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

Kyoto Bunkyo University
Basic Information of the Institution
Ownership: Private

Location: Kyoto, Japan

Accreditation Status
Year of the Review: 2012
Accreditation Status: accredited (Accreditation Period: April 1, 2013 – March 31, 2020)

Related Links
Kyoto Bunkyo University: http://www.kbu.ac.jp/kbu
Full Text of the Accreditation Results (in Japanese):
http://www.juaa.or.jp/accreditation/university/result_2012.html
Accreditation Standards, Process and other related information (in English):http://www.juaa.or.jp/en/accreditation/university.html

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Certified Evaluation and Accreditation Resultsfor Kyoto Bunkyo University
Notable Strengths
Educational content, methods, and outcome
Kyoto Bunkyo University has made efforts to improve its educational methods andenhance the quality of students, staff, and faculty members through “FSD”
activities. The FSD combines FD (faculty development) and SD (staffdevelopment) together with students’ efforts to encourage participation in academic
meetings, make presentations, organize exchanges with other universities, andpromote regular publications in relation to development activities to realize theuniversity’s purpose of being “with the students.” It is especially commendable thatthe university has developed a unique compulsory course for freshmen, named
Introduction to Kyoto Bunkyo, in which educational content is organized not only
by faculty members, but also by students and staff, and includes Shaberiba (“adiscussion place”) and Bunkyo Menu (presentations introducing the university).

Student support

It is commendable that the university’s faculty and staff cooperate to guide students
closely. For example, the advisor system allocates one faculty member to eachstudent. The Student Follow Schedule allocates faculty to students who experienceproblems continuing their education. The Student Affairs Office, StudentCommittee, department heads, and faculty members use the Follow Schedule tocheck course registration, attendance, and credits acquired as a reference to better
advise students. The results of the Follow Schedule are collected and reviewed ineach department, Student Committee, and Student Affairs Office.

Social cooperation and contribution

It is commendable that the university has not only attempted to establish trust withthe local community and an indispensable position within that community, but has
also extended the range of social experiences of students to take their own initiativein problem-solving. Students can apply for the Regional Student Network Project,which emphasizes regional cooperation in education with faculty, field research
office staff, and community partners supporting students. Faculty and staff remind
students to “clarify objectives,” “have empathy for others,” and “link the present
moment with future development” to promote awareness of the Plan-Do-Check-Act(PDCA) cycle and encourage students to keep up steady efforts.

Suggestions for Improvement
Educational content, methods, and outcome

Third and fourth year students in the Faculties of Human Studies and ClinicalPsychology can register for a maximum of 60 credits per year, which is high. Nomaximum has been set for the number of credits that transfer students can register
for in a year. This needs to be rectified.

In the Graduate School of Cultural Anthropology and the Graduate School ofClinical Psychology, criteria for examining degree-seeking dissertations have notbeen clearly defined. This should be specifically clarified for students in the Student3Handbook (and other handbooks).
In the doctoral program in the Graduate School of Clinical Psychology, somestudents complete all the requirements except the dissertation, and leave theuniversity before completing the dissertation requirement within the time limit set
by the university. Later, when these students submit their dissertations, even though
they do not have enrollment status, they are granted doctoral degrees in the samemanner as those students continuously enrolled. This is an inappropriate use of thesystem that should be corrected. The university should modify the ways to address
this problem, and, in accordance with the purpose of having course-based doctoral
programs, should create measures to encourage the degree completion within therequired time frame.

Enrollment
The ratio of enrolled students to the student enrollment cap is low in the Graduate
School of Cultural Anthropology at 0.25. This should be improved.

The ratio of transfer students to the transfer student admission cap is low at 0.05 in
the Department of Cultural Anthropology in the Faculty of Human Studies, and it isalso low at 0.30 in the Department of Social Design Studies in the same Faculty. Inaddition, the ratio is low at 0.30 in the Department of Clinical Psychology in theFaculty of Clinical Psychology. These ratios should be improved.

Education and research environmentThere are no regulations concerning research ethics. This should be improved.

Administration and finance
The university has not clarified the relationship between the University
Management Council and the University Academic Council delineating their
responsibilities and powers. This should be improved.

Although there are several large-scale development plans such as the Second UjiCampus Plan to expand its facilities, the university lacks financial backing. Annual
financial plans should be compiled for these development plans.

Area of Serious Concern
Enrollment
In the last five years in the Department of Social Design Studies in the Faculty of
Human Sciences, the average of the ratios of enrolled freshmen to the freshman
admission cap is high at 1.35. The ratio of enrolled students to the student
enrollment cap is low at 0.87 in the Department of Cultural Anthropology in thesame Faculty. These numbers must be improved.