Results for Certified Evaluation and Accreditation for Junior College

The University of Aizu Junior College Division

Basic Information of the Institution
Ownership: PublicLocation: Fukushima, Japan

Accreditation Status
Year of the Review: 2017
Accreditation Status: accredited （Accreditation Period: April.01.2018 – March.31.2025）

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Certified Evaluation and Accreditation Results
for the University of Aizu Junior College Division
Overview
The University of Aizu Junior College Division (hereafter, the Junior College) wasfounded in 1951 as Aizu Junior College, a single department college with theDepartment of Commerce. It was renamed Fukushima Prefectural Aizu Junior Collegein 1957, and established the Department of Home Economics in 1958, and then theDepartment of Food and Nutrition, the Department of Design, and the Department ofSocial Welfare in 1980 to meet the needs of the times. It was renamed the University ofAizu, Junior College Division, with the establishment of the University of Aizu in
1993. In 2006, it became a junior college established by Public University Corporation,
The University of Aizu (Public University Corporation of Aizu, The University of Aizu,Junior College Division) when University of Aizu was incorporated. The JuniorCollege established the Department of Early Childhood Education in 2016 andabolished the Department of Social Welfare in 2017, and made a new start as a juniorcollege in Aizuwakamatsu City comprised of the Department of Management andDesign, the Department of Food and Nutrition, and the Department of Early ChildhoodEducation.
The Junior College underwent accreditation review by the National Institution
for Academic Degrees and University Evaluation (now the National Institution forAcademic Degrees and Quality Enhancement of Higher Education (NIAD-QE)) in2010.In that accreditation review, it was indicated that the response rate ofnon-full-time faculty members to class evaluation results is low, and that the bookstorage space in its library is too small. With respect to the former problem, theresponse rate has been increasing due to initiatives such as striving to inform
non-full-time faculty members, but the latter problem remains.
This accreditation review confirmed that the Junior College is carrying out
activities for the purpose of fostering nutritionists, kindergarten teachers and nurseryschool teachers as well as fostering human resources specialized in management anddesign through practical learning and practical education tied with regional
contributions for reconstruction in Fukushima Prefecture. Further, as part of its socialcooperation and social contribution initiatives, the Junior College set the Basic Policy
on Regional Contribution related to coordination and cooperation with the local

3community, and established in the Regional Recovery Center, the Regional Recovery
Center Management Promotion Council comprised of council members selected fromoutside organizations, in which the enhancement of coordination is promoted throughactivity reports and exchanges of opinions, and that is playing an effective role inregional contributions through a number of lectures by dispatched lecturers andstudent-participatory practical learning and practical education. This initiative is highly
commendable as a distinctive feature of the Junior College.
However, there are several issues that must be rectified. No separate degree
award policy has been formulated for each department, In addition, learning outcomessuch as knowledge and skills the students are required to acquire to complete programs
are not shown. Moreover, the student dormitory is aging and that is impacting thestudents’ living environment. There is also an issue with the library of the JuniorCollege, being too small to secure enough space to manage books, so that needs to berectified.
The Junior College is expected to further enhance its internal quality
assurance system to further promote its education, research and social activities byleveraging its characteristics and enhance regional contributions, thereby leading toeven more results.
Notable Strengths
Faculty and Faculty Organization

It is commendable that the Junior College has systems that allow faculty members
to receive external training and attend graduate school during their employment toimprove their quality, and by actually utilizing those systems with faculty
members, young faculty members can earn a degree during their employment.

Social Cooperation and Contribution
It is commendable that the Regional Recovery Center has the Regional Recovery
Center Management Promotion Council, which is comprised of council members
selected from outside organizations, to promote enhancement of coordination
through activity reports and exchanges of opinions, and that this plays an effectiverole in regional contributions. Further, the Junior College conducts various social

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cooperation and social contribution activities such as continuous holding of special
lectures for the promotion of industries and tourism as cooperation amongindustrial, governmental, private and academic bodies, initiatives for contract
businesses in coordination with municipal governments and organizations inFukushima Prefecture, many lectures by dispatched lecturers provided as lifelong
education, student-participatory practical learning and practical education, andreconstruction support activities. These are outstanding as activities to giveeducational and research outcomes back to the local community and can be highlyacclaimed.
Suggestions for Improvement
Education and Research Environment
There is an issue with the library of the Junior College being too small to securestorage space to manage books. This issue should be addressed.

Area of Serious Concern
Educational Content, Methods, and Outcome

No separate degree award policy has been formulated for each department, andlearning outcomes such as knowledge and abilities that students are required toacquire to complete programs are not shown. This must be rectified.

Education and Research Environment
The student dormitory is aging and that is impacting the students’ living
environment. This must be rectified as soon as possible.