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

The University of Shiga Prefecture

Basic Information of the Institution
Ownership: PublicLocation: Shiga, JapanAccreditation Status
Year of the Review: 2016
Accreditation Status: accredited （Accreditation Period: April.01.2017 – March.31.2024）

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Certified Evaluation and Accreditation Results
for the University of Shiga Prefecture
Overview
The University of Shiga Prefecture (hereafter, the University), which was originally
Shiga Prefectural College, was established with three faculties in 1995 with the motto“Our campus is Lake Biwa… and our text is Humanity…” The University eventually
opened graduate schools, reorganized, and added faculties and departments. Currently,
the University has four undergraduate schools (the School of Environmental Science,
the School of Engineering, the School of Human Cultures, and the School of HumanNursing) and four graduate schools (the Graduate School of Environmental Science,
the Graduate School of Engineering, the Graduate School of Human Cultures, and theGraduate School of Human Nursing). The University’s campus is in Hikone City,
Shiga Prefecture and has engaged in education and research activities based on thefundamental plan at the time of its establishment.
The University has actively engaged in internal quality assurance andestablished the Self-Study Committee to address the self-study of overall activities
across the university. The University underwent an accreditation review by theNational Institute for Academic Degrees and University Education (currently theNational Institute for Academic Degrees and Quality Enhancement of HigherEducation) in 2010. That review pointed out the low sufficiency rates of the doctoral
programs’ admission caps, which the University improved by revising the admission
caps beginning in 2013. The University also developed “Future Vision of theUniversity of Shiga Prefecture—USP VISION 2020” in 2010 to demonstrate themid-term and long-term goals that the University will pursue. Based on this plan, theUniversity devised its second mid-term plan, which began in 2012. During
implementation of the second mid-term plan, the University underwent a public
university corporation evaluation in 2014, in addition to the annual evaluations by
Shiga Prefecture (a founder of the University) for continuous self-study.
In regards to undergraduate education, in order to make local contributions,the University offers courses in human studies, which address the University’s special
focus on the environment and human culture, as common core courses. The University
instituted “Ohmi Gakushi” (Regional Studies) as a minor course of study available tostudents in all schools in 2011 and introduced regional basic subjects in 2015. In
addition, the graduate schools established the “Ohmi-Kanjin Regional Redevelopment
Course” in 2006 to enhance regional studies and match its undergraduates with counter
parts. The University’s efforts to strengthen regional studies helped students developskills to make effective use of the expertise gained in their major fields of study.
As a local contribution, the University initiated the Student’s Firm program, or“Ohmi Rakuza” in 2004. In this program, the University solicited student-centeredprojects for regional revitalization and provided financial support for selected
projects. As a result, faculty members and students from all faculties have been
actively involved in local activities while using the expertise in their fields to establish
the “Ohmi-Kanjin Regional Redevelopment Course.” Graduates of the course haveestablished NPOs to launch regional revitalization projects. It is commendable that theUniversity has worked to systematically and sustainably enhance collaboration
between the university and the community.
However, several issues must be addressed. First, the maximum number ofcredits a student is allowed to register for per year is not set in the School ofEnvironmental Science, the School of Engineering, and the School of Human Cultures,and this should be improved from the standpoint of a credit system. Second, theGraduate School of Engineering, the Graduate School of Human Cultures, and theGraduate School of Human Nursing do not stipulate the criteria for examining
degree-seeking theses. Third, research guidance plans are not formulated in the 2nd3

term of doctoral programs. Lastly, the criteria for granting doctoral degrees incourse-based graduate programs should be reconsidered. These issues should beimproved urgently.
Notable Strengths
Educational Content, Methods, and Outcome

It is commendable that the University offers systematic programs for students tobe exposed to issues and attractions in the community and fosters human thetalents of students as they develop the skills required to solve local problems. In
particular, the University offers “Ohmi Gakushi” in the faculties and“Ohmi-Kanjin Regional Redevelopment Course” as a minor course of study in thegraduate schools to help students develop the skills to effectively use the expertiseand skills they gain in their majors to solve local problems. “Ohmi Gakushi” inthe undergraduate programs provides two kinds of courses: lecture courses thatdevelop communication skills, the ability to take action, and problem-solving
skills that form the basis for learning; and work in communities and workshop
courses that develop practical creativity. “Ohmi-Kanjin Regional Redevelopment
Course” in the graduate schools offers lecture courses and field workshops tofoster human talents that can lead regional revitalization.

Social Cooperation and Contribution
It is commendable that the University has contributed to the local community
through continuous, student-initiated efforts in a number of fields, including
activation of local industry, restoration and reuse of old houses, support withmedical services, and preservation and inheritance of cultures in the community.
In particular, the University administers a program, named “Ohmi akuza”(StudentFarm), that promotes student-initiated contributions to local communities. In theprogram, the University solicits projects that contribute to local revitalization andprovides selected projects with support that may include activity costs, as well as
instructions and advice from faculty members, including arrangements withadministrators and professional experts as necessary.

Suggestions for Improvement
Educational Content, Methods, and Outcome

The maximum number of credits a student is allowed to register for per year is not
set in the School of Environmental Science, the School of Engineering, and theSchool of Human Cultures. This should be improved from the standpoint of acredit system.

The Graduate School of Engineering, the 1st term of doctoral program in theGraduate School of Human Cultures, the 2nd term of doctoral programof Lifestyle Studies in the Graduate School of Human Cultures, and the Graduate
School of Human Nursing fail to indicate the criteria for examining
degree-seeking theses. These criteria should be stated clearly in the graduate
student handbook for each program.

In the 2nd term of doctoral programs in the Graduate School of Environmental
Science, the Graduate School of Engineering, and the Graduate School of HumanCultures, some students complete all the requirements except the dissertations but
leave the university before completing their dissertation requirement within the4time limit. It is stipulated that when these students submit their dissertations, eventhough they do not have enrollment status, they are granted doctoral degrees inthe same manner as those students who have been continuously enrolled. This is
not an appropriate use of the system. The criteria for granting doctoral degrees
should be reconsidered, and in accordance with the purpose of a course-based
graduate school, measures to facilitate degree completion within the required timeframe should be taken.
Area of Serious Concern
Educational Content, Methods, and Outcome
In the Graduate School of Environmental Science, the Graduate School ofEngineering, and the Graduate School of Human Cultures, research guidanceplans have not been formulated for each 2nd term of doctoral program. A researchguidance plan must be developed for each program to ensure that researchguidance and thesis (dissertation) writing guidance are implemented properly.