’s Course), Division of Material Chemistry (Doctoral Course),
Division of Mechanical Science and Engineering (Doctoral Course), Division ofNatural System (Doctoral Course); and Graduate School of Medical Sciences’
Division of Health Sciences (Master’s and Doctoral Courses). As such, thisshould be improved. Moreover, with respect to curriculum design andimplementation policy, in the Graduate School of Human and SocioEnvironmental Studies’ Division of Humanities (Master’s Course), Division ofEconomics (Master’s Course), Division of Regional Development Studies(Master’s Course), Division of International Studies (Master’s Course), andDivision of Human and Socio-Environmental Studies (Doctoral Course);
Graduate School of Natural Science and Technology’s Division of Mathematicaland Physical Sciences (Master’s and Doctoral Courses), Division of MaterialChemistry (Master’s and Doctoral Courses), Division of Mechanical Science andEngineering (Master’s and Doctoral Courses), Division of Electrical Engineeringand Computer Science (Master’s and Doctoral Courses), Division of7

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Environmental Design (Master’s and Doctoral Courses), and Division of Natural
System (Master’s and Doctoral Courses); Graduate School of Medical Sciences’
Division of Pharmaceutical Sciences (Doctoral Course) and Division ofPharmacy (Doctoral Course); Graduate School of Frontier Science Initiative’s
Division of Transdisciplinary Sciences (Doctoral Course); and Graduate Schoolof Law’s Division of Law and Politics (Master’s Course), the approach to design
and implementation of the curriculum for obtaining each degree is not given
separately. This should be improved.
Student Enrollment
 The ratio of student enrollment to the student enrollment cap is high at 1.02 for
the College of Medical Pharmaceutical and Health Sciences’ School of Medicine
and educational curriculum reform and strengthening of student support havealready been implemented. However, this should be further improved to ensure
proper college student quota management.
Recommendation
Educational Program and Learning Outcomes In the Master’s and Doctoral Programs of all Divisions of the Graduate Schoolof Natural Science and Technology, and in the Graduate School of MedicalSciences’ Division of Medicine (Doctoral Course), the method and schedule ofresearch supervision are not defined as part of the research supervision plan. Inaddition, a schedule for research supervision is not defined for the Graduate
School of Medical Sciences’ Division of Medical Science (Master’s Course),
Division of Pharmaceutical Sciences (Master’s and Doctoral Courses), Divisionof Health Sciences (Master’s and Doctoral Courses), and Division of Pharmacy(Doctoral Course); Graduate School of Advanced Preventive Medical Sciences’
Division of Advanced Preventive Medical Sciences (Doctoral Course); andGraduate School of Law’s Division of Law and Politics (Master’s Course). Thisshould be corrected so that such schedule is defined and made clear to students
in advance.
Although the graduate school regulations stipulate that examination may be
conducted based on research achievements in a specific subject, the Graduate
School of Medical Sciences’ Division of Medical Science (Master’s Course),
Division of Pharmaceutical Sciences (Master’s Course), and Division of Health8

Kanazawa UniversitySciences (Master’s Course); Graduate School of Frontier Science Initiative’s
Division of Nano Life Science (Master’s Course) and Division ofTransdisciplinary Sciences (Master’s Course) do not define the specific criteria
for evaluating these achievements are not defined. This should be corrected.

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