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Evaluation system (Junior College)

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Evaluation Standards(Junior Colleges)

The certified evaluation and accreditation conducted by the Japan Institution for Higher Education Evaluation (hereinafter referred to as "JIHEE") is based on the institutional Evaluation Standards(Junior Colleges) (hereinafter referred to as the "Evaluation Standards"), methods and procedures set forth by JIHEE. The evaluation process is designed to analyze the results of Self-Inspection and Evaluation of the overall educational and research activities of an institution and determine the level at which the institution as a whole satisfies the Evaluation Standards.

JIHEE conducts evaluations in a manner that allows each institution to fully demonstrate its unique characteristics, qualities and special features, respectful of the autonomy of the institutions.

Furthermore, JIHEE considers the institutional evaluation not as a passive entity called into play as a result of enforcement or obligation, but as an indispensable means for enhancing the educational and research activities of each institution and for effecting managerial reform.

Therefore, to enable voluntary and positive Self-Inspection and Evaluation in accordance with their mission, goals and educational objectives, the "Evaluation Standards" propose a minimum of common, basic items to allow institutions to develop their own standards and points evaluated covering the scope set in their mission and goals and the items focused on as unique characteristics and qualities.

Each "standard" set forth by JIHEE consists of the "Points Evaluated", "Perspectives for Evaluation" and "Examples of Evidence". The intent of each standard is summarized in the sections entitled "The Objective of this Standard".

Based on the above, the certified evaluation and accreditation conducted by JIHEE supports the efforts for reform and improvement by individual institutions while providing the general public with information on the overall activities of each institution. For this purpose, we carry out an objective and comprehensive evaluation of the "Self-Inspection and Evaluation Report" prepared in accordance with the "Handbook for Evaluation and Accreditation(Junior Colleges)" taking into consideration the mission, goals and educational objectives set forth and publicized by each institution, as well as the results of evidence and On-site Inspection.

Standard 1. Mission and Objectives, etc.

Scope: Mission, Goals and Educational Objectives

The Objective of this Standard

As a bastion of knowledge, the institutions are public institutions that develop the infrastructure critical to a knowledge-based society, and aim to cultivate students’ abilities necessary to get a job or live a social life. As such, the institutions must set forth their mission and objectives (i.e., future vision or social mission and goals based on the philosophy behind their establishment). In addition, it is important to clearly define the educational objectives (i.e., the goals of human resource development for each academic program) in the school regulations, to be reflected in 1) policy on awarding diplomas (diploma policy), 2) policy on the contents and methods of educational curriculum (curriculum policy) and 3) policy on student admission (admission policy) (hereinafter referred to as the "three policies").

The mission and goals of the institutions and educational objectives of the divisions and courses, etc. form the basis for the management of the institutions. Therefore, the content must be clear and pertinent. Furthermore, the institutions are required to establish an intra-campus system to ensure that the content is reflected in the management of the institution as a whole.

Point Evaluated Perspectives for Evaluation Examples of Evidence
(Fact-providing grounds
for evaluation)
1-1.
Clarity of mission, goals and educational objectives
  • 1-1-(1)
    Specific and clearly defined content
  • 1-1-(2)
    Simple documentation
Material on the mission, goals and educational objectives
1-2.
Pertinence of mission, goals and educational objectives
  • 1-2-(1)
    Clear indication of individuality and distinctive quality
  • 1-2-(2)
    Compliance with laws and regulations
  • 1-2-(3)
    Response to change
  • Material indicating the institution's perception of individuality and distinctive quality (relevant parts)
  • Material showing the reasons and background for revising the mission, goals and educational objectives, if any
1-3.
Effectiveness of mission, goals and educational objectives
  • 1-3-(1)
    Understanding and support of administrative executives, faculty and staff
  • 1-3-(2)
    Internal and external communication
  • 1-3-(3)
    Reflection of the mission,goals and educational objectives in mid- and long-term plans and in the three policies
  • 1-3-(4)
    Structure and consistency of the mission, goals and educational objectives on one hand, and education and research organization on the other
  • Material on the involvement and participation of administrative executives, faculty and staff in the formulation and revision of the mission, goals and educational objectives
  • Material on the methods and means of publicizing the mission, goals and educational objectives, internally and externally
  • Material on the relationship between mid- and long-term plans and the three policies on one hand, and the mission, goals and educational objectives on the other
  • Material on the regulations and organizational structure of education and research

Standard 2. Learning and Teaching

Scope: Student Admission, Educational Content and Method, Support for Learning and Class Instruction, Evaluation of Learning and Teacher Assignment

The Objective of this Standard

Needless to say, learning and teaching are core functions of the institution. The institution must establish clear educational objectives for each division and course division in the light of its mission and goals. In order to achieve this, the institution is required to implement the three policies and manage its facilities for education and learning in a systematic and integrated fashion throughout the institution.

Establishing a clear mission, goals and educational objectives along with the three policies as well as publicizing them internally and externally is essential for achieving unified perception by teachers and staff, visualizing the institution's education and enhancing educational quality in response to external evaluation.

Point Evaluated Perspectives for Evaluation Examples of Evidence
(Fact-providing grounds
for evaluation)
2-1.
Admission of students
  • 2-1-(1)
    Clarification and publication of admission policies
  • 2-1-(2)
    Design of admission methods in accordance with admission policies
  • 2-1-(3)
    Maintenance of appropriate numbers of students admitted based on yearly enrollment quotas
  • Material on admission policies
  • Material showing the relationship between admission policies and admission methods
  • Material showing the comparison of enrollment capacity and yearly enrollment quotas with the current number of students
2-2.
Educational curriculum and teaching methods
  • 2-2-(1)
    Clarification of the policy for organizing educational curriculum based on educational objectives
  • 2-2-(2)
    Systematic organization of educational curriculum and design / development of teaching methods in accordance with educational curriculum organization policies
  • Material on the policy for organizing the educational curriculum
  • Material showing the conditions of, and the restrictions on course completion, including upper limits on the number of registered credits
  • Material showing specific examples of the design and development of teaching methods
  • Material on design activities for achieving the objectives of the accrediting system including extracurricular activities
2-3.
Support for learning and class instruction
  • 2-3-(1)
    Collaboration between teachers and staff as well as enhanced support for learning and class instruction utilizing TAs (teaching assistants), etc.
  • Material on the policy, plan and implementation system for supporting learning and class instruction
  • Material on the system to support learning and class instruction by the staff and TAs
  • Material on the actual situation and cause analysis of the departure or suspension of students, or additional years in school, and the examination of improvement measures
2-4.
Accrediting, graduation and completion certification
2-4-(1)
Clarification of the standards for accrediting, promotion and graduation / completion certification as well as strict application of these standards
  • Material showing the design of a scheme to achieve fair evaluation of academic achievements for MA accreditation, including utilization of GPA, etc.
  • Material on the policy and standards for degree awarding and the actual process of degree examination
2-5.
Career guidance
2-5-(1)
Development and improvement of a system to provide guidance on social and professional independence within and outside the educational curriculum
  • Material concerning efforts being made to offer curricula and other educational programs related to career guidance
  • Material showing the actual situation of, and the efforts being made for employment and career guidance
2-6.
Evaluation of achievement of educational objectives and feedback
  • 2-6-(1)
    Design and development of methods for inspecting and evaluating the achievement of educational objectives
  • 2-6-(2)
    Feedback on evaluation results for improving the educational content/methods and learning guidance
  • Material on the analysis of student questionnaires concerning learning within and outside school
  • Material showing the study into the evaluation of the achievement of educational objectives or the analysis of evaluation results and feedback on educational improvement
2-7.
Student services
  • 2-7-(1)
    Support for stable school life
  • 2-7-(2)
    Monitoring of students' opinions and requests concerning school life in general, and utilization of the results of analysis and examination
  • Materials concerning the use of the student guidance room and medical office on the campus
  • Material on scholarship grants and loans
  • Material concerning support provided for extracurricular activities
  • Material concerning support provided for non-student citizens as well as enrolled and transferred students
  • Material on the survey on school life satisfaction and analyses of the results or a system to respond to students' requests
2-8.
Teacher assignment and faculty development
  • 2-8-(1)
    Assurance and assignment of teachers in keeping with educational objectives and curricula
  • 2-8-(2)
    Efforts to enhance the quality and ability of teachers through faculty appointment and promotion, educational assessment, training and FD (faculty development)
  • 2-8-(3)
    Improvement and development of a system for providing liberal arts education
  • Material on the comparison of the University Establishment Standards and the designated standards for job qualifications with the current situation
  • Material on the policies concerning the organization, appointment, promotion and re-assignment of teachers
  • Material showing the FD (faculty development) implementation plan, system and status
  • Material on teacher training plans and the implementation status
  • Material on the implementation status of the teacher evaluation method and utilization of the results
  • Material on the current status of liberal arts educational organization and activities
2-9.
Development and improvement of the educational environment
  • 2-9-(1)
    Improvement / development and proper administration of the educational environment including school grounds, school buildings, equipment, facilities for practical training, library, etc.
  • 2-9-(2)
    Proper management of the number of students attending class
  • Material on the comparison of the University Establishment Standards concerning facilities and furnishings with the current situation
  • Material showing the results of the student satisfaction survey concerning the educational environment
  • Material on the security management of facilities and furnishings, maintenance regulations, operating policies and plans and management systems, as well as control
  • Material showing class instruction size (lectures, seminars, laboratory work, etc.)

Standard 3. Management, Administration and Finance

Scope: Management Discipline, Board of Directors, Governance, Executive System, Financial Base and Fiscal Balance, Accounting

The Objective of this Standard

The institution must formulate mid- and long-term overall plans in order to achieve its mission, goals and educational objectives. It is also necessary to improve and develop the environment and conditions required for implementing such plans while managing project operations in accordance with the plans. At the same time, it is important to inspect and evaluate the progress of projects, on a timely basis, linking the monitoring results with further improvements.

The term "management and administration" used in this Standard includes all projects undertaken by educational institutions as well as by institutions of higher education. In today's management of the institutions, it is not pertinent, in principle, to set the work of the teachers apart from that of the staff. In the formulation of plans as well as in project operations, it has become increasingly important for the teachers and the staff to coordinate and collaborate more closely. In this sense, staff members are expected to take on a significant role.

Finance also plays a pivotal role in safeguarding the autonomy, public nature and stability that represent the fundamental principles of the educational institution system. Mid- and long-term plans aimed at achieving the mission and goals of individual institutions will be effective only when they are integrated with pertinent financial schemes. Furthermore, proper accounting and the disclosure of financial information is indispensable for the institutions to achieve steady growth along with increased social trust.

Point Evaluated Perspectives for Evaluation Examples of Evidence
(Fact-providing grounds
for evaluation)
3-1.
Management discipline and integrity
  • 3-1-(1)
    Expression of the determination to uphold management discipline and integrity
  • 3-1-(2)
    Continuous efforts to achieve the mission and goals
  • 3-1-(3)
    Compliance with laws and regulations concerning the establishment and administration of the institution including the School Education Law, the Private School Law and the University Establishment Standards
  • 3-1-(4)
    Consideration for environmental conservation, human rights and security
  • 3-1-(5)
    Publication of educational and financial information
  • Material on the expression of the determination to uphold management discipline and integrity as basic management policies including the code and regulations of organizational ethics and discipline
  • Material showing the comparison of the contents of laws, regulations and notices concerning the establishment and administration of the institution with the present conditions
  • Material on the policies, plans and specific measures for environmental conservation, human rights and security
  • Material on the publication of information concerning the administration of the incorporated entity and institution (items, contents, means, etc.)
3-2.
Functions of the Board of Directors
  • 3-2-(1)
    Development, improvement and functionality of the system to enable strategic decision-making for achieving the mission and goals
  • Material showing the mechanisms for strategic decision-making on a timely basis (e.g., Board of Exective Directors, policy coordination organization, etc.)
  • Material on the system to complement the functions of Board of Directors
  • Material on the delegation of authority by the Board of Directors and the assignment of responsibilities among the Directors
3-3.
Decision-making process and leadership of the president
  • 3-3-(1)
    Development and improvement the of decision-making organizations in the institution, clarification of authority and responsibilities, and the functions of these units
  • 3-3-(2)
    Appropriate leadership of the president in decision-making and execution of operations by the institution
  • Regulations concerning the decision-making organizations, their members and authority
  • Material on the system to support the leadership of the president (e.g., clarification of authority, system to assist the president, the development and improvement of research and planning departments)
3-4.
Communication and governance
  • 3-4-(1)
    Facilitation of decision-making through communication among administrative organizations at the incorporated entity and institution as well as in various departments
  • 3-4-(2)
    Governance function through cross-checks among administrative organizations at the incorporated entity and institution.
  • 3-4-(3)
    Balanced administration through leadership and bottom-up initiatives
  • Material showing the mechanism for facilitating mutual understanding and coordination between the administrative organizations and the educational affairs department
  • Material showing the Auditors' opinions on the operations of the incorporated entity, assets and the execution of operations by the administrative executives
  • Material on the appointment of the Auditors and task performance by the Auditors
  • Material on consultations held with the Board of Trustees
  • Material on the mechanism for adopting information and proposals from faculty and staff, as well as the implementation situation
3-5.
Functionality of the executive system
  • 3-5-(1)
    Establishment of an effective system for the execution of operations with an organizational structure and staff assignment that facilitates appropriate distribution of authority and clarification of responsibilities
  • 3-5-(2)
    Establishment of a management system for the execution of operations, and its functionality
  • 3-5-(3)
    Provision of opportunities for the enhancement of quality and ability for the staff
  • Material on the system of the incorporated entity for the execution of operations as well as policies for organizing a system to support educational research by the institution, and the present situation
  • Material concerning the participation of the staff in management and educational affairs organization, plus collaboration between teachers and staff
  • Material on the management system for the execution of operations (e.g., the assignment system for administrative executives, target management system, project evaluation, etc.)
  • Material on the SD (staff development) plan, its implementation and merit rating as well as skills training and development system
3-6.
Financial base and fiscal balance
  • 3-6-(1)
    Securement of appropriate financial operations based on mid- and long-term plans
  • 3-6-(2)
    Securement of a stable financial base and fiscal balance
  • Material on project plans, budget compilation policy and financial indicators
  • Material showing mid- and long-term plans with the relevant financial plans
  • Ratios related to the consumption statement of income and expenditure (on a consolidated basis for the whole incorporated entity and on a non-consolidated basis for the institution alone), ratios related to the balance sheet (on a consolidated basis for the whole incorporated entity) and financial statements prepared at the time of account settlement (for the past 5 years)
  • Budget statement, asset inventory, etc. (the latest version)
  • Financial asset management status reports (for the past 5 years)
3-7.
Accounting
  • 3-7-(1)
    Proper accounting procedures
  • 3-7-(2)
    Development and improvement of the accounting audit system and strict implementation
  • Audit reports, minutes of the Board of Directors (including the Board of Trustees) and asset management regulations

Standard 4. Self-Inspection and Evaluation

Scope: Pertinence, Integrity and Effectiveness of Self-Inspection and Evaluation

The Objective of this Standard

The institution should consider the quality assurance of the institution as their own responsibility, given the importance attached to the independence and autonomy of the institution. Thus, we believe that the objective of certified evaluation and accreditation is to enhance the quality of Self-Inspection and Evaluation by assessing its implementation status as well as the situation in which the results are put to effective use.

Even though Self-Inspection and Evaluation is conducted for the purpose of certified evaluation and accreditation, the institution is expected to carry out Self-Inspection and Evaluation on its own initiative and responsibility in a manner that facilitates educational improvement and discharges accountability to society.

Point Evaluated Perspectives for Evaluation Examples of Evidence
(Fact-providing grounds
for evaluation)
4-1.
Pertinence of Self-Inspection and Evaluation
  • 4-1-(1)
    Independent and autonomous Self-Inspection and Evaluation in accordance with the mission and goals of the institution
  • 4-1-(2)
    Pertinence of the Self-Inspection and Evaluation system
  • 4-1-(3)
    Pertinence of the frequency of Self-Inspection and Evaluation
  • Material showing the items incorporated in independent and autonomous Self-Inspection and Evaluation
  • Material on the organization for Self-Inspection and Evaluation and its relative importance within the institution
4-2.
Integrity of Self-Inspection and Evaluation
  • 4-2-(1)
    Highly transparent Self-Inspection and Evaluation based on evidence
  • 4-2-(2)
    Adequate survey and collection / analysis of data for monitoring the present situation
  • 4-2-(3)
    Sharing the results of Self-Inspection and Evaluation within the institution as well as the publication of relevant information to the general public
  • Material on the functions and activities of IR (institutional research)
  • Material showing the situation in which the results of Self-Inspection and Evaluation and certified evaluation and accreditation are shared within the institution and publicized to the general public
4-3.
Effectiveness of Self-Inspection and Evaluation
  • 4-3-(1)
    Establishment of the PDCA mechanism for utilizing the results of Self-Inspection and Evaluation, and its functionality
  • Mechanism for integrating Self-Inspection and Evaluation and certified evaluation and accreditation as well as its administration
  • Material showing the situation in which the results of Self-Inspection and Evaluation and certified evaluation and accreditation are put to effective use

Establishment of Standards Unique to Each Institution Based on
Its Mission and Goals and Self-Inspection and Evaluation

The four standards set forth by JIHEE are limited to a minimum of common, basic items. In addition, the institution is required to establish its own unique "Standards", "Point Evaluated" and "Perspectives for Evaluation" covering the scope set by its mission and goals and as well as the items focused on as representing its individuality and distinctive quality.

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